Tackling Social Disadvantage through Teacher Education
Seiten
2017
Critical Publishing Ltd (Verlag)
9781912096619 (ISBN)
Critical Publishing Ltd (Verlag)
9781912096619 (ISBN)
A valuable reference and pedagogical tool for teachers and teacher educators on key issues related to teaching pupils from disadvantaged and impoverished backgrounds.
This book addresses key issues related to teaching pupils from disadvantaged and impoverished backgrounds and provides a valuable reference and pedagogical tool for teachers and teacher educators. Research has consistently shown that the most economically disadvantaged pupils have the poorest educational outcomes. Austerity government policies and pressures of performativity on schools may have exacerbated this inequality. Yet many teachers remain ill-informed about the effects of social disadvantage on students’ learning and consequently are ill-prepared in appropriate teaching methods. The text critically examines the lessons from previous policy and practice, discusses cognitive and affective aspects of school learning for disadvantaged children and explores the pedagogic implications of research evidence. Using insights from existing research, the book examines the reasons why some trainees and teachers lack a critical perspective on the contexts of poverty and may hold deficit views of students in poverty that suggests they are unable to learn and need to be controlled. It explains some of the links between poverty, special needs, literacy and educational achievement and focuses on strategies for improvement.
This book addresses key issues related to teaching pupils from disadvantaged and impoverished backgrounds and provides a valuable reference and pedagogical tool for teachers and teacher educators. Research has consistently shown that the most economically disadvantaged pupils have the poorest educational outcomes. Austerity government policies and pressures of performativity on schools may have exacerbated this inequality. Yet many teachers remain ill-informed about the effects of social disadvantage on students’ learning and consequently are ill-prepared in appropriate teaching methods. The text critically examines the lessons from previous policy and practice, discusses cognitive and affective aspects of school learning for disadvantaged children and explores the pedagogic implications of research evidence. Using insights from existing research, the book examines the reasons why some trainees and teachers lack a critical perspective on the contexts of poverty and may hold deficit views of students in poverty that suggests they are unable to learn and need to be controlled. It explains some of the links between poverty, special needs, literacy and educational achievement and focuses on strategies for improvement.
Ian Thompson is an Associate Professor of English Education at the University of Oxford where he teaches on the PGCE and Master’s in Learning and Teaching. He taught English for sixteen years in comprehensive secondary schools. He researches in the areas of English and literacy teaching, teacher education, collaborative learning, and social exclusion. These projects are linked through a commitment to researching social justice in education and the learning of those who face disadvantage.
The policy and practice of disadvantage in education
Tackling social disadvantage in the classroom
Challenging preconceptions of disadvantage
Language, literacy and disadvantage
Researching poverty and teacher education
| Erscheinungsdatum | 03.02.2018 |
|---|---|
| Reihe/Serie | Critical Guides for Teacher Educators |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 140 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
| Sozialwissenschaften ► Soziologie | |
| ISBN-13 | 9781912096619 / 9781912096619 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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