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Learning without Limits 1st Edition by Susan Hart, Annabelle Dixon, Mary Jane Drummond, Donald McIntyre ISBN 0335225713 9780335225712

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Learning without Limits 1st Edition Susan Hart Digital Instant Download

Author(s): Susan Hart, Annabelle Dixon, Mary Jane Drummond, Donald McIntyre
ISBN(s): 9780335225712, 0335225713
Edition: 1
File Details: PDF, 12.36 MB
Year: 2004
Language: english
SKU: EB-1673942 Category: Tags: , , ,

Learning without Limits 1st Edition by Susan Hart, Annabelle Dixon, Mary Jane Drummond, Donald McIntyre – Ebook PDF Instant Download/Delivery: 0335225713, 9780335225712
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Product details:

ISBN 10: 0335225713 
ISBN 13: 9780335225712
Author: Susan Hart, Annabelle Dixon, Mary Jane Drummond, Donald McIntyre

“The style and language used by the authors make the book readable and therefore a book that practising teachers can actively use as a guide to improve their practice …it is amply demonstrated that teaching can and should be an activity whose primary focus is to enhance students’ learning capacity and not limit it.” Journal of Inservice Education

  • Why do some teachers insist on teaching without recourse to judgements about ability?
  • What are the key principles on which they draw as they organize and provide for learning?
  • What is the significance of their alternative approach for classrooms in the 21st century?

This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project at the University of Cambridge, the book features nine vivid case studies (from Year 1 to Year 11) that describe how teachers have developed alternative practices despite considerable pressure on them and on their schools and classrooms.

The authors analyze these case studies and identify the key concept of transformability as a distinguishing feature of these teachers’ approach. They construct a model of pedagogy based on transformability: the mind-set that children’s futures as learners are not pre-determined, and that teachers can help to strengthen and ultimately transform young people’s capacity to learn through the choices they make. The book shows how transformability-based teaching can play a central role in constructing an alternative improvement agenda.

This book will inspire teachers, student teachers, lecturers and policy makers, as well as everyone who has a stake in how contemporary education and practice affect children’s future lives and life chances.

Learning without Limits 1st Table of contents:

Part One: Beyond Ability-Based Teaching and Learning

  • Chapter 1: Ability, Educability and the Current Improvement Agenda
    • This chapter likely sets the theoretical and policy context, discussing how ability is traditionally understood in education and current trends in school improvement.
  • Chapter 2: What’s Wrong with Ability Labelling?
    • A critical examination of the negative impacts of labeling students based on “ability.”
  • Chapter 3: The Learning Without Limits Project: Methods and Approaches
    • Details the research methodology and the philosophical underpinnings of the project that informs the book.

Part Two: Accounts of the Teachers’ Practices

  • Introduction to Part Two
    • (Setting the stage for the case studies)
  • Chapter 4: Anne’s Approach: ‘They all have their different ways to go’ (Case study 1)
  • Chapter 5: Claire’s Approach: ‘A thinking classroom’ (Case study 2)
  • Chapter 6: Alison’s Approach: ‘An open invitation’ (Case study 3)
  • Chapter 7: Narinder’s Approach: ‘The promise of tomorrow’ (Case study 4)
  • Chapter 8: Patrick’s Approach: ‘Only connect’ (Case study 5)
  • Chapter 9: Nicky’s Approach: ‘Step back and look at the children’ (Case study 6)
  • Chapter 10: Yahi’s Approach: ‘Raising the level of trust’ (Case study 7)
  • Chapter 11: Julie’s Approach: ‘Access, security, success’ (Case study 8)
  • Chapter 12: Non’s Approach: ‘The bridge between values and practice’ (Case study 9)

Part Three: The Core Idea of Transformability

  • Chapter 13: Transforming the Capacity to Learn

    • This chapter synthesizes the findings from the case studies, developing the central concept of “transformability” – the belief that all children’s capacity to learn can be developed and transformed.

  • Chapter 14: Purposes and Principles in Practice

    • Discusses the underlying values and pedagogical principles that guide “Learning without Limits” teaching.

  • Chapter 15: Young People’s Perspectives on Learning without Limits

    • Includes student voices and experiences within the “Learning without Limits” approach.

  • Chapter 16: Framing Learning Without Limits Teaching: Contexts and Retrospectives

    • Reflects on the challenges and successes of implementing these practices within existing educational contexts.

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Tags: Susan Hart, Annabelle Dixon, Mary Jane Drummond, Donald McIntyre, Limits