This fascinating resource teaches children about the lives of some of the most influential thinkers throughout history. The book combines short biographies of ten key figures from Ancient Greece with descriptions of the life-shaping events, philosophies and actions for which they are famous. Each biography is accompanied by activity suggestions and worksheets which enable children to gain a greater understanding of the philosophies and engage with the accounts of the historical events.

This completely revised and updated second edition of Geography in the Early Years presents a lively and comprehensive overview of teaching and learning in geography. Theoretical aspects of early years teaching in geography are complemented by up-to-date research findings and illustrated with discussion, a wealth of case studies, and suggestions for the development and implementation of sound geographical work in practice. In a practitioner-friendly style, this book provides: an examination of the essence of geography in terms of children's conceptions of the physical environment a detailed description of geography in the national curriculum and of the place and nature of environmental education within early years teaching guidelines for taking a whole school approach in policy, planning and organisation of geographical learning examples of initial teacher training and continuing professional developments. This highly accessible, illuminating book will be immensely helpful to teachers, student teachers, policy-makers and all other providers of education for children aged three to seven years.

Fifty Modern Thinkers on Education looks at fifty of the twentieth century's most significant contributors to the debate on education. Together with Fifty Major Thinkers on Education this book provides a unique history of educational thinking. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1993. Routledge is an imprint of Taylor and Francis, an informa company.

Environmental education is a field characterised by a paradox. Few would doubt the urgency and importance of learning to live in sustainable ways, but environmental education holds nowhere near the priority position in formal schooling around the world that this would suggest. This text sets out to find out why this is so. It is divided into six parts: Part 1 is a concise history of the development of environmental education from an international perspective; Part 2 is an overview of the 'global agenda', or subject knowledge of environmental education; Part 3 introduces perspectives on theory and research in environmental education; Part 4 moves on to practice, and presents an integrated model for planning environmental education programmes; Part 5 brings together invited contributors who talk about environmental education in their own countries - from 15 countries including China, South Africa, Sri Lanka and the USA; Part 6 returns to the core questions of how progress can be made, and how we can maximise the potential of environmental education for the twenty first century.

An examination of the international, intergenerational, inter-species issues arising from our treatment of the environment. This book considers a range of issues approached from a variety of perspectives, including philosophical, political and ecological. In its opening section, three "framework" chapters discuss the ethical, the political and social, and ecological and geographical principles and contexts relevant to the issues addressed in the three remaining sections. These three sections are devoted to examining our obligations to future generations, to the developing world, and to the non-human species respectively. In each of these sections, there are three chapters: one from the perspective of moral philosophy, one discussing the social and political factors bearing on the translation of these obligations into practice, and one on the geographical, ecological, and other scientific considerations crucial to any informed debate in these areas.

An examination of the international, intergenerational, inter-species issues arising from our treatment of the environment. This book considers a range of issues approached from a variety of perspectives, including philosophical, political and ecological. In its opening section, three "framework" chapters discuss the ethical, the political and social, and ecological and geographical principles and contexts relevant to the issues addressed in the three remaining sections. These three sections are devoted to examining our obligations to future generations, to the developing world, and to the non-human species respectively. In each of these sections, there are three chapters: one from the perspective of moral philosophy, one discussing the social and political factors bearing on the translation of these obligations into practice, and one on the geographical, ecological, and other scientific considerations crucial to any informed debate in these areas.

eBook available with sample pages: 0203422023

This completely revised and updated second edition of Geography in the Early Years presents a lively and comprehensive overview of teaching and learning in geography. Theoretical aspects of early years teaching in geography are complemented by up-to-date research findings and illustrated with discussion, a wealth of case studies, and suggestions for the development and implementation of sound geographical work in practice. In a practitioner-friendly style, this book provides: an examination of the essence of geography in terms of children's conceptions of the physical environment a detailed description of geography in the national curriculum and of the place and nature of environmental education within early years teaching guidelines for taking a whole school approach in policy, planning and organisation of geographical learning examples of initial teacher training and continuing professional developments. This highly accessible, illuminating book will be immensely helpful to teachers, student teachers, policy-makers and all other providers of education for children aged three to seven years.

For more than 20 years, topic work has been accepted as the natural way to teach young children in their first years of school. The introduction of a subject-based curriculum in England and Wales has led to intense questioning of that assured position. Teachers and others are wondering whether the topic approach can fulfil the requirements of the National Curriculum and whether in any case, it is necessarily the best way of teaching young children. The authors of Topic Work in the Early Years argue that the answer is yes in both cases, although neither this nor any other strategy should be used exclusively in the classroom. With the help of detailed case studies, they give guidance on the planning and assessment of topic work within and across subjects and show how topics can be planned to fulfil specific curricular requirements while retaining the particular virtues of the topic approach: flexibility in the use of time and resources, the chance for coverage of certain areas in greater depth, and differentiation of tasks among children at various stages of their development.

The Routledge Encyclopaedia of Educational Thinkers comprises 128 essays by leading scholars analysing the most important, influential, innovative and interesting thinkers on education of all time. Each of the chronologically arranged entries explores why a particular thinker is significant for those who study education and explores the social, historical and political contexts in which the thinker worked. Ranging from Confucius and Montessori to Dewey and Edward de Bono, the entries form concise, accessible summaries of the greatest or most influential educational thinkers of past and present times. Each essay includes the following features; concise biographical information on the individual, an outline of the individual's key achievements and activities, an assessment of their impact and influence, a list of their major writings, suggested further reading. Carefully brought together to present a balance of gender and geographical contexts as well as areas of thought and work in the broad field of education, this substantial volume provides a unique history and overview of figures who have shaped education and educational thinking throughout the world. Combining and building upon two internationally renowned volumes, this collection is deliberately broad in scope, crossing centuries, boundaries and disciplines. The Encyclopaedia therefore provides a perfect introduction to the huge range and diversity of educational thought. Offering an accessible means of understanding the emergence and development of what is currently seen in the classroom, this Encyclopaedia is an invaluable reference guide for all students of education, including undergraduates and post-graduates in education or teacher training and students of related disciplines.

In this unique work some of today's greatest educators present concise, accessible summaries of the great educators of the past. Covering a time-span from 500 BC to the early twentieth century each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of their impact and influence, a list of their major writings and suggested further reading. Together with Fifty Modern Thinkers on Education, this book provides a unique reference guide for all students of education.
Among those included are: Confucius; Plato; St. Augustine; Eamus; John Wesley; Immanuel Kent; Mary Wollstonecaft; Nietzche; John Dewey; and Rodolf Steiner.

The Routledge Encyclopaedia of Educational Thinkers comprises 128 essays by leading scholars analysing the most important, influential, innovative and interesting thinkers on education of all time. Each of the chronologically arranged entries explores why a particular thinker is significant for those who study education and explores the social, historical and political contexts in which the thinker worked. Ranging from Confucius and Montessori to Dewey and Edward de Bono, the entries form concise, accessible summaries of the greatest or most influential educational thinkers of past and present times. Each essay includes the following features; concise biographical information on the individual, an outline of the individual's key achievements and activities, an assessment of their impact and influence, a list of their major writings, suggested further reading. Carefully brought together to present a balance of gender and geographical contexts as well as areas of thought and work in the broad field of education, this substantial volume provides a unique history and overview of figures who have shaped education and educational thinking throughout the world. Combining and building upon two internationally renowned volumes, this collection is deliberately broad in scope, crossing centuries, boundaries and disciplines. The Encyclopaedia therefore provides a perfect introduction to the huge range and diversity of educational thought. Offering an accessible means of understanding the emergence and development of what is currently seen in the classroom, this Encyclopaedia is an invaluable reference guide for all students of education, including undergraduates and post-graduates in education or teacher training and students of related disciplines.

Environmental education is a field characterised by a paradox. Few would doubt the urgency and importance of learning to live in sustainable ways, but environmental education holds nowhere near the priority position in formal schooling around the world that this would suggest. This text sets out to find out why this is so. It is divided into six parts:
Part 1 is a concise history of the development of environmental education from an international perspective;
Part 2 is an overview of the 'global agenda', or subject knowledge of environmental education;
Part 3 introduces perspectives on theory and research in environmental education;
Part 4 moves on to practice, and presents an integrated model for planning environmental education programmes;
Part 5 brings together invited contributors who talk about environmental education in their own countries - from 15 countries including China, South Africa, Sri Lanka and the USA;
Part 6 returns to the core questions of how progress can be made, and how we can maximise the potential of environmental education for the twenty first century.

In this unique work some of today's greatest educators present concise, accessible summaries of the great educators of the past. Covering a time-span from 500 BC to the early twentieth century each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of their impact and influence, a list of their major writings and suggested further reading. Together with Fifty Modern Thinkers on Education, this book provides a unique reference guide for all students of education.

Fifty Modern Thinkers on Education looks at fifty of the twentieth century's most significant contributors to the debate on education. Among those included are:
* Pierre Bourdieu
* Elliot Eisner
* Hans J. Eysenck
* Michel Focault
* Henry Giroux
* Jurgen Habermas
* Susan Isaacs
* A.S. Neill
* Herbert Read
* Simone Weill.
Together with Fifty Major Thinkers on Education
this book provides a unique history of educational thinking. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.

If organizations are able to bridge the chronic disconnect between strategy formulation and tactical execution, profitable growth can be achieved. The 40% of companies that directly link strategic priorities to budget consistently outperform the 60% that neglect to connect strategy to execution. When budgets are aligned to strategy, needs, funding and resources combine to empower organizations to succeed, but a distressing 92% of organizations do not measure or report on lead performance indicators. 90% of well-defined strategies fail when execution falters. 85% of management teams spend less than one hour per month on strategy issues. Despite this undeniable rate of return, 2/3 of human resource and technology departments continue to develop plans that are not linked to the overall company strategy. 70% of middle managers and more than 90% of front-line employees have compensation plans completely independent of the company's strategy. Even more devastating, 95% of employees do not understand their company's strategy. This level of disconnect makes profitability a fantasy. These deficiencies find resolution in ancient times, when story and culture brought us together in cause, as illustrated in the Legend of the Great Explorer, adapted from an Amazonian folktale.

There are Legends among us. In every culture and every time period, the world has relied on Legends and Heroes and today, some of the most valiant heroes are found in our business sector. These heroes fight the good fight every day to ensure our joint financial futures. Never before has the grit and determination of entrepreneurs been more necessary, yet 55% of entrepreneurs express extreme fear of losing their business entirely. More pressing, 70% of CEOs say they must have double revenue from new sources in the next five years. The truth is that success is not a lonely endeavor. Every hero relies on multiple guides and allies to successfully complete their quest. This book is in tribute and in service to our Heroes, the men and women who bring the rains of profit and prosperity.

From Alexander the Great to the War of the Roses - the essential classroom resource Who were the Aztecs? When was the Battle of Britain? What is the Bayeux Tapestry? The Questions Dictionary of History provides an A-Z of major events in world history. The book provides snapshots of famous people, key facts and events and illustrations so that children can consolidate their learning. Designed for use at Key Stage 2 and Key Stage 3, The Questions Dictionary of History will also be a very useful revision aid for older children. Its content has been chosen to include words within the capabilities of pupils in the primary and early secondary years of schooling. All words are relevant to the teaching and learning of art in the National Curriculum. This dictionary will make a valuable addition to any classroom's collection of basic reference books and to every school's library of books on the subject of history.