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Misconceptions in Primary Science 3e - Michael Allen - Bog - Open University Press - Plusbog.dk

Misconceptions in Primary Science 3e - Michael Allen - Bog - Open University Press - Plusbog.dk

The updated edition of this bestselling book is for the teacher who wants support and practical advice to recognize and deal with the common misconceptions encountered in the primary science classroom. Michael Allen describes over 100 common misconceptions and their potential origins. In addition to background theoretical and research material, he offers creative activities to help you grasp the underlying scientific concepts and bring them to life in the classroom, as well as practical strategies to improve pupil learning. This easy to navigate and friendly guide is a superb toolkit to support you as you teach or prepare to teach in the primary school, irrespective of your training route.

DKK 348.00
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Behaving Together in the Classroom: A Teacher's Guide to Nurturing Behaviour - Sarah Dove - Bog - Open University Press - Plusbog.dk

Behaving Together in the Classroom: A Teacher's Guide to Nurturing Behaviour - Sarah Dove - Bog - Open University Press - Plusbog.dk

Behaving Together provides teachers with frameworks and processes to help them identify, understand and support the issues children bring to the classroom. Using a clear five step formula, the book explores the perspectives of children, to guide teachers as they support them within the school environment.The book explores the nature of emotional health and well-being and the real implications of this on the way children are seen to act within the school. Rather than punishing unwanted behaviour, the book begins with the assumption that behaviour is our innate form of communication, that should be supported rather than controlled. It recognises the network of relationships within a school’s community and provides helpful resources to support a child’s inclusion in school life, including: • Case studies highlighting the potential complexities of children’s lives• Perspectives on a range of educational contexts, including Pupil Referral Units and schools outside the mainstream• Clear definitions explaining common technical or medical jargon • Reflection points to develop teaching practice and confidenceBehaving Together is a key reflective tool for teachers and those interested in the pastoral care of children. "This book is full of practical strategies outlining collaborative approaches to supporting positive behaviours." Cath Kitchen, BSc, MSc, NPQH, NLE, CEO of The Skylark Partnership "Reading it would make any mainstream teacher a better professional. I felt cleansed by it." Phil Beadle, Teacher and Author "Drawing on her substantial experience of working in Pupil Referral Units and Alternative Provision, Sarah Dove provides a helpful and wide-ranging overview of the factors - personal and organisational - that can affect pupils'' behaviour." Steve Waters Founder and Director: Teach Well Alliance Sarah Dove is an experienced educator and industry leader with over eighteen years of teaching experience. Her specialist experience in Pupil Referral Units, in-patient psychiatric services, care homes and hospital schools has enabled her to support mainstream schools and local authorities to support children and reduce exclusions. Behaving Together in the Classroom has been shortlisted for the NASEN Award for Publication and the BESA Educational Book Award!

DKK 274.00
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Understanding Stepfamilies: A practical guide for professionals working with blended families - Lisa Doodson - Bog - Open University Press -

Understanding Stepfamilies: A practical guide for professionals working with blended families - Lisa Doodson - Bog - Open University Press -

Despite the growing number of stepfamilies, and the recognition that they experience unique difficulties related to their complex family dynamics, there is very little support available to them. In this practical, evidence-based guide Lisa Doodson offers a valuable resource for professionals working with stepfamilies, giving insight into their unique nature and guidance on how to provide more effective support and advice. In addition to the wealth of research and knowledge that the book shares, there are a range of case studies which illustrate issues that the different types of stepfamilies frequently face. Each chapter also contains practical tools and exercises that professionals can use with their clients to help facilitate change in the family unit, as well as interventions including mediation and group workshops, and more traditional counselling techniques. Understanding Stepfamilies is a must have resource for counsellors and therapists, social workers, local authorities, charities and teaching professionals working with stepfamilies. "In the ever increasing world of step, or blended, families, there is nevertheless an under-resourced field of tailored therapeutic support available. This book provides a comprehensive and solutions focused guide for all professionals seeking to understand the complexities and requirements of working with stepfamilies ... This book is without doubt an invaluable, well researched and authoritative ‘how to’ guide to working with stepfamilies in a therapeutic setting." Journal of Psychotherapy and Counselling Psychology Reflections, January 2017 issue

DKK 307.00
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Urban Youth and Schooling - Heather Mendick - Bog - Open University Press - Plusbog.dk

Urban Youth and Schooling - Heather Mendick - Bog - Open University Press - Plusbog.dk

- - How can we understand the educational disengagement of urban, working-class young people? - - What role do schools and education policies play in these young people’s difficult relationships with education? - - How might schools help to support and engage urban youth? This book critically engages with contemporary notions of ''at risk'' youth. It explores the complexity of urban young people''s relationships with education and schooling and discusses strategies for addressing these issues. Drawing on a two year study of urban 14-16 year olds, educational professionals and parents, the book focuses in depth on the views and experiences of ethnically diverse young Londoners who had been identified by their schools as ''at risk of dropping out of education'' and as ''unlikely to progress into post-16 education''. It provides an informative and accessible overview of the key issues, debates and theoretical frameworks. It is important reading for school leaders, teachers and learning support assistants as well as trainee teachers and educational researchers.

DKK 329.00
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Informing Transitions in the Early Years - Aline Wendy Dunlop - Bog - Open University Press - Plusbog.dk

Informing Transitions in the Early Years - Aline Wendy Dunlop - Bog - Open University Press - Plusbog.dk

An increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. Contributors examine issues such as: - Parental involvement in the transition to school - Children''s voices on the transition to primary school - - The construction of identity in the early years Readers will be able to draw support, guidance and inspiration from the different writers to scaffold their own thinking and development in relation to children’s transitions. Ample opportunities are offered for readers to gain confidence and competence in dealing with the range of people involved in transitions, and to the benefit of everyone, not least the children, whose ‘transitions capital’ will grow. Informing Transitions in the Early Years is essential reading for early years students, practitioners, policy makers and researchers.

DKK 335.00
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Teaching Young Children: Choices in Theory and Practice - Gillian Williams - Bog - Open University Press - Plusbog.dk

Teaching Young Children: Choices in Theory and Practice - Gillian Williams - Bog - Open University Press - Plusbog.dk

This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children''s learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding. The strategies selected are derived from the best current research knowledge about how young children learn. A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings. Vignettes and examples show how early childhood staff use the techniques to support children''s learning and help to bring the discussion of each technique to life. Revised and updated in light of the latest research, new features include: * Coverage of the phonics debate * Addition of ICT content * Questions for further discussion * Revision to the chapter on problem solving * Updated referencing throughout Teaching Young Children is key reading for students and experienced early childhood staff working in diverse settings with young children.

DKK 316.00
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Behaviour matters in Early Years Settings Pedagogical principles and practice - Theodorou Papatheodorou - Bog - Open University Press - Plusbog.dk

Behaviour matters in Early Years Settings Pedagogical principles and practice - Theodorou Papatheodorou - Bog - Open University Press - Plusbog.dk

This book is for all educators working or aspiring to work with young children in early years educational settings. The book specifically addresses the behaviour of young children, 3-8 years-old attending nursery and reception classes and early grades of primary school. It illustrates pedagogical principles and practices that are informed by theories and key ideas from various fields of study (such as social, developmental and cognitive psychology; neuroscience; pedagogy; philosophy) and are anchored in the UN Convention on the Rights of the Child. By reading this book you will have a better understanding of the pedagogical implications of issues such as: • educators’ awareness of own attitudes and values • the contextual factors that influence young children’s behaviour and the affective and cognitive processes that shape children’s emotional and social world • the importance of defining behaviour on continuum of strength and need rather than on binary dimensions and the challenges encountered in labelling and defining behaviour • current trends in behaviours reported as being (or perceived as being) challenging/disruptive, and the potential impact of educational factors for such reports• creating enabling environments for positive behaviours, beyond notions of discipline and behaviour management • use of statutory requirements and relevant tools for planning evidence-based support • enabling young children’s voice and participation, though the Life Space Review, for planning support • enabling and developing respectful and trustful collaboration with parents and with other professionals • devising and implementing evidence-based individual behaviour support plans • considering the merits and limitations of rewards systems and some well-established intervention programmes • the use of story-playing as a framework for promoting emotional well-being• reflecting on own professional learning and practice

DKK 241.00
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Supporting Transitions in the Early Years - Liz Brooker - Bog - Open University Press - Plusbog.dk

Supporting Transitions in the Early Years - Liz Brooker - Bog - Open University Press - Plusbog.dk

"The text is wide-ranging and discusses different approaches and examples of good practice in supporting transition, from around the world. ... Supporting Transitions in the Early Years gives early years practitioners a real insight into the theory that should underpin high quality everyday practice for everyone engaging with young children." Early Years Update Supporting Transitions in the Early Years explores the whole range of early childhood transitions, rather than simply looking at starting school or pre-school. It helps parents, practitioners, policy-makers and Early Years students at every level, to understand and support the successive transitions made by young children from birth to five. Starting from a discussion of the rapid pace of change in current societies, and children''s need to acquire flexibility and resilience in adapting to change, it offers examples of transitions such as: Babies and toddlers moving into under-3s care Pre-schoolers moving into school Reception children moving into formal learning classrooms Support for the transitions of children with English as an additional language or special needs At each stage, individual case studies are discussed in relation to relevant theories of development and learning, and contemporary perspectives on children''s well-being and children''s rights. The international case studies offer clear examples of the ways that adults in high-quality settings can work together with parents to strengthen children''s positive dispositions. The book highlights key qualities - resilience, resourcefulness and reciprocity - which adults should seek to foster in children, to facilitate their current transitions and prepare them for a future of change. The author also underlines the importance of listening to children from birth onwards, if we are to offer the kind of caring and educative environments that will best support their well-being.

DKK 264.00
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Developing Professional Practice in the Early Years - Maureen Lee - Bog - Open University Press - Plusbog.dk

Developing Professional Practice in the Early Years - Maureen Lee - Bog - Open University Press - Plusbog.dk

Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes. The book recognises the important contribution that early years education and care can make to children’s future outcomes. It can be read in-depth or dipped into when need arises. Each chapter will help the reader to engage with challenging concepts and ideas which underpin early childhood policy and practice. Strong practical elements to the book aim to support the application of learning to high quality practice with young children. The generic term ‘early childhood professional’ is used throughout the book to encompass the diversity of roles within early childhood practice. The book aims to support the reader to critically consider the complexity of ‘being professional’ in contemporary early childhood practice by providing a strong theoretical and practice-based framework of the role and context of the early childhood professional. Key features of the book include: • Reflective tasks to support critical thinking about key aspects of professional practice • Case studies to enable the reader to learn from stories and situations about real professionals and their practice • Positive Practice Impact (PPI) boxes to provide specific examples of good professional practice in early childhood. Each chapter of this essential text concludes by signposting further reading – book chapters, journal articles, websites – to build greater depth of knowledge and extend the reader’s understanding of early childhood theory and practice.

DKK 278.00
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Becoming an Early Years Teacher: From Birth to Five Years - Jessica Johnson - Bog - Open University Press - Plusbog.dk

Becoming an Early Years Teacher: From Birth to Five Years - Jessica Johnson - Bog - Open University Press - Plusbog.dk

This book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers'' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage. Offering comprehensive coverage of theories of early learning and child development, this book: - Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher - Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity - Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children - Includes practical examples and case studies to support reflection and inspire you to creative positive learning opportunities for babies and young children Importantly, the book concludes with valuable guidance on gathering assessment evidence of your personal practice, as well as demonstrating the ability to lead and support early years provision from birth to five years. This is an essential book to support all trainees in developing their role and skills as an Early Years Teacher. Contributors: Kelly Cooper, Fiona Dearman, Jo Elsey, Jessica Johnson, Daryl Maisey, Angela Maxey, Joanne McKibbin, Yasmin Mukadam, Vicky Mummery, Gemma Pawson, Denise Salter, Laltiha Sivalingam, Helen Sutherland. "Authoritative, scholarly and grounded in practice, this is surely destined to become the must-have practical handbook for all those seeking Early Years Teacher status." Geoff Taggart, Lecturer in Early Years, University of Reading, UK " Becoming an Early Years Teacher will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility ." Soraya Goni, HE Award Leader Childhood Studies, Kirklees College, UK "I am delighted to recommend this comprehensive, challenging and accessible power-pack of a book, which deserves to become essential reading for all Early Years Teachers in training and equally for those engaged in studying on Early Childhood Studies degrees." Penny Holland, Early Childhood Consultant "This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. It is a very good book that I would recommend to all Early Years Teacher Status students." Tricia Johnson, Retired Lecturer in Early Years, UK

DKK 335.00
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Essential Primary Mathematics - Caroline Rickard - Bog - Open University Press - Plusbog.dk

Essential Primary Mathematics - Caroline Rickard - Bog - Open University Press - Plusbog.dk

If you are teaching or learning to teach primary mathematics, this is the toolkit to support you! Not only does it cover the essential knowledge and understanding that you and your pupils need to know, it also offers 176 great ideas for teaching primary mathematics - adaptable for use within different areas of mathematics and for different ages and abilities. Tackling children’s misconceptions in each topic area and differentiation through open-ended tasks and elements of choice, the book encourages you to think deeply about the teaching of the primary mathematics curriculum. The classroom activities, which are simple to resource and use, support you in meeting the Teachers’ Standards securely and encourage children to: - Think deeply about mathematics and to challenge themselves - Develop mathematical independence - Engage in mathematical talk - Work collaboratively with others to further understanding Whether you are just getting started in your teaching career or more experienced you will find a wealth of innovative activities to support you in teaching primary mathematics in effective and creative ways. "This book is an absolute must for every primary teacher. The perfect blend of subject knowledge, common misconceptions, pupil activities and self-assessment questions will support all those who are feeling slightly less than confident about teaching a mathematical topic." Sue Davis, Primary PGCE Course Leader and Lecturer in Mathematics Education, University of Leicester, UK "This book has the conversational style of an excellent mentor and/or tutor of primary mathematics. It offers advice and guidance on how to be an effective teacher of mathematics whilst still drawing the reader’s attention to the importance of developing good subject knowledge, and how this can be addressed . This is an all encompassing text for any student or teacher of mathematics and will feature on my highly recommended reading list." Paula Stone, Senior Lecturer Primary Education (Mathematics), Canterbury Christ Church University, UK "This book is ideal for student and practicing teachers alike. This book stands out from other texts I have used as there is an extremely helpful section at the end of each chapter which provides suggested classroom activities with associated learning objectives for each area of mathematics. As a final year student, I only wish this book had been available to me at the beginning of my course!" Shelley Rogers, Student Teacher, University of Chichester, UK "This book approaches the teaching of primary mathematics with a clear ethos, which is explained in the first chapter and then pervades all the suggestions and discussions which follow. The author’s experience of having taught and observed hundreds of mathematics lessons is distilled into the essence of primary mathematics teaching." Dr Marcus Witt, Senior Lecturer in Primary and Early Years Mathematics Education, University of the West of England, UK

DKK 316.00
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Person Centred Practice for Professionals - Jeanette Thompson - Bog - Open University Press - Plusbog.dk

Person Centred Practice for Professionals - Jeanette Thompson - Bog - Open University Press - Plusbog.dk

This valuable text offers a range of practical, person centred and evidence based approaches to tackling challenges faced by professionals working with people with learning disabilities. It helps the reader to analyze issues relating to person centred practice and citizenship and considers the implications of this key government initiative for health and social care professionals. The authors aim to support professionals in working through this changing agenda, whilst identifying the interface between their own professional practice and person centred approaches to working with people who have a learning disability. The book includes well referenced practical approaches to the subject area, alongside creative and innovative thinking. In addition, the book also: - - Explores the historical context of learning disability services and how this has contributed to the development of person centred services - - Introduces a range of practical person centred thinking tools that can be readily used within professional practice - - Contains a model to inform the delivery and integration of person centred practice within professional practice - - Considers the contribution of a range of different professional roles to the person centred and self directed support approach - - Evaluates the relevance of person centred thinking and planning to people from different cultural backgrounds and those undergoing the transition from adolescence to adulthood Person Centred Practice for Professionals is key reading for students, academics and professionals working or training to work with people with learning disabilities.

DKK 320.00
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Understanding Childrens Mathematical Graphics: Beginnings in Play - Maulfry Worthington - Bog - Open University Press - Plusbog.dk

Understanding Childrens Mathematical Graphics: Beginnings in Play - Maulfry Worthington - Bog - Open University Press - Plusbog.dk

This book challenges traditional beliefs and practices of teaching ''written'' mathematics in early childhood. It gives theoretical underpinnings and offers exciting insights and context to children''s early mathematical thinking and in particular into children''s mathematical graphics, showing how this supports their understanding of the abstract symbolic language of mathematics. Drawing on a wide range of examples, it illustrates and explains how children explore and communicate their mathematical thinking through their mathematical graphics, and how this begins in play. The book looks at the power of children''s own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. The authors explore the relationship between children''s play and meaning making. Rather than viewing mathematics as a separate subject or as a set of basic ''skills'' to be transmitted, they demonstrate that in supportive learning cultures children develop their own mathematical thinking to solve problems. Key features include: - - Numerous new examples and case studies of children from birth to 6 years,highlighting the complexity and richness of children''s thinking - - Explanation of pedagogical issues - showing how they can support rich play and mathematics - - Draws on the authors'' latest research This book is valuable reading for students, teachers, primary mathematics coordinators'' and all early years'' professionals working in the Early Years Foundation Stage and Key Stage One.

DKK 307.00
1

Special Educational Needs, Inclusion and Diversity, 4e - Dunsmuir - Bog - Open University Press - Plusbog.dk

Special Educational Needs, Inclusion and Diversity, 4e - Dunsmuir - Bog - Open University Press - Plusbog.dk

“This new edition of an indispensable textbook… covers a huge range of topics illustrated by case studies and practical activities. It will enable schools to navigate through the complex challenges they meet on a daily basis, making education both inclusive and effective for all.” Uta Frith, Emeritus Professor in Cognitive Development, University College London, UK “This updated edition of an already essential text is a must read for anyone with an interest in special educational needs, inclusion and diversity in education. It is thoroughly researched, accessibly written, and strikes the perfect balance between emphases on theory, research, policy and practice throughout.” Neil Humphrey, Sarah Fielden Professor of Psychology of Education, University of Manchester, UKSpecial Educational Needs, Inclusion and Diversity has established itself as the textbook on special educational needs and disabilities (SEND). This new edition retains the considered balance between theory, research and practice, written in an accessible, user-friendly style.The fourth edition contains key updates in response to changes in the field, including developments in national policy and ways of thinking about SEND. There is a focus on reducing inequalities and enhancing inclusion to ensure relevance to working within diverse communities. Up-to-date psychological and educational methods are examined in the book to support assessment and evidence-based intervention with children and young people.Key features include:• The increasingly diverse SEND approaches across England, Wales, Scotland and Ireland, within an international context• Identification, assessment and intervention strategies for those with SEND aged from 0-25 years• Extensive exploration of current developments, in particular within autism, mental health, mathematics and sensory needs• A focus on professional ethics, parental support for learning and person-centred practices• Case studies and learning activities to reflect contemporary best practiceSpecial Educational Needs, Inclusion and Diversity is a comprehensive guide for educational professionals to support them in maximising inclusion while recognising and supporting diversity.Sandra Dunsmuir is Professor of Educational and Child Psychology at University College London, UK. Tony Cline is Honorary Research Fellow with the Educational Psychology Group at University College London, UK. Norah Frederickson is Emeritus Professor of Educational Psychology at University College London, UK.

DKK 385.00
1

Supporting Maths & English in Post-14 Education & Training - Jo Ann Delaney - Bog - Open University Press - Plusbog.dk

Supporting Maths & English in Post-14 Education & Training - Jo Ann Delaney - Bog - Open University Press - Plusbog.dk

This book offers a practical solution to the challenges trainee teachers and practising teachers face when asked to address English and maths across the further education curriculum. Aimed firmly at non-specialist teachers of English and maths, each chapter has activities to raise your own awareness of English or maths concepts, as well as examples of activities that you can use in your teaching to ensure English and maths are appropriately embedded. Key features include: • Accessible explanations of English and maths concepts to support both you and your learners • Tasks to get you thinking about the general principles of embedding English and maths • Specific ideas for embedding English and maths in a range of vocational subject contexts • Tips and ideas for your lessons • General advice together with “Dos and don’ts” • Helpful commentaries about suggested teacher activities • Recommendations for further reading If you are training to teach in the education and training sector, this book offers a number of tasks and activities to help you address English and maths in your subject area and is an excellent resource to support the planning and teaching of your subject. "These experts in English and Maths have ensured that their advice is well conceived and carefully explained but also that it is practical. Written with enthusiasm and flair, this book is valuable and very welcome." Professor Kevin Orr, School of Education and Professional Development, University of Huddersfield, UK "From reading aloud to pronunciation on the one hand; and from measurement and data handling on the other, the authors present workable strategies, ideas and exercises that are easy to use. Jargon-free and user-friendly, this book offers valuable insights and ideas." Dr Rebecca Eliahoo, Principal Lecturer (Lifelong Learning), University of Westminster, UK "The book has helpful embedding ideas and reminders throughout and the reflection and practice tasks would be very useful for trainee teachers or for vocational teachers working on their own or with colleagues to develop their awareness of English and maths.For non-specialists in both English and maths it is particularly challenging to embed these skills, and this book will go a long way to helping those teachers support their students." NATECLA News, Spring 2017, Issue 113

DKK 297.00
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Mastering Teaching: Thriving as an Early Career Teacher - Moira Hulme - Bog - Open University Press - Plusbog.dk

Mastering Teaching: Thriving as an Early Career Teacher - Moira Hulme - Bog - Open University Press - Plusbog.dk

This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers’ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators of professional learning in schools, this book is an essential resource for teacher CPD.“An excellent addition to the thinking educator’s bookshelf.” Dr David Waugh, Professor of Education, Durham University “The distinctive challenges facing Early Career Teachers are identified and addressed with a clear focus on developing the adaptive expertise which is the foundation and sustenance of success in this demanding profession.” Professor Linda Clarke, Ulster University “This is a book that is sorely needed to support the flourishing of teachers during the demanding early stages of their careers.” Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational Research Association (2013-15) “Mastering Teaching is a core, comprehensive, credible and cutting-edge introduction to early career teacher learning.” Dr Beth Dickson, University of Glasgow Moira Hulme is Professor of Teacher Education at Manchester Metropolitan University, UK. She has extensive experience as a teacher, teacher educator and educational researcher. Rebecca Smith is Headteacher of Sale Grammar School, Manchester, UK. She is an experienced leader who has worked across diverse settings to support teacher development to enable every child to fulfil their potential. Rachel O’Sullivan is Senior Lecturer in the School of Teacher Education, Manchester Metropolitan University, UK. Rachel taught secondary P.E. and was a subject lead, pastoral lead and Assistant Head before moving to her current role.

DKK 246.00
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Developing Teacher Assessment - Gordon Stobart - Bog - Open University Press - Plusbog.dk

Developing Teacher Assessment - Gordon Stobart - Bog - Open University Press - Plusbog.dk

"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning." Professor Mary James, University of Cambridge, UK. This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion. The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including ''teaching to the test'' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?" There is coverage of key professional learning dimensions including: - - The purposes of assessment - - The need for evidence to support innovation - - The process and steps to develop new practice - - Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them. This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

DKK 292.00
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Developing Multiprofessional Teamwork for Integrated Children's Services: Research, Policy, Practice - Nick Frost - Bog - Open University Press -

Developing Multiprofessional Teamwork for Integrated Children's Services: Research, Policy, Practice - Nick Frost - Bog - Open University Press -

This popular and bestselling book provides an important practical resource for all professionals engaged with planning, implementing and evaluating multi-professional teamwork and practice in children''s services. This new third edition builds on the success of earlier editions, retaining its classic chapters of enduring value while incorporating some fresh new content. Four new chapters - chosen to highlight and consider contemporary new developments in the field - explore safeguarding children; the challenges of information sharing; new integrated approaches to SEN; and multi-agency responses to child sexual exploitation. Combining theoretical perspectives, research evidence from the ''real world'' of children''s services, and reflections on policy and practice, this new edition retains its popular approach and is fully updated to reflect the numerous changes to policy, practice, and research. The book: • Exemplifies what multi-professional work looks like in practice • Examines real dilemmas faced by professionals trying to make it work, and shows how these dilemmas can be resolved • Considers lessons to be learnt, implications for practice and recommendations for making multi-professional practice more effective Featuring helpful guidance, theoretical frameworks and evidence-based insights into practice, this book is a key resource for students studying on a wide range of courses related to children and families, as well as qualified social workers, teachers, support workers in children''s centres, family support workers, health workers, and managers of a range of children and youth services.

DKK 344.00
1

Promoting Positive Behaviour in the Early Years - Karen Morris - Bog - Open University Press - Plusbog.dk

Promoting Positive Behaviour in the Early Years - Karen Morris - Bog - Open University Press - Plusbog.dk

Behaviour remains a key concern for many working or aspiring to work with children and families. Written in a clear and readable style, this book considers theory and recent research on children''s social and emotional development, highlighting the implications for effective practice in promoting positive behaviour. The book encourages you to gain a broad picture of factors underpinning more challenging behaviour and to work positively and sensitively with children and families. By carefully considering the factors which support or undermine the fulfilment of children''s basic psychological needs, fresh light is shed on some children''s behaviour. The approach also generates constructive ways of addressing unmet needs and considers the child''s voice throughout. With an emphasis firmly on finding ways to promote positive behaviour and to equip you with effective strategies to help the child, the book includes: A strong evidence base Case snippets to bring the approach and advice to life A rich range of helpful strategies Consideration of a range of viewpoints, including those of parents and practitioners Links with the Early Years Foundation Stage If you are working or training to work with young children this book has a highly practical emphasis that will help you use theory to devise effective strategies to support children. Karen Morris is Senior Lecturer and Programme Leader for the foundation degree and undergraduate degree in Childhood Studies at the University of Winchester, UK.

DKK 316.00
1

Gender Affirming Therapy: A Guide to What Transgender and Non-Binary Clients Can Teach Us - Michael Beattie - Bog - Open University Press - Plusbog.dk

Gender Affirming Therapy: A Guide to What Transgender and Non-Binary Clients Can Teach Us - Michael Beattie - Bog - Open University Press - Plusbog.dk

“I welcome this book because it reminds therapists to engage deeply in reflexive interrogation of clinical privilege, and to centre the narratives and wisdom of the trans and non-binary people we serve.” Matthew Mills (he, him), President of the British Association of Gender Identity Specialists, Lead Consultant Speech and Language Therapist “This book is compulsory reading for anyone, personally and/or professionally, seeking to support trans and non-binary individuals and community groups.” Dr Paul Simpson (he, him), Lecturer in Sociology, University of Manchester, UK and extensively published in gender and sexuality in later life. "This book is a welcome and much needed resource on Gender Affirmative Therapy to guide therapists and practitioners to ensure best clinical practices when working with gender.” Christiane Sanderson, Independent Counsellor, Author and Educator, London, UKIncreasing numbers of people openly identify as transgender and non-binary and questions of gender identity and diversity are coming up more frequently in psychological therapy. Gender Affirming Therapy takes you on a journey todiscover the inner lives and challenges of gender-diverse people, seeking to spark compassion and build confidence in working with these communities.Assuming no prior knowledge and accessibly written, this book aims to bridge the gap to ensure that more mental health professionals are better prepared to support gender-diverse clients in a way that is effective, ethical and affirmative. Key features of this book include: • ‘In their Own Words’ sections containing interviews directly from transgender and non-binary individuals • Key point summary and reflection boxes • Coverage of new advancements in the field Drawing on research and clinical experience, Gender Affirming Therapy has been devised as an open conversation between colleagues which centres transgender and non-binary individuals as the experts and at the very heart of the book. Laura Scarrone Bonhomme (she/her), is a Consultant Clinical Psychologist who specialises in Gender, Sexual, and Relationship Diversity. She provides assessment, psychotherapy, and training to other professionals through www.affirm.lgbt. Skye Davies (she/they) is a Peer Support Worker at TransPlus, a gender dysphoria service. They also work as a Volunteer Counsellor at Metro, helping LGBTQ+ people. Dr Michael Beattie (he/him) is a Counselling Psychologist in private practice with research interests in the psychology of men and masculinities. In addition to psychotherapy, Michael provides training in Gender, Sexual, and Relationship Diversity through www.affirm.lgbt.

DKK 288.00
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The Student Nurse's Guide to Successful Reflection: Ten Essential Ingredients 2e - Nicola Clarke - Bog - Open University Press - Plusbog.dk

The Student Nurse's Guide to Successful Reflection: Ten Essential Ingredients 2e - Nicola Clarke - Bog - Open University Press - Plusbog.dk

“This book is an engaging and enlightening read. I highly recommend it to all personal tutors, academic advisors and anyone in higher education who guides students to learn more about themselves.” Dr David Grey, UK Advising and Tutoring Association CEO “This book provides a unique, engaging, perspective on successful reflection, which is a welcome addition to the arduous academic textbooks on offer.” Shelley O’Connor, Senior Lecturer in Mental Health Nursing, Liverpool John Moores University, UK “The second edition of this essential book continues to provide practitioners with an accessible and thorough account of reflection’s essential ingredients.” Dr Marc Roberts, Visiting Lecturer, Faculty of Health, Education, and Life Sciences, Birmingham City University, UKThis book is an easy to read, practical guide that will show you what reflection is and how you can do it successfully.Assuming no prior knowledge, this fully revised and updated text utilises the established ten essential ingredients of reflection from the first edition. It builds on this foundation to develop much needed reflective skills with new and updated chapters, enabling you to apply complex reflective theory and become an effective reflective practitioner.In clear and supportive language, Nicola Clarke will equip you with evidence informed understanding and ideas for application to your own situation, and support you to become an emotionally resilient, self-aware individual who can reflect and empower yourself to become the best version of you. This book includes: • Expansion beyond nursing to include those who study any subject in allied health and the related fields where reflection is a requirement. • New chapters exploring what reflection is, reflective writing for academic purpose, guided reflection, and new frameworks to support reflection. • A ‘how to approach’ using exercises for and examples from Health, Education and Life Sciences (HELS) and the everyday – reflection and reflective practice made real. • Authentic, jargon free writing that speaks to and is inclusive of the reader. • Information that will empower you to reflect correctly and inform how you receive, and who you allow to support guided reflection in you. This book is a must-have text for all students of nursing, allied health, social work and all fields where an understanding of self and reflection is required. Dr Nicola Clarke is a senior lecturer and doctoral supervisor for the faculty of Health, Education and Life Sciences (HELS) at Birmingham City University, UK.

DKK 297.00
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The Art and Science of Mental Health Nursing: Principles and Practice - Norman Ian Ryr - Bog - Open University Press - Plusbog.dk

The Art and Science of Mental Health Nursing: Principles and Practice - Norman Ian Ryr - Bog - Open University Press - Plusbog.dk

*Interested in purchasing The Art and Science of Mental Health Nursing as a SmartBook? Visit https://connect2.mheducation.com/join/?c=normanryrie4e to register for access today* This well-established textbook is a must-buy for all mental health nursing students and nurses in registered practice. Comprehensive and broad, it explores how mental health nursing has a positive impact on the lives of people with mental health difficulties. Several features help you get the most out of each chapter and apply theory to practice, including: • Personal Stories : Provide insight into the experience of mental health difficulties from the perspective of service users and their carers• Thinking Spaces : Help you reflect on your practice and assess your learning individually and in groups, with further guidance available online• Recommended Resources : Provide additional materials and support to help extend your learning New to this edition: With four brand new chapters plus nine chapters re-written by original authors, key developments in this edition include:• Physical health care of people with mental health problems• Care of people who experience trauma• Promoting mental health and well-being• Support needed by nurses to provide therapeutic care and to derive satisfaction from their work• Innovations in mental health practice ‘The newly revised and updated edition has continued to offer an intelligent and readable text that offers a great deal to both students and those undertaking continuous professional development … This edition continues to offer “thinking spaces” that encourage the reader to reflect upon and consider what they have learned in a most practical way. I wholeheartedly recommend this book and continue to be impressed with its high standards of presentation and scholarship’ . Emeritus Professor Tony Butterworth CBE, Chair, Foundation of Nursing Studies, Vice Chair RCN Foundation, UK ‘ It is a pleasure to open this book and to see the comprehensive range of information and evidence based guidance in relation to effective practice in nursing. Even If you only buy one professional book this year make it this one!’ Baroness Watkins of Tavistock; Crossbench Peer, PhD and RN (Adult and Mental Health), UK ‘ The importance of the teaching within this book cannot be underestimated … The book is written by credible and respected practitioners and will support mental health nurses to practice from the best evidence available today working from and with the human condition’. Beverley Murphy, Director of Nursing, South London and Maudsley NHS Foundation Trust

DKK 420.00
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Counselling In Criminal Justice - Williams - Bog - Open University Press - Plusbog.dk

Counselling In Criminal Justice - Williams - Bog - Open University Press - Plusbog.dk

This book describes the many settings in which counselling is used with offenders, victims of crime, and criminal justice professionals under stress. It reviews the political pressures which have both limited and encouraged the growth of counselling in criminal justice settings. Using case material, it explores the dilemmas - and the opportunities - for counsellors in criminal justice.Counselling in Criminal Justice will be of interest to volunteers and professionals in the probation service, the prison service, the churches, and the voluntary sector. It draws upon research and experience of Victim Support, Rape Crisis and Generic Counselling as well as practical experience of statutory criminal justice agencies. It is also designed to assist counsellors dealing with the courts, the police and the prison and probation services for the first time.''

DKK 294.00
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LISTENING TO STEPHEN READ - Kathy Hall - Bog - Open University Press - Plusbog.dk

LISTENING TO STEPHEN READ - Kathy Hall - Bog - Open University Press - Plusbog.dk

“In this interesting, informative and accessible book Kathy Hall takes you on a journey of exploration and discovery and succeeds in challenging the reader’s own stance on the teaching, not only of reading, but also of literacy as a whole.… an excellent, thought-provoking book which empowers the reader to critically reassess their own practice and will have a positive effect in many classrooms” British Journal of Educational Studies * How do different reading experts interpret evidence about one child as a reader?* What perspectives can be brought to bear on reading in the classroom?* How can a rich notion of literacy be promoted in the regular primary classroom?In this book Kathy Hall invites you to extend your perspective on reading by considering the responses of well known reading scholars (e.g. Barbara Comber, Henrietta Dombey, Laura Huxford and David Wray) to evidence of one child as a reader. Reading evidence from eight-year-old Stephen, who is ''under-achieving'' in reading, together with the suggestions of various experts about how his teacher could support him provide a vehicle for discussing different perspectives on reading in the primary classroom. The various approaches to literacy analysed include psycho-linguistic, cognitive-psychological, socio-cultural and socio-political. The book aims to guide your choice of teaching strategies and to support your rationale for those choices. Acknowledging the complexity and the richness of the field of research on literacy, the book demonstrates the futility of searching for a single right method of literacy development. Rather we should search for multiple perspectives, guided by the diverse needs of learners.

DKK 307.00
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Teaching to Avoid Plagiarism: How to Promote Good Source Use - Diane Pecorari - Bog - Open University Press - Plusbog.dk

Teaching to Avoid Plagiarism: How to Promote Good Source Use - Diane Pecorari - Bog - Open University Press - Plusbog.dk

Plagiarism is a serious problem in higher education, and one that the majority of university teachers have encountered. This book provides the skills and resources that university teachers and learning and development support staff need in order to tackle it. As a complex issue that requires thoughtful and sensitive handling, plagiarism simply cannot be addressed by warnings; detection software and punishment alone. Teaching to Avoid Plagiarism focuses on prevention rather than punishment and promotes a proactive, rather than reactive, approach to dealing with the issue. Topics covered in this book include: - The causes of plagiarism - How universities currently deal with plagiarism - How teachers can support students in effective source use - The role of technology - Issues for second language writers and international students Drawing on her teaching experience as well as her academic research, Diane Pecorari offers a unique insight into this pervasive problem as well as practical advice on how to promote good source use to students and help them to avoid plagiarism. With a series of activities to help readers solidify their grasp of the approaches advised in the book, Teaching to Avoid Plagiarism is an essential guide for anyone in a student-facing role who wants to handle plagiarism more effectively. "Diane Pecorari’s book provides practical examples and activities on handling plagiarism blended with research-based findings. It is useful for teachers wanting to improve their understanding and practices in managing plagiarism, but also student advisors and academic support skills staff who deal with issues of academic integrity. This book makes a unique contribution to the field of plagiarism management as its structure affords direct professional development opportunities." Dr Wendy Sutherland-Smith, School of Psychology, Faculty of Health, Deakin University, Australia "Teaching to Avoid Plagiarism successfully turns attention away from the detection and punishment of plagiarism and focuses instead on understanding and prevention through the promotion of good source use." Maggie Charles, Oxford University Language Centre "Diane Pecorari’s insightful research and scholarship on plagiarism is used to excellent effect in this book which advocates a proactive rather than reactive approach to the difficulties faced by students in learning how to integrate their source texts." Dr Ann Hewings, Director, Centre for Language and Communication, The Open University "As stated by Diane Pecorari in the first sentence of this excellent volume, ''plagiarism is a problem in our universities''. The volume demonstrates clearly how teachers and students can deal with this ''problem'' by developing a better understanding of the phenomenon, on the one hand, and developing specific skills in dealing with it, on the other." Professor John Flowerdew, City University of Hong Kong

DKK 354.00
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