Susan Steward – författare

Teaching and Learning History offers a fresh and distinctive view on the teaching of history in schools at a time when the value of learning about the past is often questioned. Drawing together ideas from research, classroom practice and the voices of learners themselves, it sets out an imaginative and wide-ranging rationale for a view of history as an essential component in the learning of all young people. The book is organized around four underlying ideas: The place of history in the contemporary school curriculumThe importance of inclusive practicesThe nature of successful history pedagogy The centrality of professionalism and innovationThese four ideas interlock throughout the book as the authors review current practices, consider what history offers to all young people and offer practical guidance on developing outstanding practices for all learners.

Beginning with an account of what it means to teach and learn history in schools, the authors go on to explore the main purposes of teaching history in schools. The book offers rich guidance on successful classroom practice, and sets classrooms in the wider context of the curriculum in a rapidly changing and often deeply divided society. Key features of the book include:

Securely grounded in real classrooms with examples in easy to use charts and boxesExtensive examples from real learners This book is essential reading for students training to teach history.

'An ideal text for challenging the thinking of those studying for NPQH… The conclusion by the authors suggests nine major points to consider if improvement for schools in extremely challenging circumstances is to happen and be sustained. These 'nine lesson for policy makers' are very frank and pertinent points, let's hope at least some of our policy makers read them!' - ESCalate

'Rarely does a book on education reform capture both the big and the small picture with such brilliant clarity. MacBeath and his colleagues furnish a 'no holds barred' account of the ins and outs of understanding and assessing the impact of schools struggling for success. A fascinating read' - Michael Fullan, Professor Emeritus, OISE/University of Toronto

Schools serving young people on the margins of society face a major challenge in trying to create an environment where students can succeed.

The book examines key issues in the field of school improvement. More specifically, it draws on evidence from the SFECC (Schools Facing Exceptionally Challenging Circumstances) project to explore:

othe policy context of schools on the edge

othe nature of extreme challenges

othe way schools have responded to extreme challenge

owhat seems to be effective in helping such schools to meet the challenge

oobstacles to success and the facilities and resources that can make a difference

ostrategies to meet the needs of the local community and facilitate lasting change.

Each of the authors has wide experience of school effectiveness and improvement, and of working with schools in disadvantaged communities in Britain, the USA and many other parts of the world.

School leaders, local authorities, practitioners and all those involved in any aspect of school leadership and school improvement will find this book highly pertinent.

Why do so many pupils in Years 7, 8 and 9 ′switch off′ and make very little progress in the core subjects such as English and mathematics? What can teachers and schools do to improve pupils′ attitudes and motivation?

Maurice Galton and his team have collected examples from various schools of what works in re-energising demotivated pupils. This book presents practical advice and strategies for improving lower secondary school classrooms, ranging from reducing class size, to innovative induction programmes emphasising the development of core study skills, and developing effective procedures to train pupils to cooperate rather than confront each other during lessons.

Chapters cover:

- Making a Good Start to Secondary Education.

- Creating a Cooperative Classroom Climate

- Improving Communication between Pupils and Teachers

- Why are some classrooms more successful?

- How can school structures influence positive relationships?

The book is a much-needed resource for all secondary teachers, and is particularly useful for year and subject heads.

′An ideal text for challenging the thinking of those studying for NPQH… The conclusion by the authors suggests nine major points to consider if improvement for schools in extremely challenging circumstances is to happen and be sustained. These ′nine lesson for policy makers′ are very frank and pertinent points, let′s hope at least some of our policy makers read them!′ - ESCalate

′Rarely does a book on education reform capture both the big and the small picture with such brilliant clarity. MacBeath and his colleagues furnish a ′no holds barred′ account of the ins and outs of understanding and assessing the impact of schools struggling for success. A fascinating read′ - Michael Fullan, Professor Emeritus, OISE/University of Toronto

Schools serving young people on the margins of society face a major challenge in trying to create an environment where students can succeed.

The book examines key issues in the field of school improvement. More specifically, it draws on evidence from the SFECC (Schools Facing Exceptionally Challenging Circumstances) project to explore:

othe policy context of schools on the edge

othe nature of extreme challenges

othe way schools have responded to extreme challenge

owhat seems to be effective in helping such schools to meet the challenge

oobstacles to success and the facilities and resources that can make a difference

ostrategies to meet the needs of the local community and facilitate lasting change.

Each of the authors has wide experience of school effectiveness and improvement, and of working with schools in disadvantaged communities in Britain, the USA and many other parts of the world.

School leaders, local authorities, practitioners and all those involved in any aspect of school leadership and school improvement will find this book highly pertinent.

Why do so many pupils in Years 7, 8 and 9 'switch off' and make very little progress in the core subjects such as English and mathematics? What can teachers and schools do to improve pupils' attitudes and motivation?

Maurice Galton and his team have collected examples from various schools of what works in re-energising demotivated pupils. This book presents practical advice and strategies for improving lower secondary school classrooms, ranging from reducing class size, to innovative induction programmes emphasising the development of core study skills, and developing effective procedures to train pupils to cooperate rather than confront each other during lessons.

Chapters cover:

- Making a Good Start to Secondary Education.

- Creating a Cooperative Classroom Climate

- Improving Communication between Pupils and Teachers

- Why are some classrooms more successful?

- How can school structures influence positive relationships?

The book is a much-needed resource for all secondary teachers, and is particularly useful for year and subject heads.

Esta obra ofrece una fresca y actual visión de la enseñanza de la historia en las instituciones escolares en un tiempo en el que el valor de los aprendizajes relacionados con el pasado es cuestionado con frecuencia. Apoyándose conjuntamente en investigaciones, en experiencias prácticas en las aulas y en las voces del profesorado y de estudiantes, Alison KITSON, Chris HUSBANDS y Susan STEWARD proponen una base para desarrollar la enseñanza de la Historia en el complejo mundo de las aulas del siglo XXI.Sabemos bien que bajo la seductora sencillez de un fuerte hilo narrativo del pasado humano se esconden profundas cuestiones sobre la naturaleza del saber, la naturaleza del aprendizaje y la complejidad de la sociedad moderna, de ahí la oportunidad de este libro. Cuatro asuntos son los que organizan este ensayo:El lugar de la Historia en el currículo escolar contemporáneo. Cómo se suele presentar el pasado, de manera especial a través de los currículos más formales. Se consideran también los recursos que el profesorado de Historia tiene a su disposición: materiales, intelectuales y digitales.La importancia de prácticas inclusivas. Lo que lleva a interrogarse sobre lo que el alumnado busca en su encuentro con la historia; porqué es difícil la Historia para muchas personas, y si hay una pedagogía característica de la historia que determine su aprendizaje.Qué constituye una buena enseñanza de la historia, de manera que expanda las concepciones el alumnado acerca de lo qué es posible. Explora las formas de planificar el aprendizaje en las aulas por parte del profesorado, mediante conceptos, temas y preocupaciones de la enseñanza de la historia.La centralidad de la profesionalidad docente y de la innovación. Se considera asimismo la enseñanza de la historia en el contexto de los retos morales y políticos del mundo en el que las alumnas y alumnos están creciendo, en el siglo XXI.

'An ideal text for challenging the thinking of those studying for NPQH… The conclusion by the authors suggests nine major points to consider if improvement for schools in extremely challenging circumstances is to happen and be sustained. These 'nine lesson for policy makers' are very frank and pertinent points, let's hope at least some of our policy makers read them!' - ESCalate

'Rarely does a book on education reform capture both the big and the small picture with such brilliant clarity. MacBeath and his colleagues furnish a 'no holds barred' account of the ins and outs of understanding and assessing the impact of schools struggling for success. A fascinating read' - Michael Fullan, Professor Emeritus, OISE/University of Toronto

Schools serving young people on the margins of society face a major challenge in trying to create an environment where students can succeed.

The book examines key issues in the field of school improvement. More specifically, it draws on evidence from the SFECC (Schools Facing Exceptionally Challenging Circumstances) project to explore:

othe policy context of schools on the edge

othe nature of extreme challenges

othe way schools have responded to extreme challenge

owhat seems to be effective in helping such schools to meet the challenge

oobstacles to success and the facilities and resources that can make a difference

ostrategies to meet the needs of the local community and facilitate lasting change.

Each of the authors has wide experience of school effectiveness and improvement, and of working with schools in disadvantaged communities in Britain, the USA and many other parts of the world.

School leaders, local authorities, practitioners and all those involved in any aspect of school leadership and school improvement will find this book highly pertinent.