Action Plan for Teacher s is a practical guide for teachers of English. It contains tips and suggestions for the English classroom that are suitable for the newly qualified teacher working in a language school, as well as the experienced teacher working in secondary education.
It is easy to regard the school as a venue for learning, in the cognitive sense, and to forget that pupils are also learning a great deal about social life, social interactions and friendships, in school time. Indeed school will provide the major source of these experiences for most children, and this volume is devoted to these issues, and to aspects of differences between children (sex, ethnicity) which impact on these. The readings chosen are summarised in the series introduction. Here, we mention specific alternative works, books or book chapters, which can usefully supplement or update the readings chosen here.
The first part of this book charts and analyzes the working days of 326 primary school teachers. It shows how they spent their working lives, the nature of the curriculum they taught, and analyzes their work into five main categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The second part comments on the findings by relating them to issues of school management and curriculum manageability and looks at how the idea of "conscientiousness" among primary school teachers may have led to their exploitation.
In recent years the escalating costs of health care have caused managed care programs to shift the delivery of pediatric psychological services away from specialized medical centers and into primary care and school settings. One result has been a radical expansion of school psychology into issues of clinical intervention, health promotion, and the assessment of psychotropic medications. School psychologists are now expected to either deliver or (more likely) to provide consultation regarding a wide variety of pediatric psychological services. Because this is a recent phenomenon, very few school-based psychologists or allied health practitioners (school counselors and social workers) have received training in pediatric psychology. The mission of this book is to provide them with a comprehensive and authoritative guide to their newly acquired responsibilities in such areas as psychotherapy, psychopharmacology, health promotion, and prevention of disease.
This book is appropriate for anyone concerned with issues of pediatric psychology in school settings: school psychologists, pediatric psychologists, clinical child psychologists, as well as pediatricians and child psychiatrists.
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