Rethinking Secondary Education: a Human-Centred Approach
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Hoboken
Taylor and Francis
2014
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| Subjects: | |
| Item Description: | Cover; Half Title; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction; Part 1:Towards human-centred education; Chapter 1. The aims of education; The aims of education; De-instrumentalising education; Chapter2. The nature of learning; Conception of learning; The quality of cognition; Chapter3. Motivation and emotion; Motivation; Emotions; Conclusion; Chapter4. The experience of being an adolescent; Introducing peer-to-peer research; The experience of being an adolescent; Future directions; Conclusion; Chapter5. Understanding adolescence; Changes in adolescence Becoming oneselfConclusion; Chapter6. Human-centred education; Being human; Human flourishing; Qualities; Back to education; Conclusions; Part 2:Rethinking secondaryeducation; Chapter7. Curriculum; Definition and disputes; The human-centred principles; A suggested skeletal curriculum; Response to objections; Conclusion; Chapter8. The teacher and the art of teaching; Critical background; The traditional ideal; An alternative view; Teaching in a human-centred way; Conclusion; Chapter9. Assessing assessment; Theory of assessment; Who needs what assessment and why?; Conclusion Chapter10. Young people's experiences of secondary schoolingThe overall experience of secondary schooling; The experiences of exams; Young people's perception of their teachers; Young people's experiences of pedagogy in secondaryschools; Conclusions; Chapter11. Building learning communities -- humanising schools; Education and schooling; Mainstream approaches to schooling; Alternative approaches to schooling; Human-centred learning community; Conclusion; References; Index In this age of new academies, free schools and a general atmosphere of breaking loose from the constraints of Local Authority control and the National Curriculum, the opportunity to explore new alternatives to?mainstream' education, methods of teaching and the curriculum, has never been greater. In response to these issues, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training, that explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses |
| Physical Description: | 313 pages |
| ISBN: | 9781317860532 1317860535 9781317860549 1317860543 |
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| 500 | |a Cover; Half Title; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction; Part 1:Towards human-centred education; Chapter 1. The aims of education; The aims of education; De-instrumentalising education; Chapter2. The nature of learning; Conception of learning; The quality of cognition; Chapter3. Motivation and emotion; Motivation; Emotions; Conclusion; Chapter4. The experience of being an adolescent; Introducing peer-to-peer research; The experience of being an adolescent; Future directions; Conclusion; Chapter5. Understanding adolescence; Changes in adolescence | ||
| 500 | |a Becoming oneselfConclusion; Chapter6. Human-centred education; Being human; Human flourishing; Qualities; Back to education; Conclusions; Part 2:Rethinking secondaryeducation; Chapter7. Curriculum; Definition and disputes; The human-centred principles; A suggested skeletal curriculum; Response to objections; Conclusion; Chapter8. The teacher and the art of teaching; Critical background; The traditional ideal; An alternative view; Teaching in a human-centred way; Conclusion; Chapter9. Assessing assessment; Theory of assessment; Who needs what assessment and why?; Conclusion | ||
| 500 | |a Chapter10. Young people's experiences of secondary schoolingThe overall experience of secondary schooling; The experiences of exams; Young people's perception of their teachers; Young people's experiences of pedagogy in secondaryschools; Conclusions; Chapter11. Building learning communities -- humanising schools; Education and schooling; Mainstream approaches to schooling; Alternative approaches to schooling; Human-centred learning community; Conclusion; References; Index | ||
| 500 | |a In this age of new academies, free schools and a general atmosphere of breaking loose from the constraints of Local Authority control and the National Curriculum, the opportunity to explore new alternatives to?mainstream' education, methods of teaching and the curriculum, has never been greater. In response to these issues, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training, that explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses | ||
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Record in the Search Index
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| spelling | Gill, Scherto Verfasser aut Rethinking Secondary Education a Human-Centred Approach Hoboken Taylor and Francis 2014 313 pages txt rdacontent c rdamedia cr rdacarrier Cover; Half Title; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction; Part 1:Towards human-centred education; Chapter 1. The aims of education; The aims of education; De-instrumentalising education; Chapter2. The nature of learning; Conception of learning; The quality of cognition; Chapter3. Motivation and emotion; Motivation; Emotions; Conclusion; Chapter4. The experience of being an adolescent; Introducing peer-to-peer research; The experience of being an adolescent; Future directions; Conclusion; Chapter5. Understanding adolescence; Changes in adolescence Becoming oneselfConclusion; Chapter6. Human-centred education; Being human; Human flourishing; Qualities; Back to education; Conclusions; Part 2:Rethinking secondaryeducation; Chapter7. Curriculum; Definition and disputes; The human-centred principles; A suggested skeletal curriculum; Response to objections; Conclusion; Chapter8. The teacher and the art of teaching; Critical background; The traditional ideal; An alternative view; Teaching in a human-centred way; Conclusion; Chapter9. Assessing assessment; Theory of assessment; Who needs what assessment and why?; Conclusion Chapter10. Young people's experiences of secondary schoolingThe overall experience of secondary schooling; The experiences of exams; Young people's perception of their teachers; Young people's experiences of pedagogy in secondaryschools; Conclusions; Chapter11. Building learning communities -- humanising schools; Education and schooling; Mainstream approaches to schooling; Alternative approaches to schooling; Human-centred learning community; Conclusion; References; Index In this age of new academies, free schools and a general atmosphere of breaking loose from the constraints of Local Authority control and the National Curriculum, the opportunity to explore new alternatives to?mainstream' education, methods of teaching and the curriculum, has never been greater. In response to these issues, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training, that explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses EDUCATION / Secondary bisacsh Education, Humanistic fast Education, Secondary / Curricula fast Humanism fast Education, Secondary Curricula Education, Humanistic Humanism Reformpädagogik (DE-588)4115719-9 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 gnd rswk-swf Großbritannien (DE-588)4022153-2 gnd rswk-swf Großbritannien (DE-588)4022153-2 g Sekundarstufe (DE-588)4077347-4 s Reformpädagogik (DE-588)4115719-9 s 1\p DE-604 Thomson, Garrett Sonstige oth Erscheint auch als Druck-Ausgabe Gill, Scherto Rethinking Secondary Education : A Human-Centred Approach Hoboken : Taylor and Francis, ©2014 9781408284780 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Gill, Scherto Rethinking Secondary Education a Human-Centred Approach EDUCATION / Secondary bisacsh Education, Humanistic fast Education, Secondary / Curricula fast Humanism fast Education, Secondary Curricula Education, Humanistic Humanism Reformpädagogik (DE-588)4115719-9 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| subject_GND | (DE-588)4115719-9 (DE-588)4077347-4 (DE-588)4022153-2 |
| title | Rethinking Secondary Education a Human-Centred Approach |
| title_auth | Rethinking Secondary Education a Human-Centred Approach |
| title_exact_search | Rethinking Secondary Education a Human-Centred Approach |
| title_full | Rethinking Secondary Education a Human-Centred Approach |
| title_fullStr | Rethinking Secondary Education a Human-Centred Approach |
| title_full_unstemmed | Rethinking Secondary Education a Human-Centred Approach |
| title_short | Rethinking Secondary Education |
| title_sort | rethinking secondary education a human centred approach |
| title_sub | a Human-Centred Approach |
| topic | EDUCATION / Secondary bisacsh Education, Humanistic fast Education, Secondary / Curricula fast Humanism fast Education, Secondary Curricula Education, Humanistic Humanism Reformpädagogik (DE-588)4115719-9 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| topic_facet | EDUCATION / Secondary Education, Humanistic Education, Secondary / Curricula Humanism Education, Secondary Curricula Reformpädagogik Sekundarstufe Großbritannien |
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