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Showing 1 - 5 of
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Classroom Talk (Paperback)
Val Poultney; Rupert Knight
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R508
R455
Discovery Miles 4 550
Save R53 (10%)
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Ships in 12 - 17 working days
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This book summarises the theoretical principles behind talk in
school and briefly maps the research tradition in this
field. It examines the evidence relating to a variety of
forms of classroom talk, including whole school culture and oracy;
classroom environments conducive to talk; whole class teacher-pupil
talk and pupil-pupil peer talk. The final chapter explores
up-to-date issues and influences relating to talk, such as mastery
learning, informed by international comparisons. Firmly grounded in
evidence and the latest thinking, the book also offers practical
advice for everyday implementation and evaluation of these
principles. Evidence-based teaching is fast becoming a new
orthodoxy. There are many strong voices, including policy
voices, advocating its adoption. Understanding the underlying
principles allows you to better evaluate the benefits of different
approaches to evidence-based teaching and how they relate to your
own school context.
This book provides a critical overview of evidence-based teaching,
with balanced and reflective consideration given to arguments
supporting various approaches to increasing the use of evidence in
teaching and arguments that raise doubts about, or problems with,
these approaches. It offers practical advice on how to implement
evidence-based teaching and help with reflectively evaluating its
success.
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Assessment (Paperback)
Chris Atherton; Series edited by Val Poultney
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R451
Discovery Miles 4 510
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Ships in 12 - 17 working days
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This book provides a critical overview of assessment, taking an
evidence-based approach, with balanced and reflective consideration
given to arguments around various approaches to assessment in
schools. It offers practical advice on how to implement such
evidence-based models and helps with reflectively evaluating their
success. Evidence-based teaching is fast becoming a new orthodoxy.
There are many strong voices, including policy voices, advocating
its adoption. Understanding the underlying principles allows you to
better evaluate the benefits of different approaches to evidence
based teaching and how they relate to your own school context.
Trainees and school-based practitioners are being encouraged to
engage more with evidence-based teaching methods. Teachers are now
more responsible for the outcomes of their own practice and are
charged with sourcing 'best practice' solutions in their
pedagogical approaches. And schools are moving more towards
in-house professional development approaches that have a clear
focus on raising standards in the classroom. This book focuses on
how universities and primary schools can work together to lead,
manage and sustain a culture of teacher inquiry. It examines the
role of the university in providing a critical perspective on
teaching and learning and how academics can support schools by
working as 'knowledgeable others' and advocates of classroom-based
research. As a case study, it explores the journey taken by one
particular primary school, in partnership with a university, over a
two-year period, detailing how this work has impacted on the
professional lives of staff, the children they teach, the overall
culture of the school and the impact on school improvement.
Chapters are contributed by professional school leaders, university
academics and primary teachers and there is a focus on the rigorous
examination of models of evidenced-based teaching, practical
examples demonstrating some of the best and most sustainable
approaches, and positive outcomes.
Evidence-based teaching is fast becoming a new orthodoxy. There are
many strong voices, including policy voices, advocating its
adoption. Understanding the underlying principles allows you to
better evaluate the benefits of different approaches to
evidence-based teaching and how they relate to your own school
context. This book provides a critical overview of different ways
of thinking about professional learning as a social process through
collaborative and collective activity, including the notion of
professional learning communities and how these might be used to
support teacher enquiry. It examines the opportunities and
challenges this poses to teachers and school leaders, and includes
practical advice on how to facilitate, engage with and evaluate
collaborative teacher enquiry models.
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