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Dissatisfied with the effects of schooling on children from low-income families, Doreen Grant left her post as head of a secondary school in Liverpool and turned to research for solutions to this perennial social problem. This is a popular account of her involvement with under-privileged Glaswegian parents and children, and her attempt to address the problem of underachievement from the perspective of the home rather than the educational establishment. Combining the theory of international scholars such as Brofenbrenner, Bruner, Donaldson and Freire with practical experience, Doreen Grant indicates the improvements in children’s active learning when parents participate fully in the process of education. Learning Relations, first published in 1989, describes the creation of a coherent learning environment in the inner city: as parents gain confidence in their personal vocation as natural educators, it becomes clear that they are not only willing but fully capable of improving their children’s chances of success.
Over the past few decades, relationships between social workers and the media have become increasingly challenging. Social workers feel aggrieved by media reporting of their profession and believe that journalists lack sufficient knowledge and experience of the social services to report matters adequately and sensitively, whilst some journalists have urged social workers to adopt a more proactive public relations strategy. This book, first published in 1991, analyses the causes and consequences of the negative portrayal of social work within the media and considers various ways in which this image might be improved. The authors consider a variety of developments during the 1990s designed to redress imbalances in media reporting and present a more accurate picture of social workers and the people with whom they work. This title remains very relevant in light of the high profile cases related to the social service that continue to feature in the British press, and will be of particular value to students and researchers with an interest in the relationship between the media and social policy.
The nature of the workplace and the workforce has changed rapidly in post-industrial society. Most workers are now facing the need for high levels of preparatory education, retraining for new jobs and the ability to continue learning at work in order to keep up with new developments. The book, first published in 1987, argues that training in the workplace often fails because it is based on conditions that no longer prevail in modern organisations. The mechanistic approach of the behaviourist paradigm, it is argued, views the organisation as a machine and training as the preparation of workers for machine-like work according to their levels in the hierarchy, much as on an assembly line. The humanists’ advocation of collaborative learning has changed but not fundamentally altered this conception. This book will be of interest to students of education and business management.
First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference. The conference theme, ‘Race, Class and Gender’, was not only chosen because of its topicality, but also to provide a framework for debate between educational researchers and teachers. The papers focus on the reproduction of gender relations through education and provide important insights into how this process works, how it is resisted in schools and colleges, and the possibilities for radical intervention. This volume includes three teaching bibliographies on gender and education which were not presented at the conference, but were compiled specially for the book.
Exhibits to the highest degree that commitment to rationality that scheffler is so at pains to argue on bhalf of. No viewpoint is misrepresented: there is meticulous concern to state the issues. -- Philosophical Books
First published in 1990, the Handbook of Educational Ideas and Practices was written for practitioners and students in the field of education and its related services and was designed to appeal to educationists no matter what their nationality. Focusing mainly on compulsory schooling, it provides summaries of the thinking, research findings, and innovatory practices current at the time. However, the book is also careful to present a complete picture of education and therefore includes a separate section for education beyond school which covers pre-school level, post-secondary level, and adult and continuing education. There are also other chapters dealing with aspects of organization, curriculum, and teaching in various forms of tertiary education. Indeed, each topic has been discussed by an acknowledged expert writing in sufficient detail in order to resist trivialization.
First published in 1954, East-West Passage is a detailed study of the literary relationship between Russia and the West. Divided into two parts, the book focuses both on specific literary connections, as well as on broader social and political considerations. It traces the gradual increase in awareness of Russian literature in England and the United States through the nineteenth and twentieth centuries, and considers the material that emerged in response, such as doctoral dissertations and critical essays. The volume highlights changes in literary tastes over the years, and explores in detail Russia’s influence on the West. East-West Passage is ideal for those with an interest in the history of literature, as well as social and cultural history.
Focusing on the interplay between domestic-level changes and region-wide interaction, this book provides a comprehensive analytical and theoretical survey of Iranian foreign relations in the Middle East from Antiquity until the Islamic Republic. It charts developments from the earliest regimes in Persia, including the Median kingdom and the Sassanid Empire, through rule by, amongst others, Abbasids, Mongols, Safavids and Qajars, up to the modern states of the Shah and the Islamic Republic. Throughout the author reflects on the enduring factors which have shaped Iran’s relations with the rest of the region, factors such as geography, culture, the belief systems of policy makers, the structures of decision-making and government, and sub-regional systems. Overall, the book provides a deep analysis of Iranian foreign relations in the Middle East over 4,700 years.
First published in 1977, this study offers a comprehensive, systematic and integrated survey of the important relationship between navies and the making and execution of foreign policy. Ken Booth explains the functions navies can perform in both war and peace, the influence they have on particular situations, and how the relevant organisations can affect the character of naval actions. Ultimately, navies are regarded as indispensable instruments of the state by a number of countries, whilst all countries with a coast find some need to threaten a degree of force at sea. This book provides students and academics with the intellectual framework with which to assess the changing character of the navy.