Bloomsbury CPD Library: Raising Attainment in the Primary Cl

Bloomsbury Education (Verlag)
  • erscheint ca. am 1. November 2018
  • Buch
  • |
  • Softcover
  • |
  • 224 Seiten
978-1-4729-5200-4 (ISBN)
Bloomsbury CPD Library: Raising Attainment in the Primary Classroom is a complete guide for primary teachers to assess, plan and excel in raising the attainment of every child. Children begin school with considerable differences in their literacy and maths skills. For some children, this gap widens as they go through school and may never close, leaving them without the basic levels required to succeed at secondary school. Experts Sonia Blandford and Catherine Knowles set out to help you understand the theory underpinning aspiration, access and achievement, and what you can do to close the achievement gap in your school. Bloomsbury CPD Library: Raising Attainment in the Primary Classroom specifically focuses on increasing access and raising aspirations of pupils as a means to improving attainment.

This easy-to-follow title in the Bloomsbury CPD Library uses self-evaluation tasks and a full set of helpful, ready-to-use training plans for hours of CPD sessions so you can offer your colleagues effective training in this crucial area to ensure every child in your school fulfils their potential. It is a full guide to raising attainment in the primary classroom that is split into two sections: teach yourself and train others. All hand-outs and presentations are provided in the book and are available as a free download from the companion website.
  • Englisch
  • Großbritannien
Bloomsbury Publishing PLC
  • Für höhere Schule und Studium
  • |
  • Für Beruf und Forschung
  • Höhe: 234 mm
  • |
  • Breite: 156 mm
  • |
  • Dicke: 18 mm
  • 360 gr
978-1-4729-5200-4 (9781472952004)
1472952006 (1472952006)
Sonia Blandford is currently Founder and CEO of Achievement for All which provides programmes to improve outcomes for SEND children and young people. She is Professor of Education and Social Enterprise at the Institute of Education, University College London, UK. Sonia led the creation and development of a range of programmes including Teach First, is a founding trustee of the College of Teaching, and Department for Education lead for the European Agency for Inclusion Raising Attainment project.

Catherine Knowles is a researcher at Achievement for All. Her research areas include evaluation, inclusive education, SEND, teacher professional development, Early Years and character education. Catherine is a visiting fellow at the University of Warwick, UK, has published with Bloomsbury and Routledge, and authored the Fair Education Alliance Report Card in 2016, which focused on closing the achievement gap for disadvantaged children and young people.
A useful guide for primary teachers wishing to rigorously self-evaluate and monitor their effectiveness within the classroom. Advice, professional learning activities and references to sources of research evidence are helpfully provided alongside rich case studies from primary schools across England. -- Dame Alison Peacock, Chief Executive, Chartered College of Teaching This book is a valuable contribution, comprehensive in its scope and potential to help teachers to unlock and develop their professional knowledge and skills. The style is accessible and non-patronising, combining practical guidance with sound professional principles and may be used at many levels, including mentoring, CPD and leadership development. The book is worth reading and is a practical guide to development as a first-rate teacher who aspires to serve children, their development and individual needs, and to raise their attainments. -- Professor Emeritus Rosemary Davis CBE, UCL Institute of Education One of the things that shines through in the book is the authors' passion and commitment. The book offers clear practical guidance for teachers on thinking that is necessary to make a real difference in young people's education. -- Dominic Wyse, Professor of Early Childhood and Primary Education, Founding Director of the Helen Hamlyn Centre for Pedagogy, UCL Institution of Education

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