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

by Wragg; E C

• ISBN13: 9780415352222
• ISBN10: 0415352223
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2005-11-07
• Publisher: Routledge

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