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: 942

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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>

Author: Robert Phillips

Publisher:

ISBN: OCLC:646834268

Category: History

Page: 180

View: 596

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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: 417

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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: 709

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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: 822

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This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools

Author:

Publisher: Routledge

ISBN: 9780415240017

Category: Education

Page: 180

View: 387

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This work shows how the content and the pedagogy of the secondary history curriculum can contribute to the teaching of citizenship in 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: 279

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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?

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: 522

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Questions, hypotheses, and concepts drawn from postcolonial theory are used to understand the culture and politics of postdevolution Wales in these essays. Beginning with discussions of how Wales, as a nation, has been understood historiographically, as well as historically, this analysis focuses on Welsh cultural differences in terms of literature, mass media, music, drama, and the visual arts.

( 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: 630

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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.

Author: Arthur James Wells

Publisher:

ISBN: STANFORD:36105025465126

Category: Bibliography, National

Page:

View: 388

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... 100 Ideas for Teaching English - Angella Cooze 100 Ideas for Teaching
History – Julia Murphy 100 Ideas for Teaching ... Science - Christine Farmery
Reflective Teaching of Science 11 - 18 – John Parkinson Teaching and Learning
Science ...

Author: Sharon Archer

Publisher: Continuum

ISBN: STANFORD:36105122704799

Category: Education

Page: 130

View: 146

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100 ideas for use in the secondary science classroom. >

... 17 , 18 , * 16 , * 17 High schools , 03 , 011 - 015 characteristics of , 011 - 12
historical view , 1112 , * 12 medical clinics ... 013 - 014 Foxfire method , 08
Madeline Hunter lesson plan , 05 reflective teaching , 08 - 010 theme cycles , 011
- 012 ...

Author: Pamela J. Farris

Publisher:

ISBN: PSU:000031202169

Category: Classroom management

Page: 428

View: 540

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A hybrid , divorced from contemporary ideas in the spheres of art practice , critical
theory , art history or museology . ... at the perceived unwillingness of teachers to
question the status quo , a conservatism that belies the reflective practice that ...

Author: Richard Hickman

Publisher: Burns & Oates

ISBN: PSU:000044785840

Category: Education

Page: 156

View: 698

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This volume seeks to build a bridge between theoretical and practical issues in art education. The theoretical areas consider such questions as: why teach art? and the practical areas draw out the implications of the answers.

Author: Ronald V. Morris

Publisher: R & L Education

ISBN: UOM:39015080863601

Category: Education

Page: 157

View: 400

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Imagine a Founding Father visiting a classroom today, or a sailor from the War of 1812, an Amish man, a 19th century pioneer, or even a Civil War veteran. Ronald Morris has spent more than 25 years bringing these characters into classrooms and inspiring other educators to do the same. In this book he synthesizes his vast knowledge and experience into a resource for all types of educators who help elementary and middle school children develop a love of history. Pre-service teachers can use this book as a model for developing their own styles of teaching social studies. Museum educators can use Bringing History to Life to enliven their presentations with students. Teachers in the classroom can use this resource to help their students develop first person presentations by reading about many examples across the grades. This resource is especially important as school districts reduce their budgets for field trips to popular museums that interpret history using this popular method. With this book as inspiration, educators can continue Bringing History to Life for their students.

Author:

Publisher:

ISBN: UCAL:B4435323

Category: Education

Page:

View: 372

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advocacy , 38 alertness to practice , 117-18 arguments , 12 , 13 art as source of
reflection , 8-9 assertiveness , 37 , 114-15 in ... 12-14 definitions , 11-14 functions
, 16 independent , 15 reflection and , 11 , 17-20 use in nursing and midwifery , 11
cultural constraints , 32–3 ... 234 , 236 on practical reflection , 174 , 183–5 , 186–
9 practice issues , 44 reflections on personal history , 23 , 90–104 stories , 233-6
 ...

Author: Beverley J. Taylor

Publisher:

ISBN: PSU:000046349828

Category: Medical

Page: 258

View: 620

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Reflection is widely taught as a means for nurses and midwives to understand the impact of their actions and how to improve their professional practice.

... 62 , 86 , 128 – 31 , 133 - 4 history , 14 , 25 - 6 , 41 - 2 , 73 , 77 , 79 , 82 , 90n , 97
, 102 , 114 , 117 , 128 – 31 , 133 - 4 , 141 HMI , 17 honesty , 32 , 46 , 71 , 92
Hume , David , 11 Johnson , S . , 120n jokes , 85 – 7 , 119 – 20n judgement , 18 -
19 ...

Author: Stuart Parker

Publisher:

ISBN: STANFORD:36105022324607

Category: Education

Page: 177

View: 831

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This is a book about two stories of education. In one story there is a vocabulary of means, efficiency, bureaucracy, inspection and science; in the other, one of autonomy, democracy, emancipation and action research. One is the story of positivist managerialist approaches to education, the other is the story of reflective teaching. This book displaces both of these stories. By applying the techniques of deconstruction, Stuart Parker overturns the assumptions common to both of these positions and, in doing so, jettisons some widely cherished beliefs about education, autonomy and rationality. Moving beyond current debates, this book articulates a new manifesto for education in postmodernity and highlights the implications for educational practices and institutions.

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: 455

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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.

Author:

Publisher:

ISBN: STANFORD:36105026438064

Category: Books

Page:

View: 138

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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: 0761969829

Category: Education

Page: 306

View: 509

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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; research and geography teaching - why and how research matters. Thi