Janet Collins – författare

Based on the most up-to-date research, The Quiet Child is an in-depth study of habiutally quiet or withdrawn pupils during their transition from primary to secondary school. It establishes the importance of talk in learning and explores the ways in which quiet pupils are educationally disadvantaged through their inability or unwillingness to talk, both to teachers and fellow pupils. Secondly, it examines the factors, such as diminished sense of self-worth or a difficulty in forming and sustaining relationships, which may have contributed to the child's reluctance to participate in lessons. Finally, the book suggests teaching strategies to enable teachers to develop their pupils' self-esteem through fostering positive relationships, thus empowering them to play an active role in their education. Janet Collins is a Research Fellow in the Centre for Language and Communication, School of Education, The Open Universtity. As a primary school teacher, she has had extensive experience working in mainstream schools with children with special educational needs.Philip Hills, the Series Editor, is Head of the Centre for Research into Human Communication and Learning at the University of Cambridge.He has written extensively on education, information technology and communication.

This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers.Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as:* IT and the National Curriculum* foreign language teaching* differing curricular needs* opportunities and constraints of groupwork* talking books and primary reading* ways in which multimedia supports readers.The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning.Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.

Primary Teaching Assistants: Learners and Learning draws together ideas that are of central importance to teaching assistants and other support staff working in primary schools. It presents a rich variety of material written by teachers, teaching assistants, researchers and parents, that has been carefully chosen to offer a broad-based understanding of learning and the contexts in which learners can engage meaningfully with learning. This second edition has been thoroughly updated and includes new chapters on effective communication, anti-cyber bullying, bullying amongst girls, higher level teaching assistants, restorative justice, and informal learning. Bringing together different perspectives it examines: • the changing role of teaching assistants • the nature of learning and assessment • approaches to learning support and inclusive practice • the relationships that are central to learning and children’s social development. Written for learning support staff and also their teaching colleagues, the book aims to enrich the contribution that adults can make to children’s learning in schools.

Primary Teaching Assistants: Learners and Learning draws together ideas that are of central importance to teaching assistants and other support staff working in primary schools. It presents a rich variety of material written by teachers, teaching assistants, researchers and parents, that has been carefully chosen to offer a broad-based understanding of learning and the contexts in which learners can engage meaningfully with learning. This second edition has been thoroughly updated and includes new chapters on effective communication, anti-cyber bullying, bullying amongst girls, higher level teaching assistants, restorative justice, and informal learning. Bringing together different perspectives it examines: • the changing role of teaching assistants • the nature of learning and assessment • approaches to learning support and inclusive practice • the relationships that are central to learning and children’s social development. Written for learning support staff and also their teaching colleagues, the book aims to enrich the contribution that adults can make to children’s learning in schools.

Understanding Learning contains specially chosen material which brings together issues of theory and practice. It invites teachers to examine, review and research their own practice in their own personal context.

The book's significant contribution is that it re-emphasizes the multifaceted nature of education and deliberately takes a multidisciplinary approach. It does this through a consideration of cultural, political and theoretical perspectives in Education.

Section one shows something of the dilemmas, tension and duality of thinking which is inherent in a concept of education for democracy. Section two considers what it means to be a learner and how this knowledge forces us to re-examine and extend our conceptualizations of learning. Section three considers the importance of achievement, how this might be measured and the possible outcomes of assessment. Section four illustrates how children's self identity is affected by their experiences in school. It also draws attention to the powerful issues of race, social class and parental power in terms of 'cultural capital'.

This book encourages readers to explore significant aspects of current thinking in primary education (for ages three to 13 years) focusing on pedagogy: the study of processes of teaching. The authors consider contexts, knowledge, skills and curriculum within a framework of practice. A distinctive feature is the voices of teachers, children, parents, advisors and inspectors.

The book covers: learning, knowledge and pedagogy; pedagogic issues, application of practice. The authors also present a discussion of national strategies and The National Curriculum update for 2000, discussions of a world-wide curriculum, and ICT and citizenship viewed as tools for developing aspects of pedagogy.

This book encourages readers to explore significant aspects of current thinking in primary education (for ages three to 13 years) focusing on pedagogy: the study of processes of teaching. The authors consider contexts, knowledge, skills and curriculum within a framework of practice. A distinctive feature is the voices of teachers, children, parents, advisors and inspectors.

The book covers: learning, knowledge and pedagogy; pedagogic issues, application of practice. The authors also present a discussion of national strategies and The National Curriculum update for 2000, discussions of a world-wide curriculum, and ICT and citizenship viewed as tools for developing aspects of pedagogy.

What makes people learn effectively? What can we do to promote more effective learning? Innumerable researchers have studied these questions, yet their findings tend to be fragmentary and disparate. This book aims to provide the big picture. Drawing on research from all sectors of education, the authors show how effective learning depends crucially on a few easily understood principles. These hold good regardless of the age or nature of the learner or the context in which the learner is working. The book explains those principles and how to apply them, showing in the process how to make the vision of an effective learning society a reality.

What makes people learn effectively? What can we do to promote more effective learning?Innumerable researchers have studied these important and urgent questions, yet their findings tend to be fragmentary and disparate. Now Janet Collins, Joe Harkin and Melanie Nind provide the big picture. Drawing on research from all sectors of education the authors show that effective learning depends crucially on a few easily understood principles. These principles hold true regardless of the age or nature of the learner or the context in which the learner is working.Manifesto for Learning explains those principles and how to apply them, showing in the process how to make the vision of an effective learning society a reality.

This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers. Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as: IT and the National Curriculum foreign language teaching differing curricular needs opportunities and constraints of groupwork talking books and primary reading ways in which multimedia supports readers. The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning. Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.