Joanna McPake's Books

Growing Up With Technology

Young Children Learning in a Digital World

By: Lydia Plowman,Christine Stephen,Joanna McPake

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Growing Up With Technology

Young Children Learning in a Digital World

By: Lydia Plowman,Christine Stephen,Joanna McPake

This book explores the role of technology in the lives of three and four-year-old children, considering children’s experiences at home and in preschool settings from the perspectives of parents, practitioners and children.

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188

Publisher

Routledge

Published Date

ISBN 10

113518853X

ISBN 13

9781135188535

Case Studies of Setting in Primary School Classrooms

An Extension to the Teachers' and Pupils' Days in the Primary Classroom Project

By: Joanna McPake

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Case Studies of Setting in Primary School Classrooms

An Extension to the Teachers' and Pupils' Days in the Primary Classroom Project

By: Joanna McPake

In Scottish primary schools, "setting" refers to arranging pupils for a given curriculum area in separate classes with different teachers, based on pupils' attainment in that particular area. This research studied four Primary 7 classes in Scotland, in which setting was used for the teaching of mathematics and English in 3 of the 4 schools. Findings from observations of classroom practices in these classes were compared with findings from an earlier study of four Primary 7 classes in which setting was not used. The comparison findings indicated that there was little difference in the balance of the curriculum in setting and nonsetting schools. In both types of schools, there were marked differences between practice and 5-14 recommendations. Target pupils spent more time in whole class teaching situations in setting schools than in nonsetting schools. Setting was not related to the amount of time target pupils were engaged on task. There was no increase in the amount of time devoted exclusively to teaching in the setting schools. The dominant teaching approach in setting schools was instruction, with both set classes and mixed ability classes. In nonsetting schools, facilitating learning was the commonly noted teaching approach. Target students in setting schools spent more time involved in assessment than their counterparts in nonsetting schools. Overall, the time teachers spent assessing and recording pupils' progress was similar in setting and nonsetting schools. Recommendations were made regarding introduction of setting, grouping strategies, teacher allocation, resources, communication with pupils and parents, and evaluation of the effects of setting. (Contains 17 references.) (KB)

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ISBN 10

1860030521

ISBN 13

9781860030529

Managing Change in Small Scottish Primary Schools

By: Valerie Wilson,Joanna McPake

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Managing Change in Small Scottish Primary Schools

By: Valerie Wilson,Joanna McPake

This report describes Scottish research on ways in which headteachers in small primary schools managed mandated changes. The research focused on implementation of four recent major initiatives: 5-14 Curriculum Guidelines, School Development Planning, Staff Development and Appraisal, and Devolved School Management. Research methods included a national survey of all 863 small (fewer than 121 students) primary schools (708 responses) and 18 case studies. Chapters in the report cover: (1) research outline, aims, and methods; (2) the literature on Scottish small schools, headteachers' leadership style and career progression, and management support and development in small schools; (3) characteristics of Scottish small schools (enrollments, numbers of teachers, location, adequacy of facilities); (4) characteristics of headteachers (gender, age, qualifications, career histories, rural roots, management experience and training, future career plans); (5) implementation of the four major initiatives (extent of implementation, climate of change, headteachers' attitudes toward change, management activities overall and for each initiative, profile of "advanced" implementers); (6) elements of a small-school management style; (7) professional development and support for small schools and community support; and (8) recommendations for headteachers, Educational Authorities, and national bodies to support further development of managerial skills among headteachers in small schools. Contains 42 references. Appendixes include summary of legislation and guidelines affecting Scottish headteachers' management role (1980-96); summary of issues from previous research; methodology outline; and questionnaires and response summaries. (SV)

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ISBN 10

1860030408

ISBN 13

9781860030406

Facing Goliath

Adults' Experiences of Participation, Guidance and Progression in Education

By: Amy Blair,Joanna McPake,Pamela Munn

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Facing Goliath

Adults' Experiences of Participation, Guidance and Progression in Education

By: Amy Blair,Joanna McPake,Pamela Munn

A study examined adults' experiences regarding participation, guidance, and progression in various formal educational settings across Scotland. In-depth interviews were conducted with 50 adult returners to the different parts of the education system (higher, further, and community education and local schools). Data from the interviews were synthesized into a portrait of adults' reasons for participating in educational programs; their guidance needs, persistence in the system, gains, and progression; and policy implications. Most respondents returned to the education system to improve their positions in the labor market. The respondents expressed a need for three types of guidance (information, advice, and support) while choosing their courses and during and near the end of their courses. Although most respondents were already highly motivated to stay on course, they considered an encouraging and friendly staff to be the single most important factor in helping them stay on course. Among the reported gains due to participation were increased self-confidence and self-esteem, increased academic knowledge, and new friends and interests. (Fifty references and 10 suggestions for further reading are included along with a technical appendix, detailed description of the sample, respondent profiles, and list of advisory committee members.) (MN)

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Page Count

106

Published Date

ISBN 10

0947833803

ISBN 13

9780947833800

Book's by Joanna McPake

Growing Up With Technology

Growing Up With Technology

Case Studies of Setting in Primary School Classrooms

Case Studies of Setting in Primary School Classrooms

Managing Change in Small Scottish Primary Schools

Managing Change in Small Scottish Primary Schools

Facing Goliath

Facing Goliath

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