 | |
  | |
| Searching ... |
| 0 % | ||
Books by Adam Unwin
  | | NoNonsense Rethinking Education Whose knowledge is it anyway? (No-Nonsense Guides) by Adam Unwin, John Yandell Paperback, 144 Pages, Published 2016 by New Internationalist ISBN-13: 978-1-78026-309-0, ISBN: 1-78026-309-0 "What is knowledge? Who decides what is important? Who owns it? These are central themes that run through this title that aims to change perceptions and understanding of education. Using historical and contemporary examples, the authors examine the motivations, conflicts, and contradictions in education. In breaking down the structures, forces, and technologies involved they show how alternative approaches can emerge.Dr. Adam Unwin is Se ..." |
 | | No-Nonsense Guides NoNonsense Rethinking Education : Whose Knowledge Is It Anyway? by John Yandell, Adam Unwin 144 Pages, Published 2016 by New Internationalist ISBN-13: 978-1-78026-310-6, ISBN: 1-78026-310-4 "Cover design: Juha Sorsa Design concept: Andrew Smith, asmithcompany.co.uk Series editor: Chris Brazier Series design by Juha Sorsa Printed and bound in Great Britain by Bell & Bain Ltd, Glasgow who hold environmental accreditation ISO 14001. British Library Cataloguing-in-Publication Data. A catalogue record for this book is available from the British Library. Library of Congress Cataloging- in-Publication Data. Acatalog for this b ..." |
 | | Rethinking Education Whose knowledge is it anyway? by Adam Unwin, John Yandell 149 Pages, Published 2016 by Between The Lines ISBN-13: 978-1-77113-264-0, ISBN: 1-77113-264-7 |
 | | New Designs for Teachers’ Professional Learning(1st Edition) (Bedford Way Papers) by Jon Pickering, Caroline Daly, Norbert Pachler, Elizabeth Gowing, John Hardcastle, Louise Johns-Shepherd, Hugh Kearns, Hilary Kemeny, Jim O'brien, Shirley Simon, Maureen Thatcher, Karen Turner, Anne Turvey, Adam Unwin, Ucl Ioe Press Paperback, 284 Pages, Published 2007 by Ucl Ioe Press ISBN-13: 978-0-85473-729-1, ISBN: 0-85473-729-4 "Policy-making for teachers' CPD in the UK has in the past fifteen years focused on centralised ways of managing the development of teachers, and has seen an exponential growth in government intervention. Within the distinct education systems of the UK teachers work in differing environments, but have a shared context characterised by the development of new professionalism, shareholders' investment in teachers' CPD and the growth of inte ..." |