Alan Peacock – författare

First Published in 1989 Teacher education through classroom evaluation is about the IT- INSET (Initial Training- In-Service Education and Training) approach to improving children’s learning. It argues that continuous improvement depends upon the quality of teachers’ theorising about learning and teaching. With help of case studies, it discusses important themes like evaluation strategy; IT- INSET in practice; the benefits of IT- INSET; influence of training institutions; helping and hindering factors and the present and future of IT- INSET, to showcase that IT-INSET represents both a philosophy of teacher education and a school-based programme of collaborative evaluation. This book is a must read for scholars and researchers of education.

First Published in 1989 Teacher education through classroom evaluation is about the IT- INSET (Initial Training- In-Service Education and Training) approach to improving children’s learning. It argues that continuous improvement depends upon the quality of teachers’ theorising about learning and teaching. With help of case studies, it discusses important themes like evaluation strategy; IT- INSET in practice; the benefits of IT- INSET; influence of training institutions; helping and hindering factors and the present and future of IT- INSET, to showcase that IT-INSET represents both a philosophy of teacher education and a school-based programme of collaborative evaluation. This book is a must read for scholars and researchers of education.

Originally published in 1971, this book uses the famous Tinbergen/Theil approach to the theory of economic policy, demonstrating the place of fiscal policy in a realistic policy context. The volume marries analytical developments in macroeconomics to the influence on the economy of the system of public finance. Attention is given to the problem co-ordinating fiscal policy with other policy instruments, notably monetary policy. A final chapter discusses the problems encountered in applying fiscal policy models to real situations.

Originally published in 1971, this book uses the famous Tinbergen/Theil approach to the theory of economic policy, demonstrating the place of fiscal policy in a realistic policy context. The volume marries analytical developments in macroeconomics to the influence on the economy of the system of public finance. Attention is given to the problem co-ordinating fiscal policy with other policy instruments, notably monetary policy. A final chapter discusses the problems encountered in applying fiscal policy models to real situations.

Originally published in 1961, this book became widely used as a textbook, as an important source of primary data on British government expenditure statistics and as the point of departure for further empirical and analytical studies of the behaviour of governments. The book was recognised as one of the formative influences in the development of a positive theory of government expenditure which sought to explain the size and structure of the system of public finance rather than justify it

Originally published in 1961, this book became widely used as a textbook, as an important source of primary data on British government expenditure statistics and as the point of departure for further empirical and analytical studies of the behaviour of governments. The book was recognised as one of the formative influences in the development of a positive theory of government expenditure which sought to explain the size and structure of the system of public finance rather than justify it

Why is science hard to teach? What types of scientific investigation can you use in the primary classroom?

Touching on current curriculum concerns and the wider challenges of developing high-quality science education, this book is an indispensable overview of important areas of teaching every aspiring primary school teacher needs to understand including: the role of science in the curriculum, communication and literacy in science teaching, science outside the classroom, transitional issues and assessment.

Key features of this second edition include:

• A new chapter on science in the Early Years

• A new practical chapter on how to work scientifically

• Master’s-level ‘critical reading’ boxes in every chapter linking topics to relevant specialist literature

• Expanded coverage of creativity, and link science to numeracy and computing

This is essential reading for all students studying primary science on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT), and also NQTs.

Mick Dunne is Senior Lecturer in Science Education at Manchester Metropolitan UniversityAlan Peacock is Honorary Research Fellow at the University of Exeter

Why is science hard to teach? What types of scientific investigation can you use in the primary classroom?

Touching on current curriculum concerns and the wider challenges of developing high-quality science education, this book is an indispensable overview of important areas of teaching every aspiring primary school teacher needs to understand including: the role of science in the curriculum, communication and literacy in science teaching, science outside the classroom, transitional issues and assessment.

Key features of this second edition include:

• A new chapter on science in the Early Years

• A new practical chapter on how to work scientifically

• Master’s-level ‘critical reading’ boxes in every chapter linking topics to relevant specialist literature

• Expanded coverage of creativity, and link science to numeracy and computing

This is essential reading for all students studying primary science on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT), and also NQTs.

Mick Dunne is Senior Lecturer in Science Education at Manchester Metropolitan UniversityAlan Peacock is Honorary Research Fellow at the University of Exeter

Written in non-technical language and assuming no prior knowledge, Governments and Small Business will interest and challenge everyone in government and the professions.

As an academic and former civil servant, Peacock is well-situated to analyse the costs and benefits of retirement and the courses of action that we can take in anticipation of a lengthening lifespan.

In trying to make sense of old age by writing of his later life and memoirs, he explores the Maxims of Francois, Duc de La Rochefoucauld, and views life's later stages and travails with a wry and clear-eyed detachment. Unafraid to grasp the realities of the decline of physical independence, he steers us through medical practice, bureaucracy and "healthspeak" as well as loss and bereavement.

His often light-hearted anecdotes reveal a serious point; that the ageing are assuming a growing responsibility for the aged. Opting to defy decrepitude seems the only sensible course of action.