This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical taste, and discusses the questions of musical creativity, and of the social psychology of musical taste and fashion. As a comprehensive study of the links between developmental psychology and music education, Hargreaves' work demonstrates the practical and theoretical importance of psychological research on the process underlying children's musical perception, cognition and performance.
The Social and Applied Psychology of Music is the successor to the bestselling and influential The Social Psychology of Music. It considers the value of music in everyday life, answering some of the perennial questions about music. It is required reading for anyone seeking to understand the role of music in our daily lives.
This title considers the value of music in everyday life answering some of the perennial questions about music. It is required reading for anyone seeking to understand the role of music in our daily lives.
The Education Reform Act (1988) and recent legislation aim to raise levels of pupil achievement, in particular through the introduction of the National Curriculum and improved self-management by schools.For govemors, heads and teachers, bringing together these changes will require, as part of the new partnership, strategies for managing development and change to make the school more effective. School development plans are a means of realizing this goal.The distinctive feature of a development plan is that it brings together, in an overall plan, national and LEA policies and initiatives, the school's aims and values, its existing achievements and its needs for development. By co-ordinating aspects of planning which are otherwise separate, the school acquires a shared sense of direction and is able to control and manage the tasks of development and change.This book, based on the DES project, draws on the experience of LEAs and schools which have pioneered school development plans. Besides giving advice on constructing and implementing a school development plan, the authors provide a full and practical account of how planning and development need to be managed, and what this implies for the way the school is organized at present. They also describe how schools can be supported in this process, and how development planning fits into current movements for school improvement and effectiveness.
The importance of promoting young children′s creative thinking, and the social relationships which support it, is now seen as a vital element of good early childhood practice. The authors push forward our understanding of what young children′s creative thinking is, and how it promotes young children′s well-being. By drawing on research evidence, they examine key issues from the perspectives of the child, the parents or carers, and early childhood practitioners and make links between theory and practice. The book is divided into three key parts: - creative thinking, social relationships and early childhood practice - exploring perspectives in early childhood research - experiences of young children, parents and practitioners Chapters integrate practice, research and conceptual understanding to meet the needs of undergraduate and postgraduate students on any Early Childhood course.
The new edition of this best-selling text continues to provide a general, wide-ranging introduction to psychology which is unique in the way that it explains psychological concepts in relation to people's behaviour and their everyday lives. Many of the key areas in contemporary psychology are covered to whet the appetites of students new to psychology, and the book provides an excellent grounding in key areas. All-new changes for this edition include: Increased conciseness in writing style and structure; Improved design, and better and more illustrations; Three brand new chapters, covering the brain, health psychology and careers in psychology; Regular 'methodology' boxes, aimed at opening up and demystifying this complex area; Combination and re-ordering of topics to enable a smoother transition between chapters; More in-chapter exercises to illustrate or develop specific themes. More examples from everyday life to give real-life relevance to psychological research; Fully referenced material, without the text itself being hindered by long lists of authors; all references are listed by chapter at the end of the book. A lively, informative and accessible read, Psychology and You is the perfect taster for students new to psychology.
When originally published this book reported the first major application of 'labelling theory' to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing 'deviance' to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as 'troublemakers' and several case-studies are used to document this analysis. Finally, the teachers' reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.
Home Territories examines how traditional ideas of home, homeland and nation have been destabilised both by new patterns of migration and by new communication technologies which routinely transgress the symbolic boundaries around both the private household and the nation state. David Morley analyses the varieties of exile, diaspora, displacement, connectedness, mobility experienced by members of social groups, and relates the micro structures of the home, the family and the domestic realm, to contemporary debates about the nation, community and cultural identities. He explores issues such as the role of gender in the construction of domesticity, and the conflation of ideas of maternity and home, and engages with recent debates about the 'territorialisation of culture'.
A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research experience and the book is well illustrated with examples and case histories. Ken Reid argues that questions about attitudes and approaches in teaching and in pastoral care provoke a continued challenge, and stresses that if such questions are not faced squarely the long-germ prognosis for secondary education in Britain may be bleak. Teachers in training and all those involved in the education and welfare of difficult or disadvantaged children, especially teachers, heads and social workers, will find Disaffection from School both challenging in its analysis and helpful in its suggestions.
In a comparative study drawing on material from the United States and Britain, this book, first published in 1992, examines how various types of industrial, political, urban and sectarian disorder occur. In the early 1990s public disorder returned to the top of the political agenda, and yet was consistently met with confusion and misunderstanding. Public discussion was superficial and emotive, contributing little helpful enlightenment and creating no prospect of sensible policy change. This book presents the ‘flashpoints’ model, to explain that public disorder is most likely to occur where a group perceives that its rights are being violated or denied. The model is demonstrated in a selection of vivid case studies which are both international and historical in scope, covering British and American inner-city riots, sports spectator violence, and the Troubles in Northern Ireland. In particular it traces the growth of police powers and assesses how effective democratic control over police behaviour actually is. It also considers the assertion that media coverage can have an inflammatory effect on public disorder.
The importance of promoting young children′s creative thinking, and the social relationships which support it, is now seen as a vital element of good early childhood practice. The authors push forward our understanding of what young children′s creative thinking is, and how it promotes young children′s well-being. By drawing on research evidence, they examine key issues from the perspectives of the child, the parents or carers, and early childhood practitioners and make links between theory and practice. The book is divided into three key parts: - creative thinking, social relationships and early childhood practice - exploring perspectives in early childhood research - experiences of young children, parents and practitioners Chapters integrate practice, research and conceptual understanding to meet the needs of undergraduate and postgraduate students on any Early Childhood course.
This book examines the construction of national, regional, and group identities in the football journalism of five European countries: England, France, Germany, Italy and Spain. Notions of the respective national stereotypes are explored in each of the countries studied.
These lively and entertaining folk tales from one of Britain’s most diverse counties are vividly retold by writer, storyteller and poe t Jennie Bailey and storyteller, writer,psychotherapist and shamanic guide David England. Take a fantasy journey around Lancashire, the Phantom Voice at Southport, the Leprechauns of Liverpool and the famous hanging of Pendle Witches at Lancaster,to the infamous Miss Whiplash at Clitheroe. Enjoy a rich feast of local tales, a vibrant and unique mythology,where pesky boggarts, devouring dragons, villainous knights,venomous beasts and even the Devil himself stalk the land. Beautifully illustrated by local artists Jo Lowes and Adelina Pintea, these tales bring to life the landscape of the county’s narrow valleys, medieval forests and treacherous sands.
The human impact on Earth's climate is often treated as a hundred-year issue lasting as far into the future as 2100, the year in which most climate projections cease. In The Long Thaw, David Archer, one of the world’s leading climatologists, reveals the hard truth that these changes in climate will be "locked in," essentially forever. If you think that global warming means slightly hotter weather and a modest rise in sea levels that will persist only so long as fossil fuels hold out (or until we decide to stop burning them), think again. In The Long Thaw, David Archer predicts that if we continue to emit carbon dioxide we may eventually cancel the next ice age and raise the oceans by 50 meters. A human-driven, planet-wide thaw has already begun, and will continue to impact Earth’s climate and sea level for hundreds of thousands of years. The great ice sheets in Antarctica and Greenland may take more than a century to melt, and the overall change in sea level will be one hundred times what is forecast for 2100. By comparing the global warming projection for the next century to natural climate changes of the distant past, and then looking into the future far beyond the usual scientific and political horizon of the year 2100, Archer reveals the hard truths of the long-term climate forecast. Archer shows how just a few centuries of fossil-fuel use will cause not only a climate storm that will last a few hundred years, but dramatic climate changes that will last thousands. Carbon dioxide emitted today will be a problem for millennia. For the first time, humans have become major players in shaping the long-term climate. In fact, a planetwide thaw driven by humans has already begun. But despite the seriousness of the situation, Archer argues that it is still not too late to avert dangerous climate change--if humans can find a way to cooperate as never before. Revealing why carbon dioxide may be an even worse gamble in the long run than in the short, this compelling and critically important book brings the best long-term climate science to a general audience for the first time. With a new preface that discusses recent advances in climate science, and the impact on global warming and climate change, The Long Thaw shows that it is still not too late to avert dangerous climate change—if we can find a way to cooperate as never before.
This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical taste, and discusses the questions of musical creativity, and of the social psychology of musical taste and fashion. As a comprehensive study of the links between developmental psychology and music education, Hargreaves' work demonstrates the practical and theoretical importance of psychological research on the process underlying children's musical perception, cognition and performance.
This book constitutes the author's effort to provide a biblical foundation for answers to questions regarding congregational singing. The present work is broader in scope than the author's smaller book, Volumes of Praise for a Vanishing God, and unlike the earlier volume, contains full documentation and end-notes, many of which pursue topics of interest that are mentioned only briefly in the text proper. Each chapter of this book ends with a brief list of questions to spur further study and discussion. It is hoped that this book may be useful as a text for a seminary course on congregational singing, a course that the author believes to be great need for the church of the twenty-first century. Special attention is given to the issues raised in the "music wars" of the past fifty years.
This is a practical step-by-step guide to how the quality of teaching and learning in schools can be improved through the development of organizational capacity and professional networking. Whether you're involved in the National College of School Leadership's Networked Learning Communities scheme, or simply wish to enable teachers to initiate and sustain education change, this replacement to David Frost's earlier Reflective Action Planning for Teachers will be of great benefit. The book demonstrates how secondary and primary teachers can contribute fully to the improvement of their school, while pursuing their own continued professional development and gaining accreditation through school-based work. It provides guidelines for school managers, higher education tutors, external consultants and LEA advisors establishing school-based support, and gives tried and tested flexible proformas, checklists and other practical tools that are ideal for training, INSET or a personal audit.
The Japanese say that ‘folk song is the heart’s home town’. Traditional folk songs (min’yo) from the countryside are strongly linked to their places of origin and continue to play a role there. Today, however, they are also taught as a quasi-art music, arranged for stage and television, quoted in Westernized popular songs and so forth.
Co-authored by three prominent philosophers of art, Jazz and the Philosophy of Art is the first book in English to be exclusively devoted to philosophical issues in jazz. It covers such diverse topics as minstrelsy, bebop, Voodoo, social and tap dancing, parades, phonography, musical forgeries, and jazz singing, as well as Goodman’s allographic/autographic distinction, Adorno’s critique of popular music, and what improvisation is and is not. The book is organized into three parts. Drawing on innovative strategies adopted to address challenges that arise for the project of defining art, Part I shows how historical definitions of art provide a blueprint for a historical definition of jazz. Part II extends the book’s commitment to social-historical contextualism by exploring distinctive ways that jazz has shaped, and been shaped by, American culture. It uses the lens of jazz vocals to provide perspective on racial issues previously unaddressed in the work. It then examines the broader premise that jazz was a socially progressive force in American popular culture. Part III concentrates on a topic that has entered into the arguments of each of the previous chapters: what is jazz improvisation? It outlines a pluralistic framework in which distinctive performance intentions distinguish distinctive kinds of jazz improvisation. This book is a comprehensive and valuable resource for any reader interested in the intersections between jazz and philosophy.
Conventional historical and political analyses of South Africa have frequently neglected the vital role of sport in general, and rugby in particular. This book fills the gap through a critical interpretation of rugby's role in the development of white society, its role in shaping significant social divisions, and its centrality to the apartheid era "power elite".
Do humans have a special capacity designed to foster experiences of God? What role do specific bodily actions or emotions play in the cultivation of a divine experience? Prayer as Divine Experience in 4 Ezra and John’s Apocalypse: Emotion, Empathy, and Engagement with God explores these questions in a systematic study of the emotions in two apocalyptic texts. The book of 4 Ezra, an ancient Jewish apocalypse, and the book of Revelation, an ancient Christian Apocalypse written by John, are examined with a focus on the emotional language of the prayers and prayer preludes contained in this literature. Both texts were composed in the first-century of the Common Era, a time when most people exposed to literature heard the content as it was recited. The emotive language in these writings could potentially arouse similar emotions in the readers or hearers of these texts, allowing the person to have access to the divine experiences, which are described by the seer in 4 Ezra and are expressed by the angelic choir in John’s Apocalypse. Prior to examining the prayers, Prayer as Divine Experience will describe the neurological processes that cause a person to mirror the emotions expressed by another individual, thereby prompting an imitation of the experience that is perceived.
How do children learn--or learn about--music? How do national cultures and education systems affect children's musical learning?Combining information, analysis and evaluation from fifteen countries, Musical Development and Learning answers these questions. This unique survey, written by an international team of experts, not only provides a global perspective on musical education and development but also a comparative framework designed to enable teachers, parents and researchers to learn from practice and policy in other countries.
Since the publication of the first edition of Chemistry of Protein Conjugation and Cross-Linking in 1991, new cross-linking reagents, notably multifunctional cross-linkers, have been developed and synthesized. The completion of the human genome project has opened a new area for studying nucleic acid and protein interactions using nucleic acid cross
A Teacher's Guide to Classroom Research 5E is a great 'one-stop' guide for trainee or qualified teachers looking to undertake classroom research. Through its friendly, supportive and authoritative approach, A Teacher's Guide to Classroom Research 5E tackles the big issues and questions of education research and offers a clear framework for doing classroom research. The updated fifth edition retains all the features that have made it so popular over the past thirty years - such as a rich range of insightful case studies demonstrating successful classroom research in practice - whilst offering expanded coverage of research methods and techniques. Key features include: How to get started on classroom research The principles and methods of classroom research for professional learning Interpreting and analyzing data Reporting classroom research Linking to teaching and learning Whether you are a trainee teacher undertaking some form of classroom-based research as an essential element of your teacher training course, or a qualified teacher doing research to explore and improve your practice, this classic and seminal text guides and supports you throughout the entire process from initial research idea to final dissemination.
This book looks at the failure of educational reform efforts to impact on the learning and performance of students due to misguided action based on a number of myths associated with school reform which remain prevalent in education.
Irrigated agriculture produces about 40% of all food and fibre on about 16% of all cropped land. As such, irrigated agriculture is a productive user of resources; both in terms of yield per cropped area and in yield per volume of water consumed. Many irrigation projects, however, use (divert or withdraw) much more water than consumed by the crop. The non-consumed fraction of the water may cause a variety of undesirable effects ranging from water-logging and salinity within the irrigated area to downstram water pollution. This book discusses all components of the water balance of an irrigated area; evapotranspiration (Ch.2), effective precipitation (Ch.3) and capillary rise from the groundwater table (Ch.4). Chapter 5 then combines all components into a water management strategy that balances actual evapotranspiration (and thus crop yield) with the groundwater balance of the irrigated area (for a substainable environment). Chapter 6 presents CRIWAR 3.0, a simulation program that combines all water balance components into a single simulation procedure. The chapter describes the use of the CRIWAR software for developing water requirement tables and other useful information based on the selected water management strategy. This version greatly expands upon the capabilities of previously published programs.
This book explains the anatomy and physiology of cartilage tissue in an integrated way. The emphasis is on how cartilage tissue functions and maintains homeostasis in a challenging mechanical environment. Supported by hundreds of references, the book posts new hypotheses explaining how cartilage adapts and achieves homeostasis in vivo, and tests them against available data. This exploratory approach creates a sense of discovery that the reader can join, or perhaps test themselves through their own research. The main benefit will be obtained by research students and professors looking to understand the deeper concepts that will further their own research, or clinicians (including health professionals and surgeons) who want to gain a deeper physiological understanding of cartilage tissue, which can then serve as a basis for more rational clinical decision-making they need to make on a daily basis. To help bridge the gap between basic science and clinically relevant joint disease, applications and interpretations of key physiological concepts are discussed in the context of osteoarthritis at the end of most chapters.
′This cutting-edge publication is drawn on international research and practice, and undoubtedly encourages reflection and personal development. The authors are experts in the field of education leadership and management.′ - Professor Raj Mestry, University of Johannesburg The Third Edition of this successful and respected book covers leadership and management of people at all levels in educational organisations. It contains up-to-date research and literature, covering the entire spectrum of educational institutions. This new and revised edition: deals with issues such as succession planning, leadership development and diversity has an enhanced focus on international trends, examples and research acknowledges the changing English context, including the shift to system leadership, academies and free schools covers changes in Scotland, Wales and Northern Ireland The book will be of great interest to postgraduate students, researchers and academics; candidates on professional leadership qualifications; middle and senior managers, and aspiring leaders in schools and colleges. Tony Bush is Professor of Educational Leadership at the University of Warwick, UK and Visiting Professor at the University of the Witwatersrand, South Africa. David Middlewood is a Research Fellow at The University of Warwick.
This text represents the experiences from six English speaking countries in the field of school development planning. There are chapters discussing staff development, quality reviews and school organization and effectiveness.
As societies continue to set educational goals that are, on current performance, beyond the capacity of the system to deliver, strategies for enhancing student learning through school and classroom intervention have become increasingly important. Yet, as David Hopkins argues in his book, many of the educational initiatives recently developed under the umbrella of school improvement are inadequate or unhelpful. Simply blaming teachers and delegating financial responsibility, he maintains, has little positive impact on classroom practice. This is the bleak context within which school improvement has to operate today. School Improvement for Real offers a genuine alternative: a strategy for educational change that focuses on student achievement by modifying classroom practice and adapting the management arrangements within the school to support teaching and learning. It outlines an approach to school improvement that has a medium term, systemic orientation, providing both principles and suggestions for better practice. The author's experience in the field of school improvement ensures that the text is informed by a practical wisdom that is so often lacking from the more typical managerial texts on improvement and effectiveness.
This text 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.
The authors cover the overall approach to leading and managing staff in educational organizations, including common topics which are essential to those who lead and manage, at all levels in the organization.
In this study, first published in 1985, the author explores the construction of educational ideologies and assesses to what extent they are put into practice by the teachers. He examines the ‘politics’ of education within the school; the extent to which the head teacher, as the bureaucratic authority in the school, seeks to impose his or her own views and the degree to which teachers see themselves as possessing professional autonomy. The study also pays attention to status differentiation within the education of the working class and explores the educational consequences of ethnic and gender status group membership. This title will be of interest to sociology and education.
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