By Marion Dadds
Those books have been compiled to aid the pro improvement of basic institution lecturers, and signify totally enlarged, up to date and revised versions of the 3 basic resource books released via Falmer Press in 1985.
Read Online or Download The Study Of Primary Education: A Source Book - Volume 4: Classroom And Teaching Studies(The Study of Primary Education Source Books) PDF
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Additional info for The Study Of Primary Education: A Source Book - Volume 4: Classroom And Teaching Studies(The Study of Primary Education Source Books)
Sample text
We want to stress that we are not claiming that the patterns we found in the settings we studied are necessarily linked to the common distinction, formal v. informal. A thorough study of the relationship between these variations and the attributions of formality-informality that we have speculated upon would require, among other things, more systematic, longer term observation, the gathering of data using the dilemmas to sharpen and focus observations, and a group of teachers that includes a higher proportion considered formal than we had in our study.
This suggests that they allowed the groups of pupils to come up with alternative 20 Teachers and Teaching answers to problems and did not always insist on their being the one correct answer. Such teachers appear to come closest in adopting the grouping strategy suggested by Plowden for coping with large sized classes. Although there was evidence for some less directed enquiry since these teachers also tended to ask more open questions the main emphasis must be placed on the information aspects of their teaching.
An exploratory approach was one in which the broad objectives of the work were discussed with the children but where they were then put in a position of finding their own solutions to the problems posed and of making choices about the way in which the work should be tackled. The scope and timescale of the tasks involved were likely to be flexible and the path of the work was likely to be modified in the light of events; explanation by the teacher more often accompanied or followed action taken by the children.
