# data[].attributes.name
Becoming a Successful Early Career Researcher

# data[].attributes.description
Not that long ago there were fairly clear divisions between researchers at different stages throughout their career, starting with doctoral students then progressing to postdoctoral workers and finishing with academic staff. However, more recently the term Early Career Researcher (ECR) has been introduced partly as a response to their growing importance which has been reflected by their increased respect and status shown by national, international and funding bodies. There are several common features of an ECRs job including the need to establish a professional identity and develop into an independent researcher, competing for grants and increasing ones output of research publications; this book offers proven practical advice to help ECRs kick-start a successful academic career.

With advice on:
Choosing research topics
Making best use of a Research Supervisor/Mentor
Developing your research writing
Getting published: journals and books
Writing a research grant/fellowship
Becoming a supervisor
Becoming a teacher, and
Developing your career 

This guide will help academics at the start of their career no matter what discipline they are engaged in... Arts, Humanities, Sciences or Social Sciences. For example, in sciences and engineering, ECRs are commonly part of a large research team and often have to work in collaborative groups; requiring strong interpersonal skills but can lead to tension in the interaction with ones supervisor or mentor. In contrast, in the arts and humanities and perhaps the social sciences, an ECR is more likely to be an independent scholar with a requirement to work alone, leading to a different type of relationship (but not necessarily any less stressful) with ones supervisor or mentor.
Using case studies from across the subject areas to illustrate key points and give suitable examples this vital guide will help all early career academics.

# data[].attributes.author
Catherine Biggs, Adrian Eley, Jerry Wellington, Stephanie Pitts

# data[].attributes.description
This edited collection brings together established global scholars and new thinkers to outline fresh concepts and theoretical perspectives for criminological research and analysis in the 21st century. Criminologists from the UK, USA, Canada and Australia evaluate the current condition of criminological theory and present students and researchers with new and revised ideas from the realms of politics, culture and subjectivity to unpack crime and violence in the precarious age of global neoliberalism.
These ideas range from the micro-realm of the personality disorder to the macro-realm of global power-crime. Rejecting or modifying the orthodox notion that crime and harm are largely the products of criminalisation and control systems, these scholars bring causes and conditions back into play in an eclectic yet thematic way that should inspire students and researchers to once again investigate the reasons why some individuals and groups elect to harm others rather than seek sociability. This collection will inspire new criminologists to both look outside their discipline for new ideas to import, and to create new ideas within their discipline to reinvigorate it and further strengthen its ability to explain the crimes and harms that we see around us today.
This book will be of particular interest to academics and both undergraduate and postgraduate students in the field of criminology, especially to those looking for theoretical concepts and frameworks for dissertations, theses and research reports.

# data[].attributes.description
'This book is clear, approachable, and true. The elegant simplicity of its good guidance is the product of years of practical experience in the classroom. I wholeheartedly commend it to primary school teachers everywhere.'
Michael Boyd, Artistic Director of the Royal Shakespeare Company

Shakespeares plays are widely regarded as the greatest inheritance in English literature and recent years have seen a growing interest in introducing them to children in their primary schools. In this book, the authors bring a blend of clear thinking, playful and inventive practice and straightforward practical advice to bear on teaching Shakespeare in the primary school. 

Children who encounter Shakespeare early have the opportunity to become comfortable with the plays, their stories, characters and settings, long before they might become intimidated by their associations with exclusivity and high culture. They are also given the chance to become familiar with and absorb his powerful and complex language at a stage when they are constantly encountering new vocabulary. To do this most effectively demands a dynamic pedagogy, one which recognises that the plays are best explored and understood through active, physical engagement. 

Beginning Shakespeare 4-11 offers a sound rationale for teaching Shakespeare in primary schools and shows how to engage children with Shakespeare through story, through the very best of early years practice, and through his rich and sensual language. It also illustrates how engagement with the plays and their language can have a dramatic impact on childrens writing. And because plays are for performing, there is helpful and practical advice on how to develop the work and share it with the whole school, parents and the wider community. 

This accessible and comprehensive guide is ideal for teacher trainees and practising primary teachers everywhere.

# data[].attributes.name
Children as Researchers in Primary Schools

# data[].attributes.description
How often do your primary school pupils have the opportunity to engage in open-ended, sustained pieces of work that offer them choice and control?

Do you find that the curriculum restricts openings to provide your pupils with real challenge?

Is your school grappling with finding effective ways in which to elicit authentic pupil voice?

Children as Researchers in Primary Schools is an innovative and unique resource for practitioners supporting children to become real world researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a children as researchers framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their voices heard and experiencing increased levels of engagement and self-esteem.

Based on the authors 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains:


the history and theory behind children as researchers initiatives;


a model for good practice based on successful real life case studies;


questions for reflective practice;


practical examples of research in the classroom;


photocopiable resources;


opportunities for self-evaluation.


This comprehensive resource will be appeal to primary teachers, educational practitioners and students on CPD and ITT courses. It will also be of interest to teacher trainers, to academics involved in teaching and research and to all those interested in promoting childrens voices.

# data[].attributes.description
Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study.
The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section.
In this book Philip Seargeant surveys varieties of English existing within the world today, and the debates and controversies surrounding its present forms, functions and status in diverse world contexts. It examines how English has evolved to become a global language and looks at the political and cultural history that has influenced this evolution.
Beginning with a discussion of real-life challenges relating to world Englishes that are faced by language professionals  particularly in the contexts of language education and language planning  the book explores and illustrates the ways in which the actual use and management of English, as well as the beliefs and ideologies associated with it, play an increasingly important role in contemporary globalized society.

# data[].attributes.description
Creativity for a New Curriculum: 5-11 provides an account of what creativity really means in the context of childrens learning in the primary school, and describes in practical terms what teachers can do to foster it. At a time of curriculum development and change, it focuses on the opportunity to build a new curriculum that is inclusive of creativity and is fit for the twenty-first century.
The value of fostering creative thinking and problem solving abilities in education is widely recognised for its capacity to confer an independence and ability to function effectively in life. As such, encouraging children to be creative thinkers and problem solvers should be an integral part of everyday teaching and learning across all subjects.
Building upon the research and practices of a group of educators studying creativity across the curriculum and coordinated by the author, this book provides primary teachers and trainee teachers with easy to understand explanations of what creativity means in the context of the subjects of the curriculum for young children. It introduces ideas for how to nurture and support it, and explores issues associated with fostering it, such as assessment. Chapters cover areas including:


A brief history of creativity and pedagogy, including common misconceptions


Strategies for creative learning as well as creative teaching


Creativity in English


Creativity in Mathematics


Creativity in Science and Design and Technology


Creativity in Art and Music


Creativity in History and the Humanities


Creativity in ICT


International perspectives on creativity

Creativity for a New Curriculum: 5-11 is an ideal source of information for teachers, teacher trainers, students on teaching programmes and anyone interested in developing opportunities for creativity across the primary school curriculum.

# data[].attributes.description
This practical, user-friendly manual will provide school counselors with the information they need to set up and run twelve different counseling groups. Though the author has test-driven the groups with middle school students, the content is easily adaptable for upper elementary and high school students. Each chapter is devoted to a specific group and includes 



a rationale for the group


step-by-step breakdowns of each session


reproducible worksheets and activities


group-specific evaluation form.


Special sections within each chapter provide tips to make implementation easier and address potential problems. Also included are the American School Counselor Association standards that are addressed during the course of the group. Traditional group topics such as Divorce, Grief, and Study Skills join unique groups tailored for students dealing with Asperger Syndrome, Attention Deficit Disorder, Juvenile Diabetes, and Relational Aggression. The author has used her extensive experience to create this invaluable guide which school counselors at all levels of experience will find an essential tool in their group work.

# data[].attributes.description
With the growth of threats and violence in higher education settings, college campuses are increasingly expected to have systems in place to identify potentially aggressive individuals and intervene to ensure the safety of the campus population. This book will be useful for student affairs professionals as well as college counselors, psychologists, social workers interested in the practical management of aggression and violence on a college campus. It will also be a valuable resource for those involved in creating and running behavioral intervention teams and threat/risk assessment teams. Ten case studies from both the community and residential college settings provide a comprehensive overview of campus violence and how to intervene to prevent it. Pertinent background information is discussed as an introduction to these narratives, such as the fundamentals of aggression and violence on campuses; how these behaviors can impact students, faculty, and staff; and what can be learned from past campus violence. Along with discussion questions and a review of ways to approach each situation, experts in higher education, forensic risk assessment, law enforcement, and legal issues weigh in on each case study. Their perspectives offer a context and broad base of opinions and ideas on how each case could be handled. Additional examples for further training of the college counselor are given through a detailed look at almost 100 incidents of violence, including thwarted attacks, rampage shootings, and hostage situations.

# data[].attributes.name
Dramatherapy with Children, Young People and Schools

# data[].attributes.subtitle
Enabling Creativity, Sociability, Communication and Learning

# data[].attributes.description
Dramatherapy with Children, Young People and Schools is the first book to specifically evaluate the unique value of dramatherapy in the educational environment. A variety of highly experienced dramatherapists, educational psychologists and childhood experts discuss the benefits to the children and young people, and also in relation to the involvement of teachers, the multi-disciplinary team and families. This professional book offers a panoramic view to explain how through dramatherapy children and young people develop their communication skills, sociability and their actual desire to learn. 

Detailed case studies demonstrate individual successes in youngsters experiencing a range of emotional difficulties and psychological needs. These studies include: conquering a fear of maths; violent behaviour transformed into educational achievement; safe expression of feelings for a sexually abused child; and where children are diagnosed with mental health disorders such as ADHD and ODD, where the benefits of dramatherapy with children and families are carefully described and evaluated, suggesting that this therapeutic discipline can achieve positive outcomes. 

The practical advice and inspirational results included here promote a future direction of integration and collaboration of school staff, multi-disciplinary teams and families. Education and equality are high on the agenda, and the function of dramatherapy is not just as a treatment, but as an economically viable and valuable preventive therapy.

# data[].attributes.author
Lauraine Leigh, Irvine Gersch, Deborah Haythorne, Ann Dix

# data[].attributes.subtitle
A Lacanian Psychoanalytic Approach to the Subject

# data[].attributes.description
Lacan's psychoanalytic take on what makes a pervert perverse is not the fact of habitually engaging in specific "abnormal" or transgressive sexual acts, but of occupying a particular structural position in relation to the Other. Perversion is one of Lacan's three main ontological diagnostic structures, structures that indicate fundamentally different ways of solving the problems of alienation, separation from the primary caregiver, and castration, or having limits set by the law on one's jouissance. The perverse subject has undergone alienation but disavowed castration, suffering from excessive jouissance and a core belief that the law and social norms are fraudulent at worst and weak at best.
In Perversion, Stephanie Swales provides a close reading (a qualitative hermeneutic reading) of what Lacan said about perversion and its substructures (i.e., fetishism, voyeurism, exhibitionism, sadism, and masochism). Lacanian theory is carefully explained in accessible language, and perversion is elucidated in terms of its etiology, characteristics, symptoms, and fundamental fantasy. Referring to sex offenders as a sample, she offers clinicians a guide to making differential diagnoses between psychotic, neurotic, and perverse patients, and provides a treatment model for working with perversion versus neurosis. Two detailed qualitative clinical case studies are presentedone of a neurotic sex offender and the other of a perverse sex offenderhighlighting crucial differences in the transference relation and subsequent treatment recommendations for both forensic and private practice contexts.
Perversion offers a fresh psychoanalytic approach to the subject and will be of great interest to scholars and clinicians in the fields of psychoanalysis, psychology, forensic science, cultural studies, and philosophy.

# data[].attributes.subtitle
Participatory Development Communication for Natural Resource Management

# data[].attributes.description
In natural resource management research, best practice implies the participation of community members, research or development teams and other stakeholders to jointly identify research and development parameters and contribute to decision making. Ideally, the research or development process itself generates a situation of empowerment in which participants transform their vision and become able to take effective action. Used increasingly widely in resource management, this process is known as Participatory Development Communication (PDC).

This book presents conceptual and methodological issues related to the use of PDC to facilitate participation amongst stakeholders in a variety of natural resource management initiatives. Each chapter presents in-depth experiences from Asia and Africa to highlight different ways in which this process can be achieved. The book describes the major issues involved in applying PDC to natural resource management practices and research, discusses the challenges and the difficulties linked to such an approach and offers insights and lessons from research and experience in the field.

# data[].attributes.description
History 5-11 addresses the key issues surrounding the teaching of history in the primary curriculum. With an emphasis on the importance of learning about the past through the processes of historical enquiry, this textbook will be an invaluable resource to all trainee and practising primary teachers interested in teaching history in an accessible, dynamic and above all enjoyable way.
This fully updated second edition highlights:


Examples of good practice;


Meaningful assessment and record keeping;


Planning for progression and differentiation;


The primary to secondary transition;


Cross-curricular approaches to history.

This book also analyses the most recent and salient reports concerning primary education, including the 2011 Ofsted report History for All, the Historical Association Primary Survey 2011 and the findings of the Cambridge Review. It contains case studies, lesson planning guidance and methods to develop pupils historical understanding as well as offering creative and innovative ways to teach the subject of history in the primary classroom.

# data[].attributes.subtitle
Encouraging Creative Play and Learning in Natural Environments

# data[].attributes.description
Now in its second edition, Nature and Young Children promotes the holistic development of children by connecting them with nature. It offers advice and guidance on how to set up indoor and outdoor nature play spaces as well as encouraging environmentally responsible attitudes, values and behaviour in your early childhood setting. 
Covering topics as diverse as gardening with young children, creating an accessible nature program for children with special needs and addressing cultural differences in connecting children with nature, this book reveals how important nature play can be in the development of young children. 
This user-friendly book offers guidance on


alternative settings for nature-focused programs


international approaches to nature play in early childhood


the role of the adult in outdoor learning


using nature play for cross-curricular learning


integrating nature education and peace education


health and safety. 

This highly accessible book will provide all early years practitioners, teachers and students on early childhood courses with a wealth of ideas on how to foster creative play and learning in nature-focused environments while also promoting positive connections with nature.

# data[].attributes.description
The image of the Third Reich as a monolithic state presiding over the brainwashed, fanatical masses, retains a tenacious grip on the general public's imagination. However, a growing body of research on the social history of the Nazi years has revealed the variety and complexity of the relationships between the Nazi regime and the German people. This volume makes this new research accessible to undergraduate and graduate students alike.

# data[].attributes.description
Images and ideas associated with masculinity are forever in flux. In this book, Donald Moss addresses the never-ending effort of menregardless of sexual orientationto shape themselves in relation to the unstable notion of masculinity.

Part 1 looks at the lifelong labor faced by boys and men of assessing themselves in relation to an always shifting, always receding, ideal of "masculinity." In Part 2, Moss considers a series of nested issues regarding homosexuality, homophobia and psychoanalysis. Part 3 focuses on the interface between the body experienced as a private entity and the body experienced as a public entitythe body experienced as ones own and the body subject to the judgments, regulations and punishments of the external world. The final part looks at men and violence. Men must contend with the entwined problems of regulating aggression and figuring out its proper level, aiming to avoid both excess and insufficiency. This section focuses on excessive aggression and its damaging consequences, both to its object and to its subjects. 

Thirteen Ways Of Looking At A Man will be of great interest not only to psychoanalysts and psychotherapists, but also to a much wider audience of readers interested in gender studies, queer studies, and masculinity.

# data[].attributes.name
Improving Your Reflective Practice through Stories of Practitioner Research

# data[].attributes.description
Improving Your Reflective Practice through Stories of Practitioner Research shows how research has informed and created effective and valuable reflective practice in early years education, and offers depth to the arguments for a research-orientated stance to this vital field of study.

This thought-provoking text explores and documents a variety of small-scale practitioner research projects from the home and early years settings. The stories are centred around real life for children, families and workers and offer practical ideas and support for early years students around the world. They engage in some of the most current debates in early childhood education today, such as:



how to support children as individuals


how young children learn and how parents support their learning


how to lead and facilitate change in a way that does not take power away from children, parents or workers


how to support children in taking risks


how to support parents in returning to learning.


Throughout this book, the Pen Green attitude to practitioner research is actively encouraged. This involves fostering curiosity, being open to the views of others, questioning the taken for granted, making the implicit explicit and reflecting on ones daily work. Any practitioner research in early years education and care will draw inspiration from this accessible and supportive text.

# data[].attributes.name
Contemporary Debates in Childhood Education and Development

# data[].attributes.description
What are the risks and benefits of non-parental care for young children? 

What are the short- and long-term effects of academically vs. play-focused environments for learning? 


How and when should we teach reading? 


What are the purposes of Education?

What is the best way to teach mathematics to children, from preschool and beyond?



Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Through an innovative format whereby leading scholars each offer their own constructive take on the issue in hand, this book aims to inform readers of both sides of a variety of topics and in the process encourage constructive communication and fresh approaches.

Spanning a broad spectrum of issues, this book covers:



Phonic and whole language reading approaches


The developmental effect of non-parental childcare 


The value of pre-school academic skill acquisition


The most effective methods of teaching mathematics 


Standardized assessment  does it work?


The role of electronic media and technology


The pedagogical value of homework


The value of parents reading to children.


This book combines breadth of vision with cutting edge research and is a must have resource for researchers, students and policy makers in the fields of education and child development.

# data[].attributes.subtitle
Teachers and Teaching Assistants Working Collaboratively

# data[].attributes.description
Improving Pupils Motivation Together provides a refreshing and much-needed focus on how motivation can be enhanced by teachers and teaching assistants working both individually and collaboratively. Written in an accessible and engaging manner, the book explores various theories of motivation from a range of perspectives, applying academic theory to real life classroom situations. Using a combination of case studies and empirical research, this book demonstrates how teachers and TAs can successfully enhance the motivation of their students through collaborative practice. Improving Pupils Motivation Together starts by introducing theories of learning and motivation and goes on to offer insight in areas including:


Collaboration and ways to collaborate;


Motivation and giftedness;


Assessment for Learning;


Learning goals and learning objectives;


Common pupil responses;


Research in Action.

Improving Pupils Motivation Together is an ideal resource for both teachers and teaching assistants working with pupils who are difficult to motivate and who find learning challenging. Further, this book will be highly useful for teachers managing their support staff, and for trainee teachers looking to develop their skills in motivating and engaging pupils.

# data[].attributes.name
Architecture & Design versus Consumerism

# data[].attributes.description
The mentality that consumerism and economic growth are cure-alls is one of the biggest obstacles to real sustainability, but any change seems impossible, unthinkable. Our contemporary paradox finds us relying for our well being on consumer-driven economic growth that we actually cant afford  not in environmental, economic or social terms. Although architecture and design have long been seen as engines for consumerism and growth, increasing numbers of designers are concerned about the problems resulting from growth. But designers face a paradox of their own; in scenarios of sustainable consumption, where people consume or build significantly less, what will be left for designers to do? 
This book, informed by recent research into the viability of a "steady state" economy, sets an agenda for addressing the designers paradox of sustainable consumption. The agenda includes ways that architecture and design can help transition us towards a new kind of economy that prioritizes real wellbeing rather than economic growth. Packed with examples and illustrations, the book argues that taking action, or activism, is an important but so far underexplored way for architects and designers to confront consumerism.
The first chapters explore how economic growth and consumerism shape and are shaped by the professions of architecture, product, and landscape design and how we can understand the problem of consumerism as four main challenges that designers are already addressing. The book maps out the main issues surrounding the development of metrics that designers and others can use to measure wellbeing, instead of simply measuring economic growth. The second half of the book looks at how design activism works and its connection to growth and consumerist issues. These chapters examine how activist practices are financed, highlight five specific methods that designers use in working for social change, and investigate the power of these methods. The book concludes with a consideration of what designs role might be in a "post-growth" society.

# data[].attributes.description
First developed by Michel Foucault more than thirty years ago, "governmentality" has become an essential set of tools for many researchers in the social and political sciences today. What is "governmentality"? How does this perspective challenge the way we understand political power and its contestation? This new introduction offers advanced undergraduate and graduate students both a highly accessible guide and an original contribution to debates about power and governmentality. 
The book aims to serve four main functions:



To situate governmentality as an intellectual development within Foucaults thinking about the microphysics of power and his genealogical methods;


To reveal how research in governmentality has changed as the idea encounters new academic fields, political contexts and regional settings;


To examine one of the more recent encounters between governmentality and the social sciences - its interaction with international relations and global politics;


To offer researchers some methodological suggestions for undertaking studies in governmentality, stressing that its critical edge becomes blunted if it is detached from historical/genealogical modes of inquiry.


This book offers a set of conceptual and methodological observations intended to keep research in governmentality a living, critical thought project. Above all, it argues that the challenge of understanding the world calls for the addition of new thinking equipment to the governmentality toolbox. Governmentality: Critical Encounters will prove useful for students of social and political theory, international relations, political sociology, anthropology and geography.