Researching School Experience

• Record Nr.: UNINA9910784353903321
• Autore: Hammersley Martyn
• Pubbl/distr/stampa: Hoboken, : RoutledgeFalmer, 1999
• ISBN: 1-135-70183-0; 1-135-70184-9; 0-203-97905-2; 1-280-14715-6; 9786610147151
• Descrizione fisica: 1 online resource (233 p.)
• Disciplina: 306.43/2; 370.72
• Soggetti: Teaching - Social aspects; Teachers - Social conditions; Learning; Educational sociology; Ethnology
• 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.; "Peter Woods: a bibliography": p. [204]-211.
• Nota di contenuto: Book Cover; Half-Title; Dedication; Title; Copyright; Contents; Acknowledgments; Introduction; 1 Primary Heads as Teachers: Educating the School through Assemblies; 2 Researching Primary Teachers' Work: Examining Theory, Policy and Practice through Interactionist Ethnography; 3 Sid-stepping the Substantial Self: The Fragmentation of Primary Teachers' Professionality through Audit Accountability; 4 Tales of Fear and Loathing: Teachers' Work and Recent Educational Reform; 5 The Psychic Rewards (and Annoyances) of Teaching; 6 Understanding Teachers' Lives: The Influence of Parenhood; 7 Representing Teachers8 Beyond Reflection: Contingency Idiosyncrasy and Reflexivity in Initial Teacher Education; 9 Learning, Policy and Pupil Career: Issues from a Longitudinal Ethnography; 10 Looking Back at the Boys: Reflections on Issues of Gender in Classroom Data; 11 Critical ; Incidents and Learning about Risks: The Case of Young People and Their Health; Appendix; Notes on Contributors; Index
• Sommario/riassunto: There is a tendency in much educational thinking to view pupils in passive terms, as the material on which schools operate. This damaging view is challenged here. Significant recent research shows the effects of changing educational conditions on the experience of teaching and learning in schools. By redressing the balance and acknowledging the affective side of pupils and their learning, this book shows that improved understanding leads to improved teaching. Contributions from Stephen Ball, Martyn Descombe, Ann Filer, Andy Hargreaves, Bob Jeffrey, Geoff Troman, Andrew Pollard and Peter Woods.