000			03923cam a2200433Ii 4500
001			ocn191593073
003			OCoLC
005			20240726104709.0
008			080128s2008 enk ob 001 0 eng d
040			_aNT _beng _epn _erda _cNT _dYDXCP _dOCLCQ _dIDEBK _dOCLCQ _dOCLCO _dCDX _dUBY _dE7B _dREDDC _dOCLCQ _dOCLCO _dTYFRS _dOCLCQ _dOCLCF _dMNI _dOCLCQ _dM8D _dUKAHL _dOCLCQ _dUMK _dYDX _dOCLCQ _dOCLCO _dAU@ _dQCL _dDEBSZ _dLEAUB _dEQF _dOCLCO
015			_aGBA674203 _2bnb
016	7		_a013541330 _2Uk
020			_a9780203932865 _q((electronic)l(electronic)ctronic)
043			_ae-uk---
050	0	4	_aLB1555 _b.U534 2008
049			_aMAIN
245	1	0	_aUnderstanding primary education : _bdeveloping professional attributes, knowledge and skills / _cedited by Penelope Harnett.
260			_aLondon ; _aNew York : _bRoutledge, _c(c)2008.
300			_a1 online resource (1 volume)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2 1.
505	0	0	_aThe social distribution of school knowledge in primary classrooms / _rRichard Eke and Lalit Kumar -- _tSupport or straightjacket?: a tale of three strategies / _rJo Barkham and Jo Miller -- _tSocial care, childcare and education: exploring issues in the early years / _rHelen Butcher and John Lee -- _tWhat makes a pedagogy fit for key stage two? / _rMartin Ashley and Michael Nicholson -- _tCurrent assessment practice: driving or supporting practice? / _rGordon Guest and John Lee -- _tDeveloping inclusive school communities / _rHelen Mulholland and Jane Tarr -- _tSpace for learning? / _rSue Hughes, Mandy Lee and Juliet Edmonds -- _tWhat has happened to curriculum breadth and balance in primary schools? / _rPenelope Harnett and Maria Vinney -- _tChildren's futures, our futures: educating citizens for the twenty-first century / _rAlison Bailey and Steve Barnes -- _tFacing the future: the primary teacher in the twenty-first century / _rJohn Lee and Christine MacFarlane.
520	1		_a"Understanding Primary Education will help trainees and newly qualified teachers reflect on the professional decisions that they make within their planning and classroom practice. Key issues and policies within contemporary education are analysed through reference to research and case studies of pedagogical practice to provide a broad perspective of the curriculum with a focus on what curriculum breadth and balance looks like in practice." "Drawing on the voices of trainees, teachers, other education professionals and, most importantly, those of children, the authors illuminate how learning is facilitated and how knowledge and understandings are constructed collaboratively within the classroom and other settings. Each chapter begins with the identification of several key questions linked to such themes as curriculum planning, pedagogy, inclusion, assessment and children's learning, which readers are encouraged to relate to their own experiences."
520	8		_a"With case study material drawing on a range of educational settings, activities and reflections that invite readers to consider the issues discussed, this book will prove an invaluable resource for all trainees and newly qualified teachers."--Jacket
530			_a2 _ub
650		0	_aElementary school teaching _zGreat Britain.
650		0	_aElementary school teachers _xProfessional relationships _zGreat Britain.
650		0	_aFirst year teachers _xTraining of.
653			_aElementary education & schools.
655		1	_aElectronic Books.
700	1		_aHarnett, Penelope.
856	4	0	_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password. _uhttpss://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=214185&site=eds-live&custid=s3260518
942			_cOB _D _eEB _hLB _m2008 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c75198 _d75198
902			_a1 _bCynthia Snell _c1 _dCynthia Snell