open university milton keynes (Over 1,900 results)

Paperback. Condition: Very Good. Worldwide bestseller - over 250,000 copies sold Step-by-step advice on completing an outstanding research project. Step-by-step advice on completing an outstanding research project. Research can be daunting, particularly for first-timers, but this indispensable book provides everything you need to know to prepare for research, draft and finalise a methodologically sound and well-written report or thesis, plus it warns you of potential pitfalls to prevent you wasting time on false trails. This new edition of Doing Your Research Project has been thoroughly updated and includes: Wider coverage of research ethics Clear guidelines on the differences between different types of research project New coverage of Research diaries New sources in further reading plus more information on internet research and the use of electronic resources Coverage of the latest information on plagiarism More examples to highlight key issuesThis bestselling book is an essential resource to help establish good practice for beginner researchers embarking on undergraduate or postgraduate study, and for professionals in such fields as social science, education, and health. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Fair. Rudi Dallos discusses the understandings, beliefs, explanations and the constructs that people use in order to manage their relationships in families. "Family" here is a shorthand form for a group of people who are intimately involved over an extended period - and includes one-parent families, step-families, couples without children, homosexual relationships and communal structures. Dallos considers how families construct shared systems of beliefs which serve to guide their percieved options. His argument is illustrated by material drawn from both clinical practice and research into families and employs theories originally formulated in terms of individuals - especially personal construct theory. His aim is to explore intimate relationships in families from the standpoint of people inside them, and to link this exploration to the substantial body of literature which examines families from the outside. In short, this book aims to bridge the gap between system theory (as applied to families) and Kelly's personal construct theory and, in so doing, aims to encourage new ways of seeing and doing therapy. It reveals how a family's problems are related to its shared beliefs and how we can use therapy to challenge those beliefs and help with those problems. A readable copy of the book which may include some defects such as highlighting and notes. Cover and pages may be creased and show discolouration.

Paperback. Condition: Very Good. Do you want to know more about the key aspects of teaching PE? Would you like help in planning effective PE lessons? Would you like to begin to develop your own personal teaching philosophy? Then this is the essential guide for you!This book will support you in your initial teacher training programme and beyond, taking you through the wide range of issues that you need to consider in order to become a successful teacher and develop successful learners. Each chapter looks at important aspects of PE teaching and relates it directly to the PE lesson and how pupils learn. It covers key areas, including: Planning Assessment Lesson organization Managing pupil behaviour Health and safety ICT There is a sample lesson plan at the end of every chapter which shows the reader how to incorporate aspects of the PE National Curriculum into each lesson. Reflection tasks are included throughout to encourage trainee teachers to critically analyze their own practice. This is supported with real life examples of teacher and trainee experiences of teaching PE in secondary schools.The book also provides guidance to the trainee teacher applying for their first post in a school. The authors offer common interview questions to help the reader formulate and justify a personal philosophy of teaching PE which will be vital to their personal and professional development, as well as the interview process itself. This book is essential reading for all trainee and practising secondary school PE teachers. "I highly recommend the text for physical education trainee curriculum/pedagogy programs and also existing practitioner reflection." Allan Sander, University of North Florida Coordinator of Physical Education, United States "This book is a very useful text for initial teacher trainers and their trainees alike." Julie Armstrong, PGCE PE Course Leader, Durham University The format of the book with opportunities for reflection, case studies, clear links to practice, exemplar lesson plans and signposted further readings makes the book suitable for anyone training as a secondary school physical education teacher. Paul Carney, Programme Director BA/BSc Physical Education and Sport & Exercise Science Canterbury Christ Church University The authors are to be congratulated on achieving a consistency of style, content and rigour across the chapters with a number of contributors. Their reward is a book that will be extremely helpful for use by trainee teachers in their journey towards qualified teacher status and entry to the teaching profession. Mick Abrahams, afPE Lead Regional Physical Education Subject Adviser. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. 'Every school a great school' is not just a slogan, but an aspiration for the next stage of education reform, in which each student has the opportunity to reach their full potential. The book argues that, for 'every school a great school' to become a reality, requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform. Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' that, if pursued, have the potential to deliver 'every school a great school': Personalized learningProfessionalized teaching Networking and innovation Intelligent accountability The author believes that it is the responsibility of system leaders to mould the four drivers to fit individual school contexts. It is this leadership that enables systemic reform to be generic in terms of overall strategy and specific in adapting to individual and particular situations.Every School a Great School is inspirational reading for head teachers, senior leaders and managers, researchers, lecturers and those with a passionate interest in improving education for all. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. How can early years practitioners build on children's competence and autonomy as effective early learners? How do adults get to know children sufficiently well to plan effectively for their learning needs? How can early years practitioners plan for high quality child-initiated experiences alongside more focused adult-initiated learning?Early years practitioners continue to face the dilemma of planning for the needs of individual children whilst meeting the demands of targets and goals set by government. In such a pressurized climate, it can be all too easy to go with what is imposed, rather than stand up for what young children need and are entitled to. In a practical and realistic way, the third edition of Starting from the Child supports practitioners in the Foundation Stage to be advocates for young children and their learning needs. Julie Fisher outlines the important theories and research which should underpin decisions about best practice. She offers meaningful and inspirational ways of developing appropriate learning environments and experiences for Foundation Stage children. Revised and updated throughout, the new edition includes: Latest research impacting on our understanding of early learning Reference to recent government initiatives such as the Early Years Foundation Stage An extended explanation of how to plan for child-initiated learning alongside adult-initiated learning A completely revised chapter on 'The place of play', with a new focus on different types and contexts for play, cultural influences and the role of the adult in supporting play Two new chapters on the observation and assessment of children's learning, and self-evaluation for practitionersStarting from the Child is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. Hugely popular, this worldwide bestseller - over 200,000 sold. This is an invaluable tool for anyone carrying out a research project. We all learn to do research by actually doing it, but a great deal of time and effort can be wasted and goodwill lost by inadequate preparation. This book provides beginner researchers with the tools to do the job, to help them avoid some of the pitfalls and time-wasting false trails, and to establish good research habits. It takes researchers from the stage of choosing a topic through to the production of a well-planned, methodologically sound, and well-written final report or thesis on time. It is written in plain English and makes no assumptions about previous knowledge.This new edition of Doing Your Research Project includes: new chapter on ethics; coverage of latest techniques such as grounded theory; completely updated coverage of documentary evidence; increased examples from health studies; and new referencing, library searching, and literature review chapters. This book is a guide to good practice for beginner researchers in any discipline embarking on undergraduate or postgraduate study, and for professionals in such fields as social science, education, and health. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. A student introduction to descriptive linguistics, Describing Language is essentially practical in its orientation. It is useful for anyone who wishes to refer to technical literature involving linguistic description, who requires a basic conceptual framework and technical vocabulary with which to discuss language, and who needs to make elementary but principled descriptions and analyses of real data (such as classroom interaction or counselling sessions). Topics covered include phonetics, prosody, word structure, syntax, text and discourse structure, word and utterance meaning, and non-verbal behaviour. Includes an accessible introduction to both Chomsky's Universal Grammar and Halliday's Systemic Grammar. It is an invaluable textbook for students across the social sciences. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. How do we conduct classroom research? Why is classroom research valuable to teachers and schools? How does classroom research contribute to teaching, learning and school transformation?The fourth edition of this bestselling book is a practical guide for teachers that wish to conduct research in their classrooms and for schools that wish to improve their practice. Classroom research, as described in this book, will enable teachers to enhance their own or their colleagues' teaching, to test the assumptions of educational theory in practice and to implement and evaluate whole school developments. Comprehensively revised and updated, changes to the new edition include: A major re-working of the last four chapters Comprehensive description of how to conduct classroom research Two new chapters on analyzing and reporting research Updated case study examples and cameos The contribution of teacher research in enhancing personalized learning and school transformationThe book also explores models of teaching and learning; methods for collecting, analyzing and reporting data; and the ways in which classroom research can be published and linked to the curriculum, teaching and staff development. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. In a practical and realistic way "Starting from the Child" examines a range of theories about young children as learners and the implications of these theories for classroom practice. Julie Fisher acknowledges the competence of young children when they arrive at school, the importance of building on their early successes and the critical role of adults who understand the individual and idiosyncratic ways of young learners. The book addresses the key issues of planning and assessment, explores the place of talk and play in the classroom and examines the role of the teacher in keeping a balance between the demands of the curriculum and the learning needs of the child. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. Just Playing explores why we should encourage, promote, value and initiate play in our classrooms, and why teachers should be part of it. Janet Moyles draws on research findings from several countries which provide further evidence for establishing the value of play. She focuses on children between 4 and 8, examining the principles of play in early childhood education, and indicates how these principles can be put into practice. She provides a full justification for including play in the early years curriculum and encourages teachers, through examples of children at play, to review their own thinking on the issues in the light of core curriculum pressures. This is essential reading for trainee and practising nursery and primary teachers and nursery nurses; and for all those concerned with the education and development of young children. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. * How widespread is violence? * Why do people engage in various forms of violence? * What can be done to reduce the level of violence? Understanding Violent Crime provides a concise yet thorough and extensive account of the main explanations of violent behaviour. It draws upon sociological and psychological perspectives on violence as part of a coherent approach to the study of a phenomenon that raises wide public concern. There is also a focus on the ways in which violence is considered by the criminal justice system. Definitions of the main violent offences, including violent sexual offences, are discussed and some indication of the levels of sentencing in particular cases is provided. The final chapter then considers ways in which offenders are able to confront their violent behaviour within the criminal justice system. Frequent references to the definitions and treatment of violence in Australia, Canada, New Zealand and the USA give the book a distinctive comparative perspective. The result is a wide-ranging and essential undergraduate text and a key reference for researchers in the field. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. This friendly and practical book is the guide to how to teach adults. Now in its 4th edition, the book has been extensively rewritten to meet the needs of those working with adults at the beginning of the 21st century. The book answers questions such as, 'How do adults really learn?', 'How can I put over my material in a way that will interest and excite people?' 'How can I manage my group so that the confident people don't dominate and the quieter ones get a look in?' This book is aimed at anyone who wants to know how to teach adults. It will help people who teach adults in a wide range of settings - from traditional adult education institutes, universities, management training courses to government training schemes. The book aims to build confidence, to offer practical advice and to give the real-life flavour of the privilege and excitement of helping fellow adults develop. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. Plain English meets the needs of all students who wish to improve their writing skills. The book opens with an introductory quiz, which gives a broad idea of the subject matter covered and helps readers to identify those sections which will be of most use. The quiz is followed by sections on punctuation, spelling, grammar, style, references and bibliographies. Each section deals step by step with basic difficulties and provides exercises to help test the readers' understanding. Answers are provided for all the exercises. Plain English is user-friendly and may either by read from beginning to end, or simply dipped into for selected sections. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. a welcome third edition of an already well-known and widely used text.truly 'user-friendly' Network The third edition of this tried and tested book works very well and should be extremely successful.its strength is that it covers all the principal areas of research in an accessible and lively style, treating each approach in relation to the philosophical and methodological debates that underpin them. It is logically organised and each chapter is well-structured.complex topics are clearly explained for the inexperienced reader, at the same time it contains enough of substance and food for thought for more advanced students. - John Scott, University of Essex Praise for the previous edition: This is the finest introduction to social research I have ever read.Methods are meticulously worked through from official statistics to comparative research via surveys, interviews, observation and documentary analysis.The writing is clear, concise and scholarly with the bibliography a delightful A to Z compendium of the best in sociology. - British Sociological Association Network The fully revised and updated third edition of this hugely popular text incorporates the latest developments in the interdisciplinary field of social research, while retaining the style and structure that appealed to so many in the first two editions. Tim May successfully bridges the gap between theory and methods in social research, clearly illuminating these essential components for understanding the dynamics of social relations. The book is divided into two parts, with Part I examining the issues and perspectives in social research and Part II setting out the methods and processes. Revisions and additions have been made to Part I to take account of new ways of thinking about the relationship between theory and research, and values and ethics in the research process. These take on board advances in post-empiricist thinking, as well as the relations between values, objectivity and data collection. Where necessary, recommended readings and references to studies that form the bases of discussions throughout the book have been updated. In Part II, additions have been made to the chapter on questionnaires, and elsewhere new discussions have been introduced, for example, on research on the internet, narratives, case studies and new technologies. The reader will detect many other changes, the intention of which is to aid understanding by staying up-to-date with the latest innovations in social research. The chapters follow a common structure to enable a clear appreciation of the place, process and analysis of each method, and to allow the comparison of their strengths and weaknesses in the context of discussions in Part I. The clear writing style, chapter summaries, questions for reflection and signposts to further readings continue to make this book the ideal companion to social research for students across the social sciences. In addition, it will be recognised as an invaluable source of reference for those practising and teaching social research who wish to keep abreast of key developments in the field. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. This text offers a critical overview of the criminological enterprise since the late 1970s. The author is concerned to identify the continuities underpinning criminological theory and to situate these continuities within a contemporary criminological and political context. She offers the student an in-depth appreciation of criminological theorizing, paying particular attention to left realism, right realism and the influence of feminism. An exploration is also undertaken of the interface between the substansive concerns of criminological and social policy. Drawing on a critical understanding of current political concerns about crime, Walklate sets out a framework for the future development of criminological work informed by the notions of social justice, risk and trust. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. "This richly varied text offers generous support for every aspect of the teacher's role, while constantly reminding us that mathematical activity is not a de-contextualised skill that children possess, but part of their identity, their way of being in the world, engaged with the world, energetically - and playfully - trying to make sense of it." Mary Jane Drummond, formerly of the Faculty of Education, University of Cambridge, UKTeaching and Learning Early Number is a bestselling guide for all trainee and practising Early Years teachers and classroom assistants. It provides an accessible guide to a wide range of research evidence about the teaching and learning of early number.Major changes in the primary mathematics curriculum over the last decade - such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage and the Williams Review - have greatly influenced the structure of this new edition. The book includes: A new introductory chapter to set the scene Six further new chapters - including Mathematics through play, Children's mathematical graphics and Interview-based assessment of early number knowledge Six completely re-written chapters and two updated chapters A new concluding chapter looking to the future The chapters can be read in a standalone fashion and many are cross referenced to other parts of the book where specific ideas are dealt with in a different manner. Issues addressed include: new research on the complex process of counting and on children's written mathematical marks; counting in the home environment and play in the school setting; the importance of mathematical representations and of ICT in children's understanding of number; errors and misconceptions and the assessment of childrens number knowledge. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. Over 200,000 copies sold! Reviewers comments on the 2nd Edition: "The first edition of this book was something of a classic, and a battered and thumbed copy will be found on most researchers' shelves. The second edition deserves to enjoy every bit as much success" - Nursing Times ."Nicely done Judith Bell - no wonder the book is in its 10th printing" - Social Work Review Since it was first published in the late 1980s, Doing Your Research Project has become the benchmark reference for first-time researchers in social science. This third edition reflects advances in technology and methodology and positions the book to support researchers in the twenty first century. However, the book's formula remains essentially the same because of its unmatched ability to deliver two key benefits: * it enables students to get through their first research projects successfully and without wasting lots of time in trial and error; * in the process, it helps students to develop sound techniques and good practice which will serve them well in future research projects Doing Your Research Project assumes that the reader has no prior knowledge of research methodology or experience of carrying out research. Written in lucid, plain English, it takes the reader step by step through each stage of preparing for, carrying out and writing up a research project. Judith Bell speaks directly to the beginner student, frequently introducing examples from her own experience of, for example, supervision, the problems of getting access to data, and so on. There are regular checklists to help students monitor the progress of their own projects and the book is full of examples of good practice and warnings about pitfalls to be avoided. It serves as a guide to practice for beginner researchers who are embarking on undergraduate or postgraduate study and professionals such as teachers, nurses and social workers who are involved in the preparation and production of research projects. The third edition includes coverage of Narrative Inquiry, Supervision, Intellectual Property, Ethics, Finding and Searching Information Sources (including an extensive section on use of electronic resources such as CD-Roms and the Internet), and the production of Literature Reviews. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. ".{The first edition of Professor Cryer's book was} absolutely outstanding, in four main respects. First, it is comprehensive in its scope, covering everything from applying to undertaking a research degree. Second, it is applicable to PhDs across the board. Third, the book is exceptionally well written and highly readable. Finally, at each stage Pat Cryer has included questions and exercises to enable readers to reflect on their practice, check out whether they are on track and, if not, discover how they might return themselves to it. Overall, Pat Cryer has made a major contribution to the field and produced a quite exceptional book. It ought to be compulsory reading for intending or actual postgraduates and for academic staff teaching research training programmes." Assessment & Evaluation in Higher Education".the Research Student's Guide to Success certainly does what it promises on the cover and every research student should find it a very valuable companion." Journal of Graduate EducationThe second edition of this Open University set book is, like the first edition, for postgraduate research students wherever the language of instruction is English. Irrespective of their field of study, it will make their research programmes and day-to-day lives more productive and enjoyable. The book is easy to dip into and is in conversational style. Interest and realism are added through anecdotes, extracts from the literature and pithy quotations. The second edition is a complete revision of the original. New emphases include: the needs of the growing number of part time postgraduates; a wider understanding of the term 'research student' to embrace all postgraduate students undertaking research, whether for traditional PhDs and MPhils or within programmes such as professional doctorates, 'taught' masters degrees, diplomas and certificates; information technology as a day-to-day tool. There are also two new chapters: one on options for postgraduate study and research and the other on skills development and employment issues. There is a foreword by Professor Sir Martin Harris, Chair of the National UK Review of Postgraduate Education. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. "the book shows quite powerfully .how a well-resourced and flexible learning environment can be exploited by children to channel their interests and expand their understanding As well as contributing to our understanding of learning, it should also serve to inform debate about gaining childrens consent in the research process." Early YearsThis book is about Harry, a determined little boy, who is intrinsically motivated to explore his world from an early age. His parents and grandparents find him so fascinating that they keep a written and video diary of Harry's play from when he is 8 months to five years. The author offers theories about how children learn and applies the theories to the observations of Harry. The book demonstrates how effectively Harry accesses each area of the curriculum through his interests. It shows how Harry develops coping strategies when the family experiences major changes. It also highlights the contribution made by Harry's parents and his early years educators to his early education. Much of what we learn about Harry's early learning can be applied to many other young children. This book about one child's early development and learning will be of interest to all who are fascinated by how young children learn - nursery practitioners, early years teachers, parents, students and advisers. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. "This book is an interesting read and one that covers a range of concerns and issues that researchers might encounter when designing research, interviewing or working with children." Educational Review This book focuses on doing ethical research with children in today's climate of increased globalization, surveillance and awareness of children as competent research participants. It covers a range of conceptual, methodological and procedural issues, and provides a framework for doing ethical research with children.Written by international experts in the fields of early childhood research and ethics, this book supports students, practitioner-researchers and research gatekeepers with resources on how to conduct and evaluate ethical research with children. The contributors: Use key examples of cutting-edge research from a range of countries to examine research ethics with children and those around them Provide strategies for planning, conducting and evaluating research in an ethical way Explore theoretical approaches to children and childhood that are relevant to ethical research Ethical Research with Children is key reading for students in childhood studies, teacher education, public health, nursing, human services, legal studies, psychology and social sciences, as well as practitioner-researchers in these fields. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. * What are the distinctive characteristics of dyslexia? * How much progress has been made in discovering the causes of dyslexia? * What are the latest ideas on ways in which dyslexics can be helped? It is just over a hundred years since Dr Pringle Morgan published his famous account of Percy, a boy of 14 who could 'only with difficulty spell out words of one syllable', who wrote his name as 'Precy' and 'did not notice the mistake until his attention was called to it more than once'. Yet 'the schoolmaster who taught him for some years says that he would be the smartest lad in the school if the instruction were entirely oral'. Dyslexia: A Hundred Years On is an overview of the field. It traces the historical influences and examines the contributions of various disciplines. The new edition (1998) is a complete re-write of the original book and brings accounts of research fully up to date. There are also new chapters which report on new areas of research and raise questions about the different forms which dyslexia can take in different languages. The book also looks afresh at assessment, teaching approaches, and counselling. This book is an invaluable resource for trainee and practising teachers including special needs teachers; professionals and lay persons interested in dyslexia; psychologists, doctors, health visitors and college students (particularly those in the field of psychology, education, and linguistics). The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. This book examines the post of subject leader in primary schools in the light of the four key areas defined by National Standards for Subject Leadership: * strategic direction and development * teaching and learning * leading and managing staff * efficient and effective deployment of staff The book combines existing research data and new material gathered by the authors. It presents the underpinning principles and analyses the complex set of roles and responsibilities undertaken by subject leaders. Most importantly it provides practical advice for subject leaders illustrated by a series of case studies and tasks which are addressed directly to subject leaders. The authors have taken a generic approach, looking at issues such as changing roles and responsibilities, planning for teaching and learning, working with colleagues and others, managing resources and bringing about school improvement, that have to be addressed by all subject leaders whatever their particular area of responsibility. Throughout, the book emphasises the importance of leadership, children's learning, professional development and collaboration. The book will be of value to all primary school teachers, and especially subject leaders. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. Reviews of the first two editions: "extraordinarily rich in ideas.an essential buy." - TES "an excellent, clearly written work which is full of practical advice, and presented in an easily readable manner. This book is a highly recommended read. Do buy it and see." - Support for Learning "has proved especially influential at practitioner level . never failing to offer a balanced assessment." - British Journal of Special Education "I have a comprehensive library of books on special educational needs but I use this one more than any other because I find it readable, practical and accessible. It is a useful and informative book both to read cover to cover and to dip into. Although it is based on sound theoretical knowledge, it is clear that Jean Gross is writing from her own experience as a teacher and SEN practitioner." - TES Recent legislation and cutbacks to central support services mean that the responsibility for meeting special educational needs is resting ever more squarely on the shoulders of ordinary classroom teachers. Yet few feel wholly confident in their ability to adapt work within the national curriculum to meet the whole range of needs, or coordinate successful individual education plans for children who, for whatever reason, are not learning as well as they might. This book will increase that confidence. Aimed at busy class teachers, special needs coordinators, heads and teachers in training, it shows how the teacher can build differentiation into planning lessons and schemes of work. It describes workable strategies for managing the most common behaviour difficulties and meeting special needs in language, literacy and mathematics. At a whole school level, it offers practical guidance on reviewing special needs policies, assessment, record keeping, and the management of roles and resources. The focus is on the way in which schools can do a good job in meeting special needs themselves, within the everyday constraints of time, money and energy, and in so doing provide genuinely inclusive opportunities for all children. This edition has been comprehensively updated and rewritten to cover the revised SEN Code of Practice and related legislation, new directions in inclusion and all the major curriculum initiatives now in place in primary schools. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. Do you lack confidence in teaching the more difficult areas of primary science? Do you want accessible, well structured support? Yes? Then this handy book is for you.It provides a combination of engaging, practical lesson ideas and subject knowledge to help you teach the trickiest parts of primary science such as materials and their properties, magnetism, circuits, forces and life processes.Using strategies that have been successfully used in primary school classrooms, it explains the most difficult topics in a simple, non-technical style. It includes a range of accessible ideas, hints and tips with a focus on providing a skills-based, problem-solving approach to learning.Each topic area includes advice on: How to link the topic with other areas of learningIdentifying and challenging common misconceptionsHow to effectively pre-assess the learners' ideas to best meet their needsPractical activities for challenging and developing children's ideasExplanatory models to help pupils consolidate their understanding This book provides friendly support and guidance to anyone teaching or training to teach primary science. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.