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Mixed ability teaching was the subject of a lively debate in the
early 1980s within the teaching profession. Some educationalists
took the view that mixed ability teaching was a great step forward
which should be encouraged at all costs, whilst other strongly
disagreed. Others whilst acknowledging that mixed ability teaching
is a good idea, were against it, pointing to the many practical
difficulties which face a teacher teaching to a mixed ability
class. Originally published in 1982, this book provides a
comprehensive survey of the issues involved, offering a range of
approaches to the issue of whether and how to group children for
mixed ability teaching. The aim is to help students and teachers to
look more dispassionately at the topic and, in the process, to
explore their own reactions and attitudes. The book considers the
methods that should be employed in mixed ability teaching,
examining the different strategies that need to be adopted for
different subjects, and exploring the special position of
exceptional children, both slow learners and gifted in a mixed
ability class. At all times the book avoids over-technical language
and is written at a level that will make it readily accessible to
teachers and trainee teachers. It will be particularly effective
where debate is still in progress: school staffs who are
considering whether to change to mixed ability; students discussing
the issues in a seminar; and as a starting point for in-service
training. Providing many useful insights that will enable teachers
to cope better with mixed ability classes, the book concludes by
considering how mixed ability teaching will develop in the future.
Today it can be read in its historical context.
How can teaching across the curriculum improve children's learning?
How can you plan meaningful, imaginative topic work?
Cross-Curricular Teaching in the Primary School helps teachers plan
a more imaginative, integrated curriculum by presenting in
accessible language a rationale and framework for teaching across
the subjects. This second edition has been fully updated in light
of the new curriculum, and shows how cross-curricular work can
contribute to deeper subject knowledge. Illustrated throughout with
examples of effective topic work in successful schools, this book
provides guidance on the underpinning theory and strategies to
facilitate cross-curricular work with young children. With a new
structure to emphasise the importance of careful planning and
preparation, issues covered include: How children learn The theory
and rationale behind the cross-curricular approach Developing the
curriculum and lesson planning Teaching and learning in an
integrated way at KS1 and KS2 Cross-curricular approaches for maths
Whole school approaches and team teaching for cross-curricular
teaching The role of support staff in cross-curricular teaching
Improving children's thinking skills Supporting children with
special needs Using new media and drama to facilitate
cross-curricular learning Assessing cross-curricular learning.
Cross-Curricular Teaching in the Primary School provides much
needed support for busy student and practising teachers. Packed
with practical ideas, it offers an accessible guide to all aspects
of introducing an integrated curriculum.
* Covers everything a student teacher needs to know about science
and how to teach it. o Includes learning objectives, further
reading, lists of useful resources and specially designed tasks in
every chapter to help consolidate knowledge, understanding and
skills. o Fully updated throughout with new chapters on Science
teaching, neuroscience, models and modelling, mathematics and
science, science for social justice and education research o
Clearly shows how the theory, research and evidence available
relates to practice
Every school has a mission statement based on values and ethical
beliefs. Ethics for Teachers and Middle Leaders sets out a way of
thinking through the key issues of ethics in teaching and shows how
a school's ethical values can be translated by students and staff
into action. It is designed to help rehearse certain ethical
dilemmas and guide teacher leaders in helping others to think
through and develop appropriate behaviours. Chapters consider the
role of ethics in all aspects of school life including teacher
professionalism, teaching methods, lesson planning and assessment.
This book not only examines everyday concerns such as class
management and presenting curriculum ethically, but also touches
upon emerging issues in e-learning, career building, leadership and
school governance. Packed full of real examples from schools and
opportunities to reflect, the book will help readers to understand
how their behaviour, decisions and advice to others might be guided
and to avoid some of the common pitfalls in school. This insightful
book will instil confidence in teachers and middle leaders as they
face such ethical dilemmas in their daily work.
* Covers everything a student teacher needs to know about science
and how to teach it. o Includes learning objectives, further
reading, lists of useful resources and specially designed tasks in
every chapter to help consolidate knowledge, understanding and
skills. o Fully updated throughout with new chapters on Science
teaching, neuroscience, models and modelling, mathematics and
science, science for social justice and education research o
Clearly shows how the theory, research and evidence available
relates to practice
Every school has a mission statement based on values and ethical
beliefs. Ethics for Teachers and Middle Leaders sets out a way of
thinking through the key issues of ethics in teaching and shows how
a school's ethical values can be translated by students and staff
into action. It is designed to help rehearse certain ethical
dilemmas and guide teacher leaders in helping others to think
through and develop appropriate behaviours. Chapters consider the
role of ethics in all aspects of school life including teacher
professionalism, teaching methods, lesson planning and assessment.
This book not only examines everyday concerns such as class
management and presenting curriculum ethically, but also touches
upon emerging issues in e-learning, career building, leadership and
school governance. Packed full of real examples from schools and
opportunities to reflect, the book will help readers to understand
how their behaviour, decisions and advice to others might be guided
and to avoid some of the common pitfalls in school. This insightful
book will instil confidence in teachers and middle leaders as they
face such ethical dilemmas in their daily work.
Mixed ability teaching was the subject of a lively debate in the
early 1980s within the teaching profession. Some educationalists
took the view that mixed ability teaching was a great step forward
which should be encouraged at all costs, whilst other strongly
disagreed. Others whilst acknowledging that mixed ability teaching
is a good idea, were against it, pointing to the many practical
difficulties which face a teacher teaching to a mixed ability
class. Originally published in 1982, this book provides a
comprehensive survey of the issues involved, offering a range of
approaches to the issue of whether and how to group children for
mixed ability teaching. The aim is to help students and teachers to
look more dispassionately at the topic and, in the process, to
explore their own reactions and attitudes. The book considers the
methods that should be employed in mixed ability teaching,
examining the different strategies that need to be adopted for
different subjects, and exploring the special position of
exceptional children, both slow learners and gifted in a mixed
ability class. At all times the book avoids over-technical language
and is written at a level that will make it readily accessible to
teachers and trainee teachers. It will be particularly effective
where debate is still in progress: school staffs who are
considering whether to change to mixed ability; students discussing
the issues in a seminar; and as a starting point for in-service
training. Providing many useful insights that will enable teachers
to cope better with mixed ability classes, the book concludes by
considering how mixed ability teaching will develop in the future.
Today it can be read in its historical context.
As the initial training of teachers becomes increasingly
school-based, and as schools and colleges develop formal induction
programmes for their newly qualified teachers, the role of the
teacher mentor is fast becoming a pivotal one in teacher education.
Individual sections look at mentoring as it relates to: initial
training; induction; assessment; and whole institution staff
development. Throughout, the emphasis is on the ways in which
mentoring contributes at all points in the continuum of
professional development. Anyone involved in mentoring in any
setting - from the primary school to the adult education college -
should find this book useful as a guide to reflection and a spur to
action. Trevor Kerry has also published "Topic Work in the Primary
School" (Routledge, 1988) and "Developing Teachers Professionally"
(Routledge, 1993). Ann Shelton Mayes is co-author, with Bob Moon,
of "Teaching and Learning in the Secondary School" (Routledge,
1993).
As the initial training of teachers becomes increasingly
school-based, and as schools and colleges develop formal induction
programmes for their newly qualified teachers, the role of the
teacher mentor is fast becoming a pivotal one in teacher education.
Individual sections look at mentoring as it relates to:- * Initial
Training * Induction * Assessment * Whole institution staff
development Throughout, the emphasis is on the ways in which
mentoring contributes at all points in the continuum of
professional development. Anyone involved in mentoring in any
setting - from the primary school to the adult education college -
will find this book indispensable as a guide to reflection and a
spur to action.
How can teaching across the curriculum improve children's learning?
How can you plan meaningful, imaginative topic work?
Cross-Curricular Teaching in the Primary School helps teachers plan
a more imaginative, integrated curriculum by presenting in
accessible language a rationale and framework for teaching across
the subjects. This second edition has been fully updated in light
of the new curriculum, and shows how cross-curricular work can
contribute to deeper subject knowledge. Illustrated throughout with
examples of effective topic work in successful schools, this book
provides guidance on the underpinning theory and strategies to
facilitate cross-curricular work with young children. With a new
structure to emphasise the importance of careful planning and
preparation, issues covered include: How children learn The theory
and rationale behind the cross-curricular approach Developing the
curriculum and lesson planning Teaching and learning in an
integrated way at KS1 and KS2 Cross-curricular approaches for maths
Whole school approaches and team teaching for cross-curricular
teaching The role of support staff in cross-curricular teaching
Improving children's thinking skills Supporting children with
special needs Using new media and drama to facilitate
cross-curricular learning Assessing cross-curricular learning.
Cross-Curricular Teaching in the Primary School provides much
needed support for busy student and practising teachers. Packed
with practical ideas, it offers an accessible guide to all aspects
of introducing an integrated curriculum.
"International Perspectives on Education" is intended for those
with an interest in education as an academic area, including
students of Education Studies and MA Education. It is also suitable
for those who have an interest in applied theory, including those
involved in or training for the teaching profession; and to those
who are concerned with the management and governance of education:
those who formulate policy, those charged with inspecting or
advising the profession, and those (such as head teachers or school
governors) whose task is to guide others."International
Perspectives on Education" draws on the knowledge and experience of
a distinguished team of international educationists. Each chapter
can be accessed as a resource on a specific topic, but the chapters
are also grouped into three sections to provide an invaluable
source of thinking and knowledge from leading thinkers and
practitioners in their fields: Perspectives on Education;
Supporting the Learning Process; and Teachers and Professional
Development. Here issues are raised, debates are stimulated and
thoughts are provoked.The prevailing view by all contributors is
that the learning experience and environment should not only be
stimulating and intellectually interesting, but also socially
inclusive and fulfilling, with a need to develop learners'
potential and personality around a set of good values. All this
lies at the heart of quality education, and stimulates a new debate
in support for the re-humanisation of education, rather than the
de-humanisation that we have seen in recent times with attempts to
tie its products and processes more closely with models generated
in the world of commerce.This collection reflects the development
of education within an international context of trends, good
practices and experience. It will be of interest to those who have
an interest in education as an academic area of study
(undergraduate students and lecturers, higher degree students and
those involved in, or training for the teaching profession), and to
those who are concerned with the management and governance of
education: those who formulate policy, those charged with
inspecting or advising the profession, and those whose task is to
guide others.
Trevor Kerry draws together contributions from leading academics in
the field based in Europe, Canada and Australia to examine key
themes in higher education, including: - academic freedom -
leadership and management - the nature of learning and teaching -
ethical behaviour - curriculum innovation - attitudes to
globalization and internationalization The contributors explore
what might constitute effective higher education provision, drawing
on innovative practice from around the world and encouraging higher
education practitioners to become more analytical and critical
about their institutions, about their own roles, and about the ways
in which they and their work serve their client-base. In so doing
the book confronts the contextual conflicts that arise from
political, social and fiscal agendas for higher education.
This text takes a radical look at the nature of adult learning in
the postgraduate context and at the implications of this for
universities and their courses. While, over recent decades, schools
have had to undergo major re-assessments about how learning is
developed into curriculum, how learning is delivered to students,
and how that learning is assessed, universities have remained very
largely detached from these pedagogical/andragogical issues.
However, the circumstances of higher education provision have
changed. There is also real pressure now from vocationalism.
Meeting the Challeneges of Change in Postgraduate Education places
these movements in both a UK and a wider context examines the
nature of learning and teaching in postgraduate education and opens
up the debate for rethinking university provision. The book
examines concepts such as integration as ways of retaining the
higher order skills of a university education over against
narrower, technicist approaches and suggest a continuum of
provision, but one in which the learner takes centre stage.
This text takes a radical look at the nature of adult learning in
the postgraduate context and at the implications of this for
universities and their courses. While, over recent decades, schools
have had to undergo major re-assessments about how learning is
developed into curriculum, how learning is delivered to students,
and how that learning is assessed, universities have remained very
largely detached from these pedagogical/andragogical issues.
However, the circumstances of higher education provision have
changed. There is also real pressure now from vocationalism.
"Meeting the Challenges of Change in Postgraduate Education" places
these movements in both a UK and a wider context examines the
nature of learning and teaching in postgraduate education and opens
up the debate for rethinking university provision. The book
examines concepts such as integration as ways of retaining the
higher order skills of a university education over against
narrower, technicist approaches and suggest a continuum of
provision, but one in which the learner takes centre stage.
"International Perspectives on Education" draws on the knowledge
and experience of a distinguished team of international
educationists, including Howard Gardner and Kristjan Kristjansson.
Each chapter can be accessed as a resource on a specific topic, but
the chapters are also grouped into three sections to provide an
invaluable source of thinking and knowledge from leading thinkers
and practitioners in their fields: Perspectives on Education;
Supporting the Learning Process; and Teachers and Professional
Development.
The prevailing view by all contributors is that the learning
experience and environment should not only be stimulating and
intellectually interesting, but also socially inclusive and
fulfilling, with a need to develop learners' potential and
personality around a set of good values. All this lies at the heart
of quality education, and stimulates a new debate in support of the
re-humanisation of education, rather than the de-humanisation that
we have seen in recent times with attempts to tie its products and
processes more closely with models generated in the world of
commerce.
This collection reflects the development of education within an
international context of trends, good practices and experience. It
is aimed at those who have an interest in education as an academic
area of study (undergraduate students and lecturers, higher degree
students and those involved in, or training for, the teaching
profession), and those who are concerned with the management and
governance of education.
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