'Studying as an adult is very different to your school experience. This book will give you the skills and confidence you need when returning to education as a mature student.' You have decided to return to education, and now you may be worried that your study skills are not up to scratch. This inspiring and practical book has been written especially for you - whether you are considering a full-time course, part-time studies, evening classes or distance learning such as an Open University degree. It covers everything you need to know to succeed in your chosen course, including how to: discover your learning style; improve your reading seed and memory; take notes and get organised; improve your writing and mathematical skills; master research techniques; develop analytical skills; and, gain marks in exams.

n opposition to traditional models of special education, where teachers decide when a child is deemed “ready to compete” in “mainstream” classes, Mara Sapon-Shevin articulates a vision of full inclusion as a practical and moral goal. Inclusion, she argues, begins not with the assumption that students have to earn their way into the classroom with their behavior or skills but with the right of every child to be in the mainstream of education, perhaps with modifications, adaptations, and support. Full inclusion requires teachers to think about all aspects of their classroom—pedagogy, curriculum, and classroom climate.

In Screen education, Terry Bolas provides the first definitive history of the development of film and television studies in Britain, from its origins as a grassroots movement to its current status as serious scholarship. The focus is on the United Kingdom, where the development mirrors that of film education in North America and Australia. Bolas’s account describes the voluntary efforts of activists in the Society for Education in Film and Television and their relationship with British Film Institute’s Education Department.

Habits of Mind maintains that the fact that almost everyone now goes to college need not be seen as an obstacle to excellence in education. Some critics have insisted that college is not for everyone, but William B. Allen and Carol Allen assert that the college diploma has rightly become as much the norm in this century as the high school diploma was during the twentieth century. Accordingly, it is essential that higher education remains true to its deepest purpose: the cultivation of proficient humanity.