How do pupils make sense of the past? What is the relationship between the way historians construct interpretations of the past and the way pupils learn history in schools? This book draws together developments in a range of fields: in academic history, in the study of language and in classroom research on pupil learning.

Contains chapters on topics including the Bayesian approach to science, and nature of scientific laws. This book features developments in the realism/anti-realism debate. It is intended to be a university text in the philosophy of science, not just on science and philosophy courses but also in the social sciences such as sociology and psychology.

Explores the concept of academic and personal tutoring and brings together theoretical arguments; activities in schools and classrooms; and observations gleaned from the authors' own research. This book recognises the important role of the personal tutor in working individually with his or her students.

Helps develop an active engagement with the issues facing teachers and trainers working in the field of post compulsory education. This book includes overviews with self-assessment exercises, authors pursuing particular lines of inquiry, and suggestions for ways in which readers might engage in debate and research.

Working with 'Denied' Child Abuse presents an innovative, safety-focused, partnership-based, model called Resolutions, which provides an alternative approach for responding rigourously and creatively to cases often deemed to be impossible or untreatable by statutory and treatment professionals.

The books incorporate the views of a wide range of people with a wealth of experience in the early years field as both practitioners and trainers. They are intended as an accessible, informative and challenging resource for all those involved in the care and education of children under three.

Working with the under threes places a special responsibility on adults to both recognise and respond appropriately to their changing needs. This book focuses on adults working with children in a range of contexts. It explores opportunities which allow adults to respond children's needs, with reference to the development of child's self concept.