Elizabeth White – författare

“Nothing worth having is easy to get… ana Cutrere’s homecoming to Vancleave, Mississippi, is anything but dull. Before she’s even reached town, the beautiful young widow has a run-in with a stray cow, loses her son in the woods, rescues an injured fawn, and comes face-to-face with Grant Gonzales, her high school crush. Grant recently returned to town himself amid hushed controversy. His only plan: leave the corporate world behind and open a hunting reserve. Seeing Jana again ignites old memories . . . and a painful past.Tensions boil over when he learns exactly why she returned. Jana plans to convince her grandfather to develop a wildlife rescue center—dead center on the prime hunting property he promised to sell to Grant! Jana is determined to make a new start for herself and her two children—and willing to fight for it. With deadlines drawing near for the sale of the property and no decision from her grandfather, can Jana trust God with her and Grant’s future, or will explosive emotions and diametrically opposing views tear them apart?

This collection offers a timely and wide-ranging contribution to the research-informed improvement of the work of teacher educators. Drawing on original research studies conducted across a range of European countries, Canada, and Israel, contributors offer insight into not only questions of curriculum and programme development, research, and professional development, but also their day-to-day experience as teacher educators, student teachers, and mentors in schools.

Themes explored include teaching and working with students, teacher educators as researchers, the partnership work of teacher educators, the professional development needs of teacher educators, professional development approaches for improving teacher education, and teacher educator empowerment.

Arising from the international community of the Association for Teacher Education in Europe (ATEE), and drawing together theory and practice, this book offers a unique survey of the contributions of teacher educators and charts a path for future directions of the field.

This collection offers a timely and wide-ranging contribution to the research-informed improvement of the work of teacher educators. Drawing on original research studies conducted across a range of European countries, Canada, and Israel, contributors offer insight into not only questions of curriculum and programme development, research, and professional development, but also their day-to-day experience as teacher educators, student teachers, and mentors in schools.

Themes explored include teaching and working with students, teacher educators as researchers, the partnership work of teacher educators, the professional development needs of teacher educators, professional development approaches for improving teacher education, and teacher educator empowerment.

Arising from the international community of the Association for Teacher Education in Europe (ATEE), and drawing together theory and practice, this book offers a unique survey of the contributions of teacher educators and charts a path for future directions of the field.

Professional learning and development for all teacher educators through stories of practice and carefully structured coaching questions.

This book provides all teacher educators, wherever they are based, with key opportunities for professional learning and development, especially in relation to the new initial teacher education (ITE) core content framework and the new early career framework. A range of detailed narratives about practice have been written by teacher educators, for teacher educators, and are carefully curated by the author to draw out key learning points, including a range of coaching questions. Of interest for individuals and groups of teacher educators, and especially those working in partnerships, the book also contains research- and practice-informed guidance that can be used in professional development sessions.

Professional learning and development for all teacher educators through stories of practice and carefully structured coaching questions.

This book provides all teacher educators, wherever they are based, with key opportunities for professional learning and development, especially in relation to the new initial teacher education (ITE) core content framework and the new early career framework. A range of detailed narratives about practice have been written by teacher educators, for teacher educators, and are carefully curated by the author to draw out key learning points, including a range of coaching questions. Of interest for individuals and groups of teacher educators, and especially those working in partnerships, the book also contains research- and practice-informed guidance that can be used in professional development sessions.

The Socialist Revolutionary party, which had been the largest and most popular party in Russia in 1917, did not after the October Revolution just disappear into the "dustbin of history", as Trotsky hoped, but – led by its leadership in exile in the 1920s and 1930s – continued to observe and comment on developments in Russia.

In emigration, the Socialist Revolutionary (SR) party often put forward policy proposals on a wide range of topics: policies which, based on a shrewd understanding of the real situation in Russia, offered realistic alternatives to the policies being pursued by the Marxist Bolshevik regime. This book fills a gap in examining one of the most significant Russian political parties, and is based on extensive original analysis of SR party materials, shows how it operated; how it formulated and disseminated its ideas; what these ideas were, and how the party''s ideas developed in response to changing circumstances in Russia and Europe more widely. Far from being the agrarian Slavophile romantics as they are often portrayed, this book shows the SRs were energetic European modernisers who contributed vigorously to the leading debates of their day; it also shows how the SR vision of a populist, socialist regime failed to materialise as state control, dictatorship and the collectivisation of agriculture took hold.

The Socialist Revolutionary party, which had been the largest and most popular party in Russia in 1917, did not after the October Revolution just disappear into the "dustbin of history", as Trotsky hoped, but – led by its leadership in exile in the 1920s and 1930s – continued to observe and comment on developments in Russia.

In emigration, the Socialist Revolutionary (SR) party often put forward policy proposals on a wide range of topics: policies which, based on a shrewd understanding of the real situation in Russia, offered realistic alternatives to the policies being pursued by the Marxist Bolshevik regime. This book fills a gap in examining one of the most significant Russian political parties, and is based on extensive original analysis of SR party materials, shows how it operated; how it formulated and disseminated its ideas; what these ideas were, and how the party''s ideas developed in response to changing circumstances in Russia and Europe more widely. Far from being the agrarian Slavophile romantics as they are often portrayed, this book shows the SRs were energetic European modernisers who contributed vigorously to the leading debates of their day; it also shows how the SR vision of a populist, socialist regime failed to materialise as state control, dictatorship and the collectivisation of agriculture took hold.

Topics covered include:

-strategies for coaching and mentoring trainee teachers

-teacher training in schools

-links between teacher education and recent research

-how to develop your own identity as a teacher educator

Packed with case studies of good practice, models of successful teaching and activities to try, this practical book leads you through a professional development process that will enable you to be confident and secure in your practice.

An essential guide for tutors, mentors and all those involved in staff development in schools, the book is also useful for experienced teachers in schools who are taking on training roles and supporting and mentoring newly qualified teachers (NQTs).

Elizabeth White and Joy Jarvis both teach in the School of Education, at the University of Hertfordshire.