Richard Hickman considers effective teaching across the curriculum, examining the notion that successful teachers of art and design are amongst the best teachers of any subject with much to offer outside their discipline in terms of pedagogy. The case study approach focuses on adolescent learning, although much of what is considered is applicable to all ages and phases of education, to consider the following questions:What are the characteristics of successful art teaching?How do individual life experiences inform art teachers' teaching?How in turn might others benefit from their pedagogical practices?Using self-portraiture, autoethnography and autobiography, Hickman draws together the varied experiences of a group of art teachers to explore a range of issues, including identity, learning environment and the nature of the teacher/learner relationship, which are discussed with clarity and imagination.

The Art and Craft of Pedagogy: Portraits of Effective Teachers (Continuum Studies in Educational Research)

Education & Teaching

Hickman, Richard

Schools & Teaching

Bloomsbury Academic

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.

James, Mary

Wolpert, Mary Anne

Black-Hawkins, Kristine

Dudley, Pete

Linklater, Holly

Swaffield, Sue

Swann, Mandy

Winterbottom, Mark

Cliff-Hodges, Gabrielle

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.

Jesus shaped the world as he developed relationships with the people around him. From John the Baptist to the Ethiopian diplomat, every person who came into contact with Jesus changed. These two books, published here in large print, should help many develop a more lively sense of the reality of Jesus' life.

Jesus - The Nazareth Stories: From John to Mystery

Religion & Spirituality

Hickman,Janet

Evans, Karl C

Evans, Donella R

Christian Books & Bibles

CreateSpace Independent Publishing Platform

Does art have any use or real purpose in today’s society? Why do governments around the world spend millions on art education? Rejecting the vogue for social and cultural accounts of the nature of art-making, this book is largely psychological in its approach to discussing art-making and its place in education.The ‘we’ in the title is intentionally polemical, with the author claiming a universal, i.e. pan-cultural basis for ‘art’-making activities - or rather activities which can be described as ‘creating aesthetic significance’. Developmental issues in art education are examined, together with the nature of learning in art, with reference to concept acquisition.Section two of the four sections which comprise the book, focuses upon some ‘mini case-studies’, detailing conversations with people talking about their art-making, together with some autobiographical reflections. Section three then considers the issues in art and learning which can be gleaned from various respondents’ accounts of their making activities; these include the nature of the artistic personality and the role of art in self-identity and self-esteem. Other topics touched upon include imagination, expression and creativity. The concluding section examines the notion of creating aesthetic significance as a fundamental human urge, drawing upon work done in evolutionary psychology.Whilst questioning whether schools as they are currently conceived are the best places for teaching and learning anything, an art curriculum based upon the acquisition of ‘threshold skills’, such as drawing, together with a gradual introduction to the appreciation of visual form is advocated. Declaring that schools of the early twenty-first century will soon be seen as as dated as the Victorian workhouse, the successful art room, with a learner-centred rather than discipline-centred philosophy is put forward as a model for schools and schooling.

Why We Make Art: And Why It Is Taught

Arts & Photography

Study & Teaching

Intellect Ltd

Governments around the world spend millions on art and cultural institutions, evidence of a basic human need for what the author refers to as “creating aesthetic significance.” Yet what function or purpose does art satisfy in today’s society? In this thorough and accessible text, Richard Hickman rejects the current vogue for social and cultural accounts of the nature of art-making in favor of a largely psychological approach aimed at addressing contemporary developmental issues in art education. Bringing to bear current ideas about evolutionary psychology, this second edition will be an important resource for anyone interested in arts education.

Why We Make Art: And Why it is Taught

History & Criticism

Exploreseffective teaching across the curriculum drawing on the experience of art teachers.&gt;

Continuum

The Paradise Dream (The Dreamer)

Science Fiction & Fantasy

Science Fiction

Independently published

Becoming Evil: The Crucible of Kali-Mal

Literature & Fiction

Genre Fiction

Becoming Evil: The Punishment of Anun-Mok

Fantasy

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