Ted Wragg has spent the last thirty years researching, thinking and writing about some of the key and enduring issues in education. This book offers his key writings in one place for the first time. This internationally renowned author starts with a specially written introduction, which gives an overview of his career and conceptualizes his selection. The chapters cover:

* classroom teaching and learning
* training new and experienced teachers
* curriculum in action
* educational policy and its implementation
* communicating with professional and lay people.

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Hunting Badger

The marvelous Hunting Badger is Tony Hillerman's 14th novel featuring Navajo tribal police officers Joe Leaphorn and Jim Chee. Here the two cops (who appeared in separate books early on but whose paths now cross routinely) are working two angles of the same case to catch the right-wing militiamen who pulled off a violent heist at an Indian casino. Hillerman serves up plenty of action and enough plot twists to keep readers off balance, leading up to a satisfyingly tense climax in which Leaphorn and Chee stalk a killer in his hideout.

Action Learning: History and Evolution

This books is the first of a two volume set that fully explore the roots of action learning and the legacy of its principal pioneer, Reg Revans. Rather than prescribe one approach to action learning, it shows alternative approaches to fit different contexts, including classic action learning, action reflection learning and business driven action learning.

Neurotransmitters, Drugs and Brain Function

Neurotransmitters, Drugs and Brain Function aims to link basic aspects of the activity of neurotransmitters at the receptor and synaptic level with their role in normal brain function, disease states, and drug action. Thus, the material considers to what extent our knowledge of the central synaptic action of certain drugs can explain their possible roles in the cause of diseases and in the modes of action of drugs effective in those conditions.

Collaborative Action Research for English Language Teachers

This book proposes that action research should be a collaborative process emerging from the practical concerns of groups of teachers working in a common or similar context. Teachers' first-person accounts provide the basis for exploring the challenges and constraints of action research. The book will be of interest to teachers seeking new directions for their own professional development as well as others interested in integrating collaborative action research into current practice and curriculum renewal.






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