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English Teachers - The Unofficial Guide
Bethan Marshall traces the competing traditions of English teaching and considers their relevance to the current debate through an analysis of English teachers' views about themselves and their subject. The findings are based on a highly original research method in which teachers were asked to respond to and comment upon five different descriptions of their approaches to English teaching. English Teachers - The Unofficial Guide: *contextualises current debates about English teaching within the subject's contested history *provides a vehicle for teachers to reflect on their own practice and locate themselves within the debate *opens up the debate on assessment practices within English teaching.
Model Driven Architecture
Model-Driven Architecture (MDA) is an initiative proposedby the Object M- agement Group (OMG) for platform-generic software development. MDA s- arates the speci?cation of system functionality from the implementation on a speci?c platform. It is aimed at making software assets more resilient to changes caused by emerging technologies. While stressing the importance of modeling, the MDA initiative covers a wide spectrum of research areas. Further e?orts are required to bring them into a coherent approach based on open standards and supported by matured tools and techniques. Thisvolumecontainstheselectedpapersoftwoworkshopson“Model-Driven Architecture – Foundations and Applications” (MDAF...
Consorting And Collaborating In The Education Market Place
Chapter 1 The Education Market Place and the Collaborative Response: An Introduction -- part Part 1: Mapping the Development of Collaborative Networks -- chapter 2 Schools, Markets and Collaboration: New Models for Educational Polity? -- chapter 3 Collaboration: A Condition of Survival for Small Rural Schools? -- chapter 4 Collaboration, Competition and Cross-phase Liaison: The North Lowestoft Schools Network -- chapter 5 The Rationale and Experience of a Schools Association: The Ivel Schools Association -- chapter 6 Education 2000: Collaboration and Cooperation as a Model of Change Management -- chapter 7 A Consortium Approach to Staff Development -- chapter 8 Collaboration and Competition ...
Inclusive Educational Practice
First Published in 2001. An inclusive education is one which seeks to respond to individual differences through an entitlement of all learners to common curricula. (Armstrong and Barton 2000). This book attempts to respond to this definition of inclusion by examining the principles of the literacy curriculum and a range of pedagogic practices. The complex relationships between inclusion, literacy and learning are acknowledged and it is argued that quality learning in language and literacy can work towards increased equity and involvement within the classroom community.
Managing Teachers as Professionals in Schools
This text examines the challenges facing education managers as the introduction of the National Curriculum, a number of Education Acts and the reorganization of management, have altered the concepts of teacher professionality and their statutory duties.
Inspiring Science In The Early Years: Exploring Good Practice
Explores the science inherent in good early years practice and provides ideas for early years teachers and practitioners.
Planning to Care
In England and Wales, the Children Act 1989 introduced a comprehensive regulatory framework for planning and reviewing the care of young people who are looked after by local authorities. Planning to Care examines how the quality and effectiveness of planning practice in both rural and urban settings was reshaped, drawing on the views of young people and their parents as well as practitioners. The book evaluates the outcomes of the Children Act's 'regulatory strategy' and makes recommendations for improvements. This ebook will an invaluable reference for social workers, teachers, health professionals and policy makers concerned with children, as well as anyone wishing to assess the effects of statutor regulation upon social care.
Access to Learning for Pupils with Disabilities
First published in 1997. It is the intention of this book to provide a stimulus to further thought and investigation of the many possibilities and opportunities available for teaching pupils and students with physical disabilities and medical conditions.
Onwards and Upwards
This book introduces the concept of transition and identifies the key problem areas for children and adults focusing on the differences in philosophy and practice between the EYFS and Key Stage One, whilst also giving emphasis to the opportunities that are provided by the transition process.It stresses the need for a balanced approach and the importance of sustained shared thinking from the EYFS through Key Stage One and provides practical strategies for achieving this.
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