New and experienced teachers working with children with special needs in mainstream or special school settings are increasingly discovering the value of research to inform and improve their teaching. This highly accessible text features: · identification of the key research issues which relate to different aspects of SEN and inclusion · guidance on how to carry out research in order to enhance teaching and learning for children whose progress is causing concern · explanations of a range of approaches to research, including empirical studies of individuals, groups and institutions with children, parents, teachers and other professionals · advice on how to use and disseminate research findings The authors support their basic guidance with a variety of examples of published research and they offer a framework and practical suggestions for planning and carrying out school-based investigations with different purposes in mind. This text will be relevant to teachers and SENCOs, and to mentors and tutors in their supporting role.
Research Methods for Educational Dialogue provides an overview of the range of possibilities for researching various forms of educational dialogue, underpinned by a coherent theoretical foundation. The authors, Kershner, Hennessy, Wegerif and Ahmed offer an integrated understanding of different methodological approaches in this fast-growing area of education. The book includes critical discussion of a variety of methods for investigating the characteristics and quality of dialogues for individuals and groups of participants in different educational contexts. These include student-student, teacher-student and wider professional dialogues, conducted face-to-face, online or mediated by classroom technologies. The authors argue for the integration of ethical and methodological principles, and consider the potential for innovative research methods that are dialogic in themselves. Including chapter commentaries from invited experts in the field, authentic research examples and a glossary of terms, this is essential reading for anyone looking to research in the area of educational dialogue.
Progressive era settlements actively sought urban reform, but they also functioned as missionaries for the "American Way", which often called for religious conversion of immigrants and frequently was intolerant of cultural pluralism. Ruth Hutchinson Crocker examines the programs, personnel, and philosophy of seven settlements in Indianapolis and Gary, Indiana, creating a vivid picture of operations that strove for social order even as they created new social services. The author reconnects social work history to labor history and to the history of immigrants, blacks, and women. She shows how the settlements' vision of reform for working-class women concentrated on "restoring home life" rather than on women's rights. She also argues that, while individual settlement leaders such as Jane Addams were racial progressives, the settlement movement took shape within a context of deepening racial segregation. Settlements, Crocker says, were part of a wider movement to discipline and modernize a racially and ethnically heterogeneous work force. How they translated their goals into programs for immigrants, blacks, and the native born is woven into a study that will be of interest to students of social history and progressivism, as well as social work.
Praise for Time for Peace Ruth Fishel has been sharing words of wisdom for many years. Truly, if we all took her at her word, this would be a far different world to share. I recommend that you give this book a place on your shelf and in your heart. Karen Casey, PhD, Author, Each Day a New Beginning, Change Your Mind and Your Life Will Follow, and 52 Ways to Live a Course in Miracles Despite the hectic, ever-changing nature of todays world, author Ruth Fishel believes that mindful, peaceful living is within reach. In Time for Peace, she offers an inspiring collection of daily meditations, one for each day of the year, focused on cultivating peace worldwide. Through powerful, stimulating, inspirational thoughts, quotes, and affirmations and inclusion of experiences and revelations from her own life, Fishel demonstrates that inner peace can extend to world peace when enough people adopt an attitude of mindfulness and peacefulness. She communicates that when one carries the intention to be mindful and accepting of each moment, it spreads the serenity to others, reverberating peace throughout the universe. Time for Peace presents a daily guide to inner peace. Filled with Fishels inspiring, uplifting reflections on mindful living, this devotional shares the idea that thought, prayer, and meditation can end the horrors of war and bring about peace for all.
Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: who should decide the curriculum, its aims and its values the extent to which issues in primary education swing back and forth Subjects versus thematic organisation, stages and phases, progression, breadth and balance prescription versus teacher autonomy the key features of effective classroom practice strategies for assessing the whole curriculum how language in the classroom influences curriculum design understanding curricula in the context of children’s social and personal circumstances creativity, curriculum and the classroom. Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.
This bold and original book examines in detail a relatively new genre of film--the erotic thriller. Linda Ruth Williams traces the genre's exploitation of pornography and noir, discusses mainstream stars (including Michael Douglas and Sharon Stone) as well as genre-branded direct-to-video stars, charts the work of key producers and directors, and considers home videos as a distinct form of viewing pleasure. She maps the history of the genre, analyzing hundreds of movies from blockbusters such as Basic Instinct, Fatal Attraction, and In the Cut to straight-to-video film titles such as Carnal Crimes, Sins of Desire, and Night Eyes. Williams's witty and illuminating readings tell the story of this sensational genre and contribute to the analysis of mainstream screen sex--and its censorship--at the beginning of the 21st century. She shows that as the erotic thriller plays out the sexual fantasies of contemporary America, it also provides a vehicle for marketing those fantasies globally.
This essential core textbook provides an approachable and extensive introduction to film theory, written by two highly experienced senior lecturers. Bringing a fresh, contemporary and accessible approach to what is often perceived to be a challenging and old-fashioned area of film studies that requires time and effort to grasp, the text illustrates why theory is important and demonstrates how it can be applied in a meaningful way. The book's sixteen chapters are clear and comprehensive and provide an insight into the main areas of debate, using clear definitions and explaining complex ideas succinctly. The ideal entry point for any student studying film, the book is designed for use on courses on film theory on undergraduate and postgraduate degree programmes within film, cinema, media and cultural studies. New to this Edition: - An expanded introduction, plus a new chapter looking at Adaptation - Contemporary case studies exploring popular and topical films, such as The Hunger Games (2012), Blue is the Warmest Colour (2013) and The Lego Movie (2014) - An expanded introduction, plus a new chapter looking at Adaptation - Additional genre-based case study on the British Gangster film - Additional actor-basedcase study on Ryan Gosling - A greater focus throughout on the relevance of film theory to students undertaking practical film degrees and units
This is a comprehensive introduction to post-classical American film. Covering American cinema since 1960, the text looks at both Hollywood and non-mainstream cinema.
1 This book is the product of a one-year project conducted by the Hastings Center, Institute of Society, Ethics and the Life Sciences, during 1976-1977. The Behavior Control Research Group-an ongoing, interdisciplinary working group com posed of philosophers, psychiatrists, psychologists, social sci entists, and lawyers-met four times over the course of the year with special consultants with expertise in the field of mental retardation. At those meetings, participants gave in formal presentations, which were followed by group discus sion. As the project progressed, formal papers were delivered and subjected to further critical commentary. This volume, in two related parts, represents the deliberations of the group as a whole, and then offers individual papers prepared by some scholars in order to give a sense of the kind of specific arguments on which the general conclusions were based. We undertook the project to examine: (1) questions of competence and consent; and (2) the practical implications, lThe project, entitled "Ethical Issues in the Care and Treatment of the Mildly Mentally Retarded," was supported by the EVI5T program of the National Science Foundation under Grant No. 05576-14793. Any Opinions, findings, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation. ix x PREFACE in terms of care and treatment, that evolve from differing definitions and models applied to mental retardation.
This is an exhaustive reference volume to the thousands of songs, songwriters and performers in 1,460 American and British films (musical and nonmusical) since the advent of the talkie in 1928. Listed alphabetically by film title, each entry provides full production information on the movie, including the country of origin, year of release, running time, director, musical director, musical score, studio, producer, orchestra or bands featured, music backup, vocalist, (dubber who sang on the soundtrack), and performers. Each song title in the main entry is followed by the name of the performer, lyricist, composer, and, when appropriate, arranger.
Yellowstone Cougars examines the effect of wolf restoration on the cougar population in Yellowstone National Park—one of the largest national parks in the American West. No other study has ever specifically addressed the theoretical and practical aspects of competition between large carnivores in North America. The authors provide a thorough analysis of cougar ecology, how they interact with and are influenced by wolves—their main competitor—and how this knowledge informs management and conservation of both species across the West. Of practical importance, Yellowstone Cougars addresses the management and conservation of multiple carnivores in increasingly human-dominated landscapes. The authors move beyond a single-species approach to cougar management and conservation to one that considers multiple species, which was impossible to untangle before wolf reestablishment in the Yellowstone area provided biologists with this research opportunity. Yellowstone Cougars provides objective scientific data at the forefront of understanding cougars and large carnivore community structure and management issues in the Greater Yellowstone Ecosystem, as well as in other areas where wolves and cougars are reestablishing. Intended for an audience of scientists, wildlife managers, conservationists, and academics, the book also sets a theoretical precedent for writing about competition between carnivorous mammals.
Published as part of the 20th anniversary of Earth Day, here is a comprehensive, action-oriented look at our changing environment and what we can do to protect and enhance our natural resources. Photographs and line drawings.
Research Methods for Educational Dialogue provides an overview of the range of possibilities for researching various forms of educational dialogue, underpinned by a coherent theoretical foundation. The authors, Kershner, Hennessy, Wegerif and Ahmed offer an integrated understanding of different methodological approaches in this fast-growing area of education. The book includes critical discussion of a variety of methods for investigating the characteristics and quality of dialogues for individuals and groups of participants in different educational contexts. These include student-student, teacher-student and wider professional dialogues, conducted face-to-face, online or mediated by classroom technologies. The authors argue for the integration of ethical and methodological principles, and consider the potential for innovative research methods that are dialogic in themselves. Including chapter commentaries from invited experts in the field, authentic research examples and a glossary of terms, this is essential reading for anyone looking to research in the area of educational dialogue.
New and experienced teachers working with children with special needs in mainstream or special school settings are increasingly discovering the value of research to inform and improve their teaching. This highly accessible text features: · identification of the key research issues which relate to different aspects of SEN and inclusion · guidance on how to carry out research in order to enhance teaching and learning for children whose progress is causing concern · explanations of a range of approaches to research, including empirical studies of individuals, groups and institutions with children, parents, teachers and other professionals · advice on how to use and disseminate research findings The authors support their basic guidance with a variety of examples of published research and they offer a framework and practical suggestions for planning and carrying out school-based investigations with different purposes in mind. This text will be relevant to teachers and SENCOs, and to mentors and tutors in their supporting role.
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