A farm through time : the history of a farm from medieval times to the present day.

Esta es la historia de una granja y de su emplazamiento desde la Alta Edad Media hasta la actualidad. Vemos la evolución de la explotación agrícola y ganadera, de sus dependencias y viviendas; se muestra el impacto causado en el paisaje que la rodea. Y aunque, hay actividades que continúan inalterables a lo largo de los siglos, el progreso científico ha introducido la maquinaría en ellas y esto motiva la desaparición de formas de vida, oficios y costumbres tradicionales.

'The Ballad of Reading Gaol' by Oscar Wilde

A new edition of Wilde's poem, with notes and afterword.

Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education

This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students’ past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally relevant contexts. This has implications for the nature of subject knowledge required by a student teacher of reading and the curriculum and practice of teacher education.

The Operation of the Crichel Down Rules (Final Report to the DETR by The University of Reading and Gerald Eve)

Report for the DETR on the operation of the Crichel Down Rules (July 2000). The Crichel Down Rules are non-statutory rules relating to the offer back to the previous owners of surplus government land that was acquired from the previous owners by, or under the threat of, compulsory purchase.

The practice of reading aloud in the high school: a preliminary investigation

The paper considers students’ views of why reading aloud takes place and what are its effects.The results of two small focus-group discussions are presented, in which high school students were given the opportunity to express their responses to the practice of reading aloud in the classroom. Their responses are considered in the context of theoretical perspectives: pedagogical, reader-response and social/vocational. Analysis of responses reveals acknowledgement that reading aloud is not only a useful skill but also that it is a site of anxiety and even conflict.