Author: Peter Tymms
Publisher: Routledge
ISBN: 1134107544
Category : Education
Languages : en
Pages : 113
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Book Description
First Published in 1999. This book offers the reader a detailed picture of attitudes and self-concepts of pupils and their growing achievements as they move through primary education. Acknowledging the complexity of schools and schooling, Peter Tymms shows with many charts, diagrams and data displays how reliable measures can be used to track pupils' development. Systematic data collection and interpretation are based on the well-established Performance Indicators in Primary School (PIPS) project. Important policy and practical questions are addressed, and some surprising conclusions are reached. Gaps in knowledge are also identified and way to full them are outlines. Teachers, headteachers, middle managers, policy makers, INSET providers in primary schools and student teachers will welcome this text.
Author: Peter Tymms
Publisher:
ISBN: 9781138175334
Category : Education, Elementary
Languages : en
Pages : 0
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Book Description
First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Rita Headington
Publisher: Routledge
ISBN: 1134155980
Category : Education
Languages : en
Pages : 145
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Book Description
Writing primarily for student and newly qualified teachers, whose classroom experience is necessarily limited, the author takes pains to elucidate why to assess, what to assess and how to assess.
Author: E. C. Wragg
Publisher: Routledge
ISBN: 1134534272
Category : Education
Languages : en
Pages : 186
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Book Description
This is an innovative yet practical resource book for teachers, focusing on the classroom and covering vital skills for primary and secondary teachers. The book is strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre. Divided into six units, Ted Wragg addresses important topics such as: * principles and purposes of assessment * written, oral and practical evaluation * self-assessment the 'whole school' approach * staff development and appraisal. The inclusion of practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in primary schools.
Author: Rosemary Rodger
Publisher: Routledge
ISBN: 1136634762
Category : Education
Languages : en
Pages : 226
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Book Description
The foundation stage has a fundamental role in the laying of foundations for children's learning. In this new edition the author uses a wide range of material, including research evidence, to offer an additional dimension to work currently taking place in the Foundation Stage. Each chapter includes the 'early learning goals' for the majority of children and advice on providing for each area of learning: personal, social and emotional development, language and literacy, mathematics, knowledge and understanding of the world, and physical and creative development. Students training to be specialist early years teachers and those already working in the sector will welcome this up-to-date guide to planning and providing for high quality learning experiences for children under five. With case studies of good practice, practical help in writing an early years policy and guidance on assessment and devising an effective post-inspection plan, this is a truly comprehensive guide to planning and implementing an appropriate curriculum for the under fives.
Author: Peter Tymms
Publisher: Springer Nature
ISBN: 3031285891
Category : Education
Languages : en
Pages : 342
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Book Description
This book explores an under-researched but vital part of education: the first year at primary/elementary school. The work shows that children’s progress varies enormously from school to school, class to class and child to child. This variation is important because the more progress that children make in that first year of school, the higher their academic attainment at the end of compulsory schooling. The iPIPS (international Performance Indicators in Primary Schools) project, upon which this book is based, has been able to provide deeper insights into some of the key issues within and across different contexts whilst highlighting new and some ongoing issues. Despite all the work there remain unanswered or new puzzling issues which are also explored. We need to know how to improve the education at that stage and, more broadly, we need greater clarity about when children should be taught to read and be introduced to formal arithmetic, in other words, when they should start school. We also need to be clearer about whether, when and how young children should be assessed. The book will suggest some answers but it will raise important questions and dilemmas for which we do not, as yet, have answers.
Author: Michael Farrell
Publisher: Routledge
ISBN: 1134672888
Category : Education
Languages : en
Pages : 225
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Book Description
Key Issues for Primary Schools is a concise comprehensive guide to the main issues in primary education and the implications for schools. Presented in a convenient A-Z format, the book includes coverage of: * special educational needs * attendance, truancy and exclusion * bullying and behavioural problems * management and administration * safety and security. There is also a review of up-to-date DfEE requirements and suggestions for further action and reading. The addresses of useful contacts help to make it a reference book no primary school should be without.
Author: Pauline Dixon
Publisher: Edward Elgar Publishing
ISBN: 1783473541
Category : Social Science
Languages : en
Pages : 560
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Book Description
This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of &
Author:
Publisher: Elsevier
ISBN: 0080448941
Category : Education
Languages : en
Pages : 6964
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Book Description
The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
Author: Angela Anning
Publisher: SAGE
ISBN: 1446205789
Category : Education
Languages : en
Pages : 249
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Book Description
′The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings. This gives the reader the opportunity to link theory with practice in a helpful and illuminating way′ - Early Years Update Praise for the first edition: `...represents an enormously rich body of research and expertise focused on the objective of taking into account the social, historical and cultural dimensions of everyday activities in order to better understand children. ...will undoubtedly be of interest and value to anyone with a similar concern′ - Early Years Journal `...an international state-of-the-art early childhood education publication that sets out research-based evidence and critically links this with theory and practice. It is pitched at the graduate level and beyond. Readers will gain more from the book if they have a thorough base understanding of relevant learning and social-cultural theories and an open-mind to appreciate the perspectives presented in this book′ - Childforum, New Zealand This fully revised and up-to-date edition examines sociocultural and historical approaches to current theories of learning in early childhood education. It sets out research-based evidence linking theory and practice in early childhood settings. Written by leading figures in the field, the book extends a strong and traditional theme - the importance of the child′s perspective and respect for each child′s individual background. Within the context of early years settings, the book is structured around four overall themes: - the dynamics of learning and teaching - the nature of knowledge - assessment - evaluation and quality. This book is essential reading for undergraduate and advanced courses in early childhood studies.
