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EBOOK: TEACHING THROUGH PLAY
This book is based on the findings of a research project into Reception Teachers' Theories of Play funded by the Economic & Social Research Council. There is strong ideological and theoretical support for a play-based curriculum in the early years. But evidence suggests that teachers find this difficult to translate into practice. The educational potential of play is not realized. This study focuses on nine reception class teachers, ranging from novices to experts, in order to discover their theories of play and how these relate to classroom practice. The data reveal new insights into how they strive to incorporate play into the curriculum in contrasting ways and the constraints they encounter in this process. There is a need to improve the quality of teaching and learning through play. Teaching Through Play makes a valuable contribution to this process.
Talking and Learning in Groups, By Elisabeth Dunne and Neville Bennett
Group work has in recent years become the object of considerable controversy. This workbook shows teachers how effective group work, flexibly used, can be and how to discover what works for them.
Quality of Pupil Learning Experiences
Very little is known about the quality of the learning experiences provided for pupils. This book contains the results of a major research project, conducted in a sample of English primary schools, in which particular attention was paid to the tasks children were assigned, to the degree of match between assigned tasks and pupil attainment, to the detailed observation of children at work. The teacher's problems in assigning work appropriate to children's attainments and the special problem of matching posed by the transfer of children from one class to another were also subjected to analysis. Lessons learned from the project were used as a basis for the design of an in-service course for teachers. The course, which was aimed at improving teachers' matching skills was closely evaluated. The report contains data and analysis pertinent to each of the above issues. The findings reveal that despite the conscientious efforts of able teachers a number of serious issues are apparent - particularly in areas such as classroom organization and teacher diagnosis of children's work.
Readings for Reflective Teaching
This unique book provides the reader with a mini-library of over one hundred readings containing: --both classic and contemporary readings--international contributors--material drawn from books and journalsAn essential reference resource in its own right, Readings for Reflective Teaching also contains numerous cross-references to Andrew Pollards Reflective Teaching.
Managing Classroom Groups
Group work is becoming increasingly important in primary schools. Research shows, however, that often children are sitting in groups but not really working together. This work examines that research, explains why co-operative learning is so important and shows how purposeful group work can be implemented in the classroom and the whole school.
A Falklands Family at War
Many military accounts of the British side of the Falklands War have been published as well as memoirs written by servicemen who took part, so this aspect of the story of the Argentine occupation and the British liberation of this remote territory in the South Atlantic is well known. But little attention has been paid to the Falkland islanders who had direct personal experience of this extraordinary crisis in their history. That is why the previously unpublished diaries of Neville Bennett and his wife Valerie, a fireman and a nurse who lived with their two daughters in Port Stanley throughout the war, is such vivid and revealing reading. As chief fireman Neville was frequently called out to ...
Thinking through Primary Practice
Offers a range of research into how primary classrooms actually work looking at the development of specific curriculum areas and how they can be taught and assessed across the ability range.
