Researching Schools

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners.  This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.

Politics & Social Sciences

McIntyre, Donald

Taber, Keith

Black-Hawkins, Kristine

McLaughlin, Colleen

Brindley, Sue

Social Sciences

Routledge

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.

Sociology

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research. Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

Networking Practitioner Research

Computers & Technology

Townsend, Andrew

Certification

**Winner of the nasen Special Educational Needs Academic Book award 2008** There is an enduring and widespread perception amongst policy makers and practitioners that certain groups of children, in particular those who find learning difficult, have a detrimental effect on the achievement of other children.  Challenging this basic assumption, Achievement and Inclusion in Schools argues that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but essential if all children are to have the opportunity to participate fully in education.  Packed with vivid case studies that explore the benefits and tensions for children and schools, this book sets out to answer the following questions:   What is the nature of the relationship between the inclusion of some children and the achievement of all?    Are there strategies which can raise the achievement of all children, whilst safeguarding the inclusion of others who are more vulnerable?    What changes can a school make to ensure high levels of inclusion as well as high levels of achievement for all its children?   Achievement and Inclusion in Schools offers an up-to-date analysis of current issues, provides practical guidance for practitioners and policy-makers, and will be of interest to anyone passionate about inclusive education.

Achievement and Inclusion in Schools

Education & Teaching

Florian, Lani

Rouse, Martyn

Schools & Teaching

Thoroughly updated to reflect the challenges of diversity in today’s schools, this new edition of Achievement and Inclusion in Schools shows how high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but also essential if all students are to have the opportunity to participate fully in education. Each chapter has been fully revised to reflect an understanding of inclusion as being concerned with the learning and participation of everyone in a changing education policy context. Based on new case study research, this edition sets out to answer the following questions: <ul>
<li>Are there strategies which can raise the achievement of all students, while safeguarding the inclusion of others who are more vulnerable? </li> <li>How can schools ensure high levels of inclusion as well as high levels of achievement for everyone?</li> <li>How might research into these matters be carried out? </li> </ul> With new case studies in this second edition that reflect the devolution of education policy in the four countries of the UK, this book addresses concerns about how schools can respond to differences between learners without marginalising some of them. It offers guidance to practitioners as well as those undertaking research on this important topic.

Reflective Teaching in Schools

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT).
Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. 
New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK
reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.

James, Mary

HIGGINS, STEVE

Pollard, Andrew

Wolpert, Mary Anne

Dudley, Pete

Linklater, Holly

Swaffield, Sue

Swann, Mandy

Winterbottom, Mark

Cliff-Hodges, Gabrielle

Bloomsbury Academic

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT).
Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. 
New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK
reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.

Reflective Teaching in Schools: Evidence-Informed Professional Practice

Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests ‘Reflective Activities' for classroom work and offers guidance on selected ‘Key Readings'.Uniquely, two levels of support are offered:· Practical advice and comprehensive, evidence-based guidance on key issues in classroom practice – including relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation. · Routes to deeper forms of expertise, introducing evidence-informed ‘principles' and ‘concepts' to support more in-depth understanding of teacher expertise, as trialled with primary and secondary practitioners in the UK and beyond. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, coordinated development and is responsible for the final text, with the advice of primary and secondary specialists from the University of Cambridge.Reflective Teaching in Schools is part of a set of professional resources. It links directly to the companion text, Readings for Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools.Readings for Reflective Teaching in Schools, offering further support for reflective practice in schools, directly complements and extends the chapters in this book. It has been designed to provide convenient access to key texts. It is of particular help as a compact and portable library in school-led teacher education.The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.

Hickman, Richard

WARWICK, Paul

Turner, Fay

Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests ‘Reflective Activities' for classroom work and offers guidance on selected ‘Key Readings'.
Uniquely, two levels of support are offered: · Practical advice and comprehensive, evidence-based guidance on key issues in classroom practice – including relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation. · Routes to deeper forms of expertise, introducing evidence-informed ‘principles' and ‘concepts' to support more in-depth understanding of teacher expertise, as trialled with primary and secondary practitioners in the UK and beyond. 
Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, coordinated development and is responsible for the final text, with the advice of primary and secondary specialists from the University of Cambridge.
Reflective Teaching in Schools is part of a set of professional resources. It links directly to the companion text, Readings for Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools.
Readings for Reflective Teaching in Schools, offering further support for reflective practice in schools, directly complements and extends the chapters in this book. It has been designed to provide convenient access to key texts. It is of particular help as a compact and portable library in school-led teacher education.
The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise. 
This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.

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