Primary education is one of the most important phases of learning but there remains a scarcity of in-depth research on this vital topic. However, as the focus on improving outcomes increases there is a growing interest internationally in research that helps us to understand the best ways to help young children engage with the curriculum in order that they may have the best possible life chances. This text helps to address these issues and consists of seminal articles derived from the forty-year history of the journal Education 3-13, which can claim to be one of the most important and influential publications in its field.
The chapters included have been chosen carefully to represent a wide range of key topics in research on primary education and the text is sub-divided into five sections, each of which has been edited by leading academics who specialise in the topic under scrutiny. The sections include:
Learning and teaching, including the psychology and philosophy of primary education;
Key challenges in primary education, including changes to the governance of schools, and educational management and leadership;
The primary curriculum, including Maths, Science, IT and Technology Education;
The primary curriculum, including English, Humanities and the Arts; and,
Primary teachers work and professionalism.
Many of the contributions are written by seminal figures in academic research. The text will be especially relevant to students and researchers engaged the study of primary education as well as to practitioners, advisers and policy makers and will prove an invaluable resource for those wishing to gain an overview of research into primary education. It is recommended especially for those who wish to understand the development of primary education and the many twists and turns in theory, practice and policy that have influenced its development over the period of a generation. Those who read the text will come across the origins of many of the ideas that continue to influence primary teaching today as well as very recent research on where we are now in this important subject area.
Introduction. Part 1 - Learning and teaching (including psychology and
philosophy of primary education)
Chapter 1: Discovery learning: a personal
view, Education 3-13, 1, 1, 6-6 (1973).
Chapter 2: I suppose learning your
tables could help you get a job childrens views on the purpose of schools,
Education 3-13, 14, 2, 41-46 (1986).
Chapter 3: Memories are made of this:
some reflections on outdoor learning and recall, Education 3-13, 35, 4,
333-348 (2007).
Chapter 4: It is approaching breakfast and this is a
campervan: weather, drawings and grandparenting in N.W. England, Education
3-13, 39, 2, 107-127 (2011). Part 2: Key challenges in primary education
(including changes to governance, educational management and leadership)
Chapter 5: Challenges to primary education, Education 3-13, 5: 2, 45-51
(1977).
Chapter 6: Delegation: Burden or empowerment? Education 3-13, 30: 3,
35-41 (2002).
Chapter 7: Planning for leadership succession: creating a
talent pool in primary schools, Education 3-13, 34:3, 259-268 (2006).
Chapter
8: Every Child Matters: tinkering or reformingan analysis of the
development of the Children Act (2004) from an educational perspective,
Education 3-13, 35:3, 213-223 (2007). Part 3: The primary curriculum: Maths,
Science, IT and Technology Education
Chapter 9: Craft Design Technology in
the primary school: Let's keep it primary, Education 3-13, 15:1, 11-20
(1987).
Chapter 10: Who is a scientist? Children's drawings reveal all,
Education 3-13, 20:2, 30-32 (1992).
Chapter 11: Maths from a tube of
smarties, Education 3-13, 23:1, 35-44 (1995).
Chapter 12: Planning to use ICT
in schools? Education 3-13, 29:1, 9-17 (2001).
Chapter 13: Science is not my
thing: primary teachers' concerns about challenging gifted pupils, Education
3-13, 34:1, 49-64 (2006). Part 4: The primary curriculum: English, Humanities
and the Arts
Chapter 14: Getting the message, Education 3-13, 5:2, 22-26
(1977).
Chapter 15: Teaching young children about the past, Education 3-13,
7:2, 42-47 (1979).
Chapter 16: The quality of writing 7 - 13, Education 3-13,
10:2, 10-35 (1982).
Chapter 17: The arts in the primary school: snapshots of
practice, Education 3-13, 20:1, 23-29 (1992).
Chapter 18: Giants, good and
bad: story at the heart of the curriculum at Key Stage 1, Education 3-13,
22:1, 44-54 (1994).
Chapter 19: Growing towards citizenship, Education 3-13,
26:3, 3-8 (1998).
Chapter 20: Picking a path through the phonics minefield,
Education 3-13, 27:1, 12-21 (1999).
Chapter 21: Arts education in the 21st
century - frill or fundamental? Editorial, 28: 2, 2-8 (2000).
Chapter 22: The
National Literacy Strategy: missing a crucial link? A comparative study of
the National Literacy Strategy and Success for all (SFA), Education 3-13,
34:1, 37-48 (2006).
Chapter 23: International perspectives on history
education, Education 3-13, 38: 3, 219-223 (2010). Part 5: Primary teachers
work and professionalism
Chapter 24: The primary teacher as servant of the
state, Education 3-13, 7:2, 18-23 (1979).
Chapter 25: Teachers studying
classroom learning, Education 3-13, 10:2, 30-35 (1982).
Chapter 26:
Educational reform and primary teachers work: Some sources of conflict,
Education 3-13, 24:2, 13-22 (1996).
Chapter 27: Would schools improve if
teachers cared less? Education 3-13, 25, 3, 11-22 (1997).
Chapter 28: Doing
school differently: creative practitioners at work, Education 3-13, 35:1,
47-58 (2007).
Michael Bottery is Professor of Education at the University of Hull. He is a member of the Board of Education 313.
Mark Brundrett is Professor of Education Research at Liverpool John Moores University and Editor of Education 313: International Journal of Primary, Elementary and Early Years Education.
Neil Burton is a university lecturer and currently Chair of the Association for the Study of Primary Education (ASPE), as well as a member of the Board of Education 313.
Diane Duncan is a consultant and writer on Education and former Principal Lecturer at the University of Hertfordshire. She is Vice-Chair of the Association for the Study of Primary Education (ASPE) and a member of the Board of Education 313.
Peter Silcock is Professor of Education at the University of Hertfordshire. He is a former Chair of the Association for the Study of Primary Education (ASPE).
Rosemary Webb is Honorary Professor of Education at the University of Manchester. She is a former Chair of the Association for the Study of Primary Education (ASPE).
Wei Zhang is a Lecturer in Education at the University of Leicester and a member of the Board of Education 313.
Daugiau apie elektronines knygas