The Supernatural in Tudor and Stuart England reflects upon the boundaries between the natural and the otherworldly in early modern England as they were understood by the people of the time. The book places supernatural beliefs and events in the context of the English Reformation to show how early modern people reacted to the world of unseen spirits and magical influences. It sets out the conceptual foundations of early modern encounters with the supernatural, and shows how occult beliefs penetrated almost every aspect of life.

This volume offers a description of early modern habits of writing and reading, of publication and stage performance, and of political and religious writing. An introduction to early modern English literature for students and general readers. Considers the ways in which early modern writers construct the past, recover and adapt classical genres, write about people and places, and tackle religious and secular controversies. Illustrated with a profusion of excerpts from early modern texts. Writers represented include More, Erasmus, Spenser, Marlowe, Shakespeare, Donne, and Milton, as well as less well known authors.

Revenge tragedies are filled with trial scenes, miscarriages of justice and untrustworthy evidence, yet this is the first study to explore how the revenge plays of Kyd, Shakespeare and others critically engage with their legal system. Featuring groups of citizens taking the law into their own hands, revenge tragedies stage a participatory justice of their own, which problematises the progress of English common law during this crucial phase of English legal history.

This survey of the state of the art on research in early algebra traces the evolution of a relatively new field of research and teaching practice. With its focus on the younger student, aged from about 6 years up to 12 years, this volume reveals the nature of the research that has been carried out in early algebra and how it has shaped the growth of the field.

Young Children Playing: Relational Approaches to Emotional Learning in Early Childhood Settings

The subject of this book is young children’s emotional-social learning and development within early childhood care and education settings in Aotearoa-New Zealand. The focus on emotional complexity fills a gap in early childhood care and education research where young children are frequently framed narrowly as ‘learners,’ ignoring the importance of emotional functioning and the feelings with which children make sense of themselves and the world. This book draws on original data in the form of narrative-like framed events to creatively illustrate the complexities in children’s diverse ways of feeling, thinking, playing, being, and becoming.