Martin Davies brings together contributors from a range of universities and practice backgrounds to provide incisive perspectives on this complex field. One half of a unique duet of texts, this book explores the issues within policy, law, theory and research, which will define practice for the next generation of child and family social workers.

Written specifically for education practitioners, An Introduction to Educational Research: Connecting Methods to Practice approaches research methods from a practice-first perspective that aligns research with professional experiences and identifies the tools and resources readers can use when conducting their own research. Throughout the book, the authors illuminate complex research concepts using problems of practice confronting educators to help readers make meaningful connections with key concepts and research practices.

This volume collects contributions written by different experts in honor of Prof. Jaime Muñoz Masqué. It covers a wide variety of research topics, from differential geometry to algebra, but particularly focuses on the geometric formulation of variational calculus; geometric mechanics and field theories; symmetries and conservation laws of differential equations, and pseudo-Riemannian geometry of homogeneous spaces. It also discusses algebraic applications to cryptography and number theory. It offers state-of-the-art contributions in the context of current research trends. The final result is a challenging panoramic view of connecting problems that initially appear distant.

This book is an academic work which reviews and critiques the research literature concerning violent games and their alleged effects on players. It examines the debates about the potential effects of these games and the divisions between scholars working in the field. It places the research on violent video games in the longer historical context of scholarly work on media violence.

Non-native English-speaking English language teachers: History and research

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.