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There is a tendency in much educational thinking to view pupils in passive terms, as the material on which schools operate. This damaging view is challenged here. Significant recent research shows the effects of changing educational conditions on the experience of teaching and learning in schools. By redressing the balance and acknowledging the affective side of pupils and their learning, this book shows that improved understanding leads to improved teaching. Contributions from Stephen Ball, Martyn Descombe, Ann Filer, Andy Hargreaves, Bob Jeffrey, Geoff Troman, Andrew Pollard and Peter Woods.

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Book Details

ISBN: 9780750709156
ISBN-10: 0750709154
Format: Hardback
(234mm x 156mm x 16mm)
Pages: 232
Imprint: Routledge Falmer
Publisher: Taylor & Francis Ltd
Publish Date: 9-Sep-1999
Country of Publication: United Kingdom

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Author Biography - Martyn Hammersley

Martyn Hammersley is Professor of Educational and Social Research, School of Education, The Open University. His main substantive area of research is teachers' and pupils' perspectives, and the process of classroom interaction. However, in recent years most of his work has been concerned with methodological issues arising from social science research.

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