Drawing from work on mobilities and geographies of the lifecourse, this collection is concerned with the ways in which age, as a relational concept, is constructed and played out in mobile urban space. With studies of ageing and mobility often focusing on discrete age groups, most notably children and older people, this study seeks to fill a gap in existing literature by exploring mobility in relation to the lifecourse and generation, looking not only at the margins. Whilst some generations are increasingly mobile, others are less so and this disparity in mobility opportunity is relational as age is relational. This book addresses gaps in knowledge in relational geographies of ageing, whilst contributing to literature on mobility and transport, in particular the burgeoning field of mobility (in)justice. Here mobility is considered in its broadest sense, for example in relation to the movement or lack of movement of bodies and to computer-mediated intergenerational communications. Through focusing on urban mobile spaces, from very local spaces of medical care to global spaces of migration that are the context for intergenerational mobilities, this collection explores these interdependencies and considers ways in which intergenerational mobilities are conceptualised and researched.

With a contemporary overview of global social policy formation, the third edition of this leading textbook identifies key issues, debates and priorities for action in social policy across the Global South and North. Accessible and lively, it incorporates seven new chapters covering theory, social justice, climate, migration, gender, young people and water, energy and food. The original chapters have also been fully updated to reflect major developments in the fast-changing world of global social policy. Key features include: * overview and summary boxes to bookend each chapter; * questions for discussion and follow-up activities; * further reading and resources. Exploring what it means to locate human welfare within a global framework of social policy analysis and action, this textbook offers a perfect guide for curious students.

Drawing from work on mobilities and geographies of the lifecourse, this collection is concerned with the ways in which age, as a relational concept, is constructed and played out in mobile urban space. With studies of ageing and mobility often focusing on discrete age groups, most notably children and older people, this study seeks to fill a gap in existing literature by exploring mobility in relation to the lifecourse and generation, looking not only at the margins. Whilst some generations are increasingly mobile, others are less so and this disparity in mobility opportunity is relational as age is relational. This book addresses gaps in knowledge in relational geographies of ageing, whilst contributing to literature on mobility and transport, in particular the burgeoning field of mobility (in)justice. Here mobility is considered in its broadest sense, for example in relation to the movement or lack of movement of bodies and to computer-mediated intergenerational communications. Through focusing on urban mobile spaces, from very local spaces of medical care to global spaces of migration that are the context for intergenerational mobilities, this collection explores these interdependencies and considers ways in which intergenerational mobilities are conceptualised and researched.

Improving Classroom Learning with ICT examines the ways in which ICT can be used in the classroom to enhance teaching and learning in different settings and across different subjects. Weaving together evidence of teachers' and learners' experiences of ICT, the authors: explain why the process of integrating ICT is not straightforward; discuss whether hardware and infrastructure alone are sufficient to ensure full integration and exploitation of ICT investment; emphasise the pivotal role that teachers play in supporting learning with ICT across the curriculum; argue that teachers need a greater understanding of how to put ICT to use in teaching and learning; highlight that out-of-school use of ICT has an impact on in-school learning; consider what kinds of professional development are most effective in supporting teachers to use technologies creatively and productively. Case studies are used to illustrate key issues and to elaborate a range of theoretical ideas that can be used in the classroom. This book will be of interest to all those concerned with maximising the benefits of ICT in the classroom.

This volume discusses changes in views and attitudes about the work of teachers and how these sociological views and attitudes have asserted themselves in the last decade. The book is organised in three sections. The first lays a theoretical framework by addressing the notion of class and how it affects views of teachers' work. The second section puts the first section's theory into practice through an illustrative analysis of teachers' lives in America and England. The final section focuses on the changes that have affected teachers' work in the 1990s and the world over.

With a contemporary overview of global social policy formation, the third edition of this leading textbook identifies key issues, debates and priorities for action in social policy across the Global South and North. Accessible and lively, it incorporates seven new chapters covering theory, social justice, climate, migration, gender, young people and water, energy and food. The original chapters have also been fully updated to reflect major developments in the fast-changing world of global social policy. Key features include: * overview and summary boxes to bookend each chapter; * questions for discussion and follow-up activities; * further reading and resources. Exploring what it means to locate human welfare within a global framework of social policy analysis and action, this textbook offers a perfect guide for curious students.

Improving Classroom Learning with ICT examines the ways in which ICT can be used in the classroom to enhance teaching and learning in different settings and across different subjects. Weaving together evidence of teachers' and learners' experiences of ICT, the authors: explain why the process of integrating ICT is not straightforward; discuss whether hardware and infrastructure alone are sufficient to ensure full integration and exploitation of ICT investment; emphasise the pivotal role that teachers play in supporting learning with ICT across the curriculum; argue that teachers need a greater understanding of how to put ICT to use in teaching and learning; highlight that out-of-school use of ICT has an impact on in-school learning; consider what kinds of professional development are most effective in supporting teachers to use technologies creatively and productively. Case studies are used to illustrate key issues and to elaborate a range of theoretical ideas that can be used in the classroom. This book will be of interest to all those concerned with maximising the benefits of ICT in the classroom.