Evidence-based teaching in primary education - Grand Format

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Val Poultney - Evidence-based teaching in primary education.
Trainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for... Lire la suite
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Résumé

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. 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, a university academic 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.

Caractéristiques

  • Date de parution
    01/04/2017
  • Editeur
  • Collection
  • ISBN
    978-1-911106-46-3
  • EAN
    9781911106463
  • Format
    Grand Format
  • Présentation
    Broché
  • Nb. de pages
    100 pages
  • Poids
    0.185 Kg
  • Dimensions
    15,8 cm × 23,5 cm × 0,7 cm

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À propos de l'auteur

Biographie de Val Poultney

Val Poultney is a senior lecturer at the University of Derby. She teaches on initial teacher education and postgraduate programmes. Her research interests include school leadership and school governance with a particular focus on how to develop leadership to support teachers as researchers. Ian Menter is Emeritus Professor of Teacher Education and was formerly the Director of Professional Programmes at the University of Oxford.
He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His work has been widely published in academic journals.

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