Jennifer Nias – författare

What is it like to be a primary teacher? The first detailed study of the personal and professional experience of primary teachers in England and Wales, Primary Teachers Talking makes extensive use of verbatim evidence supplied by teachers during interviews in their first decade of work and again ten years later. In Part I Jennifer Nias discusses the importance attached to the ways in which primary teachers see themselves and the main dimensions of that self-image. In Part II, she examines the subjective experience of 'being a primary teacher', looking at the main factors which contribute to job satisfaction and dissatisfaction, and at teachers' relationships with their colleagues. She shows that to 'feel like a teacher' is to learn to live with dilemma, contradiction and paradox and - at its best - to experience in their resolution the creative satisfactions of the artist.

Describes an ESCR-funded research project into the ways in which five primary schools planned and developed curriculum policies. The curricular policies are examined to determine their effects on pupils' learning experiences along with the nature of curricular and social leadership.

Describes an ESCR-funded research project into the ways in which five primary schools planned and developed curriculum policies. The curricular policies are examined to determine their effects on pupils' learning experiences along with the nature of curricular and social leadership.

What is it like to be a primary teacher? The first detailed study of the personal and professional experience of primary teachers in England and Wales, Primary Teachers Talking makes extensive use of verbatim evidence supplied by teachers during interviews in their first decade of work and again ten years later. In Part I Jennifer Nias discusses the importance attached to the ways in which primary teachers see themselves and the main dimensions of that self-image. In Part II, she examines the subjective experience of ''being a primary teacher'', looking at the main factors which contribute to job satisfaction and dissatisfaction, and at teachers'' relationships with their colleagues. She shows that to ''feel like a teacher'' is to learn to live with dilemma, contradiction and paradox and - at its best - to experience in their resolution the creative satisfactions of the artist.

What is it like to be a primary teacher? The first detailed study of the personal and professional experience of primary teachers in England and Wales, Primary Teachers Talking makes extensive use of verbatim evidence supplied by teachers during interviews in their first decade of work and again ten years later. In Part I Jennifer Nias discusses the importance attached to the ways in which primary teachers see themselves and the main dimensions of that self-image. In Part II, she examines the subjective experience of ''being a primary teacher'', looking at the main factors which contribute to job satisfaction and dissatisfaction, and at teachers'' relationships with their colleagues. She shows that to ''feel like a teacher'' is to learn to live with dilemma, contradiction and paradox and - at its best - to experience in their resolution the creative satisfactions of the artist.

Describes an ESCR-funded research project into the ways in which five primary schools planned and developed curriculum policies. The curricular policies are examined to determine their effects on pupils'' learning experiences along with the nature of curricular and social leadership.

Describes an ESCR-funded research project into the ways in which five primary schools planned and developed curriculum policies. The curricular policies are examined to determine their effects on pupils'' learning experiences along with the nature of curricular and social leadership.

First Published in 1988. Throughout this book ''enquiring teachers'' is taken to mean those who are students on courses, successful completion of which depends in part on their undertaking one or more enquiries into their own practice or that of their colleagues. This Introduction presents some definitions and then discusses the implications for teachers who become students on enquiry-based courses, for the schools and colleges in which they teach and for the colleges, polytechnics, universities and teachers'' centres which mount and teach the courses.

First Published in 1988. Throughout this book ''enquiring teachers'' is taken to mean those who are students on courses, successful completion of which depends in part on their undertaking one or more enquiries into their own practice or that of their colleagues. This Introduction presents some definitions and then discusses the implications for teachers who become students on enquiry-based courses, for the schools and colleges in which they teach and for the colleges, polytechnics, universities and teachers'' centres which mount and teach the courses.