"The What's in it for schools"? series aims to make educational policy issues relevant to practitioners. Each book in the series focuses on a major educational issue. The authors set the issue in context, look at how it impacts on the daily lives of schools and teachers, and raise key questions. The books are grounded in social theory, recent research evidence and best practice, and will make an excellent contribution to any staffroom bookshelf.
In classrooms that operate as learning communities, the social and learning purposes advance together through all participants being involved and engaged in building knowledge. This is a new way of seeing and managing classrooms, it offers:
* An integration of what's best in learning and what's best in the social life of classrooms
* A vision of the role of the teacher that is more creative and more related to the commitments of teachers
* A more connected view of school, in contrast to the mechanistic view that currently dominates
* An answer to the short-term performance pressures of politicians - better performance.
This book presents the practice and vision of classrooms that operate as learning communities. This is the most comprehensive and practical book on this theme. The text is engaging without either preaching or patrolling how teachers think. It is the aim of the book that after reading it any classroom teacher will feel more able to take steps towards building a more effective classroom with the aspects of learning communities they choose.

Contents:
1.From Here to Integrity ron Best, Chris Watkins and Caroline Lodge 2.Integrity and Uncertainty - Why Young People Need Doubtful Teachers Guy Claxton 3.The Child Tricia David 4.Curriculum for the Future Ian Barr and Margaret McGhie 5.'Now just compose yourselves' - Personal Development and Integrity in Changing Times Chris Watkins 6.Stand and Deliver - The Teacher's Integrity? John Sullivan 7.Schools as Places of Learning and Integrity Caroline Lodge 8.Family Relationships, Learning and Teachers - Keeping the Connections Neil Dawson and Brenda McHugh 9.Prospective Institutional Inequities, Interculturalism and Education in Britain Jagdish Gundara 10.Schools for Communities John MacBeath 11.Policy and Governance John Tomlinson 12.And How Will We Get There From Here? Chris Watkins, Ron Best and Caroline Lodge

Contents:
Part A:This Book is About Learning i.Why bother with this book? ii.What is in this book? iii.How might you use it? iv.Rationale v.Some permeating themes
Part B.Workshop Activities for Teachers i.Where's the learner starting from? ii.Learning and 'motivation' iii.Learning styles - do we all learn in the same way? iv.Teachers and their pupils' learning styles v.Terms for learning activities vi.Learning in school and out vii.A closed problem viii.The six oranges puzzle ix.First steps in learning about learning xPromoting learning about learning, or meta-learning xi.What is an effective learner like? xii.Reflecting on your learning xiii.Developing meta-learning in your school
Part C.Classroom Activities to Promote Learning About Learning i.Introduction ii.How do we learn best? iii.Time line of learning experiences iv.Learning strategy questionnaire v.Learning styles questionnaire vi.Beliefs about success vii.Handling feelings in learning miii.Defences against learning ix.Explaining your success x.Learning - in school and out xi.Learning situations - in school xii.Learning situations - beyond school xiii.Review of learning check list xiv.Keeping a learning file xv.Back to the future: exploring and planning possible routeways to your preferred future
Part D.The Wider Context i.Parents ii.Parents and Learning iii.The whole-school picture iv.Developing a spiral curriculum for the whole school v.Pupil perspectives on learning
Part E.Effective Learning: a research review i.What is learning? ii.What is involved? Models of learning iii.What is effective learning? iv.Effective learning in schools v.The challenge of effective learning: Questions adn reflections vi.Notes for Section E
Part F. Further Reading i.Key texts on learning ii.Improving learning iii.Future iv.Important research articles v.NAPCE

This practical A4 pack contains activities and ideas for teachers and students to learn more about learning. Learning about Learning is a practical way of teaching important and neglected theories of learning. The idea is that if teachers and students learn about what learning is and how it happens they understand a greater range of learning possibilities and approaches and improve their learning and teaching skills.

The What's in it for schools? series aims to make educational policy issues relevant to practitioners. Each book in the series focuses on a major educational issue. The authors set the issue in context, look at how it impacts on the daily lives of schools and teachers, and raise key questions. The books are grounded in social theory, recent research evidence and best practice, and will make an excellent contribution to any staffroom bookshelf. In classrooms that operate as learning communities, the social and learning purposes advance together through all participants being involved and engaged in building knowledge. This is a new way of seeing and managing classrooms, it offers: * An integration of what's best in learning and what's best in the social life of classrooms * A vision of the role of the teacher that is more creative and more related to the commitments of teachers * A more connected view of school, in contrast to the mechanistic view that currently dominates * An answer to the short-term performance pressures of politicians - better performance. This book presents the practice and vision of classrooms that operate as learning communities. engaging without either preaching or patrolling how teachers think. It is the aim of the book that after reading it any classroom teacher will feel more able to take steps towards building a more effective classroom with the aspects of learning communities they choose.

This book reviews key advances in preservation techniques for fresh fruit and vegetables. Part 1 summarises developments and improvements in preservation technologies such as cooling, controlled atmosphere storage, modified atmosphere and active packaging as well as barrier coatings. The focus of Part 2 is on post-harvest safety management and disinfection. Chapters cover current research on mechanisms of pathogen contamination of fresh produce, as well as improvements in sanitising regimes and disinfection techniques using heat, irradiation and plasma, ozone and natural antimicrobials. The final part of the book surveys advances in monitoring postharvest quality of fresh produce and smart distribution systems to maintain the quality of horticultural produce.

This specially curated collection features five reviews of current and key research on fruit losses and waste. The first chapter reviews the magnitude of losses and waste of fruit and vegetables as well as key issues in estimating losses. It provides a detailed assessment of the main causes of losses and waste together with strategies for their prevention. The second chapter assesses the adoption of new, non-destructive technologies as a way of measuring harvest maturity and improving sorting operations to minimise the risk of product loss and waste. The third chapter outlines the importance of harvest management of apples and considers the importance of various factors associated with fruit physiology, maturation and ripening to reduce losses. The fourth chapter reviews existing research in the preservation of fruit quality and reduction of post-harvest damage and loss by adopting suitable technologies and knowledge during post-harvest operation, storage management, transportation and marketing of mango fruit. The final chapter explores the advantages and disadvantages of cultivating ripening-impaired tomato mutants. It describes how controlling tomato diseases in both pre- and postharvest operations can help avoid fruit losses.

`The book is at once accessible, evidence-based, practical and eminently readable...Readers will find in this book a treasury of learners' voices guiding us towards the goal of more effective learning in classrooms' - International Network for School Improvement `This book promotes an ambitious and inspiring conception of meaningful pedagogy and works to applaud those teachers who are determined to reflect upon, enquire into, and then facilitate ''effective learning''. A coherent and structured case is made for the primacy of ''learning'' over ''work'' - Learning & Teaching Update This book addresses an important, and too seldom addressed issue: learning. Not teaching, not performance, not "work": this book really is about learning, what makes learning effective and how it may be promoted in classrooms. The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because classrooms are notorious as contexts which change little. Rather than providing yet more tips, they offer real thinking and evidence based on what we know about how classrooms change. Four major dimensions of promoting effective learning in classrooms are examined in depth: Active Learning; Collaborative Learning; Learner-driven Learning and Learning about Learning. Evidence from practising teachers in the form of case studies and examples, and evidence from international research in the form of useful ideas and frameworks is included.

`Certainly worth reading in order to be reminded of some positive reasons for entering the teaching profession: to value the process of education as much as the content, to view children holistically and to consider schools as places of learning for all' - British Journal of Special Education