Carol Evans

A guide for working moms and their employers shares firsthand accounts of women who are successfully balancing the demands of a career with parenthood, drawing on the expertise of Working Mother magazine to propose strategies for overcoming key obstacles. 50,000 first printing.

The Working Mothers' Manifesto

This is how We Do it

Maria Kozhevnikov

This book highlights important discussions occurring within the styles field that have direct relevance for the development of effective twenty-first century learning environments. Styles research in this context is used as an umbrella term to encompass cognitive styles, learning styles, and approaches to learning, as well as student and teacher beliefs and conceptions of learning and teaching. Styles have the capacity to influence instruction in the ways that an educator chooses to design and deliver the curriculum. However, the potential of styles to inform teaching and learning, and vice-versa remains under-explored. Furthermore, the frequent misuse and misinterpretation of styles has led to over simplistic assumptions and practices including the labelling of learners as one style or another and the focus on matching mode of instruction to style of learner. A fundamental challenge, therefore, remains the dissemination of clear guidance on the effective ways of using styles research in practice; this is the core aim of the Education, Learning, Styles, Individual differences Network, whose members have contributed chapters to this book. The volume provides a major contribution to the knowledge base on enhancing the application of styles research to practice within both educational and workplace settings and is of considerable value to those involved in the design and delivery of effective learning environments within higher education. Relationships between styles variables and other individual learning differences are considered across a range of subject domains (medicine, science, teacher education) and cultural contexts. The key themes discussed include the potential of constructivist environments to effect change in learning behaviours; the notion of deep approaches to learning; relationships between approaches to learning and self-regulated learning; the varied learning and teaching responses of students/teachers to specific constructivist interventions including the identification of specific patterns of responses that are characteristic of highlighted groups; relationships between conceptions and approaches to learning and teaching This book was originally published as a special issue of Research Papers in Education.

Exploring approaches to teaching and learning

Styles of Practice in Higher Education

Michael Waring

What is meant by pedagogy? How does our conception of pedagogy inform good teaching and learning? Pedagogy is a complex concept of which student and practising teachers need to have an understanding, yet there remain many ambiguities about what the term means, and how it informs learning in the classroom. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning. It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment, and relationships inside and outside the classroom. A detailed consideration of what it means to be a professional in the contemporary climate, Understanding Pedagogy challenges student and practising teachers to reappraise their understanding and practice through effectively linking theory and practice. Key issues explored include the importance of understanding a learning styles profile, the application of cognitive neuroscience to teaching, personalised learning, assessment and feedback, and what we mean by critical reflection. Using the Personal Learning Styles Pedagogy, the authors make explicit the integration of theory and practice and the many decisions and selections that teachers make, their implications for what is being taught and learnt, how learners are positioned in the pedagogical process, and ultimately, how learning can be improved. Understanding Pedagogy will be essential reading for student and practising teachers, as well those on Education Studies courses and undertaking masters level courses, involved in the endeavour of understanding what constitutes effective teaching and learning.

Developing a critical approach to teaching and learning

Understanding Pedagogy

Gerda Christensen

In TROLL PETER'S ADVENTURES BOOK 4, Troll Peter and his family are busy at Troll Hill, preparing for winter. However, the little troll boy is sad that the summer is over. But then something exciting happens. He is allowed to go with his father to a farm outside the moor to get supplies for their Midwinter Feast. Of course, it's done at night time when the farmer sleeps. There Troll Peter meets Nissen, the friendly Barn Gnome. He lives in the hayloft of the farm, but comes down at night to take care of the barn animals, so they can thrive well. Then on their way home over the moor, Troll Peter also comes to know a mysterious little fellow, called Willy Wisp. - In the end of the story the troll family is having a good time, celebrating the shortest day of the year with a yule log crackling in the fireplace. And after dinner they climb to stand on top of Troll Hill, just to enjoy the stillness of the moor. It's a special moment. It's Midwinter Eve and the snow is falling, soft and white out of the dark sky.

Carol Evans

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