Readings for Learning to Teach in the Secondary School: A Companion to M Level Study / Edition 1

by Susan Capel, Tony Turner, Marilyn Leask

Overview

Readings for Learning to Teach in the Secondary School brings together key articles to develop and support student teachers' understanding of the theory, research and evidence base that underpins effective practice.

Designed for all students engaging with M Level study, each reading is contextualised and includes questions to encourage reflection and help you engage with material critically. Annotated further reading for every section supports your own research and writing.

Readings are structured to make links with the practical guidance in the accompanying core textbook, Learning to Teach in the Secondary School. Topics covered include:

• motivation
• troublesome classroom behaviour
• ability grouping
• inclusive education
• personalised learning
• testing
• achievement and underachievement.

Edited by the team that brings us Learning to Teach in the Secondary School, this Reader is an indispensible 'one-stop' resource that will support all students studying, researching and writing at M level on PGCE courses, as well as those on all other secondary education courses and masters degrees.

Product Details

ISBN-13:	9780415552103
Publisher:	Taylor & Francis
Publication date:	02/01/2010
Series:	Learning to Teach Subjects in the Secondary School Series
Pages:	392
Product dimensions:	6.88(w) x 9.69(h) x (d)

About the Author

Susan Capel is Professor and Head of the School of Sport and Education at Brunel University, UK. Marilyn Leask is Professor of Education at Brunel University, UK. Tony Turner was Senior Lecturer in Education at the Institute of Education, University of London, UK.

Table of Contents

List of illustrations ix

Acknowledgements xi

Introduction Susan Capel Marilyn Leask Tony Turner 1

Section 1 Becoming A Teacher 9

1 Emotional preparation for teaching: a case study about trainee teachers in England Denis Hayes 13

2 Changing contexts: teacher professional development and ICT pedagogy Matthew Pearson Steven Naylor 30

Section 2 Beginning To Teach 41

3 Practice makes perfect? Learning to learn as a teacher Hazel Hagger Katharine Burn Trevor Mutton Sue Brindley 44

4 Lesson planning and the student teacher: rethinking the dominant model Peter D. John 64

Section 3 Classroom Interactions and Managing Pupils 79

5 Towards the improvement of learning in secondary school: students' views, their links to theories of motivation and to issues of under- and over-achievement Keith Postlethwaite Linda Haggarty 84

6 Recent research on troublesome classroom behaviour: a review Robyn Beaman Kevin Wheldall Coral Kemp 109

7 A positive psychology approach to tackling bullying in secondary schools: a comparative evaluation Andrew Richards Ian Rivers Jacqui Akhurst 124

Section 4 Meeting Individual Differences 137

8 The effects of social class and ethnicity on gender differences in GCSE attainment: a secondary analysis of the Youth Cohort Study of England and Wales 1997-2001 Paul Connolly 142

9 Educational psychology and the effectiveness of inclusive education/mainstreaming Geoff Lindsay 161

10 Setting or mixed ability? Teachers' views of the organisation of pupils for learning Chris M.M. Smith Margaret J. Sutherland 186

11 Moral education in practice Colin Wringe 197

Section 5 Helping Pupils Learn 213

12 Personal understanding and target understanding: mapping influences on the outcomes of learning Noel Entwistle Colin Smith 217

13 Personalised learning: ambiguities in theory and practice R.J. Campbell W. Robinson J. Neelands R. Hewston L. Mazzoli 241

14 Neuroscience and education Usha Goswami 257

Section 6 Assessment 273

15 Testing, motivation and learning Assessment Reform Group Supported By The Nuffield Foundation Based On An Extensive Review Wynne Harlen Ruth Deakin-Crick 276

16 'Troublesome boys' and 'compliant girls': gender identity and perceptions of achievement and underachievement Susan Jones Debra Myhill 289

17 It's not which school but which set you're in that matters: the influence of ability grouping practices-on student progress in mathematics Dylan Wiliam Hannah Bartholomew 304

Section 7 The School, Curriculum and Society 319

18 Rethinking the school curriculum John White 323

19 Value-added is of little value Stephen Gorard 342

Section 8 Your Professional Development 351

20 The role of teacher research in continuing professional development Margaret Kirkwood Donald Christie 353

Index 369

Editorial Reviews

‘This timely publication provides a readily accessible source of the most stimulating and relevant published research in the field of education. Readings include those which directly influence day-to-day practice, consider educational policy, and explore new areas of interest, such as neuroscience. All teachers, whether on programmes of initial teacher education or simply interested in reflecting on their practice will find this book useful reading.’

Sheila King, Director of the Secondary PGCE, Institute of Education, University of London, UK

 

‘This collection of readings and guidance is a valuable tool for developing reflective practice in those entering the teaching profession. It provides an excellent introduction to postgraduate study in initial teacher education, engaging readers in core aspects of early professional development through carefully selected and recent thought-provoking articles.’

Peter Horsfall, Head of Secondary Initial Teacher Education, Liverpool John Moores University, UK

From the Publisher