9780415352222

The Art and Science of Teaching and Learning: The Selected Works of Ted Wragg

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  • ISBN13:

    9780415352222

  • ISBN10:

    0415352223

  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2005-11-07
  • Publisher: Routledge
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Summary

Ted Wragg has spent the last thirty years researching, thinking and writing about some of the key and enduring issues in education. This book offers his key writings in one place for the first time. This internationally renowned author starts with a specially written introduction, which gives an overview of his career and conceptualizes his selection. The chapters cover: * classroom teaching and learning * training new and experienced teachers * curriculum in action * educational policy and its implementation * communicating with professional and lay people. During his thirty-year career Ted Wragg has contributed to over 40 books and 1,000 articles to the field and is regularly required to commentate on educational issues for the media.

Table of Contents

Acknowledgements ix
Introduction 1(6)
Becoming addicted
1(1)
Phases and focus
2(4)
Main areas of focus
6(1)
PART 1 Classroom teaching and learning 7(100)
1 First encounters
9(24)
First encounters with a class
10(2)
The preparatory phase
12(8)
The observation study of first encounters
20(11)
Summary
31(2)
2 Pupil appraisals of teaching
33(13)
The present study
34(1)
Pupils' views
35(3)
Interviews with pupils
38(8)
3 Class management in the primary school
46(23)
Strategies observed
48(3)
Classrooms in different contexts
51(4)
Teachers' decision-making
55(3)
Managing children's behaviour and work
58(11)
4 Class management during teaching practice
69(20)
Studies of class management
71(2)
The notion of time management
73(2)
Class management on teaching practice
75(1)
The pilot study
75(3)
The main study
78(2)
Findings of the main study
80(6)
Summary
86(3)
5 A study of student teachers in the classroom
89(20)
The research context
89(1)
Design of the research
89(7)
The results of the research
96(6)
Conclusions
102(5)
PART 2 Training new and experienced teachers 107(56)
6 Teacher education: a historical perspective
109(19)
Factors influencing the course of teacher education and training
109(3)
Primitive communities
112(1)
Classical models
113(4)
Teacher training in industrialised societies
117(11)
7 What is a teaching skill?
128(4)
Identifying and defining teaching skills
128(4)
8 Explaining and explanations
132(23)
The present study of teachers' explanations
134(3)
The research instruments
137(1)
Research findings
138(17)
9 Explaining in the secondary school
155(8)
Mastering subject matter
155(3)
Explaining concepts
158(2)
Written explanations
160(1)
Coping strategies
161(2)
PART 3 Curriculum in action 163(32)
10 A curriculum for the future
165(12)
Employment or unemployment?
165(3)
Home and family life
168(1)
The Four Ages
169(3)
The knowledge explosion
172(1)
New technology and learning
173(2)
A curriculum for the future
175(2)
11 Improving literacy
177(11)
The national questionnaire
177(1)
Organisation and the role of the language co-ordinator
178(2)
The teaching of reading
180(3)
Current initiatives involving parents
183(2)
Current initiatives evaluating policy and changing organisation
185(3)
12 Learning to read
188(7)
Case studies
188(2)
A big sinker and an improver within the same class
190(2)
Different patterns of improvement
192(3)
PART 4 Educational policy and its implementation 195(40)
13 State-approved knowledge? ten steps down the slippery slope
197(6)
Step 1: centrally prescribed 'broad aims'
198(1)
Step 2: centrally prescribed 'time allocations'
198(1)
Step 3: an 'agreed syllabus'
198(1)
Step 4: more 'precise objectives'
198(1)
Step 5: centrally prescribed objectives and 'teaching materials'
199(1)
Step 6: centrally prescribed objectives, teaching materials and 'strategies'
199(1)
Step 7: centrally prescribed objectives, materials, strategies, tested with 'test items drawn from the APU test bank'
200(1)
Step 8: centrally prescribed objectives, materials, strategies, test items and 'remedial programmes'
200(1)
Step 9: centrally prescribed objectives, materials, strategies, test items, remedial programmes and 'publication of results by school'
201(1)
Step 10: 'dismissal of teachers' who fail to deliver
201(2)
14 Education in the market place
203(11)
The market philosophy
203(3)
Ideology and the Bile
206(5)
The consequences of the ideology
211(3)
15 Performance-related pay
214(11)
The performance-related pay scheme in England
214(3)
General issues in performance-related pay
217(6)
The future of performance-related pay
223(2)
16 The problems of incompetence
225(10)
Significant findings
226(3)
Reflections on the processes observed
229(3)
Failing or succeeding?
232(3)
PART 5 Communicating with professional and lay people 235(35)
17 Communicating with teachers and the public
237(20)
Funny things happen on the way to the classroom
237(3)
Superteach and the dinosaurs
240(2)
Don's diary
242(3)
'Why don't your teachers riot?'
245(2)
A five-day week in the lions' den
247(2)
Oh boy
249(4)
Why Ron left the Wendy House for the toilet
253(1)
Theory good, practice bad
254(3)
18 Education, satire and polemic
257(13)
Sir Keith: epilogue
257(3)
The farce of the flashlight brigade
260(1)
Who put the ass in assessment?
261(2)
Descartes thinks but Clarke Disney
263(1)
On the warpath with Spiffy
264(1)
Digging holes in maths tests
265(2)
Tell Sid: beware of flobbabytes
267(1)
Take Tony Zoffis' bullets away
268(2)
Index 270

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