Primary English: Teaching Theory and Practice
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A01=David Wray
A01=Elizabeth Coates
A01=Hilary Minns
A01=Jane A Medwell
A01=Jane Medwell
A01=Vivienne Griffiths
Age Group_Uncategorized
Age Group_Uncategorized
Author_David Wray
Author_Elizabeth Coates
Author_Hilary Minns
Author_Jane A Medwell
Author_Jane Medwell
Author_Vivienne Griffiths
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Category1=Kids
Category1=Non-Fiction
Category=JNLB
Category=JNT
Category=JNTS
Category=JNU
Category=YPCA
Category=YQC
COP=United Kingdom
Delivery_Delivery within 10-20 working days
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Language_English
National Curriculum for English
PA=Available
Price_€20 to €50
Primary Classroom
Primary English
Primary Teacher
PS=Active
softlaunch
Teaching English
Teaching reading
Teaching writing
Product details
- ISBN 9781529681253
- Weight: 540g
- Dimensions: 171 x 246mm
- Publication Date: 03 Jul 2024
- Publisher: SAGE Publications Ltd
- Publication City/Country: GB
- Product Form: Paperback
- Language: English
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The essential teaching theory and practice text for primary English.
This comprehensive and popular text covers the professional knowledge, skills and understanding required to be an effective teacher of primary English.
*Practical guidance on the teaching and learning of phonics, the importance of talk in the classroom and the teaching of handwriting and spelling.
*Covers the teaching of writing in the early years, KS1 and KS2.
*Includes strategies for developing reading comprehension.
*Chapters cover inclusion, assessment and organising and resourcing learning in the classroom.
This 10th edition has been updated and now includes links to the ITT Core Content Framework.
This comprehensive and popular text covers the professional knowledge, skills and understanding required to be an effective teacher of primary English.
*Practical guidance on the teaching and learning of phonics, the importance of talk in the classroom and the teaching of handwriting and spelling.
*Covers the teaching of writing in the early years, KS1 and KS2.
*Includes strategies for developing reading comprehension.
*Chapters cover inclusion, assessment and organising and resourcing learning in the classroom.
This 10th edition has been updated and now includes links to the ITT Core Content Framework.
Jane Medwell taught in primary schools in Cardiff and South Devon, before moving into teacher education. She has lectured at the Universities of Cardiff, Plymouth and the College of St Mark and St John, and is currently Director of Teacher Education and Associate Professor at the University of Warwick. Her research and writing has covered areas such as the teaching of writing and the use of electronic books to teach reading. More recently she has begun a major research programme exploring the teaching of handwriting, and has begun a unique programme of teacher education in primary Modern Foreign Languages. She is fluent in French and Russian, and is learning Chinese. David Wray taught in primary schools for 10 years and is currently Professor of Literacy Education at the University of Warwick. He has published over 40 books on aspects of literacy teaching and is best known for his work on developing teaching strategies to help pupils access the curriculum through literacy. His work was made an integral part of the National Literacy Strategy in England at both primary (1997) and secondary (2001) levels. More recently he has acted as consultant to a number of electronic learning projects and has begun new research programs exploring the importance and teaching of handwriting, and the use of mobile learning devices. Hilary Minns co-ordinates primary English courses in the Institute of /par1/Education, University of Warwick. Vivienne Griffiths is a Professor of Education at Canterbury Christ Church University. Elizabeth Coates is an associate fellow of the Centre for Education Studies at the University of Warwick. Prior to her retirement in 2013, she was an associate professor and director of the Early Childhood Studies undergraduate program at the University of Warwick. Since that time, she has worked on a part-time basis within the Centre teaching child development, education, and early years’ policy and practice. During her time at Warwick, she organized and directed five triennial international early years conferences and was founding editor of the International Journal of Early Years Education. Her background as an early years teacher has been a strong influence and, with Andrew Coates, she is involved in a longitudinal action research project focusing on young children (3-7 years) talking and drawing together. This has resulted in a number of conference papers and publications which include, among others, a chapter on “The subjects and meanings of young children’s drawings” in Exploring Children’s Creative Narratives.
