Focusing on the transition to new schools at ages 11 or 12+, this study provides an insightful examination of the experience from the pupils' perspective. It contrasts earlier research that emphasized institutional goals, highlighting the emotional and social challenges students face during this critical period. Originally published in 1984, the work is both detailed and accessible, shedding light on the often traumatic nature of changing schools.
The book delves into the efforts of creative educators to maintain their teaching philosophies amidst evolving educational landscapes. Peter Woods highlights various strategies employed by these teachers, including their resistance to changes that conflict with their core values, showcasing their commitment to preserving their unique approaches to education.
This debut collection of short stories explores the lives of children and young people who, in the wake of events that alter everything, find themselves split like stone. Familiar emotions - love, jealousy, loneliness - are dissembled and shown anew.
Describes a "model" of a critical event which may serve as a practical framework for understanding critical events in all schools. Among the events shown are: the making of an award winning book, the creating of a community video and the production of a musical drama.
Presents a general model of teaching which encompasses both social aspects of teaching skills and coping strategies more concerned with survival and self. The book has particular import in the aftermath of the Education Reform Act.