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- W2156337271 abstract "The central question in Peter Woods' latest book, Creative Teachers in Primary Schools, is: Is creative teaching still possible in English primary schools within the constraints of delivering the prescribed National Curriculum? He argues that the majority of primary teachers have perceived themselves to be progressively de-skilled since the introduction of the National Curriculum and its related assessment requirements. They have felt the balance of power shifting dramatically from practitioners to policy makers. They no longer see themselves as professionals with a degree of autonomy within their own school cultures and classrooms, but as technicians bound by centralised policies which are characterised by standardisation and rationalisation. The time they want to devote to working with children has been eroded by the demands of bureaucratic paper-work. Yet Woods maintains that some teachers have managed to sustain elements of 'creative teaching' within these external constraints. He describes the survival strategies used in two very different school contexts: a lower school in inner city Midlands with a strong commitment to community education, and a Berkshire infant school where the school grounds are used as a primary source of learning. He extends his previous research into 'critical incidents'. He defines a critical incident as a 'highly charged moment or episode that has enormous consequences for personal change and development'. To illustrate what he means, he describes pupils in primary schools working with an author on writing and publishing a story book, children making a film about their village, a class project on the Ancient Greeks-often where additional adults have worked alongside class teachers to inspire both pupils and teachers to exceptional achievements." @default.
- W2156337271 created "2016-06-24" @default.
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- W2156337271 date "1996-03-01" @default.
- W2156337271 modified "2023-09-26" @default.
- W2156337271 title "Being the Best in the Worst of Times" @default.
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- W2156337271 doi "https://doi.org/10.1080/0305498960220108" @default.
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