Hardbound. This exciting new text examines how knowledge is socially constructed and shared through discursive interactions within the classroom community. The contributors discuss the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggest how teachers can create an effective learning partnership to stimulate children. The authors also consider how children, in turn, construe the curriculum and how they perceive the ground-rules and peer-relationships within the classroom community. By reporting findings from state-of-the-art studies in a range of Western cultural contexts, the authors are able to overview key theoretical perspectives and synthesise the methods currently being developed for measuring social interaction in learning and instruction.

Exotic animals were coveted commodities in nineteenth-century Britain. Spectators flocked to zoos and menageries to see female lion tamers and hungry hippos. Helen Cowie examines zoos and travelling menageries in the period 1800-1880, using animal exhibitions to examine issues of class, gender, imperial culture and animal welfare.

Exotic animals were coveted commodities in nineteenth-century Britain. Spectators flocked to zoos and menageries to see female lion tamers and hungry hippos. Helen Cowie examines zoos and travelling menageries in the period 1800-1880, using animal exhibitions to examine issues of class, gender, imperial culture and animal welfare.