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First published in 1998, this pioneering text examines how social, political and organisational changes in Ireland have shaped mental health social work practice in the late twentieth century. The co-editors have gathered together a range of contributors who provide knowledge and expertise in a variety of disciplines and practice settings which helps reveal the complex relationship between mental health social work, the citizen and the state in Ireland, North and South. The volume includes chapters on a range of current issues facing mental health social workers and practitioners drawing on various sources in Ireland, Europe and North America. These include psychiatric social work practice, mental health policy, mental health social work and the law, community care policies, addictions work, and work with older people.
644 kr
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First published in 1998, this pioneering text examines how social, political and organisational changes in Ireland have shaped mental health social work practice in the late twentieth century. The co-editors have gathered together a range of contributors who provide knowledge and expertise in a variety of disciplines and practice settings which helps reveal the complex relationship between mental health social work, the citizen and the state in Ireland, North and South. The volume includes chapters on a range of current issues facing mental health social workers and practitioners drawing on various sources in Ireland, Europe and North America. These include psychiatric social work practice, mental health policy, mental health social work and the law, community care policies, addictions work, and work with older people.
675 kr
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675 kr
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355 kr
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1 070 kr
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How can we really evaluate teacher effectiveness?
Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation?
Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:
* teachers may be more effective with some categories of students than with others* teachers may be more effective with some teaching contexts than others* teachers may be more effective with some subjects or components than with others.
Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.
1 070 kr
Läs direkt efter köp
How can we really evaluate teacher effectiveness?
Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation?
Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:
* teachers may be more effective with some categories of students than with others* teachers may be more effective with some teaching contexts than others* teachers may be more effective with some subjects or components than with others.
Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.
815 kr
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823 kr
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823 kr
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Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.
Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including:
differentiated teaching and learning in an urban City Technology College gifted education in an inner-city, multi-ethnic school and a rural comprehensive school school ethos, student voice and motivation in a girls'' grammar school curricular depth, enrichment and interactive teaching in a boys'' grammar school learning in a residential summer school for gifted students.
Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.
This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.
815 kr
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Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.
Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including:
differentiated teaching and learning in an urban City Technology College gifted education in an inner-city, multi-ethnic school and a rural comprehensive school school ethos, student voice and motivation in a girls'' grammar school curricular depth, enrichment and interactive teaching in a boys'' grammar school learning in a residential summer school for gifted students.
Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.
This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.
504 kr
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949 kr
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