Policy and Practice in Education
1 primary work
Book 30
Vivienne Baumfield offers a timely contribution to the political debate about the nature of the school curriculum, assessment, and the role of teachers as professionals developing learners' skills. In a review of approaches to developing metacognitive skills and promoting self-regulation in primary and secondary schools, the book evaluates recent research on 'teaching thinking' and sets this within the context of curriculum reform in the four nations of the UK. The impact of teaching thinking on learners and on teachers has been shown to result in mutual benefits. Comparison is made with those countries where explicit policies on the promotion of teaching thinking have been implemented, such as Singapore and Hong Kong, as well as the development of inquiry models of professional development in countries including Australia, New Zealand and the USA. The book is unique in drawing together perspectives relevant to researchers, policy makers and practitioners on the challenges and opportunities of promoting thinking in mainstream classrooms.
It draws key themes together to provide a conceptual framework to assist readers evaluate the evidence and understand its relevance for professional development and inquiry into learning more broadly. This volume provides a reflective resource for those working to develop their professional practice as teachers as well as for those implementing professional development schemes and supporting teachers.
It draws key themes together to provide a conceptual framework to assist readers evaluate the evidence and understand its relevance for professional development and inquiry into learning more broadly. This volume provides a reflective resource for those working to develop their professional practice as teachers as well as for those implementing professional development schemes and supporting teachers.