LEADER 05037nam 2200637Ia 450 001 9910782680403321 005 20230721004535.0 010 $a1-282-05936-X 010 $a9786612059360 010 $a1-84642-863-7 035 $a(CKB)1000000000702712 035 $a(EBL)412873 035 $a(OCoLC)437090055 035 $a(SSID)ssj0000190737 035 $a(PQKBManifestationID)11166199 035 $a(PQKBTitleCode)TC0000190737 035 $a(PQKBWorkID)10180556 035 $a(PQKB)11737247 035 $a(MiAaPQ)EBC412873 035 $a(Au-PeEL)EBL412873 035 $a(CaPaEBR)ebr10273806 035 $a(CaONFJC)MIL205936 035 $a(EXLCZ)991000000000702712 100 $a20080604d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning without school$b[electronic resource] $ehome education /$fRoss Mountney 210 $aPhiladelphia $cJessica Kingsley Publishers$d2009 215 $a1 online resource (194 p.) 300 $aDescription based upon print version of record. 311 $a1-84310-685-X 320 $aIncludes bibliographical references and index. 327 $aFRONT COVER; Learning without School:Home Education; Contents; Introduction; 1 What Is Home Education and Why Do People Do It?; What is home education?; Is it legal?; Frequently asked questions and a few quick answers; Why do people home educate?; Why did we home educate? - A personal story; The advantages of home education; A brief word about friends; The disadvantages; What do you need to home educate?; Summary of the main points; Suggested websites; 2 How Do Parents Start Home Educating?; Considerations when making the decision to home educate 327 $aThe difference in deciding pre-school, or after the children have beenin schoolThe home education network and how to find support; Deregistering children from school; The role of the local education authority; How home educators fulfil their obligations to the local authority; Making the adjustment from school to home education; Dealing with objections from others; Having confidence in your knowledge of your child; Summary of the main points; Suggested websites; 3 How Do Home Educated Children Learn?; Our traditional view of how children learn; A broader view of how children learn 327 $aWhat children need, both personally and environmentally, in orderto learnThe most valuable learning aid: children's love of learning; How children learn without teaching; How children learn from everyday experiences; The learning value of play; The difference between skills and knowledge; Home educators' different approaches and styles; A tightly structured approach; An autonomous approach; An approach in between; How to choose an approach; The use of time; Motivation; Children having charge of their own learning; Opportunities within the community for learning; Summary of the main points 327 $aSuggested websites4 How Do Home Educated Children Find Friends andBecome Socialised?; How children make friends pre-school; How schools do not have exclusivity on friendships; How schools can sometimes harm relationships; The importance of occasional solitude; What social skills do we want our children to have?; How children acquire social skills; How do home educated children find friends?; The home education community; Opportunities for friendships within the local community; Summary of the main points; Suggested websites; 5 What about Curriculum, Subjects and Timetables? 327 $aWhat curriculum actually is and what it's forHow home educating parents use it - or not; How curriculum, subject division and timetables are merely tools or learning, and how to use them as such; Considerations for making your own timetables; Basic subjects and how to approach them; Choosing extra subjects; Subjects that develop valuable life skills; How to use curriculum and timetables to your advantage; Summary of the main points; Suggested websites; 6 What about Tests, Exams and Qualifications?; What tests are for; What home educators use tests for; What exams and qualifications are for 327 $aHow home educators choose exams and qualifications 330 $aThis book explains what home education is; the advantages and disadvantages of this route; how to begin home educating; what you need to do and how to help your child adjust; and how home education affects children's social skills and friendships. It also covers technical aspects, such as the curriculum, core subjects, exams and timetables. 606 $aHome schooling 606 $aEducation$xParent participation 615 0$aHome schooling. 615 0$aEducation$xParent participation. 676 $a371.04/2 676 $a371.042 700 $aMountney$b Ross$01473322 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782680403321 996 $aLearning without school$93686439 997 $aUNINA LEADER 03752nam 2200805 450 001 9910827933203321 005 20230912162055.0 010 $a1-282-02896-0 010 $a9786612028960 010 $a1-4426-7824-0 024 7 $a10.3138/9781442678248 035 $a(CKB)2420000000004264 035 $a(EBL)4671809 035 $a(SSID)ssj0000305513 035 $a(PQKBManifestationID)11245033 035 $a(PQKBTitleCode)TC0000305513 035 $a(PQKBWorkID)10292851 035 $a(PQKB)11010605 035 $a(CaBNvSL)thg00600429 035 $a(DE-B1597)464732 035 $a(OCoLC)1013948625 035 $a(OCoLC)944177731 035 $a(DE-B1597)9781442678248 035 $a(Au-PeEL)EBL4671809 035 $a(CaPaEBR)ebr11257502 035 $a(OCoLC)958581218 035 $a(VaAlCD)20.500.12592/p0f3nq 035 $a(schport)gibson_crkn/2009-12-01/6/418716 035 $a(MiAaPQ)EBC4671809 035 $a(OCoLC)815767033 035 $a(MdBmJHUP)musev2_105069 035 $a(MiAaPQ)EBC3254908 035 $a(EXLCZ)992420000000004264 100 $a20160923h20052005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$a'Paper-contestations' and textual communities in England, 1640-1675 /$fElizabeth Sauer 205 $a2nd ed. 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d2005. 210 4$dİ2005 215 $a1 online resource (210 p.) 225 1 $aStudies in Book and Print Culture 300 $aDescription based upon print version of record. 311 $a0-8020-3884-0 320 $aIncludes bibliographical references and index. 327 $g1.$t'Reader, here you'l plainly see judgement perverted' --$g2.$tThe trials of Strafford and Laud in England's 'sad theater' --$g3.$tThe 'stage-work' of Charles I --$g4.$t'Yet we may print the errors of the age' : tyranny on trial --$g5.$tTrials of authorship and dramas of dissent --$tEpilogue -- 'beyond the fifth act' : Milton and Dryden on the restoration stage. 330 8 $aElizabeth Sauer examines how this played out in the nation's book and print industry with an emphasis on performative writings, their materiality, reception, and their extra-judicial function. 'Paper-contestations' and Textual Communities in England, 1640-1675 challenges traditional readings of literary history, offers new insights into drama and its transgression of boundaries, and proposes a fresh approach to the politics of consensus and contestation that animated seventeenth-century culture and that distinguishes current scholarly debates about this period."--Jacket. 330 1 $a"In conjunction with an evolving print culture, seventeenth-century England experienced a rise of political instability and religious dissent, the closing of the theatres, and the emergence of a middle class. 410 0$aStudies in book and print culture. 606 $aLiterature and society$zEngland$xHistory$y17th century 606 $aPolitics and literature$zEngland$xHistory$y17th century 606 $aBooks and reading$zEngland$xHistory$y17th century 607 $aEngland$xIntellectual life$y17th century 608 $aHistory. 608 $aElectronic books. 615 0$aLiterature and society$xHistory 615 0$aPolitics and literature$xHistory 615 0$aBooks and reading$xHistory 676 $a820.9355 700 $aSauer$b Elizabeth$f1964-$01610103 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910827933203321 996 $aPaper-contestations' and textual communities in England, 1640-1675$93937708 997 $aUNINA