- part of the CEC series, with appeal to organisations such as EECERA also - global appeal with international case studies included - the Slow Movement is gaining momentum and there are currently no direct competitors within ECE

- part of the CEC series, with appeal to organisations such as EECERA also - global appeal with international case studies included - the Slow Movement is gaining momentum and there are currently no direct competitors within ECE

This book brings together international research on school teachers', and university lecturers' uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers' digital skills, knowledge and classroom practices.

The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: Mathematics teacher education and professional development Mathematics curriculum development and task design The assessment of mathematics Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.

The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: Mathematics teacher education and professional development Mathematics curriculum development and task design The assessment of mathematics Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.

Childhoods in context offers a critical exploration of childhood, drawing attention to the physical and social context of children and young people's lives. Three key themes are explored: * Childhood is always located somewhere. The book offers insights into childhood by focusing on places specially designed for children as well as the territories that children develop for themselves. * Childhood is experienced through objects, people and places and through everyday routines. Discussions about childhood are rooted in the details of children's lives, whether on the street, in an institution or in different definitions of home. * Childhood and adult identities are relational. Definitions and understandings of childhood are dependent on how adulthood is viewed. These themes are explored through accounts of home and family, school, public spaces and sites of work in local and global settings. They raise questions about methodological approaches to understanding childhoods in context which is the focus of the concluding chapter. This is the third in a series of four books, written by experts in the field, which provides an introduction to childhood degree programmes and related modules. The series features international case studies, examples and readings to supplement the chapters, and is illustrated in full colour. Other books in the series are: * Understanding childhood: a cross-disciplinary approach * Children and young people's cultural worlds * Local childhoods, global issues

How can young children play an active role in developing the design of learning environments?

What methods can be used to bring together children's and practitioners' views about their environment?

What insights can young children offer into good designs for these children's spaces?

With the expansion of early childhood education and the move to 'extended schools', more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children's perspectives in the design and review of children's spaces.

Situated at the heart of the debate about the relationship between the built environment and its impact on children's learning and wellbeing, Transforming Children's Spaces

• provides insights into how young children see their environment
• discusses children's aspirations for future spaces
• develops the 'Mosaic approach', pioneered by the author, as a method for listening to young children and adults

Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects.

This book is essential reading for those who work in children's spaces and for those who design them as well as being of general interest to those studying education and childhood studies.

Viewing children as 'experts in their own lives', the Mosaic approach offers a creative framework for understanding young children's perspectives through talking, walking, making and reviewing material with an adult. This book demonstrates how children's views and experiences can stay in focus in early childhood provision. The multi-method approach brings together digital tools with interviewing and observation to enable adults to review current practice and implement change with children. Combining the authors' successful books Listening to Young Children and Spaces to Play into an expanded and fully updated third edition, this book builds on the authors' original ground-breaking work by commenting on the development and adaptation of the Mosaic approach, along with case studies of the Mosaic approach in action in four countries: England, Denmark, Norway and Australia. Alongside guidance on using and adapting the framework with young children, older children and adults, there is new material on the ethical and methodological issues involved.

How do views about children shape research concerned with their lives? What different forms can research with children take? What ethical issues does it involve? How does it impact on policy and practice, and on the lives of children themselves? This book helps you to understand how research is designed and carried out to explore questions about the lives of children and young people. It tackles the methodological, practical and ethical challenges involved, and features examples of actual research that illustrate: Different strategies for carrying out research Common challenges that arise in the research process Varying modes of engagement that researchers can adopt with participants and audiences; and The impact that research can have on future studies, policy and practice.

This study of Civil War-era politics explores how German immigrants influenced the rise and fall of white commitment to African-American rights. Intertwining developments in Europe and North America, Alison Clark Efford describes how the presence of naturalized citizens affected the status of former slaves and identifies 1870 as a crucial turning point. That year, the Franco-Prussian War prompted German immigrants to re-evaluate the liberal nationalism underpinning African-American suffrage. Throughout the period, the newcomers' approach to race, ethnicity, gender and political economy shaped American citizenship law.

More young children than ever before are spending their time in some form of early childhood service. But how do we know what they think about it? While there has been a move to take children's views into account more generally, very little attention has been given to listening to young children below the age of six or seven. This book is the first of its kind to focus on listening to young children, both from an international perspective and through combining theory, practice and reflection. With contributions and examples from researchers and practitioners in six countries it examines critically how listening to young children in early childhood services is understood and practised. Each chapter is rooted in the everyday lives of young children and presents a range of actual experiences for students and practitioners to draw from. Beyond listening goes further to address key questions emerging from early childhood services and research. These are What do we mean by listening? Why listen? How do we listen to young children? What view of the child do different approaches to listening presume? What risks does listening entail for young children? The authors are leading experts in this area of rapidly growing interest and have themselves developed innovative methods such as the Mosaic approach, which is discussed in the book.

This study of Civil War-era politics explores how German immigrants influenced the rise and fall of white commitment to African-American rights. Intertwining developments in Europe and North America, Alison Clark Efford describes how the presence of naturalized citizens affected the status of former slaves and identifies 1870 as a crucial turning point. That year, the Franco-Prussian War prompted German immigrants to re-evaluate the liberal nationalism underpinning African-American suffrage. Throughout the period, the newcomers' approach to race, ethnicity, gender and political economy shaped American citizenship law.

This book is concerned with the question of how families matter in young people's development - a question of obvious interest and importance to a wide range of readers, which has serious policy implication. A series of key current topics concerning families are examined by the top international scholars in the field, including the key risks affecting children, individual differences in their resilience, links between families and peers, the connections between parental work and children's family lives, the impact of childcare, divorce, and parental separation, grandparents, and new family forms such as lesbian and surrogate mother families. The latest research findings are brought together with discussion of policy issues raised.

An innovative examination of the law's treatment of property, this student textbook provides an extremely useful and readable account of general property law principles. It draws on a wide range of materials on property rights in general, and the English property law system in particular, looking at all kinds of property, not just land. It includes the core legal source materials in property law along with excerpts from social science literature, legal theory, and economics, many of which are not easily accessible to law students. These materials are accompanied by a critical commentary, as well as notes, questions and suggestions for further reading. It will be of interest to undergraduate property law students and to non-law students taking property law modules in courses covering planning, environmental law, economics and estate management.

"Childcare is as necessary for most families as an automobile and a microwave oven, but infinitely harder to find and more expensive to buy. And there is no Consumer Reports rating to refer to in assessing the quality of that care."--from page 172 "Children in childcare centers do better intellectually than children who remain at home. Children in childcare centers did better on tests of verbal fluency, memory, and comprehension . . . and they were able to identify other peoples' feelings and points of view earlier."--from page 87 "Some studies also show that children in childcare tend to be less polite, less agreeable, less compliant with their mothers' or caregivers' demands and requests, less respectful of others' rights . . . How can we integrate these negative differences with the differences in positive social behavior? Are children in childcare . . . socially skilled but bossy, friendly but aggressive, outgoing but rude? It has been suggested--not totally facetiously--that this profile sounds a lot like a successful CEO. It turns out, however, that it is not the same children who are friendly and bossy . . . It seems likely that childcare promotes social advancement in some children and leads to behavior problems in others."--from page 90 "There is no proof that being in care in infancy leads to behavior problems down the road . . . There is no compelling evidence that beginning care in infancy has detrimental effects on children's relationships with their mothers."--from page 99 "Although boys in childcare do indeed become more sociable than boys at home--and although girls in childcare do increase in autonomy, problem solving, and even belligerence--childcare does not wipe outthe differences between the sexes . . . Are there other differences in the effects of childcare on boys and girls? It has frequently been documented that boys are more vulnerable to events in the environment, girls more resilient . . . Are boys worse off than girls when in childcare? The answer is a weak 'maybe.'"--from pages 101-102 "Good-quality care may serve as a protective factor for children from disadvantaged backgrounds, but its effects are not inevitable, nor do they wipe out family disadvantage."--from page 161 "The tensions expressed by these parents--who are using childcare but worrying about it--suggest that researchers need to communicate better about the positive effects of care on children's development and family well-being. Parents need to feel assured that they are doing well by their children, that childcare can be a positive experience, and that both they and their children can benefit from it. Parents also need to feel empowered to evaluate childcare facilities accurately . . . And finally, parents should appreciate that the quality of a child's home life is still likely to be the most important factor in his or her development, even for children who spend many hours in childcare each week."--from page 165

How do views about children shape research concerned with their lives? What different forms can research with children take? What ethical issues does it involve? How does it impact on policy and practice, and on the lives of children themselves? This book helps you to understand how research is designed and carried out to explore questions about the lives of children and young people. It tackles the methodological, practical and ethical challenges involved, and features examples of actual research that illustrate: Different strategies for carrying out research Common challenges that arise in the research process Varying modes of engagement that researchers can adopt with participants and audiences; and The impact that research can have on future studies, policy and practice.

Principles of Property Law offers a critical and contextual analysis of fundamental property law concepts and principles, providing students with the necessary tools to enable them to make sense of English land law rules in the context of real world applications. This new book adopts a contextual approach, placing the core elements of a qualifying law degree property and land law course in the context of general property principles and practices as they have developed in the UK and other jurisdictions in response to a changing societal relationship with a range of tangible and intangible things. Also drawing on concepts of property developed by political and legal theorists, economists and environmentalists, Principles of Property Law gives students a clear understanding of how property law works, why it matters and how the theory connects with the real world. Suitable for undergraduate law students studying property and land law in England, Wales and Northern Ireland, as well as postgraduate students seeking an accessible analysis of property law as part of a course in law, land administration, environmental law or development studies.

How can young children play an active role in developing the design of learning environments? What methods can be used to bring together children's and practitioners' views about their environment? What insights can young children offer into good designs for these children's spaces? With the expansion of early childhood education and the move to 'extended schools', more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children's perspectives in the design and review of children's spaces. Situated at the heart of the debate about the relationship between the built environment and its impact on children's learning and wellbeing, Transforming Children's Spaces provides insights into how young children see their environment discusses children's aspirations for future spaces develops the 'Mosaic approach' , pioneered by the author, as a method for listening to young children and adults Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects. This book is essential reading for those who work in children's spaces and for those who design them as well as being of general interest to those studying education and childhood studies.

This book is concerned with the question of how families matter in young people's development - a question of obvious interest and importance to a wide range of readers, which has serious policy implication. A series of key current topics concerning families are examined by the top international scholars in the field, including the key risks affecting children, individual differences in their resilience, links between families and peers, the connections between parental work and children's family lives, the impact of childcare, divorce, and parental separation, grandparents, and new family forms such as lesbian and surrogate mother families. The latest research findings are brought together with discussion of policy issues raised.

Principles of Property Law offers a critical and contextual analysis of fundamental property law concepts and principles, providing students with the necessary tools to enable them to make sense of English land law rules in the context of real world applications. This new book adopts a contextual approach, placing the core elements of a qualifying law degree property and land law course in the context of general property principles and practices as they have developed in the UK and other jurisdictions in response to a changing societal relationship with a range of tangible and intangible things. Also drawing on concepts of property developed by political and legal theorists, economists and environmentalists, Principles of Property Law gives students a clear understanding of how property law works, why it matters and how the theory connects with the real world. Suitable for undergraduate law students studying property and land law in England, Wales and Northern Ireland, as well as postgraduate students seeking an accessible analysis of property law as part of a course in law, land administration, environmental law or development studies.

This collection of intimate letters reveals the remarkable radicalism-personal and political-of Mathilde Franziska Anneke. Anneke first became a well-known feminist and democrat in Prussia, earning notoriety for divorcing her first husband and fighting in the German Revolutions of 1848-1849. After moving to the United States, she became a noted proponent of woman suffrage, working with Elizabeth Cady Stanton and Susan B. Anthony. Like many other refugees of the German revolutions, Anneke was deeply involved in the Civil War. Radical Relationships focuses on the years 1859-1865, which encompassed not only the war but also Anneke's intense romantic friendship with Yankee abolitionist Mary Booth. Over the course of seven years, Anneke supported Mary through her husband's trial for rape. When Sherman Booth was later imprisoned for his abolitionist activity, Anneke conspired to spring him from jail. The two women then moved with three of their children to Zurich, Switzerland, where they collaborated on antislavery fiction and mixed with leading European radicals such as Ferdinand Lassalle. From Europe, they followed the fate of German-born soldiers in the Union army, including Anneke's husband, Fritz, and his court martial. Throughout her career, Anneke's intimate relationships informed her politics and sustained her activism. Her correspondence with Fritz and Mary Booth provides fresh perspectives on the transnational dimensions of the Civil War and gender and sexuality.

Like many of the Europeans who fled to the United States after participating in the Revolutions of 1848, German-American feminist and writer Mathilde Franziska Anneke was deeply involved in the Civil War. She published antislavery fiction and political commentary, plotted to break Wisconsin abolitionist Sherman Booth out of prison, debated the war with individuals ranging from American radical Gerrit Smith to German socialist Ferdinand Lassalle, and followed the fate of German-born soldiers in the Union army, including her own husband. Throughout her remarkable career, Anneke's intimate relationships informed her politics and sustained her activism. This volume translates selections from Mathilde Anneke's fascinating correspondence with Fritz Anneke and Mary Booth, making the letters accessible to English-speaking historians, students, and members of the wider public for the first time.