Mark Priestley – författare

The new second edition of "Practical Object Oriented Design with UML" provides a concise introduction to the design of object-oriented programs using UML. The book focuses on the application of UML in the development of software, and also offers a detailed tutorial introduction to the UML notation and its application. The book provides the ideal introduction to UML for undergraduates taking modules in object-oriented techniques as part of a Computer Science or Software Engineering degree programme.

Disability and the Life Course, first published in 2001, explores the global experience of disability using a novel life course approach. The book explores how disabling societies impact on disabled people's life experiences, and highlights the ways in which disabled people have acted to take more control over their own lives. It provides a unique combination of analysis, policy issues and autobiography, offering the reader a rare opportunity to make links between the theoretical, the political and the personal in a single volume. The material is set in a truly international context, with contributions from thirteen different countries bringing together established and emerging writers, both disabled and non-disabled. The book bridges some important gaps in the existing disability literature by including issues relevant to disabled people of all ages and with different kinds of impairments and also by offering a unique analysis of the relationship between disability and generation in a changing world.

Disability and the Life Course, first published in 2001, explores the global experience of disability using a novel life course approach. The book explores how disabling societies impact on disabled people's life experiences, and highlights the ways in which disabled people have acted to take more control over their own lives. It provides a unique combination of analysis, policy issues and autobiography, offering the reader a rare opportunity to make links between the theoretical, the political and the personal in a single volume. The material is set in a truly international context, with contributions from thirteen different countries bringing together established and emerging writers, both disabled and non-disabled. The book bridges some important gaps in the existing disability literature by including issues relevant to disabled people of all ages and with different kinds of impairments and also by offering a unique analysis of the relationship between disability and generation in a changing world.

Disability: a Life Course Approach provides students and teachers with easy access to many of the most important current disability issues and debates. It provides a clearly focused account, and bridges some important gaps in the existing disability literature by including issues relevant to disabled people of all ages. If offers a unique approach to understanding disabling societies in a systematic way, using a novel life course approach.This book examines how contemporary societies organise and control generational boundaries and progression through the life course for disabled people. There are specific chapters on birthrights and eugenics, childhood, youth transitions, interdependence and adulthood, old age and death and dying. The emphasis is on contemporary policy and politics (located within a broader sociological and cultural context) including the claims and struggles of the disabled people’s movement. The discussion is framed within a social model approach and draws extensively on contemporary international debates about the citizenship and human rights of disabled people.The book functions both as a resource guide and as a tool for learning. The various chapters include reviews of existing literature and theoretical debates, alongside specific examples of disabling policies and practices in different countries. There are also case studies illustrating key issues, together with relevant discussion and teaching points, and suggestions for further research and reading.The book addresses an international readership and will be of particular interest to students and teachers of disability studies, sociology, human development, social policy; to professionals and students within rehabilitation and social work; and to disabled people and lay readers with an interest in contemporary disability issues and debates.

Disability: a Life Course Approach provides students and teachers with easy access to many of the most important current disability issues and debates. It provides a clearly focused account, and bridges some important gaps in the existing disability literature by including issues relevant to disabled people of all ages. If offers a unique approach to understanding disabling societies in a systematic way, using a novel life course approach.This book examines how contemporary societies organise and control generational boundaries and progression through the life course for disabled people. There are specific chapters on birthrights and eugenics, childhood, youth transitions, interdependence and adulthood, old age and death and dying. The emphasis is on contemporary policy and politics (located within a broader sociological and cultural context) including the claims and struggles of the disabled people’s movement. The discussion is framed within a social model approach and draws extensively on contemporary international debates about the citizenship and human rights of disabled people.The book functions both as a resource guide and as a tool for learning. The various chapters include reviews of existing literature and theoretical debates, alongside specific examples of disabling policies and practices in different countries. There are also case studies illustrating key issues, together with relevant discussion and teaching points, and suggestions for further research and reading.The book addresses an international readership and will be of particular interest to students and teachers of disability studies, sociology, human development, social policy; to professionals and students within rehabilitation and social work; and to disabled people and lay readers with an interest in contemporary disability issues and debates.

This second edition of Teacher Agency brings new perspectives on teachers as agents of change and development within their professional ecosystems. Centred around an ecological theory of agency, it critically surveys the work that has emerged in this field in the decade since its first edition and how international trends in curriculum policy and teacher development have shaped that landscape.As well as updating the research that formed the core of its original study, this second edition now includes an extensive literature review spanning the theory and conceptualization of teacher agency, and the critical issues that now affect it. Drawing this research together with the authors’ international experiences and perspectives, Teacher Agency grapples with theoretical and practical issues of international significance – how should agency be understood? How does it relate to individual teachers’ capacity? What does this mean for the cultures and structures at the heart of teaching?

This second edition of Teacher Agency brings new perspectives on teachers as agents of change and development within their professional ecosystems. Centred around an ecological theory of agency, it critically surveys the work that has emerged in this field in the decade since its first edition and how international trends in curriculum policy and teacher development have shaped that landscape.As well as updating the research that formed the core of its original study, this second edition now includes an extensive literature review spanning the theory and conceptualization of teacher agency, and the critical issues that now affect it. Drawing this research together with the authors’ international experiences and perspectives, Teacher Agency grapples with theoretical and practical issues of international significance – how should agency be understood? How does it relate to individual teachers’ capacity? What does this mean for the cultures and structures at the heart of teaching?

Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analysing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.

Today, computers fulfil a dazzling array of roles, a flexibility resulting from the great range of programs that can be run on them.A Science of Operations examines the history of what we now call programming, defined not simply as computer programming, but more broadly as the definition of the steps involved in computations and other information-processing activities. This unique perspective highlights how the history of programming is distinct from the history of the computer, despite the close relationship between the two in the 20th century. The book also discusses how the development of programming languages is related to disparate fields which attempted to give a mechanical account of language on the one hand, and a linguistic account of machines on the other.Topics and features: Covers the early development of automatic computing, including Babbage’s “mechanical calculating engines” and the applications of punched-card technology, examines the theoretical work of mathematical logicians such as Kleene, Church, Post and Turing, and the machines built by Zuse and Aiken in the 1930s and 1940s, discusses the role that logic played in the development of the stored program computer, describes the “standard model” of machine-code programming popularised by Maurice Wilkes, presents the complete table for the universal Turing machine in the Appendices, investigates the rise of the initiatives aimed at developing higher-level programming notations, and how these came to be thought of as ‘languages’ that could be studied independently of a machine, examines the importance of the Algol 60 language, and the framework it provided for studying the design of programming languages and the process of software development and explores the early development of object-oriented languages, with a focus on the Smalltalk project.This fascinating text offers a new viewpoint for historians of science and technology, as well as for the general reader. The historical narrative builds the story in a clear and logical fashion, roughly following chronological order.

Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the ‘Teacher Agency and Curriculum Change’ project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors’ international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.

Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analysing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.

Recent worldwide education policy has reinvented teachers as agents of change and professional development of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on the issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity for teachers, but also in respect of the cultures and structures of schooling.

Responding to profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe. This important collection uses the concept of 'curriculum making' as an analytical tool to explore the processes and phases of curriculum policy reform experienced across countries. Drawing first on international perspectives and then presenting a series of country case studies, written by internationally recognised curriculum specialists, the chapters explore curriculum making as an activity that occurs across multiple layers of educational systems, through a continual interplay of the global and local. Concluding with a comparative analysis of the contextual factors that shape curricular practices in different contexts, this book is a must-have resource for educational policy makers, researchers, teachers and teacher educators across the globe.

Combining critical policy analysis with biographical accounts, this book provides a socio-historical account of the changing treatment of disabled people in Britain from the 1940s to the present day. It asks whether life has really changed for disabled people and shows the value of using biographical methods in new and critical ways to examine social and historical change over time.

Combining critical policy analysis with biographical accounts, this book provides a socio-historical account of the changing treatment of disabled people in Britain from the 1940s to the present day. It asks whether life has really changed for disabled people and shows the value of using biographical methods in new and critical ways to examine social and historical change over time.

Today, computers fulfil a dazzling array of roles, a flexibility resulting from the great range of programs that can be run on them.A Science of Operations examines the history of what we now call programming, defined not simply as computer programming, but more broadly as the definition of the steps involved in computations and other information-processing activities. This unique perspective highlights how the history of programming is distinct from the history of the computer, despite the close relationship between the two in the 20th century. The book also discusses how the development of programming languages is related to disparate fields which attempted to give a mechanical account of language on the one hand, and a linguistic account of machines on the other.Topics and features: Covers the early development of automatic computing, including Babbage’s “mechanical calculating engines” and the applications of punched-card technology, examines the theoretical work of mathematical logicians such as Kleene, Church, Post and Turing, and the machines built by Zuse and Aiken in the 1930s and 1940s, discusses the role that logic played in the development of the stored program computer, describes the “standard model” of machine-code programming popularised by Maurice Wilkes, presents the complete table for the universal Turing machine in the Appendices, investigates the rise of the initiatives aimed at developing higher-level programming notations, and how these came to be thought of as ‘languages’ that could be studied independently of a machine, examines the importance of the Algol 60 language, and the framework it provided for studying the design of programming languages and the process of software development and explores the early development of object-oriented languages, with a focus on the Smalltalk project.This fascinating text offers a new viewpoint for historians of science and technology, as well as for the general reader. The historical narrative builds the story in a clear and logical fashion, roughly following chronological order.

Mark Priestley addresses the relationship between the politics of disability and community care policies. Guided by his direct work with representatives of the disabled people's movement, he argues that although the ideas behind social policy and practice have started to reflect values such as participation, integration and equality, the current policy and its implementation often undermine those goals. `Community care' still contributes to the view of disabled people as dependent and different, thus reinforcing their social exclusion and marginalisation.Disability Politics and Community Care encourages health and welfare professionals and policy makers to start working much more closely with disabled people themselves. Priestley argues that involving disabled people in the design and production of their own welfare will break down the disabling boundary between service `provider' and `user' and will result in the reality of integrated living. He presents practical suggestions for the changes necessary for the proposed reorganisation of service provision which will re-define direct work with disabled people.