Developing social and learning relationships in primary schools
"One of the most important factors in pupils' success in school are the relationships developed with teachers and other children. Not only are these relationships important in their own right, but they have considerable bearing on pupil motivation, achievement, and on their perceptions of...
| Other Authors: | , |
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| Format: | eBook |
| Language: | English |
| Published: |
London
Bloomsbury Academic
2020, 2020
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| Edition: | First edition |
| Subjects: | |
| Online Access: | |
| Collection: | Bloomsbury Education and Childhood Studies - Collection details see MPG.ReNa |
Table of Contents:
- List of Figures
- List of Tables
- Notes on Contributors
- Foreword, Dame Alison Peacock
- Acknowledgements
- Introduction, Alison Kington and Karen Blackmore (University of Worcester, UK) Part I: Social Interaction and the Curriculum
- 1. Collaborative Problem-Solving in Primary Mathematics: Developing Shape and Spatial Awareness, Louise Hoskins-Staples and Karen Blackmore (University of Worcester, UK)
- 2. Social Learning for Student Teachers and Children: Findings from the Chatterbooks Reading Groups Initiative, Joy Stanton and Jane Whittenbury (University of Worcester, UK)
- Enabling Primary Science Inquiry: The role of Mobile Technologies to Support Peer Learning, Karen Blackmore (University of Worcester, UK) Part II: Classroom Relationships and Learning
- 4. Creating a Positive Culture within Primary Schools: Whole School Initiatives to Foster Effective Social Learning Relationships, Rachael Paige (University of Worcester, UK)
- 10. Planning for Children's Voice in Socio-Cultural Education: Findings from the We Are Europe Project, Branwen Bingle (University of Worcester, UK)
- 5. Early Career Teacher Relationships with Peers and Mentors: Exploring Policy and Practice, Kathryn Spicksley and Maxine Watkins (University of Worcester, UK)
- 6. Developing Teacher-Pupil Relationships in the Classroom: The Influence of Primary Teachers' Career Phase and Experience, Ben Looker and Alison Kington (University of Worcester, UK) Part III: Professional Identity and Professional Development
- 7. The Role of the Built Environment in Schools: Developing Teachers' Professional Identities and Motivation, Colin Howard (University of Worcester, UK)
- 8. Knowing Me, Knowing You: An Exploration of the Social and Learning Relationships in Teacher-Education Partnerships, Linzi McKerr and Jill Turner (University of Worcester, UK)
- 9. Teachers' Professional Identity and Self-efficacy: A Study of Teachers with 4-7 Years of Experience, Andrew Townsend and Alison Kington (University of Worcester, UK) Part IV: Individual Differences and Inclusion
- 11. The Role of Leadership Collaboration in Challenging Contexts: Building a Positive Community of Practice, Carla Solvason (University of Worcester, UK)
- 12. The Story of Gender Differences in Transition from Primary to Secondary School: Expectations Versus Reality, Louise Beattie and Suzanne Horton (University of Worcester, UK)
- Concluding Remarks: Implications, Karen Blackmore and Alison Kington (University of Worcester, UK)
- Index