Ian Thompson – författare

"This is the third book in the popular series edited by Ian Thompson that brings together an impressive array of contributing authors. Current issues are discussed in an informed but concise way that makes research accessible to the wider community of mathematics educators."Julia Anghileri, University of Cambridge

This book explores the effect that the National Numeracy Strategy and its successor, the Primary Strategy, have had on the way in which mathematics is taught in primary schools. Prominent contributors examine the Strategies'' recommendations from the perspective of their own research areas or interests, and discuss the issues involved, including:

Contributors: Mundher Adhami, Mike Askew, Carol Aubrey, Margaret Brown, Ann Dowker, Rosemary Hafeez, Steve Higgins, Keith Jones, Lesley Jones, Valsa Koshy, Alison Millett, Claire Mooney, Laurie Rousham, Malcolm Swan, Ian Thompson, Helen J Williams.

Teaching and Learning Early Number is a bestselling guide for all trainee and practising Early Years teachers and classroom assistants. It provides an accessible guide to a wide range of research evidence about the teaching and learning of early number.

Major changes in the primary mathematics curriculum over the last decade - such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage and the Williams Review - have greatly influenced the structure of this new edition. The book includes:

Teaching and Learning Early Number is a bestselling guide for all trainee and practising Early Years teachers and classroom assistants. It provides an accessible guide to a wide range of research evidence about the teaching and learning of early number.

Major changes in the primary mathematics curriculum over the last decade - such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage and the Williams Review - have greatly influenced the structure of this new edition. The book includes:

Major changes in the primary mathematics curriculum in recent years - such as those recommended in the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage, the Williams, Rose and Alexander Reviews - are reflected throughout the book.

The new edition comprises fourteen new chapters, including a section devoted to post-Williams issues and four popular chapters that have been retained and updated in light of the vast changes in the field.

Key topics include:

This popular book is essential reading for all trainee and practising primary school teachers, classroom assistants and mathematics specialist teachers.

The chapters can be read in a standalone fashion and many are cross-referenced to other parts of the book where specific ideas are dealt with in a different manner.

Contributors: Mike Askew, Patrick Barmby, Meindert Beishuizen, Margaret Brown, Kev Delaney, Nick Dowrick, Sylvia Dunn, Richard English, Sue Gifford, Tony Harries, Steve Higgins, Jeremy Hodgen, Louise Matthews, Frank Monaghan, Mike Ollerton, Julie Ryan, Ian Thompson, John Threlfall, Julian Williams, Jan Winter

This insightful collection offers a timely contribution to the body of research on practical theorising in teacher education. Acknowledging the importance of experience and reflective practice in teaching, this book simultaneously embraces the essential need for teachers at all career stages to engage effectively and critically with evidence from research.

Drawing together a range of perspectives from university-based and school-based teacher educators, this book examines the challenges and critiques advanced when practical theorising was first proposed, as well as recent tensions created by the performative culture that now pervades education. It illustrates the constant renegotiation and renewal necessary to sustain such an approach to beginners’ learning, investigating a range of tools developed by teacher educators to help beginning teachers navigate these demands.

Demonstrating the value of practical theorising and therefore promoting powerful professional learning for practitioners, this book is essential for teachers at all career stages, including trainee teachers and student teachers.

This insightful collection offers a timely contribution to the body of research on practical theorising in teacher education. Acknowledging the importance of experience and reflective practice in teaching, this book simultaneously embraces the essential need for teachers at all career stages to engage effectively and critically with evidence from research.

Drawing together a range of perspectives from university-based and school-based teacher educators, this book examines the challenges and critiques advanced when practical theorising was first proposed, as well as recent tensions created by the performative culture that now pervades education. It illustrates the constant renegotiation and renewal necessary to sustain such an approach to beginners’ learning, investigating a range of tools developed by teacher educators to help beginning teachers navigate these demands.

Demonstrating the value of practical theorising and therefore promoting powerful professional learning for practitioners, this book is essential for teachers at all career stages, including trainee teachers and student teachers.

This book addresses key issues related to teaching pupils from disadvantaged and impoverished backgrounds and provides a valuable reference and pedagogical tool for teachers and teacher educators. Research has consistently shown that the most economically disadvantaged pupils have the poorest educational outcomes. Austerity government policies and pressures of performativity on schools may have exacerbated this inequality. Yet many teachers remain ill-informed about the effects of social disadvantage on students’ learning and consequently are ill-prepared in appropriate teaching methods. The text critically examines the lessons from previous policy and practice, discusses cognitive and affective aspects of school learning for disadvantaged children and explores the pedagogic implications of research evidence. Using insights from existing research, the book examines the reasons why some trainees and teachers lack a critical perspective on the contexts of poverty and may hold deficit views of students in poverty that suggests they are unable to learn and need to be controlled. It explains some of the links between poverty, special needs, literacy and educational achievement and focuses on strategies for improvement.

This book addresses key issues related to teaching pupils from disadvantaged and impoverished backgrounds and provides a valuable reference and pedagogical tool for teachers and teacher educators. Research has consistently shown that the most economically disadvantaged pupils have the poorest educational outcomes. Austerity government policies and pressures of performativity on schools may have exacerbated this inequality. Yet many teachers remain ill-informed about the effects of social disadvantage on students’ learning and consequently are ill-prepared in appropriate teaching methods. The text critically examines the lessons from previous policy and practice, discusses cognitive and affective aspects of school learning for disadvantaged children and explores the pedagogic implications of research evidence. Using insights from existing research, the book examines the reasons why some trainees and teachers lack a critical perspective on the contexts of poverty and may hold deficit views of students in poverty that suggests they are unable to learn and need to be controlled. It explains some of the links between poverty, special needs, literacy and educational achievement and focuses on strategies for improvement.

Drawing together case studies from all over Europe, this text explores the relationship between the overall idea of the landscape architecture for a site and the design of details.

Examining concept sketches and design development drawings in relation to the details of the design, the book offers a more profound understanding of decision making through all stages of the design process.

The book includes the study of the choice of materials and techniques of construction, and explores the cultural and symbolic significance of such choices, as well as questions of environmental sustainability.

With projects analyzed and evaluated here that have won international acclaim, or have been awarded national prizes, European Landscape Architecture is a core book in the study and understanding of the subject.

Drawing together case studies from all over Europe, this text explores the relationship between the overall idea of the landscape architecture for a site and the design of details.

Examining concept sketches and design development drawings in relation to the details of the design, the book offers a more profound understanding of decision making through all stages of the design process.

The book includes the study of the choice of materials and techniques of construction, and explores the cultural and symbolic significance of such choices, as well as questions of environmental sustainability.

With projects analyzed and evaluated here that have won international acclaim, or have been awarded national prizes, European Landscape Architecture is a core book in the study and understanding of the subject.