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: 422
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: 956
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: 450
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: 635
This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools
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: 115
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
( 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: 618
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: 994
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.
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: 707
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.
The authors are all tutors at the University of London's Institute of Education with many year's experience of science teacher education. This book is packed with practical ideas and advice on the art of teaching science.
Author: Jenny Frost
Publisher: Psychology Press
ISBN: 0713040157
Category: Education
Page: 178
View: 909
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.
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: 640
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?
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: 817
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: 112
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.
Nevertheless they were afraid of him because the people were so enthusiastic
about his teaching (11:18). ... Reflection. When Jesus saw the fig tree from a
distance, it looked beautiful, but when he looked more closely, there was no fruit.
Author: E. Michael Rusten
Publisher: Tyndale House Publishers, Inc.
ISBN: 9781414328119
Category: Religion
Page: 832
View: 522
What happened on this date in church history? From ancient Rome to the twenty-first century, from peasants to presidents, from missionaries to martyrs, this book shows how God does extraordinary things through ordinary people every day of the year. Each story appears on the day and month that it occurred and includes questions for reflection and a related Scripture verse.
... 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: 699
100 ideas for use in the secondary science classroom. >
Case study 2: Mr Hargreaves—a secondary teacher who began with a negative
attitude, but became more positive when he was given a different team leader Mr
Hargreaves was an experienced history teacher at Crawley Park, a mixed
comprehensive school for 11–18-year-olds in a large town. ... Comparing it with
previous meetings with his head of department, he described it as 'less reflective'.
Author: C. M. Wragg
Publisher: Routledge
ISBN: 9781134346899
Category: Education
Page: 208
View: 588
The first widespread incentive pay scheme was initiated in UK schools in 2000. This book is the result of monitoring the whole process from its inception. The authors visited schools, observed lessons, and solicited the views and experiences of a large collection of teachers and headteachers. Their discoveries are presented in this lively book. They include the views of teachers who were successful in crossing the threshold, those who weren't and those who chose not to apply, and headteachers who had to make the decisions. The book focuses on the following schemes: * headteachers' experiences of training * the outcomes in their own school * their relationship with external assessors * their hopes and fears for the future * their assessment of the influence on classroom practice * what did teachers change and not change in their teaching as a result of performance management * what means they employed to further their own professional development. This timely book is a useful resource for anyone involved in education, whether it be a classroom teacher, headteacher, administrator or policy-maker.
