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Questioning in the Secondary School
by Dr George Brown Prof E WraggThe ability to ask intelligent and searching questions, to use questioning for different purposes and to know what to do with the answers is crucial to teachers of all subjects and age groups. Sometimes a whole lesson can be built around one or two key questions. Ted Wragg and George Brown explore the wide range of questions that teachers can ask, from those requiring simple recall of information right up to those that stimulate complex reasoning, imagination and speculation. The book explores the various strategies open to teachers and, through a combination of activities and discussion points, helps them to: * reflect upon their use of questions* develop their approaches to preparing, using and evaluating questions* explore ways to encourage pupils to ask questions. This book is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.
Questioning in the Secondary School
by Dr George Brown Prof E WraggThe ability to ask intelligent and searching questions, to use questioning for different purposes and to know what to do with the answers is crucial to teachers of all subjects and age groups. Sometimes a whole lesson can be built around one or two key questions. Ted Wragg and George Brown explore the wide range of questions that teachers can ask, from those requiring simple recall of information right up to those that stimulate complex reasoning, imagination and speculation. The book explores the various strategies open to teachers and, through a combination of activities and discussion points, helps them to: * reflect upon their use of questions* develop their approaches to preparing, using and evaluating questions* explore ways to encourage pupils to ask questions. This book is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.
Questioning Leadership: New directions for educational organisations (Foundations and Futures of Education)
by Gabriele Lakomski Scott Eacott Colin W. EversQuestioning Leadership offers a diverse mix of cutting-edge research in the field of educational leadership, with contributions from expert and emerging leadership scholars. It contextualises school leadership within broader social and historical contexts and traces its influence on school performance through time, from its relatively modest role within a systems theory paradigm to its growing influence from the 1980s onwards, as exercising leadership came to be perceived as being largely responsible for improving educational outcomes. This book invites the reader to challenge the current orthodoxy of leader-centrism and instead reflect more broadly on the various structural and institutional interrelationships that determine how a school functions successfully. It poses challenging questions, such as: Is leadership really necessary for high-quality school performance? Can schools function effectively without leadership? Is it possible to describe the work that principals do without using the word ‘leadership’? How do we challenge the assumption that leadership simply exists and that it is seen as the appropriate default explanation for school performance? This book does not assume that leadership is the key to organisational performance, although it acknowledges the work that principals do. It goes against current orthodoxy and offers varied perspectives on how leadership might be repositioned vis-à-vis organisational and institutional structures. It also suggests some new directions for leading and learning and throws open a discussion on leadership that for too long has been captured by the assumption that the leader is the cause of organisational performance and learning outcomes in schools. At a time when leadership’s dominance seems unshakeable, this is a bold book that should appeal to postgraduate students of educational leadership and management, those undertaking training in educational administration and current school leaders interested in exploring the value of leadership for educational organisations.
Questioning Leadership: New directions for educational organisations (Foundations and Futures of Education)
by Gabriele Lakomski Scott Eacott Colin W. EversQuestioning Leadership offers a diverse mix of cutting-edge research in the field of educational leadership, with contributions from expert and emerging leadership scholars. It contextualises school leadership within broader social and historical contexts and traces its influence on school performance through time, from its relatively modest role within a systems theory paradigm to its growing influence from the 1980s onwards, as exercising leadership came to be perceived as being largely responsible for improving educational outcomes. This book invites the reader to challenge the current orthodoxy of leader-centrism and instead reflect more broadly on the various structural and institutional interrelationships that determine how a school functions successfully. It poses challenging questions, such as: Is leadership really necessary for high-quality school performance? Can schools function effectively without leadership? Is it possible to describe the work that principals do without using the word ‘leadership’? How do we challenge the assumption that leadership simply exists and that it is seen as the appropriate default explanation for school performance? This book does not assume that leadership is the key to organisational performance, although it acknowledges the work that principals do. It goes against current orthodoxy and offers varied perspectives on how leadership might be repositioned vis-à-vis organisational and institutional structures. It also suggests some new directions for leading and learning and throws open a discussion on leadership that for too long has been captured by the assumption that the leader is the cause of organisational performance and learning outcomes in schools. At a time when leadership’s dominance seems unshakeable, this is a bold book that should appeal to postgraduate students of educational leadership and management, those undertaking training in educational administration and current school leaders interested in exploring the value of leadership for educational organisations.
Questioning Qualitative Inquiry: Critical Essays (PDF)
by Martyn HammersleyIs qualitative research in crisis? In Questioning Qualitative Inquiry Martyn Hammersley raises fundamental questions about the current state of qualitative social research.
Questioning the Assessment of Research Impact: Illusions, Myths and Marginal Sectors (Palgrave Critical University Studies)
by Rhodri ThomasThis book provides the first comprehensive assessment of non-academic research impact in relation to a marginal field of study, namely tourism studies. Informed by interviews with key informants, ethnographic reflections on the author’s extensive work with trade and professional associations, and various secondary data, it paints a picture of inevitable research policy failure. This conclusion is justified by reference to ill-founded official conceptualisations of practitioner and organisational behaviour, and the orientation and quality of tourism research. The author calls for a more serious consideration of research-informed teaching as a means of creating knowledge flows from universities. Research with greater social and economic impact might then be achievable. This radical assessment will be of interest and value to policy makers, university research managers and tourism scholars.
Questioning the Assessment of Research Impact: Illusions, Myths and Marginal Sectors (Palgrave Critical University Studies)
by Rhodri ThomasThis book provides the first comprehensive assessment of non-academic research impact in relation to a marginal field of study, namely tourism studies. Informed by interviews with key informants, ethnographic reflections on the author’s extensive work with trade and professional associations, and various secondary data, it paints a picture of inevitable research policy failure. This conclusion is justified by reference to ill-founded official conceptualisations of practitioner and organisational behaviour, and the orientation and quality of tourism research. The author calls for a more serious consideration of research-informed teaching as a means of creating knowledge flows from universities. Research with greater social and economic impact might then be achievable. This radical assessment will be of interest and value to policy makers, university research managers and tourism scholars.
Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning (Routledge Research in Education)
by Susan Groundwater-Smith Nicole MocklerQuestioning the Language of Improvement and Reform in Education challenges the language used in education by linking the language of both the public and professional domains with the changing intentions of the governance of education. Exploring various issues, which embody the many manifestations of the manner in which strident, conservative language has captured the public view of education, the book covers topics such as the importance of language in the context of educational practice, the media's portrayal of teachers globally, the role of students in the face of curriculum reform and the language used in educational policy worldwide. The book addresses the ways in which the words ‘improvement’ and ‘reform’ have been appropriated and hollowed-out by policymakers in order to justify globalised education policies. Using international case studies and reports, the authors argue that the employment of specific words masks the reality that new educational policies are regressive and require re-examination, while perpetuating the illusion that progressive educational practice is being brought to the fore. Questioning the Language of Improvement and Reform in Education is a fascinating and original take on this topic, which will be of great interest to educational practitioners, policymakers and linguists.
Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning (Routledge Research in Education)
by Susan Groundwater-Smith Nicole MocklerQuestioning the Language of Improvement and Reform in Education challenges the language used in education by linking the language of both the public and professional domains with the changing intentions of the governance of education. Exploring various issues, which embody the many manifestations of the manner in which strident, conservative language has captured the public view of education, the book covers topics such as the importance of language in the context of educational practice, the media's portrayal of teachers globally, the role of students in the face of curriculum reform and the language used in educational policy worldwide. The book addresses the ways in which the words ‘improvement’ and ‘reform’ have been appropriated and hollowed-out by policymakers in order to justify globalised education policies. Using international case studies and reports, the authors argue that the employment of specific words masks the reality that new educational policies are regressive and require re-examination, while perpetuating the illusion that progressive educational practice is being brought to the fore. Questioning the Language of Improvement and Reform in Education is a fascinating and original take on this topic, which will be of great interest to educational practitioners, policymakers and linguists.
Questioning the Native Speaker Construct in Teacher Education: Enabling Multilingual Identities and Decolonial Language Pedagogies (Routledge Research in Language Education)
by Julie WaddingtonQuestioning the construction of the ‘native speaker’ as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of ‘nativeness’ while emphasising the interactional and ongoing nature of identity construction.Crossing disciplinary and geographical boundaries, this book interweaves theoretical frameworks from diverse disciplines, examining and challenging language ideologies that underpin and perpetuate systemic inequalities. The author argues that this multidisciplinary approach can help disrupt the fixed identity categories on which the native speaker construct is based, prompting a reconception of how we think about ourselves in relation to others and in relation to our position in the world. Chapters present different teacher models as well as specific strategies and activities to stimulate debate and encourage approaches which prioritise pedagogical competence over the native speaker ideal.Providing an accessible overview of complex issues along with strategic action in teacher education, this book will be of interest to researchers, academics, and postgraduate students in the fields of language education, applied linguistics, Teaching English to Speakers of Other Languages (TESOL), and teacher education. Teacher educators and language teachers should also benefit from this volume.
Questioning the Native Speaker Construct in Teacher Education: Enabling Multilingual Identities and Decolonial Language Pedagogies (Routledge Research in Language Education)
by Julie WaddingtonQuestioning the construction of the ‘native speaker’ as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of ‘nativeness’ while emphasising the interactional and ongoing nature of identity construction.Crossing disciplinary and geographical boundaries, this book interweaves theoretical frameworks from diverse disciplines, examining and challenging language ideologies that underpin and perpetuate systemic inequalities. The author argues that this multidisciplinary approach can help disrupt the fixed identity categories on which the native speaker construct is based, prompting a reconception of how we think about ourselves in relation to others and in relation to our position in the world. Chapters present different teacher models as well as specific strategies and activities to stimulate debate and encourage approaches which prioritise pedagogical competence over the native speaker ideal.Providing an accessible overview of complex issues along with strategic action in teacher education, this book will be of interest to researchers, academics, and postgraduate students in the fields of language education, applied linguistics, Teaching English to Speakers of Other Languages (TESOL), and teacher education. Teacher educators and language teachers should also benefit from this volume.
Questioning the Premedical Paradigm: Enhancing Diversity in the Medical Profession a Century after the Flexner Report
by Donald A. BarrThis book raises fundamental questions about the propriety of continuing to use a premedical curriculum developed more than a century ago to select students for training as future physicians for the twenty-first century. In it, Dr. Donald A. Barr examines the historical origins, evolution, and current state of premedical education in the United States. One hundred years ago, Abraham Flexner's report on Medical Education in the United States and Canada helped establish the modern paradigm of premedical and medical education. Barr’s research finds the system of premedical education that evolved to be a poor predictor of subsequent clinical competency and professional excellence, while simultaneously discouraging many students from underrepresented minority groups or economically disadvantaged backgrounds from pursuing a career as a physician. Analyzing more than fifty years of research, Barr shows that many of the best prospects are not being admitted to medical schools, with long-term adverse consequences for the U.S. medical profession. The root of the problem, Barr argues, is the premedical curriculum—which overemphasizes biology, chemistry, and physics by teaching them as separate, discrete subjects. In proposing a fundamental restructuring of premedical education, Barr makes the case for parallel tracks of undergraduate science education: one that would largely retain the current system; and a second that would integrate the life sciences in a problem-based, collaborative learning pedagogy. Barr argues that the new, integrated curriculum will encourage greater educational and social diversity among premedical candidates without weakening the quality of the education. He includes an evaluative research framework to judge the outcome of such a restructured system.This historical and cultural analysis of premedical education in the United States is the crucial first step in questioning the appropriateness of continuing a hundred-year-old, empirically dubious pedagogical model for the twenty-first century.
Questions & Answers About Block Scheduling
by John Brucato Donald GaineyFor administrators and others involved in the transition to block schedules, this book provides answers to the complex and challenging questions raised by the curious and the skeptical. It demonstrates how to overcome obstacles to systemic school improvements.
Questions & Answers About Block Scheduling
by John Brucato Donald GaineyFor administrators and others involved in the transition to block schedules, this book provides answers to the complex and challenging questions raised by the curious and the skeptical. It demonstrates how to overcome obstacles to systemic school improvements.
Questions & Answers About RTI: A Guide to Success
by Heather Moran Anthony PetruzzelliAs Response-to-Intervention (RTI) models continue to attract a great deal of attention, school and district leaders need to understand the structures needed, the personnel required, the challenges faced, and rewards realized from RTI. Questions and Answers About RTI: A Guide to Success is designed to guide a school or district through the implementation of a new RTI program. Moran and Petruzzelli deliver a concrete understanding of the components of a successful RTI model, the resources needed, and the underlying philosophy. Educators will find this resource rich with practical examples and straight talk. It also provides an easily understandable "how-to" manual for teachers that are being asked to provide service in an RTI structure.
Questions & Answers About RTI: A Guide to Success
by Heather Moran Anthony PetruzzelliAs Response-to-Intervention (RTI) models continue to attract a great deal of attention, school and district leaders need to understand the structures needed, the personnel required, the challenges faced, and rewards realized from RTI. Questions and Answers About RTI: A Guide to Success is designed to guide a school or district through the implementation of a new RTI program. Moran and Petruzzelli deliver a concrete understanding of the components of a successful RTI model, the resources needed, and the underlying philosophy. Educators will find this resource rich with practical examples and straight talk. It also provides an easily understandable "how-to" manual for teachers that are being asked to provide service in an RTI structure.
The Questions Dictionary of Art
by Rob BarnesThis fully illustrated new reference guide for Key Stage 2 and Key Stage 3 children provides comprehensive definitions of words and concepts used in the teaching of art. Clearly worded, The Questions Dictionary of Art will shed light on what can often be a confusing vocabulary, and is fully cross-referenced. The book has been designed for both individual and group work and the layout allows teachers to photocopy the entries for mounting on to A4 card or for use in displays. Its content has been chosen to include words within the capabilities of pupils in the primary and early secondary years of schooling. All words are relevant to the teaching and learning of art in the National Curriculum. This dictionary will make a valuable addition to any classroom's collection of basic reference books and to every school's library of books on the subject of art. The dictionary can also be used for language teaching and the literacy hour and is also a useful tool for stimulating discussion.
Questions Dictionary of History
by Joy PalmerWho were the Aztecs? When was the Battle of Britain? What is the Bayeux Tapestry? The Questions Dictionary of History provides an A-Z of major events in world history. The book provides snapshots of famous people, key facts and events and illustrations so that children can consolidate their learning. Designed for use at Key Stage 2 and Key Stage 3, The Questions Dictionary of History will also be a very useful revision aid for older children. Its content has been chosen to include words within the capabilities of pupils in the primary and early secondary years of schooling. All words are relevant to the teaching and learning of art in the National Curriculum. This dictionary will make a valuable addition to any classroom's collection of basic reference books and to every school's library of books on the subject of history.
Questions Dictionary of Maths
by Kev Delaney Adrian Pinel Derek SmithWritten by experienced classroom teachers, this book gives clear, concise definitions of the most common mathematical terms. Fun illustrations are provided to support the written definitions.
The Questions Dictionary of Religious Education
by Elizabeth AshtonThis invaluable new dictionary enables Key Stage 2 and Key Stage 3 children to understand the meaning behind many of the complex words and concepts that are used in Religious Education. Fully illustrated and cross-referenced, The Questions Dictionary of Religious Education will also help readers with what might be unfamiliar and difficult new words and concepts as all entries are classified by the use of symbols for:people and places signs, symbols and word pictures in religion worship and traditions in religion seasons and festivals in religion. The Questions Dictionary of Religious Education is designed for both individual and group work. The layout allows teachers to photocopy the entries for mounting on to A4 card or for use in displays. The dictionary can also be used for language teaching and the literacy hour.
Questions in Standard Grade & Intermediate 1: Physical Education (PDF)
by Malcolm ThorburnDesigned for use in conjunction with Standard Grade and Intermediate 1 Physical Education Course Notes, this question book is ideal for continual assessment or as a revision aid in the approach to the exams. Topic-by-topic questions assess knowledge and understanding in the three core knowledge areas and provide students with invaluable examination practice.
Questions of English: Aesthetics, Democracy and the Formation of Subject
by Jeanne Gerlach Annette Patterson Robin PeelThe impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it. Drawing on a combination of historical analysis and recent research findings Robin Peel, Annette Patterson and Jeanne Gerlach bring together and compare important new insights on curriculum development and teaching practice from England, Australia and the United States. They also discuss the development of teacher training, highlighting the variety of ways in which teachers build their own beliefs and knowledge about English.
Questions of English: Aesthetics, Democracy and the Formation of Subject
by Jeanne Gerlach Annette Patterson Robin PeelThe impact and content of English as a subject on the curriculum is once more the subject of lively debate. Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it. Drawing on a combination of historical analysis and recent research findings Robin Peel, Annette Patterson and Jeanne Gerlach bring together and compare important new insights on curriculum development and teaching practice from England, Australia and the United States. They also discuss the development of teacher training, highlighting the variety of ways in which teachers build their own beliefs and knowledge about English.
The Questions of Tenure
by Richard P. ChaitTenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works? In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools. Lucid and straightforward, The Questions of Tenure offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.
Questions on Love and Charity: Summa Theologiae, Secunda Secundae, Questions 23–46 (Rethinking the Western Tradition)
by Thomas AquinasA fresh translation of quaestiones from the Summa theologiae of Thomas Aquinas, edited by Robert Miner. This volume provides direct access to the medieval theologian’s deepest thinking about the supreme goal of human life—blessedness—and the virtue most intimately related to this goal—charity. The edition also contains Aquinas’s treatment of charity’s effects—love, joy, peace, and mercy—and the vices opposed to them, such as hatred, envy, and war. Featuring five supplementary essays by noted Aquinas scholars, the volume will enable readers to engage more thoroughly with the thought of Thomas Aquinas.