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Author: Peter Blatchford
Publisher: McGraw-Hill Education (UK)
ISBN: 0335224326
Category : Education
Languages : en
Pages : 194
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Book Description
"This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers." - Professor Jeremy D. Finn, State University of New York at Buffalo, USA "This fascinating book is one that should be compulsory reading for student teachers... It also provides challenge and insight for experienced teachers. ...a stimulating source of evidence which will challenge people to consider their own approaches and what might constitute good practice. ...an important contribution to the class size debate." - Inservice Journal One of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings. This book: Examines results from a pioneering research project of international significance, unique in its scale and methodology Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings Identifies implications for policy at government, LEA and school level, teacher education and professional development Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.
Author: Peter Blatchford
Publisher: McGraw-Hill Education (UK)
ISBN: 0335224326
Category : Education
Languages : en
Pages : 194
Get Book Here
Book Description
"This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers." - Professor Jeremy D. Finn, State University of New York at Buffalo, USA "This fascinating book is one that should be compulsory reading for student teachers... It also provides challenge and insight for experienced teachers. ...a stimulating source of evidence which will challenge people to consider their own approaches and what might constitute good practice. ...an important contribution to the class size debate." - Inservice Journal One of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings. This book: Examines results from a pioneering research project of international significance, unique in its scale and methodology Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings Identifies implications for policy at government, LEA and school level, teacher education and professional development Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.
Author: Peter Blatchford
Publisher: Routledge
ISBN: 131764347X
Category : Education
Languages : en
Pages : 295
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Book Description
Much debate, research and commentary about class sizes in schools is limited because of an exclusive concern with class size and pupil academic attainment, and a neglect of classroom processes, which might help explain class size effects (or lack of them). Very little is known about the central question: how can teachers make the most of class size changes? Much of the commentary on class size effects has focused on Western and English-speaking countries but there are promising developments elsewhere, particularly the 'Small Class Teaching' initiatives in East Asia in the past decade, which have brought new knowledge and practical wisdom to the class size debate. This book seeks to move toward a clearer view of what we know and do not know about class size effects, and to identify future steps in terms of policy and research. There is a huge and exciting potential for international collaboration on knowledge concerning class size effects which can help with research-informed policy. The book aims to draw out Eastern and Western international contexts which underpin any understanding of the role of class size in school learning. The book has chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie. Chapters are organised into four main sections: Socio-cultural and political contexts to the class size debate in the East and West; Research evidence on class size; Class size and classroom processes likely to be related to class size changes; Professional development for small class teaching in East Asia.
Author: Peter Blatchford
Publisher: UCL Press
ISBN: 1787358798
Category : Education
Languages : en
Pages : 341
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Book Description
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
Author: Rosemary Webb
Publisher: McGraw-Hill Education (UK)
ISBN: 0335230385
Category : Education
Languages : en
Pages : 231
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Book Description
“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? In this topical book, leading academics in primary education evaluate New Labour’s Education policy. They draw on the findings of the latest research to discuss the impact of policies on primary school practice and on the views and experiences of primary school teachers and pupils. Current issues and initiatives are analysed to identify the extent to which policy is shaped by past events, trends and assumptions. The contributors consider the future of primary education, offer recommendations at school, LEA and national level, and make suggestions for future research. 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.
Author: Karen Vincett
Publisher: McGraw-Hill Education (UK)
ISBN: 0335228186
Category : Education
Languages : en
Pages : 199
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Book Description
“Few areas of education can equal the growth rate of that forteaching assistants over the past seven years, doubling to more than133,000 in England between 1997 to 2004. TAs are vital in thedevelopment of inclusive education, yet their status, pay, conditions,qualifications and their relationship with classroom teachers are all ofdeep concern in the majority of cases. This excellent, practical bookis a welcome and much-needed authoritative study of the allimportantrelationship between TA and teacher.” Mark Vaughan OBE, Founder and Co-Director,Centre for Studies on Inclusive Education "This is an excellent book, founded in action research that enables it to go beyond the "seat-of-the-pants" methodology that informs much material on TA/teacher partnerships." TES This book is for teachers and teaching assistants seeking to improve theways in which they work together to meet the needs of children in theirclasses. It outlines the thinking behind the employment of teachingassistants in the classroom and spells out some of the teamworkingopportunities and problems that can arise. Drawing on original research, itexplores ways in which teachers and teaching assistants can worktogether to support children's learning and examines different models ofworking together. This unique book provides: Highly effective models for working together, tried and tested in schools A practical section with activities, hand-outs and photocopiableresources that teachers can use to develop these models in theirown schools This is a key text for classroom teachers, teaching assistants, traineeteachers and postgraduate education students, and those studying forfoundation degrees for teaching assistants. It is also of use to parents,headteachers, educational psychologists, and other support personnel.
Author: Kington, Alison
Publisher: McGraw-Hill Education (UK)
ISBN: 0335247121
Category : Education
Languages : en
Pages : 216
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Book Description
This book explores teachers’ effective classroom practice and presents clear messages for teaching quality and teaching standards.
Author: Karyl Davis
Publisher: Routledge
ISBN: 1317480945
Category : Education
Languages : en
Pages : 265
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Book Description
Debate holds enormous potential to build 21st century skills such as critical thinking, communication, collaboration, and conflict resolution in the K-12 classroom, but teachers often struggle to implement and contextualize it effectively. Using Debate in the Classroom draws on research from a variety of academic disciplines to explain the benefits of debate across subject areas, and describes how teachers can use debate to enliven their curriculum and support the aims of the Common Core. Topics include: Introducing debate as a pedagogical practice to engage students, improve school culture, and disrupt the school to prison pipeline. Using debate to teach critical literacy and improve students’ reading, writing, and speaking skills. Implementing role-playing techniques to strengthen information literacy and reasoning skills. Building students’ empathy, perspective-taking skills, and cultural humility as they confront difficult social issues through debate. Appendices provide a variety of tools to assist K-12 teachers in implementing debate in the classroom, including ready-made debate activities, student handouts, and a step-by-step guide to introducing students to debate in just one week.
Author: Stobart, Gordon
Publisher: McGraw-Hill Education (UK)
ISBN: 033524730X
Category : Education
Languages : en
Pages : 210
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Book Description
This book looks at what we know about becoming a skilled performer or practitioner and how this relates to classroom teaching and learning.
Author: SENIOR
Publisher: McGraw Hill
ISBN: 0077140605
Category : Business & Economics
Languages : en
Pages : 512
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Book Description
Ebook: The European Union: Economics, Policy And History
Author: Lawrence J. Saha
Publisher: Springer Science & Business Media
ISBN: 0387733175
Category : Education
Languages : en
Pages : 1192
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Book Description
The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.
