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Detalles bibliogr�ficos

T�tulo: Primary English: Teaching Theory and Practice (Achieving QTS Series)
Editor: Learning Matters
Fecha de publicaci�n: 2017
Idioma: Ingl�s
ISBN 10: 1526404125
ISBN 13: 9781526404121
Encuadernaci�n: Paperback
Estado: Used; Very Good

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Sinopsis

Now with online resources to support teaching practice!

An extensive knowledge of the primary English curriculum is not enough for trainee teachers, they need to know how to teach English in the primary classroom.

This is the essential teaching theory and practice text for primary English that takes a focused look at the practical aspects of teaching. It covers the important skills of classroom management, planning, monitoring and assessment and relates these specifically to primary English, with new material on assessment without levels. Greater coverage of teaching grammar is also included, whilst practical guidance and features support trainees to translate their learning to the classroom and understand the wider context of their teaching. And to support students even further with the very latest strategies in classroom practice, this 8th edition now includes online resources on the brand new companion website:

- Practical lesson ideas for the classroom

- The Primary National Curriculum for English in Key Stages one and two

- Tips for planning primary English

- A recommended children’s book list

- Useful weblinks for primary English teaching

Using this new edition with the supporting online material makes it an essential guide to effective and creative English teaching.

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Jane Medwell taught in primary schools in Cardiff and South Devon, before moving into teacher education. She has lectured at the Universities of Cardiff, Plymouth and the College of St Mark and St John, and is currently Director of Teacher Education and Associate Professor at the University of Warwick. Her research and writing has covered areas such as the teaching of writing and the use of electronic books to teach reading. More recently she has begun a major research programme exploring the teaching of handwriting, and has begun a unique programme of teacher education in primary Modern Foreign Languages. She is fluent in French and Russian, and is learning Chinese.

David Wray taught in primary schools for 10 years and is currently Professor of Literacy Education at the University of Warwick. He has published over 40 books on aspects of literacy teaching and is best known for his work on developing teaching strategies to help pupils access the curriculum through literacy. His work was made an integral part of the National Literacy Strategy in England at both primary (1997) and secondary (2001) levels. More recently he has acted as consultant to a number of electronic learning projects and has begun new research programs exploring the importance and teaching of handwriting, and the use of mobile learning devices.

Hilary Minns co-ordinates primary English courses in the Institute of /par1/Education, University of Warwick.

Vivienne Griffiths is a Professor of Education at Canterbury Christ Church University.

Elizabeth Coates is an associate fellow of the Centre for Education Studies at the University of Warwick. Prior to her retirement in 2013, she was an associate professor and director of the Early Childhood Studies undergraduate program at the University of Warwick. Since that time, she has worked on a part-time basis within the Centre teaching child development, education, and early years’ policy and practice. During her time at Warwick, she organized and directed five triennial international early years conferences and was founding editor of the International Journal of Early Years Education. Her background as an early years teacher has been a strong influence and, with Andrew Coates, she is involved in a longitudinal action research project focusing on young children (3-7 years) talking and drawing together. This has resulted in a number of conference papers and publications which include, among others, a chapter on “The subjects and meanings of young children’s drawings” in Exploring Children’s Creative Narratives.

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