Liberating The Learner: Lessons for Professional Development in Education (Foundations of the Market Economy)

Liberating The Learner: Lessons for Professional Development in Education (Foundations of the Market Economy) Review

See more picture

Liberating The Learner: Lessons for Professional Development in Education (Foundations of the Market Economy) Feature

There is clear evidence that the quality of children's learning in school is very dependant on the style of the teacher's approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences.
This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers' views impact upon students' learning.
The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers' professional development throughout their career.
All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim.

Check price now

Rerate Products

Customer Review

Assessment Learning and Employability (Society for Research Into Higher Education)

Assessment Learning and Employability (Society for Research Into Higher Education) Review

See more picture

Assessment Learning and Employability (Society for Research Into Higher Education) Feature

What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed?

In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it.

The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed.

The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed.

Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists.

Check price now

Rerate Products

Customer Review

The RoutledgeFalmer Reader in Psychology of Education (RoutledgeFalmer Readers in Education)

The RoutledgeFalmer Reader in Psychology of Education (RoutledgeFalmer Readers in Education) Review

See more picture

The RoutledgeFalmer Reader in Psychology of Education (RoutledgeFalmer Readers in Education) Feature

The editors of this essential Reader recognise the valuable and varied benefits of connecting the two fields of education and psychology, and have carefully selected contributions to reflect current trends in the subject and examples of how knowledge has an impact on practice.
This lively and authoritative book features sections on topics as varied as:
* assessment
* language
* motivation
* cognition and development
* intelligence
* memory
* special educational needs
Psychology and education have an entwined relationship, but one that is often complex and delicate. Day-to-day pressures of classroom life may often result in the negligence of the importance of child development. It is therefore crucial for students and practitioners to keep abreast of recent educational changes, which raise new questions for educational psychology.
With a specially written introduction from the editors, providing a much-needed context to the current education climate, students of educational psychology will find this Reader an important route map to further reading and understanding.

Check price now

Rerate Products

Customer Review

Failing Students in Higher Education (Copublished With the Society F)

Failing Students in Higher Education (Copublished With the Society F) Review

See more picture

Failing Students in Higher Education (Copublished With the Society F) Feature

Failing Students in Higher Education explores failure from different vantage points: its social and political context; its implications for teachers and learners; and the practices and procedures of the assessment, support and administrative systems surrounding failing students in higher education.

Failing and the possibility of failing are everyday experiences in higher education, yet rarely discussed. This text integrates discussions of drop-out, retention and student progress alongside the notion of academic failure. While management of student 'through-put' is of interest to politicians, educators have to manage and understand failing as an important part of the process of learning.

This text incorporates new empirical data along with practitioner experience (relating to student counselling, learning support and administration, as well as the more traditional roles of academic staff) and analyses practice issues within a policy framework that takes into account past and current political trends.

Check price now

Rerate Products

Customer Review

Using the Medical Model in Education: Can pills make you clever?

Using the Medical Model in Education: Can pills make you clever? Review

See more picture

Using the Medical Model in Education: Can pills make you clever? Feature

David Turner examines commonly held beliefs about learning, knowledge and intelligence, and critically assesses claims that certain drugs can improve learning and memory.

Check price now

Rerate Products

Customer Review

Learners, Learning and Educational Activity (Foundations and Futures of Education)

Learners, Learning and Educational Activity (Foundations and Futures of Education) Review

See more picture

Learners, Learning and Educational Activity (Foundations and Futures of Education) Feature

Learners, Learning and Educational Activity offers a new and creative approach to the psychology of learning. The central idea in the book is that learning in schools and other educational settings is best understood by paying attention to both individual learners and the educational contexts in which learning takes place.

Providing an accessible introduction to new ideas and recent developments in cognitive and socio-cultural perspectives on learning, the book reviews advances in selected topics that are especially relevant for teachers and other educators. These include:

• learners’ conceptions of the nature of learning
• the development of advanced levels of learning and thinking
• the role of motivation and self-regulation in learning
• how learning and thinking relate to social and cultural contexts
• the ways in which these contexts influence interactions between teachers and learners.

By illustrating connections between individual and social aspects of learning in educational settings in and out of school, the book encourages teachers, parents and other educators to think about learners and learning in new ways.

Check price now

Rerate Products

Customer Review

Being A Teacher In Higher Education

Being A Teacher In Higher Education Review

See more picture

Being A Teacher In Higher Education Feature

Being A Teacher in Higher Education draws extensively on research literatures to give detailed advice about the core business of teaching: instruction, learning activities, assessment, planning and getting good evaluations. It offers hundreds of practical suggestions in a collegial rather than didactic style.

This is not, however, another book of tips or heroic success stories. For one thing Peter Knight appreciates the different circumstances that new, part-time and established teachers are in. For another, he insists that teaching well (and enjoying it) is as much about how teachers feel about themselves as it is about how many slick teaching techniques they can string together. He argues that it is important to develop a sense of oneself as a good teacher (particularly in increasingly difficult working conditions); and it is for this reason that the final part of this work is about career management and handling change.

This is a book about doing teaching and being a teacher: about reducing the likelihood of burn-out and improving the chances of getting the psychic rewards that make teaching fulfilling. It is an optimistic book for teachers in universities, many of whom feel that opportunities for professional fulfilment are becoming frozen. (20030301)

Check price now

Rerate Products

Customer Review

Hearts And Minds: Self-Esteem And The Schooling Of Girls (Deakin Studies in Education Series)

Hearts And Minds: Self-Esteem And The Schooling Of Girls (Deakin Studies in Education Series) Review

See more picture

Hearts And Minds: Self-Esteem And The Schooling Of Girls (Deakin Studies in Education Series) Feature

In this text various specialists in education honsider the merits of current thinking on "self-esteem" in relation to their field of expertise. Each concludes that a radical reassessment of the ways in which we think about

Check price now

Rerate Products

Customer Review

Gifts, Talents and Education: A Living Theory Approach

Gifts, Talents and Education: A Living Theory Approach Review

See more picture

Gifts, Talents and Education: A Living Theory Approach Feature

Gifts, Talents and Education: A Living Theory Approach is a practical guide for teachers on how to help all their pupils to enhance their gifts and talents in the classroom.

Examples reveal how teachers can transform the way education is understood in schools, by relating stories of how they learned about their own gifts and talents. The book explains recent key developments in multimedia representations of social and emotional aspects of learning. These permit the multi-sensory gifts and talents of individual learners to be recognised and developed within a process that enhances the emotionally literate space of enquiring classrooms.

Gifts, Talents and Education assumes a capability approach to human development which rests on enabling individuals to realise their gifts and talents within a co-created sense of the common good. The book offers values, skills and understanding as concepts that retain a direct connection with practice. The stories are grounded in the lives of practitioner researchers who show the lived meanings of these ideas as they are realised in practice, asking questions such as ‘how do I improve what I am doing?’ and ‘how do I live my values more fully in practice?’.

Check price now

Rerate Products

Customer Review

Teaching for Understanding: Linking Research with Practice (Jossey-Bass Education Series)

Teaching for Understanding: Linking Research with Practice (Jossey-Bass Education Series) Review

See more picture

Teaching for Understanding: Linking Research with Practice (Jossey-Bass Education Series) Feature

This book presents an innovative approach to teaching that helps students acquire and use knowledge in ways that go beyond rote memorization of facts and figures--to develop a level of understanding that will serve them well throughout their lives. Based on a six-year collaborative research project of school teachers and researchers from the Harvard Graduate School of Education, the book describes what teaching for understanding looks like in the classroom, and examines how teachers have learned to use it.

Part One: Foundations of Teaching for Understanding

1. Why Do We Need a Pedagogy of Understanding?

Vito Perrone

2. What is Understanding?

David Perkins

Part Two: Teaching for Understanding in the Classroom

3. What is Teaching for Understanding?

Martha Stone Wiske

4. How Do Teachers Learn to Teach for Understanding?

Martha Stone Wiske, Karen Hammerness, Daniel Gray Wilson

5. How Does Teaching for Understanding Look in Practice?

Ron Ritchart, Martha Stone Wiske, Eric Buchovecky, Lois Hetland

Part Three: Students' Understanding in the Classroom

6. What Are the Qualities of Understanding?

Veronica Boix Mansilla, Howard Gardner

7. How Do Students Demonstrate Understanding?

Lois Hetland, Karen Hammerness, Chris Unger, Daniel Gray Wilson

8. What Do Students in Teaching for Understanding Classrooms Understand?

Karen Hammerness, Rosario Jaramillo, Chris Unger, Daniel Gray Wilson

9. What Do Students Think About Understanding?

Chris Unger and Daniel Gray Wilson with Rosario Jaramillo and Roger Dempsey

Part Four: Promoting Teaching for Understanding

10. How Can We Prepare New Teachers?

Vito Perrone

11. How Can Teaching for Understanding Be ExtAnded in Schools?

Martha Stone Wiske, Lois Hetland, Eric Buchovecky

Conclusion: Melding Progressive and Traditional Perspectives

Howard Gardner

Martha Stone Wiske is a lecturer and researcher at the Harvard Graduate School of Education where she co-directs the Educational Techono

Check price now

Rerate Products

Customer Review