The UK Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners in schools and other sectors through high quality research. One outcome of individual projects and across-Programme thematic work was the development of ten ?evidence-informed? principles for effective pedagogy. Synopses of these principles have been widely disseminated, particularly to practitioners. However, the evidence and reasoning underpinning them has not yet been fully explained. This book fills this gap by providing a scholarly account of the research evidence that informed the development of these principles, as well as offering some evidence of early take-up and impact. It also includes responses from highly-respected researchers throughout the world in order to locate the work in the broader international literature, to extend it by drawing on similar work elsewhere, to provide critique and to stimulate further development and debate. Principles for Effective Pedagogy contributes to international dialogue on effective teaching and learning, providing a focus for scholarly comment, sharing of expertise and knowledge accumulation.

This book was originally published as a special issue of Research Papers in Education.

Building on "Children and their Primary Schools" (an OU set text), this text will encourage educators and researchers in exploring pupil perspectives. Its central argument is that understanding some of the disparity between 'curriculum as intended' and 'curriculum as experienced' will increase the quality of school life and improve learning.

First published in 1988, this work considers the ways in which the sociology of education can inform educational practice. It examines the research which marries the two fields and considers the thinking behind it. It addresses key themes such as: sociological awareness or imagination, and how it might be stimulated and enriched by educational study; reflectivity for both teachers and sociologists; and ethnography, the major research orientation behind most of these studies.

This sourcebook offers a unique summary into all that was important in primary education during the 1990s. It provides almost fifty key readings on the field which are grouped around six major topics: * learners * teachers * classrooms * curriculum * assessment * school and education policy. Over half of the readings focus on real life cases - such as pupils, teachers, classrooms or schools - as a means of conveying some of the interpersonal subtleties of teaching and learning in primary schools. At the same time, these cases highlight important current topics and debates in primary education and often provide insights into practical ways of meeting the challenges which are posed. Other articles are more explicitly analytical and provide conceptual frameworks, overviews or critiques of their fields. This is an excellent resource and guide for primary school teachers, and students studying on PGCE courses.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

This sourcebook offers a unique summary into all that was important in primary education during the 1990s. It provides almost fifty key readings on the field which are grouped around six major topics:

* learners
* teachers
* classrooms
* curriculum
* assessment
* school and education policy.

Over half of the readings focus on real life cases - such as pupils, teachers, classrooms or schools - as a means of conveying some of the interpersonal subtleties of teaching and learning in primary schools. At the same time, these cases highlight important current topics and debates in primary education and often provide insights into practical ways of meeting the challenges which are posed. Other articles are more explicitly analytical and provide conceptual frameworks, overviews or critiques of their fields.

This is an excellent resource and guide for primary school teachers, and students studying on PGCE courses.

The UK Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners in schools and other sectors through high quality research. One outcome of individual projects and across-Programme thematic work was the development of ten 'evidence-informed' principles for effective pedagogy. Synopses of these principles have been widely disseminated, particularly to practitioners. However, the evidence and reasoning underpinning them has not yet been fully explained. This book fills this gap by providing a scholarly account of the research evidence that informed the development of these principles, as well as offering some evidence of early take-up and impact. It also includes responses from highly-respected researchers throughout the world in order to locate the work in the broader international literature, to extend it by drawing on similar work elsewhere, to provide critique and to stimulate further development and debate. Principles for Effective Pedagogy contributes to international dialogue on effective teaching and learning, providing a focus for scholarly comment, sharing of expertise and knowledge accumulation. This book was originally published as a special issue of Research Papers in Education.

First published in 1988, this work considers the ways in which the sociology of education can inform educational practice. It examines the research which marries the two fields and considers the thinking behind it. It addresses key themes such as: sociological awareness or imagination, and how it might be stimulated and enriched by educational study; reflectivity for both teachers and sociologists; and ethnography, the major research orientation behind most of these studies.

This volume provides a snapshot of the current and future trends in turbulence research across a range of disciplines. It provides an overview of the key challenges that face scientific and engineering communities in the context of huge databases of turbulence information currently being generated, yet poorly mined. These challenges include coherent structures and their control, wall turbulence and control, multi-scale turbulence, the impact of turbulence on energy generation and turbulence data manipulation strategies. The motivation for this volume is to assist the reader to make physical sense of these data deluges so as to inform both the research community as well as to advance practical outcomes from what is learned. Outcomes presented in this collection provide industry with information that impacts their activities, such as minimizing impact of wind farms, opportunities for understanding large scale wind events and large eddy simulation of the hydrodynamics of bays and lakes thereby increasing energy efficiencies, and minimizing emissions and noise from jet engines. Elucidates established, contemporary, and novel aspects of fluid turbulence - a ubiquitous yet poorly understood phenomena; Explores computer simulation of turbulence in the context of the emerging, unprecedented profusion of experimental data,which will need to be stewarded and archived; Examines a compendium of problems and issues that investigators can use to help formulate new promising research ideas; Makes the case for why funding agencies and scientists around the world need to lead a global effort to establish and steward large stores of turbulence data, rather than leaving them to individual researchers.

This volume provides a snapshot of the current and future trends in turbulence research across a range of disciplines. It provides an overview of the key challenges that face scientific and engineering communities in the context of huge databases of turbulence information currently being generated, yet poorly mined. These challenges include coherent structures and their control, wall turbulence and control, multi-scale turbulence, the impact of turbulence on energy generation and turbulence data manipulation strategies. The motivation for this volume is to assist the reader to make physical sense of these data deluges so as to inform both the research community as well as to advance practical outcomes from what is learned. Outcomes presented in this collection provide industry with information that impacts their activities, such as minimizing impact of wind farms, opportunities for understanding large scale wind events and large eddy simulation of the hydrodynamics of bays and lakes thereby increasing energy efficiencies, and minimizing emissions and noise from jet engines. Elucidates established, contemporary, and novel aspects of fluid turbulence - a ubiquitous yet poorly understood phenomena; Explores computer simulation of turbulence in the context of the emerging, unprecedented profusion of experimental data,which will need to be stewarded and archived; Examines a compendium of problems and issues that investigators can use to help formulate new promising research ideas; Makes the case for why funding agencies and scientists around the world need to lead a global effort to establish and steward large stores of turbulence data, rather than leaving them to individual researchers.

High Performance Computing Systems and Applications contains the fully refereed papers from the 13th Annual Symposium on High Performance Computing, held in Kingston, Canada, in June 1999. This book presents the latest research in HPC architectures, distributed and shared memory performance, algorithms and solvers, with special sessions on atmospheric science, computational chemistry and physics. High Performance Computing Systems and Applications is suitable as a secondary text for graduate level courses, and as a reference for researchers and practitioners in industry.

The goals of the Symposium were to draw together researchers in turbulence and combustion so as to highlight advances and challenge the boundaries to our understanding of turbulent mixing and combus tion from both experimental and simulation perspectives; to facilitate cross-fertilization between leaders in these two fields. These goals were noted to be important given that turbulence itself is viewed as the last great problem in classical physics and the addition of chemical reaction amplifies the difficulties enormously. The papers that have been included here reflect the richness of our subject. Turbulence is rich and complex in its own right. And, its inner structure, hidden in the morass of scales, large and small, can dominate transport. Earlier IUTAM Symposia have considered this field, Eddy Structure Identification in Free Turbulent Flows, Bonnet and Glauser (eds) 1992 and Simulation and Identification of Organized Structures in Flows, Sorensen, Hopfinger and Aubry (eds) 1997. The combustion community is well served by its specialized events, most notable is the bi annual International Combustion Symposium, held under the auspices of the Combustion Institute. Mixing is often considered somewhere in between these two. This broad landscape was addressed in this Sym posium in a somewhat temporal linear fashion of increasing complexity. The lectures considered the many challenges posed by adding one ele ment to the base formed by others: turbulence and turbulent mixing in the absence of combustion through to turbulent mixing dominated by chemistry and combustion."

High Performance Computing Systems and Applications contains the fully refereed papers from the 13th Annual Symposium on High Performance Computing, held in Kingston, Canada, in June 1999. This book presents the latest research in HPC architectures, distributed and shared memory performance, algorithms and solvers, with special sessions on atmospheric science, computational chemistry and physics. High Performance Computing Systems and Applications is suitable as a secondary text for graduate level courses, and as a reference for researchers and practitioners in industry.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary Schools uniquely provides two levels of support: - practical, evidence- based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence- informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.

This concise pocketbook will provide readers with an overview and background of meningococcal disease, treatment options and emerging therapies, and methods of prevention. The book was originally commissioned due to recent developments in vaccinations to prevent meningococcal disease. This book reviews the disease progression and associated risk factors; its pathogenesis and diagnosis; methods of treatment and prevention, both current and emerging; and the future directions of meningococcal disease management. The book is ideal for busy healthcare professionals, as it covers all aspects of the disease and its treatment in a condensed and manageable format, whilst including the most up-to-date treatment guidelines and algorithms.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers. Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence- based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence- informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the secondary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary Schools uniquely provides two levels of support: - practical, evidence- based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence- informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers. Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence- based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence- informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the secondary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.

Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education, the core text, Reflective Teaching in Early Education, and the website, provide a fully integrated set of resources promoting the expertise of early years professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school-university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series - inspiring education through innovation in early years, schools, further, higher and adult education.