Christine Harrison - Böcker

Post-Separation Violence and Abuse in the Lives of Women and Children amplifies the voices of women and children to highlight the myriad issues encountered post-separation when perpetrators of domestic violence and abuse (DVA) continue to exert their control.Despite increased scholarship on DVA and its consequences, post-separation violence and abuse remains an under-studied and written about issue. As the first book dedicated to the subject, this work frames post-separation violence and abuse as a continuum of DVA, too often overlooked and negated, and uses lived experiences to highlight the wide-ranging consequences it can have for women and children. Chapters offer detailed insights into the effects of harassment and stalking, femicide-homicide, the experiences of minoritised women and children, and a discussion of child contact as a form of post-separation violence and abuse. This volume also presents perpetrators’ accounts, as well as consideration of what is required for re-building lives in the aftermath of post-separation violence and abuse.This essential work will be of interest to a range of professionals and practitioners across the voluntary and statutory sectors, as well as scholars and students of social work, social policy, gender studies, criminology, and psychology.

The Athletic Musician is an innovative approach that teaches musicians how to prevent and manage injuries, presented in a unique format that combines sound medical protocol with a musician's point of view. Harrison, a musician, discusses the magnitude of the problem of musicians' injuries with reference to statistical surveys and discusses the emotional and psychological impact of injury on the individual musician. Paull, an orthopedic physiotherapist describes, in layman's terms, the athletic approach to a musician's injuries. Each commonly injured area is examined in turn, from neck, back and shoulder pain to arm, wrist and hand problems. For each area, the anatomy is described, followed by an explanation of what causes the injury and how to avoid or prevent the injury from occurring.Musicians should regard themselves as elite "musical athletes" and protect themselves from injury by following athletic training protocols. The authors present appropriate stretching regimes and postural corrections for both on and off stage, as well as ergonomic changes to instrument and playing positions. The text is amply illustrated with sketches for every exercise and stretch, photographs of musicians demonstrating playing postures, and unique anatomical drawings of musicians.The Athletic Musician presents research-based, scientific material in a format that is relevant, clear, and practical for all musicians. The combination of a medical and musical perspectives makes it an indispensable guide for all musicians and the health care professionals who aspire to help them.

This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. It delves into how formative assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:What formative assessment objectives and methods are relevant and appropriate in science education ? How do teachers monitor student learning as it unfolds during inquiry-based teaching-learning sequences? To what extent does a partnership between researchers and teachers make it possible to implement effective assessment methods and acquire relevant professional knowledge?Taken together, they explore how national educational systems can foster and build the systemic support measures and tools that teachers need to integrate assessment into their classroom practices that fit alongside or within their summative assessment practices. The chapters included in this book were originally published in International Journal of Science Education.

This book, drawn from the practical experience of the European Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) project, aims to support researchers, teacher educators and teachers in navigating the complex nature of formative assessment. It delves into how formative assessment methods may adapt different features within STEM classroom practices and how formative and summative assessment could be coordinated. The book illustrates how ideas about inquiry and assessment are played out in the classroom, revealing both how the pedagogical approach fits with the assessment choices made and the support that teachers need, to engage with these changes. It both informs and presents some of the challenges related to the uptake and development of inquiry learning in STEM classrooms. The chapters in this volume address three questions:What formative assessment objectives and methods are relevant and appropriate in science education ? How do teachers monitor student learning as it unfolds during inquiry-based teaching-learning sequences? To what extent does a partnership between researchers and teachers make it possible to implement effective assessment methods and acquire relevant professional knowledge?Taken together, they explore how national educational systems can foster and build the systemic support measures and tools that teachers need to integrate assessment into their classroom practices that fit alongside or within their summative assessment practices. The chapters included in this book were originally published in International Journal of Science Education.

First published in 1999, this volume is a collection of essays focused on the theme of partnership with parents in social work practice with children and families. It covers issues relating to the quality of care and preparation for aftercare, particularly children’s identity needs and preparation for life after care which are highlighted in the Quality Protects programme. It developed from an action research project, funded by the Joseph Rowntree Foundation and conducted by the editors a Warwick University between 1993 and 1996. Through teaching activities associated with the implementation of the Children Act 1989 the editors became aware that there were many parents who had lost contact with both their child and their child’s social workers after their child had entered the care system. These were the ‘lost’ parents of the study. Partnership with parents has become an integral part of social work with children and families living together or apart. Inevitably it concerns many other people involved in the care of children and providing advice to individuals. Partnership permeates all aspects of relationships between parents, children and those providing care in place of parents. Consequently, the issues discussed in this book are of relevance to all those working directly or indirectly with children, parents and other relatives. Amongst these are social workers, family placement workers, carers and residential workers, team managers and policy makers in local authority social services departments, guardians ad litem, court welfare officers and lawyers acting for children or parents, children’s rights officers and advisers working in voluntary agencies which support families and children.

First published in 1999, this volume is a collection of essays focused on the theme of partnership with parents in social work practice with children and families. It covers issues relating to the quality of care and preparation for aftercare, particularly children’s identity needs and preparation for life after care which are highlighted in the Quality Protects programme. It developed from an action research project, funded by the Joseph Rowntree Foundation and conducted by the editors a Warwick University between 1993 and 1996. Through teaching activities associated with the implementation of the Children Act 1989 the editors became aware that there were many parents who had lost contact with both their child and their child’s social workers after their child had entered the care system. These were the ‘lost’ parents of the study. Partnership with parents has become an integral part of social work with children and families living together or apart. Inevitably it concerns many other people involved in the care of children and providing advice to individuals. Partnership permeates all aspects of relationships between parents, children and those providing care in place of parents. Consequently, the issues discussed in this book are of relevance to all those working directly or indirectly with children, parents and other relatives. Amongst these are social workers, family placement workers, carers and residential workers, team managers and policy makers in local authority social services departments, guardians ad litem, court welfare officers and lawyers acting for children or parents, children’s rights officers and advisers working in voluntary agencies which support families and children.

This book explores and builds on the extraordinary work of Professor Paul Black across assessment and pedagogy across the curriculum, including STEM, humanities and social science subjects.This book explores the influence that Black has had within educational settings focusing on interpretations of the work and scholarship he has achieved across a range of settings and on the ways scholars, who have worked with him or been influenced by his ideas, have developed their research and teaching. The contributions are presented under three thematic sections, each of which reflects a set of shared educational concerns and values drawing on the natural and social sciences and developments in public policy. These concerns and values, with their emphasis on teacher assessment, provide a basis for a strategic, informed and coherent response to challenges in education, such as the cancellation of public examinations in the face of the Covid-19 pandemic.

This book explores and builds on the extraordinary work of Professor Paul Black across assessment and pedagogy across the curriculum, including STEM, humanities and social science subjects.This book explores the influence that Black has had within educational settings focusing on interpretations of the work and scholarship he has achieved across a range of settings and on the ways scholars, who have worked with him or been influenced by his ideas, have developed their research and teaching. The contributions are presented under three thematic sections, each of which reflects a set of shared educational concerns and values drawing on the natural and social sciences and developments in public policy. These concerns and values, with their emphasis on teacher assessment, provide a basis for a strategic, informed and coherent response to challenges in education, such as the cancellation of public examinations in the face of the Covid-19 pandemic.

Hur kan du som lärare arbeta med formativ bedömning i årskurs F–5?

Betydande forskning visar att formativ bedömning är en av de högst rankade framgångsfaktorerna för elevers lärande i skolan. Syftet med formativ bedömning – eller bedömning för lärande – är att stödja och utveckla elevers lärande. Den skiljer sig därmed från s.k. summativ bedömning, vars huvudsakliga syfte är att rangordna elever eller mäta deras kunskaper.

Författarna skriver att bedömning för lärande ska:

vara inbyggd i undervisningen och lärandet dela lärandemålen med eleven hjälpa eleverna att själva se och förstå de kunskapskrav de ska arbeta mot engagera eleverna i självbedömning ge eleverna feedback som leder dem vidare till nästa steg i lärandet och hur de ska göra bygga på tron att alla elever kan utvecklas sätta in både lärare och elever i hur man tar emot och reflekterar över den information som bedömningen ger.

Christine Harrison och Sally Howard beskriver olika strategier som fungerat i Primary School. De berättar också om hur lärare effektivt använt sig av framåtsyftande återkoppling och andra strategier som påverkar elevers lärande i det dagliga arbetet i klassrummet. Ett antal exempel presenteras, som kan anpassas till andra åldrar, andra ämnen och andra undervisningssituationer.

Författarna tar även upp vikten av utvärdering. De konstaterar att utvärdering är en viktig del i all skolutveckling. Den bör exempelvis ske kontinuerligt, i form av besök hos varandra, utbyte av idéer och resurser för att stödja ett professionellt lärande. Boken vänder sig till alla lärare som är intresserade av bedömningsfrågor och skolutveckling.

Det här är en översättning av skriften ”Inside the primary black box – Assessment for learning in the primary classroom”.

This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries—Australia, Canada, England, and New Zealand—which focused on student-teacher learning in assessment throughout their initial teacher education programs.