Book Reviews [ October 2014]

Reviews of the following four recent books: The Muslims are coming!: Islamophobia, extremism and the domestic war on terror by Arun Kundnani reviewed by Nasima Hassan, Senior Lecturer, University of East London; Beyond early reading by David Waugh and Sally Neaum (eds.) reviewed by Fran Paffard, Senior Lecturer in Early Years and Primary Education, University of East London; Action research in education by Mary McAteer, reviewed by Adrian Copping, Senior Lecturer, University of Cumbria; and Leading professional practice in education by Christine Wise, Pete Bradshaw and Marion Cartwright (eds.), reviewed by Michele J. Burns, Deputy Headteacher, The Sandon School, Essex

Parents talking everyday science with young children

This report is the evaluation of an early years project which was developed by members of the Cass Early Childhood Studies Research Group with funding from the 2015 UEL Civic Engagement Fund. The project aimed to encourage parents‟ confidence in their own ability to support emergent scientific thinking among their young children. The project was modelled on an early years initiative undertaken a few years ago in rural Bangladesh. The original Bangladeshi project was pioneered by Dr Sue Dale Tunnicliffe, Reader in Science Education at University College London‟s Institute of Education, and chair of CASTME, the Commonwealth Association of Science, Technology and Mathematics Educator

Research in Teacher Education: Volume 4, No.2, October 2014

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities