• AS Communication and Culture: The Essential Introduction.

      Bennett, Peter; Slater, Jerry (London: Routledge (Taylor & Francis)., 2008)
      AS Communication & Culture: The Essential Introduction is fully revised for the new 2008 GCE Communication and Culture Advanced Subsidiary specification with full colour throughout, over 120 images, new case studies and examples. The authors introduce students step-by-step to the skills of reading communication texts and understanding the link between communication and culture, as well as taking students through the tasks expected of them to pass the AQA AS Communication and Culture exam. The book is supplemented with a website featuring additional activities and resources, quizzes and tests. Areas covered include: • an introduction to communication and culture • cultural and communication codes • semiotics, communication process and models • the individual and contemporary culture • cultural contexts and practices • how to do the coursework • how to do the exam • examples from advertising, fashion, music, magazines, body language, film and more AS Communication and Culture: The Essential Introduction clearly guides students through the course and gives them the tips they need to become proficient in understanding and deconstructing communication texts and everyday culture.
    • Cognitive Development: Theories, Stages & Processes and Challenges

      Chen, Ruoling; Chen, Ruoling (Nova Science Publishers, Inc, 2014-04)
    • Comparative Education and Quality Global Learning: engaging with controversial issues in South Africa and the UK.

      Harber, Clive; Serf, Jeffrey M.; Sinclair, Scott (Birmingham: Tide global learning, 2008)
      This book is one of the outcomes of Seeking Ubuntu, a Tide~ project that involved a group of UK teacher educators in a study visit to South Africa. Comparative study supported them in reflecting on their own, as well as South African, educational practice. It offers some insights into that experience featuring the authors’ analyses of education in both South Africa and the UK about how they used the experience to evaluate their everyday practice as teacher educators.
    • Critical Race Theory and Education: A Marxist Response.

      Cole, Mike (Basingstoke: Palgrave Macmillan., 2009)
      Critical Race Theory (CRT) in the realm of Education has a long history in the US, and is now a bourgeoning field of enquiry in the UK. Critical Race Theory and Education is the first book-length response to CRT from a Marxist perspective. It looks at CRT’s origins in Critical Legal Studies, critiques the work of major US and UK Critical Race Theorists and also looks at some of CRT’s strengths. CRT and Marxism are contextualized with respect to both neo-liberal global capitalism and imperialism and to antiracist socialist developments in South America. The book concludes with some suggestions for classroom practice. Contents: • Critical Legal Studies and the Origins of Critical Race Theory • White Supremacy and Racism; Social Class and Racialization • The Strengths of CRT • CRT and Educational Theory in the US • ‘Race’ and Educational Theory in the UK and the Arrival of CRT • Neo-liberal Global Imperialism in the Twenty-First Century • Marxism and Twenty-First Century Socialism CRT and Marxism: Some Suggestions for Classroom Practice.
    • Developing thinking: developing learning. A guide to thinking skills in education.

      McGregor, Debra (Maidenhead: Open University Press, 2007)
      This book examines the UK and international research evidence and theoretical frameworks that have informed how thinking has been ‘taught’ in schools. It discusses how the pedagogical strategies or tactics that teachers enact in their classroom can strongly influence the nature of pupils' thinking. The book is based upon the author’s professional experience and research (on teachers’ and students’ views and observations of thoughtful acts and actions), specifically her comparison of what ‘thinking’ looks like in various cognitive programmes and the nature of the evidence about whether they improve students' cognitive capabilities. The book offers unique perspectives on a wide range of issues that influence the nature of thinking skills approaches being developed and adopted in schools. In particular it provides a critical review of the empirical basis of different thinking skills approaches and their claims around efficacy and effectiveness.
    • Development of the role of the practice teacher

      Sherwin, Sarah; Stevenson, Liz; School Nursing, University of Wolverhampton; University of Wolverhampton (British Journal of School Nursing, 2010-09)
      The role of the practice teacher is pivotal in supporting the development of students undertaking Nursing and Midwifery Council (NMC) approved Specialist Community Public Health, School Nursing (SCPHN) programmes. It is a mandatory requirement that students of school nursing are supported and assessed by a named practice teacher, who must have met the requirements defined within the practice teacher standard (NMC, 2008)
    • Infusing Inclusive Pedagogy Across the Curriculum

      Griggs, Gerald; Medcalf, Richard; ; Florian, Lani; Loreman, Tim; Smith, Ron (Emerald Group Publishing Limited, 2015-12)
    • Innovative teaching and learning in Higher Education

      Branch, John; Hayes, Sarah; Hørsted, Anne; Nygaard, Claus (Libri, 2017-02-01)
      This latest volume in the Learning in Higher Education series, Innovative Teaching and Learning in Higher Education, brings together examples of teaching and learning innovations, within the domain of higher education. The anthology is diverse in nature and showcases concrete examples of innovative teaching and learning practices in higher education from around the world. The contributions come from all scientific disciplines and in all teaching and learning contexts. The twenty-seven inspiring examples in this volume show considerable diversity in their approaches to teaching and learning practices; at the same time they improve both student engagement and student learning outcomes. All the authors argue that their innovative approach has helped students to learn differently, better, and more. For those involved in higher education, there is a lot to be gained from reading these narrative accounts of innovative teaching and learning.
    • The labour of words in Higher Education is it time to reoccupy policy?

      Hayes, Sarah (Brill, 2019-01-24)
      As Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.
    • Marxism and Educational Theory: Origins and Issues.

      Cole, Mike (London: Routledge (Taylor & Francis)., 2006)
      We live in a world where thousands make massive profits out of the labours of others, while those others exist as wage slaves, millions of whom die of starvation and poverty-related illness every year. The fundamental aim of Marxism is the overthrow of the anarchic, exploitative and eco-destructive system of world capitalism and its replacement by world socialism and equality. To build a socialist world is a task of gargantuan proportions, but one that Marxists believe is eminently achievable. This book addresses some of these challenges from within educational theory. The key theoretical issues addressed are: • utopian socialism • poststructuralism and postmodernism • transmodernism • globalisation, neo-liberalism and environmental destruction • the new imperialism • critical race theory. Marxism and Educational Theory compellingly and informatively propels the debate forward in the pursuit of that socialist future. In that quest, suggestions are made to connect theoretical issues with the more practical concerns of the school and the classroom.
    • Mood and Human Performance: Conceptual, Measurement, and Applied Issues.

      Lane, Andrew M. (Nova Publishers, 2006)
      Situations that are perceived to be personally important typically evoke intense mood states and emotions; individuals will try to control mood states and emotions, and mood and emotions influence our thoughts and behaviours. Providing the sound knowledge base is a driving factor behind a great deal of the ensuing research and forms the content of many of the chapters of this book. The book covers many aspects of mood in performance settings. Chapters focus on the nature of mood, the validity of mood measures and applied research. Theoretical issues on the nature of mood and a conceptual model of mood-performance relationships in sport is reviewed. Chapters include research on relationships between mood and performance, motivation, coping strategies, personality, eating attitudes, humour, and emotional intelligence. Mood responses to intense exercise, extreme environments, aqua-massage, and interventions to enhance mood are also covered. Each chapter provides recommendations for future research.
    • Opportunity through Sport

      Medcalf, Richard; Griggs, Gerald; Medcalf, Richard; Biscomb, Kay; Griggs, Gerald; Medcalf, Richard (Cambridge Scholars Publishing, 2015-10)
    • Practice Leadership in the Early Years: Becoming, Being and Developing as a Leader

      Hadfield, Mark; Jopling, Michael; Needham, Martin (Open University Press/McGraw Hill Education, 2015-04-16)
    • Quality in Higher Education: Developing a Virtue of Professional Practice

      Cheng, Ming; Ming Cheng (Sense, 2016-08)
      Many countries now employ national evaluation systems to demonstrate publicly that universities provide a quality education. However, the current processes of quality evaluation are often detached from the practices of teaching and learning. In particular, those who teach and those who learn still have to be won over to such audit processes. This book argues that it is time for the higher education sector to concern itself with the human dimension so as to develop both academic professionalism and students’ commitment to their learning. Based on five completed research projects, which explore academics’ and students’ experiences and their views of quality evaluation, the book argues that developing the intrinsic values of teaching and learning held by academics and students is key to achieving high quality education. In this book, the author critically reviews the four most frequently used terms related to current quality evaluation: ‘fitness for purpose’, ‘value for money’, ‘student satisfaction’ and ‘students-as-customers’, and argues for a motivationally intelligent quality approach, emphasising the moral dimension and the intrinsic values of academics and students. The author also outlines an improved quality evaluation system that encourages and increases academics’ and students’ commitment to teaching and learning.
    • Quantitative research methods for linguistics

      Grant, T.; Clark, U.; Reershemius, G.; Pollard, D.; Hayes, Sarah; Plappert, G. (Taylor and Francis, 2017-06-29)
      Quantitative Research Methods for Linguistics provides an accessible introduction to research methods for undergraduates undertaking research for the first time. Employing a task-based approach, the authors demonstrate key methods through a series of worked examples, allowing students to take a learn-by-doing approach and making quantitative methods less daunting for the novice researcher. Key features include: Chapters framed around real research questions, walking the student step-by-step through the various methods; Guidance on how to design your own research project; Basic questions and answers that every new researcher needs to know; A comprehensive glossary that makes the most technical of terms clear to readers; Coverage of different statistical packages including R and SPSS. Quantitative Research Methods for Linguistics is essential reading for all students undertaking degrees in linguistics and English language studies.
    • Schools, food and social learning

      Lalli, Gurpinder Singh (Routledge, 2019-10-08)
      This book explores the potential of school dining halls as spaces of social learning through interactions between students and teachers. Schools, Food and Social Learning highlights the neglect of school dining halls in sociological research and the fact that so much can be gained from fostering interpersonal relations with other students and the school staff over meals. The book focuses primarily on social and life skills that students develop during lunch-hour meetings, modelling behaviors while eating and conversing in the school space known as the ‘restaurant’. With case studies based in the UK, the book takes a social constructivist approach to dealing with the tensions and challenges between the aims of the school – creating an eating space that promotes social values and encourages the development of social skills, and the activities of teachers and catering assistants of managing and providing food for many students daily. The book carries snippets of interviews with children, dining hall attendants, teachers, parents and the school leadership team, offering a new way of thinking about social learning for both scholars and students of Social Anthropology, Sociology, Social Policy, Food Policy, Education Studies and Childhood Studies.
    • Seriously Useless Learning

      Tuckett, Alan; Nash, Ian; Tuckett, Alan (National Institute of Adult Continuing Education, 2014-08)
    • Social Work and the Community: a critical context for practice.

      Popple, Keith; Stepney, Paul M. (Basingstoke: Palgrave Macmillan, 2008)
      How important is the notion of community to skilled social work? This book explores how the concept relates to policy, theory and professional practice. With analysis of contemporary social problems throughout a variety of community settings, this book demonstrates how important community-based approaches are to all social workers today.
    • Sport and Exercise Psychology: Topics in Applied Psychology.

      Lane, Andrew M. (Hodder Arnold, 2008)
      Sport and Exercise Psychology provides comprehensive coverage of key topics in sport and exercise psychology including the effectiveness of psychological skills training interventions, models for delivery and the development of research approaches studying the impact of psychological skills on performance. A number of specific chapters focus on key issues such as, mood, emotion, emotion regulation, coping, self-confidence, anxiety, imagery, performance profiling and leadership development in players and coaches. Exercise is typically linked to positive psychological states and three chapters review this effect. A chapter focuses on the influence of exercise on self-esteem while the next chapter looks at the use of music and a further chapter looks at dysfunctional effects including addictive states. A final chapter focuses on placebo effects addressing key issues in designing psychological interventions. The integrated and interactive approach, combined with the comprehensive coverage, make this book the ideal companion for courses in applied clinical psychology.
    • The Cultural Significance of the Child Star.

      O’Connor, Jane (London: Routledge (Taylor & Francis), 2008)
      The child star is an iconic figure in Western society representing a growing cultural trend which idolises, castigates and fetishises the image of the perfect, innocent and beautiful child. In this book, Jane O’Connor explores the paradoxical status of the child star who is both adored and reviled in contemporary society. Drawing on current debates about the commercialisation and sexualisation of childhood and fears about children ‘growing up too soon’, she identifies hostile media attention around child stars as indicative of broader social concerns about the ‘correct’ role and place of children in relation to normative ideals of childhood. Through reference to extensive empirical examples of the way child stars such as Shirley Temple, Macaulay Culkin, Charlotte Church and Jackie Coogan have been constructed in the media, this book illustrates both the powerlessness and the power held by this tiny band of children, and demonstrates their significance as representatives of the public face of childhood throughout the twentieth century and beyond.