The comparative approach adopted in this text takes its inspiration from the conviction that the subfield of comparative politics should be more than merely a rubric for the study of foreign political systems. For this reason, we have eschewed the "country-by-country" format more commonly found in comparative politics texts in favor of a thematic or topical mode of organization.

Comparative Politics: Diverse States in an Interdependent World

Politics & Social Sciences

WARWICK, Paul

Roth, David F.

Politics & Government

Harpercollins College Div

Providing a range of insights into pupils' learning relevant to the use of information and communications technology (ICT) in primary science, this book provides examples of software and hardware use in the classroom, as well as talking about the possibilities for the use of computer-based technologies.

Teaching and Learning Primary Science with ICT

Education & Teaching

Schools & Teaching

Open University Press

Global Learning and Education: Key concepts and effective practice

What is globalisation? How are its effects felt by different people across the world? How can we help young people flourish in a world characterised by globalisation?  Conflict, poverty, breaches of human rights, and environmental sustainability are everyday issues for global citizens today, old and young. Global Learning and Education presents a detailed and challenging introduction to a central concern facing education systems and curricula around the world: How young people understand and experience globalisation and how meaningful global learning can be developed.   Encouraging a critical and reflective approach in order to advance understanding of a range of theoretical and practical factors, it considers the meaning and definitions of globalisation, global citizenship and global education. Global Learning and Education explores key issues including interconnectedness and interdependency, cultural diversity, social justice and sustainable development. It considers how global learning should and can imbue all aspects of education, within curriculum subjects, through project based learning, and through extra-curricular activities that help students participate and engage in global issues. It argues the importance of the mission and ethos of a school itself, of shaping global learning for different educational contexts, and of ensuring teaching and learning meets the needs of individual learners. Global Learning and Education is a comprehensive, thought-provoking - sometimes contentious - introduction for educationalists concerned with what globalisation means for our young people. Illustrated throughout with case studies that seek to inspire creativity and hope, and including questions and suggested reading for further investigation, it is essential reading for all those involved in the teaching and learning of young people, as well as those studying this vital topic on Education Studies and Masters level courses.

Peterson, Andrew

Routledge

A highly puzzling phenomena in politics is why some parliamentary democracies, such as Britain, manage to produce highly durable governments, whereas others, such as Italy, experience governmental instability. This book reports the results of a quantitative investigation of the issue, using an innovative statistical methodology and a new data set covering sixteen West European countries over the entire postwar period. The results fundamentally challenge current theorizing on government survival and point to an alternative perspective on the relationship among governments, parties, and voters.

Government Survival in Parliamentary Democracies

Legal Theory & Systems

Cambridge University Press

A highly puzzling phenomena in politics is why some parliamentary democracies, such as Britain, manage to produce highly durable governments, whereas others, such as Italy, experience governmental instability. This book reports the results of a quantitative investigation of the issue, using an innovative statistical methodology and a new data set covering sixteen West European countries over the entire postwar period. The results fundamentally challenge current theorizing on government survival and point to an alternative perspective on the relationship among governments, parties, and voters.

Reflective Teaching: Effective and Evidence-Informed Professional Practice

Pollard, Andrew

Collins, Janet

Swaffield, Sue

Simco, Neil

Warin, Jo

Continuum Intl Pub Group

" . . . truly an intellectual tour de force. Even the reader who doesn't agree with all of Warwick's conclusions can't fail to recognize what a tremendous contribution this book makes to the study of culture and political-economic change." - American Political Science Review

Culture, Structure, or Choice? Essays in the Interpretation of the British Experience

History

Europe

Algora.Publishing

Reflective Teaching in Schools: Evidence-Informed Professional Practice

Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests ‘Reflective Activities' for classroom work and offers guidance on selected ‘Key Readings'.Uniquely, two levels of support are offered:· Practical advice and comprehensive, evidence-based guidance on key issues in classroom practice – including relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation. · Routes to deeper forms of expertise, introducing evidence-informed ‘principles' and ‘concepts' to support more in-depth understanding of teacher expertise, as trialled with primary and secondary practitioners in the UK and beyond. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, coordinated development and is responsible for the final text, with the advice of primary and secondary specialists from the University of Cambridge.Reflective Teaching in Schools is part of a set of professional resources. It links directly to the companion text, Readings for Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools.Readings for Reflective Teaching in Schools, offering further support for reflective practice in schools, directly complements and extends the chapters in this book. It has been designed to provide convenient access to key texts. It is of particular help as a compact and portable library in school-led teacher education.The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.

James, Mary

Hickman, Richard

Wolpert, Mary Anne

Black-Hawkins, Kristine

Dudley, Pete

Linklater, Holly

Swann, Mandy

Winterbottom, Mark

Cliff-Hodges, Gabrielle

Turner, Fay

Bloomsbury Academic

Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests ‘Reflective Activities' for classroom work and offers guidance on selected ‘Key Readings'.
Uniquely, two levels of support are offered: · Practical advice and comprehensive, evidence-based guidance on key issues in classroom practice – including relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation. · Routes to deeper forms of expertise, introducing evidence-informed ‘principles' and ‘concepts' to support more in-depth understanding of teacher expertise, as trialled with primary and secondary practitioners in the UK and beyond. 
Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, coordinated development and is responsible for the final text, with the advice of primary and secondary specialists from the University of Cambridge.
Reflective Teaching in Schools is part of a set of professional resources. It links directly to the companion text, Readings for Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools.
Readings for Reflective Teaching in Schools, offering further support for reflective practice in schools, directly complements and extends the chapters in this book. It has been designed to provide convenient access to key texts. It is of particular help as a compact and portable library in school-led teacher education.
The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise. 
This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.

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