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At the time of its original publication this book was the first
major survey of the nature of the difficulties that children with
special educational needs experience in the classroom context of
mainstream junior schools. The book is based on research involving
interviews with heads and teachers, and on extensive observation of
children in junior classrooms. The research is related to the
report of the Warnock Committee and to problems of definition and
assessment in the area of special education. The book describes the
views which junior school teachers have of special educational
needs and the numbers of children and types of difficulty they
regard as falling into this category. It discusses the classroom
behaviour and interactions of children with special needs, and some
of the consequences of different teaching strategies. It also
presents information on patterns of provision for special needs,
assessment in the junior classroom and the teachers' own views on
integration.
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.
At the time of its original publication this book was the first
major survey of the nature of the difficulties that children with
special educational needs experience in the classroom context of
mainstream junior schools. The book is based on research involving
interviews with heads and teachers, and on extensive observation of
children in junior classrooms. The research is related to the
report of the Warnock Committee and to problems of definition and
assessment in the area of special education. The book describes the
views which junior school teachers have of special educational
needs and the numbers of children and types of difficulty they
regard as falling into this category. It discusses the classroom
behaviour and interactions of children with special needs, and some
of the consequences of different teaching strategies. It also
presents information on patterns of provision for special needs,
assessment in the junior classroom and the teachers own views on
integration.
Research on the relationships between classroom practice and
learning outcomes undertaken in British primary schools over the
last 20 years has resulted in a robust and substantial body of
knowledge about effective teaching. Initial teacher education
courses and practice in schools have, in some cases, still to
adjust to the implications of this research. This book seeks to
provide a way for students and practicing teachers to make this
adjustment, by building bridges between research findings and
classroom practice. Over half the chapters are written by the
editors, with the balance contributed by authors well-known in
their specialist topics.
This highly topical monograph focuses on how children in their
first year of high school feel about school, its place in their
lives and its role in their futures. The theoretical context of the
study is the focus in educational studies on children's voice and
children's active role in education, together with the focus in the
sociology of childhood on children as active constructors of their
lives and childhood as a subject of serious study. The importance
of young people's life plans and the alignment between education
and ambitions was recognised in the Sloan Foundation study of
American teenagers. In many Western societies there is concern that
children from less advantaged social backgrounds have limited
aspirations, and are disproportionately unlikely to go to
university. This book is highly relevant to understanding the
nature of children's engagement with education, the choices and
constraints they experience and the reasons some young people fail
to take advantage of educational opportunities.
Schools are under more pressure than ever before to provide a good
education for pupils with special needs. Revisiting the fifty
schools that they researched for their 1985 ground-breaking study,
One in Five, Paul Croll and Diana Moses provide an authoritative
guide to the central issues of children with special needs. The
authors also consider the provision for various special needs,
including emotional and behavioral difficulties, ADD, Aspergers
Syndrome, autism, and dyslexia. Based on research in special needs
carried out in primary schools, this text presents
qualitative/quantitative data and deals with issues such as:
effects of curriculum; how judgements are made; the impact of
policies; role of local government; and emotional and behavioural
difficulties.
This highly topical monograph focuses on how children in their
first year of high school feel about school, its place in their
lives and its role in their futures. The theoretical context of the
study is the focus in educational studies on children's voice and
children's active role in education, together with the focus in the
sociology of childhood on children as active constructors of their
lives and childhood as a subject of serious study. The importance
of young people's life plans and the alignment between education
and ambitions was recognised in the Sloan Foundation study of
American teenagers. In many Western societies there is concern that
children from less advantaged social backgrounds have limited
aspirations, and are disproportionately unlikely to go to
university. This book is highly relevant to understanding the
nature of children's engagement with education, the choices and
constraints they experience and the reasons some young people fail
to take advantage of educational opportunities.
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