Bøger i Improving Learning serien

Lifelong learning has become a mantra, but what does learning mean and do in the lives of adults? This title shows that learning is multi-faceted and complex; and also shows how learning helps people to strengthen and develop their sense of self, and assume a greater degree of control over their lives.

User engagement is a key part of discussions about the nature and purpose of social science research. This book provides an overview of theoretical and practical developments relating to working with users at different stages in the processes of research.

Modern societies demand high levels of literacy. This book addresses such questions as: how do adults' literacy skills impact on their working lives, and on the enterprises where they work; how can we develop these essential skills in the workforce; and how can literacy instruction change individuals' engagement with further learning.

What are the mathematical knowledge and skills that actually matter for the world of work today? Has technology reduced the necessary knowledge to the most basic arithmetic? This book argues that there has been a radical shift in the nature of mathematical skills required for work.

Interest in learning at work has captured the attention of many people around the world, often taking centre stage in policy debates. This book discusses the everyday learning that goes on in workplaces, ranging from offices, factories and shops to gyms, health centres and universities. It is suitable for undergraduate and postgraduate students.

Presents an insight into 'what is really learned at university' and how much it differs between students and between the universities they attend. This book challenges notions of 'best' or 'top' universities and demonstrates both diversities and commonalities in the experience of being a student.

Interprofessional collaborations to prevent the social exclusion of children and young people call for new professional skills and understandings. This book draws on an examination of these ways of working to make clear what these new skills and understandings are and how they can be developed.

How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support? This book sets out to show how disabled students experience university life.

Addresses the need for increasing multi-agency capacity in schools, as the success of initiatives such as 'Every Child Matters' or 'personalised learning' depends on teachers understanding the challenges faced by young people in learning effectively and happily in their school. This book is suitable for students of education.

Explores the reading and writing associated with learning subjects across the college curriculum and considers ways of changing teaching practices that enable students to reach their full potential.

Attempts to understand the poorly understood learning sector by both talking to students and front-line staff and by interviewing the officials responsible for managing post-compulsory education and lifelong learning. It conclude that there are serious failings and suggest principles and features of a more equitable and effective learning system.

Examines the ways in which ICT can be used in the classroom to enhance teaching and learning in different settings and across different subjects. This book explains why the process of integrating ICT is not straightforward. It emphasises the pivotal role that teachers play in supporting learning with ICT across the curriculum.

Focuses on understanding the varied learning experiences of older people across the life course, analyzing the role and significance of learning in older people's lives. This book links research findings to educational policy developments in lifelong learning.

Aims to develop a way of understanding educational improvement which focuses on the formation and transformation of the practices through which students learn. This book generates insight into various practices of teaching and learning. It is useful for researchers, policymakers and practitioners for implementing change for the better.

Drawing on research carried out as part of the Teaching and Learning Research Programme, this work discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. It also examines the challenges of introducing and sustaining consultative practices.

Breaking words down into units of meaning can help children with spelling where other techniques such as phonics can fail. Written by leading researchers for trainee teachers, practising teachers and interested parents, this book provides sound, evidence-based advice and materials that can be used to help teach children about morphemes.

Presenting key findings on work-based learning, this work brings together conclusions, investigating a variety of workplace contexts to show how such learning can be improved.

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book aims to make a contribution to the creation of such a professional knowledge base for teachers.

Takes the view that marginalization, exclusion and underachievement take many forms and affect many different kinds of child. This book delineates a definition of inclusion to meet the needs of those children who are marginalized by the school system, and asks how this situation can be remedied.

There is growing demand for education to look to research results to provide the evidence to inform choices and decisions about educational matters. This book explores the view that education should become more evidence-based by considering the relationship between research and practice in the context of the science curriculum.

This book presents a strong and coherent rationale for improving learning for diverse students from a range of backgrounds within higher education.

Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, this book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.

This book presents a strong and coherent rationale for improving learning for diverse students from a range of backgrounds within higher education.

Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, this book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.