Pulling Newspapers Apart: Analysing Print Journalism explores contemporary UK national and local newspapers at a significant and pivotal moment in their development when some pundits are busily, if mistakenly, announcing their demise. The book offers a detailed examination of features which previous studies have tended to neglect, such as editorial formats (News, op-ed pages, readers’ letters, cartoons, obituaries, advice columns, features and opinion columns), aspects of newspaper design (page layout, photographs, supplements, online editions, headlines, the emergence of the compact and Berliner editions), newspaper contents (sport, sex and page 3, royalty, crime, moral panics and politics) as well as the content of newspapers which is not generated by in-house journalists (advertising, TV listings, horoscopes, agency copy and public relations materials).
This book examines one of the most fundamental issues in education – learning. Once understood as a highly individual process, learning is now recognised to be a strongly social event, infl uenced not only by mental processes, but also by the context in which it occurs. Much learning takes place in contexts outside the education system, in homes and families, for example, as well as in classrooms, schools and colleges. Insights from across these different contexts shed light on what learning is, and how opportunities for it can be maximized.
The application of learning styles theory and research continues to hold great promise for practitioners in both education and training as a potentially powerful mechanism for enabling pupils, students and trainees to manage their own learning better throughout their educational and working lives. The selection of papers from the 10th Annual European Learning Styles Information Network Conference (held in July 2005 at the School of Management, University of Surrey) presented here raise a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice. Central to the debate is the question of how do practitioners (teachers and trainers) gain a working vocabulary around the concept of learning styles which may be incorporated into their day-to-day practice and thereby enhance the learning process?
This book focuses on homework, a topic of popular interest that is not well represented in the professional literature. Both the popular and the research literature have focused on homework as viewed from the outside, that is, on the nature of the homework itself. The focus here is on homework from the inside, on the student who does the homework. The goals of this book are to (a) give counselors, teachers, and parents a theoretical understanding of homework; (b) provide them with a way to assess each student’s motivation to do homework and personal profile of home learning preferences; and (c) introduce them to methods and materials designed to facilitate their meeting the formidable challenge of helping children do their homework more effectively. Another important goal of the book is to open up a new research topic that has been almost totally neglected until now. The book consists of 10 chapters and is divided into three parts.
It is a book about psychology and adult learning as opposed to being a book about the psychology of adult learning. The reader who wants a comprehensive account of psychology and its application to adult learning should look elsewhere. Similarly, the reader who wants an exhaustive treatment of any particular theory will not find it here. My approach has been to examine the seminal traditions of some key psychological theories and to discuss the issues and problems in applying them to an understanding of adult learning and development. I hope it will be useful for those who seek a critical understanding of psychological theory and research from the perspective of the adult educator.
