Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Showing 1 - 25 of 80 matches in All Departments
Known as the `four horsemen' of New Atheism, these four big thinkers of the twenty-first century met only once. Their electrifying examination of ideas on this remarkable occasion was intense and wide-ranging. Everything that was said as they agreed and disagreed with one another, interrogated ideas and exchanged insights - about religion and atheism, science and sense - speaks with urgency to our present age. Questions they asked of each other included:
The dialogue was recorded, and is now transcribed and presented here with new introductions from the surviving three horsemen. With a sparkling introduction from Stephen Fry, it makes essential reading for all their admirers and for anyone interested in exploring the tensions between faith and reason.
The Routledge Classic Edition of Daniels' influential 2001 text Vygotsky and Pedagogy explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.
Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. The challenges these children present relate to wider issues of continuing political concern: the perceived declining discipline in schools; school and social exclusion; the limits to inclusion for children with special needs; increasing mental health difficulties in children; youth crime and parenting skills. It s little wonder that the 'EBD' (often known as BESD or SEBD ) category is one of the most common forms of SEN around the world. This topical and exhaustively-researched Companion examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children. Bringing together the work of contributors from fifteen countries and across four continents, this book features the research of leading experts in the global field of EBD, who discuss and debate educators key concerns by:
Containing contrasting views on controversial topics, this Companion s approachable style makes it an essential reference book for academics, policy makers, practitioners, educators and students who are working towards a higher degree in education.
The promise, embraced by governments around the world, is that the knowledge economy will provide knowledge workers with a degree of autonomy and permission to think which enables them to be creative and to attract high incomes. What credence should we give to this promise? The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy makers rhetoric, the relationship between the two sectors is not straightforward. An unorthodox account of the knowledge economy and economic globalisation suggests that autonomy in the workplace and permission to think will be only given to the elite. In this view many aspirant well-educated middle-class young workers are doomed to disappointment. In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy? Educating for the Knowledge Economy? will appeal to academics, policy makers, teachers and students interested in the central role of education in the knowledge economy.
This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the twenty-first century. It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are: How can educational effectiveness and improvement research and practice support the development of a more equitable education service? What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement? This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.
Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:
To encourage reflection, many of the chapters also include questions for debate and a guide to further reading. Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.
Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:
To encourage reflection, many of the chapters also include questions for debate and a guide to further reading. Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.
The 1960s comic book adventures of The Phantom return in full, glorious color! Long out of print and in constant demand these classic Phantom stories are collected in two hard cover volumes. Volume Two collects eight stories. The Gold Key comic book version of the grand-daddy of costumed heroes, the Ghost Who Walks, is available again, digitally remastered to look better than the original books. Featuring cover art by famed painter George Wilson with interior artwork by Bill Lignante and stories by Bill Harris. Chock of a extras, an in depth introduction by Phantom expert Pete Klaus accompanied by rare original artwork. This printing will be limited to 1000 copies.
Have you ever considered how much effect information technology has on society throughout the world? Progress often places lower income and marginalized communities at a distinct disadvantage. Community Participation and Geographic Information Systems, however, offers a detailed look at numerous incidences around the world where communities have actually taken control of the technology and really used it to their advantage. This is presented in the form of case studies and models such as Philadelphia's neighborhoods, the Atlanta Project, and neighborhood revitalization in Minneapolis, reflect on public participation in GIS concepts, best practices, constraints and opportunities.
The editors of this essential reader recognize the valuable and
varied benefits of connecting the two fields of education and
psychology, and have carefully selected contributions to reflect
current trends in the subject and examples of how knowledge has an
impact on practice. This lively and authoritative book features
sections on topics as varied as assessment, language, motivation,
cognition and development, intelligence, memory, and special
educational needs.
The Routledge Classic Edition of Daniels' influential 2001 text Vygotsky and Pedagogy explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.
Inclusive education" is the term now used to describe the incorporation of special needs into mainstream education. This selection of papers provides perspectives and dialogue on inclusive education from around the world, defining the philosophical, political and educational implications.
This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the twenty-first century. It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are: How can educational effectiveness and improvement research and practice support the development of a more equitable education service? What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement? This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.
This book explains how to organize and manage modifications during the solution realization phase of problem solving so improvements become the new way of life. The nine steps detailed in the books chapters, although applied to solution implementation, can be used on their own to manage many types of system modification. These transition activities are framed in a three stage model first proposed by Kurt Lewin the father of change theory. It packages a strategy for sustaining improvements that is easy to understand and apply ? unfreeze, change, and refreeze. Fundamental organizational performance techniques are introduced during each step to assist in managing the transformation from idea to integrated solution. These practices are not new or revolutionary, but often overlooked while team members focus on statistical and analytical means The described methods have a decidedly human focus and are meant to supplement the familiar diagnostic tools associated with six-sigma and process improvement projects.
This book explains how to organize and manage modifications during the solution realization phase of problem solving so improvements become the new way of life. The nine steps detailed in the books chapters, although applied to solution implementation, can be used on their own to manage many types of system modification. These transition activities are framed in a three stage model first proposed by Kurt Lewin the father of change theory. It packages a strategy for sustaining improvements that is easy to understand and apply - unfreeze, change, and refreeze. Fundamental organizational performance techniques are introduced during each step to assist in managing the transformation from idea to integrated solution. These practices are not new or revolutionary, but often overlooked while team members focus on statistical and analytical means The described methods have a decidedly human focus and are meant to supplement the familiar diagnostic tools associated with six-sigma and process improvement projects.
This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition - moving toward collaboration in inter-organizational fields and continuous shaping of transformations. To understand and master this transition, powerful new conceptual tools are needed and are provided here. The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. The theoretical and methodological tools used have their origins in the work of Lev Vygotsky and A.N. Leont?ev. In recent years this body of work has aroused significant interest across the social sciences, management and communication studies. Working as part of an integrated international team, the authors identify specific findings which are of direct interest to the academic community, such as:
Activity Theory in Practice will be highly useful to practitioners, researchers, students and policy-makers who are interested in conceptual and empirical issues in all aspects of ?activity-based? research.
** Shortlisted for the NASEN Special Educational Needs Academic Book Award 2009 ** Inter-professional collaborations are invaluable relationships which can prevent the social exclusion of children and young people and are now a common feature of welfare policies worldwide. Drawing on a four year study of the skills and understanding required of practitioners in order to establish the most effective interagency collaborations, this comprehensive text
Full of ideas to help shape collaborative inter-professional practice this book shows that specialist expertise is distributed across local networks. The reader is encouraged to develop the capacity to recognise the expertise of others and to negotiate theor work with others. This book is essential reading for practitioners in education and educational psychology or social work, and offers crucial insights for local strategists and those involved in professional development work. The book also has a great deal to offer researchers working in the area of cultural historical activity theory (CHAT). The four year study was framed by CHAT and offers a well-worked example of how CHAT can be used to reveal sense-making in new practices and the organizational implications of enhanced professional decision-making. As well as being important contributors to the developing CHAT field, the five authors have worked in the area of social exclusion and professional learning for several years and have brought inter-disciplinary strengths to this account of inter-professional work.
This book provides readers with an overview of the implications
for research of the theoretical work which acknowledges a debt to
the writings of L.S. Vygotsky. A concise introduction to Vygotsky's
original thesis and discussions on his approach to research methods
is given; this is followed by an exploration of the research
practices which have arisen in fields developed on the basis of his
original thesis. These include: Socio-cultural studies with a focus
on mediated action; Distributed Cognition, Situated Cognition and
Activity Theory. To aid understanding, chapters devoted to each area will provide excellent accounts of specific studies which illustrate the underlying methodological principles and the specific methods which are being deployed. In each case assumptions and limitations are discussed. The book concludes with some proposals for future developments at both methodological and conceptual levels.
This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include:
The editors of this essential reader recognize the valuable and
varied benefits of connecting the two fields of education and
psychology, and have carefully selected contributions to reflect
current trends in the subject and examples of how knowledge has an
impact on practice. This lively and authoritative book features
sections on topics as varied as assessment, language, motivation,
cognition and development, intelligence, memory, and special
educational needs.
Bringing together leading experts from the fields of architecture, design, engineering, education and the social sciences, this valuable collection presents a multidimensional understanding of the complexities and ways in which school designs influence and are influenced by educational practice. Moving beyond the long-debated question as to whether the design of a school influences pedagogic practice, chapters acknowledge the multiple and diverse ways in which teaching, learning, development and inclusion are impacted by the nature and quality of the physical environment. Considering changes in national and international policy, and exploring the changing pressures and demands on design, education and schooling more broadly, contributors rethink and re-envision those aspects of design and educational practice in which they specialise. Together, these chapters present a bold vision for the future conceptualisation, development and use of school buildings and facilities. An important contribution to debates on school design and education, inclusion and pedagogy, this is an essential and fascinating read for students, researchers, lecturers and policymakers involved in the fields of education and architecture.
This collection honours the scholarship of Professor David F. Johnson, exploring the wider view of medieval England and its cultural contracts with the Low Countries, and highlighting common texts, motifs, and themes across the textual traditions of Old English and later medieval romances in both English and Middle Dutch. Few scholars have contributed as much to the wider view of medieval England and its cultural contacts with the Low Countries than Professor David F. Johnson. His wide-ranging scholarship embraces both the textual traditions of Old English, especially in manuscript production, and later medieval romances in both English and Middle Dutch, highlighting their common texts, motifs, and themes. Taking Johnson's work as its starting point and model, the essays collected here investigate early English manuscript production and preservation, illuminating the complexities of reinterpreting Old English poetry, particularly Beowulf, and then go on to pursue those nuances through later English and Middle Dutch Arthurian romances and drama, including Sir Gawain and the Green Knight, The Canterbury Tales, and the Roman van Walewein. They explore a plethora of material, including early medieval textual traditions and stone sculpture, and draw on a range of approaches, such as Body and Disability Theories. Overall, the aim is to bring multiple disciplines into dialogue with each other, in order to present a richer and more nuanced view of the medieval literary past and cross-cultural contact between England and the Low Countries, from the pre-Conquest period to the late-Middle Ages, thus forming a most appropriate tribute to Professor Johnson's pioneering work.
Inclusive education refers to the incorporation of special needs classes and pupils into mainstream education. It is a key movement in school level education across the world. This volume provides overviews and approaches to inclusive education from around the world. It defines the philosophical, political, educational and social implications of inclusion, and maps out the dilemmas facing its successful implementation. |
You may like...
Teenage Mutant Ninja Turtles: Out of the…
Megan Fox, Stephen Amell, …
Blu-ray disc
R48
Discovery Miles 480
|