Harlen, Wynne's Books

Assessment of Learning

By: Wynne Harlen

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This book takes a critical look at how students′ achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers′ judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment).

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265

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SAGE

Published Date

ISBN 10

1446223124

ISBN 13

9781446223123

Teaching Science for Understanding in Elementary and Middle Schools

By: Wynne Harlen

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Teaching Science for Understanding in Elementary and Middle Schools

By: Wynne Harlen

This book comes at just the right time, as teachers are being encouraged to re-examine current approaches to science instruction." -Lynn Rankin, Director, Institute for Inquiry, Exploratorium "Easy to read and comprehend with very explicit examples, it will be foundational for classroom teachers as they journey from novice teacher of science to expert." -Jo Anne Vasquez, Ph.D., Past President of the National Science Teachers Association "Teaching Science for Understanding is a comprehensive, exquisitely written guide and well-illustrated resource for high quality teaching and learning of inquiry-based science." -Hubert M. Dyasi, Ph.D., Professor of Science, City College and City University of New York Even though there is an unending supply of science textbooks, kits, and other resources, the practice of teaching science is more challenging than simply setting up an experiment. In Teaching Science for Understanding in Elementary and Middle Schools, Wynne Harlen focuses on why developing understanding is essential in science education and how best to engage students in activities that deepen their curiosity about the world and promote enjoyment of science. Teaching Science for Understanding in Elementary and Middle Schools centers on how to build on the ideas your students already have to cultivate the thinking and skills necessary for developing an understanding of the scientific aspects of the world, including: helping students develop and use the skills of investigation drawing conclusions from data through analyzing, interpreting, and explaining creating classrooms that encourage students to explain and justify their thinking asking productive questions to support students' understanding. Through classroom vignettes, examples, and practical suggestions at the end of each chapter, Wynne provides a compelling vision of what can be achieved through science education...and strategies that you can implement in your classroom right now.

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Page Count

160

Publisher

Heinemann Educational Books

Published Date

ISBN 10

0325061599

ISBN 13

9780325061597

The Teaching of Science in Primary Schools

By: Wynne Harlen OBE,Anne Qualter

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The Teaching of Science in Primary Schools

By: Wynne Harlen OBE,Anne Qualter

The Teaching of Science in Primary Schools provides essential information for all concerned with primary school education about all aspects of teaching science. It pays particular attention to inquiry-based teaching and learning because of the more general educational benefits that follow from using this approach. These benefits are often expressed in terms of developing general scientific literacy and fostering the ability to learn and the motivation to continue learning. This book also aims to help teachers focus on the ‘big’ or powerful ideas of science rather than teaching a series of unrelated facts. This leads children to an understanding of the nature, and limitations, of scientific activity. This fully expanded and updated edition explores: The compelling reasons for starting science in the primary school. Within-school planning in the context of less prescriptive national requirements. The value of having in mind the ‘big ideas’ of science. The opportunities for children to learn through greater access to the internet and social networking. The expanding sources of materials and guidance now available to teachers on-line. Greater attention to school and teacher self-evaluation as a means of improving provision for children’s learning. The importance for both teachers and learners of reflecting on the process and content of their activities. Other key aspects of teaching, such as:- questioning, the importance of discussion and dialogue, the formative and summative roles of assessment and strategies for helping children to develop understanding, skills, positive attitudes and enjoyment of science, are preserved. So also is the learner-centred approach with an emphasis on children learning to take some responsibility for their activities. This book is essential reading for all primary school teachers and those on primary education courses.

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Page Count

393

Publisher

Routledge

Published Date

ISBN 10

1317914279

ISBN 13

9781317914273

Making Progress in Primary Science

A Handbook for Professional Development and Preservice Course Leaders

By: Wynne Harlen

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Making Progress in Primary Science

A Handbook for Professional Development and Preservice Course Leaders

By: Wynne Harlen

This new edition has been extensively rewritten. Each module contains notes for facilitators, photocopiable workshop materials, activities for practitioners & suggestions for further reading.

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Page Count

257

Publisher

Psychology Press

Published Date

ISBN 10

041527673X

ISBN 13

9780415276733

Assessment of Learning

By: Wynne Harlen

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Assessment of Learning

By: Wynne Harlen

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265

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SAGE

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ISBN 10

1446223124

ISBN 13

9781446223123

EBOOK: Developing Teacher Assessment

By: John Gardner,Wynne Harlen,Louise Hayward,Gordon Stobart,Martin Montgomery

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EBOOK: Developing Teacher Assessment

By: John Gardner,Wynne Harlen,Louise Hayward,Gordon Stobart,Martin Montgomery

The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning." Professor Mary James, University of Cambridge, UK. This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion. The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?" There is coverage of key professional learning dimensions including: The purposes of assessment The need for evidence to support innovation The process and steps to develop new practice Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them. This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

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Page Count

208

Publisher

McGraw-Hill Education (UK)

Published Date

ISBN 10

0335239536

ISBN 13

9780335239535

Suddenly a Daddy

The Billionaire's Unexpected Heir the Baby Surprise

By: Kathie DeNosky,Brenda Harlen

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Suddenly a Daddy

The Billionaire's Unexpected Heir the Baby Surprise

By: Kathie DeNosky,Brenda Harlen

Two previously published novels. The Billionaire's unexpected heir A2009, and, The baby surprise A2010.

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Page Count

395

Publisher

Harlequin

Published Date

ISBN 10

0373609906

ISBN 13

9780373609901

Shakespeare on the American Stage: From Booth and Barrett to Sothern and Marlowe

By: Charles Harlen Shattuck

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Shakespeare on the American Stage: From Booth and Barrett to Sothern and Marlowe

By: Charles Harlen Shattuck

This set of essays, which surveys major developments in the winding down of nineteenth-century methods of Shakespeare staging, spans the decades from the 1880s to about 1920. The Epilogue describes the American celebration of the Tercentenary of Shakespeare's death.

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Page Count

360

Publisher

Associated University Presses

Published Date

ISBN 10

0918016770

ISBN 13

9780918016775

Teaching, Learning and Assessing Science 5 - 12

By: Wynne Harlen

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Teaching, Learning and Assessing Science 5 - 12

By: Wynne Harlen

This thoroughly revised and completely up-to-date new edition provides an excellent theoretical framework for teaching science that is firmly grounded in classroom practice and covers all stages of education for students aged 5 to 12. Wynne Harlen details a constructivist view of learning, which recognises that children already have ideas about the world in which they live, and gives advice on how teachers can help children to develop their understanding and change their perception to a more scientific view. A particular feature is the focus on formative assessment as a framework for discussion on how to help students develop their understanding, enquiry skills and positive attitudes to scientific investigation.

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Page Count

263

Publisher

SAGE Publications

Published Date

ISBN 10

1412908728

ISBN 13

9781412908726

The Teaching of Science in Primary Schools

By: Wynne Harlen

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The Teaching of Science in Primary Schools

By: Wynne Harlen

Presenting an up-to-date discussion of the many aspects of teaching primary science, this best-selling book contains a strong focus on constructivist learning and the role of social interaction in learning.

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Page Count

260

Publisher

David Fulton Publishers

Published Date

ISBN 10

185346564X

ISBN 13

9781853465642

Teaching, Learning and Assessing Science 5 - 12

By: Wynne Harlen

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Teaching, Learning and Assessing Science 5 - 12

By: Wynne Harlen

`Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′ - Dr Derek Bell, Chief Executive, The Association for Science Education This thoroughly revised and completely up-to-date new edition provides an excellent theoretical framework for teaching science that is firmly grounded in classroom practice and covers all stages of education for students aged five to 12 years. The author details a constructivist view of learning, which recognizes that children already have ideas about the world in which they live, and gives advice on how teachers can help children to develop their understanding and change their perception to a more scientific view. A particular feature is the focus on formative assessment as a framework for discussion on how to help students develop their understanding, enquiry skills and positive attitudes to scientific investigation. The wide range of topics covered include: The nature of students′ learning in science The goals of science education Gathering and interpreting information about students′ ′s ideas Helping development of scientific ideas Gathering and interpreting evidence of students′ enquiry skills and attitudes Strategies for helping development of students′ qnquiry skills and attitudes The learner′s role in learning Summarising and reporting learning Motivating learning Teachers and children′s questions Resources for learning science Managing science in the school Each chapter features useful summaries, points for reflection and further reading, making this acclaimed book indispensable reading for all primary and practitioners and students who want a book that will authoritatively inform, inspire and instruct their science teaching.

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264

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SAGE

Published Date

ISBN 10

1446245454

ISBN 13

9781446245453

The Teaching of Science in Primary Schools

By: Wynne Harlen OBE,Anne Qualter

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The Teaching of Science in Primary Schools

By: Wynne Harlen OBE,Anne Qualter

The fifth edition of this bestselling textbook provides an up-to-date discussion of the many aspects of teaching primary science, maintaining its strong focus on constructivist learning and the role of social interaction in learning. With emphasis on the child-centred approach, the book also promotes the importance of fostering motivation for learning through enjoyment and giving children some control of their activities. The fifth edition has been updated to reflect: the move towards a cross-curricular approach in primary schools recent developments in the use of ICT by teachers and pupils how assessment and records can be used to help learning what recent studies of the brain can tell us about learning the widespread emphasis on teaching and learning through inquiry the recognition of the importance of discussion, dialogue and argumentation changes in curriculum management and planning. The book opens with multiple case studies, four of which are new to this edition, offering cross-curricular examples of primary science in action. Each chapter is framed by an introduction and summary points. Suggestions for further reading are provided and there are numerous references to useful websites. Combining theory and practice, The Teaching of Science in Primary Schools helps the reader to understand the rationale behind the practice. It continues to be essential reading for all trainee and practising primary school teachers, including students on PGCE Primary, BEd, BA Primary, Education Studies courses and those studying for further qualifications in education.

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Page Count

340

Publisher

Routledge

Published Date

ISBN 10

1135868751

ISBN 13

9781135868758

Environmental Science in the Primary Curriculum

By: Jos Elstgeest,Wynne Harlen

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Environmental Science in the Primary Curriculum

By: Jos Elstgeest,Wynne Harlen

The importance of helping children to understand the environment is now widely recognized and is well represented in The National Curriculum for Science. But what kind of `environmental education' is appropriate at the primary level? The authors address this central question throughout this book. Science activities relating to the children's school environment are described and explained. The interaction or `encounter' of children with the environment is the pervading theme. In these `encounters' children are encouraged to find answers to their questions through scientific investigation of the objects, events or particular part of the environment being studied, either in the field or in the classroom.

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SAGE Publications Limited

Published Date

ISBN 10

1853961272

ISBN 13

9781853961274

The Teaching of Science in Primary Schools

By: Wynne Harlen OBE

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The Teaching of Science in Primary Schools

By: Wynne Harlen OBE

Now in a fully updated seventh edition, The Teaching of Science in Primary Schools provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching science, and provides suggestions and examples aimed to increase teachers’ confidence and pupils‘ enjoyment of the subject. This new edition explores: Changes in curriculum and assessment requirements in the UK Advances in knowledge of how children learn Expansion in the use of ICT by teachers and children And expands on key aspects of teaching including: The compelling reasons for starting science in the primary school Strategies for helping children to develop understanding, skills and enjoyment Attention to school and teacher self-evaluation as a means of improving provision for children’s learning. Giving the latest information about the rationale for and use of inquiry-based, constructivist methodology, and the use of assessment to help learning, the book combines practice and theory, explaining and advocating for particular classroom interactions and activities. This book is essential reading for all primary school teachers and those engaged in studying primary education.

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Page Count

498

Publisher

Routledge

Published Date

ISBN 10

1315398885

ISBN 13

9781315398884

The Teaching of Science in Primary Schools

By: Wynne Harlen

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The Teaching of Science in Primary Schools

By: Wynne Harlen

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Page Count

260

Publisher

David Fulton Publishers

Published Date

ISBN 10

185346564X

ISBN 13

9781853465642

Assessing Science in the Primary Classroom

Written Tasks

By: Mike Schilling,Linda Hargreaves,Wynne Harlen

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Assessing Science in the Primary Classroom

Written Tasks

By: Mike Schilling,Linda Hargreaves,Wynne Harlen

This book explains the purpose and nature of written assessment in science, illustrated through a description of material developed and used in the STAR project. In considering the design of the written material for assessing children’s achievement levels in science process skills, it was important that the context be as close as possible to normal primary class activities. A class project was devised around the investigation of materials and objects to be found in an imaginary Walled Garden. The authors describe the use in the classroom of the Walled Garden materials, and presented examples of children’s responses, together with a discussion of the interpretation and categorisation of such responses. The a

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Page Count

156

Publisher

Paul Chapman Educational Publishing

Published Date

ISBN 10

1853960772

ISBN 13

9781853960772

Making Progress in Primary Science

A Handbook for Professional Development and Preservice Course Leaders

By: Wynne Harlen

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Making Progress in Primary Science

A Handbook for Professional Development and Preservice Course Leaders

By: Wynne Harlen

This new edition has been extensively rewritten. Each module contains notes for facilitators, photocopiable workshop materials, activities for practitioners & suggestions for further reading.

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Page Count

257

Publisher

Psychology Press

Published Date

ISBN 10

041527673X

ISBN 13

9780415276733

Making Progress in Primary Science

A Study Book for Teachers and Student Teachers

By: Wynne Harlen

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Making Progress in Primary Science

A Study Book for Teachers and Student Teachers

By: Wynne Harlen

This text follows a module structure & focuses on the learning of science as an investigative process through which pupils develop an understanding of ideas. Modules include building on childrens' own ideas, how to ask & answer questions, managing practical work in the classroom & cross-curricular links.

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Page Count

238

Publisher

Psychology Press

Published Date

ISBN 10

0415284414

ISBN 13

9780415284417

Developing Teacher Assessment

By: Gardner, John,Harlen, Wynne,Hayward, Louise

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Developing Teacher Assessment

By: Gardner, John,Harlen, Wynne,Hayward, Louise

-The purposes of assessment --

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Page Count

210

Publisher

McGraw-Hill Education (UK)

Published Date

ISBN 10

0335237835

ISBN 13

9780335237838

Confidence and Understanding in Teaching Science and Technology in Primary Schools

By: Wynne Harlen,Colin Holroyd,Michel Byrne

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Confidence and Understanding in Teaching Science and Technology in Primary Schools

By: Wynne Harlen,Colin Holroyd,Michel Byrne

The purpose of this study was to investigate the problems facing primary teachers in implementing the 5-14 guidelines for science and technology and the extent to which these problems are related to teachers' knowledge and understanding of the subject matter in Scotland. Data collection methods included questionnaires and interviews. A key finding was that many primary teachers lack confidence in their ability to teach the science and technology components of the environmental studies curriculum for pupils 5-14 and do not have a sound grasp of the ideas they are expected to develop in their pupils. Other findings include: teachers felt relatively more confident about the teaching of science process skills than about developing understanding of content; there were predictable variations relating to gender and possession of some qualification in science; teachers who had been qualified longer were more confident about teaching mathematics, English, and religious education while those qualified later were more confident about teaching science and technology; low confidence was associated with various factors including disliking science in their own schooling, inadequate initial training, little in-service help, and insufficient resources and support to cope with the practical difficulties; and those teachers who had studied some science in secondary school had a better understanding of science ideas. Contains 53 references and the survey instrument. (JRH)

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Page Count

225

Published Date

ISBN 10

1860030149

ISBN 13

9781860030147

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