Education has a long tradition of opening itself up to new ideas and new ideas are what Working with Foucault in Education is all about. The book introduces readers to the scholarly work of Michel Foucault at a level that it neither too demanding not too superficial.
This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.
This comprehensive and easy-to-use book supports postgraduate researchers in the early stages of their project. Written in an engaging and accessible style, it helps readers to clarify what they want to research and how to conduct that research. Each chapter covers a key stage in the process, from selecting an appropriate research topic and developing a working research question through to assimilating and evaluating relevant literature. It then guides researchers through the process of writing a literature review, selecting a research methodology and creating a research proposal. This invaluable guide is ideal for PhD and Masters students alike and will equip them with the skills needed to get their research project underway
This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived ‘crisis’ been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.
This book explores the history of higher education in Thailand, and the ways in which excellence and equity have played out over time. Classed as a developing country, Thailand has implemented wide-reaching legislative and regulatory responses relating to the purpose, character of and access to higher education. The authors investigate these changes by interrogating the mechanisms and reciprocities that have operated at the international level to trigger this decision making, and acknowledge that these changes have often run up against long-standing cultural norms and ideologies. Thailand has a highly stratified society, and maintains a strong commitment to the preservation of Thai identity and traditional values: tensions and pressures are likely to arise when history, culture and ideology are not aligned with political decree. Importantly, the push and pull between equity and excellence within the education system are likely to lie at the heart of those tensions.
This text demystifies the doctoral research process and provides readers with a better understanding of the processes, conventions and expectations involved. It recognises the challenges faced by students and proposes practical solutions to common problems. Early chapters provide an overview of the research process and key decisions that will need to be made. Subsequent chapters give guidance on refining a research topic, developing a proposal, carrying out research and writing the thesis. Each chapter is enlivened by case studies which focus on real students' experiences of the different stages of doctoral research. This will be an indispensable resource for current and prospective doctoral students of all subject areas.
Effective teaching is a combination of technical skills and knowledge but good teachers also need to understand how children learn and how they can most effectively be taught. Engaging Primary Children in Mathematics explores the various strategies for engaging children in mathematical learning in the light of theory and practice and is designed to talk straight to the teacher/student about their classroom approach to the teaching of primary mathematics. The importance of creating a learning environment in which children can learn to be young mathematicians, where they can explore, create and solve problems, cannot be underestimated. Margaret Sangster explores how students and practitioners can develop their practice by reviewing a range of approaches to the teaching of mathematics and the development of those young mathematicians, with examples of thought-provoking activities to inform their own practice.
The best-selling text has been completely revised and revitalised in this fifth edition, with the authors once again encouraging general practitioners, medical students, general physicians and early stage dermatology specialist trainees and interns to relish the unique challenge of diagnosing and treating skin conditions. Clinical Dermatology, 5th edition contains over 400 high quality pictures and diagrams combined with colourful phrases to illustrate and entertain as it teaches. The book has established a reputation as a ‘way of learning’ and as an accessible guide to the subject for the aspiring specialist. Readers are guided through the maze that too often lies between the presenting skin complaint and its final diagnosis and treatment. The authors have skilfully crafted an easily read text with enough detail to clarify the subject, but not enough to obscure it. This fifth edition contains new chapters on non-invasive physical treatment and dermoscopy, and new material on cosmetic dermatology, surgical dermatology, the skin and the psyche, and dermatoses of non-Caucasian skin. The text throughout the book has been updated in line with developments in the science and practice of dermatology. “... brilliantly succeeds in enticing you to look further. The writing is clear, and the joint British-American authorship avoids any parochial views.” From a review of a previous edition in BMJ “...a very well-presented book...an excellent aid for teaching. I recommend this book highly to individuals and departments.” From a review of a previous edition in J Derm Treatment “… provides a good overview of the structure and function of the skin as well as a good foundation for learning dermatology…well organized and includes a chapter dedicated to skin signs of systemic disease which is not covered in the other dermatology primers.” From a review of a previous edition in JAMA
This unique resource offers a general overview of canine body systems and how each system affects the breeding process. Key topics include nutrition, pharmacology, microbiology, parasitology, vaccinations, genetics, and endocrinology, as well as normal anatomy and disorders of the male and female reproductive systems. It provides illustrations which make important information more readily available and provide more accurate representations of actual clinical appearance. Each chapter begins with frequently asked questions and answers, offering quick and easy access to key information, and ends with a “Test Your Understanding” section that encourages readers to review what they have just read and apply it to real-life situations. The book also includes a first aid appendix which offers quick access to information related to various emergencies, and an appendix covering common problems seen in dogs. New in this second edition are an expanded section on genetics, information about alternative therapies such as herbal therapy and acupuncture, and details specifically for veterinary professionals.
Cystic fibrosis (CF), also known as munoviscidosis, is a chronic genetic disease involving the dysfunction of the exocrine glands. This dysfunction is manifested as a deficiency in pancreatic enzymes, accumulation of mucous in airways, and excess salt in sweat. Cystic fibrosis was previously restricted to infancy and childhood but developments in medical treatment and therapy have extended survival considerably. This book includes within its scope research aimed at understanding the genetic linkage in cystic fibrosis, as well as improving the diagnosis and treatment of this disease in both children and adults. Leading-edge scientific research from throughout the world is presented.
This international and authoritative work, which brings together current knowledge in the field of cystic fibrosis, has become established in previous editions as a leading reference in the field. The third edition continues to provide everything that the clinician or allied health professional treating patients with cystic fibrosis will need in a single manageable volume. Thoroughly revised and updated throughout, it reflects the significant advances that have been made in the field since the second edition published in 2000. Cystic Fibrosis evaluates in detail the basic science that underlies the disease and its progression, putting it into a clinical context. Diagnostic and clinical aspects are covered in depth, as are monitoring the condition and the importance of multi-disciplinary care, reflected in the sections into which the new edition has been sub-divided to improve accessibility. Future developments, including novel therapies, are covered in a concluding section. The clinical areas have been much expanded, with the introduction of separate chapters covering sleep, lung mechanics and the work of breathing, upper airway disease, insulin deficiency and diabetes, bone disease, and sexual and reproductive issues. A new section on monitoring discusses the use of databases to improve patient care, and covers monitoring in different age groups, exercise testing and the outcomes of clinical trials in these areas. Separate chapters are devoted to paramedical issues, including nursing, physiotherapy, psychology, and palliative and spiritual care. Throughout, the emphasis is on providing an up-to-date and balanced review of both the clinical and basic sciences aspects of the subject, and to reflect the multi-disciplinary nature of the cystic fibrosis care team. Drawing on the expertise of a team of international specialists from a variety of backgrounds, the third edition of Cystic Fibrosiswill continue to find a broad readership among respiratory physicians, paediatricians, specialist nurses and other health professionals working with patients with cystic fibrosis.
This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived ‘crisis’ been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.
This text demystifies the doctoral research process and provides readers with a better understanding of the processes, conventions and expectations involved. It recognises the challenges faced by students and proposes practical solutions to common problems. Early chapters provide an overview of the research process and key decisions that will need to be made. Subsequent chapters give guidance on refining a research topic, developing a proposal, carrying out research and writing the thesis. Each chapter is enlivened by case studies which focus on real students' experiences of the different stages of doctoral research. This will be an indispensable resource for current and prospective doctoral students of all subject areas.
This comprehensive and easy-to-use book supports postgraduate researchers in the early stages of their project. Written in an engaging and accessible style, it helps readers to clarify what they want to research and how to conduct that research. Each chapter covers a key stage in the process, from selecting an appropriate research topic and developing a working research question through to assimilating and evaluating relevant literature. It then guides researchers through the process of writing a literature review, selecting a research methodology and creating a research proposal. This invaluable guide is ideal for PhD and Masters students alike and will equip them with the skills needed to get their research project underway
This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.
Education has a long tradition of opening itself up to new ideas and new ideas are what Working with Foucault in Education is all about. The book introduces readers to the scholarly work of Michel Foucault at a level that it neither too demanding not too superficial.
This book explores the history of higher education in Thailand, and the ways in which excellence and equity have played out over time. Classed as a developing country, Thailand has implemented wide-reaching legislative and regulatory responses relating to the purpose, character of and access to higher education. The authors investigate these changes by interrogating the mechanisms and reciprocities that have operated at the international level to trigger this decision making, and acknowledge that these changes have often run up against long-standing cultural norms and ideologies. Thailand has a highly stratified society, and maintains a strong commitment to the preservation of Thai identity and traditional values: tensions and pressures are likely to arise when history, culture and ideology are not aligned with political decree. Importantly, the push and pull between equity and excellence within the education system are likely to lie at the heart of those tensions.
In a number of Western nations, concern over literacy and numeracy standards has put huge political pressure on education systems to improve the situation. Here in New Zealand, the government has recently introduced literacy and numeracy standards designed to improve basic skills in these key fields of achievement. What is perhaps less evident is that literacy and numeracy standards have featured prominently in the news over a long period of time - and that news has usually been bad. The authors of this book argue that, despite ongoing concern, there has been little sustained scholarly analysis of the particular social conditions and political dimensions that have driven the intense interest that literacy and numeracy have received over the last 60 years. They observe that, whilst criticism has been relatively continuous, there have been distinct periods of time when criticism peaks. The authors identify three of these: the mid-late 1950s; the late 1970s and the most recent period. Each case study is seen to illustrate how debates over literacy and numeracy standards can be placed within a wider social, political, economic and cultural context. In so doing the authors explore long-standing debates regarding the fundamental purposes of education. ARE OUR STANDARDS SLIPPING? provides a background and context for ongoing discussion.
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