| Description |
1 online resource |
| Series |
3D Photorealistic Rendering |
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3D Photorealistic Rendering
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| Contents |
Cover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Preface; Introduction; Part I: Enriching the Learning Environment for Pupils and Teachers: Maximising Existing Expertise; 1 Social and Emotional Factors as Aspects of Cognition; Social factors in learning; Emotional factors in learning; 2 Collaborative Consultation; Continuing development of competence; Creating a good learning environment: the concept of consultation and its practice in schools; Introducing a consultative problem-solving framework as part of a professional development plan |
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3 Teachers Using Collaborative Consultation in their Schools: Examples of Case DiscussionsCreating a good learning relationship at critical moments; (i) A case of extreme withdrawal; (ii) An angry ten-year-old boy; (iii) A hostile fourteen-year-old girl; Improving learning situations in a variety of school settings and at different stages in the life of a group; A teacher facing a child in turmoil about his mother in prison; Two examples of first case discussions; How groups develop their competence from case to case; (i) Development of skills in a three-term inter-school primary staff group |
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(Ii) Development of skills in a two-term inter-school primary staff group(iii) Two case discussions of a two-term inter-school secondary staff group; Preparing the ground for additional professional help; Summary; Part II: Continuing Professional Development: A Framework ; 4 The Meetings: Conceptual Bases and Focus Points; Conceptual Bases; Focus Points; Sharing knowledge; (i) About the child; (ii) About the classroom group; (iii) About the teacher-pupil interaction; Restoring objectivity; Sharing skills; Restoring confidence |
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5 The Curriculum: Finding Opportunities to Attend to Children's Emotional and Social Realities in Support of their LearningPupils' concerns as an integral part of the curriculum: no lessening of conceptual rigour; Relating subject language to basic themes in life and learning; 6 The Home and the School: Collaboration with Parents; 7 Cooperation Between Institutions and Services: Crossing Professional Boundaries; Dismantling the 'Berlin Wall': But what then?; Part III: Collaborative Staff Development: Guidelines and Tasks |
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8 Developing Collaborative Problem-Solving: Roles and Tasks of Staff Development TutorsViewing the landscape; Knowing the stumbling blocks; Initiating a staff development group; (i) First approaches within or to the institution; (ii) Introducing consultancy support work to the teaching staff ; Work with the groups; (i) Early group meetings: fixed roles, hierarchies and expectations about the consultant's role; (ii) Stages of development in the groups; (iii) Case follow-ups; (iv) Interpretations and interim evaluations; (v) Endings and post-course follow-ups |
| Notes |
"A David Fulton book." |
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"First published 1999 by David Fulton Publishers." |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| Subject |
Learning, Psychology of.
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Teachers -- In-service training -- Great Britain
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Affective education -- Great Britain
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Affective education
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Learning, Psychology of
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Teachers -- In-service training
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Great Britain
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| Form |
Electronic book
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| ISBN |
9781136623547 |
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113662354X |
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