Marilyn Osborn – författare

Are English children able to grasp grammar better or worse than that of children in other countries? Are they better or worse at numeracy than their neighbours? Does the English education system measure up to the challenge from its competitors? This is an examination of the education system in England as compared with neighbouring countries, such as France. This text shows what pupils in England and France are doing in the classroom and what standards they achieve. The voices of the pupils themselves articulate numerous perceptions.

There is clear evidence that the quality of children's learning in school is very dependant on the style of the teacher's approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences.This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers' views impact upon students' learning.The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers' professional development throughout their career.All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim.

A comprehensive analysis of the work of teachers as it impinges on children, colleagues, other professionals, managers, parents, the community, and educational policy. In the process it relates theoretical perspectives to 15 detailed case studies.

There is clear evidence that the quality of children''s learning in school is very dependant on the style of the teacher''s approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences.This edited volume provides a new framework for exploring teachers'' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers'' views impact upon students'' learning.The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers'' professional development throughout their career.All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim.

There is clear evidence that the quality of children''s learning in school is very dependant on the style of the teacher''s approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences.This edited volume provides a new framework for exploring teachers'' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers'' views impact upon students'' learning.The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers'' professional development throughout their career.All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim.

There is clear evidence that the quality of children's learning in school is very dependant on the style of the teacher's approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences. This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers' views impact upon students' learning. The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers' professional development throughout their career. All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim.

A comprehensive analysis of the work of teachers as it impinges on children, colleagues, other professionals, managers, parents, the community, and educational policy. In the process it relates theoretical perspectives to 15 detailed case studies.