Full Description
One of the most important factors in pupils' success in school are the relationships developed with teachers and other children. Not only are these relationships important in their own right, but they have considerable bearing on pupil motivation, achievement, and on their perceptions of themselves as learners. Social and Learning Relationships in Primary Schools is based upon, but not confined by, recent research projects focused on a range of relationships that exist within English primary schools. This text provides substantial evidence and rich insights into the development and ongoing influences on these social and learning relationships, relating to both the academic and affective outcomes of pupils.
The book is presented in four parts: i) social interaction and the curriculum; ii) classroom relationships and the impact on learning; iii) professional identity and professional development; and iv) individual differences and inclusion. Through these sections, the authors identify important features of primary schooling including, for example, delivery of the core subjects, learning environment, role of student teachers in schools, classroom technology, and the transition between phases of education. They examine a number of social psychological influences on these relationships in terms of career phase, professional identity, adult-child and peer relationships, and self-efficacy and provide powerful evidence of the complexities of primary school life.
Drawing together the perspectives of a number of authors, all of whom have served as practising teachers as well as gaining a wealth of experience in the higher education sector, Social and Learning Relationships in Primary Schools offers a detailed and holistic understanding of the influences that shape learning, policy and practice in this context.
Contents
List of Figures
List of Tables
Notes on Contributors
Foreword, Dame Alison Peacock
Acknowledgements
Introduction, Alison Kington and Karen Blackmore (University of Worcester, UK)
Part I: Social Interaction and the Curriculum
1. Collaborative Problem-Solving in Primary Mathematics: Developing Shape and Spatial Awareness, Louise Hoskins-Staples and Karen Blackmore (University of Worcester, UK)
2. Social Learning for Student Teachers and Children: Findings from the Chatterbooks Reading Groups Initiative, Joy Stanton and Jane Whittenbury (University of Worcester, UK)
3. Enabling Primary Science Inquiry: The role of Mobile Technologies to Support Peer Learning, Karen Blackmore (University of Worcester, UK)
Part II: Classroom Relationships and Learning
4. Creating a Positive Culture within Primary Schools: Whole School Initiatives to Foster Effective Social Learning Relationships, Rachael Paige (University of Worcester, UK)
5. Early Career Teacher Relationships with Peers and Mentors: Exploring Policy and Practice, Kathryn Spicksley and Maxine Watkins (University of Worcester, UK)
6. Developing Teacher-Pupil Relationships in the Classroom: The Influence of Primary Teachers' Career Phase and Experience, Ben Looker and Alison Kington (University of Worcester, UK)
Part III: Professional Identity and Professional Development
7. The Role of the Built Environment in Schools: Developing Teachers' Professional Identities and Motivation, Colin Howard (University of Worcester, UK)
8. Knowing Me, Knowing You: An Exploration of the Social and Learning Relationships in Teacher-Education Partnerships, Linzi McKerr and Jill Turner (University of Worcester, UK)
9. Teachers' Professional Identity and Self-efficacy: A Study of Teachers with 4-7 Years of Experience, Andrew Townsend and Alison Kington (University of Worcester, UK)
Part IV: Individual Differences and Inclusion
10. Planning for Children's Voice in Socio-Cultural Education: Findings from the We Are Europe Project, Branwen Bingle (University of Worcester, UK)
11. The Role of Leadership Collaboration in Challenging Contexts: Building a Positive Community of Practice, Carla Solvason (University of Worcester, UK)
12. The Story of Gender Differences in Transition from Primary to Secondary School: Expectations Versus Reality, Louise Beattie and Suzanne Horton (University of Worcester, UK)
Concluding Remarks: Implications, Karen Blackmore and Alison Kington (University of Worcester, UK)
Index
