How do exemplary teachers `reach' students, and how do they know when they have? How can other teachers develop the skills and awareness necessary to become exemplary teachers? Vivienne Collinson addresses these questions and provides detailed information on successful practical strategies. She also illustrates the influence of teachers' beliefs on how they structure the physical, intellectual and social culture of their classrooms. The book links theory and classroom practice to increase understanding of the role of intrapersonal and interpersonal knowledge and skills in teaching and learning.
This innovative book about organizational learning in K–12 settings reshapes the way teachers and administrators think about people, practices, and policies while providing a compelling roadmap for transformation from within today's school systems.
Written from the author's experience, this guide details the use of storytelling across the curriculum. Harriet Mason's methods incorporate visual arts and music and movement to stimulate creative and critical thinking. Her book outlines over 100 activities to teach storytelling together with estimates of time required, grade-level guidance, level of difficulty, special materials needed, step-by-step descriptions and suggested variations.
Some of England's most fascinating Renaissance texts have been forgotten by historians, literary critics and theologians alike. The earliest printed Bibles in the English language provide an astonishingly rich resource for interdisciplinary studies in the 21st century. Long Travail and Great Paynes is a close textual analysis of seven texts that for a wide range of reasons, but no good ones, have been reduced to paratextual entries in general histories of the English Bible. Through extensive collations of her own, Westbrook uncovers the work of seven Renaissance Bible translator-revisers and argues forcefully for a new agenda to replace the outmoded and inappropriate one of evaluating Renaissance Bibles according to the extent of their influence on the 1611 King James Authorised Version. Every sixteenth-century text reflects something of the historical dynamic in which it was created, and English Renaissance Bibles, with their ever-changing text and paratext, have their own unique stories to tell.
Society for Educational Studies Annual Book Prize winner: 2nd Prize This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious age from the creation of policy to the everyday experiences of teachers and students in the classroom. It begins by analysing the way in which policy has evolved since the 1970s with an examination of the social forces that have shaped curriculum development. It goes on to explore the impact and intentions of a diverse group of stakeholders with sometimes competing accounts of the purposes of religious educations. It then examines the manner in which policy is, or is not, enacted in the classroom. Finally, it explores contradictions and confusions, successes and failures, and the ways in which wider public debates enter the classroom. The book also exposes the challenge religious education teachers have in using the language of religion.
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