Published in 1984. The more we know about young writers, the more we observe them as they write, discuss the composing process with them, talk to them about the sources of their ideas and the difficulties which they encounter as they try to captures thoughts and feelings in words, the greater will be our understanding of imaginative activity and the part it plays in children’s personal and social development.
This is the essential theme of the book and the contributors stress the importance of sympathetic and sensitive guidance by teachers and parents in encouraging the imaginative process...

First published in 1992, this book evokes Pandora and Occam as metaphoric corner posts in an argument about language as discourse and in doing so, brings analytic philosophy to bear on issues of Continental philosophy, with attention to linguistic, semiological, and semiotic concerns. Instead of regarding meanings as guaranteed by definitions, the author argues that linguistic expressions are schemata directing us more or less loosely toward the activation of nonlinguistic sign systems. Ruthrof draws up a heuristic hierarchy of discourses, with literary expression at the top, descending...

First published in 1975, this book compiles a number of studies concerning institutional care and children, which address the question of why institutions that serve apparently similar functions differ so much.
The book uses comparative methods such as measurement of different ‘dimensions’ of institutional care and analysis of interrelationships among specific structural and functional features which characterise particular institutions. As a result, the book draws broad conclusions about the importance of factors that have dynamic influence on the manner in which institutions function...

First published in 1962, this book comprises lectures given in November 1961 to what was then the University College of North Staffordshire. It deals with the aims, rather than the administrative problems of the Universities, to put at the forefront of the reader’s mind the fundamentals of University organisation, structure, and development. Butterfield has in mind the needs of undergraduates, and tries to concentrate attention on that electric contact between teacher and student for the sake of which all our elaborate educational machinery exists. He examines the position of the teacher,...

First published in 1984, this book presents a survey of housing problems in various European countries and how individual states have responded.
Each chapter begins by surveying the problem in each country since the Second World War, before going on to outline the roles fulfilled by national housing agencies and local authorities, as well as assessing the impact of housing policies on society and on the physical shape of cities. It considers whether housing policies have succeeded or failed and how the ‘housing problem’ has changed over time. Each chapter draws out lessons that can be...

This book was first published in 1987. School phobia (or school refusal) is a puzzling problem that is still insufficiently understood. It is quite different from truancy and can lead to long-term adjustment difficulties if ignored or inappropriately treated.
The purpose of this book is three-fold: first, to describe the nature of school phobia; secondly, to review the treatment literature exposing the common elements of the most successful, though theoretically different, approaches; thirdly, to provide a detailed step-by-step guide to the diagnosis and treatment of school phobia involving a...

First published in 1996 this book brings together the work of teams in six universities involved in school-based partnerships for teacher education. Professionals from Oxford University, the Manchester Metropolitan University, Keele, Sussex, Swansea and Leicester University come together to explore the distinctive work of school-based teacher educators, discussing the role of the teacher mentor in both primary and secondary schools. Topics covered include: mentoring in the primary school, issues in the managing of mentoring, working with new teachers, and mentoring and continuing professional...

The history of Islam runs without a break from its origins to the present. Therefore, understanding medieval Islam gives us a much clearer comprehension of the modern world.
First published in 1979, this concise account of the Islamic world in the middle ages covers a vast territory, stretching from Morocco and Spain to India and Turkestan. It discusses the teachings of Islam, its theology, mysticism and philosophy, and examines the relation between Islam and political order, particularly the concepts of power and the organisation of government. It discusses Islam’s view of the social...

First published in 1973, this is the first book on Paul Tillich in which a sustained attempt is made to sort out and evaluate the questions to which Tillich addresses himself in the crucial philosophical parts of his theological system. It is argued that despite the apparent simplicity in his interest in the ‘question of being’, Tillich in fact conceives of the ontological enterprise in a number of radically different ways in different contexts. Much of the author's work is devoted to the careful separation of these strands in his philosophical thought and to an exploration and assessment...

Originally published in 1994.
Until this book was published, the application of computers to educational practice has received little input from psychological theory. Computers and the Collaborative Experience of Learning locates this topic within the contemporary movement of socio-cultural theory, drawing on the writing of Vygotsky and others. Charles Crook reviews psychological approaches to cognition and learning, in so far as they implicitly direct strategy in respect of computer-based learning. He also takes a novel stance in considering how new technology can enhance rather than...