Readings for reflective teaching in schools:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Bloomsbury
2014
|
| Ausgabe: | 2. ed. |
| Schriftenreihe: | Reflective teaching series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 484 S. |
| ISBN: | 1472506561 1472509749 9781472506566 9781472509741 |
Internformat
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| 245 | 1 | 0 | |a Readings for reflective teaching in schools |c ed. by Andrew Pollard |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a London [u.a.] |b Bloomsbury |c 2014 | |
| 300 | |a XIV, 484 S. | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Reflective teaching series | |
| 650 | 4 | |a Reflective teaching | |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-027082534 | ||
Datensatz im Suchindex
| _version_ | 1804151864990629888 |
|---|---|
| adam_text | Contents
Acknowledgements
x¡
Preface
x¡¡¡
Part one Becoming a reflective professional
1
Identity Who are we, and what do we stand for?
2
1.1
Qing Gu Being a teacher in times of change
4
1.2
Andrew Pollard and Ann Filer
Being a learner through years of schooling
7
1.3
Jean Rudduck and Julia Flutter How pupils want to learn
13
1.4
Mandy
Swann,
Alison Peacock, Susan Hart and Mary Jane
Drummond
Learning without limits
17
1.5
Phil Jones Assumptions about children and young people
21
1.6 Leon Feinstein,
John Vorhaus and
Ricardo Sabates
The wider benefits of (earning
24
2
Learning How can we understand learner development?
зо
2.1
Burrhus Skinner The science of ¡earning and the art of teaching
32
2.2
Jean Piaget
The genetic approach to the psychology of thought
36
2.3
Lev Vygotsky Mind in society and the Zone of Proximal Development
39
2.4
Gordon Wells Learning, development and schooling
42
2.5
The Royal Society
Neuroscience
and education
46
2.6
Carol Dweck Motivational processes affecting learning
51
2.7
Robert Fisher Why thinking should be taught
54
2.8
Mary James Learning how to learn
57
2.9
Guy Claxton Learning and the development of resilience
61
2.10
Alan Thomas and Harriet Pattison Informal ¡earning
63
vi
Contents
3
Reflection How can we develop the quality of our teaching?
66
3.1
John
Dewey
Thinking and reflective experience
68
3.2
Donald
Schon Reflection-in-action 70
3.3
Lawrence Stenhouse The teacher as researcher
73
3.4
Richard Pring Action research and the development of practice
75
3.5
James Calderhead Competence and the complexities of teaching
78
3.6
Ruth
Heilbronn
Practical judgement and evidence-informed practice
81
3.7
Heather Hodkinson and Phil Hodkinson
Learning in communities of practice
84
4
Principles What are the foundations of
effective teaching and learning?
86
4.1
John Bransford, Ann Brown and Rodney Cocking
Brain, mind, experience and school: A US review
88
4.2
David Hogan, Phillip Towndrow, Dennis
Kwek,
Ridzuan Rahim,
Melvin Chan and Serena Luo
A tale of two pedagogies: Teaching and learning in Singapore
93
4.3
Pasi
Sahlberg
What the world can learn from educational change in Finland
96
4.4
Hanna Dumont,
David (stance and Francisco
Benavides
The nature of learning: An
OECD stocktake
102
4.5
Naomi Rowe, Anne Wilkin and Rebekah Wilson
Good teaching : A UK review
106
4.6
John Hattie Visible learning: A global synthesis
111
Part two Creating conditions for learning
5
Contexts What is, and what might be?
116
5.1
С
Wright Mills The sociological imagination
118
5.2
Andy Green and
Jan Janmaat
Regimes of social cohesion
120
5.3
Stephen Ball Schooling, social class and privilege
124
5.4
Department for Children, Schools and Families (DCSF)
Disadvantage and low attainment
128
5.5
General Teaching Council for England (GTC E)
Accountability in teaching
133
reflectiveteaching.co.uk
Contents
vii
6
Relationships How are we getting on together?
140
6.1
Philip Jackson Life in classrooms
142
6.2
Mary Helen Immordino-Yang and Antonio Damasio
We feel, therefore we learn
144
6.3
Andrew Pollard Teachers, pupils and the working consensus
147
6.4
Roland Chaplain Classroom rules, routines and rituals
1 50
6.5
Caroline Gipps and Barbara MacGilchrist
Teacher expectations and pupil achievement
1 54
6.6
Dennis Lawrence What is self-esteem?
1 58
7
Engagement How are we managing behaviour?
162
7.1
Walter Doyle Learning the classroom environment
164
7.2
Chris Watkins The big picture on behaviour
167
7.3
Tom Bennett Virtues of great teachers: Justice, courage, patience,
wisdom and compassion
169
7.4
Sue Cowley Ten strategies for managing behaviour
173
7.5
Jacob Kounin Discipline and group management in classrooms
178
7.6
Frank Merrett and Kevin Wheldali
Positive teaching in the classroom
183
8
Spaces How are we creating environments for learning?
186
8.1
Urie
Bronfenbrenner Environments as contexts for development
188
8.2
John Bransford, Ann Brown and Rodney Cocking
Designs for learning environments
191
8.3
David Clegg and Shirley Billington
Classroom layout, resources and display
194
8.4
David Berliner Instructional time
-
and where it goes
198
8.5
Anthony Edwards Environment, affordance and new technology
201
8.6
Guther Kress The profound shift of digital literacies
204
8.7
Daniel Muijs and David Reynolds
Direct and interactive whole-class instruction
207
reflectiveteachi ng.co.uk
viii Contents
Part three Teaching for learning
9
Curriculum What is to be taught and learned?
212
9.1
Brian Male and Mick Waters Designing the school curriculum
214
9.2
Michael Young Powerful knowledge
217
9.3
John Wilson Teaching a subject
222
9.4
Central Advisory Council for England
Aspects of children s learning
225
9.5
Jerome Bruner The spiral curriculum
229
9.6
Lorna
Unwin Vocational education matters
231
9.7
Lee Shulman A perspective on teacher knowledge
233
10
Planning How are we implementing the curriculum?
236
10.1
Her Majesty s Inspectors (HMI) Characteristics of the curriculum
238
10.2
Partnership Management Board of Northern Ireland
Implementing a revised curriculum
241
10.3
Rosie Turner-Bissett
Constructing an integrated curriculum
245
10.4
Louise Thomas An area-based curriculum
249
10.5
Welsh Assembly Government Skills for
3
to 19-year-olds
252
10.6
Anthony Haynes Progression and differentiation
256
10.7
Teaching and Learning in
2020
Review Group
Personalised pedagogies for the future
259
11
Pedagogy How can we develop effective strategies?
262
11.1
Jerome Bruner Folk pedagogy
264
11.2
The General Teaching Council for England
What is pedagogy and why is it important?
266
11.3
Brian Simon Why no pedagogy in England?
269
11.4
Roland Tharp and Ronald Gailimore
Teaching as the assistance of performance
275
11.5
Max van
Manen
Student experience of pedagogy
279
11.6
Neil Mercer and Karen Littleton Talking and thinking together
283
12
Communication How does language support learning?
288
12.1
Martin
Nystrand
Engaging students, through taking them seriously
290
12.2
Elizabeth Perrot Using questions in classroom discussion
294
12.3
Robin Alexander The nature of pedagogic repertoire
299
Contents
¡χ
12.4 Colin
Harrison Why is reading so
important?
303
12.5
Myra Barrs
and Valerie Cork
Reading, listening, discussing and writing
306
12.6 Carl Bereiter
and
Marlene Scardamalia
From knowledge telling to knowledge transforming
310
12.7
Adrian Blackiedge Language, culture and story in the bilingual school
314
13
Assessment How can assessment enhance learning?
318
13.1
Wynne Harlen, Caroline Gipps, Patricia Broadfoot and
Desmond Nuttall Assessment purposes and
principies
320
13.2
Assessment Reform Group Assessment for learning
325
13.3
David Spendlove Feedback and learning
328
13.4
Yolande
Muschamp Pupil self-assessment
331
13.5
Sue Swaffield Authentic assessment for learning
336
13.6
Gordon Stobart Creating learner identities through assessment
339
Part four Reflecting on consequences
14
Outcomes How do we monitor
student learning achievements?
344
14.1
Patricia Broadfoot Assessment: Why, who, when, what and how?
346
14.2
The Scottish Government
Principles of assessment in the Curriculum for Excellence
352
14.3
Graham Butt Target setting in schools
356
14.4
Office for Standards in Education
Using data to improve school performance
359
14.5
Warwick Mansell, Mary James and the Assessment Reform
Group The reliability, validity and impact of assessment
362
14.6
Linda
Stu
rma
η
Making best use of international comparison data
365
14.7
Ann Filer and Andrew Pollard The myth of objective assessment
368
15
Inclusion How are we enabling opportunities?
374
15.1
Robin Richardson
Principles underlying UK legislation for equality and diversity
376
15.2
Andrew Pollard Social differentiation in schools
379
15.3
Gary Thomas and Andrew Loxley Difference or deviance?
384
reflectiveteaching.co.uk
Contents
15.4
Sue
Hallam
Ability grouping in schools: A literature review
387
15.5
BarrieThorne
How to promote cooperative relationships among children
392
15.6
Ruth Kershner Learning in inclusive classrooms
395
Part
f
ive
Deepening understanding
16
Expertise Conceptual tools for career-long fascination?
400
16.1
Pat Collarbone Contemporary change and professional development
402
16.2
Andy Hargreaves Contemporary change and professional inertia
404
16.3
Tony Eaude The development of teacher expertise
407
16.4
Dylan Wiliam Improving teacher expertise
411
16.5
John Hattie Mind frames for visible learning
416
16.6
Helen Timperley, Aaron Wilson, Heather
Barrar
and Irene
Fung Teacher professional learning and development
420
17
Professionalism How does reflective teaching
Contribute tO SOCiety?
424
17.1
Margaret Archer Thinking about educational systems
426
17.2
ian
Menter,
Moira
Hulme, Děly
Eliot and
Jon Lewin
Teacher education and professionalism
428
17.3
General Teaching Council for Northern Ireland (GTC
NI)
Teaching: The reflective profession
431
17.4
Pasi Sahlberg,
John Furlong and Pamela Munn
Combining research and practice in teaching
435
17.5
Sally Power The imaginative professional
437
17.6
Council of Europe
Teaching and learning about human rights in schools
441
17.7
Richard Bowe and Stephen Ball, with Ann Gold
Three contexts of policymaking
444
List of figures
447
Bibliography
449
Permissions
465
Index
473
The Reflective Teaching Series
483
ref lectiveteaching.
co.uk
|
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| illustrated | Not Illustrated |
| indexdate | 2024-07-10T01:01:36Z |
| institution | BVB |
| isbn | 1472506561 1472509749 9781472506566 9781472509741 |
| language | English |
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| physical | XIV, 484 S. |
| publishDate | 2014 |
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| publisher | Bloomsbury |
| record_format | marc |
| series2 | Reflective teaching series |
| spelling | Readings for reflective teaching in schools ed. by Andrew Pollard 2. ed. London [u.a.] Bloomsbury 2014 XIV, 484 S. txt rdacontent n rdamedia nc rdacarrier Reflective teaching series Reflective teaching Pollard, Andrew Sonstige oth Erscheint auch als Online-Ausgabe, EPUB 978-1-4725-0911-6 Erscheint auch als Online-Ausgabe, PDF 978-1-4725-1252-9 Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027082534&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Readings for reflective teaching in schools Reflective teaching |
| title | Readings for reflective teaching in schools |
| title_auth | Readings for reflective teaching in schools |
| title_exact_search | Readings for reflective teaching in schools |
| title_full | Readings for reflective teaching in schools ed. by Andrew Pollard |
| title_fullStr | Readings for reflective teaching in schools ed. by Andrew Pollard |
| title_full_unstemmed | Readings for reflective teaching in schools ed. by Andrew Pollard |
| title_short | Readings for reflective teaching in schools |
| title_sort | readings for reflective teaching in schools |
| topic | Reflective teaching |
| topic_facet | Reflective teaching |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027082534&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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