APA PsycNET and Ebook-Collections encompass content in psychology and related disciplines (including medicine, psychiatry, nursing, sociology, education, pharmacology, neuroscience, and physiology, among others).
John E. McDonough affords a rare glimpse into the practice of state politics in this insider's account of the fascinating interface between political science and real-life politics. A member of the Massachusetts House of Representatives for thirteen years and a skilled storyteller, McDonough eloquently weaves together stories of politics and policy with engaging theoretical models in a way that illuminates both the theory and the practice. By providing a link between scholarship and the world of experience, he communicates much about the essence of representative democracy. In the process, he demonstrates how politics extend beyond the public sphere into many aspects of life involving diverse values and interests. McDonough describes the nature of conflict, the role of interests, agenda setting, the nature and pace of change, the use of language, and more. Accessible, insightful, and original, his stories touch on a broad range of issues--including health care politics, campaigns, and elections; a street gang called the X-men; the death penalty; campaign finance reform, and tenants versus landlords. To the author, politics is everywhere and political dynamics are universal. While the setting for this book is one legislature, the lessons and insights are intended for everyone.
This book will consider and interrogate a range of new and contemporary Early Childhood issues that have emerged in the field in the past 5 years. The strength of the book is based on a consideration of issues that can be considered to be fundamental issues relevant to the field of early childhood education, as well as ground breaking in that they present ideas and utilize frameworks that are still not regarded as traditional or mainstream. They also consider the care and education of young children from a global perspective and deal with issues and groups of children/families that are often marginalized. They interrogate ideas with methodologies that are often postmodern in perspective, or present alternative readings that challenge the comfort zone of many early childhood educators. Such issues and methodologies are increasingly being favoured by teacher educators, parents and community members, who think that developmental perspectives do not satisfactorily explain and assist in interactions with young children and their families.
An increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. Contributors examine issues such as: Parental involvement in the transition to school Children's voices on the transition to primary school The construction of identity in the early years Readers will be able to draw support, guidance and inspiration from the different writers to scaffold their own thinking and development in relation to children's transitions. Ample opportunities are offered for readers to gain confidence and competence in dealing with the range of people involved in transitions, and to the benefit of everyone, not least the children, whose 'transitions capital' will grow. Informing Transitions in the Early Years is essential reading for early years students, practitioners, policy makers and researchers.