Non-Fiction Books:



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This text examines how students and teachers actually go about their classroom business. It avoids the assumptions of policy-makers and theorists about what ought to be happening and focuses on what is happening. It provides a detailed look at how teachers are responding to the National Curriculum. It also features an analysis of teaching and learning strategies, drawing on the psychological theories of Bruner and Vygotsky. This book follows on from Donald McIntyre's previous book, "Making Sense of Teaching" and is intended for student teachers, teachers studying for advanced degrees and academics involved in teacher education.

Author Biography

The Authors Paul Cooper is now a Lecturer at the Combridge University Institute of Education after being a school teacher for nine years, and then having worked as Research Officer at Oxford University Department of Educational Studies for the Research project reported in this book from 1991 to 1994. His publications include Effective Schools for Disaffected Pupils (Routledge, 1993) and Emotional and Behavioural Difficulties: from Theory to Practice (with Colin Smith and Graham Upton, Routledge, 1994) Donald McIntyre is Reader in Educational Studies at Oxford University and a Fellow of Jesus College, Oxford, where he has been since 1986, having previously spent sixteen years as a researcher and lecturer at the University of Stirling. He has researched and published widely in the fields of teaching and teacher education. His recent publications include Making Sense of Teaching (with Sally Brown, Open University Press, 1993), Mentoring (with Hazel Hagger and MargaretWilkin, Kogan Page, 1993) and Managing School-Based Initial Teacher Education (with Hazel Hagger and Katharine Burn, Kogan Page, 1994).
Release date Australia
February 1st, 1996
Country of Publication
United Kingdom
Open University Press
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