A comprehensive analysis of the work of teachers as it impinges on children, colleagues, other professionals, managers, parents, the community, and educational policy. In the process it relates theoretical perspectives to 15 detailed case studies.
The result of a research project, this work, an attempt to report on what has actually been happening in our schools, answers such questions as: what difference have education reforms made to pupils' experience in schools? and how has recent education policy impacted on children today?
This fascinating volume compares the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. It explores how secondary schools in three very different education systems work to develop the aptitudes and attitudes conducive to lifelong learning in conditions of complexity, uncertainty and multiple change. By drawing upon a rich data-set including questionnaires, individual and group interviews and classroom observation, the book gives a voice to young learners in the three countries. Through detailed case studies and quotations it examines their concerns with schooling, with teachers, with motivation and achievement and explores the very different social contexts which influence their engagement with learning. This book will be an essential resource for researchers, practitioners, students and policy-makers and all those committed to understanding the relationship between culture and learning and to improving secondary education.
Pat Willard takes readers on a journey into the regional nooks and crannies of American cuisine where WPA writers-including Eudora Welty, Saul Bellow, Ralph Ellison, and Nelson Algren, among countless others-were dispatched in 1935 to document the roots of our diverse culinary cuisine. America Eats!, as the project was entitled, was never published. With the unpublished WPA manuscript as her guide, Willard visits the sites of American foods past glory to explore whether American traditional cuisine is still as healthy and vibrant today as it was then.
Recognising performance and accountability pressures on schools, Inspiring School Change shows how a commitment to the arts in education can meet core school agendas of pupil and parent engagement, attainment, improved teaching and inclusion. Schools are under pressure to develop their students’ creativity and to improve their cultural education. This book fills a gap by marshalling the arguments and evidence for a form of education in, through and with the arts that moves beyond individual projects to become central to teaching, learning and school reform. When the arts are taken seriously, schools become different - and better - places. Using research evidence to promote greater awareness of the capacity of the arts to promote educational change, this text captures four key themes that run through all of the chapters: • Inspiration - sharing experiences and the way they happened, documenting inspiring pedagogy by understanding the reason it was done, the factors and the people involved in making it work. • School change - the need for schools to better prepare young people for the lives they will live in the twenty-first century; to engage young people more effectively and so educate them better, and the recognition that in an unequal society schools can contribute to making things fairer. • Creative arts - demonstrates, through international research, how the arts can facilitate whole school learning, meet core agendas, such as attainment, inclusion and promote lifelong learning. • Transforming education - marshals the arguments and evidence for a form of education in, through and with the arts that moves beyond individual projects to become central to teaching, learning and school reform. Tackling the hot topics of parent and pupil engagement, standards and accountability in a fresh way, Inspiring School Change offers those engaged in the research and practice of improving teaching and learning with insight into the educational value and possibilities of arts-based teaching and an arts-rich curriculum
First published in 1997. In this book the author intends to explore some of the many questions which arise as a result of increasing awareness in our society about equality issues. Can the attempt to make books for children consistent with contemporary views about equality go too far? In any case, are children really as much influenced by books and other material as some educationalists would claim? What can or should we do about the 'classics' Of the past? And are today's children's writers so much better at avoiding giving offence to minorities? How much are children affected by the kind of prejudices and preconceptions that we all grow up with but don't always succeed in acknowledging in later life?
A celebration of the many contributions of women designers to 20th-century American culture. Encompassing work in fields ranging from textiles and ceramics to furniture and fashion, it features the achievements of women of various ethnic and cultural groups, including both famous designers (Ray Eames, Florence Knoll and Donna Karan) and their less well-known sisters.
What are gears? Why do some gears work better than others? In GEARS, children can find out by looking at toys and other objects and then use the blueprint at the end of the book to build their own model helicopter.
Illustrations and activities demonstrate springs and wind-up toys as sources of energy; a plan for building a model with a wind-up mechanism is included.
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