A collection of original essays by scholars from a variety of fields - including American studies, folklore, anthropology, psychology, sociology, and education. Children's Folklore moves beyond traditional social-science views of child development. It reveals the complexity and artistry of interactions among children, challenging stereotypes of simple childhood innocence and conventional explanations of development that privilege sober and sensible adult outcomes. Instead, the play and lore of children is shown to be often disruptive, wayward, and irrational.

This book addresses the problem of how best to evaluate and improve the standard of higher education teaching in a climate of accountability and appraisal. It links educational theory and the practical realities of teaching in an entirely new way. Designed for the use of practising lecturers, it argues that becoming a good teacher in higher education involves listening to one’s students and changing one’s understanding of teaching.

Each chapter in this workbook designed for middle- and high-school students presents well researched, current, readable information on a topic the family, education, entertainment, political life, to name a few.

Reading Work: Literacies in the New Workplace explores changing understandings of literacy and its place in contemporary workplace settings. It points to new questions and dilemmas to consider in planning and teaching workplace education. By taking a social perspective on literacies in the workplace, this book challenges traditional thinking about workplace literacy as functional skills, and enables readers to see the complexity of literacy practices and their embeddedness in culture, knowledge, and action. A mixture of ethnographic studies, analysis, and personal reflections makes these ideas accessible and relevant to a wide range of readers in the fields of adult literacy and language education and helps to bridge the divide between theory and practice in the field of workplace education.

What are the realities behind recent press reports suggesting that women students have taken over higher education, both outnumbering males and academically outperforming them? Does women's development during college diverge from the commonly accepted model of cognitive growth? Does pedagogy in higher education take into account their different ways of knowing? Are there still barriers to women's educational achievement?