This classic and comprehensive handbook describes the standard technique of ballroom dancing - for beginners, for competition dancers and for students of ballroom dancing courses and examinations. The 10th edition has been revised throughout and includes up-to-date information on the International Viennese Waltz which is now the version approved for all championships.
Focusing on the intersection of pedagogy, curriculum, and culture, this book presents key theories and issues in teaching and learning in an accessible manner. It aims to bridge theoretical concepts with practical applications, providing educators with insights that can enhance their classroom practices. The content is structured to facilitate understanding of how these theories influence educational professionals, making it a valuable resource for those in the field.
At a time of numerous policy initiatives and rapid social change, there is a need for curriculum designers and theorists to question the nature and function of school curricula and the purposes of formal public education. Comparing the English National Curriculum with curriculum developments around the globe, Alex Moore draws on a range of educational, philosophical and sociological theories to address the question 'What is a curriculum for?'. Understanding the School Curriculum will support all students following undergraduate and Masters courses in curriculum, public policy and education-related subjects, as well as training and practicing teachers.
Challenging conventional teaching discourses, this book prompts student teachers to rethink their approach to education. It introduces innovative strategies for both initial and ongoing teacher training, highlighting the significance of theoretical foundations through key sociological and psychological insights. By critiquing current trends, it aims to foster a deeper understanding of teaching practices and the underlying theories that support them.
Featuring a comprehensive collection of examination questions compiled by an examiner from the Imperial Society of Teachers of Dancing, this book serves as an invaluable resource for both amateur and professional ballroom dancers. It covers various dance styles, including the Waltz, Quickstep, Foxtrot, and Tango, providing insights and knowledge essential for mastering these forms. The work is part of a series aimed at republishing classic texts in accessible editions, preserving their original content and artwork for contemporary readers.
At a time when teaching and learning policy too often presents itself in a simplistic input-output language of measurable targets and objectives, The Affected Teacher explores the role played by emotionality in how professional life is experienced by school teachers. The book argues that, in the very highly organised and structured social spaces of public institutions, emotionality - or, more precisely, all that is included in the concept of `affect' - needs to be recognised and validated, rather than ignored or pathologised. It explores how neoliberal education policy seeks to mould professional subjectivities, relationships and practices; how teachers experience and `manage' their feelings; and the role that affect plays in guiding either compliance with or resistance to often unpopular policy directives. Drawing on a rich body of original data comprising formal and informal discussions with a range of teachers, the case is argued for psychoanalytically and politically informed individual and group reflexivity, both as a form of professional and personal development and as a way of keeping alive alternative beliefs and understandings regarding the purposes of education. The Affected Teacher is relevant to practising schoolteachers and to undergraduate and graduate students and academics involved in education related courses such as policy studies, education management and the sociology of education, as well as disciplines related to psychosocial studies and psychoanalysis
