Teachers MatterTeachers Matter offers the most definitive portrait of teachers’ lives and work to date. At a time when teaching standards are high on the political and social agenda, the quality and commitment of teaching staff is seen as paramount and they are viewed as pivotal to the economic and social well being of society. But:
The book addresses issues such as the importance of career development, the relationships between school leadership, culture and teachers’ lives, maintaining a work-life balance, identity and well-being and the connection between commitment, resilience and effectiveness in the classroom. Original and highly relevant, Teachers Matter is invaluable reading for teachers, head teachers, researchers and teacher educators. |
Contents
1 | |
research contexts | 19 |
a synergistic approach | 38 |
expectations experiences perceptions | 53 |
a research informed view of career long effectiveness | 66 |
agency vulnerability and professional identities | 102 |
Chapter 7 What helps and hinders teachers capacities to be effective | 124 |
Chapter 8 Teacher effectiveness pupil attainment | 156 |
how teachers sustain their effectiveness | 195 |
contexts which make a difference to standards | 215 |
why teachers matter most | 236 |
Notes | 258 |
260 | |
284 | |
TEACHERS AND ASSISTANTS WORKING TOGETHER | 297 |
Back Cover | 298 |
Other editions - View all
Teachers Matter Christopher Day,Gordon Stobart,Pam Sammons,Alison Kington,Qing Gu No preview available - 2007 |
Common terms and phrases
ability able achievement additional agency analysis assessment associated attainment balance become career cent challenges Chapter classes classroom cohort colleagues commitment concerns contexts continuing curriculum dimensions dominant efficacy emotional English example expected experience experienced factors feel felt Figure findings identified identity impact important improvement included increased indicated individual influences initiatives issues Key Stage leadership learning less lives majority mathematics measures motivation negative opportunities outcomes particular perceived performance positive practice pressures primary profession professional life phases progress promoting pupil behaviour range recent reform relation relationships relative effectiveness remained reported resilience responsibilities role satisfaction scenarios secondary secondary teachers sense showed significant situated social staff standards strategies stress suggests sustained teachers teaching value added variations VITAE wanted workload