This sourcebook offers a unique summary into all that was important in primary education during the 1990s. It provides almost fifty key readings on the field which are grouped around six major topics: * learners* teachers* classrooms* curriculum* assessment* school and education policy. Over half of the readings focus on real life cases - such as pupils, teachers, classrooms or schools - as a means of conveying some of the interpersonal subtleties of teaching and learning in primary schools. At the same time, these cases highlight important current topics and debates in primary education and often provide insights into practical ways of meeting the challenges which are posed. Other articles are more explicitly analytical and provide conceptual frameworks, overviews or critiques of their fields. This is an excellent resource and guide for primary school teachers, and students studying on PGCE courses.
Author(s): Andrew Pollard
Year: 1993
Language: English
Pages: 336
Book Cover......Page 1
Title......Page 4
Contents......Page 5
Foreword......Page 10
Introduction: teaching and learning in the 1990s......Page 12
How children learnand fail......Page 18
Towards a sociology of learning in primary schools......Page 23
Wally's story......Page 39
Bilingual by rights......Page 43
Sex roles in the formative years......Page 53
Learner needs or learner rights?......Page 64
The teacher as a person......Page 78
Teacher expertise......Page 84
Teaching as a professional activity......Page 91
Those who understand: knowledge growth in teaching......Page 95
A first try: starting the day......Page 100
Akemi......Page 106
Teacher expectations......Page 110
Life in classrooms......Page 124
Characteristics of good practice......Page 130
The rise and fall of primary education......Page 134
The 'three wise men' and after......Page 143
Teaching strategies......Page 153
An approach to personal and social education in the primary school: or how one city schoolteacher tried to make sense of her job......Page 168
The core curriculum: an international perspective......Page 178
The national curriculum: origins, context, and implementation......Page 183
Coherence and manageability: reflections on the national curriculum and cross-curricular provision......Page 195
The evolution of the topic......Page 199
Preserving integration within the national curriculum in primary schools: approaching a school development plan......Page 205
Successful topic work......Page 217
The classteacher and the curriculum......Page 218
Teachers' subject knowledge......Page 224
Assessment and the improvement of education......Page 230
Target setting with young children......Page 239
The organisation of the primary school......Page 250
Key factors for effective junior schooling......Page 261
The culture of collaboration......Page 269
St Andrew's Church of England Primary School......Page 284
Involving the whole staff in developing a maths curriculum......Page 294
Primary-secondary transfer after the national curriculum......Page 304
Parents' choice of school......Page 309
Involving parents......Page 313
Acknowledgements......Page 325
Notes on sources......Page 328
Index......Page 330
