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This book examines how teachers and students actually go about their classroom business. It carefully avoids the assumptions of policy-makers and theorists about what ought to be happening and focuses on what is happening. In doing so, Cooper and M … weiterlesen
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Produktdetails

Titel: Effective Teaching and Learning
Autor/en: Paul Cooper, James Cooper

ISBN: 033519379X
EAN: 9780335193790
New.
Sprache: Englisch.
OPEN UNIV PR

Februar 1996 - kartoniert - 190 Seiten

Beschreibung

This book examines how teachers and students actually go about their classroom business. It carefully avoids the assumptions of policy-makers and theorists about what ought to be happening and focuses on what is happening. In doing so, Cooper and McIntyre offer:

* a detailed look at how teachers are responding to the National Curriculum

* a unique insight into secondary school students as learners

* a grounded analysis of teaching and learning strategies drawing on the psychological theories of Bruner and Vygotsky

The book follows on from Donald McIntyre's previous book Making Sense of Teaching and will be of interest to student teachers, teachers studying for advanced degrees and academics involved in teacher education.

Inhaltsverzeichnis

Introduction
Gaining access to teachers' and pupils' perspectives on teaching and learning
The national curriculum context
Teachers' craft knowledge
Pupils' craft knowledge and how it interacts with that of teachers
Teachers, pupils and subjects
Individual differences among pupils
Conclusions
the crafts of the classroom
Implications for policy on curriculum development and teacher education

Portrait

The Authors

Paul Cooper is now a Lecturer at the Combridge University Institute of Education after being a school teacher for nine years, and then having worked as Research Officer at Oxford University Department of Educational Studies for the Research project reported in this book from 1991 to 1994. His publications include Effective Schools for Disaffected Pupils (Routledge, 1993) and Emotional and Behavioural Difficulties: from Theory to Practice (with Colin Smith and Graham Upton, Routledge, 1994)

Donald McIntyre is Reader in Educational Studies at Oxford University and a Fellow of Jesus College, Oxford, where he has been since 1986, having previously spent sixteen years as a researcher and lecturer at the University of Stirling. He has researched and published widely in the fields of teaching and teacher education. His recent publications include Making Sense of Teaching (with Sally Brown, Open University Press, 1993), Mentoring (with Hazel Hagger and MargaretWilkin, Kogan Page, 1993) and Managing School-Based Initial Teacher Education (with Hazel Hagger and Katharine Burn, Kogan Page, 1994).

Pressestimmen

"Presentation, development and organisation are exemplary.This is an excellent study. As the teachers' craft in the study mightserve as a model for young student-teachers, so the researchers' craft exemplified in this text serves as a model of its kind for any youngresearchers." - British Educational Research Journal "The robustness of the methodology is beyond doubt, the quality of the pupil contribution to the data gathered is impressive and the utility of the authors' insights for teacher initial and continuing education is a pleasure to acknowledge." - Education in the North
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