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Providing a structured programme for teaching literacy to children and young people with dyslexia and specific literacy difficulties, this book makes explicit links between theory, research and practice. It offers a structured, cumulative, multi-sensory teaching programme for learners with dyslexia, and draws attention to some of the wider aspects of the learning styles and differences of learners with dyslexia such as memory, information processing and automaticity. The book discusses: - the rationale for a structured multi-sensory approach - the development of phonological, reading, writing and spelling skills - working with learners who have English as an Additional Language (EAL) - lesson structure and lesson planning - alphabet and dictionary skills - memory work and study skills - teaching the programme to groups - ideas for working with young children Designed to help support any learner, ages 5 to 18, with dyslexia or specific learning difficulties, 'the authors encourage the use of the programme as part of the specialist teaching of learners with dyslexia whilst giving strategies for everyday teaching to not only develop literacy but to put learners with dyslexia in control of their own learnin the authors encourage the use of the programme as part of everyday teaching to not only develop literacy but to put dyslexic learners in control of their own learning. There are tried and tested strategies and activities provided, which the reader can use to support their literacy work. Particularly useful for teachers working with learners who have special educational needs and specifically those with dyslexia, this book contains everything you need to help improve and develop the literacy skills of the learners in your setting.
This is the perfect book for any student new to qualitative research. In this exciting and major updating of his bestselling, benchmark text, David Silverman walks the reader through the basics of gathering and analysing qualitative data. David Silverman offers beginners unrivalled hands-on guidance necessary to get the best out of a research methods course or an undergraduate research project. New to the fourth edition: - A new chapter on data analysis dealing with grounded theory, discourse analysis and narrative analysis - Further worked-through examples of different kinds of data and how to interpret them - A separate section on focus groups and interpreting focus group data - An expanded ethics chapter - More coverage of digital media and photographs as data - A companion website with additional case studies and examples, links to SAGE journals online, and links to useful websites, podcasts and Youtube videos. This fourth edition is also accompanied with its own group page on www. methodspace. com where users can give feedback and discuss research issues. Visit www. methodspace. com/group/silverman
The international contributors gathered here, from areas of management, economics, and business ethics, are all affiliated with the Community of European Management Schools. They look at challenges facing business schools and offer diverging perspectives on current controversies. Part 1 offers a historical and geographical perspective on business school legitimacy, looking at the philosophical underpinnings of business schools. Contributors discuss how business schools have developed regionally and how they have contributed to setting a new global agenda for business. Part 2 addresses the 'marketization' of business school and how it influences the legitimacy of business schools. Contributors examine how schools respond to the new economic reality and how they interact with stakeholders. The last part of the book investigates the role of business schools in shaping and transforming ethical business conduct. Morsing directs the Copenhagen Business School's Center for Corporate Social Responsibility. Sauquet Rovira is dean of the ESADE Business School. Annotation ©2012 Book News, Inc. , Portland, OR (booknews. com)
Written for students who want to question what they are learning in their leadership course but are short on time, this entertaining and accessible book will be the perfect accompaniment to any course on leadership. With controversial ideas and funny stories, it covers topics that readers will recognize from their course and some new but equally important areas to challenge their thinking. Part of a highly popular new series this book will make you better able to question and understand this burgeoning field.
Lecturers, why waste time waiting for the post to arrive? Click on the above icon and receive your e-inspection copy today! Providing an overview of the knowledge, skills and understanding needed to teach the primary curriculum, this book offers an informed critical approach to the teaching of core and foundation subjects in primary education. Underpinned by contemporary research and current policy The Primary Curriculum combines coverage of key subject-specific issues with relevant pedagogical approaches to teaching, offering a comprehensive overview of each major subject of primary education. Particular emphasis is placed on cross-curricular and creative approaches to teaching intelligently across different subject areas within the current curriculum framework. Curriculum progression from Foundation Stage through to Key Stage 2 is also emphasised. The Primary Curriculum is an essential companion for all students on primary initial teacher education courses. Patricia Driscoll and Judith Roden are established primary education authors and teach on initial teacher education courses at Canterbury Christ Church University. Andrew Lambirth is Professor of Education at University of Greenwich.
'Demystifies strategy making while at the same time deepening our understanding of what the process entails. Their work is a marvellous guide for those striving to make sense of complexity' - Karl E. Weick, Rensis Likert Distinguished University Professor of Organizational Behavior and Psychology, University of Michigan 'This book is at the very cutting edge of strategic management theory and yet also of immense practical use. It is truly a rare and stunning achievement' - John M Bryson, McKnight Presidential Professor of Planning and Public Affairs, Hubert H. Humphrey Institute of Public Affairs, University of Minnesota 'Using this book enabled me to facilitate a multicultural team of seven managers so that they very quickly got to grips with the challenges and opportunities facing the organization and developed a realistic workable strategy, whilst at the same time building a real sense of team cohesion and the feeling that individuals had been listened to' - Alison Devine, Director, British Council, Taipai This lucid and highly-accessible text addresses the challenges of how to build a robust and implementable strategy. Strategy making is seen as something relevant to managers of departments, divisions, SME's, as well as the top management teams of public and for-profit organizations. Four key routes to creating a strategy are discussed. These routes, when taken together, provide a powerful means for agreeing a negotiated strategy, and comprise: strategic issue management, agreeing organizational purpose, competitiveness from the exploitation and protection of distinctiveness, and the strategic management of stakeholders. The designs have been used extensively, in a wide range of countries, by management teams in all types of organisations. Companion materials available here
Drawing on her work in collaborative projects using visual participatory methodologies (VPM) in Sub-Saharan Africa since the 1990s, Mitchell (McGill U. ) shows social science researchers how visual tools such as photography, video, and drawing can be used in research related to social change. She examines both conceptual and practical perspectives, and addresses the ethical and interpretive concerns attending participatory research within communities. The book includes many case examples describing participants' video and photo projects on HIV/AIDS, sexual abuse in schools, and sexual assault in their communities. B&w photos of the participants in action, plus some of the photos they made, illustrate the case histories. The author also gives tips on storing, managing, and using visual data in ways that can be participatory, and concludes by discussing the impact of images on policy making. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
Knight, who lectures in education at Anglia Ruskin University and is a Forest School practitioner in the UK, brings together other Forest School practitioners who explain the ways they are using the type of teaching that takes place in an outdoor environment, especially wooded settings, in England, Scotland, and Wales, to have a positive effect on students and their learning. Chapters address different practices and the role of this learning in enhancing and enriching the experiences of children in mainstream settings through personal development, personal, social, and health education, social skills and peer support for gifted and talented children, and transitions from primary to secondary school; uses with children facing challenges in the areas of emotional intelligence and challenging behavior and special needs like physical disabilities, complex emotional and behavioral needs, and autism; and with adults such as recovering addicts and families who are struggling. Annotation ©2012 Book News, Inc. , Portland, OR (booknews. com)
Lecturers, why waste time waiting for the post to arrive? Click on the above icon and receive your e-inspection copy today! '...a major contribution to the limited literature and research on leadership in childhood education. ' - Professor Tony Bush, Editor of Educational Management, Administration and Leadership. 'This important book focuses clearly on evidence, describing the realities of leading and managing settings in times of rapid policy changes. Carol Aubrey manages to combine theory, research and practice in a book that will be invaluable to a new generation of early years professionals. ' - Angela Anning, Emeritus Professor of Early Childhood Education, University of Leeds, UK '. . skilfully draws on sound empirical research to present a grounded theory model for leadership in early years education. .... of interest to researchers, students and practitioners internationally. ' - Professor Nithi Muthukrishna, University of KwaZulu-Natal, South Africa This second edition of Leading and Managing in the Early Years explores and integrates leadership and management practice with a real understanding of early years settings. Revised and updated, this new edition includes: - Two new chapters on private day care and reflective practice and action research - Further coverage of reflective practice and reflective leadership skills - More on EYPS as well as integrated centre leadership - Practical suggestions for working with resistant groups and individuals. Carol Aubrey investigates different concepts and characteristics of Early Childhood (EC) leadership as well as the roles and responsibilities of EC leaders. She also explores the types of leadership programmes or development which are needed to maximise the effectiveness of EC leaders. This book is essential reading for students in Early Childhood courses, Early Years Practitioners and local authority employees involved with the integrated centres initiative. Carol Aubrey is Professor of Early Childhood Studies at the University of Warwick.
Walliman, an architect who lectures at Oxford Brookes U. and researches at the Oxford Institute for Sustainable Development, UK, acquaints undergraduate and postgraduate students who are getting research degrees in the social sciences, environment, business studies, education, and the humanities with research theory and methods. He focuses on the first stages of research--topic selection and project planning--and also discusses the nature and purpose of research, choosing methods, how to structure an argument, and ethics. This edition adds sections for students at different levels, practitioners and managers doing projects, and those doing funded research. It has fewer chapters, some omitted exercises, and more on different methods and techniques. New information includes an overview of different types of research and methods used to collect and analyze data. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
This text is for teachers, educational leaders in Master's courses, and those working toward degrees in education studies. The first two chapters define educational management and educational leadership and introduce six management models and 10 leadership models. In each of the next six chapters, the heart of the book, a major model of educational management is described and analyzed in terms of assumptions made about goals of educational institutions, the nature of organizational structure, the most appropriate modes of leadership, and links to leadership models. Coverage encompasses formal, collegial, political, subjective, ambiguity, and cultural models. This fourth edition includes new case studies from many different types of educational settings, from early years through higher education, and in international settings. New learning features include in-text definitions, summaries, and discussion questions. Bush teaches educational leadership at the University of Warwick. Annotation Â©2012 Book News, Inc. , Portland, OR (booknews. com)
Key Concepts in Economic Geography is a new kind of textbook that forms part of an innovative set of companion texts for the Human Geography sub-disciplines. Organized around 20 short essays, Key Concepts in Economic Geography provides a cutting edge introduction to the central concepts that define contemporary research in Economic Geography. Involving detailed and expansive discussions, the book includes: * An introductory chapter providing a succinct overview of the recent developments in the field * Over 20 key concept entries with comprehensive explanations, definitions and evolutions of the subject * Extensive pedagogic features that enhance understanding including figures, diagrams and further reading An ideal companion text for upper-level undergraduate and postgraduate students in economic geography, the book presents the key concepts in the discipline, demonstrating their historical roots and contemporary applications to fully understand the processes of economic change, regional growth and decline, globalization, and the changing locations of firms and industries. Written by an internationally recognized set of authors, the book is an essential addition to any geography student's library.
Concerned that the field of counseling and psychotherapy is moving towards a therapeutic "monoculture" that elevates cognitive-behavioral therapy over other therapeutic orientations such as psychodynamic, person-centered, and integrative therapies, the authors of this volume describe principles and methods for a more pluralistic approach to counseling and psychotherapy. They present evidence and ideas from a range of disciplinary domains underpinning the pluralistic perspective; introduce the collaborative relationship between therapist and client; describe the roles of goals, tasks, and methods in the therapeutic process; describe specific tasks and methods; and consider the implications of the pluralistic orientation for research, training, professional development, and service delivery. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
Deurzen and Adams have extensive backgrounds in the field of existential psychotherapy, both as practitioners and teachers. They created this text to serve specifically as a practical guide to mastering the skills and techniques of existential psychotherapy counseling. The eight chapters cover everything from the framework of existential therapy, including its theoretical background and history, to the processes involved in the practice of existential therapy. Each chapter includes a variety of exercises designed to strengthen readers' skills and text boxes summarizing the key points contained in each section. Students new to the field of existential psychotherapy and practitioners looking to bolster their skills will find this text to be a useful reference. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
Seminars by Professor Windy Dryden. See the man live and in action. To find out more and to book your place go to www. cityminds. com ________________________________________ `Size-wise, these books span an open palm and have a very handy flap on the back and front as an integral feature of the cover which can be used as a bookmark. They are concise, yet thorough, providing introductions to the key elements of the theory and practice underpinning major therapeutic approaches... [An] ideal 'intro'... I would recommend these books because, 'in a nutshell', they work' - Therapy Today Cognitive therapy is one of the most widely used approaches within counselling and psychotherapy today. As such, there is a wealth of literature on offer to the newcomer, which can sometimes be overwhelming for those seeking an initial understanding of the approach. Cognitive Therapy in a Nutshell solves this problem by providing the key elements of cognitive therapy theory and practice in a very concise and accessible way. Cognitive therapy teaches clients that there is always more than one way of seeing events, and therefore that their viewpoint is largely a matter of choice. Helping clients to develop and maintain more helpful viewpoints in tackling their problems is the focus of the therapy. Cognitive Therapy in a Nutshell offers clear explanations of the fundamental models used to treat clients including the information-processing model, and the three cognitive levels examined during therapy - automatic thoughts, underlying assumptions/rules, and core beliefs (schemas). The authors also provide a valuable case study of a client with a social phobia to demonstrate how cognitive therapy works in action. Cognitive Therapy in a Nutshell also explores the techniques involved in: o eliciting and examining negative automatic thoughts; o uncovering and examining underlying assumptions, rules and core beliefs; o maintaining gains from therapy. This book will be invaluable to those coming to cognitive therapy for the first time, and who want to gain a full understanding of the basics of the approach. Windy Dryden currently works at Goldsmiths College where he is Professor of Psychotherapeutic Studies as well as being the Programme Co-ordinator of the MSc in Rational Emotive Behaviour Therapy and the Diploma in Cognitive Approaches to Counselling and Psychotherapy. Michael Neenan works for the Centre for Stress Management, Blackheath.
Your working memory is the information your brain stores for a short period of time, it is your brain's post-it note if you like, and how much information you can remember has a huge influence on how well you do at school, and beyond. By understanding a child's working memory, you will be able to support their learning at school, and their concentration. Better working memory can be particularly useful to children with conditions where poor working memory is thought to be an underlying factor. Such conditions include: - dyslexia - dyscalculia - speech and language difficulties - developmental coordination disorders (motor dyspraxia) - ADHD (attention deficit hyperactivity disorder) - autistic spectrum disorders This book explains how to spot problems early, and how to work with children to improve their working memory, therefore increasing their chances of success in the classroom. It also explains the theory behind working memory. Underpinned by rigorous research and written in a highly accessible style, this book will appeal to practitioners, parents and students as an essential guide to helping their students fulfil their maximum potential.
Academics, researchers, and trainers of early years practitioners provide a UK and Australian perspective on professionalism of the early years workforce. Many of the chapters openly contest policy reforms and public discourses in the field. The book begins with an overview of the growth of professionalism in the field over the last decade, then identifies some emerging themes, which are raised in subsequent chapters. The first part of the book is concerned with developing professional identities, with discussion of leaders and managers as change agents, networked leadership, and results of a 30-year research project following workers. The second part of the book reflects the emergence of new ways of thinking about professionalism; some areas examined are micro and macro level influences that shape professional identities, and the lack of men in the field. A final chapter re-examines the importance of the emotional aspects of working with young children and their families. Learning features include chapter overviews, summaries, discussion questions, and annotated lists of further reading and websites. Miller and Cable are affiliated with The Open University Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
'The great strength of this book is that it moves assessment away from the notion that it is a linear activity, that is, to assemble facts and reach a conclusion in a tightly defined and time constrained manner. The book is well presented, well constructed and written in a style that immediately engages the reader. Although it is addressed to child welfare workers, the considered material about research and the theory of assessment makes the book attractive to a wider professional constituency' - Australian Social Work `A thoughtful, sensitive and clear articulation of core issues relating to the theory and practice of assessments in social work with children and their families. It will, no doubt, become a key text on the reading lists of students social workers and practitioners both in Britain and elsewhere' - Journal of Social Policy `Sally Holland has pulled off a difficult job in writing this accessible and important book. She has successfully integrated findings from her own detailed qualitative, empirical work with pragmatic, useful and, above all, ethically robust guidelines for practitioners on the conduct of assessments with children and families' - Child Abuse Review `Sally Holland's book, in a rigorous and well-theorized way, explores the layers, processes and context of child care assessments while remaining rooted in what will be useful to social workers in improving their practice' - Audrey Mullender, Professor of Social Work, University of Warwick 'This book is well referenced and set out, and supplies a useful basis for each busy CAFCASS professional, at any level of experience, to consider how best to meet challenges. A copy for every team library is recommended' - Family Court Journal Child and Family Assessment is an essential guide for both social work students and practitioners involved in the assessment of children and their families. It has a particular focus on in-depth 'core' assessments and guides the reader through the complexities of conducting detailed assessments of need and risk. It is a guide for practice that is strongly rooted in research evidence. Child and Family Assessment is divided into three parts. The first explores different approaches to assessment work. It outlines the policy and practice and places them in context with child and the family. In Part Two the focus is on the people involved in child and family assessments: the children, their parents and the relationship between the assessors and the assessed. The assessment processes is outlined in the final part focussing particularly on planning, analysis, reporting and critical evaluation. The book has a student friendly structure and includes a set of exercises that encourage readers to reflect upon the contents of the book and to apply learning to practice. Written in a clear and accessible style, this engaging text will be invaluable for anyone embarking on or already involved in child and family assessment.
Writing from a constructivist and social-ecological perspective, Sullivan (education, National U. of Ireland, Galway) offers a resource for teachers, administrators, parents, school and community agencies, as well as teacher educators to combat school bullying. The handbook summarizes current knowledge; guides schools in the development, implementation, and evaluation of effective anti-bullying philosophies; recommends anti-bullying programs; and supports a culture of problem solving that draws on research and experience. He discusses definitions, types of bullying, approaches to implementing programs, preventative strategies, and specific programs. This edition incorporates new and updated information. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
Teaching Early Reading and Phonics: Creative Approaches to Early Literacy supports teachers using phonics in their teaching of early reading. The authors show how important it is to ensure that children acquire a wide range of reading strategies, while also setting out practical 'pointers' which will enable teachers to translate the theory into effective practice. Readers will learn how to plan phonics within a rich, interactive and playful literacy pedagogy; how to construct relationships with the young readers in their classes and the texts around them; how to embed the teaching of phonics in carefully selected high quality materials - particularly in children's literature. Written for practicing teachers, student teachers on initial teacher training courses at undergraduate and graduate levels, the book will also be useful for advisors working on continuing professional development.
Click here to read a student review by Sarah Farr, BA Social Work, University of Sussex and Brighton Chris Beckett's new book on assessment and intervention in social work practice covers the core topics for qualifying social work students. The book provides a thorough understanding of the issues and skills essential for effective practice. Each of the nine chapters defines a key concept, including Assessment; Intervention; Risk and Efficacy. Case studies and 'practice questions' throughout make the connections between theory and practice explicit. Suggestions as to further reading are made at the end of each chapter. This important book is essential reading for undergraduate and postgraduate social work students throughout all three years of their training, but it will be particularly useful for students who are on on placement, or who are reflecting on their experiences on placement . It is also a useful resource for practice teachers who need a framework for discussing practice with students they supervise on placement.
`It is a safe bet that Key Thinkers will emerge as something of a 'hit' within the undergraduate community and will rise to prominance as a 'must buy' - Environment and Planning `Key Thinkers on Space and Place is an engagingly written, well-researched and very accessible book. It will surely prove an invaluable tool for students, whom I would strongly encourage to purchase this edited collection as one of the best guides to recent geographical thought' -Claudio Minca, University of Newcastle `Key Thinkers is the best encyclopedic tool for human geographers since the Dictionary of Human Geography. It takes into its orbit discussions of the lives and work of the last three decades' major thinkers on space and place. It is hugely useful for students who want an easy way to access the roots of where some major themes and debates in contemporary geography. It is organized so that each chapter details the scholar's biography, their contribution to spatial and place-based theory and the controversies that arise through their work' - Stuart Aitken, San Diego State University Key Thinkers on Space and Place is a comprehensive guide to the latest work on space. Each entry is a short interpretative essay of 2,500 words, outlining the contributions made by the key theorists, and comprises: · a concise biography, indicating disciplinary background, career trajectory and collaboration with others · an outline of the key theoretical, conceptual and methodological ideas each has introduced to human geography · an explanation of the reaction to, and uptake of, how these ideas has changed and evolved over time · an explanation of how these theories have been used and critiqued by human geographers · a selective bibliography of each thinker's key publications (and key secondary publications) The text is introduced by a contextual essay which outlines in general terms the shifting ways in which space and place have been theorised and which explains how Key Thinkers on Space and Place can be used. A glossary that defines key traditions, with cross-links to key theorists and a timeline of key article/book publication date is also included.
Jones (education, social sciences, and law, Leeds U. , UK) and Walker (childhood and early years, Leeds Metropolitan U. ) bring together researchers in the fields of social work, education, public health, criminology, childhood and early years, and youth work and community development from the UK who contribute 15 essays on the interactions between conventions and legislation--particularly the United Nations Convention on the Rights of the Child--and children's lives as experienced in different areas of service and provision. After introducing these conventions and legislation and the implications for child rights, they discuss specific areas of practice such as early years, the right to play, the right to silence, the voice of the child in the context of learning and communication impairments, education, bilingualism, health, and youth work and justice. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
Written in plain language, this guide for students in sociology is intentionally designed to be shorter and more readable than other similar texts. It gives practical advice on the process of designing and doing social research, and also gives students background in the vocabulary and philosophy they need to understand the research they are undertaking. The goal is for students to be able to engage in discussion not only about the differences between methods, but in the reason for those differences. After an overview of the language of social science research and discussion of what makes a good research question, the book covers methods and approaches such as surveys and questionnaires, sampling and statistics, ethnography, and dealing with qualitative data. Some advanced topics covered include causality in research and dealing with time in social research. There is also advice on writing the research report and putting together literature reviews. Chapter summaries and examples are included. Greener teaches in the School of Applied Social Sciences at Durham University. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
Gopee (health and life sciences, Coventry U. , UK), who has worked in adult and mental health nursing, explores the standards, competencies, and outcomes for effective mentoring in nursing, midwifery, and other healthcare professions based on the UK's Nursing and Midwifery Council Standards to Support Learning and Assessment in Practice. He focuses on eight domain areas identified in the document and the outcomes for mentors, as he compares their role to others (such as clinical supervisors or practice education facilitators) and discusses key factors, personal and professional attributes, and the effects of poor mentoring. He describes how learning occurs and is facilitated; effective learning environments; activities such as evidence-based practice, research implementation, practice development, and management of change; assessing students' clinical competence; leadership; and the evaluation of mentoring. Annotation ©2012 Book News, Inc. , Portland, OR (booknews. com)
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