Colin Conner – författare

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

A practical handbook which senior staff in primary schools can use to support their activities in evidence-based management. There is increased emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency's direction is towards teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools. For headteachers, deputy heads, managers, Key Stage coordinators and subject coordinators this book will provide the guidance they need to conduct and act upon quality reviews and evidence- based analyses of pupils' learning and the quality of teaching.

A practical handbook which senior staff in primary schools can use to support their activities in evidence-based management. There is increased emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency's direction is towards teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools. For headteachers, deputy heads, managers, Key Stage coordinators and subject coordinators this book will provide the guidance they need to conduct and act upon quality reviews and evidence- based analyses of pupils' learning and the quality of teaching.

Assessment has become one of the key issues in primary education over the past 10 years. This edited volume of essays brings together perspectives from all the significant participants involved in assessment in the primary school: teachers, headteachers, LEA advisors, inspectors, pupils, academics and researchers. The contributions illustrate effective assessment, and examine how it is, and can be, achieved. It will be of interest to school assessment co-ordinators, deputies and heads following NPQH courses, and lecturers on IE courses.

Assessment has become one of the key issues in primary education over the past 10 years. This edited volume of essays brings together perspectives from all the significant participants involved in assessment in the primary school: teachers, headteachers, LEA advisors, inspectors, pupils, academics and researchers. The contributions illustrate effective assessment, and examine how it is, and can be, achieved. It will be of interest to school assessment co-ordinators, deputies and heads following NPQH courses, and lecturers on IE courses.

School development and staff development are fundamentally interdependent. First published in 1994, Developing Teachers, Developing Schools presents a comprehensive examination of how In-Service Education and Training (INSET) was being utilized to enhance school performance and support individual teacher growth during the educational reforms of the early 1990s.The University of Cambridge Institute of Education had been at the forefront of this transformation, advocating the development of reflective teachers as the key to quality improvement in children's education. This book distils the experience of some of the brightest educators working within that constantly evolving environment of the 1990s. Reflecting on their work and charting the path forward for their era, they offered both enthusiasm and practical guidance to a profession that was being demoralized by the politicization of education, sustained media hostility, and the relentless pace of educational change characterizing that turbulent period.

School development and staff development are fundamentally interdependent. First published in 1994, Developing Teachers, Developing Schools presents a comprehensive examination of how In-Service Education and Training (INSET) was being utilized to enhance school performance and support individual teacher growth during the educational reforms of the early 1990s.The University of Cambridge Institute of Education had been at the forefront of this transformation, advocating the development of reflective teachers as the key to quality improvement in children's education. This book distils the experience of some of the brightest educators working within that constantly evolving environment of the 1990s. Reflecting on their work and charting the path forward for their era, they offered both enthusiasm and practical guidance to a profession that was being demoralized by the politicization of education, sustained media hostility, and the relentless pace of educational change characterizing that turbulent period.

School development and staff development are fundamentally interdependent. First published in 1994, Developing Teachers, Developing Schools presents a comprehensive examination of how In-Service Education and Training (INSET) was being utilized to enhance school performance and support individual teacher growth during the educational reforms of the early 1990s.The University of Cambridge Institute of Education had been at the forefront of this transformation, advocating the development of reflective teachers as the key to quality improvement in children’s education. This book distils the experience of some of the brightest educators working within that constantly evolving environment of the 1990s. Reflecting on their work and charting the path forward for their era, they offered both enthusiasm and practical guidance to a profession that was being demoralized by the politicization of education, sustained media hostility, and the relentless pace of educational change characterizing that turbulent period.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:

an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice.

In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:

an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice.

In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

The four books are intended to be used by students taking BEd or PGCE courses and by teachers in service, taking diploma or higher degree courses in primary education. The material extracted can by used by tutors as a focus for seminars or as reading to back up lectures, and by students as a source for essays or as a starting point for further reading. The books are not intended to be read straight through from cover to cover but can be selectively and flexibly used at various stages in the course. For convenience, the extracts have been organized into a number of sections. Volume 1 comprises extracts which examine primary education from historical, ideological, philosophical, sociological and psychological perspectives. Volume 2 deals with curriculum studies, Volume 3 with school organization and management and Volume 4 with teaching and classroom studies. Because of limitations of space, primary education has been confined to the education of children aged 5 to 11, though the compilers acknowledge that in doing so they may offend those teachers in nursery or middle schools who regard themselves, justifiably, as primary practitioners.

The four books are intended to be used by students taking BEd or PGCE courses and by teachers in service, taking diploma or higher degree courses in primary education. The material extracted can by used by tutors as a focus for seminars or as reading to back up lectures, and by students as a source for essays or as a starting point for further reading. The books are not intended to be read straight through from cover to cover but can be selectively and flexibly used at various stages in the course. For convenience, the extracts have been organized into a number of sections. Volume 1 comprises extracts which examine primary education from historical, ideological, philosophical, sociological and psychological perspectives. Volume 2 deals with curriculum studies, Volume 3 with school organization and management and Volume 4 with teaching and classroom studies. Because of limitations of space, primary education has been confined to the education of children aged 5 to 11, though the compilers acknowledge that in doing so they may offend those teachers in nursery or middle schools who regard themselves, justifiably, as primary practitioners.

First Published in 2004. The terms ‘assessment’ and ‘testing’ conjure up all sorts of images in most people’s minds. Rows of desks in quiet halls, working to the clock, trying to remember the answers to obscure and sometimes irrelevant questions. Recent invitations to teachers to reflect upon an occasion when they remember being assessed or tested drew up long-forgotten memories of the 11-plus or taking a first driving test. Often these were memories tinged with unhappiness, sadness and a feeling of failure. Assessment for many of us has been an emotional experience and it is not surprising that we should reject facing children with such experiences too early in their lives. This book looks at assessment as a positive experience in the primary classroom, as a fundamental feature of teaching and successful learning

First Published in 2004. The terms ‘assessment’ and ‘testing’ conjure up all sorts of images in most people’s minds. Rows of desks in quiet halls, working to the clock, trying to remember the answers to obscure and sometimes irrelevant questions. Recent invitations to teachers to reflect upon an occasion when they remember being assessed or tested drew up long-forgotten memories of the 11-plus or taking a first driving test. Often these were memories tinged with unhappiness, sadness and a feeling of failure. Assessment for many of us has been an emotional experience and it is not surprising that we should reject facing children with such experiences too early in their lives. This book looks at assessment as a positive experience in the primary classroom, as a fundamental feature of teaching and successful learning

Assessment has become one of the key issues in primary education over the past 10 years. This edited volume of essays brings together perspectives from all the significant participants involved in assessment in the primary school: teachers, headteachers, LEA advisors, inspectors, pupils, academics and researchers. The contributions illustrate effective assessment, and examine how it is, and can be, achieved. It will be of interest to school assessment co-ordinators, deputies and heads following NPQH courses, and lecturers on IE courses.

Assessment has become one of the key issues in primary education over the past 10 years. This edited volume of essays brings together perspectives from all the significant participants involved in assessment in the primary school: teachers, headteachers, LEA advisors, inspectors, pupils, academics and researchers. The contributions illustrate effective assessment, and examine how it is, and can be, achieved. It will be of interest to school assessment co-ordinators, deputies and heads following NPQH courses, and lecturers on IE courses.

A practical handbook which senior staff in primary schools can use to support their activities in evidence-based management. There is increased emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency''s direction is towards teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools. For headteachers, deputy heads, managers, Key Stage coordinators and subject coordinators this book will provide the guidance they need to conduct and act upon quality reviews and evidence- based analyses of pupils'' learning and the quality of teaching.

A practical handbook which senior staff in primary schools can use to support their activities in evidence-based management. There is increased emphasis on teachers monitoring the quality of teaching and learning, the Teacher Training Agency''s direction is towards teaching as a research-based profession, and there is greater need to assess learning gains and evaluate year-on-year progress in schools. For headteachers, deputy heads, managers, Key Stage coordinators and subject coordinators this book will provide the guidance they need to conduct and act upon quality reviews and evidence- based analyses of pupils'' learning and the quality of teaching.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.