Supporting Learning and Teaching

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ISBN 10: 041558356X / ISBN 13: 9780415583565

Published by -, 2011

About this Item

Supporting Learning and Teaching This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.

Seller Inventory # 7719-9780415583565

Bibliographic Details

• Title: Supporting Learning and Teaching
• Publisher: -
• Publication Date: 2011
• Language: English
• ISBN 10: 041558356X
• ISBN 13: 9780415583565
• Binding: Paperback
• Edition: 2nd Edition
• Condition: Very Good

About this title

Synopsis

Supporting Teaching and Learning brings together theoretical perspectives, practical educational ideas and current academic debates to help students develop their knowledge and understanding of core educational issues. It explores the professional relationships necessary for quality learning and encourages the reader to reflect critically on their values, beliefs and assumptions about learning and teaching.

Written by an author team from a range of educational backgrounds, the book focuses on the key issues that teaching teams face as they work together to support children and young people in their learning. Covering a broad range of topics, themes and age ranges, each chapter contains a statement of the author's values and beliefs and concludes with discussion starters, ideas for reflecting on practice and a list of useful resources.

Chapters include:

• The core subjects in the curriculum;
• Information and Communications Technology,
• Linguistic and cultural diversity;
• Special educational needs;
• Out-of-school learning;
• Assessment;
• Reflective practice and action research.

Accessible, discursive and thought provoking, this book is essential reading for students on a range of education courses including Foundation Degrees, Education Studies and those undertaking initial teacher training.

About the Author

Christine Bold is Senior Lecturer in Teacher Education at Liverpool John Moores University, UK. Her main academic and research interest is in reflective practice and research processes that enable professional development.