"First Drafts of Korea" examines how the American mass media shapes U.S.perceptions of Korea and, thereby, U.S. foreign policy. Beginning with a detailed analysis of American newspapers' coverage of Korea between 1992 and 2003, the book features essays from Western journalists and senior U.S. officials with firsthand experience in Korea over the past two decades.

From the democratization of South Korea in the 1980s to the current North Korean nuclear crises, these distinguished contributors offer unique insight into American media coverage of Korea and its impact on policymaking. A complex, shifting portrait emerges, as befits a nation that is itself evolving and growing in global stature.

Within the international movement for school improvement, pupil consultation is one of the strands that offers greatest hope. Consultation is a way of ensuring that teachers have access to their pupils' perspectives and can lead to a transformation of teacher-pupil relationships, to significant improvements in teachers' practices, and to pupils having a new sense of themselves as members of a community of learners. Improving Learning through Consulting Pupils discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. It also examines the challenges of introducing and sustaining consultative practices. Topics covered include: the centrality of consultation about teaching and learning in relation to broader school level concerns; national debates about young people's right to be heard; teaching approaches that pupils believe help them to learn, those that obstruct their learning and suggestions about how individual teachers mightdevelop their teaching; the social realities of classrooms for different groups of pupils; teachers' responses to pupil consultation; what they learn from it, the changes they can make to their practice and the difficulties they can face; and, the things that can get in the way of pupils trusting in consultation as something that can make a positive difference to their experiences of learning in school. While consultation is flourishing in many primary schools, the focus here is on secondary schools where the difficulties of introducing and sustaining consultation are often more daunting but where the benefits of doing so can be substantial. This innovative book will be of interest to allthose concerned with improving classroom learning.

Pupil consultation can lead to a transformation of teacher-pupil relationships, to significant improvements in teachers' practices, and to pupils having a new sense of themselves as members of a community of learners. In England, pupil involvement is at the heart of current government education policy and is a key dimension of both citizenship education and personalised learning. Drawing on research carried out as part of the Teaching and Learning Research Programme, Improving Learning through Consulting Pupils discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. It also examines the challenges of introducing and sustaining consultative practices. Topics covered include: the centrality of consultation about teaching and learning in relation to broader school level concerns; teaching approaches that pupils believe help them to learn and those that obstruct their learning; teachers' responses to pupil consultation - what they learn from it, the changes they can make to their practice and the difficulties they can face; the things that can get in the way of pupils trusting in consultation as something that can make a positive difference. While consultation is flourishing in many primary schools, the focus here is on secondary schools where the difficulties of introducing and sustaining consultation are often more daunting but where the benefits of doing so can be substantial. This innovative book will be of interest to all those concerned with improving classroom learning.

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners.

This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.

First published in 1996 this book brings together the work of teams in six universities involved in school-based partnerships for teacher education. Professionals from Oxford University, the Manchester Metropolitan University, Keele, Sussex, Swansea and Leicester University come together to explore the distinctive work of school-based teacher educators, discussing the role of the teacher mentor in both primary and secondary schools. Topics covered include: mentoring in the primary school, issues in the managing of mentoring, working with new teachers, and mentoring and continuing professional development. All involved in school-based teacher education - whether as mentors, teacher trainers in higher education, school senior management, advisers, or inspectors - should find the range of experience presented here invaluable in their own work.

First published in 1996 this book brings together the work of teams in six universities involved in school-based partnerships for teacher education. Professionals from Oxford University, the Manchester Metropolitan University, Keele, Sussex, Swansea and Leicester University come together to explore the distinctive work of school-based teacher educators, discussing the role of the teacher mentor in both primary and secondary schools. Topics covered include: mentoring in the primary school, issues in the managing of mentoring, working with new teachers, and mentoring and continuing professional development. All involved in school-based teacher education - whether as mentors, teacher trainers in higher education, school senior management, advisers, or inspectors - should find the range of experience presented here invaluable in their own work.

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research.

Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research. Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners.

This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.

Uniquely imprisoned, most Palestinians in Gaza cannot travel beyond the confines of the Strip, and in times of war escape is impossible. They live under siege – economic and armed – and yet so many remain courageous, outspoken and steadfast.

Donald Macintyre lays bare Gaza’s human tragedy and reveals how it became a crucible of conflict and a byword for suffering. He identifies the repeated failings – including those of the international community – that have seen countless opportunities for peace pass by. Yet, against all odds, hope for a better future lingers.

Gaza was once a flourishing coastal civilization open to the world. Could it be so again?

The Battle of the Atlantic - a name coined by Churchill - was the unremitting assault that went on throughout the war on Allied merchant ships that were the lifeline of Great Britain and, from 1941, Russia by aircraft, surface ships but, above all, by the U-boat. Captain Macintyre, who was a distinguished participant in the battle, tells the story with precision and clarity. He describes the measures employed to defeat the amazingly successful 'wolf-pack' tactics of the U-boats, the convoy system and individual convoys, the contribution of the Royal Canadian Navy, the technological advances in radar and asdic, depth charges and aerial support, and does not shirk from describing how desperately close at times was the outcome. Not only does he analyze the strategic issues, above all the importance of the convoy system and of continuous air-cover, he also describes the battle from the viewpoint of the participants themselves. The long drawn-out duel between escort and U-boat is made vivid by quotation from the log-books of some of the ablest escort-commanders and from the combat-reports of the German U-boat ' aces '. Complementing these eye-witness accounts, nearly 50 unfamiliar photographs, drawn from German as well as British sources, make the courage and endurance of all those who fought in the Atlantic the more immediate.

"The style and language used by the authors make the book readable and therefore a book that practising teachers can actively use as a guide to improve their practice ...it is amply demonstrated that teaching can and should be an activity whose primary focus is to enhance students' learning capacity and not limit it." Journal of Inservice Education Why do some teachers insist on teaching without recourse to judgements about ability? What are the key principles on which they draw as they organize and provide for learning? What is the significance of their alternative approach for classrooms in the 21st century? This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project at the University of Cambridge, the book features nine vivid case studies (from Year 1 to Year 11) that describe how teachers have developed alternative practices despite considerable pressure on them and on their schools and classrooms.The authors analyze these case studies and identify the key concept of transformability as a distinguishing feature of these teachers' approach. They construct a model of pedagogy based on transformability: the mind-set that children's futures as learners are not pre-determined, and that teachers can help to strengthen and ultimately transform young people's capacity to learn through the choices they make. The book shows how transformability-based teaching can play a central role in constructing an alternative improvement agenda.This book will inspire teachers, student teachers, lecturers and policy makers, as well as everyone who has a stake in how contemporary education and practice affect children's future lives and life chances.

Vocational training for general practice has been tremendously successful over the past two decades, but the need became apparent at the beginning of the 1990s for revision of the education of GP trainers already experienced in setting up a training practice, who were demanding a fresh, more detailed consideration of the educational aspects of vocational training. The authors of Professional Education for General Practice comprise general practitioners from training practices, regional advisers in primary care, and an expert in adult education. They describe the history of vocational training and examine the educational requirements of adult learners, then go on to discuss particular aspects of curriculum design, assessment, teaching methods, trainer-trainee relationships, and evaluation, followed by an appraisal of what changes are needed in training for general practice in the future. Throughout the preparation of the book the authors worked closely with general practice trainers and trainees as well as their educators, thus ensuring that the book is completely appropriate for these groups. This book is essential for everyone involved in teaching GP trainers as well as for the trainers themselves, and will be of interest to doctors training in primary care.

This is a new release of the original 1957 edition.

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!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!