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Uniform Title Readings for reflective teaching
Title Readings for reflective teaching in schools / edited by Andrew Pollard
Edition Second edition
Published London : Bloomsbury, 2014
Table of Contents
 Acknowledgementsxi
 Prefacexiii
pt. One Becoming a reflective professional 
1.Identity Who are we, and what do we stand for?2
1.1.Qing Gu Being a teacher in times of change4
1.2.Andrew Pollard and Ann Filer Being a learner through years of schooling7
1.3.Jean Rudduck and Julia Flutter How pupils want to learn13
1.4.Mandy Swann, Alison Peacock, Susan Hart and Mary Jane Drummond Learning without limits17
1.5.Phil Jones Assumptions about children and young people21
1.6.Leon Feinstein, John Vorhaus and Ricardo Sabates The wider benefits of learning24
2.Learning How can we understand learner development?30
2.1.Burrhus Skinner The science of learning and the art of teaching32
2.2.Jean Piaget The genetic approach to the psychology of thought36
2.3.Lev Vygotsky Mind in society and the Zone of Proximal Development39
2.4.Gordon Wells Learning, development and schooling42
2.5.The Royal Society Neuroscience and education46
2.6.Carol Dweck Motivational processes affecting learning51
2.7.Robert Fisher Why thinking should be taught54
2.8.Mary James Learning how to learn57
2.9.Guy Claxton Learning and the development of resilience61
2.10.Alan Thomas and Harriet Pattison Informal learning63
3.Reflection How can we develop the quality of our teaching?66
3.1.John Dewey Thinking and reflective experience68
3.2.Donald Schon Reflection-in-action70
3.3.Lawrence Stenhouse The teacher as researcher73
3.4.Richard Pring Action research and the development of practice75
3.5.James Calderhead Competence and the complexities of teaching78
3.6.Ruth Heilbronn Practical judgement and evidence-informed practice81
3.7.Heather Hodkinson and Phil Hodkinson Learning in communities of practice84
4.Principles What are the foundations of effective teaching and learning?86
4.1.John Bransford, Ann Brown and Rodney Cocking Brain, mind, experience and school: A US review88
4.2.David Hogan, Phillip Towndrow, Dennis Kwek, Ridzuan Rahim, Melvin Chan and Serena Luo A tale of two pedagogies: Teaching and learning in Singapore93
4.3.Pasi Sahlberg What the world can learn from educational change in Finland96
4.4.Hanna Dumont, David Istance and Francisco Benavides The nature of learning: An OECD stocktake102
4.5.Naomi Rowe, Anne Wilkin and Rebekah Wilson ̀Good teaching': A UK review106
4.6.John Hattie Visible learning: A global synthesis111
pt. Two Creating conditions for learning 
5.Contexts What is, and what might be?116
5.1.C. Wright Mills The sociological imagination118
5.2.Andy Green and Jan Janmaat Regimes of social cohesion120
5.3.Stephen Ball Schooling, social class and privilege124
5.4.Department for Children, Schools and Families (DCSF) Disadvantage and low attainment128
5.5.General Teaching Council for England (GTC E) Accountability in teaching133
6.Relationships How are we getting on together?140
6.1.Philip Jackson Life in classrooms142
6.2.Mary Helen Immordino-Yang and Antonio Damasio We feel, therefore we learn144
6.3.Andrew Pollard Teachers, pupils and the working consensus147
6.4.Roland Chaplain Classroom rules, routines and rituals150
6.5.Caroline Gipps and Barbara MacGilchrist Teacher expectations and pupil achievement154
6.6.Dennis Lawrence What is self-esteem?158
7.Engagement How are we managing behaviour?162
7.1.Walter Doyle Learning the classroom environment164
7.2.Chris Watkins The big picture on behaviour167
7.3.Tom Bennett Virtues of great teachers: Justice, courage, patience, wisdom and compassion169
7.4.Sue Cowley Ten strategies for managing behaviour173
7.5.Jacob Kounin Discipline and group management in classrooms178
7.6.Frank Merrett and Kevin Wheldall Positive teaching in the classroom183
8.Spaces How are we creating environments for learning?186
8.1.Urie Bronfenbrenner Environments as contexts for development188
8.2.John Bransford, Ann Brown and Rodney Cocking Designs for learning environments191
8.3.David Clegg and Shirley Billington Classroom layout, resources and display194
8.4.David Berliner Instructional time -- and where it goes198
8.5.Anthony Edwards Environment, affordance and new technology201
8.6.Guther Kress The profound shift of digital literacies204
8.7.Daniel Muijs and David Reynolds Direct and interactive whole-class instruction207
pt. Three Teaching for learning 
9.Curriculum What is to be taught and learned?212
9.1.Brian Male and Mick Waters Designing the school curriculum214
9.2.Michael Young Powerful knowledge217
9.3.John Wilson Teaching a subject222
9.4.Central Advisory Council for England Aspects of children's learning225
9.5.Jerome Bruner The spiral curriculum229
9.6.Lorna Unwin Vocational education matters231
9.7.Lee Shulman A perspective on teacher knowledge233
10.Planning How are we implementing the curriculum?236
10.1.Her Majesty's Inspectors (HMI) Characteristics of the curriculum238
10.2.Partnership Management Board of Northern Ireland Implementing a revised curriculum241
10.3.Rosie Turner-Bissett Constructing an integrated curriculum245
10.4.Louise Thomas An area-based curriculum249
10.5.Welsh Assembly Government Skills for 3 to 19-year-olds252
10.6.Anthony Haynes Progression and differentiation256
10.7.Teaching and Learning in 2020 Review Group Personalised pedagogies for the future259
11.Pedagogy How can we develop effective strategies?262
11.1.Jerome Bruner Folk pedagogy264
11.2.The General Teaching Council for England What is pedagogy and why is it important?266
11.3.Brian Simon Why no pedagogy in England?269
11.4.Roland Tharp and Ronald Gallimore Teaching as the assistance of performance275
11.5.Max van Manen Student experience of pedagogy279
11.6.Neil Mercer and Karen Littleton Talking and thinking together283
12.Communication How does language support learning?288
12.1.Martin Nystrand Engaging students, through taking them seriously290
12.2.Elizabeth Perrot Using questions in classroom discussion294
12.3.Robin Alexander The nature of pedagogic repertoire299
12.4.Colin Harrison Why is reading so important?303
12.5.Myra Barrs and Valerie Cork Reading, listening, discussing and writing306
12.6.Carl Bereiter and Marlene Scardamalia From ̀knowledge telling' to ̀knowledge transforming'310
12.7.Adrian Blackledge Language, culture and story in the bilingual school314
13.Assessment How can assessment enhance learning?318
13.1.Wynne Harlen, Caroline Gipps, Patricia Broadfoot and Desmond Nuttall Assessment purposes and principles320
13.2.Assessment Reform Group Assessment for learning325
13.3.David Spendlove Feedback and learning328
13.4.Yolande Muschamp Pupil self-assessment331
13.5.Sue Swaffield Authentic assessment for learning336
13.6.Gordon Stobart Creating learner identities through assessment339
pt. Four Reflecting on consequences 
14.Outcomes How do we monitor student learning achievements?344
14.1.Patricia Broadfoot Assessment: Why, who, when, what and how?346
14.2.The Scottish Government Principles of assessment in the Curriculum for Excellence352
14.3.Graham Butt Target setting in schools356
14.4.Office for Standards in Education Using data to improve school performance359
14.5.Warwick Mansell, Mary James and the Assessment Reform Group The reliability, validity and impact of assessment362
14.6.Linda Sturman Making best use of international comparison data365
14.7.Ann Filer and Andrew Pollard The myth of objective assessment368
15.Inclusion How are we enabling opportunities?374
15.1.Robin Richardson Principles underlying UK legislation for equality and diversity376
15.2.Andrew Pollard Social differentiation in schools379
15.3.Gary Thomas and Andrew Loxley Difference or deviance?384
15.4.Sue Hallam Ability grouping in schools: A literature review387
15.5.Barrie Thorne How to promote cooperative relationships among children392
15.6.Ruth Kershner Learning in inclusive classrooms395
pt. Five Deepening understanding 
16.Expertise Conceptual tools for career-long fascination?400
16.1.Pat Collarbone Contemporary change and professional development402
16.2.Andy Hargreaves Contemporary change and professional inertia404
16.3.Tony Eaude The development of teacher expertise407
16.4.Dylan Wiliam Improving teacher expertise411
16.5.John Hattie Mind frames for visible learning416
16.6.Helen Timperley, Aaron Wilson, Heather Barrar and Irene Fung Teacher professional learning and development420
17.Professionalism How does reflective teaching contribute to society?424
17.1.Margaret Archer Thinking about educational systems426
17.2.Ian Menter, Moira Hulme, Dely Eliot and Jon Lewin Teacher education and professionalism428
17.3.General Teaching Council for Northern Ireland (GTC NI) Teaching: The reflective profession431
17.4.Pasi Sahlberg, John Furlong and Pamela Munn Combining research and practice in teaching435
17.5.Sally Power The imaginative professional437
17.6.Council of Europe Teaching and learning about human rights in schools441
17.7.Richard Bowe and Stephen Ball, with Ann Gold Three contexts of policymaking444
 List of figures447
 Bibliography449
 Permissions465
 Index473
 The Reflective Teaching Series483
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Description 1 online resource (xiv, 484 pages) : illustrations
Series Reflective teaching
Reflective teaching
Contents Part one. Becoming a reflective professional -- part two. Creating conditions for learning -- part three. Teaching for learning -- part four. Reflecting on consequences -- part five. Deepening understanding
Bibliography Includes bibliographical references (pages 449-464) and index
Notes Print version record
Subject Reflective teaching -- Great Britain.
Teachers -- Self-rating of -- Great Britain.
Form Electronic book
Author Pollard, Andrew, 1949- editor
ISBN 1306722950 (ebk)
1472506561 (hardback)
1472509749 (paperback)
1472512529 (e-book)
9781306722957 (ebk)
9781472506566 (hardback)
9781472509741 (paperback)
9781472512529 (e-book)