Good Teaching and Learning: Pupils and Teachers Speak

Overview

This book reports a five year research project which aimed to capture the voices of secondary school pupils and teachers on how they defined key aspects of quality in learning and teaching. Based on individual interviews with 207 pupils and 133 teachers in ten British comprehensive schools with socially and geographically different catchment areas, the book describes and compares student and teacher perspectives. The content of this book will be of interest and importance to all teachers in secondary ...
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Overview

This book reports a five year research project which aimed to capture the voices of secondary school pupils and teachers on how they defined key aspects of quality in learning and teaching. Based on individual interviews with 207 pupils and 133 teachers in ten British comprehensive schools with socially and geographically different catchment areas, the book describes and compares student and teacher perspectives. The content of this book will be of interest and importance to all teachers in secondary comprehensive schools, educational policymakers, teacher trainers and trainee teachers, for it provides the kind of information which can assist schools, teachers, and pupils in doing better. It makes a significant contribution to knowledge of what the key participants in teaching and learning think. The research findings reported in this book raise important issues for policymakers with regard to training and the development support provided for teachers.
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Booknews
Reports a five year research project which aimed to capture the voices of secondary school pupils and teachers on how they defined key aspects of quality in learning and teaching. Based on individual interviews with 207 pupils and 133 teachers in ten British comprehensive schools with socially and geographically different catchment areas, it describes and compares student and teacher perspectives on topics such as what constitutes good teaching, successful lessons, and why pupils learn more in some classes. Distributed by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780335202621
  • Publisher: McGraw-Hill Companies, The
  • Publication date: 1/28/1999
  • Pages: 158
  • Product dimensions: 9.00 (w) x 6.00 (h) x 0.34 (d)

Table of Contents

Acknowledgements
List of tables and figure
1 Introduction: the policy background, the research and the contents of this book 1
2 Pupils and learning: why they learn more in some lessons 18
3 Pupils and teachers: why some teachers are better than others 34
4 Pupils and lessons: the best, the worst and those where they learn the most 55
5 Teachers and pupil learning: why some learn better than others 68
6 Teachers and pedagogy: views of their own teaching 90
7 Teachers' and pupils' perspectives compared: shared or dissimilar? 112
8 Pupil and teacher perspectives on learning and teaching quality: issues for policy-makers 124
Bibliography 137
Index 140
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