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Reflective teaching in schools / Andrew Pollard with Kristine Black-Hawkins ... [et al.].

By: Contributor(s): Series: Reflective teaching seriesPublisher: London, England, UK ; New York, NY, USA : Bloomsbury Academic, ©2019Edition: 5th editionDescription: xi, 612 pages : illustrations ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781350032934 (pbk)
Subject(s): DDC classification:
  • 371.102 R25 2019 23
LOC classification:
  • LA633 .P65 2019
Contents:
How to Use This BookIntroduction Part I: Becoming a Reflective Professional 1. Identity. Who Are We, and What Do We Stand For? 2. Learning. How Can We Understand Learner Development? 3. Reflection. How Can We Develop the Quality of Our Teaching? 4. Principles. What Are the Foundations of Effective Teaching and Learning? Part II: Creating Conditions For Learning 5. Contexts. What Is, and What Might Be? 6. Relationships. How Are We Getting On Together? 7. Engagement. How Are We Managing Behaviour? 8. Spaces. How Are We Creating Environments For Learning? Part III: Teaching For Learning 9. Curriculum. What Is To Be Taught and Learned? 10. Planning. How Are We Implementing the Curriculum? 11. Pedagogy. How Can We Develop Effective Strategies? 12. Communication. How Does Use of Language Support Learning? 13. Assessment. How Can Assessment Enhance Learning? Part IV: Reflecting On Consequences 14. Outcomes. How Do We Monitor Student Learning Achievements? 15. Inclusion. How Are We Enabling Learning Opportunities? Part V: Deepening Understanding 16. Expertise. Conceptual Tools for Career-Long Fascination? 17. Professionalism. How Does Reflective Teaching Contribute To Society? List Of Case-Studies, Checklists, Figures and Research BriefingsBibliography Acknowledgements Index
Summary: The book provides two levels of support: 1) Practical, evidence-based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment 2) Evidence-informed 'principles' and 'concepts' to help you continue developing skills and deepening expertise
Holdings
Item type Current library Collection Call number Status Barcode
Books Books College Library General Circulation Section GC GC 371.102 R25 2019 (Browse shelf(Opens below)) Available HNU001225

Previous edition: 2014.

Includes bibliographical references (pages 505-536) and index.

How to Use This BookIntroduction Part I: Becoming a Reflective Professional 1. Identity. Who Are We, and What Do We Stand For? 2. Learning. How Can We Understand Learner Development? 3. Reflection. How Can We Develop the Quality of Our Teaching? 4. Principles. What Are the Foundations of Effective Teaching and Learning? Part II: Creating Conditions For Learning 5. Contexts. What Is, and What Might Be? 6. Relationships. How Are We Getting On Together? 7. Engagement. How Are We Managing Behaviour? 8. Spaces. How Are We Creating Environments For Learning? Part III: Teaching For Learning 9. Curriculum. What Is To Be Taught and Learned? 10. Planning. How Are We Implementing the Curriculum? 11. Pedagogy. How Can We Develop Effective Strategies? 12. Communication. How Does Use of Language Support Learning? 13. Assessment. How Can Assessment Enhance Learning? Part IV: Reflecting On Consequences 14. Outcomes. How Do We Monitor Student Learning Achievements? 15. Inclusion. How Are We Enabling Learning Opportunities? Part V: Deepening Understanding 16. Expertise. Conceptual Tools for Career-Long Fascination? 17. Professionalism. How Does Reflective Teaching Contribute To Society? List Of Case-Studies, Checklists, Figures and Research BriefingsBibliography Acknowledgements Index

The book provides two levels of support: 1) Practical, evidence-based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment 2) Evidence-informed 'principles' and 'concepts' to help you continue developing skills and deepening expertise

College of Education Bachelor of Elementary Education

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