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© 2014 Faculty of Education, University of Cambridge Oracy ...
https://www.educ.cam.ac.uk/research/programmes/oracytoolkit/tasks/afl/GroupTalk.pdf20 Oct 2020: Look for an opportunity to. integrate a group talk task into your curriculum teaching, as the children need to. -
enhancing 'variety' [MC/En; VC/Ma; CC/Ma;TC/Ma; CC/Sc] and…
https://www.educ.cam.ac.uk/research/programmes/istl/WP031.doc20 Oct 2020: We think that the resulting thematic model may be of value in helping others – such as prospective teachers, teacher educators, and curriculum developers – to better understand the considerations shaping teachers’ use -
EVALUATION OF THE ILIAD PROJECT
https://www.educ.cam.ac.uk/research/programmes/researchdevelopment/13_06lister.doc20 Oct 2020: Cambridge, CSCP. Bage, G. and Lister, R. (2004) War with Troy: The Story of Achilles –a Trojan Horse in the national curriculum?, in The Journal of Classics Teaching, JACT Third Series, -
1 Seminar series themes Contestation Researching RJ Restorative…
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminarfive/Seminar%20series%20themes.pdf20 Oct 2020: teacher education seems to be concerned with teaching curriculum, by which is meant subjects. ... curriculum and testing. Formal scripted approaches of Restorative Justice in Care Home settings have limited impact, and. -
Research Report No
https://www.educ.cam.ac.uk/research/programmes/istl/TiPS031.doc20 Oct 2020: 15 teacher-researchers participated in a collaborative programme of small-scale, classroom-based projects involving development, trialling and refinement of new pedagogic approaches, strategies and activities in six curriculum areas. ... own practice, -
Annexe 1
https://www.educ.cam.ac.uk/research/programmes/istl/041Annexes.doc20 Oct 2020: balance (structure or curriculum delivery vs experimentation). 4.0 ROLE OF ICT (positive affordances: expectations, realisation). ... constraints (external e.g. curriculum pressure, national policy; time). self-regulation. homework. 50.0 SCHOOLS. -
Teacher
https://www.educ.cam.ac.uk/research/programmes/istl/TiPS041.doc20 Oct 2020: the central structures and processes of schooling remain relatively well adapted to the continuing expectation that schools lead large numbers of students through a set curriculum with limited resources. ... In all of the schools, the wider curriculum -
Conceptual integration and science learners - do we expect too much
https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.doc20 Oct 2020: curriculum science);. (iii) so that the knowledge structure better enables the knower to act in the world in way to achieve goals;. ... Now it is not surprising that students compartmentalise their learning according to curriculum demarcations – or at -
Taber (CSSME, Leeds, 2005) 1 Conceptual integration and science ...
https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.pdf20 Oct 2020: target knowledge expressed in the school curriculum. If this sounds a little mechanistic,. ... codified curriculum knowledge at odds with the ways of talking about thing – balls. -
ICET_04
https://www.educ.cam.ac.uk/research/programmes/cindle/ICET_04.pdf20 Oct 2020: In the UK children between the ages of 3 and 5follow the Foundation Stage curriculum in whichever setting they attend and the local authorityhas responsibility for ensuring the practice in each ... Questionnaire). ‘I feel as if I have a deeper
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