Planning Theory has a history of common debates about ideas and practices and is rooted in a critical concern for the 'improvement' of human and environmental well-being, particularly as pursued through interventions which seek to shape environmental conditions and place qualities. The third and final volume in this series covers Contemporary Movements in Planning Theory and topics include communicative practices and the negotiation of meaning, networks, institutions and relations, and the complexity 'turn'. The articles selected represent the most influential and controversial recent work in planning theory and are supplemented by detailed introductions by the editors.
Reviews of 1st edition: - "...A major, carefully argued contribution, which should raise the discourse among planning theorists to a new level - a level reserved for a book that succeeds in the ambitious task of weaving together, into one fabric, theories of planning and theories in planning". - Rachelle Alterman and Tamy Stav, Town Planning Review. - "...[A] visionary and important work..." - A.McArthur, Planning and Design. - "A brilliant exposition of the development of theoretical concepts of planning in the second half of the 20th century." - A. Gilg, Perspectives in Rural Policy and Planning . Spatial and environmental planning is an essential feature of all but the very simplest of societies. Its form and role and the principles on which it should be based, however, have become increasingly controversial questions. In this important book Patsy Healey draws on a wide range of new thinking in social, political and spatial theory to provide a framework for planning which is rooted in the institutional realities of our increasingly fragmented societies but designed to foster communication and collaborative action. The second edition includes a major new chapter assessing recent developments in theory and practice.
This comprehensive guide to continuing professional development (CPD) in the lifelong learning sector (LLS) provides teachers with practical support and guidance alongside development activities. It encourages teachers to reflect on their practice and subsequently shape and develop their teaching in response to the needs of their learners, their institution and local and national priorities. The book emphasises the importance of teachers as professional individuals who are responsible for their own CPD. It also helps senior managers to create a positive environment and 'learning organisation' in which teaching and learning can flourish. The book sets the context for CPD and: Offers an understanding of the CPD process and the need for undertaking reflective practice Meets the needs of new teachers, trainers and tutors in the sector Considers CPD for teaching and learning and subject-specific CPD Provides an introduction to action research and case studies of research into teaching and learning in the sector Accessible to anyone who is working, or training to work, in the LLS, this book will provide practical suggestions, ideas and activities to stimulate activities and research.
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