Fred Sedgwick argues that through poetry, children can learn about the whole curriculum, including history and science. The book discusses poetry in terms of children's learning and the imagination. Case studies are used to show how children learn about themselves - first, their bodies, and second, their thoughts and emotions - through the writing of poetry. It then considers how children learn about their environment and the relationship between themselves and their environment. Finally, he discusses his techniques for getting children to write and provides recommendations for further reading.

In the context of recent UK legislation, partnership as a response to learning and behaviour difficulties is much encouraged. The book discusses practices of control and empowerment within the classroom (which are relevant in a range of contexts, not just UK). Guidance for work with individual pupils and whole class groups is provided.

In Teaching and Learning Secondary Science Jerry Wellington (with Mick Nott and Jon Scaife) discusses the major issues in science education today. This discussion is used to support very practical resources for teachers in training, practising teachers and mentors.

Further and Higher Education in the UK has expanded greatly in recent years, bringing into education large numbers of young people who present teachers with new challenges. At the same time, there is an immense pressure to improve the quality of learning and teaching and to encourage students to be active participants in the process. This book is aimed at teachers, aspiring teachers and other professionals in upper secondary schools, further education colleges and universities who wish to increase learner motivation and to create opportunities for greater learner autonomy.

 

This book tackles the issue of whether and how thinking should be taught in schools and explores how best to help children become effective thinkers and learners.