A Guide to Early Years and Primary Teaching

Framhlið kápu
Dominic Wyse, Sue Rogers
SAGE, 20. apr. 2016 - 376 síður

How do people become effective teachers?

This is the textbook students need to support them on this journey, no matter their training route or whether primary or early years in focus.

Through a unique pairing of academic research and teaching expertise, each chapter is collaboratively authored by an academic specialist and an experienced practitioner to provide a realistic and practical view of teaching children from years 3 - 11.

The book combines all the major topics, theories and research students need to know, along with up-to-date policy and legislation. Inventive and practical learning aids and carefully crafted online resources will help readers to:

Understand: helpful learning aims at the beginning and summaries at the end of every chapter guide students through each topic

Apply: Spotlight on Practice features highlight real teaching examples, Putting it into Practice features provide advice on how key concepts can be employed in real life whilst classroom activities on the website provide further ideas for teaching

Reflect on key concepts, as well as your own practice and values, through the refection points and author podcasts on the website outlining key issues to stimulate critical thinking

Go further with informative annotated further reading at the end of every chapter, links to relevant websites integrated throughout, and carefully selected SAGE journal articles freely available on the website

This is an essential textbook for use across all your primary and early years teaching courses - whether students are training to be lower/upper primary school teachers or early years practitioners, including those on undergraduate or postgraduate teacher training courses and employment-based routes.

 

Valdar síður

Efni

INTRODUCTION
1
CHAPTER 1 BECOMING A TEACHER KAY LIVINGSTON AND PAMELA DI NARDO
9
CHAPTER 2 SCHOOL AND SOCIETY IAN MENTER AND MARGARET WALKER
27
CHAPTER 3 CURRENT DEVELOPMENTS IN EDUCATION GARY BEAUCHAMP WITH NEIL PURCELL
45
CHAPTER 4 TEACHING AND LEARNING SEAN MACBLAIN AND HOLLY BOWMAN
67
CHAPTER 5 CHILD DEVELOPMENT JANET ROSE AND FELICIA WOOD
85
CHAPTER 6 PLANNING MARK BRUNDRETT AND SACHA HUMPHRIES
105
CHAPTER 7 TEACHING STRATEGIES CATHY BURNETT KAREN DANIELS AND VICKY SAWKA
125
CHAPTER 10 DIVERSITY AND INCLUSION CHANDRIKA DEVARAKONDA AND LIZ POWLAY
185
CHAPTER 11 PARTNERSHIP WORKING AMANDA INCE AND JOSH FRANKS
205
CHAPTER 12 REFLECTIVE PRACTICE VIVIENNE MARIE BAUMFIELD AND RAYMOND KUTSCHER VIOLA
223
CHAPTER 13 BEHAVIOUR SUE ROFFEY LUCY JAMISON AND CORINNE DAVIS
239
CHAPTER 14 NEW TECHNOLOGY STEVE HIGGINS AND JAMES SIDDLE
263
CHAPTER 15 YOUR FIRST JOB JOANNE WATERHOUSE AND RACHEL MILLER
281
CHAPTER 16 LEGAL ISSUES DOMINIC WYSE STEVEN FORD QC CHARLES HALE QC AND CHRISTINE PARKER
301
CHAPTER 17 RESEARCH AND TEACHING PETE DUDLEY BERNADETTE DUFFY AND GILLIAN LISTER
321

CHAPTER 8 THE CURRICULUM RACHEL EDMONDSON AND ANNE ROBERTSON
145
CHAPTER 9 ASSESSMENT AND LEARNING LOUISE HAYWARD AND SHARON HAYWARD
165
INDEX
345
Höfundarréttur

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Common terms and phrases

accessed activity adults approach areas assessment beginning teachers behaviour challenge chapter child children’s learning classroom cognitive collaborative colleagues companion website connectome context creativity Department for Education discussion early years settings Educational Research effective emotional engage England ensure environment example expectations experiences explore EYFS feedback feel focus Foundation Stage ideas identified impact important inclusive education initial teacher education interactions Key Stage knowledge learners learning and teaching lesson study literacy London mentor national curriculum nursery observation Ofsted opportunities organisation parents partnership pedagogy planning play Plowden Report podcasts practitioners primary education primary school process drama professional development professional learning pupils reflection point reflective practice relationships responsibility role Routledge Sage share skills social social media spotlight on practice staff strategies talk teacher education teaching and learning theory thinking understanding University whilst YouTube

Um höfundinn (2016)

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).

Sue Rogers is Professor of Early Years Education at the UCL Institute of Education.

Bókfræðilegar upplýsingar

TitillA Guide to Early Years and Primary Teaching
EditorsDominic Wyse, Sue Rogers
Editionunabridged
ÚtgefandiSAGE, 2016
ISBN1473965594, 9781473965591
Length376 síður
  
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