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Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn.
This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning.
There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.
- Sales Rank: #4936221 in Books
- Published on: 2007-12-01
- Released on: 2007-10-11
- Original language: English
- Number of items: 1
- Dimensions: 8.50" h x .60" w x 5.43" l, .73 pounds
- Binding: Paperback
- 264 pages
Review
"The researchers explicitly invite others into the discussion of the role of assessment in helping students learn how to learn. They achieve this goal well and early on. Their text is refreshingly readable and an illustration of the pedagogy they propose."--Teaching Theology and Religion, April 2010, 183-184
About the Author
John MacBeath is Professor Emeritus at the University of Cambridge, Director of Leadership for Learning: the Cambridge Network and Projects Director for the Centre for Commonwealth Education. Until 2000 he was Director of the Quality in Education Centre at the University of Strathclyde in Glasgow. As well as his interest and research on leadership he has, for the last decade, worked with schools, education authorities and national governments on school self-evaluation. Five books on self-evaluation have been addressed mainly to a teacher and senior management readership. These include Schools Must Speak for Themselves, Self-Evaluation in European Schools, Self-evaluation: what's in it for schools? Self-evaluation in the Global Classroom and School Inspection and Self evaluation - all published by Routledge and now in twelve European languages. All of these books derive from collaboration with schools, with teachers and school students, the Global Classroom book being written mainly by school students from eight different countries. Issues in School Improvement, a CD-rom resource for schools in Hong Kong, contains many of these self-evaluation tools in both English and Chinese while a recent addition to self evaluation and inspection Hong Kong is an interactive website illustrating good practice in Hong Kong special, primary and secondary schools. He has acted in a consultancy role to the Organisation for Economic Co-operation and Development (OECD), UNESCO and ILO (International Labour Organisation), the Bertelsmann Foundation, the Prince's Trust, the European Commission, the Scottish Executive, the Swiss Federal Government, the Varkey Group in Dubai (Emirates) and the Hong Kong Education Department. He was a member of the Government Task Force on Standards from 1997-2001 and was awarded the OBE for services to education in 1997
Sue Swaffield is a member of the Leadership for Learning academic group in the Faculty of Education and a founder member of Leadership for Learning: the Cambridge Network. Sue's teaching and research interests are within the fields of educational leadership, school improvement and assessment. Leadership for learning, critical friendship for headteachers, and assessment for learning are particular interests. She co-directed the Wallenberg funded Leadership for Learning Carpe Vitam project working with schools and universities in seven countries. Sue was also a member of the ESRC/TLRP Learning How to Learn project involving 40 schools and five universities in England, and worked on the DfES funded evaluation of Schools Facing Exceptionally Challenging Circumstances project. Current research activity includes investigating support and challenge for headteachers, and with the Faculty's Centre for Commonwealth Education Sue is engaged in a collaborative development and research programme building headteachers' leadership capacity in Ghana. She teaches on the Masters and Certificate programmes and co-ordinates the Educational Leadership and School Improvement MEd and MPhil. She is an Executive Editor of the international journal 'Assessment in Education: Principles, Policy and Practice', Associate Editor of 'Professional Development in Education' and is on the Editorial Board of 'Reflective Teaching'. Her work in Higher Education builds on previous experiences as a teacher and adviser.
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