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First published in 1995. This book is about the issues in the
education of pupils with learning difficulties. It redefines the
relationship between the established curriculum for pupils with
learning difficulties, the whole curriculum and the National
Curriculum within the context of personal and social development.
Particular themes running through the book include the ways in
which the individual needs of pupils can be met through group work
and planning for meaningful pupil involvement.
First published in 1995. This book is about the issues in the
education of pupils with learning difficulties. It redefines the
relationship between the established curriculum for pupils with
learning difficulties, the whole curriculum and the National
Curriculum within the context of personal and social development.
Particular themes running through the book include the ways in
which the individual needs of pupils can be met through group work
and planning for meaningful pupil involvement.
There are increasing calls for social science researchers to work
more closely with research users. References to engaging users in
and with research are now common in research funding requirements,
national research strategies and large-scale research programmes.
User engagement has therefore become part of the rhetoric of
educational and social science research. But what is user
engagement, how can it be achieved and what challenges and
opportunities does it present for researchers and research users?
The authors of this new book present an authoritative overview of
recent theoretical debates, practical developments and empirical
evidence on the role of user engagement in contemporary educational
and social science research. The book focuses on the relationship
between user engagement and research design, and emphasises how
user engagement needs to be understood as an interplay between the
different kinds of knowledge and expertise held by researchers and
users. Drawing on evidence from studies involving different kinds
of research users, there is detailed discussion of the dynamics and
complexities of working with practitioners, service users and
policy-makers. The authors make clear that user engagement has
definite implications for the way in which research is designed,
managed and commissioned, and the way in which researchers and
research users are trained, supported and encouraged to interact.
Written for the many professionals involved in funding, doing and
using research within education and other social sciences, this
book provides: conceptual guidance on different approaches and
interpretations of user engagement examples and evidence of
effective strategies for engaging practitioners, service users and
policy-makers capacity building ideas and implications for
researchers and research users specific suggestions as to how the
conceptualization, management, scaling up and evidence base of user
engagement could be improved. At the core of this forward-thinking
text is a robust analysis of an important facet of modern social
science research. The authors' evidence-based, evaluative approach
provides a useful, detailed analysis of an area of social science
research methodology which is increasingly valued and emphasised by
research councils and mediators.
This authoritative landmark text examines the highly topical and
important issue of ICT in literacy learning. Its distinctive focus
on providing a systematic review of research in the field gives the
reader an essential, comprehensive overview. As governments
worldwide continue to invest heavily in ICT provisions in
educational institutions, this book addresses the need to gather
and synthesise evidence about the impact of ICT on literacy
learning. An expert team of writers draw upon two recent reports by
the Organisation for Economic Co-Operation and Development, which
highlighted the considerable differences between nations in the
access and use of ICT, to take a discursive and expansive look at
the subject. Within its wide range and scope, chapters cover areas
on: * the history of literacy and ICT * evidence for the
effectiveness of ICT on literacy learning * the impact of networked
ICT on literacy learning * the relationship between verbal and
visual literacies. This book will be an invaluable and informative
read with international resonance for student teachers, teachers,
academics and researchers worldwide.
This authoritative landmark text examines the highly topical and
important issue of ICT in literacy learning. Its distinctive focus
on providing a systematic review of research in the field gives the
reader an essential, comprehensive overview. As governments
worldwide continue to invest heavily in ICT provisions in
educational institutions, this book addresses the need to gather
and synthesise evidence about the impact of ICT on literacy
learning. An expert team of writers draw upon two recent reports by
the Organisation for Economic Co-Operation and Development, which
highlighted the considerable differences between nations in the
access and use of ICT, to take a discursive and expansive look at
the subject. Within its wide range and scope, chapters cover areas
on: * the history of literacy and ICT * evidence for the
effectiveness of ICT on literacy learning * the impact of networked
ICT on literacy learning * the relationship between verbal and
visual literacies. This book will be an invaluable and informative
read with international resonance for student teachers, teachers,
academics and researchers worldwide.
First Published in 1995. Routledge is an imprint of Taylor &
Francis, an informa company.
First Published in 1995. Routledge is an imprint of Taylor &
Francis, an informa company.
There are increasing calls for social science researchers to work
more closely with research users. References to engaging users in
and with research are now common in research funding requirements,
national research strategies and large-scale research programmes.
User engagement has therefore become part of the rhetoric of
educational and social science research. But what is user
engagement, how can it be achieved and what challenges and
opportunities does it present for researchers and research users?
The authors of this new book present an authoritative overview of
recent theoretical debates, practical developments and empirical
evidence on the role of user engagement in contemporary educational
and social science research. The book focuses on the relationship
between user engagement and research design, and emphasises how
user engagement needs to be understood as an interplay between the
different kinds of knowledge and expertise held by researchers and
users. Drawing on evidence from studies involving different kinds
of research users, there is detailed discussion of the dynamics and
complexities of working with practitioners, service users and
policy-makers. The authors make clear that user engagement has
definite implications for the way in which research is designed,
managed and commissioned, and the way in which researchers and
research users are trained, supported and encouraged to interact.
Written for the many professionals involved in funding, doing and
using research within education and other social sciences, this
book provides: conceptual guidance on different approaches and
interpretations of user engagement examples and evidence of
effective strategies for engaging practitioners, service users and
policy-makers capacity building ideas and implications for
researchers and research users specific suggestions as to how the
conceptualization, management, scaling up and evidence base of user
engagement could be improved. At the core of this forward-thinking
text is a robust analysis of an important facet of modern social
science research. The authors' evidence-based, evaluative approach
provides a useful, detailed analysis of an area of social science
research methodology which is increasingly valued and emphasised by
research councils and mediators.
This is the third volume in a trio considering the needs and care
of profoundly retarded people, who are suffering from very severe
mental and physical disabilities. The former volumes cover
development, learning, education and therapy while this book deals
with the specific medical problems of management of physical
problems such as incontinence, special diets and feeding.
How can professionals work together with foster carers to create
stable and therapeutic foster placements? Team Parenting for
Children in Foster Care describes a unique model of supporting
children in care which involves foster carers and professionals
working together in the best interests of the child. This book lays
out the key principles of Team Parenting - to meet the needs of
troubled young people in an integrated way and incorporate therapy
within a wider team of social workers, therapists, psychologists
and foster carers - as well as the theory behind it and
interventions used. It details how the approach contributes to the
recovery of looked after children and each chapter includes
examples that illustrates how Team Parenting works in practice.
Team Parenting for Children in Foster Care includes ideas for
systems and individual practice that will inform and improve foster
carers' and professionals' work in any setting.
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