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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
With different pedagogic practices come different ways of
examining them and fresh understandings of their implications and
assumptions. It is the examination of these changes and
developments that is the subject of this book.
The authors examine a number of questions posed by the rapid
march of globalisation, incuding:
- What is the role of the teacher, and how do we teach in the
context of globalisation?
- What curriculum is appropriate when people and ideas become
more mobile?
- How do the technologies of the internet and mobile phone impact
upon what is learnt and by whom?
The second edition of this important book has been fully updated
and extended to take account of developments in technology,
pedagogy and practice, in particular the growth of distance and
e-learning.
With different pedagogic practices come different ways of
examining them and fresh understandings of their implications and
assumptions. It is the examination of these changes and
developments that is the subject of this book.
The authors examine a number of questions posed by the rapid
march of globalisation, incuding:
- What is the role of the teacher, and how do we teach in the
context of globalisation?
- What curriculum is appropriate when people and ideas become
more mobile?
- How do the technologies of the internet and mobile phone impact
upon what is learnt and by whom?
The second edition of this important book has been fully updated
and extended to take account of developments in technology,
pedagogy and practice, in particular the growth of distance and
e-learning.
Working in the fields of education, health and social care demands
a great deal of energy, effort and commitment on the part of the
practitioner or trainee. When a research project is added to a
workload the pressures can be great, particulary if the
would-be-researcher is not confident about the process involved.
The Hard-pressed Researcher provides practical guidance on how to
undertake a research project. It has been written specially for
practitioners and students in the fields of education, health and
social care and assumes no specific knowledge of the research
process. This revised and updated version of the first edition
covers the major modes of research (experimental research, survey
work, case study, interpretative research and action research) and
provides step-by-step guidance from conceptualization through to
report writing. Each chapter provides sources for further reading
and the book ends with a series of statistical tables. All those
studying or working in the caring professions will welcome the very
straightforward and sympathetic approach of the authors, both of
whom have considerable experience in the supervision of research
work.
In this book, the authors explore and clarify the nature of
postmodernism and provide a detailed introduction to key writers in
the field such as Lacan, Derrida, Foucault and Lyotard. They
examine the impact which this thinking has had upon contemporary
theory and practice of education, concentrating particularly upon
how postmodernist ideas challenge existing concepts, structures and
hierarchies. Usher has also published, with Bryant, Adult Education
as Theory, Practice and Research (Routledge, 1989). Edwards has
published, with Thorpe and Hanson, Culture and Processes of Adult
Learning (Routledge, 1993), and Adult Learners, Education and
Training (Routledge, 1993), with Sieminski and Zeldin.
Postmodernism and Education is a valuable book that needs to be vigorously engaged by educationalists and others wishing to rethink the contemporary crisis in education. An excellent introduction to postmodern social theory and its implications for pedagogy, educational policy and social transformation. Peter McLaren, University of California This book responds to the growing interest in postmodernism as a way of understanding social, cultural and economic trends, and explores the impact which postmodernism has had upon the theory and practice of education, using a broad analysis of postmodernism and an in-depth introduction to key writers in the field.
Working in the fields of education, health and social care demands
a great deal of energy, effort and commitment on the part of the
practitioner or trainee. When a research project is added to a
workload the pressures can be great, particulary if the
would-be-researcher is not confident about the process involved.
The Hard-pressed Researcher provides practical guidance on how to
undertake a research project. It has been written specially for
practitioners and students in the fields of education, health and
social care and assumes no specific knowledge of the research
process. This revised and updated version of the first edition
covers the major modes of research (experimental research, survey
work, case study, interpretative research and action research) and
provides step-by-step guidance from conceptualization through to
report writing. Each chapter provides sources for further reading
and the book ends with a series of statistical tables. All those
studying or working in the caring professions will welcome the very
straightforward and sympathetic approach of the authors, both of
whom have considerable experience in the supervision of research
work.
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