john quicke (22 Ergebnisse)

Zustand: Good. First Edition. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Zustand: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.

Zustand: Very Good. 2016. No Edition Remarks. 265 pages. Signed by the author. Illustrated dust jacket over brown cloth boards with lettering. Contains black and white illustrations. Flat signed by author to title page. Pages and illustrations are bright and clear with no visible markings. Binding throughout remains firm. Boards have light edge wear with minor corner bumping. Mild crushing to spine, with occasional markings overall. Lettering is clear. Panels have light edge wear with some creases. Minor markings to all surfaces.

Hardcover. Zustand: Wie neu. 202 S. Like new. Shrink wrapped. Sprache: Englisch Gewicht in Gramm: 610.

Zustand: New.

Paperback. Zustand: Brand New. 188 pages. 8.50x5.43x8.50 inches. In Stock.

Zustand: New.

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Zustand: New.

Zustand: New. In.

Zustand: New. In.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | This book consists of a number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England. The aim is to provide accounts which do not shirk from describing 'failures' as well as 'successes' and which reflect the general 'messiness' of this kind of work. They are written as 'stories' from the point of view of an educational psychologist who regards himself as a critical reflective practitioner whose professional practice is grounded in a democratic, inclusive philosophy. The methodology of the book draws on the qualitative research tradition in social science and education, in particular ethnography and action research, and makes a unique contribution to the role of 'storying' in this kind of research. The author feels that his approach represents a challenge to conventional constraints on research in his own profession which prevent the development of a more open dialogue about the role and purpose of psychological interventions to promote inclusion. The worked examples of practical strategies in mainstream provide insights which should be of interest to all support professionals, teachers, educationalists and others concerned with inclusion of pupils described as having 'special educational needs'.

Zustand: New.

Kartoniert / Broschiert. Zustand: New.

Gebunden. Zustand: New.

Taschenbuch. Zustand: Neu. Inclusion and Psychological Intervention in Schools | A Critical Autoethnography | John Quicke | Taschenbuch | xi | Englisch | 2008 | Springer Netherland | EAN 9781402096143 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Zustand: New.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Within the field of inclusive education, a growing body of literature has contributed to a developing knowledge and understanding of conceptual, empirical, philosophical issues and ideas. However, there is still an urgent need for more detailed accounts of how the struggle for change takes place or 'gets done' in specific contexts involving particular people. This important book seeks to meet some of these needs by providing stories from the working life of an educational psychologist in England, and his interventions in schools in attempting to contribute to meeting the diverse needs of a range of pupils. In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. The author describes himself as a 'reflective practitioner', whose work is not id- logically neutral, but informed by a deep commitment and belief in the well-being of all children. He calls his approach 'autoethnographic' in order to emphasize the se- reflective nature of the activity. Thus, the stories involve insights into the ambiguity, self-doubt, contradictions, dilemmas and real messiness of his position and expe- ences within his work context.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Within the field of inclusive education, a growing body of literature has contributed to a developing knowledge and understanding of conceptual, empirical, philosophical issues and ideas. However, there is still an urgent need for more detailed accounts of how the struggle for change takes place or 'gets done' in specific contexts involving particular people. This important book seeks to meet some of these needs by providing stories from the working life of an educational psychologist in England, and his interventions in schools in attempting to contribute to meeting the diverse needs of a range of pupils. In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. The author describes himself as a 'reflective practitioner', whose work is not id- logically neutral, but informed by a deep commitment and belief in the well-being of all children. He calls his approach 'autoethnographic' in order to emphasize the se- reflective nature of the activity. Thus, the stories involve insights into the ambiguity, self-doubt, contradictions, dilemmas and real messiness of his position and expe- ences within his work context.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | This book consists of a number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England. The aim is to provide accounts which do not shirk from describing 'failures' as well as 'successes' and which reflect the general 'messiness' of this kind of work. They are written as 'stories' from the point of view of an educational psychologist who regards himself as a critical reflective practitioner whose professional practice is grounded in a democratic, inclusive philosophy. The methodology of the book draws on the qualitative research tradition in social science and education, in particular ethnography and action research, and makes a unique contribution to the role of 'storying' in this kind of research. The author feels that his approach represents a challenge to conventional constraints on research in his own profession which prevent the development of a more open dialogue about the role and purpose of psychological interventions to promote inclusion. The worked examples of practical strategies in mainstream provide insights which should be of interest to all support professionals, teachers, educationalists and others concerned with inclusion of pupils described as having 'special educational needs'.

Buch. Zustand: Neu. Neuware - First published in 1985, Disability in Modern Children's Fiction presents a case for the inclusion of a planned element in the mainstream curriculum, specifically designed to encourage positive attitudes and actions towards children with special needs.