Developing professional practice: 7-14:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Harlow ; Munich [u.a.]
Pearson
2010
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Developing professional practice series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXX, 467 S. Ill. |
| ISBN: | 9781405841153 |
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Datensatz im Suchindex
| _version_ | 1804141117747232769 |
|---|---|
| adam_text | GUIDED TOUR INTRODUCTION HOW TO USE THIS BOOK ACKNOWLEDGEMENTS PART 1 -
INFLUENCES ON TEACHING AND LEARNING CHAPTER 1 - CONTEXTS OF LEARNING
INTRODUCTION WH AT IS EDUCATION FOR? WHY DID YOU DECIDE YOU WANTED TO
TEACH? INFLUENCES ON THE CURRICULUM INFLUENCES ON ASSESSMENT INFLUENCES
ON GOVERNMENT POLICIES FOR EDUCATION THE INFLUENCE OF RESEARCH ON POLICY
INFLUENCES ON THE SCHOOL SCHOOL ETHOS AS A CONTEXT FOR LEARNING THE ROLE
OF THE TEACHER IN CREATING THE SCHOOL AND C1ASSROOM ETHOS TRANSITION: A
SIGNIFICANT ISSUE FOR PUPILS IN THE 7-14 AGE RANGE THE KEY STAGE 3 DIP
SUMMARY FIND OUT MORE GLOSSARY REFERENCES XVIII XXI XXIV XXVI 1 2 3 3 4
6 8 10 12 14 15 16 19 21 22 23 24 25 VIII CONTENTS CHAPTER 2 - VALUES TO
PROMOTE LEARNING 26 INTRODUCTION 27 WHERE DO YOUR VALUES COME FROM? 29
WH AT IS EDUCATION FOR? 33 TEACHERS: PROFESSIONAL VALUES 39 SUMMARY 42
FIND OUT MORE 44 GLOSSARY 44 REFERENCES 45 CHAPTER 3 - COMMUNITIES OF
LEARNERS 46 INTRODUCTION 47 SCHOOLS AND THEIR COMMUNITIES - PARENTS AS
PARTNERS 48 KEY FINDINGS ON PARENTAL INVOLVEMENT IN EDUCATION 48 VALUES
AND ASSUMPTIONS ABOUT PARENTING 49 INVOLVING PARENTS IN EDUCATION 51 HOW
CAN SCHOOLS AND TEACHERS BUILD MEANINGFUL RELATIONSHIPS WITH PARENTS? 53
PARENTS EVENINGS AND INFORMAL OPPORTUNITIES FOR CONTACT WITH PARENTS
AND CARERS 55 EXTENDED SERVICES: SUPPORTING LEARNING IN THE COMMUNITY 57
COMMUNITY COHESION 60 A COMMUNITY OF LEARNERS WITHIN THE SCHOOL 61
SUMMARY 64 FIND OUT MORE 65 GLOSSARY 66 REFERENCES 67 CHAPTER 4 -
DEVELOPMENT AND LEARNING 68 INTRODUCTION 69 PHYSICAL DEVELOPMENT AND
LEARNING 71 GENDER DIFFERENCES IN PHYSICAL DEVELOPMENT 72 PHYSICAL
DEVELOPMENT AND PUBERTY 72 BACK IN THE IMAGINARY C1ASSROOM 72 PUBERTY
AND THE BRAIN COGNITIVE DEVELOPMENT AND LEARNING CONSTRUCTIVIST
LEARNING: KEY PRINCIPLES AND IMPLICATIONS SOME BROAD INDICATORS OF
COGNITIVE DEVELOPMENT IN THE 7-14 AGE RANGE SOCIAL AND EMOTIONAL
DEVELOPMENT AND LEARNING ADOLESCENCE - SOCIAL AND EMOTIONAL DEVELOPMENT
SUMMARY FIND OUT MORE GLOSSARY REFERENCES CHAPTER 5 - LEARNERS AS
INDIVIDUALS INTRODUCTION MOTIVATION, SELF-CONCEPT AND SELF-ESTEEM THE
IMPORTANCE OF THE INDIVIDUAL S SELF-CONCEPT FOR LEARNING GENDER
CONTROVERSIES ABOUT BOYS AND GIRLS LEARNING SEXUAL ORIENTATION
ETHNICITY CULTURAL DIVERSITY WITHIN THE UK ANTI-RACIST TEACHING SUMMARY
FIND OUT MORE GLOSSARY REFERENCES PART 2 - TEACHING FOR LEARNING CHAPTER
6 - TEACHERS KNOWLEDGE AND LEARNING INTRODUCTION KNOWLEDGE FOR TEACHING
CONTENTS IX 74 75 78 79 81 86 88 89 90 91 93 94 95 97 100 103 105 106
106 110 112 114 115 115 117 118 119 120 X CONTENTS SUBJECT KNOWLEDGE
TEACHERS KNOWLEDGE AND EDUCATIONAL POLICY SOME CHALLENGES TO
SUBJECT-BASED IDEAS OF TEACHERS KNOWLEDGE PEDAGOGICAL CONTENT KNOWLEDGE
THE CHANGING NATURE OF TEACHERS KNOWLEDGE TEACHERS LEARNING PUPILS
VIEWS OF KNOWLEDGE KNOWLEDGE FOR THE FUTURE SUMMARY FIND OUT MORE
GLOSSARY REFERENCES WEBSITES CHAPTER 7 - THE LEARNING ENVIRONMENT
INTRODUCTION THE PHYSICAL ENVIRONMENT WHAT IS THE EFFECT OF C1ASSROOM
LAYOUT ON PUPIL LEARNING? THE VISUAL ENVIRONMENT LEARNING OUTSIDE THE
C1ASSROOM TECHNOLOGIES FOR LEARNING ICTSAND LEARNING - LOOKING BELOW THE
SURFACE THE INTERACTIVE WHITE BOARD SUMMARY FIND OUT MORE GLOSSARY
REFERENCES CHAPTER 8 - LEARNING STYLES AND TEACHING REPERTOIRES
INTRODUCTION LEARNING STYLES, PREFERENCES AND APPROACHES POPULAR
THEORIES ABOUT LEARNING STYLES 121 122 124 126 128 130 131 132 133 135
135 136 136 137 138 139 141 142 145 148 150 156 159 162 163 164 165 166
167 170 WHAT CAN NEUROSCIENCE TELL US ABOUT LEARNING? OTHER FACTORS
INFLUENCING LEARNING IMPLICATIONS FOR THE C1ASSROOM HOW DOES DIALOGIC
TEACHING WORK? PERSONALISATION AND LEARNING TO LEARN SUMMARY FIND OUT
MORE GLOSSARY REFERENCES CHAPTER 9 - BEHAVIOUR FOR LEARNING INTRODUCTION
DISCIPLINE AND CONTROL ESTABLISHING A POSITIVE LEARNING ENVIRONMENT:
PREVENTATIVE AND SUPPORTIVE STRATEGIES ACCEPTABLE AND UNACCEPTABLE
BEHAVIOUR MAINTAINING A LEARNING ATMOSPHERE THE THREE RELATIONSHIPS OF
THE BEHAVIOUR FOR LEARNING TRIANGLE HOW IMPORTANT IS EMOTIONAL
INTELLIGENCE ? SOCIAL AND EMOTIONAL ASPECTS OF LEARNING SUMMARY FIND OUT
MORE GLOSSARY REFERENCES CHAPTER 10 - ASSESSMENT FOR LEARNING
INTRODUCTION ASSESSMENT OF LEARNING ASSESSMENT OF LEARNING AND C1ASSROOM
PRACTICE FORMATIVE ASSESSMENT STRATEGIES AND IMPROVEMENTS IN ACHIEVEMENT
WH AT MODEL OF LEARNING IS IMPLICIT IN AFL? GIVING FEEDBACK HOW CAN THIS
BE SUPPORTED IN THE C1ASSROOM? CONTENTS XI 174 176 176 180 182 183 185
186 187 188 189 190 192 196 197 200 202 206 208 209 210 211 212 214 214
216 218 220 221 224 XII CONTENTS THE IMPLICATIONS OF AFL FOR TEACHING
AND LEARNING 227 BRINGING FORMATIVE AND SUMMATIVE LEARNING CLOSER
TOGETHER? 229 SUMMARY 231 FIND OUT MORE 232 GLOSSARY 233 REFERENCES 233
CHAPTER 11 - INCLUDING ALL LEARNERS: DEVELOPING INDEPENDENCE 234
INTRODUCTION 235 WHAT DO WE MEAN BY INCLUSION ? 235 INTERNATIONAL
AGREEMENTS ON INCLUSIVE EDUCATION 238 THE SALAMANCA STATEMENT 238 SOCIAL
INCLUSION 239 THE IMPORTANCE OF INDEPENDENCE 240 THE ROLE OF THE
TEACHING ASSISTANT 241 MODELS OF INCLUSION AND SEN: DEFICIT VERSUS
SOCIAL MODELS 243 HOW HELPFUL ARE CATEGORIES OF INDIVIDUAL NEED? 245
INCLUDING PUPILS WITH SPECIAL EDUCATIONAL NEEDS: ISSUES AND QUESTIONS
247 HOW CAN WE ADDRESS THESE ISSUES IN OUR OWN CLASSROOMS? 249 GIFTED
AND TALENTED PUPILS 251 WITHDRAWAL, ACCELERATION AND CURRICULUM
ENRICHMENT : ACHALLENGE TO INCLUSION, OR A MEANS TOWARDS ACHIEVING IT?
254 ACCELERATION AND CURRICULUM ENRICHMENT: ANOTHER KIND OF WITHDRAWAL?
256 HOW CAN SCHOOLS DEVELOP AN INCLUSIVE ETHOS? 258 SUMMARY 259 FIND OUT
MORE 260 GLOSSARY 261 REFERENCES 262 PART 3 - ENHANCING TEACHING FOR
LEARNING CHAPTER 12 - REFLECTING ON LEARNING INTRODUCTION SOME
BACKGROUND HOW CAN REFLECTION ON PRACTICE BE DEVELOPED? WHAT STRATEGIES
DO YOU USE TO DEVELOP YOUR OWN REFLECTIVE PRACTICE? HOW CAN WE RECOGNISE
A REFLECTIVE TEACHER? HOW DO WE RECOGNISE IMPROVEMENTS IN OUR PRACTICE?
SUMMARY FIND OUT MORE GLOSSARY REFERENCES CHAPTER 13 - INVESTIGATING
LEARNING INTRODUCTION WHY INVESTIGATE? WHAT IS THE DIFFERENCE BETWEEN
REFLECTION ON LEARNING AND INVESTIGATION INTO LEARNING? MAKING C1ASSROOM
INVESTIGATION PART OF YOUR EVERYDAY LIFE INVESTIGATING LEARNING:
IDENTIFYING A FOCUS COLLECTING AND EVALUATING YOUR INFORMATION RELATING
THE METHOD TO YOUR FOCUS WH AT COUNTS AS EVIDENCE? THE ETHICS OF
INVESTIGATION SHARING YOUR RESULTS SUMMARY FIND OUT MORE GLOSSARY
REFERENCES CONTENTS XIII 265 266 267 268 273 276 279 281 284 286 286 287
288 290 291 293 293 295 297 303 304 305 306 307 309 309 309 XIV CONTENTS
CHAPTER 14 - COLLABORATING TO PROMOTE LEARNING 310 INTRODUCTION 311 WHAT
IS COLLABORATION ? 311 COLLABORATION IN SCHOOLS: WHO IS INVOLVED? 313
REMODELLING THE WORKFORCE 315 MENTORING AND COACHING 317 LEARNING
MENTORS 319 MULTI-AGENCY WORKING 321 CONTINUING PROFESSIONAL DEVELOPMENT
(CPD) 322 SUMMARY 324 FIND OUT MORE 326 GLOSSARY 326 REFERENCES 327
CHAPTER 15 - PUPIL PARTICIPATION 329 INTRODUCTION 330 THE GROWTH OF
PUPIL VOICE INITIATIVES IN SCHOOLS 331 WHAT DO WE MEAN BY
PARTICIPATION ? 333 CHALLENGES TO DEVELOPING PUPIL PARTICIPATION 334
DEVELOPING A CULTURE OF PARTICIPATION 338 SUMMARY 343 FIND OUT MORE 344
GLOSSARY 345 REFERENCES 345 PART 4 - LEARNING FUTURES 347 CHAPTER 16 -
EXTENDING PARTNERSHIPS 348 INTRODUCTION 349 POLICY CONTEXT 350
PARTNERSHIPS AND CURRICULUM INNOVATION 351 ENHANCING SUBJECT KNOWLEDGE
IN THE LOCAL CONTEXT 352 COMMUNITY EXPERTISE IN THE C1ASSROOM OR
LEARNING SETTING 353 CREATIVITY IN PARTNERSHIP PARTNERSHIPS WITH FAITH
COMMUNITIES COMMUNITY COHESION SUMMARY FIND OUT MORE GLOSSARY REFERENCES
CHAPTER 17 - INTERNATIONALISING LEARNING: GLOBAL AND LOCAL INTRODUCTION
THE INTERNATIONAL STRATEGY THE INFLUENCE OF EVIDENCE FROM OTHER
COUNTRIES DEVELOPING A GLOBAL DIMENSION IN THE CURRICULUM SUSTAINABLE
DEVELOPMENT LESSONS FROM ABROAD: WHAT CAN EXPERIENCE OF EDUCATION ON
OTHER COUNTRIES TEACH TEACHERS? INTERNATIONALISING SCHOOLS LOCAL TO
GLOBAL - GLOBAL TO LOCAL WHAT DOES IT MEAN TO BE BRITISH? SUMMARY FIND
OUT MORE GLOSSARY REFERENCES CHAPTER 18 - FUTURE SCHOOLS: NEW LEARNING
ENVIRONMENTS INTRODUCTION VISUALISING TWENTY-FIRST-CENTURY EDUCATION
SOFT SKILLS RETHINKING THE EXPERIENCE OF THE LEARNER RETHINKING THE
SCHOOL ENVIRONMENT SMALL SCHOOLS AND ALL-THROUGH SCHOOLS PUPIL AND
TEACHER CONSULTATION FOR BSF THE ROLE OF TECHNOLOGY IN FUTURE LEARNING
CONTENTS XV 354 356 358 360 362 362 363 364 365 367 367 368 372 374 376
380 382 385 387 388 388 390 391 393 394 396 398 399 400 401 XVI CONTENTS
NEW TECHNOLOGIES IN THE NEAR FUTURE 403 RETHINKING THE CURRICULUM AND
SCHOOL ORGANISATION 405 SUMMARY 409 FIND OUT MORE 410 GLOSSARY 411
REFERENCES 412 CHAPTER 19 - THE TEACHER OF THE FUTURE: FLOATING IN THE
WIND OR ROOTED TO FLOURISH? 413 INTRODUCTION 414 TEACHER AS NETWORKER
417 TEACHER OF THE FUTURE: QUALITIES AND CHARACTERISTICS 419 TEACHING AS
A VALUES-BASED PROFESSION 421 (OMMUNITY AS A VALUE 422 SUMMARY 424
FIND OUT MORE 426 GLOSSARY 427 REFERENCES 427 GLOSSARY 428 APPENDIX 1
435 APPENDIX 2 440 INDEX 445
|
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| spelling | Wilson, Viv Verfasser aut Developing professional practice: 7-14 Viv Wilson and Sue Kendall-Seatter 1. publ. Harlow ; Munich [u.a.] Pearson 2010 XXX, 467 S. Ill. txt rdacontent n rdamedia nc rdacarrier Developing professional practice series Elementary school teaching Elementary school teachers Lehrer Effective teaching Great Britain Teachers Professional relationships Great Britain Teachers Training of Great Britain Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Grundschullehrer (DE-588)4022351-6 gnd rswk-swf Großbritannien Großbritannien (DE-588)4022153-2 gnd rswk-swf Grundschullehrer (DE-588)4022351-6 s Lehrerbildung (DE-588)4035093-9 s Großbritannien (DE-588)4022153-2 g DE-604 Kendall-Seatter, Sue Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018959868&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wilson, Viv Kendall-Seatter, Sue Developing professional practice: 7-14 Elementary school teaching Elementary school teachers Lehrer Effective teaching Great Britain Teachers Professional relationships Great Britain Teachers Training of Great Britain Lehrerbildung (DE-588)4035093-9 gnd Grundschullehrer (DE-588)4022351-6 gnd |
| subject_GND | (DE-588)4035093-9 (DE-588)4022351-6 (DE-588)4022153-2 |
| title | Developing professional practice: 7-14 |
| title_auth | Developing professional practice: 7-14 |
| title_exact_search | Developing professional practice: 7-14 |
| title_full | Developing professional practice: 7-14 Viv Wilson and Sue Kendall-Seatter |
| title_fullStr | Developing professional practice: 7-14 Viv Wilson and Sue Kendall-Seatter |
| title_full_unstemmed | Developing professional practice: 7-14 Viv Wilson and Sue Kendall-Seatter |
| title_short | Developing professional practice: 7-14 |
| title_sort | developing professional practice 7 14 |
| topic | Elementary school teaching Elementary school teachers Lehrer Effective teaching Great Britain Teachers Professional relationships Great Britain Teachers Training of Great Britain Lehrerbildung (DE-588)4035093-9 gnd Grundschullehrer (DE-588)4022351-6 gnd |
| topic_facet | Elementary school teaching Elementary school teachers Lehrer Effective teaching Great Britain Teachers Professional relationships Great Britain Teachers Training of Great Britain Lehrerbildung Grundschullehrer Großbritannien |
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