Learning to Be a Primary Teacher : (Record no. 30597)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 11356nam a22005173i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC6961863 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724115418.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2022 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781914171635 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781914171628 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC6961863 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL6961863 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1314620953 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1556.7.G7 G539 2022 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Glazzard, Jonathan. |
| 245 10 - TITLE STATEMENT | |
| Title | Learning to Be a Primary Teacher : |
| Remainder of title | Core Knowledge and Understanding. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 2nd ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | St Albans : |
| Name of producer, publisher, distributor, manufacturer | Critical Publishing, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2022. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2022. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (488 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Critical Teaching Series |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Cover -- Title Page -- Copyright Page -- Contents -- Meet the authors -- Acknowledgements -- Introduction -- Reference -- 1. Using research -- Teachers' standards -- Professional links -- Chapter objectives -- How to locate research -- Systematic synthetic phonics -- Definitions -- Evidence for synthetic phonics -- Evaluate -- Evidence for analytic phonics -- Evaluate -- Evaluating the research evidence -- Challenge -- Apply -- Models of reading development -- The Simple View of Reading -- Evaluate -- Challenge -- Challenging the research evidence -- Apply -- Ehri's model of reading development -- Evaluate -- Evaluating the research evidence -- Challenge -- Challenging the research evidence -- Apply -- Synthesis of the research -- Spaced or distributed practice -- The impact of social deprivation -- Rosenshine's principles of effective instruction -- Differentiation -- Beliefs about intelligence -- Assessment -- Critique of learning styles -- Discovery learning -- Read -- Evaluate -- Challenge -- Apply -- Grouping -- Read -- Evaluate -- Challenge -- Apply -- Reading for pleasure -- Read -- Evaluate -- Challenge -- Apply -- Deployment of support staff -- Read -- Evaluate -- Challenge -- Apply -- Assessment, marking and feedback -- Read -- Evaluate -- Challenge -- Apply -- Active learning -- Evaluate -- Challenge -- Apply -- Learning retention: evidence from cognitive psychology -- The dynamic model of educational effectiveness -- Evaluate -- Challenge -- Apply -- Use of praise -- Evaluate -- Challenge -- Apply -- Critical reflections -- Key readings -- References -- 2. Developing high expectations of your pupils -- Teachers' standards -- Professional links -- Chapter objectives -- Having a moral purpose -- Developing a culture of high expectations -- Critical questions -- Motivating your pupils -- Critical questions -- Enhancing self-esteem. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Critical questions -- Supporting pupils' well-being and mental health -- In practice -- Critical questions -- Extended thinking -- Developing relationships -- Addressing disadvantage -- In practice -- Critical questions -- Powerful knowledge -- Adaptive teaching -- Challenging higher attainers -- Critical reflections -- Key readings -- References -- 3. How children learn -- Teachers' standards -- Professional links -- Chapter objectives -- Working memory -- Central executive -- Phonological loop -- Visuospatial sketchpad -- Episodic buffer -- Long-term memory -- Schemata -- Retrieval -- Spaced or distributed practice -- Sequencing learning -- Interleaving -- Scaffolding -- Fading -- Critical questions -- Cognitive load -- Language and communication development -- Critical questions -- Supporting children with speech, language and communication difficulties -- Critical questions -- The early stages of reading development: pre-reading skills -- Emergent reading -- Concepts about print -- Critical questions -- Development of auditory and phonological awareness -- Critical question -- Compound word blending and segmenting -- Critical questions -- Syllable blending and segmenting -- Critical question -- Onset and rime blending and segmenting -- Critical question -- Phoneme blending and segmenting -- Critical questions -- Rhyme awareness -- Critical questions -- Development of visual attention -- Development of visual discrimination -- Critical questions -- Development of visual memory -- Critical questions -- Development of visual sequential memory -- Critical questions -- Theories of reading development -- In practice -- Supporting children with reading difficulties -- Writing development -- Emergent writing -- Writing words and labels -- Writing captions -- Writing a sentence -- Supporting children with writing difficulties -- Development in spelling. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Behaviourist theories -- In practice -- Rewards -- Critical questions -- Constructivist theories -- Vygotsky -- In practice -- Critical questions -- Bruner and scaffolding -- Critical questions -- Extended thinking -- Piaget -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- Critical questions -- Extended thinking -- Current perspectives on development -- Extended thinking -- Mathematical development -- Critical question -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- In practice -- Critical questions -- Technology -- Critical questions -- Critical reflections -- Key readings -- References -- 4. Subject and curriculum knowledge -- Teachers' standards -- Professional links -- Chapter objectives -- What is subject knowledge? -- Aspects of subject knowledge -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- Substantive and disciplinary knowledge -- Substantive knowledge -- Disciplinary knowledge -- Subject-specific terminology in English -- In practice -- Progression in mathematics -- Strand: progression in geometry -- Strand: progression in number and place value -- Children's misconceptions in mathematics -- Misconception 1 -- Misconception 2 -- Misconception 3 -- In practice -- Subject knowledge in science -- Critical questions -- Subject knowledge in history -- Critical questions -- Subject knowledge in geography -- Fieldwork -- Selecting localities -- Broad dimensions of progress -- Checking your geography subject knowledge -- Subject knowledge in music -- Subject knowledge in art and design -- Subject knowledge in physical education -- Critical question -- Subject knowledge in computing -- Subject knowledge in languages -- Critical questions -- Subject knowledge in religious education -- Progression in design and technology -- Critical questions -- Extended thinking -- Evidence-based teaching -- Evaluate. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Challenge -- Apply -- Extended thinking -- Technology -- Critical reflections -- Key readings -- References -- 5. Subject knowledge in English -- Teachers' standards -- Professional links -- Chapter objectives -- Spoken language -- Registers for effective communication -- Static register -- Formal register -- Consultative register -- Casual register -- Intimate register -- Teaching children about register -- Modelling register -- Rules for communication -- Use of Standard English -- Discussions -- Debates -- Critical questions -- Reading development -- The Simple View of Reading -- Critical questions -- Critical questions -- Pre-alphabetic phase -- Partial alphabetic phase -- Full alphabetic phase -- Consolidated alphabetic phase -- Phonological and phonemic awareness -- Enunciation of phonemes -- Smallest meaningful units of sound -- Sound buttons -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- The alphabetic code -- The simple alphabetic code -- The complex alphabetic code -- Key concepts which you must understand -- Extended thinking -- Exception words -- Decoding and encoding -- Decodable texts -- Critical questions -- Morphology -- Phrasing -- Reading with expression -- Reading comprehension -- Critical questions -- Reading comprehension strategies -- Reading as a writer -- Reading pictures -- Developing familiarity with texts -- Book introductions -- Building memory -- Retelling stories -- Sequencing events -- Making predictions -- Questioning -- Other reading comprehension strategies -- Inference -- Reading for pleasure -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- In practice -- Critical questions -- Critical questions -- In practice -- Spelling -- Applying phonics knowledge to spelling -- Spelling rules -- Spelling by analogy -- Critical question -- Mnemonics -- Dictionaries -- Thesaurus. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Critical questions -- Spelling common exception words -- Spelling through syllables -- Prefixes and suffixes -- Look, cover, write, check -- Critical questions -- Homophones and near-homophones -- Contractions -- Critical question -- Possessive apostrophe -- Dictation -- Critical question -- Multi-sensory approaches -- Developing children as writers -- Oral rehearsal -- Contexts and purposes for writing -- Scaffolding creativity in narrative writing -- Editing writing -- Writing poetry -- Vocabulary, grammar and punctuation -- Critical questions -- Grammar for writing -- Word classes -- Grammar at sentence level -- Example -- Compound sentences -- Complex sentences -- Example -- Punctuation -- Text cohesion and coherence -- Varying sentence types -- Paragraphing -- Extended thinking -- Technology -- Critical reflections -- Key readings -- References -- 6. Subject knowledge in mathematics -- Teachers' standards -- Professional links -- Chapter objectives -- Addition -- Expected at the end of Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Year 6 -- Critical question -- Subtraction -- Expected at the end of the Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Year 6 -- Critical question -- Multiplication -- Expected at the end of the Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Years 5 and 6 -- Critical question -- Division. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Expected at the end of the Early Years Foundation Stage. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This fully revised essential guide gives all primary trainees and early career teachers the key knowledge, understanding and skills they need to succeed. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Elementary school teaching. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Green, Michael. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Glazzard, Jonathan |
| Title | Learning to Be a Primary Teacher |
| Place, publisher, and date of publication | St Albans : Critical Publishing,c2022 |
| International Standard Book Number | 9781914171628 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Critical Teaching Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6961863">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6961863</a> |
| Public note | Click to View |
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