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A Bestiary

WILBUR, Richard

Verlag: Fourth Estate, 1993
ISBN 10: 1857021592 / ISBN 13: 9781857021592
Gebraucht / Hard Cover / Anzahl: 1
Verkäufer Ken Spelman Books ABA, PBFA. (est 1948) (York, Vereinigtes Königreich)
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Bibliografische Details


Titel: A Bestiary

Verlag: Fourth Estate

Erscheinungsdatum: 1993

Einband: Hard Cover

Illustrator: CALDER, Alexander

Beschreibung:

Very good hbk, with d/w. Foreedge untrimmed. 4to. Buchnummer des Verkäufers 66219

Über diesen Titel:

Inhaltsangabe: Observing children is a fundamental aspect of learning to teach and a vital component of primary English teaching. Observing Primary Literacy focuses on observing children and teachers in the primary classroom. Its purpose is to enable trainee teachers to make sense of what they observe in classrooms. This book aims to help make explicit the reasons for the professional decisions teachers make before and during lessons, as well as encouraging critical and reflective thought on key aspects of primary English.

Using a detailed examination of real-life case studies, Margaret Perkins provides a framework for understanding the literacy learning processes of primary-age children and how this can inform good teaching practice. She demonstrates to readers how to re-focus on children's learning and develop a critically informed approach to literacy in the modern primary classroom.

This is essential reading for all students studying primary English on primary initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), and employment-based routes into teaching. It is also useful for practising teachers who wish to develop their understanding and practice of literacy teaching.

Dr Margaret Perkins is Senior Lecturer at the University of Reading.

Rezension: 'This very readable book is an extremely valuable addition to current literature on becoming a teacher of literacy. Classrooms are complex environments and learning from observation is a challenging process. This book supports such learning in a highly effective way. Powerful and realistic examples of classroom practice are accompanied by commentaries and questions which support the reader in looking critically and productively at learning and teaching. The references to seminal studies and recent research woven throughout the book cleverly reinforce the inter-dependency of research, theory and practice and also ensure that the reader is provided with clear direction for further self-study. Perkins' book provides accessible and well-structured support for student-teachers in exploring and examining literacy teaching. It will also be valued as a resource for teacher educators exploring new ways of enabling student-teachers to engage critically with classroom practice'
-Cathy Burnett, Sheffield Hallam University

'What I love about this book is that it is completely grounded in an understanding of how children learn to read, of what classrooms and schools are actually like, and of what students and early-career teachers need to know. Margaret Perkins writes about real children in real classrooms, where things are good, but by no means perfect, and in each context, she shows how excellent teaching makes a difference. The book covers all the big and important theoretical ideas about literacy development but explains and links them to the realities of classroom life in ways that demonstrate that 'there is nothing as practical as good theory'. This book's value to students and early-career teachers is without question'
- Sue Ellis, University of Strathclyde

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