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Doing Classroom Research: A Step-By-Step Guide For Student Teachers
This step-by-step guide has been designed to meet the needs of all teacher training students involved in any classroom-based research at Level 6 or M-level. It contains three sections that mirror the progression from novice researcher to practitioner researcher.
Primary Teacher Education
Informed professional debate about primary teacher education is long overdue. This book provides a sense of direction and impetus in this debate by focusing on pressing topical issues of policy and provision. There is focus on the current national scrutiny of initial and inservice teacher training, which is resulting in the development of a National Curriculum for ITE, the proposal of a General Teaching Council, and Continuing Professional Development initiatives from the TTA. In addition, the book will be of direct use in the design and implementation of new courses in teacher education. All the contributions have been specially commissioned for this book.
Primary Teacher Education
Informed professional debate about primary teacher education is long overdue. This book provides a sense of direction and impetus in this debate by focusing on pressing topical issues of policy and provision. There is focus on the current national scrutiny of initial and inservice teacher training, which is resulting in the development of a National Curriculum for ITE, the proposal of a General Teaching Council, and Continuing Professional Development initiatives from the TTA. In addition, the book will be of direct use in the design and implementation of new courses in teacher education. All the contributions have been specially commissioned for this book.
Teaching Across the Early Years 3-7
This practical and accessible book explores ways of developing continuity and coherence in children's learning from three to seven years old. It is based around three case studies in which tutors on Initial Teacher Training courses worked with early years practitioners in three different pre-school settings, each linked to a primary school. The book describes how they successfully managed to plan and teach integrated themes across the age-range in the context of the requirements of the Foundation Stage and the National Curriculum. Each case study has a different focus: * science, design and technology *' the arts' - including an ICT strand * 'the humanities' - including a physical education strand English and mathematics dimensions run through each theme.The book is alive with discussion of children's art, language, drama and music, captured as field notes, writing, drawing, and as video tape. Each chapter concludes with suggestions of ways in which readers can develop the ideas in their own contexts. This book will be invaluable reading for students on Early Years courses, Early Years practitioners, and tutors and mentors in early childhood education.
Children's Perceptions of Learning with Trainee Teachers
This book is unique as it focuses on pupils' perceptions of their learning with trainee teachers in primary schools. It aims to raise trainee teachers' awareness of the importance of considering pupils' perceptions in evaluating their teaching and provides frameworks for doing so. It enables teachers to make links between theory, research and practice as part of their on-going development. The text includes: *interviews with primary pupils *examples of new teaching approaches *case studies offering pupil insights into curriculum subjects *chapter summaries giving suggestions for teaching strategies, discussions with mentors and tutors and further reading
EBOOK: Classroom Interactions in Literacy
This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession. The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk.
Pastoral Care in Education
This book is both a celebration of 40 years of the National Association for Pastoral Care in Education (NAPCE) and a forward-thinking volume examining the key pastoral issues of our time. Bringing together a range of expert contributors from a variety of educational settings, the book offers fresh insights and evidence-based strategies which will be of immediate relevance for all educators. This unique volume considers a wide range of themes, from charting the early days of pastoral care in education in the UK and the establishment of NAPCE through to the discussion of contemporary pastoral challenges facing children and young people around the world. This timely volume makes the case for the centrality of pastoral care in education and offers new directions for pastoral education, research, policy and practice.
The Teaching of History in Primary Schools
Updated in response to the 2000 revision of the National Curriculum, this text explores ways in which curriculum balance and coherence can be achieved and a rich and exciting primary history curriculum retained, while not underestimating the demands of literacy, numeracy and ICT.
History 3-11
Replacing the bestselling The Teaching of History in Primary Schools, acclaimed author Hilary Cooper returns with this invaluable resource, showing how to sustain a dynamic history curriculum in the classroom.
