This is a pratical handbook for all those who wish to offer high quality learning opportunities to adults with learning difficulties. It stresses the quality of provision throughout, and is illustrated by many examples of good practice from all areas of curiculum and delivery.

Presents a view of the growth of science in which language-linked systems of interpretation are gradually built up by scientific communities. It argues that teaching is necessarily a word-rich process of persuasion.

This book gives teachers and students a better understanding of the thinking of young adolescent pupils in science lessons and indicates the difficulties such pupils have in understanding the more abstract or formal ideas with which they are presented.

Introducing critical thinking, this book looks at general ways in which people can be helped to become critical thinkers, and also reviews opportunities for developing critical thinking in specific contexts.

This book examines ways in which beliefs and values interact with science and science teaching. It looks at some of the spiritual, moral, social and cultural contexts within which science has developed and considers how these factors can affect the choice of scientific theory.

Presents a gendered analysis of third world politics. This book uses a wide definition of the political to examine 'high politics' and political activity at the grassroots. It focuses on women's organizations. It also examines the impact of policy and politics on gender relations and on various groups of women.

Explores how boys learn to be men in schools while policing their own and others' sexuality. This book focuses on the students' confusions and contradictions in their gendered experiences and upon how schools produce, through the official and hidden curriculum, a range of masculinities which young men come to inhabit.

How are 'race' and racism implicated in education policy and practice? What does effective antiracism look like in practice? How can teachers and school students be encouraged to think critically about their racialized assumptions and actions? This book debates on 'race' and racism in education.

Gives an in-depth treatment of the major issues, theories and findings in language understanding. This work introduces a representative selection of different research methods and the reader is encouraged, by means of activities and self-assessment questions, to become an active participant in cognitive psychology.

The book features a model which helps to create successful mentoring-coaching activity in education and sets out a clear path along which to proceed. It describes appropriate behaviours and includes examples of questions that might be used.

This book provides an exploration of the social policies and practices of the Blair and Brown-led Labour governments in relation to families, children and young people in the United Kingdom.

The initial selection of a management consultancy and the subsequent evaluation of the quality of service they deliver are inherently problematic. Timothy Clark examines how these problems can be overcome through the active management of the client-consultant relationship. At the core of successful consultancy is the art of impression management.

Lesley Abbott and her team of contributors identify and explore high quality work (and what shapes it) in early-years education. Each chapter is based around a case study, each one tackling a different issue: the curriculum, play, assessment, roles and relationships, special needs, partnerships with parents and equal opportunities.

This book gives a wide picture of the diversity of counselling services available to young people, with special focus on schools and young people's counselling services. It is illustrated throughout with case material, examples of good practice and new initiatives and also gives theoretical models for counselling young people.

Offers practical strategies and programmes for mentoring in the context of work on intelligent skill development, professional thinking and learning, counselling and helping strategies, and the nature and assistance of teaching competence.