First Published in 1995. This innovative series is an ideal means of supporting professional practice in the post-Dearing era, when a new focus on the quality of teaching and learning is possible. The series promotes reflective teaching and active forms of pupil learning. The books explore the implications of these commitments for curriculum and curriculum-related issues. This book has emerged out of the collective experience of six colleagues who work together at the Faculty of Education of the University of the West of England, in Bristol. The twin strands here are a social constructivist model of learning and a reflective teaching model of pedagogy. Through reflecting on our experiences and evaluating their intentions, practices and outcomes, not only do we learn, but we also enrich the learning of those children, pupils and students with whom we are working.
Autorentext
Don Kimber, Nick Clough, Martin Forrest, Penelope Harnett, Ian Menter and Elizabeth Newman; all University of the West of England, in Bristol.
Zusammenfassung
Spatial Planning Systems of Britain and France brings together a wide selection of comparative essays to highlight the fundamental similarities and differences between the spatial planning in Great Britain and France: two countries that are near neighbours and yet have developed very different modes of planning in terms of their structure, practical application and underlying philosophies. Drawing on the outcomes of the Franco-British Planning Study Group and with a foreword by Vincent Renard of the Ecole Polytechnique in Paris, the book offers a comparative investigation of the basic contexts for planning in both countries, including its administrative, economic, financial and legal implications, and then move on to illustrate themes such as urban policy and transport planning through detailed analysis and case studies.From these investigations the book brings together planning concepts from both a national and European perspective, looking particularly at two current issues: the effects of urban growth on small market towns and the use of Public-Private partnerships to implement development projects. Spatial Planning Systems of Britain and France will prove invaluable to policy makers and practitioners in both countries at a time when national policy is beginning to look towards practice in other countries.The book is published simultaneously in English and French opening up a wider debate between the English-speaking and francophone worlds.
Inhalt
Chapter 1 Exploring Humanities in the Primary Curriculum; Chapter 2 Roots and Traditions; Chapter 3 People and Place; Chapter 4 Stories, Values and the Challenges of Religious Education; Chapter 5 Environmental Education; Chapter 6 Education for Citizenship in a Changing World; Chapter 7 European Dimensions; Chapter 8 Staged Events and Experiential Learning; Chapter 9 Humanities in the Primary Classroom - The Role of the Teacher; Chapter 10 Conclusion;