PRZEDMIOTEM OFERTY JEST KOD DOSTĘPOWY DO KSIĄŻKI ELEKTRONICZNEJ (EBOOK)
KSIĄŻKA JEST DOSTĘPNA NA ZEWNĘTRZNEJ PLATFORMIE. KSIĄŻKA NIE JEST W POSTACI PLIKU.
Reissuing works originally published between 1971 and 1994, this collection includes books which offer a broad spectrum of views on curriculum, both within individual schools and the wider issues around curriculum development, reform and implementation. Some cover the debate surrounding the establishment of the national curriculum in the UK while others are a more international in scope. Many of these books go beyond theory to discuss practical issues of real curriculum changes at primary or secondary level. The Set includes books on cross-curricular topics such as citizenship and environment, and also guidance, careers, life skills and pastoral care in schools. A fantastic collection of education history with much still relevant today.
- Autorzy: Various
- Wydawnictwo: Taylor & Francis
- Data wydania: 2021
- Wydanie: 1
- Liczba stron:
- Forma publikacji: PDF (online)
- Język publikacji: angielski
- ISBN: 9780429844027
BRAK MOŻLIWOŚCI POBRANIA PLIKU. Drukowanie: OGRANICZENIE DO 2 stron. Kopiowanie: OGRANICZENIE DO 2 stron.
- Volume 01
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- List of Abbreviations
- Dedication
- Acknowledgments
- Introduction
- Section One: Assessing the Challenge
- Chapter 1: The Curriculum Challenge
- Chapter 2: Perspectives on the National Curriculum
- Chapter 3: Access for Pupils with Profound and Multiple Learning Difficulties
- Section Two: Responding to the Challenge
- Chapter 4: Approaches to Science
- Chapter 5: A Sensory Science Curriculum
- Chapter 6: Aspects of English
- Chapter 7: Meeting the Needs of Pupils within History and Geography
- Chapter 8: Mathematics for All
- Chapter 9: Dimensions of Design and Technology
- Chapter 10: Cross-curricular Approaches to Information Technology
- Section Three: Further Implications of the Challenge
- Chapter 11: Access to the National Curriculum for Parents
- Chapter 12: Annual Reviews: An Active Partnership
- Chapter 13: Entitled to Learn Together?
- Chapter 14: Equal Opportunities: Promoting Integrity and Respect
- Chapter 15: Health and Sex Education: A Cross-curricular Theme
- Chapter 16: TVEI and its Relationship to the National Curriculum
- Chapter 17: Assessment, the National Curriculum and Special Educational Needs: Confusion or Consensu
- Section Four: The Future in the Light of the Challenge
- Chapter 18: Training for Change: School-based INSET
- Chapter 19: Teacher Education: The Changing Focus
- Chapter 20: The Way Ahead
- Notes on Contributors
- Index
- Volume 02
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Tasks
- Acknowledgments
- Introduction
- Chapter 1: Course-planning
- General aims
- Informal planning of courses
- Planning by objectives
- Principles of procedure
- Planning for diversity: branching schemes
- Factors affecting planning
- Planning: the whole sequence
- Chapter 2: The content of the curriculum
- Aims for the whole school
- Subjects of the curriculum
- Integrating the curriculum
- Analysing a school's curriculum documents
- Life skills as a basis for the curriculum
- Moral aspects of the curriculum
- Uncovering the hidden curriculum
- The whole curriculum
- Chapter 3: Analysing and evaluating the curriculum
- Evaluation strategies
- Analysing curriculum materials
- Analysing worksheets
- Studying a curriculum in action
- Evaluating a course
- Classroom observation in the evaluation of curriculum
- Observing pupils
- Chapter 4: The control of the curriculum
- Curriculum, parents and the community
- Control of the curriculum in England and Wales
- School-based curriculum development
- Accountability
- Appendices
- References
- Index
- Volume 03
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- List of Tables and Figures
- Acknowledgments
- Chapter 1: Introduction: The National Curriculum and the 1988 Education Reform Act
- Part I: The Study
- Chapter 2: Aims and Conduct of the Research Study and Background Information on the Schools
- Chapter 3: Preparing for the National Curriculum
- Chapter 4: Teaching the National Curriculum
- Chapter 5: Differentiating the National Curriculum
- Chapter 6: The Teachers' Views on the Impact of the National Curriculum
- Chapter 7: Teachers' Attitudes to the National Curriculum
- Chapter 8: Summary, Discussion and Conclusions
- Part II: Selected Issues Arising from the Study
- Chapter 9: Pedagogical and Curricular Issues
- Chapter 10: Slower Learners and Socially Disadvantaged Children
- Chapter 11: Educating Children Under Five
- Appendix 1: The Teachers' Attitude Scale
- Appendix 2: Additional Tables and Figures
- References
- Name Index
- Subject Index
- Volume 04
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Contributors
- Chapter 1: Introduction
- Chapter 2: Creating a Climate for Citizenship Education in Schools
- Chapter 3: Cross-Curricularity
- Chapter 4: Citizenship and the other Cross-Curricular Themes
- Economic and Industrial Understanding
- Health Education
- Careers Education and Guidance
- Environmental Education
- Chapter 5: Citizenship and Core and Foundation Subjects
- Mathematics
- Science
- English
- History
- Geography
- Design and Technology
- Languages
- Art
- Physical Education
- Music
- Religious Education
- Chapter 6: Other Contributors to Education for Citizenship
- European Awareness
- Political Education
- Personal Financial Management
- Community Education
- Drama
- Social Sciences
- Community Service and Volunteering
- International Citizenship
- Law-related Education
- Communication and Media Studies
- Records of Achievement
- Index
- Volume 05
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Notes on Contributors
- Editor's preface
- Introduction
- Chapter 1: The Independent Learning in Science model of School-based curriculum development
- Chapter 2: Children Investigating and teachers writing
- Chapter 3: Continuing curriculum change at Codsall School
- Chapter 4: Curriculum development and staff development at the Abraham Moss Centre
- Chapter 5: The Development of a Humanities curriculum at Manor Park School
- Chapter 6: Language through the curriculum at Hele's School
- Index
- Volume 06
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Foreword
- Acknowledgements
- Part One: Studying Practical Knowledge
- Chapter 1: Introduction
- Chapter 2: The Teacher's Experiential World
- Part Two: The Content of Practical Knowledge
- Chapter 3: Knowledge of Self and Milieu
- Chapter 4: Subject Matter Knowledge
- Chapter 5: Knowledge of Curriculum and Instruction
- Part Three: How Practical Knowledge is Held and Used
- Chapter 6: The Orientations of Practical Knowledge
- Chapter 7: The Structure of Practical Knowledge
- Chapter 8: Cognitive Style: Practical Knowledge in Use
- Chapter 9: Reflections on Method: The Participants' Practical Knowledge
- Appendix
- Bibliography
- Volume 07
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Half Title Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- List of figures
- List of tables
- Introduction
- Chapter 1: The debate about small schools
- 1.1: The small school: its educational viability
- 1.2: The case against the small school
- 1.3: Academic standards in small schools
- 1.4: The economic viability of small schools
- 1.5: The social effects of small schools closure
- 1.6: Curriculum provision in small schools
- 1.7: The PRISMS project
- 1.8: The small primary school: a pen portrait
- Chapter 2: Small schools and their teachers
- 2.1: Qualifications, experience, and professional development
- 2.2: School size, class size, and vertical grouping
- 2.3: The curriculum in small schools
- 2.4: Management and the role of the head
- 2.5: Links with the community and other schools
- 2.6: Conclusion
- Chapter 3: The curriculum in small schools
- 3.1: Describing the curriculum
- 3.2: The typical curriculum in the small school
- 3.3: The mathematics curriculum
- 3.4: The language curriculum
- 3.5: Other subject areas within the curriculum
- 3.6: Media of information and expression
- 3.7: Criteria of performance
- 3.8: Actions with curricular material
- 3.9: Resources and equipment
- 3.10: Curriculum integration and the small school
- 3.11: The curriculum in the small school: class size and vertical grouping
- 3.12: Comparison of the curriculum in PRISMS with other studies
- Chapter 4: Teachers and pupils in small schools
- 4.1: Observing pupils and teachers
- 4.2: Small school classrooms: the pupils' experience
- 4.21: Infants and juniors in the classroom
- 4.22: Small school classrooms: hard work and tranquillity
- 4.23: Teacher-pupil contact
- 4.24: Seating and working arrangements
- 4.25: Waiting for the teacher
- 4.26: Classroom behaviour and vertical grouping
- 4.3: The teachers in the small school
- 4.31: Observing the teachers' behaviour
- 4.32: Teacher behaviour: an overview
- 4.33: Teachers' non-conversational activity
- 4.34: Interruptions
- 4.4: Classroom organization in small schools
- 4.41: The teacher's audience
- 4.42: Individual teacher-pupil contacts
- 4.43: How do teachers 'target' their talk?
- 4.44: Praise and disapproval
- 4.45: The teacher's location
- 4.5: Classroom behaviour and the curriculum
- 4.51: Organization within different curriculum areas
- 4.52: Pupils' behaviour and the curriculum
- 4.53: Teacher involvement in the curriculum
- 4.54: How are different subject areas taught?
- 4.55: How teachers' time is distributed across the curriculum
- 4.56: Teacher-pupil 'supervision ratios'
- 4.57: In search of the integrated day
- 4.6: Summary and conclusions
- Chapter 5: Small and large schools: some comparisons
- 5.1: Introduction
- 5.2: Defining the small school
- 5.3: Are small schools different?
- 5.4: Curriculum and behaviour in large and small schools
- 5.5: Pupil performance in the small school: basic skills
- 5.6: Attainment: class size and vertical grouping
- 5.7: Small schools: study skills
- 5.8: Conclusion
- Chapter 6: Small schools: the observers' studies
- 6.1: Introduction
- 6.2: School time in the primary school
- 6.21: Opening and closing times
- 6.22: Time at school
- 6.23: Non-contact time
- 6.24: Time in class
- 6.25: The use of time in schools in LEA 1
- 6.26: Conclusion
- 6.3: The use of published mathematics schemes in small primary schools
- 6.31: Use of published schemes in the PRISMS study
- 6.32: In-service and the PRISMS teachers
- 6.4: Role conflict in small primary schools- the head as teacher and manager
- 6.41: Levels of distraction in headteachers' classes
- 6.42: The management functions of the headteacher in the small school
- 6.5: Classroom characteristics, teaching, and learning - a first attempt to understand teachers' thi
- 6.51: The influence of class composition
- 6.52: Qualitative differences in teachers' practices
- Chapter 7: Parents, governors, and the local authority in one small school
- 7.1: Background to the study
- 7.2: The first year (September 1985 - August 1986): three letters
- 7.3: The second year (September 1986 ? July 1987)
- 7.4: The third year (September 1987 ? July 1988): the story of five meetings
- 7.5: A sequel: petition and counter-petition
- 7.6: The LEA and parents: paternalism or partnership?
- Chapter 8: The small school: trends and possibilities
- 8.1: Overview of the main findings
- 8.2: Some implications and conclusions concerning small schools
- 8.3: Small schools and the National Curriculum
- 8.4: Collaboration and co-operation within small schools
- 8.5: Small schools and the future
- Appendix I: Curriculum categories of the observation schedule
- Appendix II: Combined curriculum categories of the observation schedule for use in correlation analy
- Appendix III: Pupil and teacher observation records
- Bibliography
- Index
- Volume 08
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Contributors
- Preface
- Chapter 1: Introduction – Environmental Education
- Chapter 2: Environmental Education and other Cross-Curricular Themes
- Economic and Industrial Understanding
- Health Education
- Careers Education
- Citizenship and Environmental Education
- Information Technology
- Chapter 3: Environmental Education and Practical Considerations
- Conservation Organisations and Schools
- Creating an Education and Community Environmental Resource
- Chapter 4: Environmental Education and Core and Foundation Subjects
- English
- Mathematics
- Science
- Design and Technology
- History
- Geography
- Modern Foreign Languages
- Art
- Physical Education
- Music
- Religious Education
- Chapter 5: Environmental Education and other relationships
- Environmental Issues in the UK and International Treaties
- Moral and Values Education
- Politics
- Finance
- Drama
- Social Sciences
- Law
- Communication and the Media
- Records of Achievement
- Community Education
- Index
- Volume 09
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Abbreviations
- Acknowledgements
- Introduction
- Chapter 1: The National Survey
- Chapter 2: European Studies
- Chapter 3: History
- Chapter 4: Geography
- Chapter 5: Modern Languages
- Chapter 6: Economics
- Chapter 7: Modern Studies
- Chapter 8: A School Curriculum Study
- Chapter 9: Europe Across the Curriculum
- Chapter 10: Conclusions
- Appendix 1: New AEB O-Level in European Studies
- Appendix 2: Teacher Training
- Volume 10
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Introduction to Reprint
- Chapter 1: Introduction
- Chapter 2: Relations, Structures and Conditions in Curriculum Change: A Political History of English
- Chapter 3: The Emergence and Redefining of English for the Common School 1889-1984
- Chapter 4: Tensions and Realignments: School Physics in British Columbia 1955-80
- Chapter 5: Process of Curriculum Change: An Historical Sketch of Science Education in the Alte Schoo
- Chapter 6: Science Curriculum Change in Victorian England: A Case Study of the Science of Common Thi
- Chapter 7: The Development of a Senior School Geography Curriculum in Western Australia 1964-84
- Chapter 8: An Historical Perspective on Justifying the Teaching of Mathematics
- Chapter 9: Who Controls the Curriculum? The Story of 'New Maths' 1960-80
- Chapter 10: John Dewey in Sweden. Notes on Progressivism in Swedish Education 1900-1945
- Chapter 11: Education for an Urban America: Ralph Tyler and the Curriculum Field
- Chapter 12: Curriculum History in England and New Zealand
- Notes on Contributors
- Index
- Volume 11
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Tables and Figures
- Acknowlegdements
- Chapter 1: The Problem of Continuity
- Education as a continuum
- Public concern for educational continuity
- Change of school
- Emotional implications of transfer
- Degree of continuity
- Type of transfer
- Chapter 2: Continuity in its Historical Context 1870–1944
- The scholarship ladder
- Liberalising of elementary education
- Secondary education for all
- The primary school
- Selection for secondary education
- The Spens Report
- 1939–1945 War
- Education Act of 1944
- Eleven–plus
- Chapter 3: Continuity as an Issue of Importance After 1944
- Demise of the eleven–plus
- Changes in primary education
- Diversity
- Differences in teacher orientation
- Developments in the secondary school
- The development of comprehensive schools
- Development of diverse approaches to curriculum
- Chapter 4: The Nature of the Problem
- Social aspects of transfer
- The extent of the problem
- Causes of anxiety
- Pupil types
- Liaison
- Continuity impeded by organisational complexity
- Variations in attainment
- Repetition
- HMI Surveys
- Conclusion
- Chapter 5: The Importance of Continuity
- Non-school factors
- School effectivenes
- Effects of differential pre–transfer experience
- Pseudo continuity
- Autonomy
- The sporadic nature of continuity
- Conclusion
- Chapter 6: The Allevation of Continuity Problems – National and Regional Strategies
- Middle schools
- Middle school autonomy
- Middle school teachers
- Primary or secondary orientation
- Middle school size
- Middle school curriculum
- Linear subjects
- Liaison between middle and upper schools
- Reducing the trauma of transfer
- Attainment in middle schools
- Middle years of schooling
- Middle years of schooling – the whole curriculum
- Variety of approaches to curriculum
- Core curriculum
- Accountability
- Conclusion
- Chapter 7: Local Authority Strategies to Improve Continuity
- Response to Circular 14/77
- Transfer documents
- Recent developments in transfer documentation
- Modular assessment
- Committees to discuss curricular continuity
- Criteria for success of discussion groups
- Local authority documents
- Academic boards and councils
- Evaluation
- Continuity in specific subjects
- Teacher visits and exchanges
- Survey of local authorities
- Conclusion
- Chapter 8: Improving Liaison and Continuity at the School Level
- Posts of responsibility for transfer
- Shared responsibility for liaison
- Curriculum consistency
- Passing on pupils' work
- Pastoral schemes
- Teaching programmes
- Access to expertise in primary schools
- Primary–school initiatives
- Adverse effects of preparation for transfer
- Parental involvement in transfer arrangements
- Inter–school social activities
- Regular review of procedures
- Summary
- Chapter 9: A Summary of Good Liaison and Continuity Practice
- Curriculum Continuity and Pupils at Risk
- Transmission of Information
- Communication Between Teachers
- Pupil Transfer
- Curriculum Guidelines
- Local Authority Responsibilities
- Bibliography
- Author Index
- Subject Index
- Volume 12
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Introduction
- Chapter 1: School, Guidance and Vocationalism
- Chapter 2: The Development of the Past Curriculam and the New Role of the Tutor
- Chapter 3: Vocational Education and Life after School
- Chapter 4: Careers Education Under Pressure
- Chapter 5: Political Education - Too Hot to Handle'?
- Chapter 6: Managing Change: Two Case Studies
- Chapter 7: A New Curriculum?
- Appendices
- References and Further Reading
- Index
- Volume 13
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Preface
- List of Abbreviations
- Chapter 1: Birth of a Revolution
- Chapter 2: The Civil Servants Descend
- Chapter 3: When Two and Two Didn't make Four
- Chapter 4: A Question of Grammar
- Chapter 5: A Real Revolution?
- Chapter 6: A Time and a Place for Everything
- Chapter 7: A Merry Dance
- Chapter 8: The Nightmare of Key Stage 4
- Chapter 9: NCC Begins to Crumble
- Chapter 10: The Time to Leave
- Chapter 11: The Lessons of Change
- Chapter 12: Under New Management
- Glossary
- Appendix
- Index
- Volume 14
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Content
- Series Editor's Introduction
- Introduction
- Chapter 1: Literacy, Orality, and the Functions of Curriculum
- Chapter 2: Technologies of Learning and Alphabetic Culture: The History of Writing as the History of
- Chapter 3: Texts, Literacy and Schooling
- Chapter 4: Lessons from the Literacy Before Schooling 1800-1850
- Chapter 5: The 'Received Tradition' of English Teaching: The Decline of Rhetoric and the Corruption
- Chapter 6: Returning History: Literacy, Difference, and English Teaching in the Post-War Period
- Chapter 7: Literacy and the Limits of Democracy
- Chapter 8: Stories of Social Regulation: The Micropolitics of Classroom Narrative
- Chapter 9: Curriculum as Literacy: Reading and Writing in 'New Times'
- Chapter 10: Television Curriculum and Popular Literacy: Feminine Identity Politicsand Family Discour
- Chapter 11: Literacy Studies and Curriculum Theorizing; or, The Insistence of the Letter
- Notes on Contributors
- Index
- Volume 15
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Editor's Introduction
- Chapter 1: Developments in Curriculum Theory
- Chapter 2: Adult Education Theory and the Curriculum
- Chapter 3: An Ideology of Needs, Access and Provision
- Chapter 4: Adult Education and Social Policy
- Chapter 5: Agents of Provision and Agencies of Curriculum Development
- Chapter 6: The Lifelong Curriculum
- Chapter 7: Gelpi's View of Lifelong Education
- Chapter 8: Conclusion – Elements of Adult and Lifelong Curriculum Theory
- Bibliography
- Index
- Volume 16
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Preface
- Chapter 1: Curriculum theory
- Chapter 2: Individualism and the English curriculum
- Chapter 3: Universal knowledge and the French curriculum
- Chapter 4: Curriculum pluralism in a mass system of education – the USA
- Chapter 5: Marxist–Leninist ideology – curricula in the USSR
- Chapter 6: Curriculum dependence – transfers between countries
- Chapter 7: The curriculum in India – British traditions, ancient philosophies and independent alte
- Chapter 8: Curriculum in Latin America – French encyclopaedic traditions, recent North American in
- Chapter 9: Western technology – Japanese spirit
- Chapter 10: Voluntary transfer – the People's Republic of China
- Index
- Volume 17
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Preface
- Acknowledgments
- Chapter 1: Problems and prescriptions: the curriculum context
- The nature of curriculum problems
- Curriculum planning in perspective
- Curriculum design: recent national interventions
- Two associated documents
- Exercise 1: rethinking the school curriculum
- Chapter 2: Strategies and structures: approaches to curriculum change
- Aims: how elaborate should they be?
- Exercise 2: aims in education
- The function of aims
- The technocratic model of curriculum change
- An alternative view: the arts of deliberation
- Developing content areas
- Exercise 3: the Australian core curriculum model
- Exercise 4: content and process in core curriculum
- Core curriculum issues
- Exercise 5: simulation study – Brobdingnag School
- Chapter 3: Case studies and school decisions: the curriculum in practice
- Secondary school case studies
- 1: Berkeley Vale School, Berkeley, Gloucestershire
- Exercise 6: Berkeley Vale School
- 2: Caris brooke School, Isle of Wight
- Exercise 7: Carisbrooke School
- 3: Gillott's School, Henley-on-Thames, Oxfordshire
- Exercise 8: proposed Gillott's School curriculum
- 4: Holsworthy School, Devon
- Exercise 9: Holsworthy curriculum proposal
- 5: Kingshill School, Cirencester, Gloucestershire
- Exercise 10: Kingshill School
- 6: Priory School, Weston-super-Mare, Avon
- Exercise 11: Priory School
- 7: Sheredes School, Hoddesdon, Hertfordshire
- Exercise 12: Sheredes School
- Primary school responses
- 1: Bassett's Farm School, Exmouth, Devon
- 2: Woodbury Primary School, Devon
- Appendix A: Abbreviations and subject codes
- Appendix B: Curriculum notation
- Notes
- Bibliography
- Index
- Volume 18
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Foreword
- Preface
- Acknowledgements
- Chapter 1: Where We Are Now: Realities and Constraints
- Chapter 2: Ideals and Possibilities: the Common Curriculum and a New Structure
- Chapter 3: Value Judgments and Curriculum Design
- Chapter 4: Faculties and the Organisation of Learning
- Chapter 5: Action and Implementation: Styles of Deliberation and Management
- Chapter 6: The Timetable as an Enabling Device
- Chapter 7: Subjects and Options
- Chapter 8: The Sixth Form
- Chapter 9: School, Pastoral Care and Community
- Appendix: Sheredes School: Curriculum and Timetable Structure
- Bibliography
- Index
- Volume 19
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Notes on Contributors
- Chapter 1: Introduction
- Part I: Teachers' Curriculam Reports
- Chapter 2: Changing Settings within the School
- A new learning environment for business and information studies
- Creating an appropriate environment for design education
- The pottery development
- Multi-skills bases
- Structured play: the railway station
- The 'Mansfield Park' project
- Pilot scheme in GCSE mathematics
- General Comments
- Chapter 3: Using Settings Outside the School
- The residential
- Link courses
- Nursery placements
- The community farm project
- Turkish Girls' Centre – Berlin
- General Comments
- Chapter 4: Changing Time and Space
- Individually negotiated timetables
- International Women's Week
- In the middle of the night
- The Dublin Work Exploration Centre
- The Open Learning environment
- The trip
- General Comments
- Part II: Pupils' Learning, Teachers' Learning and the Quality of Learning
- Chapter 5: Teachers and Learners
- Chapter 6: Teachers Learning
- Chapter 7: Assessing Learning
- Chapter 8: Pupils' Judgements
- Concluding Comments
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