Psychology and Adult Learning 3rd Edition by Mark Tennant

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.

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Little Plays for Little People Theatre Games and Activities by Chari R Greenberg

This book contains some well-formatted entertaining plays that allow children to act out the stories while the teacher feeds them lines.

I tried out the warm-up exercises and two other plays, "Friends 1 and 2 have an argument" and "Goldilocks and the Many Bears" on children ages 4-9 and the kids had a great time! I asked the kids what they thought of the plays and they said, "They were fun!"

The kids and I look forward to performing more of these charming little plays.

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Learning to Teach Adults An Introduction by N Corder

Written in a refreshing and accessible style, this book is full of practical advice, hints, ideas and information for anyone who is about to, or who is already in the process of teaching adults.

Uniquely, it acts as a first-step primer as well as a reminder of good practice to those with more experience.

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Learning Styles in Education and Training Vol 48

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?

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Learning from Young Children in the Classroom The Art and Science of Teacher Research

This practical resource is a comprehensive introduction to envisioning and carrying out high-quality teacher research in early childhood settings. The text features original research projects by teachers working with infants, toddlers, preschoolers, and primary age children.

With special attention given to multicultural and multilingual classrooms, the authors examine forms of children's play, social interaction, and friendships, language and literacy learning, as well as work with parents and families.

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Language and Meaning by Christopher Beedham(Studies in Functional and Structural Linguistics 55)

This book illustrates the structuralist idea that language creates the reality we perceive.

The data presented in this volume focus on the problematic issues of the passive construction and irregular (strong) verbs, with examples taken primarily from English with separate subsections on German and Russian

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Homework Motivation and Learning Preference

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.

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