The effectiveness of Education for Sustainable Development depends on the ability of schools and teachers to embrace pedagogies that reduce the gap between the rhetoric of education for the environment and the reality of classroom practices. This book responds to the need to better understand the nature of the relationships between agency and structure that contribute to the development of educational rhetoric-reality gaps in order to inform processes that most effectively facilitate pedagogical change. This book explores the issues of pedagogical change through the experiences of Australian primary school teachers faced with the challenge of implementing an environmental education program in which young students were positioned as active participants in the social processes from which environmentally sustainable practices could be developed. These teachers were required to adopt pedagogies that often represented the antithesis of their well-established teacher-directed approaches. Through the use of Anthony Giddens' Theory of Structuration this book provides unique perspectives of the teacher mediated manner in which certain elements of structure and agency interrelate to enable and constrain classroom practices-essential understandings for school principals and educational policy developers who aim to effectively implement pedagogical change. This book also demonstrates that the Theory of Structuration provides a valuable ontological research framework, and provides social researchers with practical guidance for how to relate this theory to specific research issues.

The effectiveness of Education for Sustainable Development depends on the ability of schools and teachers to embrace pedagogies that reduce the gap between the rhetoric of education for the environment and the reality of classroom practices. This book responds to the need to better understand the nature of the relationships between agency and structure that contribute to the development of educational rhetoric-reality gaps in order to inform processes that most effectively facilitate pedagogical change. This book explores the issues of pedagogical change through the experiences of Australian primary school teachers faced with the challenge of implementing an environmental education program in which young students were positioned as active participants in the social processes from which environmentally sustainable practices could be developed. These teachers were required to adopt pedagogies that often represented the antithesis of their well-established teacher-directed approaches. Through the use of Anthony Giddens' Theory of Structuration this book provides unique perspectives of the teacher mediated manner in which certain elements of structure and agency interrelate to enable and constrain classroom practices-essential understandings for school principals and educational policy developers who aim to effectively implement pedagogical change. This book also demonstrates that the Theory of Structuration provides a valuable ontological research framework, and provides social researchers with practical guidance for how to relate this theory to specific research issues.

With an impressive array of speeches from a diverse range of first-class playwrights, the "Faber Book of Monologues" is an indispensable guide to new, untapped, and cutting-edge material. Designed for use in professional auditions as well as student workshops, each volume contains over twenty-five selections, ranging in age from twenty to sixty-five, which are culled from a rich variety of tragic, comic, realist and absurdist works by the most vibrant new playwrights, as well as critically-acclaimed pieces from established masters such as Richard Greenberg, David Hare, Neil LaBute, and Yasmina Reza. In order to foster a more nuanced association between the actor and the material, each selection includes insightful character commentary, staging and vocalization recommendations, and references to past great performances. A thoughtful Introduction, written by critic Jane Edwardes, provides helpful hints for the nerve-wracking audition process.

Music therapy is an internationally recognised field of professional evidence-based practice. Qualified music therapists use the engaging, non-verbal aspects of music to create relationships in which therapeutic goals can be pursued and needs of clients addressed.
This is the first book to focus specifically on the ways that music therapists provide support for the development of the special and necessary bond between parents and their infants, where some vulnerability is experienced. In the book, music therapists from four countries, Australia, Ireland, the UK and the US describe their practices with reference to contemporary theory and research. Throughout, the chapters are illustrated with engaging case material. Many of the authors are the world leaders in the area of music therapy to promote parent and infant bonding. Others are having their first opportunity to describe their work publicly in print. The focus in each chapter is on the need for this work, the theoretical underpinnings of the practice, and the music therapy practice itself.
The book is arranged in 3 sections. The first section covers work in therapy sessions with children and their parents. The second section describes programmes where the music therapist leads a group of parents with their infants, such as the renowned Sing & Grow in Australia. The final section presents work with medical patients and their families including in the neonatal intensive care unit, and for cancer patients.
The book will be valuable for music therapy practitioners and students, and more broadly for all those in the field of infant mental health.

Music therapy is growing internationally to be one of the leading evidence-based psychosocial allied health professions, meeting needs right across the lifespan. Music therapy is a relational therapy in which the therapist and client collaborate to discover how music can be used to strengthen positive relating skills, attending to the client's immediate and longer term needs through assessment, treatment planning, implementation, and evaluation of a music therapy programme. Music therapy is based upon the capacity of music provided by a trained and qualified practitioner to support, integrate, and heal trauma, pain, psychological distress, and to develop and extend the existing capacities of the client. In the Oxford Handbook of Music Therapy, international leaders in the field from 10 countries have contributed their expertise to showcase contemporary music therapy. They share knowledgable perspectives from multiple models of music therapy that have developed throughout the world, including Nordoff-Robbins Music Therapy, The Field of Play, Community Music Therapy, and Resource Oriented Music Therapy. There is extensive information provided as to how music therapists practice and with whom, as well as the techniques used in music therapy individually and in groups, the research basis for the work, and professional and training issues in the field. The book is clearly laid out in five sections; contexts and populations, models and approaches, methods and techniques, research methods, and training and professional issues. Course materials can be structured around the book, or the book can be used as a starting point for students' learning about a model or population. Music therapy students will enjoy the clear descriptions of practice, the clinical vignettes, and the helpful pointers and tips for developing placement work. Unequalled in depth and breadth, this landmark publication is an essential resource for those starting out in Music Therapy, as well as for experienced practitioners.

With an impressive array of speeches from a diverse range of first-class playwrights, the "Faber Book of Monologues" is an indispensable guide to new, untapped, and cutting-edge material. Designed for use in professional auditions as well as student workshops, each volume contains over twenty-five selections, ranging in age from twenty to sixty-five, which are culled from a rich variety of tragic, comic, realist and absurdist works by the most vibrant new playwrights, as well as critically-acclaimed pieces from established masters such as Richard Greenberg, David Hare, Neil LaBute, and Yasmina Reza. In order to foster a more nuanced association between the actor and the material, each selection includes insightful character commentary, staging and vocalization recommendations, and references to past great performances. A thoughtful introduction, written by critic Jane Edwardes, provides helpful hints for the nerve-wracking audition process.

â Richard Bentley (then Richard Bentley and Son) was the leading publisher of fiction in three-volume form for much of the 19th century, and his business traded globally. He was one of the most important publishers in his time. He worked with many of the best-selling British and overseas writers, including publishing much important later fiction in single-volumes. From 1832 until it was sold to Macmillan in 1898, his London-based firm developed networks to distribute its books throughout the British Empire. It also issued works of fiction and non-fiction about Great Britain's various colonies in what are now Australia, Canada, India, New Zealand, and South Africa. The book historians and scholarly editors who have contributed to Richard Bentley and The British Empire: Imperial and Colonial Publishing in the 19th Century analyse fundamental aspects of the structure, history and functioning of the international book trade. They explore the many roles that Bentley played in disseminating information about these far-flung possessions and in helping to develop - and modify - British cultural values in them. As well as documenting the geography and history of regions in the Empire, the contributors to this volume explore many questions including race relations and slavery, that are still relevant today.