Verwandte Artikel zu Changing Teaching and Learning in the Primary School
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Inhaltsangabe
“With care, and in partnership with others, it may yet be possible to overcome contemporary dilemmas and to provide the high quality, rounded and fulfilling education for all to which so many aspire. This book helps considerably in understanding contemporary problems and challenges in primary education – it is important, timely and deserves to be widely read.”
Andrew Pollard, Institute of Education, London
- What is the impact of New Labour’s education policies on primary schools?
- What are the main lessons to be learned from recent research on primary schools?
- What are the implications for the future of primary education?
Changing Teaching and Learning in the Primary School emphasises the central importance of taking children’s perspectives into account when making changes in policy and practice. By focusing predominantly on teaching and learning at Key Stage 2, the book addresses the imbalance between the range and depth of information offered on pre-school and infant education and that available on junior teaching.
This is key reading for students on primary initial teacher training programmes, Education Studies students, primary school teachers and classroom assistants, as well as education researchers and school leaders.
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Über die Autorin bzw. den Autor
The editor Rosemary Webb is a Reader in Educational Studies at the University of York. Prior to university teaching she taught for ten years in infant primary and middle schools and from 1989-91 was a professional officer for primary education at the National Curriculum Council (now QCA). She was chair of the national Association for the Study of Primary Education (ASPE) from 1994-97. She is convenor of the BERA Special Interest Group on primary teacher's work. She has researched and published widely on primary education. Elias Avramidis, University of York Gary Beauchamp, Swansea University. Mark Brundrett, University of Manchester Kate Bullock , University of Bath Hilary Burgess, Open University Pamela Burnard, University of Cambridge Professor Jim Campbell, University of Warwick Jean Conteh, University of York Professor Cedric Cullingford, University of Huddersfield Lani Florian, University of Cambridge Professor and Deputy Vice-Chancellor Caroline Gipps, Linda Hammersley-Fletcher, University of Staffordshire E. Hargreaves , Institute of Education, London. Ian Hextall, University of Surrey Roehampton Ruth Kershner, University of Cambridge B. McCallum Institute of Education, London Professor Pat Mahony University of Surrey, Roehampton Professor Ian Menter, University of Glamorgan Yolande Muschamp, University of Bath Alison Pickering, Kings College, London Professor Andrew Pollard, Institute of Education, London. Professor Peter Silcock, University of Hertfordshire Professor Graham Vulliamy, University of York. Rosemary Webb, University of York
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