| Description |
1 online resource (215 pages) |
| Series |
Routledge Library Editions: Curriculum Ser |
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Routledge Library Editions: Curriculum Ser
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| Contents |
Cover; Half Title; Title Page; Copyright Page; Original Half Title Page; Original Title Page; Original Copyright Page; Contents; List of figures; List of tables; Introduction; Chapter 1 The debate about small schools; 1.1 The small school: its educational viability; 1.2 The case against the small school; 1.3 Academic standards in small schools; 1.4 The economic viability of small schools; 1.5 The social effects of small schools closure; 1.6 Curriculum provision in small schools; 1.7 The PRISMS project; 1.8 The small primary school: a pen portrait; Chapter 2 Small schools and their teachers |
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2.1 Qualifications, experience, and professional development2.2 School size, class size, and vertical grouping; 2.3 The curriculum in small schools; 2.4 Management and the role of the head; 2.5 Links with the community and other schools; 2.6 Conclusion; Chapter 3 The curriculum in small schools; 3.1 Describing the curriculum; 3.2 The typical curriculum in the small school; 3.3 The mathematics curriculum; 3.4 The language curriculum; 3.5 Other subject areas within the curriculum; 3.6 Media of information and expression; 3.7 Criteria of performance; 3.8 Actions with curricular material |
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3.9 Resources and equipment3.10 Curriculum integration and the small school; 3.11 The curriculum in the small school: class size and vertical grouping; 3.12 Comparison of the curriculum in PRISMS with other studies; Chapter 4 Teachers and pupils in small schools; 4.1 Observing pupils and teachers; 4.2 Small school classrooms: the pupils' experience; 4.21 Infants and juniors in the classroom; 4.22 Small school classrooms: hard work and tranquillity; 4.23 Teacher-pupil contact; 4.24 Seating and working arrangements; 4.25 Waiting for the teacher; 4.26 Classroom behaviour and vertical grouping |
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4.3 The teachers in the small school4.31 Observing the teachers' behaviour; 4.32 Teacher behaviour: an overview; 4.33 Teachers' non-conversational activity; 4.34 Interruptions; 4.4 Classroom organization in small schools; 4.41 The teacher's audience; 4.42 Individual teacher-pupil contacts; 4.43 How do teachers 'target' their talk?; 4.44 Praise and disapproval; 4.45 The teacher's location; 4.5 Classroom behaviour and the curriculum; 4.51 Organization within different curriculum areas; 4.52 Pupils' behaviour and the curriculum; 4.53 Teacher involvement in the curriculum |
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4.54 How are different subject areas taught?4.55 How teachers' time is distributed across the curriculum; 4.56 Teacher-pupil 'supervision ratios'; 4.57 In search of the integrated day; 4.6 Summary and conclusions; Chapter 5 Small and large schools: some comparisons; 5.1 Introduction; 5.2 Defining the small school; 5.3 Are small schools different?; 5.4 Curriculum and behaviour in large and small schools; 5.5 Pupil performance in the small school: basic skills; 5.6 Attainment: class size and vertical grouping; 5.7 Small schools: study skills; 5.8 Conclusion |
| Notes |
Chapter 6 Small schools: the observers' studies |
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Print version record |
| Subject |
Education, Elementary -- Curricula -- England -- Longitudinal studies
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Rural schools -- Curricula -- England -- Longitudinal studies
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Urban schools -- Curricula -- England -- Longitudinal studies
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britain curriculum.
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british curriculum.
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british teaching system.
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curriculum children.
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curriculum studies.
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national curriculum.
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primary curriculum.
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primary education.
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Education, Elementary -- Curricula
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Rural schools -- Curricula
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Urban schools -- Curricula
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England
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| Genre/Form |
Longitudinal studies
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| Form |
Electronic book
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| Author |
Patrick, Helen
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| ISBN |
9780429846212 |
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0429846215 |
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9780429454608 |
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0429454600 |
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9780429846205 |
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0429846207 |
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9780429846199 |
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0429846193 |
|
