This best-selling guide to undertaking your Early Years research project takes you on a practical step-by-step journey. Breaking down each section into accessible and digestible topics, and accompanied by a multitude of practical examples, case studies, research summaries and key points, the author brings this process to life. The updated and revised edition includes: All chapters have been updated with new content on working in an online environment Completely revised Chapter 10, packed with new content New activities and case studies throughout From learning how to structure and organise your project, through to the final presentation and written report of your findings, this is the essential guide for undergraduate and postgraduate students throughout their early childhood or early years courses.

Family Literacies demonstrates, through reference to empirical research, how shared reading practices operate in a wide range of families, with a view to supporting families in reading with their pre-school children. At the heart of this book, written by two highly experienced experts in the field, is a fascinating project that captured diverse voices, and experiences by parents, children and other family members. Rachael Levy and Mel Hall deploy a rich and distinctive theoretical framework, drawing on insights from literacy studies, education and sociology. Family Literacies presents an account of shared reading practices in homes, focusing attention on what motivates parents to read with their children as well as revealing what parents may need if they are to begin and sustain shared reading activity. The authors show the many ways in which reading is centrally embedded in many aspects of family life, arguing that this has particular implications for children as they start school. Situated within a socio-cultural discourse, this book explains why it is important to understand how and why shared reading takes place in homes so that all families can be supported in reading with their children. Family Literacies is essential reading for all those who are studying and researching literacy practices, especially those involving young children. The book will also be of value to students, practitioners and researchers in education and applied linguistics who are working with families and have an interest in the study of family practices. The authors' findings have major implications for how parents can be encouraged to develop positive reading relationships with their children.

Family Literacies demonstrates, through reference to empirical research, how shared reading practices operate in a wide range of families, with a view to supporting families in reading with their pre-school children. At the heart of this book, written by two highly experienced experts in the field, is a fascinating project that captured diverse voices, and experiences by parents, children and other family members. Rachael Levy and Mel Hall deploy a rich and distinctive theoretical framework, drawing on insights from literacy studies, education and sociology. Family Literacies presents an account of shared reading practices in homes, focusing attention on what motivates parents to read with their children as well as revealing what parents may need if they are to begin and sustain shared reading activity. The authors show the many ways in which reading is centrally embedded in many aspects of family life, arguing that this has particular implications for children as they start school. Situated within a socio-cultural discourse, this book explains why it is important to understand how and why shared reading takes place in homes so that all families can be supported in reading with their children. Family Literacies is essential reading for all those who are studying and researching literacy practices, especially those involving young children. The book will also be of value to students, practitioners and researchers in education and applied linguistics who are working with families and have an interest in the study of family practices. The authors' findings have major implications for how parents can be encouraged to develop positive reading relationships with their children.

Developing and supporting literacy is an absolute priority for all early years settings and primary schools, and something of a national concern. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. Through challenging accepted definitions and perspectives on reading, this book encourages the reader to reflect critically on the current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century.

Placing the emphasis on the voices of the children themselves, the author looks at:

-what it feels like to be a reader in the digital age

-children's perceptions of reading

-home and school reading

-reading in multidimensional forms

-the future teaching of reading

Essential reading for all trainee and practising teachers, this critical examination of a vital topic will support all those who are interested in the way we can help future generations to become literate. This book will encourage researchers and practitioners alike to redefine their own views of literacy, and situate 'reading literacy' within the digital world in which young children now live.

Rachael Levy worked as a primary school teacher in both London and Cambridge before undertaking her doctoral studies at the University of Cambridge. She is Lecturer in Early Years Education, at the University of Sheffield.

This best-selling guide to undertaking your Early Years research project takes you on a practical step-by-step journey. Breaking down each section into accessible and digestible topics, and accompanied by a multitude of practical examples, case studies, research summaries and key points, the author brings this process to life. The updated and revised edition includes: All chapters have been updated with new content on working in an online environment Completely revised Chapter 10, packed with new content New activities and case studies throughout From learning how to structure and organise your project, through to the final presentation and written report of your findings, this is the essential guide for undergraduate and postgraduate students throughout their early childhood or early years courses.

Developing and supporting literacy is an absolute priority for all early years settings and primary schools, and something of a national concern. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. Through challenging accepted definitions and perspectives on reading, this book encourages the reader to reflect critically on the current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century.

Placing the emphasis on the voices of the children themselves, the author looks at:

-what it feels like to be a reader in the digital age

-children's perceptions of reading

-home and school reading

-reading in multidimensional forms

-the future teaching of reading

Essential reading for all trainee and practising teachers, this critical examination of a vital topic will support all those who are interested in the way we can help future generations to become literate. This book will encourage researchers and practitioners alike to redefine their own views of literacy, and situate 'reading literacy' within the digital world in which young children now live.

Rachael Levy worked as a primary school teacher in both London and Cambridge before undertaking her doctoral studies at the University of Cambridge. She is Lecturer in Early Years Education, at the University of Sheffield.

This textbook provides beginning graduate students and advanced undergraduates with an accessible introduction to the rich subject of partial differential equations (PDEs). It presents a rigorous and clear explanation of the more elementary theoretical aspects of PDEs, while also drawing connections to deeper analysis and applications. The book serves as a needed bridge between basic undergraduate texts and more advanced books that require a significant background in functional analysis. Topics include first order equations and the method of characteristics, second order linear equations, wave and heat equations, Laplace and Poisson equations, and separation of variables. The book also covers fundamental solutions, Green's functions and distributions, beginning functional analysis applied to elliptic PDEs, traveling wave solutions of selected parabolic PDEs, and scalar conservation laws and systems of hyperbolic PDEs. * Provides an accessible yet rigorous introduction to partial differential equations* Draws connections to advanced topics in analysis* Covers applications to continuum mechanics* An electronic solutions manual is available only to professors* An online illustration package is available to professors

Written for high school students who have some experience with computation and an interest in math modeling, this handbook is designed to take you from basic graphic calculator or spreadsheet experience to the next level, which includes programming basics, working with large data sets, and visualization techniques. The handbook is also written for teachers who will assist students as they incorporate software into the math modeling process. This companion volume to Math Modeling: Getting Started and Getting Solutions (SIAM, 2014) takes you beyond the basic process of mathematical modeling to technical computing using software platforms and coding. Math modeling is the process that uses mathematics to represent, analyze, make predictions, or otherwise provide insight into real-world phenomena. The authors Bliss, Galluzzo, Kavanagh, and Levy are experienced professional practitioners of modeling. They provide professional development for teachers, have developed and judge modeling contests, and teach modeling in their own classrooms. Topics include computations, statistics, visualization, programming, and simulation. Primary examples recur throughout the handbook to show multiple ways technology can help tackle the same problem. A separate section, Choosing Your Tech Tool, and an appendix that shares a collection of “best practices� when writing code offer more good advice for readers. References are included.