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Mathematics in the Early Years
The Clemsons' clear and readable book takes the reader from debates about how children learn and what children know and can do when they start school; through to a discussion of how mathematics can be managed, assessed and evaluated in the school and classroom. Linking these two parts of the book is a section on the subject of mathematics itself, from which the non-specialist reader can gain a view of what mathematics is, what needs to be thought about in planning and offering a curriculum and the special dilemmas faced in teaching and learning mathematics as a subject. A bank of case studies offers an opportunity to see mathematics in action in a variety of classrooms.
My First Math Book
MY FIRST MATH BOOK is the mathematic foundation for every student! This book is a necessity for every household to help create a fun way to learn math. It teaches the fundamentals of Math and Writing. Knowledge is Power, learning is fun!
My First Math Book
A book of number puzzles which encourage young readers to develop math skills by calculating figures, weighing and measuring objects, or comparing shapes.
Assessment and Evaluation
First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Primary Core National Curriculum
This updated text surveys the debate amongst politicians and professionals surrounding the evolution and revision of the National Curriculum for England and Wales, setting the scene for the implementation of the core subjects - Information Technology, English, Mathematics and Science. The contributors investigate the ways in which schools have managed curriculum policies, the role of subject co-ordinators and the development of teaching methods. The text, in its second edition, contains a new chapter on Information Technology.
Religious Education in the Early Years
This volume looks at the role of Religious Education in the curriculum for the Early Years child. This book attempts to: *Discuss how to incorporate a wide range of religions in the classroom; *Consider how these can be explored in exciting and imaginative ways; *Help readers clarify their thinking on the subject; *Looks at the development of new approaches to the teaching of RE. Through studying practical examples and discussing what should be aimed at when considering good practice in the classroom, she provides a text that manages to be both inspirational and useful. This is a great addition to the RoutledgeFalmer series of books on Teaching and Learning in the First Three Years of School.
World Yearbook of Education 1990
Published in 1990, World Yearbook of Education 1990 is a valuable contribution to the field of Education.
Teacher Education Policy
To improve schools we need to improve teachers. This volume provides recent research evidence that suggests that current education policy is not Promoting Effective Teacher Education And That Teacher Education Policy has: failed to support the formation of professional partnerships in initial teacher education; has almost ignored the induction of newly qualified teachers; and has narrowed in-service education into support for the implementation of central policy.; The evidence gathered in this book is used to argue for new forms of teacher education in every phase, built upon the foundation of professional partnership between schools and institutions of higher education. It is suggested that the funding for such changes could be drawn from less effective forms of school improvement, such as National Curriculum development and school inspection. With the implementation of such changes, it is argued, good quality teacher education programmes would prosper and foster a broad concensus about educational development that is often absent.
Using IT Effectively in Teaching and Learning
Computers are not often associated with passion or culture, yet the use of information technology still has a surprisingly emotional effect on many people, including teachers and learners. This emotion may be anything from excitement and enthusiasm to anger or a sense of threat. Often, this strongly emotional response can prevent us from learning how to use IT effectively as a tool for learning. This book explores how IT can make a real difference to the quality of learning. Its approach takes account of some of the cultural, sociological and psychological factors, which influence how IT is used. The chapters are arranged in three parts. Part One explores the potential of IT as one of many tools which can influence the quality and experience of learning. Part Two looks at how teachers' professional development can help them to use IT effectively in the classroom. Part Three examines strategies for co-ordinating and managing IT development across a whole school or department. Whether you class yourself as technophile or technophobe, this book will show you how you can use IT more effectively in teaching and learning.
