Ken Jones – författare

Practical Programming in Tcl/Tk is described as the "bible" for Tcl programmers. It is a guide to the Tcl/Tk programming language and GUI toolkit. This revision includes substantial updates to cover the new version 8.4-giving both an overview of the features, as well as details about every command in the language. The third edition, written on version 8.2, sold over 30,000 copies. Version 8.4 of Tcl - Tool Command Language-provides substantial updates to one of the most popular UNIX scripting languages. The latest release, includes the addition of a virtual filesystem (VFS), many additional programming widgets (spinbox, panedwindow, labelframe),and improved performance of about 20% over 8.3. The book provides a guide to the best ways to use the tooklit. It not only gives accurate details, but includes extensive examples that demonstrate the best way to use the toolkit. The authors are experts that have both developed the technology and used it to solve problems, so they have many valuable insights to relate to the readers.

This book presents critical perspectives on teacher professional learning and professional development as interpreted in 14 countries across Europe.

Bringing together experts from across Europe, the book fulfils a need for a better understanding of the changing nature of teacher professional learning in national policy contexts and of the cultural differences existing between various systems. It discusses the new thinking that has emerged in the field of teacher education alongside new models that reflect the changing patterns and policies relating to the ways educational professionals maintain and enhance professional practice. The book highlights that new models of teacher leadership and practitioner inquiry have a strong focus on pedagogy and social justice. It also examines briefly the challenges brought about by the Covid pandemic and the ways in which new approaches to professional learning, specifically the use of new technologies, have begun to transform practice in some countries in Europe.

The book gives insights into the ways in which professional learning policy is interpreted and applied in practice. It will be highly relevant for researchers and post-graduate students in the fields of teacher professional learning and development, school leadership, comparative education and educational policy and planning.

This book presents critical perspectives on teacher professional learning and professional development as interpreted in 14 countries across Europe.

Bringing together experts from across Europe, the book fulfils a need for a better understanding of the changing nature of teacher professional learning in national policy contexts and of the cultural differences existing between various systems. It discusses the new thinking that has emerged in the field of teacher education alongside new models that reflect the changing patterns and policies relating to the ways educational professionals maintain and enhance professional practice. The book highlights that new models of teacher leadership and practitioner inquiry have a strong focus on pedagogy and social justice. It also examines briefly the challenges brought about by the Covid pandemic and the ways in which new approaches to professional learning, specifically the use of new technologies, have begun to transform practice in some countries in Europe.

The book gives insights into the ways in which professional learning policy is interpreted and applied in practice. It will be highly relevant for researchers and post-graduate students in the fields of teacher professional learning and development, school leadership, comparative education and educational policy and planning.

The Retail Environment (1990) takes a fresh look at the American retailing system. It describes and explains retailing, with a particular emphasis on the problem of store location, and combines a spatial approach to consumer demand with a corporate and institutional view of supply. Linking the theoretical and applied traditions of location analysis, it uses a wealth of real-life examples to illustrate its theoretical points.

The Retail Environment (1990) takes a fresh look at the American retailing system. It describes and explains retailing, with a particular emphasis on the problem of store location, and combines a spatial approach to consumer demand with a corporate and institutional view of supply. Linking the theoretical and applied traditions of location analysis, it uses a wealth of real-life examples to illustrate its theoretical points.

English in Urban Classrooms is a ground-breaking text that spans a range of issues central to school English today. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement and spatial organisation.

The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:

This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policymakers, linguists and those interested in semiotics and multi-modality.

English in Urban Classrooms is a ground-breaking text that spans a range of issues central to school English today. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement and spatial organisation.

The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:

This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policymakers, linguists and those interested in semiotics and multi-modality.