Three-volume set containing 32 Christmas-themed animated adventures with Peppa Pig and her family: Daddy Pig, Mummy Pig and little brother George.

The second book in a new seies, Self Perception brings together contemporary perspectives on individual differences in psychology. Drawing upon an international field of established and new researchers, the series presents both theoretical and applied work looking at individual difference in human performance. The re-appraisal of self perception is considered as part of the development of new thinking in the theory of self-reference. This includes models of self from the United States and the United Kingdom. The book goes on to explore recent research from around the globe. Not only are studies from Australia, Norway, and the United States examined but research from Greece and Kuwait is also explored. Varied topics are covered, including the effects of gender, self-esteem, and pupil self-perception in the academic context. Set within the framework of a conceptual synthesis of the research, the book offers a contemporary review of current thinking in the field. The contributors provide recent, relevant, and alternative perspectives for psychologists and applied scientists.

Collection of Christmas special episodes from the animated children's television series about the life of an anthropomorphic pig called Peppa and her family.

The first volume in the series considers cognitive style, which is an important element in this emerging work and may well prove to be the missing link in the study of individual differences. Cognitive style is an individual's preferred and habitual approach to both organising and representing information. The purpose of the book is to reflect current academic debate focusing on key models of style. In this respect, the book is designed as a contemporary review of current thinking in the field, set within the framework of a conceptual synthesis of the research. To this end, a variety of expert workers' from the field contribute to the book, providing recent, relevant and alternative perspectives upon the nature of style differences and their implication for psychological theory and applied developments. The book considers an area relevant to a very wide audience. The topic is of interest to both research psychologists and applied social scientists, in the areas of personality and individual differences, counselling and therapy, occupational psychology and human resource management, and training and education. This book is also appropriately placed on reading lists for undergraduates and postgraduates in psychology, management and business studies, and education. This first volume in the series looking at individual differences, draws upon an international base to present models of cognitive style that reflect a movement toward consensus in the field. The contributors to this volume are: Richard Riding and Stephen Rayner, UK (Editors); Steven Armstrong, UK; Michael Driver, USA; Lynn Curry, Canada.; Martin Graff, Wales, UK; Simon Handley, Stephen Newstead & Helen Wright UK; Patricia Jensen & David Kolb, USA; ? yvind Martinsen & Geir Kaufmann, Norway; Eugene Sadler-Smith, UK; Olivia Saracho, USA; Gregory Yates, Australia; Ronald Schmeck, USA.

Educational psychology has much to offer teachers and trainee teachers which can be of help to them in their work. In this book, originally published in 1983, leading experts look at a number of important topics in educational psychology. The chapters present detailed overviews of these key issues, survey recent research findings and advances in the subject at the time, and discuss innovative techniques and approaches which are particularly relevant for classroom practice. This book, much needed at the time, will still be extremely useful to mature teachers and to all students of educational psychology.

This book provides an accessible approach to teaching strategies that will improve the quality of student learning and behavior. The author advocates that the key to effective learning, and therefore the key to a successful school, is not complex management systems but good quality teaching. With this aim clearly in sight he incorporates recent psychological developments on individual learning differences with practical classroom applications. He presents new approaches in three key areas: processing capacity, cognitive style and understanding the structure of knowledge. These are central to the understanding of pupil differences. They affect our perception of how pupils can be helped to learn, why pupils find some aspects of their schoolwork difficult, and why pupils behave as they do. With simple explanations and practical activities this book will help both primary and secondary teachers to improve pupils learning and help them to manage behavior more effectively. The new insights into difficult behavior will also be of interest to counselors and educational psychologists.

Collection of ten episodes, including a Christmas special, from the animated children's television series about the life of an anthropomorphic pig called Peppa and her family.

Cognitive style may well turn out to be the missing element in the study of individual differences. This book reviews and integrates research on style differences in learning and behavior and describes the Cognitive Styles Analysis, which provides a simple and effective method of assessing style in children and adults. As both a textbook and a source of reference for professionals working in a range of contexts, it will help teachers and trainers reflect on and assess their effectiveness. The authors provide insights into personal and professional behavior for counselors and personnel professionals and offer a framework for future research for psychologists.

The Education Reform Act has established assessment as the measure by which the implementation of the National Curriculum and school success will be judged. Current initiatives assume, for the first time, the possibility of a new partnership beteen curriculum and assessment. This book is designed to provide a practical understanding of recent examination and assessment developments at secondary level, and will be particularly useful to students and practising teachers. It examines the introduction of the GCSE, the use of profiling, equal opportunities issues, examinations at 16+ and the assessment of school-leavers for training and employment. It also include a brief historical account of the development of secondary education. The fairness and appropriateness of examination results are always a matter of public concern, and the final chapters, particulary, extend these issues by looking at the ways in which variety of experience and learning styles are relevant to assessment practices.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This book provides an accessible approach to teaching strategies that will improve the quality of student learning and behavior. The author advocates that the key to effective learning, and therefore the key to a successful school, is not complex management systems but good quality teaching.

With this aim clearly in sight he incorporates recent psychological developments on individual learning differences with practical classroom applications. He presents new approaches in three key areas: processing capacity, cognitive style and understanding the structure of knowledge. These are central to the understanding of pupil differences. They affect our perception of how pupils can be helped to learn, why pupils find some aspects of their schoolwork difficult, and why pupils behave as they do.

With simple explanations and practical activities this book will help both primary and secondary teachers to improve pupils learning and help them to manage behavior more effectively. The new insights into difficult behavior will also be of interest to counselors and educational psychologists.

A Flying Life: An Enthusiast's Photographic Record of British Aviation in the 1930s consists of photographs taken by E. J. Riding, the author's father, who spent his working life in the aviation industry. He was apprenticed to A. V. Roe & Company and employed as an aircraft engineer up to the outbreak of war. During the war, Riding became an AID inspector and was seconded to Fairey Aviation, London Aircraft Production, and the de Havilland Aircraft Company, where he signed out Halifax bombers and Mosquitoes as airworthy and ready for test flying. Sadly, Riding was killed in a flying accident in 1950. During his short life, he gained a lasting reputation as an engineer, professional photographer, draughtsman, and aero modeller. Riding began taking photographs of aircraft in 1931, aged fifteen. Fortunately, he kept copious notes recording the locations and dates of when and where the aircraft were photographed. More importantly, he noted aircraft colour schemes - details rarely recorded by the press at the time. The range of aircraft types photographed by Riding includes Tiger Moths, RAF fighters, ultralights, and airliners.Together they give an extensive cross-section of flying in Britain up to the outbreak of the Second World War. The photographs are of excellent quality and taken from a variety of angles - they are not all of the sterile bog-standard side view. Many depict aircraft being stripped for maintenance and servicing, while others show aircraft dumped or having crashed. Although approached in a generally light-hearted manner, A Flying Life features in-depth and informative captions.

The second book in a new seies, "Self Perception" brings together contemporary perspectives on individual differences in psychology. Drawing upon an international field of established and new researchers, the series presents both theoretical and applied work looking at individual difference in human performance. The re-appraisal of self perception is considered as part of the development of new thinking in the theory of self-reference. This includes models of self from the United States and the United Kingdom.

The book goes on to explore recent research from around the globe. Not only are studies from Australia, Norway, and the United States examined but research from Greece and Kuwait is also explored. Varied topics are covered, including the effects of gender, self-esteem, and pupil self-perception in the academic context. Set within the framework of a conceptual synthesis of the research, the book offers a contemporary review of current thinking in the field. The contributors provide recent, relevant, and alternative perspectives for psychologists and applied scientists.

The first volume in the series considers cognitive style, which is an important element in this emerging work and may well prove to be the missing link in the study of individual differences. Cognitive style is an individual's preferred and habitual approach to both organising and representing information. The purpose of the book is to reflect current academic debate focusing on key models of style. In this respect, the book is designed as a contemporary review of current thinking in the field, set within the framework of a conceptual synthesis of the research. To this end, a variety of expert workers' from the field contribute to the book, providing recent, relevant and alternative perspectives upon the nature of style differences and their implication for psychological theory and applied developments. The book considers an area relevant to a very wide audience. The topic is of interest to both research psychologists and applied social scientists, in the areas of personality and individual differences, counselling and therapy, occupational psychology and human resource management, and training and education. This book is also appropriately placed on reading lists for undergraduates and postgraduates in psychology, management and business studies, and education. This first volume in the series looking at individual differences, draws upon an international base to present models of cognitive style that reflect a movement toward consensus in the field. The contributors to this volume are: Richard Riding and Stephen Rayner, UK (Editors); Steven Armstrong, UK; Michael Driver, USA; Lynn Curry, Canada.; Martin Graff, Wales, UK; Simon Handley, Stephen Newstead & Helen Wright UK; Patricia Jensen & David Kolb, USA; ? yvind Martinsen & Geir Kaufmann, Norway; Eugene Sadler-Smith, UK; Olivia Saracho, USA; Gregory Yates, Australia; Ronald Schmeck, USA.