Creative teaching is an art form - aesthetic, intuitive and expressive. The recent proliferation of new educational policies and the related increase in tensions and dilemmas facing schools, combined with the growing demand for a wider range of skills and knowledge among children mean that there is an even greater need for creative teaching than before the National Curriculum. This book addresses this need by exploring the features of creative teaching with a focus on the day to day practice of primary teachers; showing how teachers use emotion, create atmosphere and stimulate imagination to enhance their teaching; and examining the ways in which teachers have managed the National Curriculum and developed a new professional discourse in response to government pressures.

Teachable Moments: The Art of Teaching in Primary Schools

Business & Money

Woods, Peter

Jeffrey, Bob

Processes & Infrastructure

Open Univ Pr

Explores the features of creative teaching, focusing on the day to day practice of primary teachers and the dilemmas surrounding new educational policies in Britain. Relates methods for using emotion, creating atmosphere, and stimulating imagination in the classroom, and examines ways in which teachers have used creative techniques within the National Curriculum and developed a new professional discourse in response to government pressures. Distributed by Taylor &amp; Francis. Annotation c. by Book News, Inc., Portland, Or.

Education & Teaching

Schools & Teaching

Creative teaching is an art form - aesthetic, intuitive and expressive. The proliferation of new educational policies in the early 1990s and the related increase in tensions and dilemmas facing schools, combined with the growing demand for a wider range of skills and knowledge among children meant that there was an even greater need for creative teaching than before the National Curriculum. Originally published in 1996, this book addresses this need by: exploring the features of creative teaching with a focus on the day to day practice of primary teachers; showing how teachers used emotion, created atmosphere and stimulated imagination to enhance their teaching; examining the ways in which teachers managed the National Curriculum and developed a new professional discourse in response to government pressures at the time. This book is a sequel to Creative Teachers in Primary Schools and builds upon this work providing new insights into the art of teaching.

Teachable Moments: The Art of Teaching in Primary Schools (Routledge Revivals)

Routledge

Creative teaching is an art form – aesthetic, intuitive and expressive. The proliferation of new educational policies in the early 1990s and the related increase in tensions and dilemmas facing schools, combined with the growing demand for a wider range of skills and knowledge among children meant that there was an even greater need for creative teaching than before the National Curriculum. 
Originally published in 1996, this book addresses this need by: exploring the features of creative teaching with a focus on the day to day practice of primary teachers; showing how teachers used emotion, created atmosphere and stimulated imagination to enhance their teaching; examining the ways in which teachers managed the National Curriculum and developed a new professional discourse in response to government pressures at the time. 
This book is a sequel to Creative Teachers in Primary Schools and builds upon this work providing new insights into the art of teaching.

Teachable Moments (Routledge Revivals)

Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the 'new' primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers' own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.

Restructuring Schools, Reconstructing Teachers: Responding to Change in the Primary School (Routledge Revivals)

Boyle, Mari

Troman, Geoff

Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the ‘new’ primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers’ own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.

Restructuring Schools, Reconstructing Teachers (Routledge Revivals)

This book is about a unique school. It is a school that, despite the increasing pressure put upon it by changes in the curriculum and the organisation of education, has managed to successfully maintain the creative values that have won it international and governmental recognition. Written for teachers and headteachers who want to encourage creativity in their schools and classrooms, the book describes:  the school's culture of holism its use and appreciation of its grounds and environment for learning its innovative approaches to curriculum organisation its appropriation of national initiatives such as the literacy and numeracy hours its creative teaching and learning through the eyes of observers, teachers, children and parents. The success of Coombes School shows that it is possible to combine externally imposed prescription with a set of personal beliefs and values - making a real difference to the quality of teaching and learning. This is a truly inspirational read.

The Creative School: A Framework for Success, Quality and Effectiveness

This book is about a unique school. It is a school that, despite the increasing pressure put upon it by changes in the curriculum and the organisation of education, has managed to successfully maintain the creative values that have won it international and governmental recognition. Written for teachers and headteachers who want to encourage creativity in their schools and classrooms, the book describes: <ul>
<li>the school's culture of holism</li> <li>its use and appreciation of its grounds and environment for learning</li> <li>its innovative approaches to curriculum organisation</li> <li>its appropriation of national initiatives such as the literacy and numeracy hours</li> <li>its creative teaching and learning through the eyes of observers, teachers, children and parents.</li>
</ul>
The success of Coombes School shows that it is possible to combine externally imposed prescription with a set of personal beliefs and values - making a real difference to the quality of teaching and learning. This is a truly inspirational read.

The Creative School

Creative Learning in the Primary School

Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses - creativity and performativity - and how they are resolved in creative teacher practice. The book complements previous work by these authors on creative teaching by giving more consideration to creative learning.  The first section of the book explores the nature of creative teaching and learning by examining four key features: relevance, control, ownership and innovation. The authors devote a chapter to each of these aspects, outlining their properties and illustrating them with a wide range of examples, mainly from recent practice in primary schools.   The second section presents some instructive examples of schools promoting creative learning, and how creative primary schools have responded to the policy reforms of recent years. The chapters focus specifically on:   how pupils act as a powerful resource for creative learning for each other and for their teachers;     how teachers have appropriated the reforms to enhance their creativity;    and how one school has moved over a period of ten years from heavy constraint to high creativity.    The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.

Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses - creativity and performativity - and how they are resolved in creative teacher practice. The book complements previous work by these authors on creative teaching by giving more consideration to creative learning. The first section of the book explores the nature of creative teaching and learning by examining four key features: relevance, control, ownership and innovation. The authors devote a chapter to each of these aspects, outlining their properties and illustrating them with a wide range of examples, mainly from recent practice in primary schools. The second section presents some instructive examples of schools promoting creative learning, and how creative primary schools have responded to the policy reforms of recent years. The chapters focus specifically on: how pupils act as a powerful resource for creative learning for each other and for their teachers; how teachers have appropriated the reforms to enhance their creativity; and how one school has moved over a period of ten years from heavy constraint to high creativity. The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.

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Books by Jeffrey, Bob

See the best price to sell, buy, or rent books by Jeffrey, Bob. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Teachable Moments: The Art of Teaching in Primary Schools

Teachable Moments: The Art of Teaching in Primary Schools

Teachable Moments: The Art of Teaching in Primary Schools (Routledge Revivals)

Teachable Moments (Routledge Revivals)

Restructuring Schools, Reconstructing Teachers: Responding to Change in the Primary School (Routledge Revivals)

Restructuring Schools, Reconstructing Teachers (Routledge Revivals)

The Creative School: A Framework for Success, Quality and Effectiveness

The Creative School

Creative Learning in the Primary School

Creative Learning in the Primary School