The Happiest Days

Author: Peter Woods
Editor: Routledge
ISBN: 1135387265
Size: 19,62 MB
Format: PDF, ePub, Mobi
Read: 330

First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Effective Pupil Grouping In The Primary School

Author: Susan Hallam
Editor: Routledge
ISBN: 1134143109
Size: 12,23 MB
Format: PDF, Kindle
Read: 524

This book draws on new research exploring the practical experiences of schools and teachers who have used different kinds of grouping. Setting out the issues and discussing the strengths and weaknesses of different types of grouping, this book will help teachers decide which methods are most appropriate for their pupils. The authors offer step-by-step guidance to all aspects of grouping, including setting; streaming; within-class ability grouping; within-class mixed ability grouping; cross-age grouping; assessing and monitoring group placement; and how to implement different types of grouping. The book also discusses children's perceptions of the purposes of groups; moving between groups; and how to liaise with parents about their child moving groups. The book will be welcomed by trainees and teachers alike.

Pupil Disaffection In Schools

Author: Sarah Swann
Editor: Routledge
ISBN: 1317073177
Size: 11,81 MB
Format: PDF, Docs
Read: 320

Sarah Swann provides a fresh approach to examining the long-standing debates over disaffection, and in particular social class differences in educational achievement, through a mixed methods methodology and the showcasing of new research. By observing pupils as they engage with peers and teachers in school, Swann allows disaffection to be seen and heard in ’real’ events which constructs disaffection differently from objective statistical evidence on school exclusions. Rather than a homogenous identity, this book illustrates disaffection as layered and resting on a series of issues located on the crossroads between the cultural context of the neighbourhood and the public sphere of the school. It plots in a detailed way how these structures interact and mesh to create disaffected identities. Disaffection does not emerge in a vacuum, or without a cause. Pupils arrive at school with a wide variety of experiences and it is from these that they interpret, understand and act out their identities. Whilst the study in part seeks to describe and understand the social world of the school in terms of the pupils’ interpretations of the situation, it analytically frames the perceptions of pupils within a wider social context. In particular it focuses on the relationships between schooling and the wider macro structures and social relations that underpin disaffection. This approach makes the research both critical and interpretative and also able to shed new light on educational policy across England based on an understanding of the role of disaffection.

Effective Schools For Disaffected Students

Author: Paul Cooper
Editor: Routledge
ISBN: 113492173X
Size: 14,84 MB
Format: PDF, Docs
Read: 750

Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed. Effective Schools for Disaffected Students offers insights into how these outcomes might be achieved in both mainstream and segregated settings. The investigation is based on the views of pupils who have been excluded from mainstream schools for pupils with emotional and behavioural difficulties. The author relates the pupils' experiences of the different types of school to research in the area of school effectiveness. He offers some practical guidelines on ways in which teachers and managers can work towards reducing disaffection in schools within the real life contexts in which they occur. The book will appeal to anybody whose concerns are with the everday realities of schooling.

The Identities And Practices Of High Achieving Pupils

Author: Becky Francis
Editor: Bloomsbury Publishing
ISBN: 1441199233
Size: 13,11 MB
Format: PDF, ePub, Docs
Read: 348

How do some students manage to excel in their studies and be popular while other high achievers are treated as social outcasts? This lively and accessible text looks at the relationships between gender, race and social class, and attainment and popularity, for high-achieving pupils. The internationally renowned authors present a lucid theoretical framework that reflects the complexity of these issues, placing them within the broader context of the policies that cause and constrain particular behaviours among teachers and pupils. The authors draw together empirical data, bringing the realities of young people to life and presenting the lessons that can be learnt to enhance the educational achievement of all students. It is an engaging text for advanced undergraduate and postgraduate students exploring the debates on identity and achievement.

How Pupils Cope With School

Author: Cedric Cullingford
Editor: Cambridge Scholars Publishing
Size: 10,51 MB
Format: PDF, ePub
Read: 919

This book explores the latest research on cognition and its consequences. It looks in depth at the pupils' experiences of school, following many lengthy interviews. It demonstrates that the education system as we have it, despite the best efforts of teachers, has a disastrous effect on the attitudes of young people, and does not even fulfil its own limited aims. The book explores the themes of the intelligence of children and how they are thwarted from using it: the centrality of relationships with peers and adults other than teachers; the sources of information, especially significant outside school; and the vulnerability to trauma, which schooling is good at exploiting. The research all points to clear conclusions, which we need to act on, however reluctant we might feel.

Learning With Computers

Author: Paul Light
Editor: Routledge
ISBN: 1134764715
Size: 14,53 MB
Format: PDF, ePub
Read: 500

Contrary to the belief that computers isolate users, Karen Littleton and Paul Light demonstrate that learning with computers is often a collaborative and social activity. Learning with Computers brings together a significant body of research that shows how working with others at the computer can be beneficial to learners of all ages, from the early school years to the highest levels of education. It also investigates factors such as gender that explain why some interactions are not as productive as others.

Strategies For Effective Teaching And Learning Teachers And Pupils Perspectives

Author: Paul Cooper
Editor: Open University Pres
ISBN: 9780335193806
Size: 14,57 MB
Format: PDF, ePub, Docs
Read: 324

Examines how teachers and students actually go about their classroom business. This work offers: a look at how teachers are responding to the National Curriculum; an insight into secondary school students as learners; and an analysis of teaching and learning strategies drawing on the psychological theories of Bruner and Vygotsky.

Teachers Pupils And Primary Schooling

Author: Paul Croll
Editor: Continuum International Publishing Group
ISBN: 9780304336609
Size: 12,66 MB
Format: PDF, Mobi
Read: 253

The Primary Assessment, Curriculum and Experience (PACE) project is a unique study of the implementation of the National Curriculum at primary school level in England. The combination of extensive interviews with teachers, headteachers and pupils and detailed observation in classrooms provides the most thorough account available of this major educational innovation. The editor and contributors to this text are all members of the PACE team. Teachers, Pupils and Primary Schooling extends the account in Changing English Primary Schools? (Cassell, 1994) to focus on the National Curriculum as children move from Key Stage 1 (ages 5-7) to Key Stage 2 (ages 7-9). The study looks at aspects of continuity in the curriculum, teacher professionalism and pupil perceptions, which have emerged in the analysis of data from the project. Additionally, it incorporates the modification of the National Curriculum following a review by Sir Ron Dearing in 1994 and is informed by a context of uncertainty, critique and constant policy change. All those interested in the impact of the educational changes of the late 1980s and the first half of the 1990s, whether they be academics, teachers, student teachers, school governors or policy-makers, will find this book vital reading.