Mary James

M. E. Kerr

A cockroach wakes up one morning and discovers that he has turned into a boy Shoebag likes his life as a cockroach. Like the others in his “tribe,” he was named for the place of his birth—in his case, a white summer sandal. He enjoys living in a Boston apartment building with his parents, Drainboard and Under The Toaster, although they’ve lost countless relatives to jumping spiders, water bugs, beetles, and the deadly fumes of the dreaded exterminator. So when Shoebag discovers that he’s been transformed into a person, he’s horrified. But the worst is yet to come. Shoebag is adopted by the Biddle family and renamed Stu Bagg. Mr. Biddle enrolls him in Beacon Hill Elementary School, and every night for one hour before bedtime, he watches television with Eunice “Pretty Soft” Biddle, his new seven-year-old sister, who loves the color pink and is the star of toilet paper commercials. At school, Shoebag tries to fit in as a human, while back home he tries to protect his insect family from spiders, cats, and the Zapman. Then Shoebag discovers a secret formula that could change him back into a roach. All he has to do is choose. This ebook features an illustrated personal history of M. E. Kerr including rare images from the author’s collection.

Shoebag

Andrew Pollard

The UK Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners in schools and other sectors through high quality research. One outcome of individual projects and across-Programme thematic work was the development of ten ‘evidence-informed’ principles for effective pedagogy. Synopses of these principles have been widely disseminated, particularly to practitioners. However, the evidence and reasoning underpinning them has not yet been fully explained. This book fills this gap by providing a scholarly account of the research evidence that informed the development of these principles, as well as offering some evidence of early take-up and impact. It also includes responses from highly-respected researchers throughout the world in order to locate the work in the broader international literature, to extend it by drawing on similar work elsewhere, to provide critique and to stimulate further development and debate. Principles for Effective Pedagogy contributes to international dialogue on effective teaching and learning, providing a focus for scholarly comment, sharing of expertise and knowledge accumulation. This book was originally published as a special issue of Research Papers in Education.

International Responses to Evidence from the UK Teaching & Learning Research Programme

Principles for Effective Pedagogy

Sue Swaffield

Kristine Black-Hawkins

Fay Turner

Gabrielle Cliff Hodges

Pete Dudley

Holly Linklater

Mandy Swann

Paul Warwick

Mark Winterbottom

Mary Anne Wolpert

Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.

Reflective Teaching in Schools

Simon Ross

Michael Keene

Ray Barker

Rob Lewis

David Wyatt

Jonathan Allday

Anthony Russell

Alice Griffiths

Tamsin Cooke

Kevin Silber

Simon Green

Steve Adams

Tim Bayliss

Bob Digby

Lawrence Collins

Catherine Hurst

Andy Slater

Julia Willerton

Dave Cox

Eileen Ramsden

Darrel Barsby

Rob Commons

Gez Rizzo

Michala Swales

This is the only textbook that fully support the OxfordAQA International A Level Human Geography specification (9635). It enables students to develop a broad knowledge and understanding of a wide range of human geography topics.

Oxford International AQA Examinations: International A Level Geography Human

Shoebag, a happy young cockroach who finds himself suddenly changed into a little boy, changes the lives of those around him before returning to his former life as an insect.

Patrick Carmichael

Richard Procter

Robert McCormick

David Pedder

Bethan Marshall

John MacBeath

Alison Fox

Paul Black

Mary-Jane Drummond

Dylan Wiliam

Joanna Swann

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Classrooms, Schools and Networks

Improving Learning How to Learn

Colin Conner

DYLAN WILIAM

Leslie Honour

David Frost

Peter Dudley

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find: an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

Tools for Schools

Learning How to Learn

Mary James

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