Effective Teaching and Learning
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 VygotskyThe book follows on from Donald McIntyre's previous book Making Sense of Teaching and will be of interest to student teachers, teacher…
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Produktdetails
Weitere Autoren: Cooper, James
- ISBN: 978-0-335-19379-0
- EAN: 9780335193790
- Produktnummer: 2161397
- Verlag: Open Univ Pr
- Sprache: Englisch
- Erscheinungsjahr: 1996
- Seitenangabe: 190 S.
- Masse: H22.9 cm x B15.2 cm x D1.0 cm 263 g
- Auflage: New
- Gewicht: 263
Über den Autor
The AuthorsPaul 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).
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