Readings for reflective teaching in schools

Readings for reflective teaching in schools / edited by Andrew Pollard.

Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, new readings concisely introduce much of the best of classic and contemporary international resear...

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Bibliographic Details
Other Authors: Pollard, Andrew, 1949- (Editor), Pollard, Amy
Format: eBook
Language:English
Published: London : Bloomsbury Publishing, 2014.
Edition:2nd edition.
Series:Reflective teaching series.
Subjects:
Reflective teaching.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
Reflective teaching
Online Access:Click for online access
Table of Contents:
  • FC; Half title; Available and forthcoming titles in the Reflective Teaching series; Title; Copyright; Contents; Acknowledgements; Preface; Part one Becoming a reflective professional; 1 Identity Who are we, and what do we stand for?; 1.1 Qing Gu Being a teacher in times of change; 1.2 Andrew Pollard and Ann Filer Being a learner through years of schooling; 1.3 Jean Rudduck and Julia Flutter How pupils want to learn; 1.4 Mandy Swann, Alison Peacock, Susan Hart and Mary Jane Drummond Learning without limits; 1.5 Phil Jones Assumptions about children and young people.
  • 1.6 Leon Feinstein, John Vorhaus and Ricardo Sabates The wider benefits of learning2 Learning How can we understand learner development?; 2.1Burrhus Skinner The science of learning and the art of teaching; 2.2Jean Piaget The genetic approach to the psychology of thought; 2.3Lev Vygotsky Mind in society and the Zone of Proximal Development; 2.4Gordon Wells Learning, development and schooling; 2.5The Royal Society Neuroscience and education; 2.6 Carol Dweck Motivational processes affecting learning; 2.7 Robert Fisher Why thinking should be taught; 2.8 Mary James Learning how to learn.
  • 2.9Guy Claxton Learning and the development of resilience2.10Alan Thomas and Harriet Pattison Informal learning; 3Reflection How can we develop the quality of our teaching?; 3.1John Dewey Thinking and reflective experience; 3.2 Donald Schon Reflection-in-action; 3.3 Lawrence Stenhouse The teacher as researcher; 3.4Richard Pring Action research and the development of practice; 3.5James Calderhead Competence and the complexities of teaching; 3.6Ruth Heilbronn Practical judgement and evidence-informed practice; 3.7Heather Hodkinson and Phil Hodkinson Learning in communities of practice.
  • 4Principles What are the foundations of effective teaching and learning?4.1John Bransford, Ann Brown and Rodney Cocking Brain, mind, experience and school: A US review; 4.2David Hogan, Phillip Towndrow, Dennis Kwek, Ridzuan Rahim, Melvin Chan and Serena Luo A tale of; 4.3Pasi Sahlberg What the world can learn from educational change in Finland; 4.4Hanna Dumont, David Istance and Francisco Benavides The nature of learning: An OECD stocktake; 4.5Naomi Rowe, Anne Wilkin and Rebekah Wilson 'Good teaching': A UK review; 4.6John Hattie Visible learning: A global synthesis.
  • Part two Creating conditions for learning5Contexts What is, and what might be?; 5.1C. Wright Mills The sociological imagination; 5.2Andy Green and Jan Janmaat Regimes of social cohesion; 5.3Stephen Ball Schooling, social class and privilege; 5.4Department for Children, Schools and Families (DCSF) Disadvantage and low attainment; 5.5General Teaching Council for England (GTC E) Accountability in teaching; 6Relationships How are we getting on together?; 6.1Philip Jackson Life in classrooms; 6.2Mary Helen Immordino-Yang and Antonio Damasio We feel, therefore we learn.

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