This book maps out a new paradigm of teacher education and, by implication, professional education generally. The book opens with two alternative theories of teacher education and training and explains the concepts and assumptions on which they rest including beliefs about the nature and role of education in society. It then proposes a 'natural science' paradigm and its implications for establishing a coherent view of teacher education. Subsequent chapters indicate the professional implications of such a model.

John Elliott has been a leading researcher, writer and thinker in education for thirty years, and has contributed over twenty books and five hundred articles to the field. This book brings together sixteen of his key writings, drawn together to show the development of his most important ideas and theories and to celebrate his career to date.

Starting with a specially written introduction, John Elliott gives an overview of his career and contextualises his selection. The chapters cover:

• rethinking educational research
• doing classroom action research
• pedagogy as form of action research
• the challenge of action research.

This book forms a single easy-access resource for researchers, academics and students who want a introduction to educational theory and an overview of John Elliott's key ideas.

John Elliott has been a leading researcher, writer and thinker in education for thirty years, and has contributed over twenty books and five hundred articles to the field. This book brings together sixteen of his key writings, drawn together to show the development of his most important ideas and theories and to celebrate his career to date.

Starting with a specially written introduction, John Elliott gives an overview of his career and contextualises his selection. The chapters cover:

• rethinking educational research
• doing classroom action research
• pedagogy as form of action research
• the challenge of action research.

This book forms a single easy-access resource for researchers, academics and students who want a introduction to educational theory and an overview of John Elliott's key ideas.

Each of the essays in this volume, originally published in 1970, touches upon a historical theme which Herbert Butterfield illuminated. It covers a wide range of topics from music and relgion in modern European history to the scientific revolution of the 17th century.

Each of the essays in this volume, originally published in 1970, touches upon a historical theme which Herbert Butterfield illuminated. It covers a wide range of topics from music and relgion in modern European history to the scientific revolution of the 17th century.

This book maps out a new paradigm of teacher education an, by implication, professional education generally. The book opens with two alternative theories of teacher education and training and explains the concepts and assumptions on which they rest including beliefs about the nature and role of education in society. It then proposes a natural science paradigm and its implications for establishing a coherent view of teacher education. Subsequent chapters indicate the professional implications of such a model.

For Introductory Financial Accounting courses at the MBA level, and for rigorous undergraduate courses. A unique blend of theory, practice, and robust financial statement analysis. Introduction to Financial Accounting describes the most widely accepted accounting theory and practice with an emphasis on using and analyzing the information in financial statements. This text also compares U.S. GAAP to IFRS where relevant.

Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouse's contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range of students, teachers, teacher educators and others involved in education. Stenhouse saw the primary aim of education as the development of individuality through a creative and critical engagement with culture. He was an early advocate of inclusive education and was committed to making available to all pupils an education that was challenging and empowering. For Stenhouse many of the problems of education stemmed not so much from its content as from the terms and conditions under which students were required to access it. Consequently he pioneered an approach to curriculum reform that stressed the quality of the educational process and the values that defined it, as opposed to 'rational curriculum planning', which stressed the pre-specification of measureable learning outcomes. Stenhouse devised the curriculum reform movement's most ambitious strategy, 'the process model', and was its principal theorist. His idea of 'the teacher as researcher' lay at the heart of this strategy as the means by which the values that define a worthwhile educational process could be progressively realized by teachers in concrete forms of action within their classrooms and schools. What marked out Stenhouse's unique contribution to the field of curriculum was his distinctive conceptualisation of the relationship between the teacher (authority), the learner (autonomy) and the subject matter (understanding). Founded on his epistemological scepticism and forged in his encounters with expertly discerning teachers who valued and nurtured the intellectual independence of students, Stenhouse acquired an acute appreciation of the ways in which teaching enhances or inhibits, develops or displaces the potential for autonomous thinking of students. He changed the relationship between curriculum theory, educational research and teachers; placing teachers right at the heart of the curriculum development process and the teacher as researcher at the heart of teacher professionalism.

In addition to being the man who coined the term 'the Big Bang', world-renowned astronomer Sir Fred Hoyle also produced a fine body of science fiction. The Andromeda Anthology contains the acclaimed duology A for Andromeda and The Andromeda Breakthrough, co-written with John Elliot.

The close-knit group of scientists who work at the new radio telescope are shocked to receive a mysterious signal from the heart of the Andromeda galaxy. Working with mathematician Christine Jones, Dr John Fleming interprets the signal as the instructions to build a super-computer. When the computer begins to relay the information it receives from Andromeda, scientists find themselves possessing knowledge previously unknown to mankind, knowledge that could threaten the security of human life itself.

Is mankind alone in the universe? Will we ever encounter intelligent life beyond Earth? These questions have been asked for centuries. Recent advances in the fields of astrophysics, astronomy and astrobiology make it more likely than ever before, that Earth may not be the only inhabited planet, and that humanity may not the only intelligent species in the universe. What would be the consequences of contact with an extraterrestrial intelligence? This question is at the heart of the emerging discipline of exosociology. According to the authors, first contact with an extraterrestrial intelligence poses enormous risks for humanity. These risks come not only from extraterrestrials, but above all from ourselves. We should be prepared. Michael Schetsche and Andreas Anton's comprehensive introduction to exosociology was first published in German in 2019. The book has been widely acclaimed in Germany and internationally. It is now available in English for the first time.