Stephen Rowland explores the relationship between the turor (or facilitator) and the professional worker on post-experience professional courses. His emphasis in on the processes of reflection and enquiry in professional learning and is not content specific. Drawing upon his experience as a course tutor and the perspectives of students, he suggests an approach to professional learing which is firmly rooted in the experience and interests of the student.

This book, by closely recording and reflecting upon the work and play of a group of 9 to 11 year-old children in a primary classroom, develops an approach to teaching and learning which is based upon the ways in which children are able to exercise a controlling influence over their own learning activity. It also suggests the sharing and analysis of classroom experience should be part of a teacher 's day-to-day life. The material for the book was gathered during a year of classroom enquiry in which the author combined the roles of teacher and researcher, working alongside the normal class teacher in a primary school. Samples of the children 's work are carefully described and analysed in an attempt to get behind the overt behaviour of the children and reveal the purposes, concerns and thinking that underlies their activity.

Stephen Rowland explores the relationship between the turor (or facilitator) and the professional worker on post-experience professional courses. His emphasis in on the processes of reflection and enquiry in professional learning and is not content specific. Drawing upon his experience as a course tutor and the perspectives of students, he suggests an approach to professional learing which is firmly rooted in the experience and interests of the student.

This book, by closely recording and reflecting upon the work and play of a group of 9 to 11 year-old children in a primary classroom, develops an approach to teaching and learning which is based upon the ways in which children are able to exercise a controlling influence over their own learning activity. It also suggests the sharing and analysis of classroom experience should be part of a teacher s day-to-day life. The material for the book was gathered during a year of classroom enquiry in which the author combined the roles of teacher and researcher, working alongside the normal class teacher in a primary school. Samples of the children s work are carefully described and analysed in an attempt to get behind the overt behaviour of the children and reveal the purposes, concerns and thinking that underlies their activity.

The results of archaeological investigations undertaken in advance of quarrying within a 53ha concession at Little Paxton, to the north of St Neots in Cambridgeshire (England) from 1992 to 1998. The archaeological fieldwork involved a total of 10ha of open-area excavation, as well as watching briefs and salvage recording, preceded by air photograph plotting, geophysical survey, fieldwalking and trial-trenching. The fieldwork was undertaken for the predecessor companies of Aggregate Industries by Birmingham University Field Archaeology Unit (now Birmingham Archaeology). The investigations recorded flint scatters of Mesolithic-Bronze Age date, pits containing Neolithic-Bronze Age pottery, extensive ditched field boundaries and ditched enclosures of Iron Age and Romano-British date, including livestock enclosures and associated droveways.

Do you feel under increasing pressure to produce high quality publications, or struggle to translate your great ideas into inspirational - and engaging - writing? Gillie Bolton introduces her three 'key phases' method (Write for Myself, Redraft for my Reader, Edit for Posterity) to make the writing process less daunting, and offers support and advice on how to develop your own writing voice to use this to engage readers in your research. 'Characters' at different career stages help you to identify your own writing level, and before and after examples of work from a range of disciplines clearly illustrate the key writing techniques. Drawing on case studies, as well as their own extensive writing experience, the authors suggest strategies for dealing with common difficulties such as: Time and energy management Restoring flagging enthusiasm Maintaining inspiration Dealing with potential burnout and writer's block. Each chapter concludes with a set of constructive exercises which develop these critical skills and inspire you to improve and enjoy your own academic writing. Ideal for upper level students and early career researchers. Dr Gillie Bolton is an international authority on writing and author of a long publication list including nine books, academic papers, as well as professional articles, poetry, and for a lay readership. Stephen Rowland, Emeritus Professor of University College London, is author of four books on the nature of research and learning in a range of contexts. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills hub for tips, resources and videos on study success!