MARY RATCLIFFE

Statistical evidence and scientific proof might impress us, but when we read real life stories, we can feel inspired and moved. We can sense the genuine relief of a real person whose everyday life has improved. Accompanying the theoretical world of 'What if it really is...?', with its ideas, theories, analogies and anecdotes about the subconscious mind, 'What do you expect...?' follows the treatments and benefits enjoyed by four people who are keen for you to hear their stories. You might find a challenge here to change your expectations, and if so, will you take that challenge?

This is a compelling, easily understandable, down-to-earth and often humorous look at the subconscious mind from a totally different and refreshingly positive angle. It is written in a light-hearted style that sheds a clear light on powerful new ideas and theories by an ingenious use of amusing analogies and interesting anecdotes from every-day life. It speaks clearly and effortlessly, no hint of jargon, to anyone who has an enquiring mind, maybe an interest in becoming a therapist, and certainly a wish to become healthier and happier. It looks at the subject from an unusual perspective and seeing a whole new and bright horizon emerging.

In many countries, questions are being raised about the quality and value of educational research. This book explores the relationship between research and practice in education. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence. Science education is used as a case study but the issues considered apply to the teaching and learning of any curriculum subject. The book draws on the findings of four inter-related research studies and considers: how research might be used to establish greater consensus about curriculum; how research can inform the design of assessment tools and teaching interventions; teachers’ and other science educators’ perceptions of the influence of research on their teaching practices and their students’ learning; the extent to which evidence can show that an educational practice ‘works’.

In many countries, questions are being raised about the quality and value of educational research. This book explores the relationship between research and practice in education. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence. Science education is used as a case study but the issues considered apply to the teaching and learning of any curriculum subject. The book draws on the findings of four inter-related research studies and considers: how research might be used to establish greater consensus about curriculum; how research can inform the design of assessment tools and teaching interventions; teachers’ and other science educators’ perceptions of the influence of research on their teaching practices and their students’ learning; the extent to which evidence can show that an educational practice ‘works’.

Part of "Collins Advanced Modular Sciences" series, this book covers the three AQA AS-level Chemistry modules: AS1: Foundation Chemistry 1; AS2: Foundation Chemistry 2; and AS3: Foundation Chemistry 3. It also contains Key Skill Assignments covering the requirements for Application of Number, Communication and IT at Level 3.