This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.

After completing the final version of his general theory of relativity in November 1915, Albert Einstein wrote a book about relativity for a popular audience. His intention was "to give an exact insight into the theory of relativity to those readers who, from a general scientific and philosophical point of view, are interested in the theory, but who are not conversant with the mathematical apparatus of theoretical physics." The book remains one of the most lucid explanations of the special and general theories ever written. In the early 1920s alone, it was translated into ten languages, and fifteen editions in the original German appeared over the course of Einstein's lifetime.

This clear and practical introduction to Syntactic Theory introduces students to theory building, hypothesis testing and evaluation through the framework of Chomsky's Government-Binding Theory.
The liberal use of in-text exercises engage the reader at every stage of theory-development, while an 'Open Issue' at the end of each chapter encourages active participation and further exploration of the chapter's topic. With an engaging, informal style, Syntactic Theory makes the most difficult topics accessible to a wide range of students.

Peter Hanks defends a new theory about the nature of propositional content. According to this theory, the basic bearers of representational properties are particular mental or spoken actions. Propositions are types of these actions, which we use to classify and individuate our attitudes and speech acts. Hanks abandons several key features of the traditional Fregean conception of propositional content, including the idea that propositions are the primary bearers of truth-conditions, the distinction between content and force, and the concept of entertainment.

Any theory of phonology must be able to account for the acquisition and development of a phonological system, and studying acquisition often leads to reciprocal advances in the theory. This volume explores the link between phonological theory and linguistic development from a variety of angles, including phonological representation, individual differences, and cross-linguistic approaches. Chapters touch on the full spectrum of phonological development, from childhood to adult second-language learning, and from developing dialects to language death.