William Reid – författare
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50 produkter
50 produkter
Häftad, Engelska, 2025
165 kr
Skickas inom 5-8 vardagar
A TELEGRAPH MUSIC BOOK OF THE YEARA ROUGH TRADE BOOK OF THE YEARAN UNCUT BOOK OF THE YEARA RESIDENT MUSIC BOOK OF THE YEARIn Never Understood, William Jim tell the story of The Jesus and Mary Chain - one of Britain's greatest guitar bands - for the very first time.A wildly funny and improbably moving chronicle of brotherly strife, feedback, riots, drug and alcohol addiction, eternal outsiders and extreme shyness - and a love letter to the Scottish working-class family - Never Understood is a bona-fide classic of rock 'n' roll literature.'Here is the story of the Reid brothers' rollercoaster life. Scream if you want to go faster: they'll almost certainly oblige'Ian Rankin'Entertaining . . . fraught, funny and occasionally farcical'The Scotsman
Inbunden, Engelska, 2024
348 kr
Skickas inom 3-6 vardagar
Häftad, Engelska, 2018
278 kr
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Inbunden, Engelska, 2011
2 145 kr
Skickas inom 10-15 vardagar
One of the educationist’s major concerns today is to find effective ways of translating new goals for the curriculum into classroom practices. American and British contributions analyse curriculum change as it actually occurs, with people, institutions and constraints of time and money acknowledged and accepted as a necessary and rightful part of the whole process. Detailed accounts are given of curriculum change in a wide variety of settings: American and English school systems, a college of education, an art curriculum project, Scottish classrooms. Analytic perspectives are employed that help to clarify the underlying forces at work. The contributors probe the adequacy of current theorizing about curriculum development, and suggest new ways of thinking about the problems involved in bringing about change.
Häftad, Engelska, 2014
715 kr
Skickas inom 10-15 vardagar
One of the educationist’s major concerns today is to find effective ways of translating new goals for the curriculum into classroom practices. American and British contributions analyse curriculum change as it actually occurs, with people, institutions and constraints of time and money acknowledged and accepted as a necessary and rightful part of the whole process. Detailed accounts are given of curriculum change in a wide variety of settings: American and English school systems, a college of education, an art curriculum project, Scottish classrooms. Analytic perspectives are employed that help to clarify the underlying forces at work. The contributors probe the adequacy of current theorizing about curriculum development, and suggest new ways of thinking about the problems involved in bringing about change.
Inbunden, Engelska, 2013
2 011 kr
Skickas inom 10-15 vardagar
First published in 1978, this book looks at the ‘curriculum crisis’ of the 1970s, examining the effect it has had for Curriculum Studies and curriculum policy making. It focuses on a time when long-established structures and procedures were challenged and schools were accused of having lost touch with the wants and needs of communities. The author argues that the curriculum should become part of community interest and be led by this, rather than by professionals and initiates. Indeed, he feels that the curriculum must have an identity which avoids alliances with technocrats, bureaucrats or ideologues, but yet has a positive philosophy and a commitment to good values.
Häftad, Engelska, 2014
715 kr
Skickas inom 10-15 vardagar
First published in 1978, this book looks at the ‘curriculum crisis’ of the 1970s, examining the effect it has had for Curriculum Studies and curriculum policy making. It focuses on a time when long-established structures and procedures were challenged and schools were accused of having lost touch with the wants and needs of communities. The author argues that the curriculum should become part of community interest and be led by this, rather than by professionals and initiates. Indeed, he feels that the curriculum must have an identity which avoids alliances with technocrats, bureaucrats or ideologues, but yet has a positive philosophy and a commitment to good values.
Häftad, Engelska, 2021
180 kr
Skickas inom 5-8 vardagar
Häftad, Engelska, 2021
188 kr
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Inbunden, Engelska, 2022
335 kr
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Häftad, Engelska, 2022
189 kr
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Inbunden, Engelska, 2022
384 kr
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Häftad, Engelska, 2022
242 kr
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Inbunden, Engelska, 2022
375 kr
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Häftad, Engelska, 2022
268 kr
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Inbunden, Engelska, 2022
418 kr
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Häftad, Engelska, 2022
295 kr
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Inbunden, Engelska, 2023
359 kr
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Inbunden, Tyska, 2023
370 kr
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Inbunden, Engelska, 2023
427 kr
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Inbunden, Engelska, 2023
435 kr
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Häftad, Engelska, 2023
207 kr
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Häftad, Tyska, 2023
185 kr
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Häftad, Engelska, 2023
304 kr
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Häftad, Engelska, 2023
308 kr
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Inbunden, Engelska, 2025
362 kr
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Häftad, Engelska, 2025
228 kr
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Inbunden, Engelska, 2018
1 062 kr
Skickas inom 10-15 vardagar
Developments in educational systems are inextricably linked with the social and political evolution of nations. Nowhere is this more clearly to be seen than in the history of the English sixth form. Originally published in 1982, this book, whose authors had been associated with a number of research projects into 16-19 education, traces the tradition of the sixth form from its origins in the public schools of the nineteenth century through to controversies at the time, over sixth form and tertiary colleges and the extension of 16-19 education to embrace youth opportunities programmes and other semi-vocational courses.It shows that ‘the sixth’ has not only been a significant element in its own right in the adjustment of English society to the challenge of democratic ideals, but has also played a key role in the evolution of secondary education from the endowed school of the nineteenth century, through the municipal grammar schools set up after the 1902 Education Act, to the comprehensive secondary schools of today. In fact, the fate and future of comprehensive schooling becomes fully understandable only through a study of the sixth form tradition which has shaped the activities of educationists and policy-makers over the last hundred years. The authors conclude that educational policy-making is both facilitated and constrained by the existence of enduring traditions stemming from the past: in fact, the work of policy-making lies precisely in the constructive reinterpretation of that inheritance. This book describes and clarifies the nature of the tradition of sixth form education which has been handed down to us, and its relation to democratic values and institutions.