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The Humanities Bookstore offers for sale second-hand, new, academic and antiquarian books on the Humanities and Social Sciences and other subjects.
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Russell, Josephine
This book examines moral responsiveness and thinking in a mixed gender class of primary school children, and offers a theoretical perspective on children's ability to think together about morality in a community of enquiry and on related issues of pedagogy. It tracks development in children's moral awareness, looking at gains and losses from middle to late childhood, and focuses on cognitive skills, notions of moral rectitude, and interpersonal relationships and friendship. The study demonstrates how, through participation in a community of enquiry such as 'Thinking Time - Philosophy with Children' (children sit in a circle, engaging in dialogue, with the teacher as facilitator), children become more thoughtful and develop respect and responsiveness as well as other traits of character that are central to democratic citizenship. The author analyses children's thinking in response to a wide range of content, on issues of justice, freedom and responsibility, rights and duties, inclusiveness, and friendship. Gender differences are also examined. With the increasing emphasis on education for citizenship in the school curriculum comes an awareness that 'children's voice' and 'agency' need to be respected and promoted. Social Personal and Health Education, Values Education, and Education for Citizenship are becoming more critical in an environment where there is a sense of crisis and concern about the fabric of democratic society. In presenting a new paradigm - research with rather than on children, entering into their life-world which their teacher shares - the author demonstrates the potential of children to reflect in a concerned way on issues that concern them and society as a whole. 239pp.
Sussex Academic Press, 2008, Cloth/Laminated Boards, Book Condition: Like New, Jacket Condition: No d/j as Published. Reprint. . 8vo - over 7" - 9" tall.
ISBN: 9781845191757
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Inventory #20757
Price: £ 25.00 GBP ($ 32.58 approx. - € 27.63 approx.)
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Woolnough, Brian E.
EX LIBRARY.One library stamp,adhesive label to base of spine.Science teaching in schools is often criticized, especially by older students, for being too prescribed, too impersonal, too lacking in opportunity for personal judgement and creativity. Science has become reduced to a series of small, apparently trivial activities and pieces of knowledge, unrelated to the world in which the students are growing up, and inhibiting to their developing personalities and aspirations. And yet, despite the pressures of national curriculum and examination syllabuses, science in schools can be, and often is, much more exciting and stimulating than that. This book celebrates such science teaching, and the qualities of the teachers who produce it, and argues that doing science should be a holistic not a reductionist activity, involving the affective as well as the cognitive aspects of a student's life. We should be concerned not only with what students know and can do, but also with whether they want to do it. Furthermore, Brian Woolnough argues that the best form of effective science teaching is through student research projects, in which students take a problem of personal concern to themselves and tackle it, worry at it, persevere in it and, meeting its challenges, produce their own solution. Such involvement in genuine scientific activity is, it is argued, not only possible in schools but essential if school science can do justice to our students and to the scientific enterprise itself.
Open University Press, 1994, Paperback, Book Condition: Good, Jacket Condition: No d/j as Published. First Edition. Ex Library. 8vo - over 7" - 9" tall.
ISBN: 0335191339
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Inventory #28945
Price: £ 7.50 GBP ($ 9.77 approx. - € 8.29 approx.)
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More, Charles
This book aims to provide a balanced picture by setting Cheltenham in a national context. It deals with the colleges' institutional development and Evangelical links, with development of the curriculum and the practical training given from the days of the Master of Method onwards and with the communal life of the colleges in sport and societies. Illustrated with occasional b/w photographs. 206pp.Very faint white flek marks towards top of front cover otherwise a very nice copy.
The Hambledon Press, 1992, Cloth, Book Condition: Good/Very Good, Jacket Condition: Very Good. First Edition. D/J in Protective Wrapper. 8vo - over 7" - 9" tall.
ISBN: 1852850779
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Inventory #10088
Price: £ 5.00 GBP ($ 6.52 approx. - € 5.53 approx.)
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Edited By Berka,Walter;de Groof,Jan and Penneman,Hilde
The push towards greater autonomy is one of the three main trends in every modern educational policy, alongside quality assurance and quality evaluation techniques and the need to devote attention to special - and often disadvantaged - target groups. It is, however, difficult to derive a unified concept of "autonomy" from the comparative indicators which are published on a regular basis and it has emerged that there are significant differences depending on the specific area and the administrative organization of education in the country in question. During the discussions of the annual Congress of the European Association for Education Law and Policy (ELA) in Salzburg (1998) it was apparent that autonomy has to be considered in its various applications. Autonomy for school boards is realised through management, administrative mechanisms, management of staff and pedagogical options. Autonomy of administration requires competence, the willingness to establish an autonomous administration and awareness of each party's responsibility in the educational process. The contents of this Yearbook are an answer to the question of how legislatures are responding to the trend towards greater responsibility, decentralization and autonomy. It is an overview of the efforts made by the Member States of the European Union to apply the principle of subsidiarity. 448pp.N.B.Slight fade mark to base of spine.
Kluwer Law International, 2000, Cloth/Laminated Boards, Book Condition: Like New, Jacket Condition: No d/j as Published. . . 8vo - over 7" - 9" tall.
ISBN: 9041113118
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Inventory #14727
Price: £ 70.00 GBP ($ 91.21 approx. - € 77.35 approx.)
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Nesbitt, Eleanor
This book has been written for teachers, teacher trainers and their students, and others working with children and young people. It provides a valuable resource for those engaged in religious studies and South Asian studies, comprising a rich library of data relevant to current debates in these fields. Drawing on field studies of children of South Asian and other backgrounds in Britain, Nesbitt argues the value to schools of teachers adopting an ethnographic approach in intercultural education. Examples from primary, secondary and higher education demonstrate the urgent need for teachers and others to be better informed of cultural diversity and to understand the interconnections between ethnographic studies, pastoral care, the curriculum, and international events. "Intercultural Education" examines a wide variety of issues, including spirituality, identity formation, the ways in which 'beliefs' and 'practices' are represented, stereotyping communities, being a Christian at school, and the role of caste. The book contains Practical Guidelines for teachers, as well as a Glossary, covering pastoral care, racism, liaison with parents, recognising the diversity of language, etc. 204pp.
Sussex Academic Press, 2004, Paperback, Book Condition: New, Jacket Condition: No d/j as Published. First Paperback Edition. . 8vo - over 7" - 9" tall.
ISBN: 1845190343
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Inventory #20752
Price: £ 12.50 GBP ($ 16.29 approx. - € 13.81 approx.)
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