Ted Wragg is well-known for his writing on all the essential issues in education and over the last thirty years contributed over forty books and a thousand articles to the field. This book offers a personal selection of his key writings in one volume for the first time. With a specially written introduction, this internationally renowned author contextualises his work and gives an overview of his career. The broad-ranging subjects covered include:
- classroom teaching and learning
- training new and experienced teachers
- curriculum in action
- educational policy and its implementation
- communicating with professional and lay people.
This is the ideal book for those who want to have what Ted Wragg considered to be his best pieces in one place.
Table of Contents
Part 1: Classroom Teaching and Learning 1. First encounters 2. Pupil appraisals of teaching 3. Class management in the primray school 4. Class management during teaching practice 5. A study of student teachers in the classroom Part 2: Training new and experienced teachers 6. Teacher education: a historical perspective 7. What is teaching skill? 8. Explaining and explanations 9. Explaining ain the secondary school Part 3: Curriculum in action 10. A curriculum for the future 11. Improving literacy 12. Learning to read Part 4: Educational plicy and its implementation 13. State-approved knowledge? ten steps down the slippery slope 14. Education in the market place 15. Performance-related pay 16. The problems of incompetence Part 5: Communicating with professional and lay people 17. Communicating with teachers and the public 18. Education, satire and polemic
Ted Wragg is Emeritus Professor of Education at the University of Exeter, UK. He has been researching and writing about education for over thirty years and is regularly required to commentate on educational issues for the media.
'When this selection of pieces was made, Ted Wragg was as alive as only he could be; now that he is dead, the book forms a worthy celebration of him and his life. He was above all a teacher, and his considerable research output - which was essentially qualitative - was firmly rooted in the problems of teachers and pupils. He was an iconoclast par excellence.' - British Journal of Educational Technology Vol 38 No 1 2007