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Multicultural Children in the Early Years - Creative Teaching, Meaningful Learning (Paperback): Peter Woods, Mari Boyle, Nick... Multicultural Children in the Early Years - Creative Teaching, Meaningful Learning (Paperback)
Peter Woods, Mari Boyle, Nick Hubbard
R770 Discovery Miles 7 700 Ships in 12 - 17 working days

How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children? Originally published in 1999, the authors answer these questions by drawing on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures. The authors studied the children's experiences on their transition into school, and argue that they were inducted into not only a general pupil role, but also one based on an anglicised model of pupil. Opportunities for learning which children found most meaningful came notably from free play, but these became gradually more limited as they engaged with the National Curriculum. These young children were forming complex identities as they sought to respond to the varying influences operating them. Their parents saw a cultural divide opening up between home and school. Many suggestions for practice and policy are made in the course of the book and are still relevant today.

Critical Events in Teaching & Learning (Hardcover): Peter Woods Critical Events in Teaching & Learning (Hardcover)
Peter Woods
R2,938 Discovery Miles 29 380 Ships in 12 - 17 working days

This volume describes and analyses exceptional educational events periods of particularly effective teaching representing ultimates in teacher and pupil educational experience. The events themselves are reconstructed in the book through teacher and pupil voices and through documentation. A model of critical event is derived from the study, which might serve as a possible framework for understanding other such occurrences in schools.

Pupil Strategies - Explorations in the Sociology of the School (Hardcover): Peter Woods Pupil Strategies - Explorations in the Sociology of the School (Hardcover)
Peter Woods
R3,183 Discovery Miles 31 830 Ships in 12 - 17 working days

What do pupils actually do in school? There are remarkably few studies that take the pupils' perspective and reconstruct experience from their point of view within the context of their own cultures and careers. This volume brings together a number of research studies on various aspects of how pupils cope with schools. The theoretical papers consider amongst other issues a developmental model of the growth of pupil strategies based on primary and secondary socialisation; a discussion of `interactionist empiricism' which argues for co-ordinated research between micro and macro perspectives and an extended overview of the general sociological background of work on teacher and pupil strategies. The empirical articles consider a number of themes ranging from strategies employed in answering teacher questions to the power and influence of the pupil peer group in the development of attitudes and behaviour.

Teacher Strategies - Explorations in the Sociology of the School (Hardcover): Peter Woods Teacher Strategies - Explorations in the Sociology of the School (Hardcover)
Peter Woods
R3,183 Discovery Miles 31 830 Ships in 12 - 17 working days

This book takes as its focus the key interactionist concept of 'strategy', a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. 'Strategy' bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.

Divided School (Hardcover): Peter Woods Divided School (Hardcover)
Peter Woods
R3,819 Discovery Miles 38 190 Ships in 12 - 17 working days

In this ethnographic study of a secondary school in the UK, the author presents an incisive account of school life from the various points of view of the pupils, teachers and parents. He describes and analyses major areas of experience and methods of adapting to school for both the children and their teachers; school experience is shown to be widely varying from boredom, despair and humiliation, to gaiety, exultation and comradeship some of it officially and some of it unofficially sponsored. The description reveals a number of marked and interpenetrating divisions within schools: between teachers and pupils, parents and teachers, parents and children and between pupils themselves. These divisions are explored, analysed and related both to institutional factors and to factors outside the school. The study suggests how these factors influence pupil and teacher strategies, and hence how the details of school life relates to wider society.

Sociology and the School (Hardcover): Peter Woods Sociology and the School (Hardcover)
Peter Woods
R3,183 Discovery Miles 31 830 Ships in 12 - 17 working days

This is an introduction to interactionist work in education during the 1970s and 80s. The interactionist viewpoint concentrates on how people construct meanings in the ebb and flow of everyday life - what they think and do, how they react to one another - and has in recent years established itself as one of the leading approaches in education. It has generated illuminating research studies which, by being firmly based in the real world of teaching and dealing with the fine-grained details of school life, have helped to break down the barriers between teacher and researcher. This volume presents the results of this valuable work, within a coherent theoretical framework, by focusing on the major interactionist concepts of situation, perspectives, cultures, strategies, negotiation and careers. By bringing them together in this way, the author demonstrates their collective potential for the deeper understanding of school life and the possibilities for sociological theory. His book therefore offers both a summary of and a reflection on achievement in the area of interactionism as it relates to schools.

Creative Learning in the Primary School (Hardcover): Bob Jeffrey, Peter Woods Creative Learning in the Primary School (Hardcover)
Bob Jeffrey, Peter Woods
R3,058 Discovery Miles 30 580 Ships in 12 - 17 working days

Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses - creativity and performativity - and how they are resolved in creative teacher practice. The book complements previous work by these authors on creative teaching by giving more consideration to creative learning.

The first section of the book explores the nature of creative teaching and learning by examining four key features: relevance, control, ownership and innovation. The authors devote a chapter to each of these aspects, outlining their properties and illustrating them with a wide range of examples, mainly from recent practice in primary schools.

The second section presents some instructive examples of schools promoting creative learning, and how creative primary schools have responded to the policy reforms of recent years. The chapters focus specifically on:

how pupils act as a powerful resource for creative learning for each other and for their teachers;

how teachers have appropriated the reforms to enhance their creativity;

and how one school has moved over a period of ten years from heavy constraint to high creativity.

The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.

The Creative School - A Framework for Success, Quality and Effectiveness (Paperback): Bob Jeffrey, Peter Woods The Creative School - A Framework for Success, Quality and Effectiveness (Paperback)
Bob Jeffrey, Peter Woods
R979 Discovery Miles 9 790 Ships in 12 - 17 working days


This book is about a unique school. It is a school that, despite the increasing pressure put upon it by changes in the curriculum and the organisation of education, has managed to successfully maintain the creative values that have won it international and governmental recognition.
Written for teachers and headteachers who want to encourage creativity in their schools and classrooms, the book describes:
* the school's culture of holism
* its use and appreciation of its grounds and environment for learning
* its innovative approaches to curriculum organisation
* its appropriation of national initiatives such as the literacy and numeracy hours
* its creative teaching and learning through the eyes of observers, teachers, children and parents
The success of Coombes School shows that it is possible to combine externally imposed prescription with a set of personal beliefs and values - making a real difference to the quality of teaching and learning. This is an inspirational read.

Changing Schools - Pupil Perspectives on Transfer to a Comprehensive (Paperback): Lynda Measor, Peter Woods Changing Schools - Pupil Perspectives on Transfer to a Comprehensive (Paperback)
Lynda Measor, Peter Woods
R760 Discovery Miles 7 600 Ships in 12 - 17 working days

Changing schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences. The book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to gender identities, and the ways in which these affect pupils' responses to different subjects in the curriculum. Finally, they consider the theoretical and policy implications of their survey, and make positive recommendations for improving school and classroom practice at both primary and secondary level.

Classrooms and Staffrooms - The Sociology of Teachers and Teaching (Paperback): Andy Hargreaves, Peter Woods Classrooms and Staffrooms - The Sociology of Teachers and Teaching (Paperback)
Andy Hargreaves, Peter Woods
R772 Discovery Miles 7 720 Ships in 12 - 17 working days

Originally published in 1984, the articles presented here explore such matters as how teachers maintain order, how they treat their pupils and how they cope with pressure; they examine the ways in which teachers relate to their colleagues, what goes on in staffrooms, how they engage in educational debate, and what their ambitions are. The contributors get to grips with what it is really like to be a teacher, to make sense of the everyday rewards and penalties, opportunities and problems. This is the hallmark of the ethnographic method of educational inquiry. It brings to life (by close observation and/or in-depth interview) the internal workings of an institution or culture, revealing the perspectives of its members, their roles and adaptations and making explicit the routine or taken-for-granted features of institutional life. All the papers in the volume are to one degree or another located within this methodological tradition - they all begin with what life is actually like for teachers in schools. Though they draw on a range of theoretical perspectives, from interactionism and ethnomethodology, to Marxism and the 'New Sociology of Education'; and more besides. In this volume the editors bring together examples of some of the most important and influential pieces of work which illustrate the range of material, and which have hitherto been spread widely among different research reports, academic journals, and collections of conference papers. Classrooms and Staffrooms provides a fund of quality source materials for initial and in-service teachers.

The Happiest Days? - How Pupils Cope With Schools (Hardcover): Peter Woods The Happiest Days? - How Pupils Cope With Schools (Hardcover)
Peter Woods
R3,059 Discovery Miles 30 590 Ships in 12 - 17 working days

This book examines pupils' experience of school from their own perspectives, showing a range of responses involving both pain and pleasure. It brings together a wide range of material to evoke pupil realities, to describe pupil cultures, and to consider the meanings of activities.

Teachable Moments - The Art of Teaching in Primary Schools (Paperback): Peter Woods, Bob Jeffrey Teachable Moments - The Art of Teaching in Primary Schools (Paperback)
Peter Woods, Bob Jeffrey
R762 Discovery Miles 7 620 Ships in 12 - 17 working days

Creative teaching is an art form - aesthetic, intuitive and expressive. The proliferation of new educational policies in the early 1990s and the related increase in tensions and dilemmas facing schools, combined with the growing demand for a wider range of skills and knowledge among children meant that there was an even greater need for creative teaching than before the National Curriculum. Originally published in 1996, this book addresses this need by: exploring the features of creative teaching with a focus on the day to day practice of primary teachers; showing how teachers used emotion, created atmosphere and stimulated imagination to enhance their teaching; examining the ways in which teachers managed the National Curriculum and developed a new professional discourse in response to government pressures at the time. This book is a sequel to Creative Teachers in Primary Schools and builds upon this work providing new insights into the art of teaching.

Changing Schools - Pupil Perspectives on Transfer to a Comprehensive (Hardcover): Lynda Measor, Peter Woods Changing Schools - Pupil Perspectives on Transfer to a Comprehensive (Hardcover)
Lynda Measor, Peter Woods
R2,064 Discovery Miles 20 640 Ships in 12 - 17 working days

Changing schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences. The book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to gender identities, and the ways in which these affect pupils' responses to different subjects in the curriculum. Finally, they consider the theoretical and policy implications of their survey, and make positive recommendations for improving school and classroom practice at both primary and secondary level.

Restructuring Schools, Reconstructing Teachers - Responding to Change in the Primary School (Paperback): Peter Woods, Bob... Restructuring Schools, Reconstructing Teachers - Responding to Change in the Primary School (Paperback)
Peter Woods, Bob Jeffrey, Geoff Troman, Mari Boyle
R765 Discovery Miles 7 650 Ships in 12 - 17 working days

Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the 'new' primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers' own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.

Creative Teachers in Primary Schools (Paperback): Peter Woods Creative Teachers in Primary Schools (Paperback)
Peter Woods
R766 Discovery Miles 7 660 Ships in 12 - 17 working days

Is creative teaching still possible in English schools? Can teachers maintain and promote their own interests and beliefs as well as deliver a prescribed National Curriculum? Originally published in 1995, this book explores creative teachers' attempts to pursue their brand of teaching despite the changes. Peter Woods has discovered a range of strategies and adaptations to this end among such teachers, including resisting change which runs counter to their own values; appropriating the National Curriculum within their own ethos; enhancing their role through the use of others; and enriching their work through the National Curriculum to provide quality learning experiences. If all else fails, such teachers remove themselves from the system and take their creativity elsewhere. A strong theme of self-determination runs through these experiences. While acknowledging hard realities, the book is ultimately optimistic, and a tribute to the dedication and inspiration of primary teachers. The book makes an important contribution to educational theory, showing a range of responses to intensification as well as providing many detailed examples of collaborative research methods.

School Experience - Explorations in the Sociology of Education (Paperback): Peter Woods, Martyn Hammersley School Experience - Explorations in the Sociology of Education (Paperback)
Peter Woods, Martyn Hammersley
R895 Discovery Miles 8 950 Ships in 12 - 17 working days

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the 'new sociology of education' in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.

Consultancy and Innovation - The Business Service Revolution in Europe (Paperback): Peter Wood Consultancy and Innovation - The Business Service Revolution in Europe (Paperback)
Peter Wood
R1,052 Discovery Miles 10 520 Ships in 12 - 17 working days

Consultancy and Innovation links two important aspects of European economic development in the past thirty years: the pace of technical and management innovation, and the growing significance of technical and business consultancy. This book includes detailed studies of consultancy activities or 'knowledge intensive services' (KIS) in eight EU countries, written by national experts in the field.

Understanding Immunology (Paperback, 3rd edition): Peter Wood Understanding Immunology (Paperback, 3rd edition)
Peter Wood
R1,541 Discovery Miles 15 410 Ships in 12 - 17 working days

Understanding Immunology is a well-established introduction to this complex subject for readers with no previous exposure. It is aimed primarily at undergraduates in biological sciences, biomedical sciences and medicine. The selection and order of topic coverage is designed to instruct effectively, and a variety of boxed examples add depth and historical context for those readers wanting to go beyond the essentials.

Multicultural Children in the Early Years - Creative Teaching, Meaningful Learning (Hardcover): Peter Woods, Mari Boyle, Nick... Multicultural Children in the Early Years - Creative Teaching, Meaningful Learning (Hardcover)
Peter Woods, Mari Boyle, Nick Hubbard
R2,322 Discovery Miles 23 220 Ships in 12 - 17 working days

How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children? Originally published in 1999, the authors answer these questions by drawing on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures. The authors studied the children's experiences on their transition into school, and argue that they were inducted into not only a general pupil role, but also one based on an anglicised model of pupil. Opportunities for learning which children found most meaningful came notably from free play, but these became gradually more limited as they engaged with the National Curriculum. These young children were forming complex identities as they sought to respond to the varying influences operating them. Their parents saw a cultural divide opening up between home and school. Many suggestions for practice and policy are made in the course of the book and are still relevant today.

Creative Teachers in Primary Schools (Hardcover): Peter Woods Creative Teachers in Primary Schools (Hardcover)
Peter Woods
R2,319 Discovery Miles 23 190 Ships in 12 - 17 working days

Is creative teaching still possible in English schools? Can teachers maintain and promote their own interests and beliefs as well as deliver a prescribed National Curriculum? Originally published in 1995, this book explores creative teachers' attempts to pursue their brand of teaching despite the changes. Peter Woods has discovered a range of strategies and adaptations to this end among such teachers, including resisting change which runs counter to their own values; appropriating the National Curriculum within their own ethos; enhancing their role through the use of others; and enriching their work through the National Curriculum to provide quality learning experiences. If all else fails, such teachers remove themselves from the system and take their creativity elsewhere. A strong theme of self-determination runs through these experiences. While acknowledging hard realities, the book is ultimately optimistic, and a tribute to the dedication and inspiration of primary teachers. The book makes an important contribution to educational theory, showing a range of responses to intensification as well as providing many detailed examples of collaborative research methods.

Restructuring Schools, Reconstructing Teachers - Responding to Change in the Primary School (Hardcover): Peter Woods, Bob... Restructuring Schools, Reconstructing Teachers - Responding to Change in the Primary School (Hardcover)
Peter Woods, Bob Jeffrey, Geoff Troman, Mari Boyle
R2,318 Discovery Miles 23 180 Ships in 12 - 17 working days

Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the 'new' primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers' own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.

Creative Learning in the Primary School (Paperback, New): Bob Jeffrey, Peter Woods Creative Learning in the Primary School (Paperback, New)
Bob Jeffrey, Peter Woods
R1,032 Discovery Miles 10 320 Ships in 12 - 17 working days

Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses - creativity and performativity - and how they are resolved in creative teacher practice. The book complements previous work by these authors on creative teaching by giving more consideration to creative learning. The first section of the book explores the nature of creative teaching and learning by examining four key features: relevance, control, ownership and innovation. The authors devote a chapter to each of these aspects, outlining their properties and illustrating them with a wide range of examples, mainly from recent practice in primary schools. The second section presents some instructive examples of schools promoting creative learning, and how creative primary schools have responded to the policy reforms of recent years. The chapters focus specifically on: how pupils act as a powerful resource for creative learning for each other and for their teachers; how teachers have appropriated the reforms to enhance their creativity; and how one school has moved over a period of ten years from heavy constraint to high creativity. The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.

Educating All - Multicultural Perspectives in the Primary School (Paperback): Elizabeth Grugeon, Peter Woods Educating All - Multicultural Perspectives in the Primary School (Paperback)
Elizabeth Grugeon, Peter Woods
R820 Discovery Miles 8 200 Ships in 12 - 17 working days

Originally published in 1990. Following the Swann Report of 1985 and its pleas for 'Education for All' the need for multicultural education in all areas was generally recognised. This need was particularly pressing in primary schools since racial attitudes are formed early in life and may be difficult to change later. This book documents and evaluates a number of approaches in this area, considering their effects on pupil learning and development. These include whole-school projects in mathematics, environmental studies, and a school exchange; and experiences of pupils at key stages. The authors argue that collaboration, participation and democratic procedures lay behind the more successful developments.

The Creative School - A Framework for Success, Quality and Effectiveness (Hardcover): Bob Jeffrey, Peter Woods The Creative School - A Framework for Success, Quality and Effectiveness (Hardcover)
Bob Jeffrey, Peter Woods
R3,299 Discovery Miles 32 990 Ships in 12 - 17 working days


This book is about a unique school. It is a school that, despite the increasing pressure put upon it by changes in the curriculum and the organisation of education, has managed to successfully maintain the creative values that have won it international and governmental recognition.
Written for teachers and headteachers who want to encourage creativity in their schools and classrooms, the book describes:
* the school's culture of holism
* its use and appreciation of its grounds and environment for learning
* its innovative approaches to curriculum organisation
* its appropriation of national initiatives such as the literacy and numeracy hours
* its creative teaching and learning through the eyes of observers, teachers, children and parents
The success of Coombes School shows that it is possible to combine externally imposed prescription with a set of personal beliefs and values - making a real difference to the quality of teaching and learning. This is an inspirational read.

Consultancy and Innovation - The Business Service Revolution in Europe (Hardcover): Peter Wood Consultancy and Innovation - The Business Service Revolution in Europe (Hardcover)
Peter Wood
R4,318 Discovery Miles 43 180 Ships in 12 - 17 working days


Consultancy and Innovation links two important aspects of European economic development in the past thirty years: the pace of technical and management innovation, and the growing significance of technical and business consultancy. This book includes detailed studies of consultancy activities or 'knowledge intensive services' (KIS) in eight EU countries, written by national experts in the field.

eBook available with sample pages: 020311664X

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