Open University Press imprint: 307 books

This book explores the science inherent in good early years practice and provides a rich range of ideas to inspire you to 'have a go' in your setting.

This book examines the nature of successful school leadership: what it is, what it looks like in practice & what are the consequences for schools & pupils.

Most people's perception of coaching is that it is a high value service for highly paid executives or managers. But what if you offered it to some of the most marginalized people in our society- women in prison?

This book explores the realities of leadership in the early years, examining the challenges and opportunities of the profession.

This book provides teachers with scaffolding to develop reflective practice, moving towards an evolving philosophy of education.

This book offers a practical step-by-step guide to action research and an examination of the underlying principles and challenges.

A comprehensive guide to continuing professional development in the lifelong learning sector providing teachers with practical support and guidance alongside development activities.

A leading text in the field of social work skills and methods, illustrating how these two are linked, with a grounding in theory.

The fourth edition widens the scope of previous topics, aiming to support beginning teachers working and playing with early years.

Assisting readers to understand how early years services have been transformed and to evaluate that process and to prepare for the future.

The aim of this book is to offer an informed account of changes in the nature of the relationship between play, media and commercial culture in England through an analysis of play in the 1950s/60s and the present day.

This book offers an academic, critical approach to theories underpinning current practice in early childhood care and education.

Drawing on cutting edge research and practice, this book draws together recent thinking in teaching and learning in history, teaching and learning in secondary education more generally and classroom-based research to provide a radical re-thinking of the practices of teaching and learning about the past at the beginning of the twenty-first century.

This book places outdoor learning in a theoretical, historical and social context of constructions of children, childhood and the use of the outdoors.