Christine Harrison

Post-Separation Violence and Abuse in the Lives of Women and Children amplifies the voices of women and children to highlight the myriad issues encountered post-separation when perpetrators of domestic violence and abuse (DVA) continue to exert their control. Despite increased scholarship on DVA and its consequences, post-separation violence and abuse remains an under-studied and written about issue. As the first book dedicated to the subject, this work frames post-separation violence and abuse as a continuum of DVA, too often overlooked and negated, and uses lived experiences to highlight the wide-ranging consequences it can have for women and children. Chapters offer detailed insights into the effects of harassment and stalking, femicide-homicide, the experiences of minoritised women and children, and a discussion of child contact as a form of post-separation violence and abuse. This volume also presents perpetrators’ accounts, as well as consideration of what is required for re-building lives in the aftermath of post-separation violence and abuse. This essential work will be of interest to a range of professionals and practitioners across the voluntary and statutory sectors, as well as scholars and students of social work, social policy, gender studies, criminology, and psychology.

Return to Mallaig is my second book following on from The Story, it carries on with Carol and Amanda's life. If you loved The Story you're sure to love Return to Mallaig as the continuing tale of life for Carol and Amanda, traveling back to where Amanda was born after Howard's tragic death. Will Carol cope with what happens when a new man enters her life? Their move into a new home, Amanda's new School, does Amanda want a half-sister, how will she react? News from the past will push Carol and Amanda's life into overflow. Can she recover, is she strong enough? Will she survive with all her loss again, Amanda has all grown up and goes away to college, Carol's loss again. Will it all become too much to deal with as she sits on the small beach with Willerby.

This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries—Australia, Canada, England, and New Zealand—which focused on student-teacher learning in assessment throughout their initial teacher education programs. It examines how teacher learning is shaped by the complex dynamics of assessment capacity within larger teacher education contexts. The framework proposed here identifies four domains involved in cultivating assessment capacity and characterizes assessment learning as always integrating cognitive, philosophical, and moral dimensions with assessment’s social, emotional, and physical dimensions, while recognizing that each capacity is continually shaped by the learning context. The book draws on the survey of teacher education programs in each of the four focal countries and data from student teachers to shed light on how the various pedagogies, program structures, and policies encountered provide beginning teachers with codes for classifying and framing assessment capacity and form a template for developing this capacity throughout their careers. Offering suggestions for future research and teacher education practice, the book concludes with an outlook on future steps to cultivate teachers’ assessment capacity.

This book presents a new framework for how teachers develop their assessment capacity, based on a multi-year study conducted in four countries—Australia, Canada, England, and New Zealand—which focused on student-teacher learning in assessment throughout their initial teacher education programs. It examines how teacher learning is shaped by the complex dynamics of assessment capacity within larger teacher education contexts. The framework proposed here identifies four domains involved in cultivating assessment capacity and characterizes assessment learning as always integrating cognitive, philosophical, and moral dimensions with assessment’s social, emotional, and physical dimensions, while recognizing that each capacity is continually shaped by the learning context. The book draws on the survey of teacher education programs in each of the four focal countries and data from student teachers to shed light on how the various pedagogies, program structures, and policies encountered provide beginning teachers with codes for classifying and framing assessment capacity and form a template for developing this capacity throughout their careers. Offering suggestions for future research and teacher education practice, the book concludes with an outlook on future steps to cultivate teachers’ assessment capacity.

This volume examines the multiple meanings of the term assessment in teacher education from an historical and international perspective, integrating ideas from research and practice. Christine Harrison argues for a need to focus on the development of classroom assessment literacy and teacher assessment capability within teacher education programmes in order to support teachers’ confidence and capacity to respond and adapt to the often fast changing demands in this area. Finding an assessment system that works for schools and provides sufficient evidence to gain public confidence is a global challenge. On the one hand, there is a need to adhere to and contribute to national education policy on assessment. On the other, there is a requirement to fashion appropriate systems and practices at local level. Christine Harrison provides an overview of this conflicted term, offering a better understanding of assessment principles and practices through teacher education to optimise the potential of assessment, enabling teachers and schools to challenge current conventional uses of measurement in favour of assessment practices that support learning and respect sociocultural diversity. Developing assessment capability can be both a humane and humanizing activity – for students and for teachers.

This volume examines the multiple meanings of the term assessment in teacher education from an historical and international perspective, integrating ideas from research and practice. Christine Harrison argues for a need to focus on the development of classroom assessment literacy and teacher assessment capability within teacher education programmes in order to support teachers’ confidence and capacity to respond and adapt to the often fast changing demands in this area. Finding an assessment system that works for schools and provides sufficient evidence to gain public confidence is a global challenge. On the one hand, there is a need to adhere to and contribute to national education policy on assessment. On the other, there is a requirement to fashion appropriate systems and practices at local level. Christine Harrison provides an overview of this conflicted term, offering a better understanding of assessment principles and practices through teacher education to optimise the potential of assessment, enabling teachers and schools to challenge current conventional uses of measurement in favour of assessment practices that support learning and respect sociocultural diversity. Developing assessment capability can be both a humane and humanizing activity – for students and for teachers.

This story is based mainly from true life experiences, Carol is like most women who just wanted to fall in love, have a family and live happily ever after. Real life unfortunately isn't like that, this is Carol's story of life's journey and what she endured along the way.

Hur kan du som lärare arbeta med formativ bedömning i årskurs F–5? Betydande forskning visar att formativ bedömning är en av de högst rankade framgångsfaktorerna för elevers lärande i skolan. Syftet med formativ bedömning – eller bedömning för lärande – är att stödja och utveckla elevers lärande. Den skiljer sig därmed från s.k. summativ bedömning, vars huvudsakliga syfte är att rangordna elever eller mäta deras kunskaper. Författarna skriver att bedömning för lärande ska:vara inbyggd i undervisningen och lärandetdela lärandemålen med elevenhjälpa eleverna att själva se och förstå de kunskapskrav de ska arbeta motengagera eleverna i självbedömningge eleverna feedback som leder dem vidare till nästa steg i lärandet och hur de ska görabygga på tron att alla elever kan utvecklassätta in både lärare och elever i hur man tar emot och reflekterar över den information som bedömningen ger. Christine Harrison och Sally Howard beskriver olika strategier som fungerat i Primary School. De berättar också om hur lärare effektivt använt sig av framåtsyftande återkoppling och andra strategier som påverkar elevers lärande i det dagliga arbetet i klassrummet. Ett antal exempel presenteras, som kan anpassas till andra åldrar, andra ämnen och andra undervisningssituationer. Författarna tar även upp vikten av utvärdering. De konstaterar att utvärdering är en viktig del i all skolutveckling. Den bör exempelvis ske kontinuerligt, i form av besök hos varandra, utbyte av idéer och resurser för att stödja ett professionellt lärande. Boken vänder sig till alla lärare som är intresserade av bedömningsfrågor och skolutveckling. Det här är en översättning av skriften ”Inside the primary black box – Assessment for learning in the primary classroom”.

The Athletic Musician is an innovative approach that teaches musicians how to prevent and manage injuries, presented in a unique format that combines sound medical protocol with a musician's point of view. Harrison, a musician, discusses the magnitude of the problem of musicians' injuries with reference to statistical surveys and discusses the emotional and psychological impact of injury on the individual musician. Paull, an orthopedic physiotherapist describes, in layman's terms, the athletic approach to a musician's injuries. Each commonly injured area is examined in turn, from neck, back and shoulder pain to arm, wrist and hand problems. For each area, the anatomy is described, followed by an explanation of what causes the injury and how to avoid or prevent the injury from occurring. Musicians should regard themselves as elite "musical athletes" and protect themselves from injury by following athletic training protocols. The authors present appropriate stretching regimes and postural corrections for both on and off stage, as well as ergonomic changes to instrument and playing positions. The text is amply illustrated with sketches for every exercise and stretch, photographs of musicians demonstrating playing postures, and unique anatomical drawings of musicians. The Athletic Musician presents research-based, scientific material in a format that is relevant, clear, and practical for all musicians. The combination of a medical and musical perspectives makes it an indispensable guide for all musicians and the health care professionals who aspire to help them.