The Primary Rules

The Primary Rules

Author: Caitlin E. Jewitt

Publisher: University of Michigan Press

Published: 2019-01-14

Total Pages: 321

ISBN-13: 0472131133

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Reflecting on 2016, it might seem that the national parties have little control over how the presidential nominations unfold and who becomes their presidential candidate. Yet the parties wield more influence than voters in determining who prevails at the National Conventions. Although the reforms of the late 1960s and 1970s gave rank-and-file party members a clear voice in the selection of presidential candidates, the parties retain influence through their ability to set the electoral rules. Despite this capability, party elites do not always fully understand the consequences of the rules and therefore often promote a system that undermines their goals. The Primary Rules illuminates the balance of power that the parties, states, and voters assert on the process. By utilizing an original, comprehensive data set that details the electoral rules each party employed in each state during every nomination from 1976 to 2016, Caitlin E. Jewitt uncovers the effects of the rules on the competitiveness of the nomination, the number of voters who participate, and the nomination outcomes. This reveals how the parties exert influence over their members and limit the impact of voters. The Primary Rules builds on prior analyses and extends work highlighting the role of the parties in the invisible primary stage, as it investigates the parties’ influence once the nominations begin. The Primary Rules provides readers with a clearer sense of what the rules are, how they have changed, their consequences, and practical guidance on how to modify the rules of the nomination system to achieve their desired outcomes in future elections.


Effective Group Work in Primary School Classrooms

Effective Group Work in Primary School Classrooms

Author: Peter Kutnick

Publisher: Springer Science & Business Media

Published: 2013-06-22

Total Pages: 224

ISBN-13: 9400769911

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This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.


Getting Primaried

Getting Primaried

Author: Robert G Boatright

Publisher: University of Michigan Press

Published: 2013-03-19

Total Pages: 273

ISBN-13: 0472118706

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The recent rise of “primarying” corresponds to the rise of national fundraising bases and new types of partisan organizations supporting candidates around the country


Hodder Cambridge Primary English: Work Book Stage 1

Hodder Cambridge Primary English: Work Book Stage 1

Author: Sarah Snashall

Publisher: Hodder Education

Published: 2015-02-25

Total Pages: 0

ISBN-13: 9781471831027

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Endorsed by Cambridge International Examinations The Cambridge Primary English course that is mindful of learners where English is not their first language. This Workbook has been designed for either homework or extension activities after the relevant pages in the Student's Book are completed. - Build on what has taken place in the lesson - Challenges students to develop their learning further - Ideal for homework or extension activities Hodder Cambridge Primary English aids preparation for the Progression tests and Primary Checkpoint test and offers full coverage of the Cambridge Primary English curriculum frameworks for Stages 1-6. There is a Student's Book, Workbook and a Teacher's Pack available for each stage.


Primary Stein

Primary Stein

Author: Janet Boyd

Publisher: Lexington Books

Published: 2014-10-16

Total Pages: 322

ISBN-13: 0739183206

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Recent scholarly trends and controversies in Gertrude Stein scholarship have focused on her politics and her friendships as well as on Stein the collector, the celebrity, the visual icon. Clearly, these recent examinations not only deepen our understanding of Stein but also attest to her staying power. Yet Stein’s writing itself too often remains secondary. The central premise of Primary Stein is that an extraordinary amount of textual scholarship remains to be done on Stein’s work, whether the well-known, the little-known, or yet unpublished. The essays in Primary Stein draw on recent interdisciplinary examinations, using cultural and historical contexts to enrich and complicate how we might read, understand, and teach Stein’s writing. Following Stein’s own efforts throughout her lifetime to shift the focus from her personality to her writing, these innovative essays turn the lens back to a wide range of her texts, including novels, plays, lectures and poetry. Each essay takes Stein’s primary works as its core interpretive focus, returning scholarly conversations to the challenges and pleasures of working with Stein’s texts.


Learning Across Sites

Learning Across Sites

Author: Sten Ludvigsen

Publisher: Routledge

Published: 2010-10-04

Total Pages: 558

ISBN-13: 1136943919

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The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers? Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions: How are learning activities organised? How are tools and infrastructures used? What competences are needed to participate in specialised activities? What counts as knowledge in multiple and diverse settings? Where can parallels be drawn between workplaces? Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.


Bulletin

Bulletin

Author: United States. Office of Education

Publisher:

Published: 1915

Total Pages: 1562

ISBN-13:

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