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Hard cover. Zustand: Fair. Sewn binding. Cloth over boards. Audience: General/trade.

Paperback. Zustand: Very Good. '[T]his second edition book is a welcome contribution to the early years literature base, providing much needed information and a somewhat innovative response concerning how effectively to translate the Early Years Foundation Stage into practice' - Early Years `This second edition of Learning in the Early Years has been fully updated to bring it in line with the Statutory Framework for the Early Years Foundation Stage.The presentation and style.is very readable and accessible and as such the book provides an excellent resource for students and experienced early years practitioners alike' - Early Years Update Praise for the First Edition: `It was a joy to read this book. This book provides a wealth of ideas for reflection, as well as guidance to promote knowledge and skills essential in early years teaching.' Dario Pellegrini, Educational Psychologist `I found it hard to put it down. I particularly liked the way it followed through into Key Stage 1' - Who Minds `An important contribution to difficult work' - Elizabeth Quintero, The Steinhardt School of Education, New York University This fully updated Second Edition of 'Learning in the Early Years 3-7' has been written to support early years practitioners understand and implement the new curriculum guidance document 'The Early Years Foundation Stage' (DfES, 2007). In this book, Jeni Riley clearly explains how to meet the requirements of the EYFS document and how this relates to the National Curriculum and the Primary National Strategy: Framework for teaching for literacy and mathematics. Offering informative and inspirational guidance on planning learning and teaching opportunities across the curriculum, this book will help you to promote social, intellectual, aesthetic, spiritual and physical development in your setting. Topics covered include: - appropriate and lively ways of working with young children - developing subject knowledge - supporting children for whom English is an additional language - the role of adults when interacting with children to support learning - the place of information and communications technology - the transition between the Foundation Stage and Key Stage 1. The book also draws on recent research on child development, on how babies think and on effective learning and teaching for children aged 3-7. All early years students and practitioners will want to have this book to hand to guide them through the new guidance and to support them daily to implement successful practice. Jeni Riley, Reader in Literacy in Primary Education, Institute of Education, University of London. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. `As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations' - Debate `This is an authoritative and scholarly book that does not attempt to offer a simple fix-it solution but one that should lead to an informed and workable approach that will address the needs and circumstances of individual schools as such . I would recommend it as an essential read for anyone contemplating the research or promotion of emotional literacy in school' - Special Children `There is much to encourage exploration by schools, educators and managers in an informed way. Helpful appendices list experienced agencies schools may approach in their work on emotional well-being'- Emotional and Behavioural Difficulties `The book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed' - Times Educational Supplement, Teacher `This book is written in a refreshingly well-balanced style and it deserves a similarly even-handed review. Katherine Weare never exaggerates a point or pretends to have found the Holy Grail. Instead; each argument is carefully counter pointed by a caveat' - Nurturing Potential `This is a handbook for teachers and LEAs with clearly headed sections, useful tables and list of resources and contacts. There are helpful suggestions for auditing emotional literacy in schools, deciding whether to use off-the-shelf programmes, tailoring programmes to the school's own needs, and working with the wider community' - The Psychology of Education Review 'Visionary and easy to read. This vision resides in the authors' convictions about the vital role schools can play in developing and widening the literacy of emotions. worth reading. opens up a picture of what can achieved in schools in the best interests of the children' - Young Minds Magazine `Katherine Weare brings a good track record to this useful handbook. The full list of contacts, sources of support and resources and the useful bibliography are clearly a product of her comprehensive knowledge of the field in UK and beyond. They provide a solid platform for future researches' - Journal of In-Service Education Emotional literacy refers to our ability to understand and use information about our own and others' emotional states, with skill and competence. It is increasingly accepted in schools, and this book shows how it is central to mainstream education. The author defines concepts and terms in ways that make sense to practitioners, outlines the scientific evidence behind the concept, explores ways in which schools can become more emotionally literate, and demonstrates the educational benefits. The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships. Katherine Weare shows how emotional literacy can help address persistent educational problems, such as emotional and behavioural disturbance, school exclusion, and teacher stress and disaffection. Emotional literacy is relevant to mainstream education, is most effective when it permeates the whole school culture, ethos, relationships and management. It is as relevant for secondary as it is for primary students, and applies to teachers and parents as well as to students. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. From a review of the first edition: Ian Eyres tackles every issue of the teacher training curriculum for English making it accessible and easy to understand. As well as this, he offers reflection pieces to check your own understanding With English exams looming round the corner for my PGCE, this book really has been a lifesaver. Wholeheartedly recommended - Amazon Review English for Primary and Early Years is a comprehensive and essential guide to the structure of English. It draws on the readers own knowledge and understanding of English as the basis for analysis of texts at word, sentence and whole text level. The book develops the readers understanding of the linguistic and literary knowledge required by The National Curriculum at Key Stages 1 and 2 and by the National Literacy Strategy. Key concepts such as, Standard English, approaches to grammar, genre, clause structure and the role of phonics in reading are addressed in an interactive way which develops the readers skills as an active analyst of English, leading to a far deeper understanding than the `dos and donts of traditional grammar. The text is fully updated to include the most recent developments in such areas as synthetic and analytic phonics and multimodal texts. An in-depth self-assessment activity is included with the text. This is a set book for the Open University Course, Ways of Knowing: language, mathematics and science in the early years. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. ?For those attending university for the first time, the demands made on them academically and socially can seem daunting. Studying at University equips you with strategies for making the most out of the experience from the moment you arrive until after you leave. Written with fresh insight, the book addresses key issues such as: adjusting to life at university making presentations working in small groups library and computer resources making the most from lectures and seminars basic numeracy and statistics. Studying at University also presents you with new ways of learning. Discover ways of developing memory techniques as an aid for not just exams, but so you can reap the best rewards from the subject matter in hand. Ways of coping with exam and test anxieties are addressed, and a final section looks at preparing for job interviews after university life. Packed with illustrative material and practical exercises, Studying at University enables you to perform at your very best academically. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success! The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. `This is an essential easy-to-use guide to geography. It is unique in providing not only passive advice but also offering activity based guidance to both potential and current geography undergraduates. Geography at University is wide ranging in its approach offering assistance to all; from those who need help with their dissertation to those writing their curriculum vitae. It is an all encompassing text which offers a fresh and original outlook on geography at degree level - Lorraine Craig, Royal Geographical Society (with Institute of British Geographers) Geography at University will show students how to do better at university when studying for their degree in geography. It explains how university - and geography at university - differs from the subject at school. At university, students are taught new topics in different ways and will be tested on different abilities - the ability to understand, to explain and to apply knowledge; rather than just on the knowledge itself. This means that students need to learn the subject in new ways: Geography at University shows them exactly how to do that. Being at university is a phase between school and career, this book will show students how university geography builds on school geography and gives them skills employers will be looking for when appointing graduates. Geography at University reviews each of the main methods by which students are taught geography - lectures, tutorial, fieldwork, practicals and projects - and explains what tutors will be trying to do during these sessions so that students can gain the most from teaching. Geography at University explains what tutors are looking for when assessing students works through their essays, examinations, oral presentations anddissertations. There is more to getting a degree than just studying geography. There is much that students can do through a gap year or taking paid or voluntary work to give them an edge when applying for jobs after graduation, and Geography at University explains how they can make the most of these opportunities as well. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. The book is an important read for persons who practice or study within the field. Anyone with experience or interest in the topic will come away with a deepened understanding of debates within cultural studies and with an array of nfew questions and ideas to pursue. The book would make a fine text for graduate level classes dealing with culture and media; the question/debate-orientated structure especially could provide the launching pad for a whole range of discussions, profjects, and papter topics The Southern Communication Journal In this sequel to the best-selling text Cultural Studies: Theory and Practice, Chris Barker turns his attention to the significance and future of the field. He analyzes the strengths and weaknesses of cultural studies, providing students and practitioners with an authoritative diagnosis of the subject and a balanced prognosis, and investigates the boundaries of cultural studies elucidating the main underlying themes of study. Written with panache, and an understanding of classroom needs, Making Sense of Cultural Studies is the perfect teaching complement to Chris Barkers earlier textbook. It is a rich resource for seminar work and undergraduate and postgraduate thesis topics, yet it can also be read as a free-standing analysis of the condition of cultural studies today. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. `a useful contribution to the development of resources for workers and students - Youth & Policy Working with Young People provides a selection of writing from a complex, ambiguous and dynamic field of work. The editors take a multidisciplinary approach to draw together key readings reflecting the variety of theoretical and practical perspectives on working with young people. The selection aims to cover the key themes currently under discussion. Such content means the book equips students with knowledge of values and principles required for successful qualification as a worker in the field. Included are chapters on: " The ethical values and principles guiding practice " Anti-discriminatory practice " Concepts of youth " Informal education " Counselling and youth work This is a student-friendly and engaging text that is linked to the National Occupational Standards for Youth Work and also includes recent policy statements from the National Youth Agency and the DfES. The book is a core text for all those studying for foundation degrees and NVQ2 or 3 in youth work and youth studies, as well as being relevant across the undergraduate fields of social care and education. It is also an invaluable resource for experienced professionals and practice supervisors working with young people in statutory or voluntary organisations. Working with Young People is a Course Reader for the Open University course Introduction to Working with Young People (E131). The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. "The book is an excellent addition to those already available in the area and provides a very practical guide that students can pick up and use for reference throughout their dissertation process." ESCalate (a Higher Education Academy Network publication) Like the previous editions of this bestselling text, Surviving Your Dissertation: A Comprehensive Guide to Content and Process, Third Edition offers readers guidance that other dissertation guides often miss, from ways to improve ones writing, to identifying ones learning preferences, to dealing with emotional blocks. Using examples from a wide range of disciplines, the authors give readers expert advice on the entire dissertation process: selecting a suitable topic; conducting a literature review; managing data overload; building an argument; presenting the material, data, and results; and working with faculty committees. The entire text has been updated and fresh examples have been added to it. This edition features an up-to-the-minute discussion of online research and the use of software packages. The authors have expanded their coverage of qualitative work, and added information about the use of mixed methods to the book. These updates and more make the Third Edition of Surviving Your Dissertation a must have resource for graduate students. Key Features ofthe ThirdEdition: Walks readers through the dissertation process as an ideal mentor would. Devotes more attention to qualitative work, and touches upon mixed methods. Discusses online library resources and completing ones dissertation via the Internet. Features new material on the use of graphics. Includes information about informed consent forms. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. The SAGE Course Companion on Organization Theory is an accessible introduction to a challenging subject area. This book helps readers to extend their understanding of theories and make the connection between them and organizational practice. It will enhance their thinking skills in line with course requirements and provides support on how to revise for exams and prepare for and write assessed pieces. Readers are encouraged not only to think like a organizational theorist but also to think about the subject critically. Designed to compliment existing textbooks for the course, the companion provides: - Easy access to the key themes in Organizational Theory - Helpful summaries of the approaches taken by the main course textbooks - Sample questions and answers, with common themes that must always be addressed - Short vignettes and a case study that runs throughout the chapters - Guidance on the essential study skills required to pass the course - `Taking It Further sections that suggest how readers can extend their thinking beyond the `received wisdom The SAGE Course Companion in Organizational Theory is much more than a revision guide for undergraduates; it is an essential tool that will help readers take their course understanding to new levels and help them achieve success in their undergraduate course. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Written by experienced consultants, this book explores the key themes surrounding the role of the School Business Manager, and offers guidance for dealing with the practical issues of the job. Experts in the field provide practical advice on the essential technical aspects of the role, such as managing risk, managing facilities and human resources, and the book also considers strategic issues and addresses "big questions" such as the workforce remodelling agenda and extended schools. Each chapter contains a useful summary of key points, case studies, and suggested further reading for continued study. Senior Management Team members, school governors, school business managers, students of school business management and anyone involved in and interested in the effective management of schools will find this book an invaluable source of reference. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Critical practice is at the core of all activity undertaken with service users, carers and their communities. Conveying the diverse nature of this work The Critical Practitioner in Social Work and Health Care takes a comprehensive and reflective look at key areas of practice and the challenges professionals face in training and in their working lives. The chapters focus on the skills and values fundamental to the caring role and helps readers understand the importance of being able to adapt to changing demands and expectations. Key features of the book include: " a multiprofessional approach, incorporating examples from health, social work, and social care " an integrated approach to theory and practice " a range of case studies to illustrate key themes and issues " coverage of core topics such as: ethics, management, supervision, teamwork, interprofessional working, practice with service-users, research, policy issues, accountability " strongly supports underpinning knowledge for the National Occupational Standards and subject benchmarks. The book encourages the reader to develop the confidence and analytic skills to achieve best practice across all areas of their work. It will be required reading for all those studying social work, nursing, and allied caring professions. It will also be of great help to practitioners wishing to reflect on and develop their own practice. This Reader includes revised and updated material from Brechin et als Critical Practice in Health and Social Care also published by SAGE (2000). Sandy Fraser is a Lecturer in Social Work, Faculty of Health and Social Care at The Open University. He co-edited Doing Research with Children and Young People and The Reality of Research with Children and Young People (both 2004) published by SAGE Publications in association with The Open University. Sarah Matthews is a Staff Tutor in The Open University regional office in Manchester. She is also a Mental Health Act Commissioner and runs a training and consultancy business. She worked for 20 years as a qualified social worker, latterly as a senior manager. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. "Fullan shows how moral leadership can reinvent the principalship and bring about large-scale school improvement. This is a masterfully crafted and accessible book by North Americas foremost expert on change." Thomas J. Sergiovanni, Lillian Radford Professor of Education Trinity University, San Antonio, TX "Fullan challenges all who work in education to rethink the critical role of the principal as school leader in the current era of accountability.With clarity and insight, he offers a series of strategies to reshape the culture and context of leadership in schools to create learning communities where both students and teachers can excel." Paul D. Houston, Executive Director American Association of School Administrators "Once again, the writing of Michael Fullan is a tour de force. The Moral Imperative of School Leadership is a must-read for those who want to make a difference!" Gerald N. Tirozzi, Executive Director National Association of Secondary School Principals The time has come to change the context of school leadership! The role of the principal is pivotal to systemic school change. That is the fundamental message ofThe Moral Imperative of School Leadership, which extends the discussion begun in Fullans earlier publication, Whats Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. In an effort to make the position more rewarding and exciting, he shifts the principals role from one of a site-based superman or superwoman, and recasts it as one in which principals figure prominently both within their school and within the larger school system that surrounds them. Concepts explored in-depth include: Why "changing the context" should be the main agenda for the principalship Why barriers to the principalship exist Why the principal should be seen as the COO (chief operating officer) of a school Why the role of the principal should figure more prominently within the system What individuals and the system can do to transform school leadership to a powerful new force The challenge, and moral imperative, for todays principal is to lead system transformations to resolve the top-down/bottom-up dilemma that exists in systemic change. To end the exodus from the principalship, and for great school leaders to evolve in large numbers, the time to redefine the position is now! The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Providing a comprehensive overview of issues of ageing from a global perspective this ambitious text introduces the reader to a wide range of issues and policies on ageing. Topics examined include: theoretical perspectives on ageing in society; demographic trends; roles played by older people as political actors; migration; health; pensions; family and institutional care; and elder abuse. This will be an essential text for students of social gerontology, as well as an invaluable resource for students of nursing, social work, social policy and development studies. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. A new edition of this book is available Adopters Comments `I use this book as an essential course text for a module on curriculum theory. It is an excellent text for the whole course `Vic Kellys writing is always concise and informative, but also at times challenging `A most comprehensive text that takes the reader beyond content/balance issues values, beliefs and assumptions on the curriculum This book has been regularly revised and updated since it was first published in the mid-1970s. A V Kellys classic work on curriculum focuses on the philosophical and political dimensions of curriculum; and especially on the implications for schools and societies of various forms of curriculum. The book outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. The author summarises and explains the main aspects of curriculum theory, and shows how these can and should be translated into practice, in order to create an educational and democratic curriculum for all schools at all levels. The book also seeks to show that the politicization of the school curriculum has led to the establishment of policies and practices which demonstrate a failure to understand these principles of curriculum theory and practice. As a result, policies and practices have been implemented which fall short of being adequate for education in a democratic society. In view of the rapid pace of educational change imposed by various governments over the last 35 years, this is a book which is more relevant than ever. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Creativity and Perception in Management is a textbook revealing the importance of creativity and innovation in todays organizations. The book provides students with the principles and practices entailed in the new form of management associated with creative and innovative organizations. It introduces the creative approaches in management, revealing the role and impact of cognition, intuition and perception. Jane Henry differentiates between a variety of personal styles and shows their implications for creativity, problem solving, communication, decision making and role preference. Students using this textbook will understand the impact of cultural values and certain historical habits of thought on management and organization, and identify the main ways in which management can enable organizations to be more sustainable and responsible. The text includes student activities, illustrative cartoons, boxed examples and recommended readings. It can be used alongside the Readers Creative Management 2nd edition (Henry) and Managing Innovation and Change 2nd edition (Henry and Mayle). Creativity and Perception in Management is a key course text on the Open University Business Schools Creativity, Innovation and Change masters course. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. ' This is a book for those who want to find more, to broaden their own perceptions and understanding of inclusion and to base their own practice on research, and as such would interest and inform any practitioner from managers to students.'- Early Years Update 'This text is a 'must buy' for anyone interested in inclusive education in the early years. A particular strength of the book is the way in which the everyday experiences of children, parents and practitioners are discussed in relation to educational theory. Perhaps the greatest strength of the book though, lies in the way that ideas are based on research findings are presented so clearly. It will almost certainly be nominated for this year's NASEN/TES academic book award and deservedly so' - SENCO Update 'Refreshingly, in this book, inclusion is not about a narrow group of students defined as 'special' but about increasing the participation of everybody involved in early years settings. It is about reducing the exclusion of all children, their families and communities. It is also about the practitioners who work with them, whose involvement in decisions in their own workplace is critical if they are to support the participation of children. It is rich with experience, from the UK and internationally, building up an understanding of education from stories of encounters with children and their families. This book will help readers to escape from the confines of considering children, and the difficulties they encounter, through the constricting and distorting lens of special educational needs' - Tony Booth, Professor of Inclusive and International Education Canterbury Christ Church University 'Fascinating reading . bound to inform discussions and encourage early years practicioners to develop and reflect on their own practices . I will be recommending this book to colleagues and adding it to my essential reading list for students' - Nursery World 'A very helpful book which both challenges and informs. [It] brings together important evidence to help us find a positive way forward' - Early Education 'Well-written and accessible. The book is rich with the reported experiences and ideas of educators and provides clear pointers for further research and discussion. It will serve as an excellent stimulus for educators in any early-years setting who are seeking to develop their own agreed philosophy and inclusive practices' - Support For Learning By identifying and discussing key research studies on inclusion in the early years, and drawing on studies of practitioners' views and experiences of working inclusively, this insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. Key factors which can make inclusion successful are highlighted, including curriculum and pedagogy, professional development and work with parents. The book shows how working inclusively involves all members of the setting community, and presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non- inclusive practices. This is an essential text for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and develop their own inclusive practices. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. The First Edition of The McDonaldization of Society has been an international bestseller and acclaimed worldwide, largely because of its effectiveness in conveying the `sociological imagination. The power of sociology is in its abstract concepts, but this also makes it extremely hard to teach. George Ritzer takes students to a world they know and it encourages them to see it in an alternative perspective. The Revised Edition is more streamlined and reflects the fact that `McDonaldization has been an increasingly global phenomenon over the last three years. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. In Managing Organizations Stewart Clegg, Cynthia Hardy and Walter Nord explore the major issues and debates in management and organization. The textbook addresses key topics such as leadership, decision-making and innovation in organizations alongside such themes as diversity, globalization and ecology. Students and teachers of management will find this a comprehensive and wide-ranging resource on the core issues for contemporary managers and organizations. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. `As a doctoral student, currently writing a dissertation which focuses on inclusive education, I found this an excellent supportive resource. It brings together the major theorists of the last 20 years and very importantly highlights the perceived change in Mary Warnocks stance towards statementing since the late 1970s. This element of change in the individual, society and policy is an issue which runs through the book and from an emancipatory and postmodernist stance is a vital inclusion. The inclusion of personal reflections greatly adds to the text, instilling a confidence in the student that there is value in being a person with a point of view. For me the publication of the book comes after my own critical analysis of the literature. From a purely selfish aspect, I wish it had been published earlier in my studies. An excellent resource that I would thoroughly recommend - Amazon Review This book traces the major stages of thinking in the development of inclusive education. It provides overviews of the main theoretical influences: the medico-psychological model; sociological positions; curriculum studies; school effectiveness and the impact upon policy and practice of the Disability Movement. Positioned and discussed in their historical contexts the book provides a synopsis and critique of the last 50 years of the 20th century, including the introduction of the term special educational needs, the practice of integration and the present processes of inclusive education. The unique features of this book include personal reflections by a number of people who are considered to have had a major influence in the development of Inclusive Education. Summaries of their work, their writing and their thinking are provided - drawn from interviews with them and their own publications. The book identifies and embraces some major issues. It does so bearing in mind the interests and perspectives of students working within Inclusive education studies and presents some complex issues in an accessible format with a direct style. Linking directly to the student experience, the book concludes with examples of how students have used theories on inclusive education to inform their reflections on practice. The book throughout is deliberately learner-friendly, using sample- group activities and suggested readings, and is designed to be an effective course reader. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. The study of social divisions has dominated research within the social sciences since the nineteenth century. Early stratification categories of class, race, and gender, have in more recent years been joined by issues such as sexuality and disability. Understanding Social Divisions addresses the full range of social divisions in one volume while also considering the nature of social division in itself, in a comprehensive and accessible overview. Shaun Best: outlines and evaluates theories and research from a long historical period looks at how social divisions influence the formation of identity and `the other'; discusses the mechanisms that are drawn upon to maintain social divisions; considers how solidarity is maintained given that most people in society may feel in some way divided from the rest of society; and, explores how individuals place themselves within the social divisions of class, gender, sex and sexuality, race and ethnic diversity, disability and mental illness. The concluding chapter explores the role of the State in the processes of social division, in areas such as: asylum, citizenship, childhood, old age, disease and policing of terrorism. This book is essential reading for students of social divisions from a wide variety of social science backgrounds. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Includes Online Resources The author puts into perspective the importance of teaching thinking and learning skills providing clear explanations and easy to follow activities that can be used as a series of lessons, or simply as a one off. As a resource for the primary practitioner it is both practical and informative - ESCalate A treasure-trove of practical resources to stretch young peoples thinking muscles! - Professor Guy Claxton, University of Bristol It is full of useful ideas for busy teachers and helpful in getting the children rather than the teachers to do the thinking in the classroom - Professor Robert Fisher, Brunel University By helping children to form positive thinking and learning habits, and to develop a range of transferable skills, we give them the tools they need to become successful learners. This book is grounded in the best of current practice and theories surrounding thinking and learning skills. It provides a highly effective method for introducing a comprehensive set of thinking and learning skills to children aged 5 to 11, as well as for integrating these skills through the curriculum. By means of carefully developed games, activities and group tasks, these ready-to-use lessons will appeal to a wide range of learners and abilities. Features of the book include: - a clear explanation of what thinking and learning skills are; - lots of photocopiable activities, for use by individual teachers and in INSET; - a plan for introducing thinking and learning skills in your school; - suggestions for further reading and development of the programme. Headteachers, Curriculum Co-ordinators and classroom practitioners wishing to introduce and develop thinking and learning skills in their school can either follow this programme in its entirety, or dip into it when appropriate for specific activities. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. This wide-ranging and thought-provoking book provides an alternative approach to personal and professional leadership development. Although directed at headteachers, it has much to say to all staff irrespective of whether they are in formal positions of leadership. Given the increased attention to professional development, this is a timely publication, and will cause those who read it reflect as well as providing a wealth of approaches and ideas which can be used in their school - Colin Parker, Headteacher of King Edward VI Aston School, Managing Schools Today `This is an exceptionally good book that clearly brings together the authors experience as a headteacher and academic. Harry Tomlinson is an educationalist with deep insights into the personal development dimension of leadership. This is not your standard leadership book; instead it is a unique set of ideas, concepts and observations that comprehensively covers the how of building leadership abilities.With twenty chapters, this is a significant resource for practitioners, leadership developers and academics - Professor Brent Davies, International Journal Educational Management `This is undeniably, a terrifically rich and well-researched text which could be the starting point for a variety of personal development journeys. It has enormous value in asserting the importance of personal growth as the foundation for professional development - Times Education Supplement `This book will undoubtedly help school leaders and potential leaders acquire a basic understanding of the essential elements in understanding themselves and others in the professional context - Times Educational Supplement There are many books about professional development for leaders in schools and teachers, particularly in the context of performance management. Though this book takes account of these, the focus is initially very much on personal development through self-understanding and self-management, because this has to be the basis for profound professional development. This book provides an alternative approach to personal and professional leadership development. For the first time this wide range of topics has been covered in a book on educational leadership. Practical activities are included to encourage the learning process. The first part of the book looks at the individual and the personal learning, development of emotional intelligence and modeling excellence which provide the basis for professional development. In the middle chapters the author focuses on the interpersonal and team development processes such as career management, coaching and decision making. The concluding chapters explore issues at the school level but always concentrating on the individual leadership development required. These include major current concerns such as knowledge management, the learning organization and the work-life balance. The author reaches out to include evidence from beyond the world of schools and education in order to enhance understanding. This book provides an in-depth resource and a learning opportunity for all those concerned with educational leadership. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. This book takes a critical look at how students achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment). The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. This book is a joy to read. It is full of good sense and, what teachers always hope to find, lots of good, practical ideas.This is a valuable resource and every staffroom should have a copy - Gifted and Talented Update Smiths research interests in inclusive and gifted education are reflected in her publications and this book is no exception. This is essentially a user-friendly practitioners text, aimed at primary school educators.I would recommend this as a useful addition to the practising teachers repertoire of resource texts Susen Smith, former primary school teacher The suggestions here, many of them photocopiable, are clearly tried and tested. All primary teachers will find them helpful - Michael Duffy, The Times Educational Supplement `A very useful aid to any staff room bookshelf. Easy to read, use and understand- National Association of Gifted Children Newsletter `A must read for all teachers. This book not only sets out very clearly the needs of Able Gifted and Talented pupils, but also helps teachers reappraise their classroom practice and the role of the learner - Johanna M Raffan, Director of NACE, National Association for Able Children How can we provide challenges for the gifted and talented primary school pupil in an inclusive classroom setting? Using tried and tested examples, this book shows the busy teacher how to challenge able children in their mixed-ability class - where time and resources are usually limited. The practical tasks will show you how carefully designed activities can cater for a range of abilities. The book has sections on: - creating a working environment that helps more able pupils to thrive; - varying the way you ask pupils questions; - thinking about multiple intelligences and ways to develop them; - developing different levels of challenge in classroom activities; - allowing pupils some choice in the activities they do; - advice on how to run whole-class research projects. A glossary of key terms and a range of photocopiable material are included. Class teachers, GATCOs, Teaching Assistants, Learning Support Teachers, trainee teachers and LEA advisers looking for practical teaching ideas to challenge gifted children will find this book ideal for use in their settings. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Includes CD-Rom `This book could be useful for a newly appointed or inexperienced SENCO, or in a school where inclusion is an issue. It does give realistic suggestions and guidelines on how to address the mounds of paperwork which are supposed to move us forward' - Special magazine 'In a world where education initiatives seem to land as relentlessly as dead leaves from a grey sky, this book will help. Readers can rest assured that they are in good hands.' 'Though it is presented as a workbook that one might dip into for useful bits, it is in fact more than that and repays more thorough reading from beginning to end, for much is covered. It will certainly be invaluable for Sencos and headteachers who want to ensure that they are up to speed with Government initiatives and directives.' 'The book is called Making Inclusion Happen and it will certainly help you to this end, for it's an excellent resume of issues and schemes' - Times Educational Supplement, Book of the Week 'Anne Hayward has once again shown that she is at the cutting edge of educational thinking about inclusion. She has a straightforward approach to identifying barriers to learning and ways to remove them, with transparent strategies and practical suggestions for meeting pupils' needs. This book is an essential read for all staff in schools, as inclusion is recognised as a full school responsibility' - Brian Parker, Headteacher, Longdendale Community College 'A well-written and clearly presented overview of how to develop more inclusive practice and provision' - SENCO Update Do you want to implement an effective, high quality inclusion programme in your school, but feel overwhelmed by the mountain of DfES guidelines and don't know where to start? If so, Anne Hayward's practical, accessible book will tell you all you need to know in bite size, digestible chunks. This book will take you through each step of the process with up-to-date information on: - current legislation, Children's Services, Every Child Matters and DfES guidance - a wide range of inclusion programmes and initiatives - planning, managing and implementing inclusion with reference to Every Child Matters in your school - inspection requirements and self-evaluation strategies, - effective inclusion training - advice on how to get 'Best Value' from your inclusion services This easy-to-read guide gives you a sound overview of inclusion and is packed with practical material including examples of best practice, checklists and an accompanying CD with PowerPoint slides for training sessions. It will enable you to cut through the maze and make a real difference to young people. Inclusion Managers and Co-ordinators, SENCOs, Learning Support Unit Managers, Learning Mentors, Senior Leadership Teams, Governors, Multi-agency Professionals, Local Authority Officers, School Improvement Partners, Ofsted Inspectors and anyone else who is involved in the inclusion agenda will find the real-life practical solutions and ideas and down-to-earth guidance in this book enable them to really make inclusion happen. Anne is DfES Consultant for Learning Mentors, Learning Support Units and to the DfES SEN and Disability Team, and author of the much acclaimed DfES Good Practice Guidance on Learning Mentors and Learning Support Units and the new DfES Guidance on the role of Learning Mentors and Coordinators in supporting the new Children's Services and Schools Agenda. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. How do I start my literature review? What sources can I go to for information? How do I analyse the work of others? This clear, practical book guides readers undertaking their own literature review through the process, giving them the skills and knowledge they need for success. The chapters address: - Different types of literature reviews - Critically analysing material - Presenting the final piece of work - Best practice in referencing and plagiarism - Systematic approaches to literature reviews It will be an essential guide for all nursing and all allied healthcare students, as well as professionals working in practice. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. `A good foundation for those intent on further research - ChildRight `It is intelligent, lively, clear, and well written - Professor Hugh Cunningham, University of Kent at Canterbury `This is an excellent source book which is up-to-date and covers key debates on childhood in an accessible way - Professor Andy Furlong, University of Glasgow In recent years there has been a growing interest in the study of `children and `childhood within the social sciences. Children, Welfare and the State provides readers with a comprehensive critical introduction to modern childhood studies. In addition to engaging with the broad theoretical debates within the `new sociology of childhood and developmental psychology the book: - Explores key questions in relation to researching childhood, childrens agency and social constructionist perspectives; - Traces historical and contemporary developments in social policy responses to children and childhood; - Examines the primary sites of state intervention in regulating and shaping childrens lives. - Re-states the primary significance of social class and other structural divisions in understanding childrens experiences of childhood; - Systematically assesses the impact of inequality and poverty on children and childhood. Children, Welfare and the State has been tailored to appeal to those studying children and childhood within social policy, sociology, psychology, criminology, history, social work and youth and community work courses. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Virtual Culture marks a significant intervention in the current debate about access and control in cybersociety exposing the ways in which the Internet and other computer-mediated communication technologies are being used by disadvantaged and marginal groups - such as gay men, women, fan communities and the homeless - for social and political change. The contributors to this book apply a range of theoretical perspecitves derived from communication studies, sociology and anthropology to demonstrate the theoretical and practical possibilities for cybersociety as an identity-structured space. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Zustand: Very Good. Understanding Learning contains specially chosen material which brings together issues of theory and practice. It invites teachers to examine, review and research their own practice in their own personal context. The book's significant contribution is that it re-emphasizes the multifaceted nature of education and deliberately takes a multidisciplinary approach. It does this through a consideration of cultural, political and theoretical perspectives in Education. Section one shows something of the dilemmas, tension and duality of thinking which is inherent in a concept of education for democracy. Section two considers what it means to be a learner and how this knowledge forces us to re-examine and extend our conceptualizations of learning. Section three considers the importance of achievement, how this might be measured and the possible outcomes of assessment. Section four illustrates how children's self identity is affected by their experiences in school. It also draws attention to the powerful issues of race, social class and parental power in terms of 'cultural capital'. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.