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Author : Kay Kinder,John Harland,Mary Wootten
Publisher : Unknown
Page : 81 pages
File Size : 50,5 Mb
Release : 1991
Category : Education
ISBN : 0700512942
Author : Steve Farrow,Jerry Norton
Publisher : Routledge
Page : 167 pages
File Size : 47,5 Mb
Release : 2005-08-04
Category : Education
ISBN : 9781135721305
Charts recent and current developments in the practical business of changing classroom practice to make schools more effective. It is devoted to detecting the effects on classroom practice of the efforts made to improve schools, and to understanding how c.
Author : Emmanuel Mushayikwa
Publisher : Universal-Publishers
Page : 428 pages
File Size : 50,7 Mb
Release : 2011-03-02
Category : Electronic
ISBN : 9781599423920
The aim of this research was to investigate the perceived impact of ICT on Zimbabwean A-level science and mathematics teachers' self-directed professional development. The study was based on a questionnaire survey of 254 teachers throughout the country. Supplementary data came from 54 interviews. Some observations of teachers using ICT in teacher-centres, e-mail correspondence, and field reports also contributed to the database of the study. An analysis framework was developed through the use of grounded theory on the interview transcripts. The framework yielded 9 themes relating to the teachers' use of ICT for their professional development. These were: (1) perceived professional identity; (2) career development; (3) Managing the ICT environment; (4) theoretical and content knowledge; (5) practical knowledge and skills; (6) adaptation; (7) professional networking and; (8-9) perceived benefits to teachers and students. Chaos (complexity) theory was used to identify the major attractors (goals) for teachers' self-directed professional development using ICT. Two attractors were identified. These were personal professional development and classroom practice. However, an over-riding factor common to both attractors was identified as self-efficacy. The study identified the over-arching driver for self-directed professional development as the teacher's need to improve their self-efficacy. A two dimensional model of self-directed professional development was suggested. The systemic element of the model focused on the self-correcting impact of ICT use on professional development, whilst the personal element focused on self-efficacy as the central stratum for self-directed professional development. The study concluded by acknowledging the potent role that ICT is playing in the self-directed continuing professional development of teachers in Zimbabwe, and recommended, among other things, the inclusion of A-level teachers in the development of localised online materials resources for their subjects. This will help to enhance relevance of the materials to the Zimbabwean context
Author : Glover, Derek (Research Associate, Department of Education, University of Keele),Law, Sue (Director of Inservice Education, University of Keele)
Publisher : Routledge
Page : 196 pages
File Size : 55,5 Mb
Release : 2005-07-08
Category : Education
ISBN : 9781135728090
This work evaluates and attempts to produce a model for effective professional development. It contrasts the work in Britain with that in other countries, with case studies and exercises to illustrate points, highlighting good practice.
Author : Penny Lacey
Publisher : Routledge
Page : 193 pages
File Size : 53,8 Mb
Release : 2013-10-18
Category : Education
ISBN : 9781134104185
The challenges and possibilities for collaborative support partnerships across the range of special needs are thoroughly explored in this practical book based on current research. Case studies are used to illustrate practice that is achievable yet forward thinking drawn from a variety of services and age phases. This book gives guidance for the sharing of practice, and advice for those wishing to embark upon or improve the way in which they work with other people and services.
Author : Christopher Rhodes,Geoff Hampton,Michael Stokes
Publisher : Routledge
Page : 152 pages
File Size : 45,6 Mb
Release : 2004-07-15
Category : Education
ISBN : 9781134369577
This book will help you and your staff to develop a framework for continuing professional development within your school or college.
Author : Chris Day
Publisher : Routledge
Page : 270 pages
File Size : 41,9 Mb
Release : 2002-01-04
Category : Education
ISBN : 9781135711351
Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.
Author : Judith Bennett
Publisher : Bloomsbury Publishing
Page : 114 pages
File Size : 42,9 Mb
Release : 2003-12-01
Category : Education
ISBN : 9781441152183
Intended as a guide for those wishing to draw on research techniques in order to inform the planning and undertaking of multi-method evaluation studies of educational initiatives. While it is possible to undertake evaluation without reference to research, the formal evaluation of education initiatives is enhanced by the use of research approaches to gather information on the nature of the developments that have taken place and/or merit and worth of the initiatives. In a climate where the question, "Does it work?" is being asked with increasing frequency, this book will consider ways of designing multi-method evaluation studies to help answer this question.
Author : Peter Nentwig,David Waddington
Publisher : Waxmann Verlag
Page : 364 pages
File Size : 43,7 Mb
Release : 2006
Category : Education
ISBN : 3830965079
'Teaching in context' has become an accepted, and often welcomed, way of teaching science in both primary and secondary schools. The conference organised by IPN and the University of York Science Education Group, Context-based science curricula, drew on the experience of over 40 science educators and 10 projects. The book is arranged in four parts. Part A consists of two papers, one on situated learning and the other on implementation of new curricula. Part B contains descriptions of five major curricula in different countries, why they were introduced, how they were developed and implemented and evaluation results. Part C gives descriptions of three projects that are of smaller scale and their materials are used as interventions in other more conventional curricula. There is also a contribution on some fundamental research where modules of work are written to examine how best to design context-based curricula. Finally, Part D consist of two chapters, one summarising some of the findings that came out of the chapters in the three earlier parts and the second looks at the future.
Author : Ian Davies,Ian Gregory,Shirley Riley
Publisher : Routledge
Page : 160 pages
File Size : 45,6 Mb
Release : 2002-11-01
Category : Education
ISBN : 9781135700362
Citizenship has been taught in school around the world for many years now, and is due to be introduced to the UK curriculum over the next few years. Teachers, Headteachres, administrators and policy makers have the opportunity to develop citizenship education programs for all their students. This book takes a pragmatic approach to the issue, and answers many of the crucial questions that will be emerging: what definitions of citizenship are to be followed, and how is citizenship taught? What approaches will be taken by teachers and what is the likely shape of best practice for citizenship education? How will the issue impact on schools and teacher training, and how should they rise to the challenge? What are the key factors influencing or threatening the development of good citizens? Based on the analysis of data collected form over 700 teachers the book provides real solutions to questions raised by citizenship education, and makes recommendations for practice in schools and in the training and development of teachers.
Author : Angela Anning
Publisher : McGraw-Hill Education (UK)
Page : 178 pages
File Size : 45,6 Mb
Release : 1995-10-16
Category : Education
ISBN : 9780335230495
What does the National Curriculum mean to pupils and teachers at Key Stage One? How have teachers and children coped with the ongoing changes? How has subject teaching altered in infant classrooms? In A National Curriculum for the Early Years, Angela Anning and her team of contributors set out to examine these issues. Infant teachers and their pupils were the guinea pigs for the introduction of the National Curriculum over a five year period. Despite many reservations about a subject-based curriculum for young children, teachers struggled to interpret the National Curriculum Orders into a workable, if not manageable, curriculum in their classrooms. The contributors to this book, each experts in a subject discipline, have kept in close touch with practising and intending infant teachers as the National Curriculum was operationalized in primary schools. They have used their teacher networks, as well as research evidence, to tap into the strategies used by infant teachers to cope with the planning, delivery and assessment of the National Curriculum subjects and the effects of government policy changes on young children's learning. Together the contributors provide a timely analysis of subject discipline based education for young children and look ahead to the prospects for those subjects at Key Stage One in the second half of the 1990s. This book will be essential reading for anyone involved in the education of young children.
Author : Kaia Tollefson,Monica K. Osborn
Publisher : Corwin Press
Page : 217 pages
File Size : 47,5 Mb
Release : 2007-12-06
Category : Education
ISBN : 9781452297774
Drawing from progressive educational thought, this guide helps teachers translate theory into classroom practice in seven crucial areas, including developing communities of learners, planning instruction, and more.
Author : Sue Nichols,Phil Cormack
Publisher : Teachers College Press
Page : 186 pages
File Size : 43,9 Mb
Release : 2017
Category : Education
ISBN : 9780807773901
How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of student learning, their content area knowledge, and their career trajectories. Attesting to long-lasting changes in ways that these educators approach professional challenges, the authors identify the “ripple effect” of these changes through school communities and beyond. Impactful Practitioner Inquiry includes in-depth case studies as well as chapters specifically focused on the design and analysis aspects of inquiry. Book Features: An examination of how practitioner inquiry impacts professional practice, school culture, and career trajectories.The use of complexity and network theories to understand how practitioner inquiry is able to create its ripple effect.Testimonies from educators with up to 10 years’ experience as inquirers.Practices from early childhood and school settings, classroom and leadership roles, general education and specialist settings. “This in-depth reflective analysis will be invaluable to action researchers and school–university collaborations in designing inquiries that positively impact student lives and learning.” —JoBeth Allen, professor emeritus, University of Georgia “Incorporating extended examples, helpful frameworks and critical analysis, this will be a must-have book for teacher-researchers and educational professional learning communities internationally.” —Barbara Comber, research professor, University of South Australia and Queensland University of Technology
Author : David Middlewood,Jacky Lumby
Publisher : SAGE
Page : 105 pages
File Size : 55,8 Mb
Release : 1999-01-08
Category : Education
ISBN : 9781446265086
`This is a distance-learning text for a university MBA course but it is easy to recommend it also as a free-standing, clearly written and comprehensive induction to the subject. NPQH candidates should grab it′ - Management in Education This textbook deals with current theories of the management of people employed in schools and colleges, recent developments and emerging trends. The authors focus on issues relevant to the whole organization and the the specifics of managing a school or college and its employees. They also cover the application of good practice to management processes such as selection, induction, performance management, appraisal and staff development. It is relevant to teachers and managers working in schools of all phases, and in further education colleges, including those aspiring to more senior positions. It is also directly relevant to the requirements of the NPQH.
Author : Sonia Blandford
Publisher : Routledge
Page : 252 pages
File Size : 48,5 Mb
Release : 2012-11-12
Category : Education
ISBN : 9781134642359
The importance of professional development for teachers cannot be overstated. In recent years there has been much debate on how to raise standards in schools and it is now recognised by theorists, policy-makers and practitioners that the professional development of teachers is an important factor in this context. For professional development co-ordinators and senior management, knowledge and understanding of the nature of professional development roles and human resource management theories will provide a framework for practice. This book includes chapters on: *managing professional development in a human resources context *government policy *initial teacher training *the school development plan *appraisal *middle management *leadership skills. It will be of interest to co-ordinators of professional development in schools and across local education authorities, and to anyone who is part of a school's senior management team.