Good teaching and learning: pupils and teachers speak
Open University in Wales. Government intervention in the control of schools, irrespective of which political party has been in power, has changed as the 1990s have proceeded. Beginning with policy innovations centred on the system, the concerns are now with the classroom, & such issues as teaching methods & skills of 'good teachers'. The quality of learning & the quality of teaching are officially designated categories of evaluation in the inspection of schools' performance. This book reports a five year research project which aimed to capture the voices of secondary school pupils & teachers on how they defined key aspects of quality in learning & teaching. Based on individual interviews with 207 pupils & 133 teachers in ten British comprehensive schools with socially & geographically different catchment areas, the book describes & compares student & teacher perspectives on topics such as: 'what constitutes good teaching?', 'successful lessons' &, 'why pupils learn more in some classes'. The content of this book is of interest & important to all teachers in secondary comprehensive schools, educational policymakers, teacher trainers & trainee teachers, for it provides the kind of information which can assist schools, teachers, & pupils in doing better. It makes a significant contribution to knowledge of what the key participants in teaching & learning think & say, & particularly from the neglected pupils' perspective on classroom practices. The research findings reported in this book raise important issues for policy makers with regard to training & the development support provided for teachers. Contents: Acknowledgements - Introduction: the policy background, research conducted - Pupils & Learning: why they say they learn more in some lessons than others - Pupils & teachers: why they consider some teachers as better than others - Pupils & lessons: their 'best', 'worst', & 'the lessons where I learn the most' - Teachers & pupil learning: why they say some learn better than others - Teachers & pedagogy: views of their own teaching - Teachers & pupils perspectives compared: shared or dissimilar - Pupil & teacher perspectives on learning & teaching quality: issues for policymakers - References - Index.
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the policy background the research
why they learn more in some lessons
why some teachers are better than others
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ability group achievement answers asked categories of reasons categories of response cent Chapter classroom control classroom practice clear comprehensive schools context control and order differential learning discussion effective learning example factors Free school meal GCSEs gender home background humour ideologies imply important individual interest interpersonal interpersonal relationships issues learners learning activities learning and teaching lower ability main categories mean ment motivation Ofsted pedagogy percentage responses perceptions pupil perspective pupil responses pupils and teachers pupils interviewed pupils learn better quality of learning question range regarding role Rudduck secondary school shout significant skills social statements strategies style of teaching subcategories successful lessons Table talk teacher interviewees teacher perspectives teacher training Teacher Training Agency teacher-pupil relations teacher-pupil relationships teachers and pupils teachers gave teaching and learning teaching methods tion topic Total Quality Management traditional view of learning weight