Closing the attainment gap in schools: progress through evidence-based practices

Luby, Antony (2020) Closing the attainment gap in schools: progress through evidence-based practices. Routledge, Abingdon. ISBN 9780367344900, 9780367344870 (In Press)

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Abstract

Closing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location.

From Superstar Assemblies to encourage their dreams and aspirations; to Munch ‘n Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book:

Explores the rich complexity of teacher learning
Contains numerous case studies and examples of success
Reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice
Proposes a rich array of approaches and suggests ways forward

Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a ‘can do’ approach whilst never shying away from the very real issues within education.

Item Type: Book
Uncontrolled Keywords: Education policy & politics, educational psychology, primary/elementary education
Subjects: L400 Social Policy
X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Related URLs:
Depositing User: John Coen
Date Deposited: 31 Mar 2020 15:01
Last Modified: 01 Apr 2020 08:08
URI: http://nrl.northumbria.ac.uk/id/eprint/42635

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