Helena Gillespie – författare

What do I need to know about science to teach children in primary school? How can I make my science teaching successful? How do children learn to investigate scientifically? What are the dos and don’ts of science teaching? Written to support teachers who need to boost their science knowledge, this book covers science knowledge in sufficient breadth and depth to enable you to teach science effectively up to the end of Key Stage 2, as well as the core teaching and learning issues involved in the investigative process.

Whether you are a student or a fully qualified teacher, the book is designed to help you find what you need quickly. The introduction provides a guide to how to use the book, including a table which cross references the subject knowledge against the National Curriculum, the QCA Scheme of Work and Primary Science Topics. This enables you to use the book in different ways, depending on your individual requirements.

To ensure that teachers will be able to teach and respond to questions appropriately, the authors take science knowledge beyond what is required for Key Stage 2. This is important, as it helps to avoid over-simplifying concepts which can then cause misconceptions at Key Stage 3 and beyond. It also helps to broaden and develop the primary teacher’s own knowledge.

Science for Primary School Teachers is a core text for teachers in training, and in professional development into the induction year and beyond.

By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: provides suggested strategies for the removal of these barriersrecommends how to avoid the obstacles in the first placeincludes action points and ideas to provide ways forwarduses case studies and vignettes to focus on the positive benefits of ICT.Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.

By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book:

provides suggested strategies for the removal of these barriers recommends how to avoid the obstacles in the first place includes action points and ideas to provide ways forward uses case studies and vignettes to focus on the positive benefits of ICT.

Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.

By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book:

provides suggested strategies for the removal of these barriers recommends how to avoid the obstacles in the first place includes action points and ideas to provide ways forward uses case studies and vignettes to focus on the positive benefits of ICT.

Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.

In order to successfully complete a research project on social issues, as part of your education or social science degree, you will need a confident understanding of often challenging and nuanced topics. This book provides an overview of how to approach researching issues relating to key social justice issues including: race, sex and gender, disability and mental health. It will help you to understand important concepts, how to avoid hidden biases and how to use appropriate terminology in each area. It combines this thematic approach with accessible guidance on the research process, from initial design and formulating your research question, through to data collection and analysis. Helena Gillespie is Professor of Learning and Teaching in Higher Education at the University of East Anglia.

In order to successfully complete a research project on social issues, as part of your education or social science degree, you will need a confident understanding of often challenging and nuanced topics. This book provides an overview of how to approach researching issues relating to key social justice issues including: race, sex and gender, disability and mental health. It will help you to understand important concepts, how to avoid hidden biases and how to use appropriate terminology in each area. It combines this thematic approach with accessible guidance on the research process, from initial design and formulating your research question, through to data collection and analysis. Helena Gillespie is Professor of Learning and Teaching in Higher Education at the University of East Anglia.

In order to successfully complete a research project on social issues, as part of your education or social science degree, you will need a confident understanding of often challenging and nuanced topics. This book provides an overview of how to approach researching issues relating to key social justice issues including: race, sex and gender, disability and mental health. It will help you to understand important concepts, how to avoid hidden biases and how to use appropriate terminology in each area. It combines this thematic approach with accessible guidance on the research process, from initial design and formulating your research question, through to data collection and analysis. Helena Gillespie is Professor of Learning and Teaching in Higher Education at the University of East Anglia.

By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: provides suggested strategies for the removal of these barriersrecommends how to avoid the obstacles in the first placeincludes action points and ideas to provide ways forwarduses case studies and vignettes to focus on the positive benefits of ICT.Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.