This is the first comprehensive study of plantations in Ireland during the years 1580-1650. It examines the arguments advanced by successive political figures for a plantation policy, and the responses that this policy elicited from different segments of the population in Ireland.
"Language Policy is a comprehensive and authoritative contribution to the field. It deals with all of the complexity and challenges of conducting research in LP while never losing sight of the fact that an important goal of LPP research is to promote social justice. The book provides a detailed analysis of the history of the field, research methods, examples of model projects, as well as critiques and limitations of methods and theories. In the end, this is a masterful account of an important field of scholarly inquiry rendered in clear accessible prose.
How do children, individually and collectively, make meanings of their learning experiences? • How can teachers become aware of children's meaning making on an ongoing basis? • Is it possible and useful to create an integrated theory of student learning? • How can classroom research enhance critical understandings of the situated nature of learning and teaching, while taking into account the systemic and educational policy contexts? • How do differences, such as class, race, culture, gender and sexualities, interact with student learning? These are just some of the questions this book grapples with.
This accessible introduction to the history of early childhood education emphasises the role of history and philosophy in early childhood practice today. Firmly grounded in current policy from across the UK, the text features a series of imagined conversations with key figures and pioneers, which exemplify various philosophical positions in early childhood. This second edition has been fully updated and revised in line with recent policy changes, and contains new and updated biographies of key pioneers as well as three brand new conversations with historical figures.
Workplace Learning in Teacher Education: International Practice and Policy
This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision.
