This book explores the diverse ways in which practitioners can support students’ learning, enabling them to develop and flourish in the school setting. Chapters bring together various theoretical approaches, draw on case studies from practice and foreground the concrete ways in which practitioners might respond to the specific needs of children.
Maintaining a strong link with current policy and curricula, each chapter takes a detailed and nuanced approach to a different aspect of pupil support, whilst reflective questions, activities and suggestions for further reading encourage the reader to reflect, re-consider and delve deeper into key topics. Areas addressed include:
- theories of child and adolescent development
- managing student behaviour and building positive relationships
- working with pupils with special educational needs
- making use of assessment and evaluation
- furthering professional skills and career progression.
An accessible yet comprehensive guide to a wide range of key issues, this book will provide Foundation Degree students, teaching assistants and practitioners working in a range of educational settings with essential support as they progress from study into practice.
Table of Contents
List of figures and tables Foreword Acknowledgements List of Abbreviations List of Contributors Introduction Section One: Professional Issues Chapter 1: The role of the Teaching Assistant, Allison Tatton and Clare Bright Chapter 2: Education policy, Cheryl Hedges Chapter 3: Reflecting on learning: Becoming a student in Higher Education, Clare Bright Section Two: Curriculum Issues Chapter 4: The developing child, Jane Beniston Chapter 5: Curriculum development and approaches, Clare Bright and Cheryl Hedges Chapter 6: Supporting core skills, Angela Sawyer, Andrew Sheehan and Ian Tinley Chapter 7: Children and technology, Stephen Dixon Chapter 8: Assessment and evaluation, Parminder Assi Chapter 9: Working with Families, Jacky Taylor Section Three: Supporting Pupils Learning Needs Chapter 10: Special educational needs, disability and inclusion, Clare Bright Chapter 11: Behaviour and relationships, John Bayley Chapter 12: Inclusion, diversity and English as an additional language (EAL), Chris Watts and Parminder Assi Section Four: Professional Development Chapter 13: Undertaking a small scale research project, Allison Tatton Chapter 14: Next steps: Further developing your reflective practice; professional and academic learning; and career progression, Lorraine Thomas
Allison Tatton is currently Head of Early Childhood Education and Care at Newman University, UK. She has led the Foundation Degree for Teaching and Learning Support at the university for 12 years.
Clare Bright is Senior Lecturer in Education and Multi-professional Practice at Newman University, UK. She has over 20 years of experience of primary teaching.
Lorraine Thomas is currently Dean of the Faculty of Education at Newman University, UK. She gained 14 years of experience teaching in secondary schools before entering higher education.