Throughout the 1920s, a remarkable number of young writers and artists lived and worked in Madrid, creating an atmosphere of effervescence and an upsurge in creativity that has rarely been equalled. These young people, acquainting themselves with one another within the span of only a few years, came together to form a tightly woven network of both personal and artistic relationships. In Configurations of a Cultural Scene Andrew Anderson explores this growing community of artists and writers with a focus on how sites of face-to-face interaction in Madrid fostered creative work and forged young identities. Organizing locations into places of sociability, learning, and residence, Anderson offers five case studies that exemplify the significance of these three points of intersection: Rafael Barradas and his tertulia at the Café de Oriente; an artists’ studio located on the Pasaje de la Alhambra; women art students at the Academia de San Fernando who lodged at the Residencia de Señoritas; the artist and writer Gabriel García Maroto; and the close relationship between artist Maruja Mallo and poet Rafael Alberti. Departing from conventional approaches that foreground the trajectories of individual careers, Anderson privileges the lived experience of artists and writers in his analysis of a rich cultural scene held together by cooperation, exchange, and interpersonal connections.

This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom. Digital technology has opened up different new educational spaces for the mathematics classroom in the past few decades and, as technology is constantly evolving, novel ideas and approaches are brewing to enrich these spaces with diverse didactical flavors. A key issue is always how technology can, or cannot, play epistemic and pedagogic roles in the mathematics classroom. The main purpose of this book is to explore mathematics task design when digital technology is part of the teaching and learning environment. What features of the technology used can be capitalized upon to design tasks that transform learners’ experiential knowledge, gained from using the technology, into conceptual mathematical knowledge? When do digital environments actually bring an essential (educationally, speaking) new dimension to classroom activities? What are some pragmatic and semiotic values of the technology used? These are some of the concerns addressed in the book by expert scholars in this area of research in mathematics education. This volume is the first devoted entirely to issues on designing mathematical tasks in digital teaching and learning environments, outlining different current research scenarios.

Examines the history of special education by categorical areas (for example, Learning Disabilities, Mental Retardation, and Autistic Spectrum Disorders). This title includes chapters on the changing philosophy related to educating students with exceptionalities as well as a history of legal and legislation content concerned with special education.

This book presents the main pillars and contributions of Schools as Learning Communities, an international network of schools that is demonstrating that it is possible to provide excellent education for all children that allows them to achieve success regardless of their socioeconomic, ethnic, geographic or minority background, reversing the reproduction of social and educational inequalities.

"From a leader in the field of psychotherapy this new book is the first dedicated to the topic of the fear of contamination. The book starts by defining the disorder, before considering the various manifestations of this fear, examining both mental contamination and contact contamination, and feelings of disgust. Most significantly it develops a theory for how this problem can be treated, providing clinical guidelines - based around cognitive behavioural techniques."--BOOK JACKET.

Updated to include changes in the field, this new edition addresses ethical issues that are most pressing to special education teachers and administrators. Using a case-based approach, students are encouraged to reason and collaborate about due process, the distribution of educational resources, institutional unresponsiveness, professional relationships, conflicts among parents and teachers, and confidentiality.