Eleanore Hargreaves

This open access book explores schooling from the perspective of children via data from a longitudinal life-history study. It questions whether schooling creates an environment where all children to flourish; or whether a policy focus on attainment in mathematics and English hinders some children’s wellbeing and learning. By drawing on the children’s life-history narratives and their ideas, the chapters also portray children’s realistic suggestions for practices that meet the needs of diverse children and strengthen their comprehensive wellbeing and learning within schooling.

If children are to succeed and progress at school, schools and teachers need to understand how children experience the classroom. What do they think? How does school make them feel? This book brings together the author's work on children's classroom experiences in a variety of contexts. The author uses student voice to show what children think of classrooms, tasks, tests and exams, and how this impacts their experience of schooling. Can the classroom experience be transformative for children's life chances, or is it a trap? Schools and teachers need to take account of student perspectives in the primary school to make it the best experience possible.

If children are to succeed and progress at school, schools and teachers need to understand how children experience the classroom. What do they think? How does school make them feel? This book brings together the author's work on children's classroom experiences in a variety of contexts. The author uses student voice to show what children think of classrooms, tasks, tests and exams, and how this impacts their experience of schooling. Can the classroom experience be transformative for children's life chances, or is it a trap? Schools and teachers need to take account of student perspectives in the primary school to make it the best experience possible.

A fascinating account of the range of teaching, assessing and feedback strategies used by individual 'expert' teachers. The book describes: *the most common lesson patterns, why and when they are used *how teaching strategies are varied according to subjects *how assessment and feedback information can encourage pupils to learn *the differences in teaching seven year olds and eleven year olds

We know that successful teachers need to use a range of teaching strategies, but what are they? Bringing together fascinating, first-hand accounts of teaching, assessment and feedback strategies used by 'expert' teachers, this Routledge Classic Edition is an indispensable guide for teachers and trainee teachers looking to extend their skills and improve their practice. With a brand new foreword from Margaret Brown to contextualise the book within the field today, this accessible and concise text illustrates good teaching practice, offering a range of rich case studies and first-hand narratives. Chapters investigate a number of key areas, including the most common lesson patterns and when to use them, how teaching strategies are varied according to subject, and how assessment and feedback can encourage pupils to learn.Based on extensive fieldwork by highly respected researchers and authors, What Makes a Good Primary School Teacher? is essential reading for trainee and practising teachers, and will be particularly useful for those seeking fresh inspiration for successful approaches to assessment.

We know that successful teachers need to use a range of teaching strategies, but what are they? Bringing together fascinating, first-hand accounts of teaching, assessment and feedback strategies used by 'expert' teachers, this Routledge Classic Edition is an indispensable guide for teachers and trainee teachers looking to extend their skills and improve their practice. With a brand new foreword from Margaret Brown to contextualise the book within the field today, this accessible and concise text illustrates good teaching practice, offering a range of rich case studies and first-hand narratives. Chapters investigate a number of key areas, including the most common lesson patterns and when to use them, how teaching strategies are varied according to subject, and how assessment and feedback can encourage pupils to learn.Based on extensive fieldwork by highly respected researchers and authors, What Makes a Good Primary School Teacher? is essential reading for trainee and practising teachers, and will be particularly useful for those seeking fresh inspiration for successful approaches to assessment.

A fascinating account of the range of teaching, assessing and feedback strategies used by individual 'expert' teachers. The book describes: *the most common lesson patterns, why and when they are used *how teaching strategies are varied according to subjects *how assessment and feedback information can encourage pupils to learn *the differences in teaching seven year olds and eleven year olds