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Books on the topic 'Younger pupil'

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Published: 30 May 2022
Last updated: 31 May 2022

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1

1955-, Shaffer Julie A., ed. Walsingham, or, The pupil of nature. Peterborough, ON: Broadview Press, 2003.

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2

Mary, Robinson. Walsingham, or, The pupil of nature. London: Routledge/Thoemmes, 1992.

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3

Mary, Robinson. Walsingham: Or, The pupil of nature. London: Routledge/Thoemmes, 1992.

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4

Foulds, Ken. Investigations in science: An investigative approach to science for younger pupils. [Chester-le-Street]: [Hallgarth Publications], 1988.

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5

Great Britain. Scottish Education Department. Inspectors of Schools. Pupils and young people with physical disabilities: A report. [Edinburgh]: [The Inspectorate], 1990.

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6

P, McElhinney Eugene, ed. Irish Christianity: Five units for secondary pupils. Dublin: Gill and Macmillan, 1985.

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7

Timofeeva, Liliya, Elena Korneicheva, and Natal'ya Gracheva. Organization of educational activities in the OED. Approximate planning. The second youngest group (3-4 years). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072118.

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Submitted effective forms of organization of various types of children's activities during the actual educational activities; educational activities carried out in sensitive moments; interaction with the families of the pupils for the implementation of the basic educational program of preschool education. Planning tailored specifically to the laws of development of children of the fourth year of life, the need to address the program objectives, maintain partner relationships with preschoolers and their families, on the basis of modern ideas about the fluctuations in the health of younger preschoolers, on the rules of alternation activities. Prepared in accordance with the Federal state educational standard of preschool education. Addressed to students of institutions of secondary professional education.
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8

Great Britain. Scottish Education Department. Inspectors of Schools. Education provision for pupils and young people with physical disabilities. [Edinburgh]: The Inspectorate, 1990.

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9

Keidan, Artemij, and Luca Alfieri, eds. Deissi, riferimento, metafora. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-744-7.

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This collection of essays by young specialists in linguistic disciplines addresses the oldest – and yet still topical – issues in the debate on language. It also includes a contribution by the famous Russian semiologist Boris Uspenskij (pupil, friend and collaborator of L. Hjelmslev, R. Jakobson and M. Lotman). Valentina Martina explores the relation between the plane of linguistic meanings and reality through an analysis of the concept of "system". The article by Artemij Keidan addresses the problem of the definition of deixis and its role in the disambiguation of proposition, with special reference to structuralism and contemporary theories on direct reference. The work of Luca Alfieri takes its cue from recent studies on cognition to demonstrate the unsustainability of the Jacobsonian dichotomy of metaphor and metonymy. Rounding off the book is an essay by Boris Uspenskij on the role of personal pronouns in the structure of language, in semiotics and in human communication, lavishly illustrated with examples and historical curiosities.
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10

Hancock, Susan. Young people's reading at the end of the century: Focus on ethnic minority pupils. London: Roehampton Institute London, 1999.

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11

Cambi, Franco, and Giovanni Mari, eds. Giulio Preti. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6655-044-0.

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In the period following the Second World War Giulio Preti was one of the leading exponents of Italian philosophy. A master of open critical thought, cultivated in the light of a rationalism that dialogued with, and integrated into his own philosophical model, many of the currents and stances of the global research scenario. Phenomenology, Marxism, pragmatism, neopositivism, transcendentalism and structuralism: in Preti all of these found an organic and original synthesis. Further, his particular brand of rationalist-critical thought touched on many aspects of philosophical knowledge: theoretical philosophy, the philosophy of science, that of language and that of art, from ethics to politics and even taking in the history of philosophy, offering authoritative contributions in every sphere. One hundred years after his birth, the University of Florence and the heir to the Faculty in which he lectured at length, the Faculty of Education, has decided to honour his memory with this anthology of studies, penned by former pupils and others and also by younger scholars, to once again focus the wealth of this thought and its, in many respects, current relevance. Even now, this particular brand of open, critical rationalism can offer a benchmark for addressing the new issues for philosophical reflection thrown up by modern society and culture.
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12

Hancock, Susan. Young people's reading at the end of the century: Focus on pupils with special education needs. London: Roehampton Institute London, 1999.

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13

Lincoln, Phelps. Hours with my pupils, or, Educational addresses, etc.: The young lady's guide, and parent's and teacher's assistant. New York: C. Scribner, 1985.

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14

HEA Schools Health Education Unit., ed. Young people in 1987: The health related behaviour questionnaire results for 18,407 pupils between the ages of 11 and16. Exeter: University of Exeter, HEA Schools Health Education Unit, 1988.

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15

Balding, John. Young people in 1988: The health related behaviour questionnaire results for 33,459 pupils between the ages of 11 and16. Exeter: HEA Schools Health Education Unit. University of Exeter, 1989.

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16

Balding, John. Young people in 1991: The health related behaviour questionnaire results for 23,928 pupils between the ages of 12 and16. Exeter: Schools Health Education Unit, University of Exeter, 1992.

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17

Balding, John. Young people in 1990: The health related behaviour questionnaire results for 18,941 pupils between the ages of 11 and16. Exeter: Schools Health Education Unit, University of Exeter, 1992.

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18

University of Exeter. Schools Health Education Unit., ed. Young people in 1989: The health related behaviour questionnaire results for 15,672 pupils between the ages of 11 and 16. (Exeter): Schools Health Education Unit, University of Exeter, 1992.

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19

Balding, John. Young people in 1997: The Health Related Behaviour Questionnaire results for 37,538 pupils between the ages of 9 and 16. Exeter: Schools Health Education Unit, 1998.

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20

Balding, John. Young people in 1993: The health related behaviour questionnaire results for 29,074 pupils between the ages of 11 and 16. Exeter: University of Exeter - Schools Health Education Unit, 1994.

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21

Balding, John. Young people in 1994: The health related behaviour questionnaire results for 48,297 pupils between the ages of 11 and 16. Exeter: Schools Health Education Unit, University of Exeter, 1995.

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22

Balding, John. Young people in 1996: The Health Related Behaviour Questionnaire results for 22,067 pupils between the ages of 12 and 15. Exeter: Schools Health Education Unit, Univ. of Exeter, 1997.

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23

Balding, John. Young people in 1986: The health related behaviour questionaire results for 18,002 pupils between the ages of 11 and 16. Exeter: HEA Schools Health Education Unit, 1987.

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24

University of Exeter. Schools Health Education Unit., ed. Young people in 1995: The health related behaviour questionnaire results for 23,918 pupils between the ages of 10 and 15. Exeter: Schools Health Education Unit, University of Exeter, 1996.

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25

Balding, John. Young people in 1992: The health related behaviour questionnaire results for 20,218 pupils between the ages of 11 and 15. Exeter: Schools Health Education Unit, Univ. of Exeter, 1993.

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26

Balding, John. Young people in 1986: The health related behaviour questionnaire results for 18,002 pupils between the ages of 11 and 16. Exeter: HEA Schools Health Education Unit, 1987.

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27

Balding, John. Very young people in 1991-2: The primary health relatedbehaviour questionnaire results for 7,852 pupils between the ages of 8 and 11. Exeter: Schools Health Education Unit, University of Exeter, 1993.

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28

Thornburgh, Helen. Metalinguistic awareness and reading ability in young children: A comparative study of Year Three pupils demonstrating above average and below average reading skills. Birmingham: University of Birmingham, 1996.

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29

Tanner, Douglas F. An exploration of the factors which influence young people in their choice of option subjects and the consequent implications for the formation of guidance programmes and the management of pupil choice. Guildford: University ofSurrey, 1986.

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30

Tanner, Douglas. An exploration of the factors which influence young people in their choice of option subjects: And the consequent implications for the formation of guidance programmes and the management of pupil choice. (Guildford): (University of Surrey), 1986.

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31

Añó, Núria. Els nens de l'Elisa. Badalona, Barcelona: Editorial Omicron, 2006.

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32

Commission, Scottish Law. Legal capacity and responsibility of minors and pupils: What changes,if any,should be made to the law of Scotland governing the legal capacity and responsibility of young people? An invitaion to comment. Edinburgh: Scottish Laws Commission, 1985.

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33

Francis, Woodhull John. Simple experiments for the school-room: That may be made by teachers wholly without previous experience; and adapted to introduce young pupils to a koweledge of elementary science by experimental methods, and arouse a spirit of inquiry. New York: E. L. Kellogg, 1989.

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34

Stray, Christopher, Christopher Pelling, and Stephen Harrison, eds. Rediscovering E. R. Dodds. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198777366.001.0001.

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This book offers an assessment of a remarkable classical scholar, who was also a poet with extensive links to twentieth-century English and Irish literary culture, the friend of Auden and MacNeice. Dodds was born in Northern Ireland, but made his name as Regius Professor of Greek at Oxford University from 1936 to 1960, succeeding Gilbert Murray. Before this he taught at Reading and Birmingham, was active in the Association of University Teachers, or AUT (of which he became president), and brought an outsider's perspective to the comfortable and introspective world of Oxford. His famous book The Greeks and the Irrational (1951) remains one of the most distinguished and visionary works of scholarship of its time, though much less well-known is his long and influential involvement with psychic research and his work for the reconstruction of German education after the Second World War. The chapters in this volume seek to shed light on these less explored areas of Dodds' life and his significance as perhaps the last classicist to play a significant role in British literary culture, as well as examining his work across different areas of scholarship, notably Greek tragedy. The book includes a group of memoirs — one by his pupil and literary executor, Donald Russell, and three by younger friends who knew, visited, and looked after Dodds in his last years.
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35

Brace, Geoffrey. A Young Man's Fancy": Pupils' Book. Nelson Thornes Ltd, 1986.

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36

Fox, Sandra. Young Learners Eng Skills Movers Pupils. imusti, 2001.

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37

Modern Curriculum Press Science (Level D Pupil Edition). Curriculum Press, 1987.

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38

Johnson, Gill. Stories for Inclusive Schools: Developing Young Pupils' Skills. Routledge, 2004.

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39

De Witte, Kristof, Oliver Holz, and Lotte Geunis, eds. Somewhere over the rainbow. Discussions on homosexuality in education across Europe. Waxmann Verlag GmbH, 2018. http://dx.doi.org/10.31244/9783830987475.

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Schools should offer a safe and secure environment for all young people to develop, to learn, and to thrive. Sadly, for many, they fall short. Homophobic and transphobic behaviour is still painfully common in schools across Europe. A significant number of LGBT pupils experience homophobic and transphobic bullying, and they are more likely to experience violence than heterosexual peers. This publication explores the underlying attitudes towards homosexuality in eight European countries: Belgium, Germany, Hungary, Poland, Spain, the Netherlands, the United Kingdom and Turkey. It is the product of a strategic partnership (KA2) between fifteen European secondary and higher education institutions, launched in 2016 under the auspices of the European Commisson’s ERASMUS+ programme. The project supported by this partnership, Homo’poly, promotes greater understanding and acceptance of homosexuality with the explicit aim of improving the school life of LGB pupils.
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40

Trevarthen, Colwyn. What young children give to our learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0002.

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Studies of the cleverness of young children reveal that education, or schooling, is a cultivation of inherent motives of human pleasure in cooperative and creative life. An experienced teacher in a kindergarten, or a supervisor of doctoral students at university, supports affectionate and curious pupils who are ready to learn new stories of knowing and doing. François Rabelais, a sixteenth-century humanist, and Paulo Freire in Pedagogy of the Oppressed, have rejected ‘the absurd idea of pouring in knowledge’. Educators who act like a loving parent to help the child learn in playful and musical or poetic companionship are guiding the strengths of human nature. Officials appointed to administer education for the government of society need to understand that it is the human mind's convivial enthusiasm that inspires a lifetime of learning with many teachers. They need to listen to parents, to experienced teachers, and to children.
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41

Outram, Dorinda. Education. Edited by William Doyle. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199291205.013.0021.

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The history of education is enmeshed with the growth and final crisis of the Ancien Régime. The rapid expansion of the state, and the vigour of international competition in the eighteenth century, interlocked with educational change. Struggles between church and state for the control of schools and pupils were vital for the making of well-trained armies and docile peasants. The vast and complex international intellectual movement known as the Enlightenment is incomprehensible without a history of education. It is from sectarian conflicts under the French Third Republic that the history of education has evolved many of its traditional themes: institutions, literacy, ideologies, religion, curriculum, personnel, and young and not so young learners.
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42

Affective communication assessment: (leading to intervention, for use with developmentally young pupils). [Manchester]: A.C.A. Working Party, 1985.

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43

Marr, J. L., and P. J. Rhodes. The 'Old Oligarch'. Liverpool University Press, 2008. http://dx.doi.org/10.3828/liverpool/9780856687761.001.0001.

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'Old Oligarch' is a label often applied to the unknown author of the Athenian Constitution preserved with the works of Xenophon. Probably written in the mid-420s B.C., it is the earliest surviving Athenian prose text, and its author was probably a young pupil of the teachers known as sophists. It is an essay which replies to oligarchic criticisms of the Athenian democracy by agreeing with the critics that democracy is distasteful but arguing that it is appropriate for Athens as a city whose power depends on the poorer citizens who row the navy's ships, and that it is successful and could not easily be overthrown. This edition provides a Greek text and English translation, with Introduction, Commentary and Appendixes which discuss the date, authorship and character of the work, the historical background, the statements and arguments presented by the author and features of the author's style.
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44

E, Duce Mary, Butcher D. O, and European Association of Teachers. United Kingdom Section., eds. European awareness for younger pupils, primary/lower secondary: A revised version of "European awareness in the primary school". London: European Association of Teachers, UK Section, 1995.

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45

Williams, Gareth D. From Venice to Sicily. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190272296.003.0004.

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Chapter 3 focuses on Bembo’s complex motivations for leaving Venice for Messina in 1492, and particularly on four individuals who shaped his humanism both before and during his time in Sicily. It is surely no coincidence that Pietro departed for Sicily soon after assisting Angelo Poliziano, that revolutionary figure in philological method, in collating, during the great man’s visit to Venice in summer 1491, the celebrated ancient manuscript of Terence that belonged to the Bembo family. Constantine Lascaris’ reputation as a teacher was far reaching, but Giorgio Valla, Lascaris’ former pupil from his Milan days and later Pietro’s teacher in Venice, may well have helped Bembo toward Messina. The naturalistic interests in De Aetna were perhaps partly nurtured by Lascaris; they also bear the imprint of another major influence on the young Pietro in Venice: Ermolao Barbaro. He was appointed Venetian ambassador to Rome in 1490; scandal estranged him from the Republic in 1491.
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46

Stories for Assembly and the Classroom: Enhancing Learning and Developing Young Pupils' Skills. RoutledgeFalmer, 2003.

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47

Johnson, Gill. Stories for Inclusive Schools: Developing Young Pupils' Skills in Assembly and the Classroom. RoutledgeFalmer, 2003.

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48

Brontë, Anne, and Sally Shuttleworth. Agnes Grey. Edited by Robert Inglesfield and Hilda Marsden. Oxford University Press, 2010. http://dx.doi.org/10.1093/owc/9780199296989.001.0001.

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‘How delightful it would be to be a governess!’ When the young Agnes Grey takes up her first post as governess she is full of hope; she believes she only has to remember ‘myself at their age’ to win her pupils’ love and trust. Instead she finds the young children she has to deal with completely unmanageable. They are, as she observes to her mother, ‘unimpressible, incomprehensible creatures’. In writing her first novel, Anne Brontë drew on her own experiences, and one can trace in the work many of the trials of the Victorian governess, often stranded far from home, and treated with little respect by her employers, yet expected to control and educate her young charges. Agnes Grey looks at childhood from nursery to adolescence, and it also charts the frustrations of romantic love, as Agnes starts to nurse warmer feelings towards the local curate, Mr Weston. The novel combines astute dissection of middle-class social behaviour and class attitudes with a wonderful study of Victorian responses to young children which has parallels with debates about education that continue to this day.
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49

Great Britain. Department of Education and Science. Inspectorate of Schools., ed. Pupils and young people with physical disabilities: A report by HM Inspectors of Schools. (Great Britain): (HM Inspectors of Schools), 1990.

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50

Pat, Pinsent, Singh Ishtla, National Centre for Research in Children's Literature., and British Library. Research and Innovation Centre., eds. Young people's reading at the end of the century: Focus on ethnic minority pupils. British Library Board, 1999.

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