This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them ...
Author: Rob Phillips
Publisher: A&C Black
ISBN: 0826452744
Category: Education
Page: 180
View: 482
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work>
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them ...
Author: John Parkinson
Publisher: Bloomsbury Publishing
ISBN: 0826452655
Category: Education
Page: 188
View: 862
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work>
Also available from Continuum: Graham Butt: Continuum Guide to Geography
Education John Parkinson: Reflective Teaching of Science 11–18 Rob Phillips: Reflective Teaching of History 11–18 Andrew Pollard: Reflective Teaching
Andrew ...
Author: Graham Butt
Publisher: A&C Black
ISBN: 0826452671
Category: Education
Page: 240
View: 887
THIS IS THE SERIES BLURB...LIST ALL BOOKS TOGETHER:Continuum Studies in Reflective Practice and Research is a new series of textbooks aimed at teaching students. As with Andrew Pollard's books, they use the idiom of reflective teaching. In other words, they avoids the two extreme views about learning to teach, namely that it is best done simply through acquiring practical "tricks of the trade" without any theory or that it is best done applying sytematized, objective theory. The distinctive feature of relective teaching is that it encourages practitioners to develop by continually inter-relating theory and research findings to their own practice, situation and style.These comprehensive textbooks provide an accessible guide to all those who are new to teaching in secondary schools. Covering all aspects of job, from planning through to teaching and assessment, the authors provide constructive, accessible and, above all, practical advice to help subject teachers become more effective in their work.
Phillips, R. (2001) Making history curious: using Initial Stimulus Material [ISM] to
promote enquiry, thinking and literacy, Teaching History, 105: 19–25. Phillips, R.
(2002) Reflective Teaching of History 11–18. London: Continuum. Philpott,J.
Author: Husbands, Chris
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335238200
Category: Education
Page: 200
View: 570
This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools
In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers.
Author: Grant Bage
Publisher: Psychology Press
ISBN: 0750708727
Category: Education
Page: 168
View: 570
In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers. Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools. Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base. Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?
An example of a large-scale international study of histoiy education is the
Comparative European Study of Historical Communities ... increased
opportunities for continuing professional development through reflection on practice arid partnership between schools and ... For example Claire Riley (1999)
, a newly qualified teacher of history in an 11-18 comprehensive school has
described how the written ...
Author: Hilary Cooper
Publisher: Routledge
ISBN: 9781134115105
Category: Education
Page: 208
View: 336
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
History shows, however, the limits of educational reform in attempting to solve
problems which have a deeper social and ... and FE colleges; tertiary alongside 11–18 school systems – all governed and funded differently and often inequitably
.
Author: Margaret Gregson
Publisher: Bloomsbury Publishing
ISBN: 9781472586513
Category: Education
Page: 304
View: 173
Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
( 2007b ) “ Reality - experiential history documentaries : The Trench ( BBC , 2002
) and Britain ' s modern memory of the First World War ” , Historical Journal of
Film , Radio and ... Phillips , Robert ( 2002 ) Reflective Teaching of History , 11 - 18 .
Author: Enric Castelló
Publisher: Cambridge Scholars Pub
ISBN: STANFORD:36105124184958
Category: Political Science
Page: 345
View: 490
But we can still rise now, runs a line of Scotlands unofficial national anthem Flower of Scotland, and be the nation again who defeated the English King Edward II in 1314 at the Battle of Bannockburn. These short lines tell us much about the concept of the nation. Firstly, the pronoun of the nation is we. Secondly, nationhood remains aspirational for some, while it is entirely taken-for-granted for others. Thirdly, nations often trace their origins back to an implausibly dim and distant past. Finally, it points to the fundamentally discursive nature of the nation: the nation appears not as something which simply is, but as something which can be, called into existence through talk, official documents, official and unofficial national anthems, ceremonies and parades, monuments and statuary, press coverage and, increasingly, television. This book, which arose out of a conference held in Tarragona in 2007, focuses on the complex discourses of the nation to be found in the television systems of twelve different countries, examining how these circulate in fiction, in news and documentary (including re-enactment formats), and in entertainment programmes, adverts and the coverage of large-scale sporting events. The nation which emerges is everywhere and nowhere, talked about endlessly but never finally grasped, repeatedly staged and re-enacted but lacking a foundational script. In short, it is a site of struggle. The stakes are high, since the nation when mobilised is a force to be reckoned with, and the on-going attempts to define it are many, varied and often highly creative. This book details many such events, from the high drama of war reporting to the self-mocking irony of ten-second commercial spots.
History teaching , cultural restorationism and national identity in England and
Wales ' , Curriculum Studies , 4 , 3 , 385 – 99 . Phillips , R . ( 1996b ) . ' Informed
citizens ... Phillips , R . ( 2002 ) . Reflective Teaching of History , 11 - 18 : Meeting
...
Author: Jane Aaron
Publisher:
ISBN: UOM:39015061181163
Category: History
Page: 257
View: 120
A collection of diverse essays discussing the culture and politics of post-devolution Wales. 10 black-and-white illustrations.
Skills and strategies used by teachers experienced in the art of teaching science seem so obvious to them that they go unnoticed and unreported, but they are not so obvious to science teachers at the start of their careers. The authors have made them explicit in a book packed with practical ideas and advice. The use of exposition, demonstration, practical work, investigation, simulation, discussion and independent learning are examined in detail through a wide variety of richly illustrated examples, together with reasons science teachers have for choosing one strategy rather than another. The examples are all real ones taken from recent classrooms, made more vivid by a large collection of photographs and sketches. The authors are all tutors at the University of London's Institute of Education with many year's experience of science teacher education.
As well as tracing its history you will want to consider other factors : is it single -
sex or co - educational ? What age range does it serve ? 11 - 16 ? 11 – 18 ?
LEAs ' ideas about how secondary education should be organized have been
varied ...
Author: Andrew Pollard
Publisher: Burns & Oates
ISBN: UVA:X004133683
Category: College teachers
Page: 528
View: 468
This book is intended to provide flexible and comprehensive support for school-based and school-focused teacher education, in a wide range of circumstances. It is an excellent resource for students, teachers, mentors and tutors, and can be used in almost any form of professional development activity. The book is full of Practical Activities and Notes for Further Reading. It is a comprehensive and innovative handbook which deals with every significant aspect of secondary school teaching.
... factors 235 values 247 hierarchy of needs 21, 21f history curricula ideologies
and 126 knowledge 259,260 reading 337,339 home 176 ... 226, 460 (CS)
technology 207 homogeneity 417–18 homophobia 414 hot-seating 335 hours of
work 12, 140 human rights 481,484 ... 5, 6, 6 (RA), 9, 10, 11, 12, 27, 58, 138–9,
140, 347, 460 (CS) acting and 182 AfL 357–8, 358 (RA) assessment 389–90
biographical ...
Author: Andrew Pollard
Publisher: A&C Black
ISBN: 9781441175397
Category: Education
Page: 544
View: 596
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
... self in narrative texts. In. S. B. Gluck & D. Patai (Eds.), Women's words: The
feminist practice of oral history. New York ... On becoming a reflective teacher. In
C. Grant (Compiler), Preparing for reflective teaching (pp. 1–18). Boston, MA:
Allyn and Bacon. CHAPTER 1 ... York, NY: Harper. 3GC01 11/12/2014 21:30:16
Page 23.
Author: Carolyn A. Babione
Publisher: John Wiley & Sons
ISBN: 9781118603536
Category: Education
Page: 336
View: 565
Teacher inquiry helps improve educational outcomes Practitioner Teacher Inquiry and Research explores theconcept and importance of the teacher practitioner, and preparesstudents in teacher education courses and programs to conductresearch in the classroom. Author Carolyn Babione has extensiveexperience in undergraduate- and graduate-level teacher trainingand teacher inquiry coursework. In the book, Babione guidesstudents through the background, theory, and strategy required tosuccessfully conduct classroom research. The first part of the booktackles the "how-to" and "why" of teacher inquiry, while the secondpart provides students with real-life practitioner inquiry researchprojects across a range of school settings, content areas, andteaching strategies. The book's discussion includes topics suchas: Underlying cultural and historical perspectives surrounding theteaching profession Hidden stereotypes that limit teacher beliefs about power andvoice Current curriculum innovation and reflections on moderndevelopments Practitioner Teacher Inquiry and Research successfullyguides and encourages budding teachers to fully understand theimportance of their involvement in studying and researching theirclassroom settings, giving a better understanding of how theirbeliefs and teaching practices impact classroom learning.
Seen in this light, the central role of British history, Christianity and the English
literary heritage are axiomatic. (Tate, 1994, p. 11) Throughout the 1980s and
1990s, statements such as these have added an important element to
educational debate, linked as they are to a ... 18). The report notes a number of '
social challenges' linked to the task of living in such a culturally diverse society:
There have been ...
Author: Ashley Kent
Publisher: SAGE
ISBN: 9781847876515
Category: Education
Page: 320
View: 970
Highly Commended Geographical Association Award 2002 `Has been judged as likely to make a significant contribution to geography' This book provides a comprehensive overview of contemporary thought and practice in teaching geography. It is designed to support continuing professional development and reflective practice in geography education by: encouraging a critical understanding of the literature and concepts; stimulating teachers to continue with personal and professional development; and providing professionally relevant knowledge, understanding, skills and values. Drawn from a wide range of eminent geographers and experienced practitioners, the authors cover: progress in geography - changing viewpoints; the geography curriculum - development planning and issues; and research and geography teaching - why and how research matters. This book is essential reading and a valuable resource, for student and practising teachers of geography at secondary school level, as well as for those responsible for continuing professional development and subject leadership.
Bradley P (2006) The history of simulation in medical education and possible
future directions. Medical Education ... Quality and Safety in Health Care 13, 11– 18. Department of ... Jasper M (2003) Beginning Reflective Practice. Cheltenham:
...
Author: Sam Willis
Publisher: John Wiley & Sons
ISBN: 9781118490839
Category: Medical
Page: 488
View: 543
An essential text for the aspiring student paramedic, Fundamentals of Paramedic Practice makes paramedic science and pre-hospital care accessible, straightforward and exciting. It assumes no prior knowledge of the subject, presenting the must-have information that students need about both the theory and practice of what it means to be a paramedic. With extensive full-colour illustrations throughout, as well as activities and scenarios, this user-friendly textbook will support paramedic students throughout their course.
