Change in classroom practice / / edited by Hilary Constable, Steve Farrow, and Jerry Norton

• Record Nr.: UNINA9910348240803321
• Pubbl/distr/stampa: London ; ; Washington, D.C. : , : Falmer Press, , 1994
• ISBN: 1-135-72129-7; 1-135-72130-0; 1-280-14452-1; 0-203-97476-X
• Descrizione fisica: 1 online resource (167 p.)
• Altri autori (Persone): ConstableHilary; FarrowSteve; NortonJerry
• Disciplina: 371.10240941
• Soggetti: Classroom management - Great Britain; Educational change - Great Britain; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Book Cover; Half-Title; Title; Copyright; Contents; Introduction: Change in Classroom Practice: The Need to Know; 1 Researching Teachers' and Pupils' Classroom Strategies; 2 Process Product Research Revisited; 3 Changing Classroom Practice Through INSET: Towards a Holistic Model; 4 Common Curriculum but Diverse Experience; 5 The Impact of the National Curriculum on Planning for Classroom Science; 6 Expect the Unexpected: School-specific Contexts and the Shaping of School-based INSET Projects; 7 Problem Solving in Technology in the Nursery: Gender Implications; 8 Children Talking about Poetry: Changing Classroom Practice Through Teacher Oriented Research9 Investigating the Evolution of Classroom Practice; 10 Can INSET Essays Change the World for Children?; 11 Primary Teachers Experiencing Change; 12 Changing Classroom Practice Through Teacher Research; Notes on Contributors; Index
• Sommario/riassunto: Over the last ten years deliberate and determined efforts have been made to improve schooling. This book charts recent and current ; developments in the practical business of changing classroom practice to make schools more effective. It is devoted to detecting the effects on classroom practice of the efforts made to improve schools and classrooms, and to understanding how classroom practice changes. Contributors include advisory teachers, Higher Education HE tutors and researchers, and work described ranges from early years' classrooms to post-experience course outcomes and the tracking of Inse