Carol Robinson – författare

By illustrating and exploring early experiences in teaching, this book helps primary teachers to understand their early professional development and learning and helps them to reflect on their own practice as well as that of others, offering a source of practical support throughout the important early years of their careers.

Beginning Primary Teaching is essential reading for all new primary teachers, including those completing initial teacher training, newly qualified and early career teachers, as well as the growing number entering teaching through employment-based routes.

The authors introduce students to the requirements that their degree programmes will make and explore issues such as behaviour management and national curriculum strategies, helping readers to engage with the material in a way that is appropriate to Higher Education study.

The book draws on the experiences of teaching assistants and is grounded in the day-to-day practices of professionals working with young people in schools. Theoretical concepts are explored as being crucial to developing learning support and teaching skills. The authors' aim is to help students understand essential theory, and to provide a practical support throughout their studies.

This book is for teaching assistants working toward High Level Teaching Assistant status in teaching and learning (HLTA), and/or Qualified Teacher Status (QTS). It is a teaching resource for Higher Education tutors and school line managers of teaching assistants. The book is also suitable for tutors and mentors as it gives guidance on content and presentation of professional development materials for teaching assistants.

The authors introduce students to the requirements that their degree programmes will make and explore issues such as behaviour management and national curriculum strategies, helping readers to engage with the material in a way that is appropriate to Higher Education study.

The book draws on the experiences of teaching assistants and is grounded in the day-to-day practices of professionals working with young people in schools. Theoretical concepts are explored as being crucial to developing learning support and teaching skills. The authors' aim is to help students understand essential theory, and to provide a practical support throughout their studies.

This book is for teaching assistants working toward High Level Teaching Assistant status in teaching and learning (HLTA), and/or Qualified Teacher Status (QTS). It is a teaching resource for Higher Education tutors and school line managers of teaching assistants. The book is also suitable for tutors and mentors as it gives guidance on content and presentation of professional development materials for teaching assistants.

This book uses empirical data gathered using ethnographic methods in two contrasting prisons to provide a rare insight into death and dying in prisons in the UK.  The majority of deaths in prison custody in England and Wales result from natural causes, yet the experiences of people dying in prison and the impact of these deaths on the wider prison are under-researched areas. It provides a novel insight into the impact of deaths from natural causes on the prison as an institution and  challenges existing work juxtaposing occupational philosophies of ‘care’ and ‘control’. It also identifies how end of life care is provided in prisons and the impact this has on culture and relationships  shows how deaths from natural causes in prison custody ‘soften’ prison regimes, culture and relationships. It speaks to an international audience by drawing on the global literature including from the US.