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Louise Taylor

    Traue niemandem
    Babies & Kids in the City
    Little Natty
    Re-imagining teacher professional learning for social change
    Elliott & Quinn's Criminal Law
    Isobel's Cats
    • 2021

      What can we learn from this little girl's actions? A typical Saturday in a town becomes an adventure. Natty is bright and bubbly. She makes things lovely. She meets a tall man in a grey cap. What does she do to the man? Natty transforms people. What does the tall man say? She shows that when you believe, you can achieve. Natty has shown how we have grown to communicate in a good way. She is spontaneous. She knows how important it is to look and listen. Helping can melt the heart!

      Little Natty
    • 2020

      Isobel's Cats

      • 22 pages
      • 1 hour of reading

      Isobel’s Cats is a book for children and lovers of cats. It is the story of six cats, the house they lived in, and the people who lived there. The book is based on real characters, a family who lived in the country, and their many animals.

      Isobel's Cats
    • 2018

      Elliott & Quinn's Criminal Law

      • 496 pages
      • 18 hours of reading

      The book offers a comprehensive introduction to the legal principles, cases, and statutes of criminal law, tailored for LLB and GDL students. It includes discussions on areas of debate, critiques of existing laws, and potential reform options, making it an engaging and accessible resource for those new to the subject.

      Elliott & Quinn's Criminal Law
    • 2014

      Re-imagining teacher professional learning for social change

      A feminist poststructuralist analysis

      • 512 pages
      • 18 hours of reading

      Focusing on teacher professional learning, this research examines its role in promoting social justice and equity within education. It critiques the prevailing technical approaches and highlights how existing discourses can hinder diversity and innovation. The study emphasizes the importance of dialectical debate, critical inquiry, and disruption in fostering change. It argues for the necessity of re-imagining entrenched practices to achieve an emancipatory educational vision, offering insights for transforming teacher development and classroom practices.

      Re-imagining teacher professional learning for social change