Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 754
Book Description
Primary Education-Popular Educator
Author: Primary Education, Popular Educator
Author: Publisher: Boston, Mass. : Educational Publishing Company, c1926-c1929
ISBN:
Category : Education Periodicals
Languages : en
Pages :
Book Description
Primary Education, Popular Educator
Author: The Study Of Primary Education
Author: Colin ConnerPublisher: Routledge
ISBN: 1135387192
Category : Education
Languages : en
Pages : 504
Book Description
The four books are intended to be used by students taking BEd or PGCE courses and by teachers in service, taking diploma or higher degree courses in primary education. The material extracted can by used by tutors as a focus for seminars or as reading to back up lectures, and by students as a source for essays or as a starting point for further reading. The books are not intended to be read straight through from cover to cover but can be selectively and flexibly used at various stages in the course. For convenience, the extracts have been organized into a number of sections. Volume 1 comprises extracts which examine primary education from historical, ideological, philosophical, sociological and psychological perspectives. Volume 2 deals with curriculum studies, Volume 3 with school organization and management and Volume 4 with teaching and classroom studies. Because of limitations of space, primary education has been confined to the education of children aged 5 to 11, though the compilers acknowledge that in doing so they may offend those teachers in nursery or middle schools who regard themselves, justifiably, as primary practitioners.
Popular Educator
Author: Primary Education
Author: Popular Educator
Author: Learning to Teach in the Primary School
Author: Teresa CreminPublisher: Routledge
ISBN: 1317800117
Category : Education
Languages : en
Pages : 1002
Book Description
Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.
The Educator-journal
Author: Evidence-based teaching in primary education
Author: Val PoultneyPublisher: Critical Publishing
ISBN: 191110649X
Category : Education
Languages : en
Pages : 104
Book Description
Trainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for the outcomes of their own practice and are charged with sourcing ‘best practice’ solutions in their pedagogical approaches. And schools are moving more towards in-house professional development approaches that have a clear focus on raising standards in the classroom. This book focuses on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. It examines the role of the university in providing a critical perspective on teaching and learning and how academics can support schools by working as ‘knowledgeable others’ and advocates of classroom-based research. As a case study, it explores the journey taken by one particular primary school, in partnership with a university, over a two-year period, detailing how this work has impacted on the professional lives of staff, the children they teach, the overall culture of the school and the impact on school improvement. Chapters are contributed by professional school leaders, university academics and primary teachers and there is a focus on the rigorous examination of models of evidenced-based teaching, practical examples demonstrating some of the best and most sustainable approaches, and positive outcomes.