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There is considerable and growing interest in professionals
learning across their working lives. The growth in this interest is
likely premised upon the increasing percentage of those who are
being employed under the designation as professi- als or
para-professional workers in advanced industrial economies. Part of
being designated in this way is a requirement to be able to work
autonomously and in a relatively self-regulated manner. Of course,
many other kinds of employment also demand such behaviours.
However, there is particular attention being given to the ongoing
development of workers who are seen to make crucial decisions and
take actions about health, legal and ?nancial matters. Part of this
attention derives from expectations within the community that those
who are granted relative autonomy and are often paid handsomely
should be current and informed in their decisi- making. Then, like
all other workers, professionals are required to maintain their
competence in the face of changing requirements for work.
Consequently, a volume that seeks to inform how best this ongoing
learning can be understood, supported and assisted is most timely
and welcomed. This volume seeks to elaborate professional learning
through a consideration of the concept of authentic professional
learning. What is proposed here is that, in contrast to
programmatic approaches towards professional development, the
process of continuing professional learning is a personal, complex
and diverse process that does not lend itself to easy prescription
or the realisation of others' intents.
There is considerable and growing interest in professionals
learning across their working lives. The growth in this interest is
likely premised upon the increasing percentage of those who are
being employed under the designation as professi- als or
para-professional workers in advanced industrial economies. Part of
being designated in this way is a requirement to be able to work
autonomously and in a relatively self-regulated manner. Of course,
many other kinds of employment also demand such behaviours.
However, there is particular attention being given to the ongoing
development of workers who are seen to make crucial decisions and
take actions about health, legal and ?nancial matters. Part of this
attention derives from expectations within the community that those
who are granted relative autonomy and are often paid handsomely
should be current and informed in their decisi- making. Then, like
all other workers, professionals are required to maintain their
competence in the face of changing requirements for work.
Consequently, a volume that seeks to inform how best this ongoing
learning can be understood, supported and assisted is most timely
and welcomed. This volume seeks to elaborate professional learning
through a consideration of the concept of authentic professional
learning. What is proposed here is that, in contrast to
programmatic approaches towards professional development, the
process of continuing professional learning is a personal, complex
and diverse process that does not lend itself to easy prescription
or the realisation of others' intents.
Are you struggling with the complexities of assessment?
Demystifying the process of assessment for learning in the Early
Years Foundation Stage (EYFS), this book explains in
straightforward language how to put principles into practice.
Looking at models of assessment, the book draws heavily on examples
of real assessments from practice, and the relevant theory is
explained in context. Lessons from research are applied to best
practice, and issues covered include: - self-assessment and peer
assessment - collecting evidence as a basis for making judgements -
how to track the child's development in the six areas of learning -
using assessment to inform future planning - summative assessment
in the EYFS - involving parents and carers in the assessment
process - using assessment to support children with additional
needs - moderation Throughout the book there are plenty of
practical examples from a range of early years settings, with case
studies for the Birth to Five age range. Students, teachers,
teaching assistants and those working towards Early Years
Professional Status (EYPS) will find this an invaluable guide.
In 1972 I fell in love with an ancient Elizabethan thatched cottage
in the Hampshire countryside, which was surrounded by an area of
grass, three ancient trees but no garden. "An Incompetent
Gardener's Tale" is not so much about gardening as about creating
what is now, some forty years later, a mature garden. The Tale is
also about the animals, birds and insects I have welcomed into my
haven for wild life. Over the years my ever-ready camera has
recorded many of these visitors (some more welcome than others) and
these photographs are part of my story. But these animals are
strictly excluded from my new raised bed vegetable plot, including,
by a wire roof, the pigeons, but alas not the cabbage white
butterflies! And then there are my successes, and just as important
my failures, in choosing and growing the garden's shrubs, trees and
plants. Not for me are 'New Age' gardens, as you will see in 'Fads
and Fancies'. My garden diaries, kept over the years, proved
indispensible.
Title: Solitary Musings in verse].Publisher: British Library,
Historical Print EditionsThe British Library is the national
library of the United Kingdom. It is one of the world's largest
research libraries holding over 150 million items in all known
languages and formats: books, journals, newspapers, sound
recordings, patents, maps, stamps, prints and much more. Its
collections include around 14 million books, along with substantial
additional collections of manuscripts and historical items dating
back as far as 300 BC.The POETRY & DRAMA collection includes
books from the British Library digitised by Microsoft. The books
reflect the complex and changing role of literature in society,
ranging from Bardic poetry to Victorian verse. Containing many
classic works from important dramatists and poets, this collection
has something for every lover of the stage and verse. ++++The below
data was compiled from various identification fields in the
bibliographic record of this title. This data is provided as an
additional tool in helping to insure edition identification: ++++
British Library Webster, Ann; 1825. 8 . 11642.bb.8.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
Are you struggling with the complexities of assessment?
Demystifying the process of assessment for learning in the Early
Years Foundation Stage (EYFS), this book explains in
straightforward language how to put principles into practice.
Looking at models of assessment, the book draws heavily on examples
of real assessments from practice, and the relevant theory is
explained in context. Lessons from research are applied to best
practice, and issues covered include: - self-assessment and peer
assessment - collecting evidence as a basis for making judgements -
how to track the child's development in the six areas of learning -
using assessment to inform future planning - summative assessment
in the EYFS - involving parents and carers in the assessment
process - using assessment to support children with additional
needs - moderation Throughout the book there are plenty of
practical examples from a range of early years settings, with case
studies for the Birth to Five age range. Students, teachers,
teaching assistants and those working towards Early Years
Professional Status (EYPS) will find this an invaluable guide.
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