Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.” Sir Jim Rose, CBE “The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.” Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy “Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.” Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
Who are NHS middle managers? What do they do, and why and how do they do it’? This book explores the daily realities of working life for middle managers in the UK’s National Health Service during a time of radical change and disruption to the entire edifice of publicly-funded healthcare. It is an empirical critique of the movement towards a healthcare model based around HMO-type providers such as Kaiser Permanente and United Health. Although this model is well-known internationally, many believe it to be financially and ethically questionable, and often far from 'best practice' when it comes to patient care. Drawing on immersive ethnographic research based on four case studies – an Acute Hospital Trust, an Ambulance Trust, a Mental Health Trust, and a Primary Care Trust – this book provides an in-depth critical appraisal of the everyday experiences of a range of managers working in the NHS. It describes exactly what NHS managers do and explains how their roles are changing and the types of challenges they face. The analysis explains how many NHS junior and middle managers are themselves clinicians to some extent, with hybrid roles as simultaneously nurse and manager, midwife and manager, or paramedic and manager. While commonly working in ‘back office’ functions, NHS middle managers are also just as likely to be working very close to or actually on the front lines of patient care. Despite the problems they regularly face from organizational restructuring, cost control and demands for accountability, the authors demonstrate that NHS managers – in their various guises – play critical, yet undervalued, institutional roles. Depicting the darker sides of organizational change, this text is a sociological exploration of the daily struggle for work dignity of a complex, widely denigrated, and largely misunderstood group of public servants trying to do their best under extremely trying circumstances. It is essential reading for academics, students, and practitioners interested in health management and policy, organisational change, public sector management, and the NHS more broadly.
The Contract of Carriage: Multimodal Transport and Unimodal Regulation provides a new perspective on how to approach the question of multimodal transport regulation regarding liability for goods carried. Unlike previous literature, which has approached the issue of applicability from a strict interpretation-of-the-convention angle, this book will analyse the issue from a law of contracts perspective. If goods are damaged during international transport, the carrier’s liability is governed by rules laid down in international conventions, such as the CMR convention, the Hague–Visby Rules and the Montreal Convention. Such rules apply to certain modes of transport, to contracts for unimodal carriage. When goods are carried under a multimodal contract of carriage, which provides for carriage by more than one mode of transport, the question is whether these rules are applicable to transport under multimodal contracts of carriage. This book investigates the rules of carrier’s liability applicable to unimodal transport, and whether these rules are applicable to carriage under multimodal contracts of carriage, with focus on the actual contract of carriage. This unique text will be of great interest to students, academics, industry professionals, and legal practitioners alike.
This conversation-based approach accelerates language acquisition for EL students and advances academics and social–emotional learning for all. The authors present a research-based pedagogical model to help K–12 teachers modify the way they plan and implement their lessons to better support the linguistic, cognitive, and social–emotional development of culturally and linguistically diverse students. “The authors remind us that we are working too hard in our roles as providers of knowledge and literacy. Rather, a focus on collaborative interactions among students better enables their autonomy, mutual learning, and self-directed paths to meaning and knowledge. The teacher onus is reduced, yet students’ ownership and confidence are bolstered in more socioconstructive and effectual ways. This work is a must read for all educators!” —Socorro G. Herrera, Kansas State University and author of Accelerating Literacy for Diverse Learners “Describes a system of classroom practice that centers on discourse-rich pedagogies. This book makes an important contribution to the growing field of culturally and linguistically sustaining instructional strategies.” —Cory Buxton, College of Education, Oregon State University “The authors’ detailed model for achieving ‘joint productive activity’ transforms the mysterious alchemy of ‘great teaching’ into a thoughtful, collaborative, and mindful process all teachers can use to engage students in learning.” —Betsy R. Rymes, Penn Graduate School of Education
Until now, research has given us only a limited understanding of how managers actually make sense of and apply management knowledge; how networks of interaction amongst managers help or hinder processes of knowledge diffusion and the sharing of best practice; and how these processes are all influenced both by the organisations in which managers act and by the professional communities of practice they belong to. Managing Modern Healthcare fills these important gaps in our understanding by drawing upon an in-depth study of management networks and practice in three healthcare organisations in the UK. It draws from the primary research a number of important and grounded lessons about how management networks develop and influence the spread of management knowledge and practice; how management training and development relates to the needs of managers facing challenging conditions; and how those conditions are themselves shaping the nature of management in healthcare. This book reveals how managers in practice are responding to the many contemporary challenges facing healthcare (and the NHS in particular) and how they are able or not to effectively exploit sources of knowledge, learning and best practice through the networks of practice they engage in to improve healthcare delivery and healthcare organisational performance. Managing Modern Healthcare makes a number of important theoretical contributions as well as practical recommendations. The theoretical and empirical contributions the book makes relate to wider work on networks and networking, management knowledge, situated learning/communities of practice, professionalization/professional identity and healthcare management more generally. The practical contribution comes in the form of recommendations for healthcare management practitioners and policy makers that are intended to impact upon and help enhance healthcare management delivery and performance.
Integrating complementary treatment options with traditional veterinary practice is a growing trend in veterinary medicine. Veterinarians and clients alike have an interest in expanding treatment options to include alternative approaches such as Western and Chinese Herbal Medicine, Acupuncture, Nano-Pharmacology, Homotoxicology, and Therapeutic Nutrition along with conventional medicine. Integrating Complementary Medicine into Veterinary Practice introduces and familiarizes veterinarians with the terminology and procedures of these complementary treatment modalities in a traditional clinical format that facilitates the easy integration of these methods into established veterinary practices.
Restorative justice is a concept which could have significant implications for both the law and social regulation. In this book, the authors give an insight to how the introduction of these techniques has been received in the Republic of Ireland, shedding light on what could be the key to developing new responses to crime.
By 2030, 20 percent of the world's drivers, 60 million in all, will be over the age of 65. Consequently, safe and efficient mobility for older adults is a complex and pressing issue. Maintaining Safe Mobility in an Aging Society addresses the complexities surrounding the booming number of aging drivers and practical solutions for sustaining safe tr
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