Reflecting on 2016, it might seem that the national parties have little control over how the presidential nominations unfold and who becomes their presidential candidate. Yet the parties wield more influence than voters in determining who prevails at the National Conventions. Although the reforms of the late 1960s and 1970s gave rank-and-file party members a clear voice in the selection of presidential candidates, the parties retain influence through their ability to set the electoral rules. Despite this capability, party elites do not always fully understand the consequences of the rules and therefore often promote a system that undermines their goals. The Primary Rules illuminates the balance of power that the parties, states, and voters assert on the process. By utilizing an original, comprehensive data set that details the electoral rules each party employed in each state during every nomination from 1976 to 2016, Caitlin E. Jewitt uncovers the effects of the rules on the competitiveness of the nomination, the number of voters who participate, and the nomination outcomes. This reveals how the parties exert influence over their members and limit the impact of voters. The Primary Rules builds on prior analyses and extends work highlighting the role of the parties in the invisible primary stage, as it investigates the parties’ influence once the nominations begin. The Primary Rules provides readers with a clearer sense of what the rules are, how they have changed, their consequences, and practical guidance on how to modify the rules of the nomination system to achieve their desired outcomes in future elections.

This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.

The recent rise of “primarying” corresponds to the rise of national fundraising bases and new types of partisan organizations supporting candidates around the country

Endorsed by Cambridge International Examinations The Cambridge Primary English course that is mindful of learners where English is not their first language. This Workbook has been designed for either homework or extension activities after the relevant pages in the Student's Book are completed. - Build on what has taken place in the lesson - Challenges students to develop their learning further - Ideal for homework or extension activities Hodder Cambridge Primary English aids preparation for the Progression tests and Primary Checkpoint test and offers full coverage of the Cambridge Primary English curriculum frameworks for Stages 1-6. There is a Student's Book, Workbook and a Teacher's Pack available for each stage.

Published in 1988, Topic Work In The Primary Scho is a valuable contribution to the field of Education.

Primary Process Impacts and Dreaming the Undreamable Object in the Work of Michael Eigen examines Eigen’s rich phenomenological work on becoming a welcoming object. The contributors to this collection explore the core theme with reference to key Eigen works including Feeling Matters and Contact with the Depths. As a primary process psychoanalyst, Eigen’s writing reflects a unique rhythm of faith that is able to "revivify" union-distinction body-affect-thinking potentialities within a creative psychoanalytic dyad. In this book, alongside its companion volume, Toxic Nourishment and Damaged Bonds in the Work of Michael Eigen, contemporary Eigen readers and writers articulate the various welcoming processes and attitudes needed to cultivate a "Hearing Heart," a central ingredient in reaching and touching those parts of self-deemed unwanted, unwelcomed, and even traumatized. Primary Process Impacts and Dreaming the Undreamable Object in the Work of Michael Eigen represents a wide range of psychoanalytic perspectives, and the chapters describe the genius of Eigen as well as contribute their own clinical and academic acumen. Presenting a key aspect of Michael Eigen's transformational aesthetic, this book will be of great interest to psychoanalysts, psychotherapists, and all those with an interest in psychoanalytic and spiritual psychology.

The first part of this book charts and analyses the working days of 326 primary school teachers. It shows how they spent their working lives, the nature of the curriculum they taught, and analyses their work into five main categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The second part comments on the findings by relating them to issues of school management and curriculum manageability and looks at how the idea of `conscientiousness' among primary school teachers may have lead to their exploitation.