Anne Forbes – författare

"Well, I didn't ask to be a pigeon! . . . I wanted to be an eagle, didn't I? . . . Why couldn't we have been eagles instead of pigeons? What a life! Nothing but cooo, cooo and peck, peck, all the time."". . . This is the High Street not the Highlands! We're no here to cause a sensation, and . . . if it weren't for your stupidity, we wouldn't be here in the first place!"Stroppy pigeons in Edinburgh's Old Town. It's not a normal part of daily life -- but things are never going to be the same again.Clara and Neil have always known the MacArthurs, the little people who live under Arthur's Seat, in Holyrood Park, but they are not quite prepared for what else is living under the hill. Feuding faery lords, missing whisky, magic carpets, firestones and ancient spells . . . where will it end? And how did it all start? Set against the backdrop of the Edinburgh Fringe and Military Tattoo this is a fast-paced comic adventure, full of magic, mayhem and mystery -- and a dragon.

'Strange as it may seem, as he came in to land at Edinburgh Airport last year, the captain of the London flight reported sighting a dragon ...'A year on, and life has calmed down for Neil and Clara MacLean. A quiet meal in The Sultan's Palace restaurant. What could go wrong? But they hadn't counted on the mirror! How is it connected to the missing Sultan's Crown, and what secrets does the mysterious Black Tower hold? Winged horses, snow witches, magic mirrors -- how did they get here and where are they going?From an Edinburgh literally cloaked in tartan, through the forbidding Highland hills, Neil and Clara set out with old and new friends on a perilous journey full of danger, daring -- and a reluctant broomstick.

Primary Science Education: A Teacher's Toolkit is an accessible and comprehensive guide to primary school science education and its effective practice in the classroom. Primary Science Education is structured in two parts: Planning for Science and Primary Science in the Classroom. Each chapter covers fundamental topics, such as: curriculum requirements (including the Australian Curriculum and Australian Professional Standards for Teachers); preparing effective learning sequences with embedded authentic assessment; combining science learning with other learning areas, such as technologies and STEM; and critically analysing the teacher's role in the classroom. The text features short-answer and 'Bringing it Together' questions to encourage readers to consolidate their understanding of key themes. Case studies throughout provide guidance on the classroom experience and Teacher Background Information boxes explore topics where more in-depth knowledge is required. The book is supported by a suite of online resources, including interviews with Australian primary teachers and students, and downloadable activities.

This book informs best practice for enhancing young children’s STEM learning experiences in formal settings such as preschool environments and less formal settings such as home environments. It is the first collection of multidisciplinary and multinational studies on early STEM programs worldwide and presents diverse, authentic, and current STEM-relevant scenarios that address two fundamental problems: where are we in early STEM education? and where shall we go?The book explores factors that influence young learners’ abilities to make informed choices in authentic, problem-based, STEM-relevant scenarios and how those abilities have been identified, documented, and enhanced. Chapters address topics related to curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education from a variety of international settings including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. Each chapter is based around a research project and describes relevant background information from the research literature, details of how the study was designed, findings from the study, and discussion as to what the findings mean for practical implementation.Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences will be a key resource for researchers and practitioners of early childhood education and care, STEM education, educational psychology, educational research, and educational technology. This book was originally published as a special issue of the journal Early Education and Development.

This book informs best practice for enhancing young children’s STEM learning experiences in formal settings such as preschool environments and less formal settings such as home environments. It is the first collection of multidisciplinary and multinational studies on early STEM programs worldwide and presents diverse, authentic, and current STEM-relevant scenarios that address two fundamental problems: where are we in early STEM education? and where shall we go?The book explores factors that influence young learners’ abilities to make informed choices in authentic, problem-based, STEM-relevant scenarios and how those abilities have been identified, documented, and enhanced. Chapters address topics related to curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education from a variety of international settings including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. Each chapter is based around a research project and describes relevant background information from the research literature, details of how the study was designed, findings from the study, and discussion as to what the findings mean for practical implementation.Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences will be a key resource for researchers and practitioners of early childhood education and care, STEM education, educational psychology, educational research, and educational technology. This book was originally published as a special issue of the journal Early Education and Development.