Supporting student transitions 14-19 : approaches to teaching and learning / John Bostock and Jane Wood.
Material type:
TextPublication details: Abingdon, Oxon ; New York : Routledge, 2015.Description: viii, 140 pages ; 26 cmISBN: - 9780415822879 (paperback)
- 0415822874 (paperback)
- 373.1 BOS
| Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|
| Standard Loan | Moylish Library Main Collection | 373.1 BOS (Browse shelf(Opens below)) | 1 | Available | 39002100517078 |
Enhanced descriptions from Syndetics:
Supporting Student Transitions 14-19 offers transition focused approaches to planning, teaching, learning and assessment designed to meet the needs of these unique learners. Drawing upon the latest research and theory, as well as the authors' extensive experience in the field, it examines in detail transitions in teaching and learning in this complex sector.
Drawing out and critically analysing the key features of both pedagogy and andragogy, the book presents the best elements of each to provide all tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for supporting this group. Practical advice backed by sound theory will provide readers with a clear understanding of the requirements and needs of learners in the school, college and university. Topics explored include:
The role of the teacher in supporting student transitions Understanding transition focused approaches Emotional and social factors involved Recognising difficulties and helping students prepareSupporting Student Transitions 14-19 is a practical guide also offering a unique contribution to the discourse on this important sector of education, increasingly afforded the attention it deserves. It will be an essential resource for trainee teachers, students of PCET, lecturers and teachers wanting to build upon their understanding of this group of learners.
Includes bibliographical references and index.
Supporting Student Transitions 14-19 offers transition focused approaches to planning, teaching, learning and assessment designed to meet the needs of these unique learners. Drawing upon the latest research and theory, as well as the authors\' extensive experience in the field, it examines in detail transitions in teaching and learning in this complex sector. Drawing out and critically analysing the key features of both pedagogy and andragogy, the book presents the best elements of each to provide all tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for supporting this group. Practical advice backed by sound theory will provide readers with a clear understanding of the requirements and needs of learners in the school, college and university. Topics explored include: The role of the teacher in supporting student transitions: Understanding transition focused approaches. Emotional and social factors involved. Recognising difficulties and helping students prepare Supporting Student Transitions 14-19 is a practical guide also offering a unique contribution to the discourse on this important sector of education, increasingly afforded the attention it deserves. It will be an essential resource for trainee teachers, students of PCET, lecturers and teachers wanting to build upon their understanding of this group of learners. -- Provided by publisher.
Table of contents provided by Syndetics
- List of illustrations (p. ix)
- Forewords (p. xi)
- Preface (p. xiii)
- Acknowledgements (p. xv)
- Part 1 Relationships (p. 1)
- 1 Introduction: new approaches to transition phases (p. 3)
- 2 Managing expectations (p. 15)
- 3 Culture, ethos and identity (p. 28)
- 4 Managing transitional behaviour (p. 38)
- 5 Developing independence and motivating learning using a coaching and mentoring approach (p. 53)
- Part 2 Teaching, learning and assessment (p. 61)
- 6 The planning cycle (p. 63)
- 7 The role of the teacher in supporting transitions (p. 88)
- 8 Ensuring a learning culture (p. 104)
- 9 Integrating assessment for learning into the 14-19 classroom (p. 111)
- 10 Final thoughts (p. 123)
- Notes (p. 129)
- References (p. 130)
- Index (p. 137)
Author notes provided by Syndetics
John Bostock, is Senior Lecturer in Teaching and Learning Development at Edge Hill University, UKJane Wood, is Assistant Head of Further Education and Training at Edge Hill University, Uk.