- Table View
- List View
Ground Rules for Social Research (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Martyn DenscombeGround Rules for Social Research is a user-friendly resource for people doing small-scale social research projects. It focuses on the key ideas and practices that underlie good research and provides clear guidelines to newcomers and experienced researchers alike.The book is written for undergraduate, postgraduate and professional students in the social sciences, business studies, health studies, media studies and education who need to undertake research projects as part of their studies.Key features of the book include: The identification of 12 ground rules for good social research Checklists to help researchers evaluate their approach and avoid fundamental errors A clear and jargon-free styleThis new edition of the book builds on the features that made the first edition so successful, adding: New chapters on research design and research philosophy An increased focus on mixed methods research More examples and illustrations Updated material relating to the internet and online research
Adult Teaching and Learning: Developing Your Practice (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Sue Cross"This is a guide to teaching and learning in the real world. [The author] encourages us to understand current theories about how people learn, and can best be helped to learn, while urging us to question our assumptions, recognise the importance of context, and reflect on our own understanding of what it means to be an adult learner."John Field, Professor of Lifelong Learning and Co-Director of the Centre for Research in Lifelong Learning, University of Stirling, UKThis book is an essential guide to developing your practice in adult teaching and learning. Key features include: Exploration of key theoretical issues which are related directly to real learning contexts Practical ideas and suggestions to promote the development of teaching practice in new ways Conceptual tools for reflective practiceInformed by the author’s rich theoretical knowledge and practical experience of the field, this book encourages you to reflect on your own personal practice and understanding. In this way, it re-frames the teaching and learning process and puts the focus on the professional character of the teacher, recognising the extent to which the personal approach adopted by individual teachers shapes learning experiences. Through the use of case studies and examples drawn from a wide variety of learning environments it promotes a dynamic and engaging approach and encourages you to experiment with new ways of teaching. These examples are ideal for new teachers facing the daunting prospect of engaging, motivating and challenging their learners in their first teaching roles. For the more practically experienced, it presents a vital stimulus to reflection for the purposes of professional development or accredited study.This thoughtful book is important reading for anyone with the responsibility for the learning of adults whether a student, new teacher or experienced professional.
New Perspectives in Primary Education: Meaning And Purpose In Learning And Teaching (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Sue Cox"This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms."Professor John Elliot, School of Education, University of East Anglia, UKThis book encourages you to question the existing culture of schooling, its principles and practices. Current practices have been shaped and dominated by a target led and outcomes driven agenda. The book addresses some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other. Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's learning. She then goes on to explore the implications for teachers working collaboratively with children in areas such as interaction, curriculum and assessment. An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge some entrenched practices and thinking. This book provides thoughtful reading and promotes reflective thinking for primary teachers, teachers in training and researchers with insight into new ways of thinking about and developing primary education.
Educational Leadership and Management: Developing Insights And Skills (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Marianne Coleman Derek GloverThis book integrates theory with practice by presenting a real life scenario in each chapter to illustrate insights and skills needed by leaders in education in an increasingly diverse society. It draws on literature and examples from both the UK and international sources, taking a stance on equity and offering a fresh look at what it means to be a leader in education today. The book will be of interest to both practitioners and students of educational leadership and management with an interest in values of social justice and equity.Special features of the book are:It brings together theory and practice on aspects of educational leadership and management;Each chapter includes an illustrative scenario drawn from real life situations;It encourages reflection;Leadership is generally understood to be distributed;An ethical stance is promoted based on values of social justice and equity;There is a focus on cultural diversity;The authors draw on their own research.
Getting Ahead as an International Student (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Dave Burnapp"This book provides international students, planning to study at a university in an English speaking country, with knowledge about what they will have to do at university, why they will have to do this and how. The author helpfully bases each chapter on a theme and highlights related theories, learning points and tasks ... Individual assignments are covered but an important part of the book is group tasks such as discussions; consequently making it ideal for use in a group context. The practical advice and guidelines throughout will provide international students with a great head start for university education."Christine Boomsma, Student, University of Plymouth, UK"This excellent and easily accessible guide recognises the needs and concerns international students face when starting a university course. It is well laid out in three distinct parts: the university context, the study process and producing assignments with each chapter containing tasks to develop learning in each of these areas. International students will find this a useful book in understanding the expectations of study at an English speaking university at whatever level they choose to study and as a reference guide to refer to throughout their university education."Balvinder Bassi, Student, University of Birmingham, UK How can I adapt to life at an English speaking university? How can I get good grades? This book unravels the background and culture of English speaking universities. It explains how you will be expected to learn and study in universities in English speaking countries, and how you can develop your skills to excel as an independent learner. While it is important to understand how to undertake academic tasks like referencing, essay-writing and presenting information, it is also useful to be aware as to why the university requires you to do them. Each section includes the approaches, methods and applied exercises that will help you to understand and develop your skills. Reflective exercises as well as group tasks are also included to help you develop the study skills that are necessary for successful completion of a course. You are also encouraged to keep a copy of each completed task (in a portfolio) in order to demonstrate the skills you have learned to prospective employers. Getting Ahead as an International Student is designed for international students studying at any level - foundation level, undergraduate or postgraduate - and using any mode of study including distance-learning. Visit the accompanying website for further readings and resources linked with this book: www.openup.co.uk/internationalstudents
Giving Students Effective Written Feedback (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Deirdre Burke Jackie PieterickThis book focuses on one of the key issues in student assessment - delivering student feedback. It considers feedback from both the perspective of tutor provider and student receiver to offer new insights into the impact feedback has on student performance. The text provides an opportunity to explore research and contemporary concerns about the function and impact of written feedback, and offers practical guidance on how to give more appropriate and effective feedback. The text also explores strategies for tutors to use with students to ensure that they make full use of tutor feedback.Giving Students Effective Feedback not only covers assessment theories and literature, but contains a wide range of examples as well as case studies that will be of use to all higher education staff involved in the teaching and support of student learners.
Engaging Play (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Liz Brooker Suzy EdwardsThis book takes a detailed look at the complex area of young children's play as it is understood in the early twenty-first century, and in particular at the relationships between play, learning and teaching which are enacted in early childhood settings, across countries as different as England and the USA, Sweden and the Netherlands, Australia and New Zealand. It examines contemporary thinking about the role of play in the early years from a range of perspectives, and offers new ways to understand and define the relationship between learning and play. Its contributors bring together theory, practice and research evidence to make their arguments, which are illustrated through a range of international, cross-cultural examples.Contributors: Jo Ailwood, Joy Cullen, Brian Edmiston, Marilyn Fleer, Helen Hedges, Barbara Jordan, Anna Kilderry, Annica Lofdahl, Alex Moran, Andrea Nolan, Bert van Oers, Ann Merete Otterstad, Jeannette Rhedding-Jones, Sue Rogers, Annette Sandberg, Tuula Vuorinen.
Academic Research (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Angela Brew Lisa LucasUniversity research is of central political, cultural and economic importance for nations and is currently the subject of considerable debate and discussion in universities worldwide. Research has become highly competitive though scarce resources. In recent years, research policies and strategies at different levels have called into question researcher autonomy, problematised academic freedom, created new disciplinary hierarchies, skewed publication rates and processes, created powerful ways to measure research outputs and demanded new working habits. This book is concerned with how individual researchers experience and respond to this scenario. It brings together research and scholarship examining the socio-political context of university research and explores how researchers' perceptions and identities are changed by political and cultural agendas for research. The book brings together the work of leading international scholars from different countries who have investigated theoretically and empirically the nature of research, research cultures and academic researcher identities. It brings together work that has hitherto only been reported in isolated and esoteric contexts internationally, thus consolidating the nature of research as an important field of study in its own right and providing important new understandings of how research is experienced in universities. A range of different theoretical positions taken by different authors is indicative of a lively and robust field of developing knowledge. Contributors:Dr Gerlese S. Akerlind, Dr Christine Asmar, Professor David Boud, Dr Harry de Boer, Dr Jurgen Enders, Dr Margaret Kiley, Dr Liudvika Leisyte, Professor Alison Lee, Dr Catherine Manathunga, Professor Emeritus Ian McNay, Dr Ocean Ripeka Mercier, Dr Mari Murtonen, Associate Professor Susan Page, Professor Betty Rambur, Professor Sir Peter Scott, Professor Margaret Thornton, Professor Malcolm Tight
Teaching Learning and Assessment (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by John Blanchard"This down-to-earth and timely book demonstrates that assessment is at the very heart of the teaching and learning process. It gives highly practical ideas and strategies to help make learning powerful and effective. It reminds us not only about what works in classrooms but also about what works in adult learning and informal learning too."Steve Munby, Chief Executive, National College for School Leadership, UKThis book deals with formative assessment, that is, assessment designed to inform and enhance learning, rather than simply produce test results and qualifications. Formative assessment considers how pupils learn, what they learn and why, and encourages pupils to direct their own learning. Based on real life experiences of students and teachers, this book develops a practical framework for thinking about formative assessment, based on a five-year research project undertaken by Portsmouth Local Authority schools and the University of Sussex. Rich in case studies, quotations, examples and recommendations collected from the project, the book offers practical advice for making formative assessment work. Its key features include: A framework for formative assessment Focus on professional and whole-school development Prompts for reflection Real-life examples and case studies from work carried out by pupils, teachers, assistants and leadersThe central message is that assessment should be fundamental to the whole learning process, and is as relevant to early years as to primary, secondary and post-compulsory settings across the curriculum. Teaching, Learning and Assessment is important reading for all teachers whether undertaking initial teacher training or continuing professional development.
Gaining Funding for Research (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Dianne BerrySuccess at seeking and gaining funding is now a vital component of building of a successful research career. The book sets out the case for why success at winning funding is so important, from both an institutional and individual researcher perspective.Primarily based on research funding available to researchers in the United Kingdom, the author explores in depth the main forms of research, research funding organizations, and modes of funding. The book takes researchers through the process of applying for funding, and suggests ways in which they can improve their chances of being successful. The book covers research funding in all the key areas:The sciencesLife sciencesSocial sciencesArts and humanitiesAnd it also has a depth of coverage that will be useful to established researchers as well as those in the early stages of a research career.
Implementing the Early Years Foundation Stage: A Handbook (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Pat Beckley Karen Elvidge Helen HendryAre you working or training to work in the early years sector? Would you like support and guidance in understanding the key themes in the Early Years Foundation Stage document? Are you looking for practical tips and strategies on how to implement EYFS in your setting?Yes? Then this is the essential guide for you!Relating the themes from the EYFS document to everyday practice can be a daunting prospect for the busy practitioner. This timely resource offers friendly advice and suggestions on how you can apply the document’s strategies to your own setting. Through practical activities and case studies, the authors provide you with straight forward guidelines for implementing the statutory requirements and developing your practice. The book covers the main outline of the document, providing a discussion for the themes and rational as well as making links to current research, theory and practice.Each chapter includes: An introduction to the theme Practical suggestions and activities Reflective tasks Case studies of good practiceThis book is essential reading for anyone involved with the early years sector whether you are a student, practitioner, childminder or parent.
Primary Mathematics: Teaching For Understanding (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Patrick Barmby Lynn Bilsborough Tony Harries Steve Higgins"One feature of this book that sets it apart from others is the care that is taken to clarify the authors’ interpretation of the phrase 'teaching for understanding'. Each component of this interpretation – connections, representations, reasoning, communication and misconceptions – is then successfully incorporated as a theme in the subsequent chapters that develop important mathematical topics."Ian Thompson, Visiting Professor at Edge Hill University and Northumbria University, UKThis important book aims to support and develop teachers' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by 'understanding' and uses this model to examine and explain various mathematical topics. The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconceptions that teachers may encounter in the classroom.Key features: Specific focus on 'understanding' to offer new insights in to how to teach the topics Case studies to demonstrate how to communicate mathematical topics in the classroom End of chapter questions to stimulate discussionThe authors integrate research and theory throughout, to highlight core issues. This theoretical background is also linked directly to classroom practice and informs suggestions for how topics can be communicated in the classroom. This offers valuable guidance to trainee teachers on how to teach the topics and presents experienced teachers with the opportunity to develop their subject and pedagogical knowledge.
Urban Youth and Education (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Louise Archer Sumi Hollingworth Heather MendickHow can we understand the educational disengagement of urban, working-class young people? What role do schools and education policies play in these young people’s difficult relationships with education?How might schools help to support and engage urban youth? This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban young people's relationships with education and schooling and discusses strategies for addressing these issues. Drawing on a two year study of urban 14-16 year olds, educational professionals and parents, the book focuses in depth on the views and experiences of ethnically diverse young Londoners who had been identified by their schools as 'at risk of dropping out of education' and as 'unlikely to progress into post-16 education'. It provides an informative and accessible overview of the key issues, debates and theoretical frameworks. It is important reading for school leaders, teachers and learning support assistants as well as trainee teachers and educational researchers.
Study Skills for Business and Management Students (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Barbara AllanThis practical handbook is an essential course companion for business and management students at degree level. It contains case studies, exercises, tips and self-assessment tools that will help students with their personal and professional development. The book covers key areas, such as: Learning and teaching methods Study strategies Time management Research methods Assessment activities Exam techniques Job searching And it also emphasizes the skills that are key for business and management courses, which include: Academic writing Critical and reflective thinking Effective communication Interpersonal skills Project management Research skills Team workingStudy Skills for Business and Management Students has been carefully structured to be used throughout a degree course in order to hone the skills necessary to get a good degree and begin a successful career. An accompanying website www.openup.co.uk/businesssuccess has more information on related careers with up-to-date web links.
Reading, Writing and Reasoning (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Gavin Fairbairn Christopher Winch"A concise and useful guide, which provides an overview of the skills necessary to good reviewing ... Dealing clearly with traditional sources such as books and journals alongside recent developments such as wikis, blogs, and other online material, this handbook provides students with not only the basics, but guidance on the evolving issues in research dissemination and literature reviewing."Daniel Zahra, Student, University of Plymouth, UKWhat do you have to do to achieve success in your university studies? Many students find the 'step up' from school or college work to university study a challenge. The same is frequently true for those returning to study after time spent in the workplace. If you find yourself in either of these situations then this is the book for you. Straightforward and sympathetic, this accessible handbook will help you to develop the essential skills in three of the core aspects of university study: reading, writing and reasoning. Drawing on a wealth of experience of working with students in a variety of settings, Gavin Fairbairn and Christopher Winch have completely revised and updated this best selling text. It is packed with practical advice, examples and exercises that will be invaluable for all students and assist in developing effective reading practices, high quality academic writing and critical thinking skills.The new edition contains:Expanded coverage on plagiarism and how to avoid itAdditional guidance on structuring writingSuggestions for overcoming writer’s blockTasks designed to reflect on key issues and practice skillsGuidance for tutors on how to help students
Critical Thinking across the Curriculum: Developing Critical Thinking Skills, Literacy And Philosophy In The Primary Classroom (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Mal LeicesterThis exciting, practical book is an essential resource for every busy primary teacher and very easy to use in the classroom. It provides advice, original themed stories, critical learning activities and beautifully illustrated photocopiable resources for helping children to:Develop critical thinking skills Understand reason and knowledge in all the areas of the curriculum Draw on their natural wonder and curiosity, to engage in philosophical discussion. The photocopiable learning activities are differentiated for Key Stage 1 and Key Stage 2, plus there are extension activities for enthusiastic, gifted and talented children. This fun resource will help your students practice generic skills, interdisciplinary skills which necessarily draw on several kinds of knowledge and understanding, and subject centred skills covering all areas of the curriculum in additional to the cross curricular values domains. Philosophy involves particular kinds of critical thinking and is also introduced in this book.Original, beautifully illustrated stories illuminate the abstract material, to make concrete and readily understandable the unfamiliar and complex ideas. Developing critical thinking skills has never been easier.
Developing Early Childhood Services: Past, Present And Future (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Peter BaldockSince Labour came to power in 1997, early years services have undergone a huge transformation – for example a significant increase in the scale of provision, the creation of an over-arching policy approach (Every Child Matters), the establishment of new departments focused on children and their families at local and national level, new structures designed to promote partnership between different bodies concerned with children’s welfare, significant changes in the early years curriculum, new subsidies for childcare and education and new arrangements for regulation.The book would offer an historical account of the development of early years services in the United Kingdom (with consideration of developments in Wales, Scotland and Northern Ireland, as well as England). After an Introduction arguing the relevance of an historical perspective, it would offer a fairly brief account of developments from the 16th century to the Second World War, a similarly brief account of developments from the Second World War up until the Conservative victory of 1979, a more detailed account of developments in the period of Conservative Government (1979-1997) and three chapters with an even more detailed account of developments since 1997.It is easy for those involved to become so focused on the implementation of the latest changes that they lose sight of the process of change itself. This book would be intended to help them to understand what has happened so far, to evaluate that process and to prepare for the future. The objective would be to assist the reader to understand what has happened, and why, rather than argue that what we have now is, or is not, better than what went before or than any other set of arrangements that might be conceived.
How to Research (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Loraine Blaxter Christina Hughes Malcolm TightHow to Research is a clear and accessible guide to the business of doing a research project. It systematically takes the reader through from the planning to the writing up and finishing off. The new edition of this book will include:-Expanded section on methodology-Expanded section on Literature Reviews-Inclusion of a glossary
Excellent Dissertations! (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Peter Levin"I honestly found this better than my dissertation supervisor. It was never off my desk and I scanned it thoroughly and followed it religiously. Highly recommended with a proven technique to help you gain a good mark!" Amazon reviewer"This book is, well...excellent! Simply and succinctly it takes you through each stage of planning a dissertation."The PsychologistA dissertation is likely to be the largest single piece of work you will be asked to produce. This handy book guides you through the whole process: planning your dissertation project, managing it, and writing it up. It offers friendly and practical advice and addresses all the questions students ask, including:How do I choose a topic? How should I manage my time?How can I make best use of my supervisor? How many chapters should my dissertation have? Which is the best referencing system to use?Excellent Dissertations! Second Edition is a lively, concise and to-the point guide, which will steer you through the entire dissertation process.
Good Practice in Science Teaching: What Research Has To Say (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Jonathan Osborne Justin Dillon"The book has wide appeal in that the issues investigated - for example, the nature of science, practical work, the role of language, of technology and formative and summative assessment - are relevant and pertinent to science teachers' work in all school systems."Professor David F Treagust, Curtin University of Technology, AustraliaThis new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.Thoroughly revised throughout, the new edition includes: Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learningUpdates to every chapter, reflecting the changes and developments in science educationFurther reading sections at the end of each chapterEach chapter has been written by science education researchers with national or international reputations. Each topic is approached in a straight-forward manner and is written in a concise and readable style. This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.Contributors: Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb.
Moving On to Key Stage 1: Improving Transitions from the Early Years Stage (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Julie Fisher"This timely book will help teachers in KS1 to implement authoritative recommendations on transition from recent reviews of primary education, and convince senior managers and parents of the value of starting from the child. Its well-grounded arguments coupled with practical guidance will foster the development of principled and confident professional judgement."Wendy Scott, President, TACTYC"Julie is an excellent writer, leading her reader through the difficult arguments about what really matters in our work with young children. She explores the tensions around the different 'drivers' in Foundation Stage and Key Stage One teaching with sensitivity but with the same clear vision she shows in her earlier books. This is an important book for students, lecturers and teachers - and a must for heads and subject co-ordinators."Nick Swarbrick, Westminster Institute of Education, Oxford Brookes University, UK "Your common-sense, authoritative, warm and inspirational words...remind me beyond all doubt of why I went into teaching."Key Stage 1 teacherThis practical book offers a series of strategies for promoting learning that meets the needs and interests of Key Stage 1 pupils, ensuring that the move from the Early Years Foundation Stage to Key Stage 1 is a positive one. It includes:Suggestions for implementing the recommendations of the Rose ReviewDescriptions and case studies of good practice that stem from established principles of learning and teachingReflective practice prompts at the end of each chapter Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 optimises these ways of learning. Challenging the reliance on teacher-directed activity, she asks whether introducing more child-initiated learning could offer children a more appropriate balance of learning opportunities. Key issues include: The place of play in Key Stage 1Organising the learning day to include child-initiated activity Observation and assessmentPlanningThe role of the teacherThis essential book is indispensable reading for students and practitioners in both the Early Years Foundation Stage and Key Stage 1.
Teaching Travel and Tourism 14+ (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Cliff Huggett Deborah PownallTravel and Tourism has become an integral part of many countries' economies. As a rapidly changing, multidisciplinary subject, there are many approaches to teaching it. This book brings together the theory and practice of learning for Travel and Tourism as a vocational pathway offering the educational practitioner a pedagogical framework for the delivery of their subject.Huggett and Pownall outline the vast range of programmes and qualifications you may encounter in your teaching. They also consider the skills, knowledge and understanding learners need to develop, taking into account the life experiences and aspirations of different groups of learners, and consider how these are transferable from one sub-sector to another.The range of job roles within the Travel and Tourism industry is immense and will continue to evolve. As well as private industry, the authors consider the public and voluntary sectors and look at organizations that have been set up to support and benefit tourism, taking into account policies and initiatives that stakeholders introduce.This book supports trainee and experienced teachers in developing exciting and engaging Travel and Tourism programmes for learners 14+ whether in schools, colleges, higher education or in-service training.About the Teaching 14+ seriesWritten to support the unique challenges of teaching vocational subjects, the Teaching 14+ series provides the pedagogical skills required to become a successful teacher. Alongside coverage of issues and debates, the series includes interactive exercises, case studies and activities that can be used to develop a variety of teaching and learning strategies to improve the delivery of these subjects.
Teaching Sport & Leisure 14+ (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Cliff Huggett Chris ManleyHow do you teach a multi-faceted subject like Sport and Leisure? Drawing on years of teaching and lecturing experience, Huggett and Manley explain the growing importance of Sport and Leisure within society - from the government's policies to combat obesity to the London Olympics - then look at the various qualifications that are available to those who want to follow a career in the industry. The authors address different aspects of sport and leisure including areas such as competitive sports, community sports development, the health and fitness industry and adventurous outdoor activity. They consider the skills, knowledge and understanding learners need to develop, taking into account the life experiences and aspirations of different groups of learners. They also look at the organizations that provide education and training, and the government initiatives that support their activities.This text supports trainee and experienced teachers involved in developing exciting and engaging Sport and Leisure programmes for learners 14+ whether in schools, colleges, higher education or in-service training. It brings together the theory and practice of learning for Sport and Leisure as a vocational pathway, offering the educational practitioner a pedagogical framework for the delivery of their subject.About the Teaching 14+ seriesWritten to support the unique challenges of teaching vocational subjects, the Teaching 14+ series provides the pedagogical skills required to become a successful teacher. Alongside coverage of issues and debates, the series includes interactive exercises, case studies and activities that can be used to develop a variety of teaching and learning strategies to improve the delivery of these subjects.
Teaching History 11 - 18: Understanding The Past (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Chris Husbands Alison KitsonTeaching History 11-18 is a comprehensive introduction to teaching. learning and assessing history in secondary schools. Drawing on cutting edge research and practice, it draws together recent thinking in teaching and learning in history, teaching and learning in secondary education more generally and classroom-based research to provide a radical re-thinking of the practices of teaching and learning about the past at the beginning of the twenty-first century. At the core of the book is a focus on diversity and its implications: the diversity of classrooms in English schools, cultural diversity and pluralism in accounts of the past, and the diversity of pedagogic and communicative strategies at the disposal of teachers. The book is realistic about the challenges: a precarious place in the curriculum, pupil disaffection, bitter ideological debates about the purpose, place and status of history, but offers a forward-looking rationale for the centrality of the past in debates about identity, social cohesion and persona and social education.
Continuing Professional Development in the Lifelong Learning Sector (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Peter Scales Jo Pickering Lynn Senior Kath Headley Patsy Garner Helen BoultonThis comprehensive guide to continuing professional development (CPD) in the lifelong learning sector (LLS) provides teachers with practical support and guidance alongside development activities. It encourages teachers to reflect on their practice and subsequently shape and develop their teaching in response to the needs of their learners, their institution and local and national priorities.The book emphasises the importance of teachers as professional individuals who are responsible for their own CPD. It also helps senior managers to create a positive environment and 'learning organisation' in which teaching and learning can flourish. The book sets the context for CPD and:Offers an understanding of the CPD process and the need for undertaking reflective practiceMeets the needs of new teachers, trainers and tutors in the sector Considers CPD for teaching and learning and subject-specific CPDProvides an introduction to action research and case studies of research into teaching and learning in the sectorAccessible to anyone who is working, or training to work, in the LLS, this book will provide practical suggestions, ideas and activities to stimulate activities and research.