1st Edition
Readings for Learning to Teach in the Secondary School A Companion to M Level Study
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.
Introduction
Susan Capel, Marilyn Leask and Tony Turner
Section 1 Becoming a Teacher
1 Emotional Preparation for Teaching: a case study about trainee teachers in England
Denis Hayes
2 Changing contexts: Teachers professional development and ICT pedagogy
Matthew Pearson and Steven Naylor
Section 2 Beginning to Teach
3 Practice makes perfect? Learning to learn as a teacher
Hazel Hagger, Katharine Burn, Trevor Mutton and Sue Brindley
4 Lesson planning and the student teacher: re-thinking the dominant model
Peter D. John
Section 3 Classroom Interactions and Managing Pupils
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 and Linda Haggarty
6 Recent Research on Troublesome Classroom Behaviour: A Review
Robyn Beaman, Kevin Wheldall and Coral Kemp
7 A positive psychology approach to tackling bullying in secondary schools: A comparative evaluation
Andrew Richards, Ian Rivers and Jacqui Akhurst
Section 4 Meeting Individual Differences
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
9 Educational psychology and the effectiveness of inclusive education/mainstreaming
Geoff Lindsay
10 Setting or mixed ability? Teachers’ views of the organisation of pupils for learning
Chris M. M. Smith and Margaret J. Sutherland
11 Moral Education in Practice
Colin Wringe
Section 5 Helping Pupils Learn
12 Personal understanding and target understanding: Mapping influences on the outcomes of learning
Noel Entwistle and Colin Smith
13 Personalised Learning: Ambiguities in theory and practice
R.J. Campbell, W. Robinson, J. Neelands, R. Hewston and L. Mazzoli
14 Neuroscience and education
Usha Goswami
Section 6 Assessment
15 Testing, Motivation and Learning
Assessment Reform Group supported by The Nuffield Foundation (based on an extensive review by Wynne Harlen and Ruth Deakin-Crick)
16 ‘Troublesome boys’ and ‘compliant girls’: gender identity and perceptions of achievement and underachievement
Susan Jones and Debra Myhill
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 and Hannah Bartholomew
Section 7 The School, Curriculum and Society
18 Rethinking the School Curriculum
John White
19 Value-added is of little value
Stephen Gorard
Section 8 Your Professional Development
20 The Role of Teacher Research in Continuing Professional Development
Margaret Kirkwood and Donald Christie
Biography
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.
‘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
