Good teaching and learning : pupils and teachers speak

Author(s)

Bibliographic Information

Good teaching and learning : pupils and teachers speak

Colin Morgan and Glyn Morris

Open University Press, 1999

  • : hard
  • : pbk

Available at  / 9 libraries

Search this Book/Journal

Note

Bibliography: p. [137]-139

Includes index

Description and Table of Contents

Volume

: pbk ISBN 9780335202621

Description

Government intervention in the control of schools, irrespective of which political party has been in power, has changed as the 1990s have proceeded. Beginning with policy innovations centred on the system, the concerns are now with the classroom, and such issues as teaching methods and skills of 'good teachers'. The quality of learning and the quality of teaching are officially designated categories of evaluation in the inspection of schools' performance. This book reports a five year research project which aimed to capture the voices of secondary school pupils and teachers on how they defined key aspects of quality in learning and teaching. Based on individual interviews with 207 pupils and 133 teachers in ten British comprehensive schools with socially and geographically different catchment areas, the book describes and compares student and teacher perspectives on topics such as: 'what constitutes good teaching?', 'successful lessons' and, 'why pupils learn more in some classes'. The content of this book will be of interest and importance to all teachers in secondary comprehensive schools, educational policymakers, teacher trainers and trainee teachers, for it provides the kind of information which can assist schools, teachers, and pupils in doing better. It makes a significant contribution to knowledge of what the key participants in teaching and learning think. The research findings reported in this book raise important issues for policy makers with regard to training and the development support provided for teachers.

Table of Contents

Acknowledgements Introduction the policy background, research conducted Pupils and Learning why they say they learn more in some lessons than others Pupils and teachers why they consider some teachers as better than others Pupils and lessons their 'best', 'worst', and 'the lessons where I learn the most' Teachers and pupil learning why they say some learn better than others Teachers and pedagogy views of their own teaching Teachers and pupils perspectives compared shared or dissimilar Pupil and teacher perspectives on learning and teaching quality issues for policymakers References Index.
Volume

: hard ISBN 9780335202638

Description

Government intervention in the control of school has changed as the 1990s have proceeded. Beginning with policy innovations centred on the system, the concerns are with the classroom and such issues as teaching methods and skills of "good teachers". The quality of learning and the quality of teaching are designated categories of evaluation in the inspection of school's performance. This text reports on the five year research project that aimed to capture the views of secondary school pupils and teachers on how they defined key aspects of quality in learning and teaching. Based on interviews with 207 pupils and 133 teachers in 10 British comprehensive schools with socially and geographically different catchment areas, this book describes and compares their perspectives on topics such as: what constitutes good teching, successful lessons and why pupils learn more in some classes.

by "Nielsen BookData"

Details

Page Top