Learning mathematics : issues, theory and classroom practice.

Recurso para profesores de matemáticas de primaria y secundaria. El texto considera las cuestiones relativas a cómo los estudiantes aprenden matemáticas. Cada uno de los once capítulos trata un tema particular que ilustra la interacción entre la teoría y la práctica. Esta edición cuenta con dos nuevos capítulos: uno relacionado con la cognición y la transferencia del aprendizaje, y otro que examina la importancia del modelo de aprendizaje en las matemáticas.

Adult education and lifelong learning : theory and practice.

Esta edición revisada y actualizada con material adicional incorpora muchos de los cambios ocurridos en el campo de la educación de adultos en los últimos años. Entre sus novedades se destacan: material sobre las implicaciones éticas y políticas del aprendizaje permanente; repercusión de la globalización y de los cambios sociales; información sobre cómo las tecnologías están afectando al aprendizaje de la gente; también se incluyen diversos enfoques sobre el conocimiento y la adquisición y evaluación de conocimientos.

Theory and Practice of Citizenship Education : the Case of Policy, Science and Education in the Netherlands. 'Teoría y práctica de la educación en la ciudadanía : política, ciencia y educación en los Países Bajos'.

Monográfico con el título: 'Educación, valores y democracia'. Resumen basado en el de la publicación

The relationship of language development to theory of mind understanding in young deaf children

This paper studies cognitive development in young deaf children, specifically Theory of Mind development and its link to language abilities.

A project managed by a multi disciplinary practice: a systems based case study.

The technique of linear responsibility analysis is used for a retrospective case study of a private industrial development consisting of an engineering factory and offices. A multi-disciplinary professional practice was used to manage and design the project. The organizational structure adopted on the project is analysed using concepts from systems theory which are included in Walker's theoretical model of the structure of building project organizations (Walker, 1981). This model proposes that the process of buildings provision can be viewed as systems and sub-systems which are differentiated form each other at decision points. Further to this, the sub-systematic analysis of the relationship between the contributors gives a quantitative assessment of the efficiency of the organizational structure used. There was a high level of satisfaction with the completed project and this is reflected by the way in which the organization structure corresponded to the model's proposition. However, the project was subject to string environmental forces which the project organization was not capable of entirely overcoming.

How contractors price risk in bids: theory and practice

Formal and analytical models that contractors can use to assess and price project risk at the tender stage have proliferated in recent years. However, they are rarely used in practice. Introducing more models would, therefore, not necessarily help. A better understanding is needed of how contractors arrive at a bid price in practice, and how, and in what circumstances, risk apportionment actually influences pricing levels. More than 60 proposed risk models for contractors that are published in journals were examined and classified. Then exploratory interviews with five UK contractors and documentary analyses on how contractors price work generally and risk specifically were carried out to help in comparing the propositions from the literature to what contractors actually do. No comprehensive literature on the real bidding processes used in practice was found, and there is no evidence that pricing is systematic. Hence, systematic risk and pricing models for contractors may have no justifiable basis. Contractors process their bids through certain tendering gateways. They acknowledge the risk that they should price. However, the final settlement depends on a set of complex, micro-economic factors. Hence, risk accountability may be smaller than its true cost to the contractor. Risk apportionment occurs at three stages of the whole bid-pricing process. However, analytical approaches tend not to incorporate this, although they could.

Designing Year 12 strategy training in listening and writing: from theory to practice

This article outlines some of the key issues involved in developing a programme of strategy training for learners of French, in listening and in writing. It highlights the theoretical perspectives and research findings on listening and writing that informed the selection of strategies to teach learners and thence the development of appropriate materials. Examples of these materials are given as well as advice regarding their use. The article concludes with suggestions for how strategy training might be incorporated into teachers' own work with learners.