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Research has shown that nonspecific factors such as relationship
and personality have a stronger correlation to outcome than method.
The basic argument of Through Windows of Opportunity is that
skilled psychotherapists do similar things while describing them
differently, and that psychological healing is created in the
context of relationship. This book presents the work of four
therapists: Peter Levine from the USA (working with with Somatic
Experiencing on trauma states); Jukka Makela from Finland (with
Theraplay, working with disorganized attachment); Haldor Ovreeide
from Norway (with a therapeutic conversation in a disrupted
son-mother dyad); and Eia Asen from the London Marlborough Clinic
(with systemic and mentalization-based family therapy working on a
dependent attachment pattern). The closing chapters of the book
summarize the high points of the discussions among the four
therapists about nonspecific but shared aspects of their
interventions, moderated by the authors.
This book is intended as an inspiration and as an introduction to
what Susan Hart has called neuroaffective developmental psychology.
As an underlying theme throughout the book, she seeks to emphasize
the importance of attachment for the formation of personality in
all its diversity. This book presents a merger of systems that are
not normally brought together in a structured psychodynamic
context. Thus it operates on three levels: a neurobiological level,
an intrapsychological level, and an interpersonal level. It also
focuses on the brain structures that are essential for the
formation of relationships, personality development, and emotions.
It attempts to provide an understanding of the way that the
uniquely human nervous system develops capacities for empathy,
mentalization, and reflection that enable us to address such
aspects as: past and present, interpersonal relations, ethics, art,
and aesthetics. Susan Hart has endeavoured to make the text
meaningful and comprehensible in order to make the topic
interesting and inspiring to the reader, and to spark an interest
in further studies.
Doing Practitioner Research Differently encourages those embarking on practitioner research to consider the validity of innovative methods and styles of reporting. The book looks at three methods of enquiry and reporting - visualisation, conversation and fictional writing. Using practitioners' own accounts and research reports as case studies, this book explores the reasons why some practitioners reject the traditional research methods. It looks at the challenges faced by these practitioners and the conditions in higher education that encourage or inhibit innovative practitioner research. The case studies used illustrate that there are modes of enquiry and reporting that can foster the development of professional thinking and practice.
School exclusion is becoming increasingly viewed as being out-dated
and misguided and almost all practitioners and leaders are
committed in inclusion. However, many schools aiming for full
inclusion can find it difficult "not" to "exclude" some students.
This book shows teachers and managers how five schools have
successfully implemented policy and practice to avoid excluding any
students. Based around five in-depth case studies (four secondary
and one primary), the book describes positive strategies for
preventing children from being excluded. The book begins with a
look at different definitions and levels of school exclusion,
identifies the different reasons for exclusion and the individuals
and groups who tend to suffer most from being excluded. The editors
go on to specify positive alternatives to the issue of school
exclusion. The book is based upon a major research project
undertaken at the School of Education, University of Cambridge. It
includes detailed case studies from both the primary and secondary
sector.
This book offers a challenging new approach to enhancing children's
learning through a process of reflective analysis called
'innovative thinking'. With practical examples drawn from a variety
of learning contexts, the authors provide a framework for reviewing
and reflecting on classroom experience, focusing particularly on
those aspects of teaching and learning that are surprising,
puzzling or worrying. This book outlines a series of steps that
will help teachers generate new ideas and practical strategies to
guide the development of their work, and offers an approach which
emphasises strategies that can be incorporated into teachers' work
with the whole class, and to the potential benefit of all children.
The book illustrates how 'innovative thinking' can particularly
assist teachers in enhancing the learning and inclusion of
individual children whose classroom responses give cause for
concern. Any teacher eager to put new learning strategies into
practice will be encouraged and inspired by this groundbreaking
book.
Differentiation is a key part of effective teaching and is
currently an INSET priority for many secondary schools. By giving
real-life examples, this book makes links between the theory of
differentiation and some of the wide range of good practice already
happening in schools. It explores the meaning and issues
surrounding terms like 'differentiation' and 'equal opportunities'
and offers practical strategies for tackling this often difficult
area. The text provides helpful case studies written by practising
teachers and gives useful examples of tested INSET activities.
Positive Alternatives to School Exclusion looks at what schools can
do to build more harmonious communities and engage students -
particularly those at risk of exclusion - more productively in all
areas of school life. It describes the Positive Alternatives to
School Exclusion Project, a multi-phase, collaborative initiative
based at the School of Education, University of Cambridge.Drawing
on the perspectives of staff and pupils, the authors provide
detailed case studies of the approaches and strategies being
adopted in a variety of settings (primary, secondary and FE) to
foster inclusion and reduce and prevent exclusion. It also
identifies a number of different frameworks, drawn from the case
studies, which can be used by practitioners working in other
settings to support their own reflection and development work.
Particular importance is placed, throughout the book, on valuing
the domain of personal experience in the life of the school
community. The authors explore this theme in detail, suggesting
ways in which it might become a priority focus of further
development work in schools.
Differentiation is a key part of effective teaching and is
currently an INSET priority for many secondary schools. By giving
real-life examples, this book makes links between the theory of
differentiation and some of the wide range of good practice already
happening in schools. It explores the meaning and issues
surrounding terms like 'differentiation' and 'equal opportunities'
and offers practical strategies for tackling this often difficult
area. The text provides helpful case studies written by practising
teachers and gives useful examples of tested INSET activities.
Research has shown that nonspecific factors such as relationship
and personality have a stronger correlation to outcome than method.
The basic argument of Through Windows of Opportunity is that
skilled psychotherapists do similar things while describing them
differently, and that psychological healing is created in the
context of relationship. This book presents the work of four
therapists: Peter Levine from the USA (working with with Somatic
Experiencing on trauma states); Jukka Makela from Finland (with
Theraplay, working with disorganized attachment); Haldor Ovreeide
from Norway (with a therapeutic conversation in a disrupted
son-mother dyad); and Eia Asen from the London Marlborough Clinic
(with systemic and mentalization-based family therapy working on a
dependent attachment pattern). The closing chapters of the book
summarize the high points of the discussions among the four
therapists about nonspecific but shared aspects of their
interventions, moderated by the authors.
Doing Practitioner Research Differently encourages those embarking on practitioner research to consider the validity of innovative methods and styles of reporting. The book looks at three methods of enquiry and reporting - visualisation, conversation and fictional writing. Using practitioners' own accounts and research reports as case studies, this book explores the reasons why some practitioners reject the traditional research methods. It looks at the challenges faced by these practitioners and the conditions in higher education that encourage or inhibit innovative practitioner research. The case studies used illustrate that there are modes of enquiry and reporting that can foster the development of professional thinking and practice. eBook available with sample pages: HB:0415237572
The Marketing Book is everything you need to know but were afraid
to ask about marketing. Divided into 25 chapters, each written by
an expert in their field, it's a crash course in marketing theory
and practice. From planning, strategy and research through to
getting the marketing mix right, branding, promotions and even
marketing for small to medium enterprises. This classic reference
from renowned professors Michael Baker and Susan Hart was designed
for student use, especially for professionals taking their CIM
qualifications. Nevertheless, it is also invaluable for
practitioners due to its modular approach. Each chapter is set out
in a clean and concise way with plenty of diagrams and examples, so
that you don't have to dig for the information you need. Much of
this long-awaited seventh edition contains brand new chapters and a
new selection of experts to bring you bang up to date with the
latest in marketing thought. Also included are brand new content in
direct, data and digital marketing, and social marketing. If you're
a marketing student or practitioner with a question, this book
should be the first place you look.
This book is intended as an inspiration and as an introduction to
what Susan Hart has called neuroaffective developmental psychology.
As an underlying theme throughout the book, she seeks to emphasize
the importance of attachment for the formation of personality in
all its diversity. This book presents a merger of systems that are
not normally brought together in a structured psychodynamic
context. Thus it operates on three levels: a neurobiological level,
an intrapsychological level, and an interpersonal level. It also
focuses on the brain structures that are essential for the
formation of relationships, personality development, and emotions.
It attempts to provide an understanding of the way that the
uniquely human nervous system develops capacities for empathy,
mentalization, and reflection that enable us to address such
aspects as: past and present, interpersonal relations, ethics, art,
and aesthetics. Susan Hart has endeavoured to make the text
meaningful and comprehensible in order to make the topic
interesting and inspiring to the reader, and to spark an interest
in further studies.
The enduring appeal of Jane Austen's fiction is captured in this
pocket-sized collection of quotations taken from her celebrated
works. The novels of Jane Austen are famed for their ability to
perfectly convey the nuances of social interactions in the Regency
period. Perhaps what makes the books still so popular is just how
recognisable the social situations and character types of two
hundred years ago are today. Well-known for her humour, Jane
Austen's Universal Truths is a collection of some of Austen's most
choice and wry observations. Featuring witticisms on love and
marriage, the battle of the sexes, town and country and moral duty,
and dipping into all of Jane Austen's six published novels, this
collection will delight fans and is the perfect breakdown to
introduce a classic author to a new audience. The universal truths
are accompanied by illustrations from celebrated artist Polly Fern.
"'Creating Learning without Limits' takes on one of the most
important issues in education today. In the last decade schools in
England have taken a path towards putting all children into boxes,
attaching a level to their heads and deciding what they are capable
of achieving. This book shows the possibility of a different
educational path, one in which all students are encouraged to
achieve the greatest they can. Importantly the book also documents
ways in which courageous teachers can do this - promoting fair and
engaging learning environments for all students. This is a
must-read for educators, policy makers and parents alike." Jo
Boaler, Professor of Mathematics Education, Stanford University,
California. Formerly a teacher and researcher at the Universities
of London and Sussex."This will undoubtedly turn out to be amongst
the most important educational books of the decade. Our capacity to
respond, both individually and collectively, to its key insights
and messages will profoundly affect not just the quality of our
schools, but of our society for years to come. Engagingly and
eloquently written, it exposes the intellectual bankruptcy and
human destructiveness of widely held concepts of 'ability' and
offers a richly textured, practical account of how one school moved
from 'failure' to OfSTED 'outstanding' by committing itself to the
practicability of a morally inspiring, educationally convincing
alternative.If you want to know why 'the standards agenda' must
inevitably fail and what we might do instead, read this book."
Professor Michael Fielding, Institute of Education, University of
London, UK"This is an inspiring and reviving book. It reminds us
why people come into education - to make a difference for children.
To make a deep difference we have to organize education
differently. It describes a school that vibrates with learning in
an atmosphere of deep humanity and care. Its practices are light
years away from the measuring, labelling, targeting, and testing
structures that have become our recent national norm. The school as
a whole community transforms people." Anne Watson, Professor of
Mathematics Education, University of Oxford, UK"This book provides
a grounded demonstration of the importance of educational
principles, the most important of which is the understanding that
each child's potential for learning is limitless. The authors
describe new school and classroom practices through which learning
can be transformed. Their argument has influenced government
thinking on the review of the National Curriculum in England. I
urge you to let it influence your thinking too!" Professor Andrew
Pollard, Institute of Education, University of London, UK"This is a
brilliant study of a small and very successful primary school in
Hertfordshire where the teachers have rejected ideas of fixed
innate ability and believe instead in the limitless potential of
all young people. At a time when the Ofsted inspection process
employs dubious and limited notions of 'standards' and
'achievement', it would be good to think that there could be many
more schools like this one showing the way towards a new and
liberating view of human development. The book deserves a really
wide readership." Professor Clyde Chitty, Institute of Education,
University of London, UK"This book is slim in size but hefty in
significance. It tells the story of a school driven by ambition,
hope and the self-confidence that comes from a profound faith in
the capacity of every child to be a passionate and engaged learner.
This in the face of powerful and societally dominant messages that
explicitly or more insidiously tell a different and more
deterministic tale: that children (and schools) are fit and proper
subjects for classification, measurement and management. And
there's more - the careful scholarship on which this story is based
prevents this book from being merely a description of what happens
when a unique constellation of propitious circumstances meets a
charismatic leader: this 'other way' is open to all who will take
it - but it will demand the laying of solid and value-rich
foundations, the exercising of autonomy for staff and pupils, the
rethinking of relationships, a focus on learning (letting
performance come as a secondary gift), and the taking of collective
action. It's become a cliche to say of a book that it 'Should be
read by every teacher (or parent, or whoever ...).' This one, and
its predecessor 'Learning without Limits' merits that injunction."
Barry Hymer, Professor of Psychology in Education, Education
Faculty, University of Cumbria, UK"'Creating Learning without
Limits' provides a welcome tonic that can help to offset the
beleaguering effects of a performativity and standards agenda that
reinforces the ability based practices so pervasive in schools
today. Building on the compelling pedagogy first presented in
'Learning without Limits', this inspiring book shows how an
alternative school improvement agenda can produce high academic
attainment and enhanced capacity to learn for everybody. A classic
for our time, it should be read by all who seek approaches to
teaching and learning that are free from externally imposed views
of ability and potential." Professor Lani Florian, School of
Education, University of Aberdeen, UK"If you share the convictions
of the authors: 'That human potential is not predictable, that
children's futures are unknowable, and that education has the power
to enhance the lives of all', read the book! You will however need
to proceed with caution; it will make some ofyou reflect on what
you do and why you are doing it. This book could be the catalyst
for the educational change that we are all praying for." Julie
Lilly, Head Teacher, UKThis book tells the story of how one primary
school community worked to build a learning environment that is
inclusive, humane and enabling for everybody, a place free from the
damaging effects of fixed ability thinking and practices. Drawing
on compelling accounts of everyday life in the school, it describes
how, in just a few years, the school (once in special measures)
grew into a thriving community, with distinctive views of learning,
curriculum and pedagogy, monitoring and accountability that found
expression in every aspect of school life. The work of the school
community was guided by the findings of a previous project,
'Learning without Limits' (Hart, Dixon, Drummond and McIntyre
2004), an empirical study of the classroom practice of individual
teachers who had rejected the concept of fixed ability. 'Creating
Learning without Limits' explores what becomes possible when the
same ideas and principles are used creatively to guide and inspire
whole school improvement. This book is not simply a celebration of
the success of the school; it engages with the struggles and
difficulties encountered by the staff as they set about learning to
reshape pedagogy and curriculum by reference to their shared values
of inclusion, social justice and human educability. It gives a
detailed analysis of how the headteacher harnessed the power of
collective action. The insights generated by this study have
enduring relevance and applicability to people in other contexts -
for staff groups craving for more equitable school improvement; for
individual teachers wondering how best to foster children's
learning capacity; for school leaders and teacher educators who
find their values increasingly compromised.
The Marketing Book is everything you need to know but were afraid
to ask about marketing. Divided into 25 chapters, each written by
an expert in their field, it's a crash course in marketing theory
and practice. From planning, strategy and research through to
getting the marketing mix right, branding, promotions and even
marketing for small to medium enterprises. This classic reference
from renowned professors Michael Baker and Susan Hart was designed
for student use, especially for professionals taking their CIM
qualifications. Nevertheless, it is also invaluable for
practitioners due to its modular approach. Each chapter is set out
in a clean and concise way with plenty of diagrams and examples, so
that you don't have to dig for the information you need. Much of
this long-awaited seventh edition contains brand new chapters and a
new selection of experts to bring you bang up to date with the
latest in marketing thought. Also included are brand new content in
direct, data and digital marketing, and social marketing. If you're
a marketing student or practitioner with a question, this book
should be the first place you look.
"The style and language used by the authors make the book readable
and therefore a book that practising teachers can actively use as a
guide to improve their practice ...it is amply demonstrated that
teaching can and should be an activity whose primary focus is to
enhance students' learning capacity and not limit it." Journal of
Inservice Education Why do some teachers insist on teaching without
recourse to judgements about ability? What are the key principles
on which they draw as they organize and provide for learning? What
is the significance of their alternative approach for classrooms in
the 21st century? This book explores ways of teaching that are free
from determinist beliefs about ability. In a detailed critique of
the practices of ability labelling and ability-focussed teaching,
Learning without Limits examines the damage these practices can do
to young people, teachers and the curriculum. Drawing on a research
project at the University of Cambridge, the book features nine
vivid case studies (from Year 1 to Year 11) that describe how
teachers have developed alternative practices despite considerable
pressure on them and on their schools and classrooms.The authors
analyze these case studies and identify the key concept of
transformability as a distinguishing feature of these teachers'
approach. They construct a model of pedagogy based on
transformability: the mind-set that children's futures as learners
are not pre-determined, and that teachers can help to strengthen
and ultimately transform young people's capacity to learn through
the choices they make. The book shows how transformability-based
teaching can play a central role in constructing an alternative
improvement agenda.This book will inspire teachers, student
teachers, lecturers and policy makers, as well as everyone who has
a stake in how contemporary education and practice affect
children's future lives and life chances.
Combining theories of neurobiology, interpersonal relationships,
and intrapsychic concepts, this book explores the importance of
attachment. Hart addresses children's normal development and
relational disorders and presents an integrated therapeutic
approach that takes attachment issues into consideration. Complex
neurobiological and behavioral theory are transformed into
protocols that can be easily implemented by the practicing
clinician.
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