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:
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.
List of figures and tables Foreword Acknowledgements List of Abbreviations List of Contributors Introduction Section One: Professional IssuesChapter 1: The role of the Teaching Assistant, Allison Tatton and Clare BrightChapter 2: Education policy, Cheryl HedgesChapter 3: Reflecting on learning: Becoming a student in Higher Education, Clare BrightSection Two: Curriculum Issues Chapter 4: The developing child, Jane Beniston Chapter 5: Curriculum development and approaches, Clare Bright and Cheryl HedgesChapter 6: Supporting core skills, Angela Sawyer, Andrew Sheehan and Ian TinleyChapter 7: Children and technology, Stephen DixonChapter 8: Assessment and evaluation, Parminder AssiChapter 9: Working with Families, Jacky TaylorSection Three: Supporting Pupils Learning NeedsChapter 10: Special educational needs, disability and inclusion, Clare BrightChapter 11: Behaviour and relationships, John BayleyChapter 12: Inclusion, diversity and English as an additional language (EAL), Chris Watts and Parminder AssiSection Four: Professional DevelopmentChapter 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