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Author: Mark Brundrett
Publisher: Routledge
ISBN: 1134550790
Category : Education
Languages : en
Pages : 200
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Book Description
Measuring the ability to teach is central to government policies to raise standards in schools. 'Successful teaching' is now measured through basic technical and personal skills in the context of the National Curriculum. Teachers are labelled successes or failures based on graded OFSTED inspections. This thought-provoking book explains how different levels or qualities of teaching can be identified and achieved. It outlines the criteria for competent, successful and excellent educational practice, whilst suggesting ways of achieving the highest possible measure of excellence. Uniquely, the authors separate the classical teaching approaches, teacher and pupil centred, from the more contemporary, partnership approaches. They look at a variety of models of successful and quality teaching and illustrate their virtues and limitations. The book also highlights ways in which inspection and appraisal strategies can be revised to meet criteria acceptable to both teachers and the groups to whom they are accountable.
Author: Mark Brundrett
Publisher: Routledge
ISBN: 1134550790
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
Measuring the ability to teach is central to government policies to raise standards in schools. 'Successful teaching' is now measured through basic technical and personal skills in the context of the National Curriculum. Teachers are labelled successes or failures based on graded OFSTED inspections. This thought-provoking book explains how different levels or qualities of teaching can be identified and achieved. It outlines the criteria for competent, successful and excellent educational practice, whilst suggesting ways of achieving the highest possible measure of excellence. Uniquely, the authors separate the classical teaching approaches, teacher and pupil centred, from the more contemporary, partnership approaches. They look at a variety of models of successful and quality teaching and illustrate their virtues and limitations. The book also highlights ways in which inspection and appraisal strategies can be revised to meet criteria acceptable to both teachers and the groups to whom they are accountable.
Author: Fenwick W. English
Publisher: SAGE
ISBN: 0761930876
Category : Education
Languages : en
Pages : 1265
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Book Description
The SAGE Encyclopedia of Educational Leadership and Administration presents the most recent theories, research, terms, concepts, ideas, and histories on educational leadership and school administration as taught in preparation programs and practiced in schools and colleges today. With more than 600 entries, written by more than 200 professors, graduate students, practitioners, and association officials, the two volumes of this encyclopedia represent the most comprehensive knowledge base of educational leadership and school administration that has, as yet, been compiled.
Author: Tony Bush
Publisher: SAGE
ISBN: 1446211037
Category : Education
Languages : en
Pages : 321
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Book Description
Fully revised and thoroughly updated, this second edition of this classic book brings together many leading international authors on educational leadership, with brand new chapters from leaders in the field Ken Leithwood, Paul Begley, Allan Walker and Alma Harris. Providing an overview of essential topics within the field, this book adopts an international perspective and offers conceptual and empirical insights into: - Moral and ethical leadership - Distributed leadership - Developing leaders - Leadership for learning - Building and leading learning cultures - Managing human and financial resources - Leadership for diversity - Leadership, partnerships and community - Professionalism and professional development The book is for scholars, researchers and postgraduate students in educational leadership, management and administration, as well as for senior leaders in education and those taking professional leadership qualifications.
Author: Martin Mulder
Publisher: Springer
ISBN: 3319417134
Category : Education
Languages : en
Pages : 1145
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Book Description
This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many ‘glocal’ challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice. Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: “This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.” Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: “This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.” Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: "Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers."
Author: Kathryn M. Hibbert
Publisher: Springer Science & Business Media
ISBN: 3642276008
Category : Medical
Languages : en
Pages : 215
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Book Description
This book reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education, highlighting emerging practices and work done in the field. The sometimes conflicting assessment and evaluation needs of accreditation bodies, academic programs, trainees, and patients are carefully considered. The final section of the book examines assessment and evaluation in practice, through the development of rich case studies reflecting the implementation of a variety of approaches. This is the third book in a trilogy devoted to radiology education. The previous two books focused on the culture and the learning organizations in which our future radiologists are educated and on the application of educational principles in the education of radiologists. Here, the trilogy comes full circle: attending to the assessment and evaluation of the education of its members has much to offer back to the learning of the organization.
Author: Amber Yayin Wang
Publisher: Routledge
ISBN: 1000476197
Category : Education
Languages : en
Pages : 207
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Book Description
Providing a series of chapters, written by teacher educators in three continents, this edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in English as a foreign language (EFL) contexts. Recent trends in education have emphasized the need to develop competencies that connect learning with real-life performances. This need has brought about a massive increase in the number of studies and scholarly works devoted to research into competency-based education. However, for teachers and learners of EFL, it is challenging to develop competencies for using a language that does not seem to connect with their real-life scenarios. The chapters apply the concept of competency-based instruction in different EFL contexts and are structured around three themes: Theory: current thoughts on theories of competency-based education Research: empirical research on competency-based teacher education Practice: integrating competency-based instruction into teacher education This book offers examples of competency-based EFL teacher education through both research and practical applications. In addition to the innovation in competency approaches, the inclusion of language learning in virtual environments offers a valuable resource for scholars, educators, researchers, and all those concerned with current and future education.
Author: Russell Grigg
Publisher: Routledge
ISBN: 1000590372
Category : Education
Languages : en
Pages : 482
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Book Description
This fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils’ standards of achievement through high quality teaching. How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best from pupils? These are the kinds of questions that this revised third edition addresses. It includes: • more than sixty ground-breaking infographics to convey key points in a highly accessible way • discussion of recent curriculum changes in the UK and the implications for high quality teaching • tried-and-tested classroom strategies, points for reflection and further research to bridge theory and practice • key concepts and international views on topics such as creativity, teachers’ well-being, and assessment • reflections on the lessons from the recent pandemic such as the need for a robust digital pedagogy • extensive references for further research. Becoming an Outstanding Primary School Teacher has been updated to reflect significant changes in the context within which primary teachers operate both in the educational system and broader society. Providing a complete guide to the notion and practices of outstanding teaching, this a vital reference for trainee teachers, NQTs, and more experienced practitioners who aspire to excellence in their teaching.
Author: Denis Hayes
Publisher: Routledge
ISBN: 1136675167
Category : Education
Languages : en
Pages : 498
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Book Description
Presenting a detailed introduction to all aspects of teaching within the primary school, this new edition has been updated with new material on inclusion, SEN, legal issues, ICT and teaching assistants.
Author: Dr. Richard A. NeSmith
Publisher: Applied Principles of Education & Learning
ISBN:
Category : Education
Languages : en
Pages : 368
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Book Description
"What we know about teaching Teenagers", 2019 I would like to thank Dr. Richard NeSmith for helping me know more about what goes through teenagers’ minds and grow into a better teacher. Dr. NeSmith’s 28-plus years of teaching experience and careful study of biology, developmental and cognitive psychology make him one of the best experts in the field. His book explains the difficulties students have learning at school and reflects on how to overcome them, promoting a better understanding of the changes going on in teenagers’ lives as well as an elementary understanding of what causes pain points in the brain of the adult-in-the-making. Above all, Dr. NeSmith reminds us that teenagers are individuals, with their personality, strengths, weaknesses, and their ways of showing love and concern. The book has been carefully researched and will make you aware of the cognitive-emotional interactions going on inside the mind of preadolescents to improve your teaching strategies. It is such a privilege to teach and take teenagers from childhood to adulthood. Whether you are a parent, a teacher, or a school administrator you will find in this book strategies to facilitate learning and encourage lifelong learning. =========================================================================== A research-based book addressing brain-based learning and how secondary age students best learn and how teachers can best teach to meet those needs. American public education is on life support like never before. Why? The shift from LEARNING to standardized testing, ticking boxes for administrators, and watering down curricula are some of the reasons. This synthesis of brain-based research emphasizes how students best learn. It is NOT a checklist, it is a strategy that empowered teachers can utilize to improve student learning. But, knowing how teens think enables teachers to know HOW TEENS best LEARN. --Dr. Richard NeSmith
Author: Dr. Richard A. NeSmith
Publisher: Applied Principles of Education & Learning
ISBN:
Category : Education
Languages : en
Pages : 222
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Book Description
COURSE 1 TEXTBOOK: This book contains the first nine chapters of the Book and is used for Course 1 (see http://richardnesmith.obior.cc). IF you are seeking the full 20-chapter book, look for SECOND EDITION> A research-based book addressing brain-based learning and how secondary age students best learn and how teachers can best teach to meet those needs. American public education is on life support like never before. Why? The shift from LEARNING to standardized testing, ticking boxes for administrators, and watering down curricula are some of the reasons. This synthesis of brain-based research emphasizes how students best learn. It is NOT a checklist, it is a strategy that empowered teachers can utilize to improve student learning. But, knowing how teens think enables teachers to know HOW TEENS best LEARN. --Dr. Richard NeSmith What Educators and Parents are Saying! Eric Demoncheaux, FRSC, Teaching Professional l Discoverer of the 'Nitrite Effect' l Founder & Editor Science Teachers Network. ence Teacher Network I am posting this note to thank Dr. Richard NeSmith for helping me know more about what goes through teenagers' minds and grow into a better teacher. Dr. NeSmith's 28-plus years teaching experience and careful study of biology, developmental and cognitive psychology make him one of the best experts in the field. His book explains the difficulties students have learning at school and reflects on how to overcome them, promoting a better understanding of the changes going on in teenagers' lives as well as an elementary understanding of what causes pain points in the brain of the adult-in-the-making. Above all, Dr. NeSmith reminds us that teenagers are individuals, with their personality, strengths, weaknesses and their ways of showing love and concern. The book has been carefully researched and will make you aware of the cognitive-emotional interactions going on inside the mind of preadolescents to improve your teaching strategies. It is such a privilege to teach and take teenagers from childhood to adulthood. Whether you are a parent, a teacher, or a school administrator you will find in this book strategies to facilitate learning and encourage lifelong learning. #teaching #cognitivescience #neuropsychology Everyone that teaches teens in someway needs this book! From teachers to school leaders and parents, TeachingTeenagers gives an intriguing look into the why behind what teens do. I wish I had this book many years ago at the start of my teaching career! Dr. NeSmith makes hard-hitting, research-supported, statements on curriculum, community,teaching and learning that expose what so many of us know needs to be changed in schools and, even offers a call to action. He has curated what we know about teens to equip us to advocate in our communities that there is a better way to "do school." This book is an exciting manifesto for anyone that wants to see a needed revolution in education. --Dr. Toni Hull, Middle School Principal, Department of Education Teaching Fellow, Las Cruces,New Mexico (27-year veteran teacher/principal) "As a parent and educator, Dr. NeSmith has a wealth of knowledge and research to share with us all. In this book, What We Know, he has provided a detailed guide for administrators, teachers, and parents who strive to learn more about the adolescent experience in education. This book would be beneficial in a preparation programs for teachers and administrators." --Dr. Ellie Baldwin, former Chair of Teacher Education,Regis University, Denver, CO "I think that this book should be read by parents and teachers. This reading has enlightened me to a new observation of students and their ways of learning. Thank you for sharing this with me as I will cherish it and refer back to it regularly to help me in the future!" --Tara LaRocca, Biology Teacher, Plaquemine High School, Plaquemine, Louisiana (6th-year as a teacher). "I think this should be required reading for every parent, teacher, and administrator. I love that it addresses so many of the problems within our schools today and also offers practical, common-sense solutions." --Dana Fideline, Inola Public Schools, Inola,Oklahoma (12th year as teacher) "After teaching 19 years in a middle school setting, one would think there is not a lot to learn about how adolescents learn, but I was wrong. Dr. NeSmith's book, What We Know about Teaching Teenagers! A Guide for Parents, Teachers,and Administrators, not only provided copious amounts of current scientific research about how students learn, what affects their learning potential, but also how adults in their life can help them become the person they want to become. Often when the parent of a struggling student is contacted, many parents are at a loss of what to do to help their child and seek advice from the school. I appreciate the many suggestions teachers or administrators can give to those parents to help positively impact the developing teenage brain." --Julie Allender, Teacher of 7th & 8th grade Integrated Science, DeAnza Middle School, Ontario, CA "When I think of middle schoolers I think of them as quirky and that's why I love them. When I attempt to provide words of conciliation to mothers of teens the best advice I can give it that they are works in progress. Richard captures these sentiments in a well-researched study of the teen and his/her quirks and habits and elaborates on strategies to improve the educational climate for ALL in a structured solution to teachers, parents AND administrators." --Mary Howard, Sixth Grade Teacher. Master Teacher and New York State Teacher of the year finalist. Grand Island Central School District, Grand Island, New York
