'Making Sense' outlines how the growing child comes to understand the world, make sense of experience and becomes a competent social individual.

'Making Sense' outlines how the growing child comes to understand the world, make sense of experience and becomes a competent social individual.

The Literacy of Play and Innovation provides a portrait of what innovative education looks like from a literacy perspective. Through an in-depth case study of a "maker" school’s innovative design—in particular, of four early childhood educator’s classrooms—this book demonstrates that children’s inspiration, curiosity, and creativity is a direct result of the school environment. Presenting a unique, data-driven model of literacy, play, and innovation taking the maker movement beyond STEM education, this book helps readers understand literacy learning through making and the creative approaches embedded in early literacy classroom practices.

First published in 1998, this influential volume undertakes a task of exposition and interpretation in explaining the views of this important yet elusive ethical philosopher and why he thought modern moral and political philosophy so muddled. Fuller places MacIntyre in his philosophical context, draws out his attitudes towards ethical issues and attempts to uncover and explain his influences. In four parts, Fuller explores the board outline of MacIntyre’s position, casuistry and the nature of tethics, MacIntyre’s arguments on truth and reason and lastly his notions of narrative unity, ethical justification, tradition along with views on fact, theory and value.

Peter Berger (1929-2017) was one of the pre-eminent sociologists of the twentieth century. His highly creative and controversial writing made a distinct impact not only in sociology but in such disciplines as political science, public policy, history, religious studies and theology.Originally published in 1986 Making Sense of Modern Times shows how Peter Berger struggled with the classical legacy of the sociological enterprise – a legacy abandoned by contemporary sociology. Berger made a self-conscious effort to recover this vision. Each of the four sections of the book – Social Theory; Modernization; Religion; The Method and Vocation of Sociology – contains essays which examine Berger’s efforts in the light of these broader issues and assess the degree to which Berger succeeds or fails in his efforts. The book includes a contribution from Berger himself, responding to the preceding essays as well as presenting his own appraisal of the future of interpretive sociology.

Carlos Castaneda’s accounts of his meeting with the Yaqui Indian magician Don Juan are well known to sociologists both in Britain and in America. Using material largely from Castaneda’s The Teachings of Don Juan, David Silverman here seeks to introduce the student of Sociology to some of the central epistemological concerns of social science. First published in 1975, the title assumes no previous knowledge of Castaneda but instead uses his work as a springboard to wider issues, in particular making sense of our reality and understanding each other by using language and communication. This is an interesting reissue, which will be of particular value to students of the sociology of language and communication, as well as Communication Studies more generally.

This conversation-based approach accelerates language acquisition for EL students and advances academics and social–emotional learning for all. The authors present a research-based pedagogical model to help K–12 teachers modify the way they plan and implement their lessons to better support the linguistic, cognitive, and social–emotional development of culturally and linguistically diverse students. “The authors remind us that we are working too hard in our roles as providers of knowledge and literacy. Rather, a focus on collaborative interactions among students better enables their autonomy, mutual learning, and self-directed paths to meaning and knowledge. The teacher onus is reduced, yet students’ ownership and confidence are bolstered in more socioconstructive and effectual ways. This work is a must read for all educators!” —Socorro G. Herrera, Kansas State University and author of Accelerating Literacy for Diverse Learners “Describes a system of classroom practice that centers on discourse-rich pedagogies. This book makes an important contribution to the growing field of culturally and linguistically sustaining instructional strategies.” —Cory Buxton, College of Education, Oregon State University “The authors’ detailed model for achieving ‘joint productive activity’ transforms the mysterious alchemy of ‘great teaching’ into a thoughtful, collaborative, and mindful process all teachers can use to engage students in learning.” —Betsy R. Rymes, Penn Graduate School of Education