Social and Learning Relationships in Primary Schools

Description

One of the most important factors in pupils’ success in school are the relationships developed with teachers and other children. Not only are these relationships important in their own right, but they have considerable bearing on pupil motivation, achievement, and on their perceptions of themselves as learners. Social and Learning Relationships in Primary Schools is based upon, but not confined by, recent research projects focused on a range of relationships that exist within English primary schools. This text provides substantial evidence and rich insights into the development and ongoing influences on these social and learning relationships, relating to both the academic and affective outcomes of pupils. The book is presented in four parts: i) social interaction and the curriculum; ii) classroom relationships and the impact on learning; iii) professional identity and professional development; and iv) individual differences and inclusion. Through these sections, the authors identify important features of primary schooling including, for example, delivery of the core subjects, learning environment, role of student teachers in schools, classroom technology, and the transition between phases of education. They examine a number of social psychological influences on these relationships in terms of career phase, professional identity, adult-child and peer relationships, and self-efficacy and provide powerful evidence of the complexities of primary school life. Drawing together the perspectives of a number of authors, all of whom have served as practising teachers as well as gaining a wealth of experience in the higher education sector, Social and Learning Relationships in Primary Schools offers a detailed and holistic understanding of the influences that shape learning, policy and practice in this context. Cover Half title Series Title Copyright Contents List of Illustrations Foreword Acknowledgements Notes on Contributors Introduction Part I Social Interaction and the Curriculum 1 Collaborative Problem-Solving in Primary Mathematics: Developing Shape and Spatial Awareness 2 Social Learning for Student Teachers and Children: Findings from the Chatterbooks Reading Groups Initiative 3 Enabling Primary Science Inquiry: The Role of Mobile Technologies to Support Peer Learning Part II Classroom Relationships and Learning 4 Creating a Positive Culture within Primary Schools: Whole School Initiatives to Foster Effective Social Learning Relationships 5 Early-Career Teacher Relationships with Peers and Mentors: Exploring Policy and Practice 6 Developing Teacher–Pupil Relationships in the Classroom: The Influence of Primary Teachers’ Career Phase and Experience Part III Professional Identity and Professional Development 7 The Role of the Built Environment in Schools: Developing Teachers’ Professional Identities and Motivation 8 Knowing Me, Knowing You: An Exploration of the Social and Learning Relationships in Teacher Education Partnerships 9 Teachers’ Professional Identity and Self-Efficacy: A Study of Teachers with 4–7 Years of Experience Part IV Individual Differences and Inclusion 10 Planning for Children’s Voice in Sociocultural Education: Findings from the We Are Europe Project 11 The Role of Leadership Collaboration in Challenging Contexts: Building a Positive Community of Practice 12 Expectations versus Reality: The Story of Gender Differences in Transition from Primary to Secondary School Conclusion: Implications of Social and Learning Relationship Studies for Classroom Practice Index