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Readings for reflective teaching in schools

Author: Andrew Pollard
Publisher: London : Bloomsbury Academic, 2014.
Edition/Format:   Print book : English : Second editionView all editions and formats
Database:WorldCat
Summary:
Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, new readings concisely introduce much of the best of classic and contemporary international research on teaching and learning. The selection reflects current issues and concerns in education and has been designed to  Read more...
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Document Type: Book
All Authors / Contributors: Andrew Pollard
ISBN: 9781472506566 1472506561 9781472509741 1472509749 9781472512529 1472512529
OCLC Number: 864789554
Description: 484 pages ; 24 cm
Contents: Part one: Becoming a reflective professional --
1. Identity Who are we, and what do we stand for?; 1.1 Being a teacher in times of change / Qing Gu --
1.2 Being a learner through years of schooling / Andrew Pollard and Ann Filer --
1.3 How pupils want to learn / Jean Rudduck and Julia Flutter --
1.4 Learning without limits / Mandy Swann, Alison Peacock, Susan Hart and Mary Jane Drummond --
1.5 Assumptions about children and young people / Phil Jones. 1.6 The wider benefits of learning / Leon Feinstein, John Vorhaus and Ricardo Sabates --
2. Learning: How can we understand learner development? --
2.1 The science of learning and the art of teaching / Burrhus Skinner --
2.2 The genetic approach to the psychology of thought / Jean Piaget --
2.3 Mind in society and the Zone of Proximal Development / Lev Vygotsky --
2.4 Learning, development and schooling / Gordon Wells --
2.5 Neuroscience and education / The Royal Society --
2.6 Motivational processes affecting learning / Carol Dweck --
2.7 Why thinking should be taught / Robert Fisher --
2.8 Learning how to learn / Mary James. 2.9 Learning and the development of resilience / Guy Claxton --
2.10 Informal learning / Alan Thomas and Harriet Pattison --
3. Reflection: How can we develop the quality of our teaching? --
3.1 Thinking and reflective experience / John Dewey --
3.2 Reflection-in-action / Donald Schon --
3.3 The teacher as researcher / Lawrence Stenhouse --
3.4 Action research and the development of practice / Richard Pring --
3.5 Competence and the complexities of teaching / James Calderhead --
3.6 Practical judgement and evidence-informed practice / Ruth Heilbronn --
3.7 Learning in communities of practice / Heather Hodkinson and Phil Hodkinson. 4. Principles: What are the foundations of effective teaching and learning? --
4.1 Brain, mind, experience and school: A US review / John Bransford, Ann Brown and Rodney Cocking --
4.2 A tale of two pedagogies: teaching and learning in Singapore / David Hogan, Phillip Towndrow, Dennis Kwek, Ridzuan Rahim, Melvin Chan and Serena Luo --
4.3 What the world can learn from educational change in Finland / Pasi Sahlberg --
4.4 The nature of learning: An OECD stocktake / Hanna Dumont, David Istance and Francisco Benavides --
4.5 'Good teaching': A UK review / Naomi Rowe, Anne Wilkin and Rebekah Wilson --
4.6 Visible learning: A global synthesis / John Hattie. Part two: Creating conditions for learning --
5. Contexts What is, and what might be?; --
5.1 The sociological imagination / C. Wright Mills --
5.2 Regimes of social cohesion / Andy Green and Jan Janmaat --
5.3 Schooling, social class and privilege / Stephen Ball --
5.4 Disadvantage and low attainment /Department for Children, Schools and Families (DCSF) --
5.5 Accountability in teaching / General Teaching Council for England (GTC E) --
6. Relationships: How are we getting on together? --
6.1 Life in classrooms / Philip Jackson --
6.2 We feel, therefore we learn / Mary Helen Immordino-Yang and Antonio Damasio. 6.3 Teachers, pupils and the working consensus / Andrew Pollard --
6.4 Classroom rules, routines and rituals / Roland Chaplain --
6.5 Teacher expectations and pupil achievement / Caroline Gipps and Barbara MacGilchrist --
6.6 What is self-esteem? / Dennis Lawrence --
7. Engagement: How are we managing behaviour? --
7.1 Learning the classroom environment / Walter Doyle --
7.2 The big picture on behaviour / Chris Watkins --
7.3 Virtues of great teachers: justice, courage, patience, wisdom and compassiion / Tom Bennett --
7.4 Ten strategies for managing behaviour / Sue Cowley --
7.5 Deiscipline and group management in classrooms / Jacob Kounin --
7.6 Positive teaching in the classroom / Frank Merrett and Kevin Wheldall --
8. Spaces: How are we creating environments for learning? --
8.1 Environments as contexts for development / Urie Bronfenbrenner --
8.2 Designs for learning environments / John Bransford, Ann Brown and Rodney Cocking --
8.3 Classroom layout, resources and display / David Clegg and Shirley Billington --
8.4 Instructional time-and where it goes / David Berliner --
8.5 Environment, affordance and new technology / Anthony Edwards --
8.6 The profound shift of digiatl literacies / Guther Kress --
8.7 Direct and interactive whole-class instruction / Daniel Muijis and David Reynolds.
Responsibility: edited by Andrew Pollard.

Abstract:

Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, new readings concisely introduce much of the best of classic and contemporary international research on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education and a wide range of school-university partnership arrangements. This collection of readings is Editor Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge.

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