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Tables of Contents for Readings for Reflective Teaching
Chapter/Section Title
Page #
Page Count
Acknowledgements
xiii
Introduction
xv
PART 1: BECOMING A REFLECTIVE TEACHER
Reflective teaching
3
14
Thinking and reflective experience
4
1
John Dewey
Reflection-in-action
5
3
Donald Schon
Dilemmas of schooling
8
2
Ann Berlak
Harold Berlak
Creative mediation and professional judgement
10
3
Marilyn Osborn
Elizabeth McNess
Patricia Broadfoot
Reflections on reflective teaching
13
4
Robert Tabachnick
Kenneth Zeichner
Learning through mentoring in initial training
17
14
Analysing the role of mentors
18
4
John Sampson
Robin Yeomans
Learning through induction into a community of practice
22
2
Anne Edwards
Jill Collison
Students' school-based learning
24
4
Trisha Maynard
Competence and the complexities of teaching
28
3
James Calderhead
Developing an evidence-informed classroom
31
12
The teacher as researcher
32
1
Lawrence Stenhouse
Action research and the development of practice
33
2
Richard Pring
Teacher Training Agency: Improving standards through evidence-based teaching
35
2
Three paradigms of educational research
37
6
Michael Bassey
PART 2: BEING A REFLECTIVE TEACHER
Social context. What are our circumstances?
43
17
The sociological imagination
44
1
C. Wright Mills
European variations in primary education
45
3
Norman Thomas
Primary teaching and `social work'
48
3
Rosemary Webb
Graham Vulliamy
Childhood and education
51
6
Andrew Pollard
Pat Triggs
Family capital, schooling and social class
57
3
Diane Reay
Values and identity. Who are we?
60
28
Feeling like a teacher
61
5
Jennifer Nias
Polarities in teachers' thinking
66
4
Martin Cortazzi
The self determination of creative teachers
70
4
Peter Woods
The worlds o f children and adults
74
3
Bronwyn Davies
The social world of primary school learning
77
6
Andrew Pollard
Ann Filer
The importance of gender identity during school transfer
83
3
Carolyn Jackson
Joanna Warin
Identity, migration and education
86
2
Uvanney Maylor
Relationships. How are we getting on together?
88
17
Leadership and the socio-emotional climate in classrooms
89
1
John Withall
W. W. Lewis
Life in classrooms
90
2
Philip Jackson
Teachers and classroom relationships
92
2
Peter Woods
Teachers, pupils and the working consensus
94
3
Andrew Pollard
Establishing a working consensus: teaching styles and pupil types
97
2
Maurice Galton
Linda Hargreaves
Chris Comber
Debbie Wall
Anthony Pell
Teacher expectations and pupil achievement
99
3
Caroline Gipps
Barbara MacGilchrist
What is self-esteem?
102
3
Denis Lawrence
Learning. How can we understand children's development?
105
32
The science of learning and the art of teaching
106
3
Burrhus Skinner
The genetic approach to the psychology of thought
109
3
Jean Piaget
Mind in society and the ZPD
112
2
Lev Vygotsky
Playful learning
114
2
Rod Parker-Rees
The idea o f multiple intelligences
116
2
Howard Gardner
Motivational processes affecting learning
118
3
Carol Dweck
Learning and the development of `resilience'
121
2
Guy Claxton
Cultural psychology
123
2
Jerome Bruner
Culture, context and the appropriation o f knowledge
125
2
Neil Mercer
Applying school learning
127
3
Martin Hughes
Charles Desforges
Christine Mitchell
Clive Carre
Learning through the years of schooling
130
7
Andrew Pollard
Pat Triggs
Curriculum. How do we develop knowledge and understanding?
137
28
Accounting for a world curriculum
138
3
John Meyer
David Kamens
On the classification and framing of educational knowledge
141
2
Basil Bernstein
Central Advisory Council for England (Plowden Report): Aspects of children's learning
143
3
A developmental approach to the curriculum in the early years
146
4
Lilian Katz
Teaching a subject
150
2
John Wilson
A perspective on teacher knowledge
152
2
Lee Shulman
The role o f the subject coordinator
154
3
Lucy O'Hara
Mark O'Hara
The Labour Party: The curriculum for a learning society
157
2
Good practice: more than a mantra?
159
6
Robin Alexander
Planning. How are we implementing the curriculum?
165
25
Her Majesty's Inspectors: Characteristics of the curriculum
166
2
Scottish Executive: The nature and purpose of the curriculum 5-14
168
3
Curriculum and Assessment Authority for Wales: Desirable outcomes for young children's learning
171
2
The `hurry-along' curriculum
173
3
Marion Dadds
Managing learning in the primary classroom
176
4
Neville Bennett
Key issues in classroom differentiation
180
3
Eve Bearne
Curriculum strategies for able pupils
183
3
Diane Montgomery
ICT in the primary classroom
186
4
Steven Kennelwell
John Parkinson
Howard Tanner
Organization. How are we managing the classroom?
190
22
Managing the classroom as an environment for learning
191
4
Janet Moyles
Classroom layout, resources and display
195
5
David Clegg
Shirley Billington
Class size does make a difference
200
2
Helen Pate-Bain
Charles Achilles
Jayne Boyd-Zaharias
Bernard McKenna
Classroom organization for flexible teaching
202
2
David McNamara
`Good practice' in group work
204
3
Rea Reason
Meeting special needs in the primary school classroom
207
2
Paul Croll
Diana Moses
The teacher and others in the classroom
209
3
Gary Thomas
Behaviour. How are we managing the class?
212
22
Learning the classroom environment
213
2
Walter Doyle
Ambiguity and learning
215
2
Maurice Galton
Learning to be `stupid'?
217
1
John Holt
Four rules of class management
218
4
Robert Laslett
Colin Smith
Provocative and insulative teachers
222
1
David Hargreaves
Stephen Hestor
Frank Mellor
Discipline and group management in classrooms
223
5
Jacob Kounin
Positive teaching in the primary school
228
2
Frank Merrett
Kevin Wheldall
The Committee of Enquiry on Discipline in Schools (The Elton Report): Discipline in schools
230
4
Communication. What are its classroom characteristics?
234
18
Conversation and the reinvention of knowledge
235
2
Gordon Wells
Knowledge, communication and learning
237
2
Douglas Barnes
Classroom discourse and learning
239
1
Derek Edwards
Neil Mercer
`Correct' or `appropriate' language?
240
3
Chris Davies
Language, culture and story in the bilingual primary school
243
2
Adrian Blackledge
Pupils silenced by anxiety
245
3
Janet Collins
Who holds the initiative in classroom interaction?
248
4
Alec Webster
Michael Beveridge
Malcolm Reed
Teaching. How are we developing our strategies?
252
30
Towards an appropriate theory of pedagogy
253
3
Maurice Galton
Linda Hargreaves
Chris Comber
Debbie Wall
Anthony Pell
Teaching as the assistance of performance
256
3
Roland Tharp
Ronald Gallimore
Teaching to promote active learning
259
3
Janet Moyles
The main elements of effective direct instruction
262
5
Daniel Muijs
David Reynolds
Using questions in classroom discussion
267
3
Elizabeth Perrot
Talking and learning in the classroom
270
2
Terry Phillips
A rationale for cooperative group work
272
4
Neville Bennett
Elizabeth Dunne
Promoting collaborative learning
276
3
Colin Biott
Patrick Easen
Pedagogic principles derived from human rights
279
3
Audrey Osler
Hugh Starkey
Assessment. How are we monitoring learning and performance?
282
25
Assessment purposes and principles
283
4
Wynne Harlen
Caroline Gipps
Patricia Broadfoot
Desmond Nuttall
Assessment: friend or foe?
287
3
Paul Black
Teacher feedback in the Reception Class
290
2
Andrew Burrell
Sara Bubb
Rein forcing learning intentions through oral feedback
292
2
Shirley Clarke
Pupil self-assessment
294
5
Yolande Muschamp
Trying to understand
299
3
Mary Jane Drummond
The myth o f objective assessment
302
5
Ann Filer
Andrew Pollard
Social inclusion. What are the consequences of classroom practices?
307
28
Social circumstances in children's experience of exclusion
308
2
Margaret Maden
Social differentiation in primary schools
310
5
Andrew Pollard
The effects of ability grouping
315
3
Judith Ireson
Susan Hallam
How to promote cooperative relationships among children
318
3
Barrie Thorne
Needs, rights and opportunities in special education
321
2
Caroline Roaf
Hazel Bines
Gendered learning and achievement
323
3
Patricia Murphy
Social relations, discourse and racism
326
3
Debbie Epstein
Racism in children's lives
329
6
Barry Troyna
Richard Hatcher
PART 3: BEYOND CLASSROOM REFLECTION
Learning as a newly qualified teacher
335
11
Thinking about the sort of teacher you want to be
336
2
Robin Smith
John Coldron
Developing a Career Entry Profile
338
3
Andy Kempe
Helen Nicholson
Case studies from the first year of teaching
341
2
Clive Carre
The challenges of effective mentoring
343
3
Janet Moyles
Wendy Suschitzky
Linda Chapman
School improvement and continuing professional development
346
16
What have we learned about school improvement?
347
2
John MacBeath
Peter Mortimore
The culture of collaboration
349
4
Geoff Southworth
Jennifer Nias
Penny Campbell
A model for continuing professional development
353
2
Joan Solomon
Sue Tresman
A new context for accountability and inspection
355
4
Michael Barber
School inspection in England: a reappraisal
359
3
Colin Richards
Reflective teaching and society
362
5
Thinking about educational systems
363
2
Margaret Archer
Challenging the `banking' concept of education
365
2
Paulo Freire
Council of Europe: Memorandum on teaching and learning about human rights in schools
367
10
Three contexts of policy making
370
2
Richard Bowe
Stephen Ball
Ann Gold
Values, understanding and power
372
5
Andrew Pollard
Patricia Broadfoot
Paul Croll
Marilyn Osborn
Dorothy Abbott
Bibliography
377
23
Permissions details
400
9
Index
409