Teaching skills and techniques Books
Taylor & Francis Ltd Distance Teaching for the Third World The Lion and the Clockwork Mouse Routledge Library Editions Development
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£137.75
Taylor & Francis Ltd Storytelling across the Primary Curriculum
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£123.50
Taylor & Francis Ltd Storytelling across the Primary Curriculum
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£34.19
Taylor & Francis Evaluating Teaching and Learning
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£50.34
Taylor & Francis Ltd Orchestrating Inquiry Learning
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£142.50
Taylor & Francis Ltd Orchestrating Inquiry Learning
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£42.99
Taylor & Francis Troubling Gender in Education
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£18.46
Taylor & Francis Ltd Playing Outside
Making outdoor teaching and learning work in practice is now a key priority for all early years practitioners. Playing Outside provides clear and detailed guidance on all aspects of outdoor play illustrated with over 100 colour photographs. This bestselling book has been fully updated throughout to incorporate the Early Years Foundation Stage and includes completely new photographs, case studies and ideas for resources.To help promote physical activity, healty and well educated children this book provides: practical activities that cover all aspects of learning; photographs illustrating good practice and imaginative use of equipment; examples of work from a range of settings; help and advice on suppliers of equipment. Written for all practitioners working in schools, nurseries and pre-school settings, this book is essential reading for those wh
£31.99
Taylor & Francis Ltd Learning Outside the Primary Classroom
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£104.50
Taylor & Francis Learning Outside the Primary Classroom
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£31.99
Taylor & Francis Jung on Art
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£104.50
Taylor & Francis Jung on Art
£39.99
Taylor & Francis Key Persons in the Early Years
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£128.25
Taylor & Francis Key Persons in the Early Years
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£27.99
Taylor & Francis Onwards and Upwards
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£128.25
Taylor & Francis Ltd Onwards and Upwards
Book SynopsisHow can teachers ensure that the transition from the Early Years Foundation Stage to Key Stage One is a positive experience for children? What are the issues for children, parents and teachers and how should teachers respond to these? This book introduces the concept of transition and identifies the key problem areas for children and adults focusing on the differences in philosophy and practice between the EYFS and Key Stage One, whilst also giving emphasis to the opportunities that are provided by the transition process.It stresses the need for a balanced approach and the importance of sustained shared thinking from the EYFS through Key Stage One and provides practical strategies for achieving this. Onwards and Upwards: Supporting the Transition to Key Stage One includes detailed guidance on: preparing for the transition to Key Stage One the role of the teacher the balance between adult-led and child inTable of ContentsChapter One: Introduction The overall aims of the book The nature of the research which informs much of the book What about transition? ? Chapter Two: What are the issues for children? Getting the children’s perspectives on issues of transition right Examples of brief interviews with children about their transition from Reception Class to Year One What issues do children have with transition from Foundation Stage to Year One? So what are the children telling us about their needs for transition to Year One? Children identified as having special educational needs ? ? Chapter Three: What are the issues for parents and practitioners? What are the issues about transition for parents? Issues identified by teachers in three case study settings ? ? Chapter Four: Preparation or practice? What happens during preparation for transition? This looks at two aspects: establishing familiarity and consideration of practice, using three case study settings as examples. The impact of changing practice as part of transition. This compares Reception Class and Year One practice in the three case study settings, and includes the children’s perspectives. ? Chapter Five: The features of successful transition between Reception Class and Year One This first part of the chapter lists the features of successful transition between Reception Class and Year One. This is intentionally brief as it leaves the reflection to the reader. The second part of the chapter has case studies of two boys who transferred from the same Reception Class into different Year One Classes. The case studies provide an opportunity to examine their differing experiences. The chapter concludes with a table for teachers to use to reflect on their provision ‘Transition Check for Reception and Year One Teachers Chapter Six: Why should Foundation Stage practice be introduced to Year One? This chapter attempts to justify the transformation of practice in Year One a) to aid transition and b) because it is more suitable for the way young children learn. It examines the issue of supporting learning and development through play in Year One. Chapter Seven: A principled approach to planning in Year One This chapter briefly examines the principles for planning in Year One that allow 1) children to meet the expectations of national guidelines and 2) age appropriate experiences that will support the development of positive dispositions to learning. The second part of the chapter considers some examples of planning frameworks for Year One that 1) provide suitable experiences for the children and 2) take into consideration the need to check children’s progress against national requirements. ? Chapter Eight: Moving to Year One – opportunity for continuity and for change Opportunities for reflection, development and children’s rights
£31.99
Taylor & Francis Ltd Appropriate Environments for Children under Three Supporting Children from Birth to Three
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£114.00
Taylor & Francis Understanding Young Childrens Learning through Play
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£128.25
Taylor & Francis Understanding Young Childrens Learning through Play
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£39.99
Taylor & Francis Managing Pupil Behaviour
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£137.75
Taylor & Francis Managing Pupil Behaviour
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£34.19
Taylor & Francis Ltd Creativity for a New Curriculum 511
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£128.25
Taylor & Francis Ltd Creativity for a New Curriculum
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£31.99
Taylor & Francis Teaching Contemporary Themes in Secondary Education Technology Culture and Communication
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£128.25
Taylor & Francis Teaching Contemporary Themes in Secondary Education Technology Culture and Communication
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£27.99
Taylor & Francis Ltd Common Knowledge Routledge Revivals The Development of Understanding in the Classroom
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£128.25
Taylor & Francis Ltd Common Knowledge Routledge Revivals The Development of Understanding in the Classroom
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£46.54
Taylor & Francis Developing Leadership in the Asia Pacific
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£44.64
Taylor & Francis The Routledge Companion to Education
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£46.54
Taylor & Francis Ltd Education in Computer Generated Environments
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£142.50
Taylor & Francis A Teachers Guide to Education Law
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£142.50
Taylor & Francis A Teachers Guide to Education Law
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£78.84
Taylor & Francis Ltd Language Teachers and Teaching
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£142.50
Taylor & Francis Brilliant Ideas for Using ICT in the Classroom A very practical guide for teachers and lecturers
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£128.25
Taylor & Francis Ltd Brilliant Ideas for Using ICT in the Classroom A very practical guide for teachers and lecturers
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£27.99
Taylor & Francis Humor in the Classroom
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£137.75
Taylor & Francis Humor in the Classroom
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£45.59
Taylor & Francis Deconstructing Privilege
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£142.50
Taylor & Francis Deconstructing Privilege
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£44.64
Taylor & Francis Ltd The Heart of Teaching Empowering Students in the Performing Arts
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£128.25
Taylor & Francis Ltd The Heart of Teaching
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£42.74
Taylor & Francis Ltd Aesthetic Experience in Science Education Learning and MeaningMaking as Situated Talk and Action Teaching and Learning in Science Series
Book SynopsisThis book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved.Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features:*an empirical demonstration of the importance andTrade Review"...Wickman has written a composition that is intriguing and stimulating....Wickman's quest to intrigue others to pursue science through aesthetics has been a successful journey. The literature presented in the text was far beyond a superficial level."—PsycCRITIQUESTable of ContentsContents: Preface. Beauty and the Beast. Part I: The Continuity of Experience. Distinctions and Continuity. Aesthetic Experience as Practical Epistemology. Part II: Aesthetic Experience in Science Class. Setting the Scene. Normative Continuity of Aesthetic Experience. Cognitive Continuity of Aesthetic Experience. Continuity of Aesthetic Experience. Transformation of Aesthetic Experiences. The Immediacy of Aesthetic Experiences. Part III: The Role of Aesthetic Experience in Science Education. Widening the Outlook. Educational Consequences. Coda.
£49.39
Taylor & Francis Ltd Integrating Virtual and Traditional Learning in 612 Classrooms
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£128.25
Taylor & Francis Ltd Teaching and Learning
Book SynopsisTeaching and Learning: Pedagogy, Curriculum and Culture is designed to share important theory with readers in an accessible but sophisticated way. It offers an overview of the key issues and dominant theories of teaching and learning as they impact upon the practice of education professionals in the classroom. This second edition has been updated to take account of significant changes in the field; young people's use of digital technologies, the increasing involvement of world of business in state education, and ongoing high-profile debates about assessment, to name but a few. It examines the global move from traditional subject-and-knowledge based curricula towards skills and problem-solving and discusses how the emphasis on education for citizenship has forced us to reconsider the social functions of education. Central topics also covered include: an assessment of the most influential theorists of learning and teaching Trade Review'... packed with references to research and relevant literature ... useful because it's designed to provoke discussion and reflection ... A must for teachers who are studying or thinking about developments in teaching and learning.' - Gerald Haigh, Times Educational Supplement'I would have no qualms about recommending this book to students and teachers as a valuable source of ideas and perspectives ... Moore is to be congratulated on providing such a thought-provoking read and for bringing to the fore key aspects of teaching and learning' - Dr Keith S. Taber, EscalateReviewed alongside Understanding Schools and Schooling, by Clyde Chitty:'Avoid being constructed as unreflective and uncritical imbibers of the latest pedagogical quackery. Put the supply-budget to proper use by picking up a copy of these two books and doing your own INSET. You will recover what it means to be seen as a thoughtful, highly-skilled professional with a continuing interest in and concern for the intellectual complexities and demands of the job. You will be given knowledge, a reading-list and useful things to think about and do. You will not be patronised Both these books take teachers and teaching seriously. They serve to remind us genuinely, without flattery, glibness or show, of the complexity, importance, difficulty and value of what we do, and they will help us do it in a more fully informed, knowledgeable way. In short they will help us do it better read these books and talk the rest of the staff into reading them.' - Patrick Yarker, Forum Table of ContentsForeword to the Revised Edition 1. Theories of Teaching and Learning 2. Teaching, Learning and Education 3. Teaching, Learning and Language 4. Teaching, Learning and Culture 5. What Makes a ‘Good Teacher’? 6. Teaching, Learning and the Curriculum: pedagogic and curricular alternatives
£35.14
Taylor & Francis Teaching and Learning
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£128.25
Taylor & Francis Cross Curricular Teaching and Learning in the Secondary Schoolâ Science
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£128.25
Taylor & Francis Ltd The Complete Multifaith Resource for Primary Religious Education
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£40.84
Taylor & Francis The Early Years Health and Safety Handbook
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£28.99