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In this second edition, the authors extensively revise the text on the basis of many years of research and teaching experience.

They highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy.

The book includes a number of important topics, including:

                        The significance of peer-friendships at school

                        The nature and importance of play and break-times

                        Aggression and bullying at school

                        Peer relations and learning at school

                        The classroom environment and teacher-pupil interaction

                        The influence of gender in how children learn at school.

                        Advantages and disadvantages of different methodological approaches for studying children in school settings

                        Policy implications of current research findings.

                         

The Child at School will be essential reading for all students of child development and educational psychology. It will also be an invaluable source for both trainee and practicing teachers and teaching assistants, as well as clinical psychologists and

policy makers in this area.

July 2015 | 312pp PB: 978-1-84872-300-9 HB: 978-1-84872-299-6

 

Table of Contents

1. An Introduction to The Child at School 2. Children’s social competence and peer relations 3. Pupil friendships in school 4. Children’s Play 5. Breaktime/Recess in school 6. Aggression in school: the specific case of bullies and victims 7. Peer Relations and School Learning 8. Classroom environments 9. Adult-pupil Interactions in the classroom 10. Teacher expectations 11. Differences in classroom interaction in relation to gender 12. A concluding note

 

For more details, or to request a complimentary inspection copy, please visit: http://www.routledge.com/books/details/9781848723009/www.routledge.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapters include:

 Setting Objectives, Asking and Answering Questions

 Sustaining Successful Group and Pair Work

 The Use of Feedback and Assessment for Developing Independence in Learning

 Bringing it all together and Sustaining Effective Practice

With questions for discussion and further suggested reading, this book is an invaluable resource for anyone involved in small class teaching, and East Asian teaching and education policy.

 

*This 20% discount is only available to individuals purchasing through our website, until 31st December 2015, and cannot be combined with any other offer or discount.

 

August 2014

PB: 978‐0‐415‐83154‐3: £28.99

HB: 978‐0‐415‐83152‐9: £90.00

For more information visit:  www.routledge.com/9780415831543

 

 

 

The Child at School 

Interactions with peers and teachers, Second Edition

Peter Blatchford, Anthony D. Pellegrini, and Ed Baines

 

What is the nature of children’s social life in school?

           

How do their relationships and interactions with peers, teachers and other school staff influence their development and experience of school?

 

This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships wit their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher–child interactions.

Learning to Teach Small Classes

Lessons from East Asia

 

Maurice Galton, Kwok Chan Lai and Kam Wing Chan

 

The justification for smaller classes has traditionally been that students can receive more individual attention and be

provided with a curriculum that promotes student centred learning. However, in Asia where student engagement is

generally over 90% in primary school classrooms, the focus of smaller classes is for teachers to increase the quality

of their teaching, building on the already impressive levels of student engagement.  

 

Learning to Teach Small Classes

comprehensively instructs teachers on ways they can utilise the advantage of a smaller class to its fullest

potential.  It works through different case studies and gives examples of successful classroom practice in each

of the core subject areas (Chinese, English and Mathematics). 

NEW Blatchford, P., Chan, P., Galton, M., Lai, K.C. & Lee, J.K. (in press) Class Size: Eastern and Western Perspectives.  Routledge (Date of publication:  2015)

 

This book stems from the editors’ view that much debate, research and commentary about class sizes in schools is limited in several main ways. Firstly the exclusive concern with class size and pupil academic attainment has narrowed the focus and moved attention away from pedagogical considerations. Secondly there has been a neglect of classroom processes, which might help explain class size effects (or lack of them). Thirdly very little is known about perhaps the central question: how can teachers make the most of class size changes? Fourthly, there has been a neglect of the international context when considering class size.

 

This book has four main aims:

 

-to contribute to the literature on class size effects by bringing together high quality authors from the UK, mainland Europe, East Asia and the USA

-to extend coverage of classroom processes affected by class size differences by attending to less commonly addressed processes studied in recent research

-to allow for the first time consideration of professional development connected to effective teaching in relation to class size

-to draw out the Eastern and Western international contexts which underpin any understanding of the causal role of class size in school learning.

© 2015

 

Class Size Reduction

 

Key Insights from Secondary School Classrooms

 

Authors: Harfitt, Gary James

 

  • Provide readers with an alternative approach to researching the effects of class size reduction on teaching and learning

  • Shares insights and knowledge on how to maximize the opportunities presented to teachers and learners by reduced class sizes

  • Presents a powerful student voice on the effects of class size reduction on teaching and learning processes

  • Successfully addresses a long-standing challenge facing researchers and educators; namely how to theorise the issue of class size

About this book

 

This book provides a timely examination of the effects of class size reduction (CSR) on teaching and learning processes. It represents a departure in that the research covered focuses solely on the relationship between CSR and effective teaching in real secondary school classrooms. The book also presents a much-needed and powerful student voice on the impact of class size reduction on teaching and learning processes. It conceptualises the effects of class size on teaching and learning processes in secondary school classrooms, which are another under-researched perspective in this field. Drawing on multiple case studies concerning teaching and learning processes in large and small Hong Kong secondary-school classes, it highlights the qualitative differences in teaching and learning processes. On the basis of those studies, the book argues for a more purposeful, dynamic approach to education for teachers working in small or reduced-size classes.

 

 

 

 

Modélisation statistique appliquée aux sciences sociales

 

Pascal Bressoux

 

Collection : Méthodes en sciences humaines

 

Editeur : De Boeck Supérieur


Un ouvrage de référence, d'initiation et de perfectionnement, pour aider les étudiants et les chercheurs à la mise en œuvre de techniques de modélisation dans l’exploitation de leurs données.

Description

 

Sous l'onglet "Compléments", téléchargez également des exercices d'entraînement : données et programmes SAS et SPSS

 

  • Principes, applications et interprétations de différentes techniques de modélisation statistique, classiques ou avancées, linéaires ou non linéaires, incluant les modèles par les moindres carrés ordinaires, les modèles logit (logistiques), les modèles multiniveaux (hiérarchiques)

  • Méthodologie progressive, avec de nombreux exemples

  • Logiciels utilisés : MLwin et SAS (transposables en SPSS)

  • Illustré par des tableaux et des captures d’écrans

  • Nouvelle édition incluant en téléchargement des exercices d’entraînement sur les bases de données et les programmes SAS ou SPSS de mise en œuvre des analyses

 

Destiné aux étudiants et chercheurs en sciences de l’éducation, économie, psychologie, STAPS (sciences et techniques des activités physiques et sportives), méthodologie statistique, sociologie, démographie, géographie, agronomie et biologie.

 

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