Written in accordance with the Teacher Training Association and DfEE guidelines, this text is intended to become a course reference. The author examines all modules which need to be studied in teacher training programmes and takes account of the Labour government's plans for teacher education.

Analyzing the collective experiences of staff from a variety of departments within organizations of higher and further education, this study demonstrates how flexible learning strategies have been adopted to face new challenges.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

A series of essays on mentoring issues in education, which includes discussion of the political and historical aspects of mentoring, the mentor-student relationship and the generic skills approach to mentoring.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This handbook provides a comprehensive introduction to teaching English in primary and secondary schools. It brings together the latest standards with authoritative guidance, ensuring that readers feel confident about how to approach their teaching. It explores the context of the subject of English and brings readers up-to-date with key developments, placing the English curriculum in the context of whole school literacy issues. It introduces readers to key areas such as: planning and classroom management assessment, recording and reporting information and communication technology equal opportunities, special needs and differentiation English/literacy and whole school issues personal and professional early career development. This practical book gives new English teachers a solid and dependable introduction to teaching the subject. Many of the contributors are practising classroom teachers with enormous experience to draw on. The book is grounded in the realities of teaching and offers practical and relevant advice as well as plenty of ideas to stimulate thinking and teaching.

First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

This text explores a range of strategies, both institutional and individual, which have been developed by academic and support staff, to foster the kind of atmosphere, facilities and attitudes in relation to learning which support systems.

First Published in 1996. This book is concerned with bringing the findings of educational research to bear on the practical problems faced by teachers in primary school classrooms. We take as our starting point a number of claims which we shall develop in more detail through the book: Teachers matter, relationship between teaching behaviour and educational outcomes, any attempt to improve education mist be concerned with outcomes, there is no single one 'best' approach, teaching situations have important aspects in common, teaching is a thoughtful activity that demands considerable intellectual engagement, and reflective and self-critical analysis.

A new edition of a highly successful study skills books. The style and approach is particularly suited to current student needs as the author stresses the importance of adopting a positive response to study. The lively and enthusiastic tone, and the practical advice on everything from planning revision to designing CVs gives this book enormous appeal to all, from A-level to mature students.

This is a practical guide to managing the whole curriculum for children with severe learning difficulties (SLD). Crucial guidance and effective strategies are provided on how to reconcile the rights, needs and aspirations of such children in light of recent national trends and QCA guidelines.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

With supportive guidelines for Key Stages 2 and 3 this book offers active approaches for teaching pre-twentieth century literature with confidence. Key texts including The Odyssey, Hamlet and The Rime of the Ancient Mariner are explained in a very practical and accessible way. This text allows for creativity amongst pupils at the same time as improving their reading and writing abilities within the literacy strategy objectives and KS3 English framework guidelines. The author looks to develop an active pedagogy that encompasses the literacy strategy, the KS3 English framework and the creative arts. Using case studies from primary and secondary school projects a series of lessons are proposed for each year group from Year 4 though to Year 8. The lessons cover poetry, drama, story and the novel.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. This book is about the use of a specific collaborative problem-solving approach as part of a Continuing Professional Development policy. Collaborative staff development programmes - now envisaged in a DofE (1998) Programme of Action - can assist teachers in responding more appropriately, as an integral part of their daily professional task, to the learning needs of pupils with emotional and behavioural problems.

This text investigates UK policy issues and strategies in an international context, highlighting the importance of educational exclusion and disaffection on the international agenda. The authors examine the problems and key areas of policy development for education.

Exploring the issue of how educational staff can balance successfully their research and teaching activities, this volume argues that the entire system governing the relationship amongst research, teaching and learning should be dismantled and rebuilt, focusing on symbiosis rather than conflict.

Design and Technology involves children learning through processes that include identifying needs and opportunities, generating and developing ideas, planning, making and evaluating. The second edition fully reflects the latest revisions in the National Curriculum and links with other curricular changes in the intervening years. Specific links are made to the National Strategies for Literacy, Numeracy and ICT; to the National Standards for Subject Leaders; to Science and the other foundation subjects; to the QCA Scheme of Work for D & T; and to new initiatives in citizenship and creativity.

This book is aimed at teachers who wish to improve their professional practice and will help them to think about current practice, not only in terms of skills and competences to be developed, but also areas of knowledge to be enriched. The model of knowledge bases presented is a valuable framework for reflecting on practice and for analyzing professional development needs. The book is therefore an ideal text for teachers taking courses that may lead towards an advanced qualification in teaching or who are undertaking in-service training and action research programs. Teachers approaching 'threshold assessment' will find the book useful in reflecting on the quality of their teaching.

Staff development and teaching accreditation is becoming a reality in UK higher education teaching. This volume explores the implications of continued professional development and institutions such as the ILT, outlining the options and approaches to professional development.

This book offers practical guidance for teachers working with bilingual pupils in mainstream primary and secondary education and aims to help teachers make the curriculum as accessible as possible to these children. It offers examples of the good practice that has evolved around teaching bilingual children in the classroom.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This text offers researchers practical hints and advice as well as support/guidance in planning, carrying out, writing up and publishing research findings. Topics covered include: information handling; time and self-management; writing; dealing with others; and publishing and profile.

This work brings together the experience of educators, trainers and students searching for ways of increasing student motivation. Links between motivation and training, learning and assessment processes are examined through case studies set in a broad range of subject discipline contexts.

Formative evaluation is the process of reviewing of pilot stage courses in order to determine strengths and weaknesses before the programme of instruction is finalized. This text offers practical guidance on the main methods used to gather and analyze data on course effectiveness.