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Notes on contributors | ||
Introduction | ||
Pt. 1 | First thoughts | 1 |
1 | Developing as a student teacher | 3 |
2 | Better read: theorizing the teacher! | 10 |
Pt. 2 | Policy, society and schooling | 23 |
3 | Ideology, evidence and the raising of standards | 25 |
4 | Values and schooling | 37 |
5 | School and teacher quality: problem-solving and critical perspectives | 50 |
6 | Reforming teachers and their work | 63 |
7 | Inspection | 74 |
8 | Social justice in schools | 87 |
9 | Parents and schooling | 98 |
10 | Excellence in cities | 109 |
11 | Teachers and the law | 120 |
Pt. 3 | Teaching and learning | 133 |
12 | Adolescence | 135 |
13 | Learning in the classroom | 142 |
14 | Managing effective classrooms | 150 |
15 | Differentiation in theory and practice | 162 |
16 | Setting, streaming and mixed ability teaching | 173 |
17 | Assessing pupils | 182 |
18 | Special educational needs - becoming more inclusive | 192 |
19 | English as an additional language: challenges of language and identity in the multilingual and multiethnic classroom | 203 |
Pt. 4 | Across the curriculum | 217 |
20 | Literacy | 219 |
21 | Citizenship: what does it mean to be a good citizen? | 229 |
22 | Spiritual education | 239 |
23 | Healthy schools: health education and health promotion for the twenty-first century | 250 |
24 | Information and communications technology: policy and practice | 262 |
25 | 14-19 education: broadening the curriculum | 273 |
26 | Beyond the subject curriculum: the form tutor's role | 284 |
Index | 295 |
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