Notes for further reading

Overview

The suggestions listed below explore ideas concerning the identities of the main protagonists of classroom life: teachers and learners.

Firstly an accessible and insightful introduction to the importance of considering the `self' of teachers and children, now a classic, is:

Hargreaves, D.H. (1972) Interpersonal Relationships and Education, London: Routledge & Kegan Paul.

Whilst a stimulating sociological analysis of these matters can be found in the following classic work:

Goffman, E. (1959) The Presentation of Self in Everyday Life, Garden City: Doubleday.

The following book argues that professional identities are shaped by educational policy:

Satterthwaite, J., Martin, W. and Roberts, L. (2006) Discourse, Resistance and Identity Formation, Stoke-on-Trent: Trentham.

The following suggestions help us to analyse our experiences and feelings as teachers, including a focus on the day-to-day practices and emotions of teachers. They also offer thoughts on the development of a new professional discourse in response to recent changes.

Evans, L. (1998) Teacher Morale, Job Satisfaction and Motivation, London: Paul Chapman.

Woods, P. and Jeffrey B. (1996) Teachable Moments, Buckingham: Open University Press.

Nias, J. (1989) Primary Teachers Talking, London: Routledge.

The next three books aim to help teachers enhance their self-esteem and personal development. Lawrence suggests strategies for reducing stress and raising self-esteem. Hook and Vass explore practical ways teachers can increase their self-esteem and effectiveness. Goodland and McMannon focus on the importance of developing a strong sense of self.

Lawrence, D. (1999) Teaching with Confidence, London: RoutledgeFalmer.

Hook, P. and Vass, A. (2002) Teaching with Influence, London: David Fulton.

Goodland, J. and McMannon, T. (2004) The Teaching Career, London: Teachers College Press.

Teacher stress and 'burnout' are increasingly common. Firstly, a book by Holmes provides strategies for coping with stress, especially in relation to teacher careers, and for improving well-being.

Holmes, E. (2004) Teacher Well-being, London: RoutledgeFalmer.

For further supportive books on this, see:

Carlyle, D. and Woods, P. (2002) Emotions of Teacher Stress, Stoke-on-Trent: Trentham

Troman, G. and Woods, P. (2000) Primary Teachers’ Stress, London: Routledge.

Dunham, J. (1992) Stress in Teaching, London: Routledge.

Claxton, G. (1989) Being a Teacher: A Positive Approach to Change and Stress, Buckingham: Open University Press.

Cockburn, A. (1996) Teaching Under Pressure: Looking at Primary Teachers’ Stress, London: Falmer Press.

Donnelly, J. (2002) Career Development for Teachers, London: Routledge Falmer.

Easen provides many suggestions for developing teachers' capacities for self understanding in the book below, whilst Loughran and Rusell provide direct advice on self-study in teacher education:

Easen, P. (1985) Making School-Centred INSET Work, London: Croom Helm.

Loughran, J. and Russell, T. (2002) Improving Teacher Education Practice Through Self-study, London: RoutledgeFalmer.

Another book which advocates self-study for teachers and which also give guidance on how to go about this is;

Mitchell, C., O'Reilly-Scalon, and Weber, S. (2003) Just Who Do We Think We Are? Methodologies for Self-Study in Education, London: Routledge Falmer

A considerable amount of work on teacher biography has been conducted in recent years. This illustrates links between the personal and professional spheres of activity and demonstrates effects on careers. For example:

Thomas, D. (ed.) (1995) Teachers' Stories, Buckingham: Open University Press.

Ball, S. J. and Goodson, I. F. (1985) Teachers' Lives and Careers, London: Falmer.

Connell, R.W. (1985) Teachers' Work, London: Allen & Unwin.

Sikes, P. J., Measor, L. and Woods, P. (1985) Teachers' Careers, London: Falmer.

Acker, S. (1999) The Realities of Teachers' Work, London: Cassell.

Nieto presents observations from veteran teachers about the maintenance of enthusiasm:

Nieto, S. (2003) What keeps teachers going?, London: Eurospan.

Sachs explores, and presents alternative forms of, teacher professionalism:

Sachs, J. (2003) The Activist Teaching Profession, Maidenhead: Open University Press.

Atkinson and Claxton examine the relationship between intuition and reason within professional practice:

Atkinson, T. and Claxton, G. (2000) The Intuitive Practitioner: On the Value of Not Always Knowing What One is Doing, Maidenhead: Open University Press.

Goodson advocates the teacher as 'public intellectual' in the following book:

Goodson, I, (2003) Professional Knowledge, Professional Lives: Studies in Education and Teaching, Maidenhead: Open University Press.

A fascinating account has been produced by Sikes of the interplay between teaching and parenting;

Sikes, P. (1997) Parents Who Teach: Stories from Home and School, London: Cassell.

In the following book Ellsmore examines the portrayal of teachers in film and TV:

Ellsmore, S. (2005) Carry on Teachers! Representations of the Teaching Profession in Screen Culture , Stoke-on-Trent: Trentham.

The following group of further readings follow up ideas about teachers’ articulation of their aims, values, moral purposes, motivations and commitments. The first, by Moore, presents three current discourses of 'good teaching':

Moore, A. (2004) The Good Teacher. Dominant Discourses in Teacher Education, London: RoutledgeFalmer.

Arthur, J., Davison, J. and Lewis, M. (2005) Professional Values and Practice: Achieving the standards for QTS, London: RoutledgeFalmer.

Day, C. (2002) A Passion for Teaching, London: RoutledgeFalmer.

Gardner, R., Cairns, J., Lawton, D. (2003) Education for Values, Morals, Ethics and Citizenship in Contemporary Teaching, London: RoutledgeFlamer.

Osborn, M., McNess, E. and Broadfoot, P. (2000) What Teachers Say. Changing Policy and Practice in Primary Education, London: Continuum.

Bottery, M. and Wright, N. (2000) Teachers and the State, London: Routledge Falmer.

Pollard, A., Broadfoot, P., Croll, P., Osborn, M. and Abbott, D. (1994) Changing English Primary Schools? London: Cassell.

Campell, J. and Neill, S. R. St. J. (1994) Primary Teachers at Work, London: Routledge.

Croll, P. (ed) (1996) Teachers, Pupils and Primary Schooling: Papers from the PACE Project, London: Cassell.

Liston, D.P. and Garrison, J.W. (2004) Teaching, Learning and Loving, London: RoutledgeFalmer.

Buzelli, C.A. and Johnston, B. (2002) The Moral Dimensions of Teaching. London: RoutledgeFalmer.

Campbell, E. (2003) The Ethical Teacher, Maidenhead: Open University Press.

There are a number of distinctive philosophical analyses of teachers’ educational purposes. Contrast for example:

Peters, R.S. (1966) Ethics and Education, London: Allen & Unwin.

Bantock, G.H. (1980) Dilemmas of the Curriculum, Oxford: Martin & Robinson.

O'Hear, A. (1981) An Introduction to the Philosophy of Education, London: Routledge.

Barrow, R. and Woods, R. (1988) An Introduction to Philosophy of Education, London: Routledge.

Bottery, M. (1990) The Morality of the School, London: Cassell.

Campbell, E. (2003) The Ethical Teacher, Maidenhead: Open Univeristy Press.

For an excellent historical analysis which demonstrates the importance of considering aims and value positions within their social context, see:

Grace, G. (1978) Teachers, Ideology and Control, London: Routledge, Kegan & Paul.

Two books which provide an interesting comparative perspective on teachers and teaching are:

Neave, G. (1992) The Teaching Nation: Prospects for Teachers in the European Community, Oxford: Pergamon.

Newman, J. W. (1990) America's Teachers, New York: Longman.

Teaching is, of course, work and teachers are employees with both contractual duties and rights which need to be protected. For an historically informed analysis of the ways in which teachers organise collectively to protect their interests and influence policy in the UK, see:

Barber, M. (1991) Education and the Teacher Unions, London: Cassell.

A number of publications have focused on specific aspects of identity such as gender or ethnic identity in exploring teachers’ work experience. See:

Evetts, J. (1990) Women in Primary Teaching: Career, Contexts and Strategy, London: Routledge.

De Lyon, H. and Migniuolo, F. (1989) Women Teachers: Issues and Experiences, Buckingham: Open University Press.

Ashley, M. and Lee, J. (2003) Women Teaching Boys. Caring and working in the primary school, Stoke-on-Trent: Trentham.

Skelton, C. (2001) Schooling the Boys: Masculinities in the Primary School, Buckingham: Open University Press.

Drudy, S., Martin, M., Woods, M. and O'Flynn, J. (2004) Men in the Classroom, London: RoutledgeFalmer.

Coleman, M. (2002) Women as Headteachers. Striking the balance. Stoke-on-Trent. Trentham.

Gordon, J. (2000) The Colour of Teaching, London: Routledge Falmer.

Osler, A. (1997) The Education and Careers of Black Teachers, Buckingham: Open University Press.

Accounts of research into effects of teachers' expectations on pupils are provided in:

Tizard, B., Blatchford, P., Burke, J., Farquhar, C. and Plewis, I. (1988) Young Children at School in the Inner City, Hove: Lawrence Erlbaum Associates.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1986) School Matters: The Junior Years, Wells: Open Books.

Section 2: Knowing the children as pupils

A recent book by June Gordon emphasises the approach adopted in this section where we advocate familiarisation with the cultures and communities of children. Gordon sees this type of inquiry as crucial to teaching:

Gordon, J. (2002) Beyond the Classroom Walls. Ethnographic Inquiry as Pedagogy, London: Routledge Falmer

The following suggestions explore our understandings of children as pupils, their identities, pupil ‘careers’, their culture, views of themselves and views of teachers. Firstly we present suggestions covering a variety of aspects of pupil culture and children’s views of themselves in school, as well as their ideals about schools:

Klein, R. (2002) We Want Our Say: Children as Active Participants in their Education, Stoke-on-Trent: Trentham.

Burke, C. and Grosvenor, I. (2003) The School I'd Like. Children and Young People's Reflection on Education for the 21st Century, London: RoutledgeFlamer.

Devine, D. (2003) Children, Power and Schooling. The social structuring of childhood in school, Stoke-on-Trent: Trentham.

Flutter, J. and Ruddock, J. (2004) Consulting Pupils. What's in it for Schools? London: RoutledgeFalmer.

Goodnow, J. and Burns, A. (1985) Home and School: A Child's Eye View, Sydney: Allen & Unwin.

Pollard. A. (1985) The Social World of the Primary School, London: Cassell.

Woods, P. (1990) The Happiest Days? How Pupils Cope with School, London: Falmer.

Davies, B. (1982) Life in the Classroom and Playground, London: Routledge & Kegan Paul.

For unique longitudinal studies of social influences on pupil learning and careers at school, see:

Pollard, A. with Filer, A. (1996) The Social World of Children’s Learning, London: Cassell.

Pollard, A. and Filer, A. (1999) The Social World of Pupil Career, London: Cassell.

Filer, A. and Pollard, A. (2000) The Social World of Pupil Assessment, London: Continuum.

The following books present children’s understandings of, and images of, teachers and teaching and how these infiltrate their everyday lives:

Weber, S. and Mitchell, C. (1995) That's Funny, You Don't Look Like a Teacher: Interrogating Images and Identity in Popular Culture, London: Falmer.

Alanen, L. and Mayall, B.(2001) Conceptualising Child-Adult Relations, London: Routledge Falmer.

Cooper, H. and Hyland, R. (2000) Children’s Perceptions of Learning with Trainee Teachers, London: Routledge Falmer.

There are a number of interesting books on children's culture and perspectives. Collections which illustrate such work are:

Prout, A. and Hallett, C. (2003) Hearing the Voices of Children. Social Policy for a new Century,London: RoutledgeFalmer.

James, A. and Prout, A. (eds) (1990) Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood, London: Falmer.

James, A., Jenks, C. and Prout, A. (1998) Theorizing Childhood, Cambridge: Polity Press.

Waksler, F. C. (ed) (1991) Studying the Social Worlds of Children: Sociological Readings, London: Falmer.

Pollard, A., Thiessen, D. and Filer, A. (1996) Children and the Curriculum: The Perspectives of Primary and Elementary School Pupils, London: Falmer.

Barrett, M. and Buchanan-Barrow, E. (2004) Children's Understanding of Society, London: RoutledgeFalmer.

Corsaro, W.A. (1997) The Sociology of Childhood, Thousand Oaks, California: Pine Forge Press.

Facer, K. Furlong, J. Furlong, R., and Sutherland R. (2003) Screenplay, Children and Computing in the Home, London: RoutledgeFalmer.

Hutchby, I. and Moran-Ellis, J. (2001) Children, Technology and Culture. The impacts of technologies in children's everday lives, London: Routledge Falmer

The following book by Hallam et al. draws on research exploring the practical experiences of schools, teachers, and pupils of different kinds of grouping.

Hallam S., Ireson, J. and Davies, J. (2002) Effective Pupil Grouping in the Primary School. A Practical Guide, London: David Fulton.

Books specifically on children’s friendships and playground culture are:

Bishop, J.C. and Curtis, M. (2001) Play today in the primary school playground, Buckingham: Open University Press

Rubin, Z. (1980) Children's Friendships, London: Fontana.

Sluckin, A. (1981) Growing Up in the Playground, London: Routledge & Kegan Paul.

Blatchford, P. (1989) Playtime in the Primary School: Problems and Improvements, London: Routledge.

Blatchford, P. (1998) Social Life in School: Pupils’ Experience of Breaktime and Recess form 7 to 16 Years, London: Falmer.

Two recent titles on bullying:

Lee, C.( 2004) Preventing Bullying in Schools. A Guide for Teachers and Other Professionals, London: Paul Chapman Publishing.

O'Moore, M. and Minton, S. (2004) Dealing with Bullying in Schools. A Training Manual for Teachers, Parents and other Professionals, London: Paul Chapman Publishing.

On children's `needs' see:

Kelmer Pringle, M, (1974) The Needs of Children, London: Hutchinson.

For philosophical discussions of the problematic nature of 'needs' identification see:

Dearden, R. F. (1968) The Philosophy of the Primary Education, London: Routledge & Kegan Paul.

Barrow, R. (1984) Giving Teaching Back to Teachers, Brighton: Wheatsheaf.

There is now a substantial literature on the challenges of transition to, and transfer across, sectors of the education system. The following titles include several on the initial adjustment to school in the early years as well as the move from primary to secondary school.

Nicholls, G. and Gardner, J. (1998) Pupils in Transition, London: Routledge Falmer.

Fabian, H. (2002) Children Starting School. A Guide to Successful Transitions and Transfers for Teachers and Assistants, London: David Fulton.

Brooker, L. (2002) Children Starting School. A Guide to Successful Transitions and Transfers for Teachers and Assistants, London: David Fulton.

Waterhouse, S. (1991) First Episodes: Pupil Careers in the Early Years of School, London: Falmer.

Pianta, R. and Kraft-Sayre, M. (2003) Successful Kindergarten Transition, London: Paul Brookes Publishing Co.

Rader, D. and Harris Sittig, L. (2003) New Kid in School. Using Literature to Help Children in Transition, London: Eurospan.

Measor, L. and Woods, P. (1984) Changing Schools, Milton Keynes: Open University Press.

Galton, M. and Willcocks, J. (1983) Moving from the Primary School, London: Routledge and Kegan Paul.

Galton, M., Gray, J. and Ruddock, J. (2003) Transfer and Transitions in the Middle Years of Schooling (7 - 14): continuities and discontinuities in learning, Department for Education and Skills (443).

A book that will provide insights into the quality of children's life outside of school and within urban environments is:

Christensen, P. and O'Brien, M. (2002) Children in the City, London: Routledge Falmer.

In addition...

Calvert, B. (1975) The Role of the Pupil, London: Routledge & Kegan Paul.

Davey, A. (1983) Learning to be Prejudiced, London: Edward Arnold.

Willes, M (1982) Children into Pupils, London: Routledge & Kegan Paul.

Mayall, B. (1995) Negotiating Health: Children at Home and Primary School, London: Cassell.

Mayall, B. (1996) Children, Health and the Social Order, Buckingham: Open University Press.

Connolly, P. (1998) Racism, Gender and Identities of Young Children, London: Routledge.

Francis, B. (1998) Power Plays: Primary School Children’s Construction of Gender, Power and Adult Work, Stoke-on-Trent: Trentham.

Based on extensive research, the following books re-examine well-established concerns about the effects of the media on children, and provide insights into children's culture:

Buckingham, D. (2000) After the Death of Childhood. Growing Up in the Age of Electronic Media, Cambridge: Polity Presss.

Tobin, J. (2000) Good Guys Don't Wear Hats. Children's talk about the media, Stoke-on-Trent: Trentham.

The following publication adopts the approach harnessed in this chapter of Reflective Teaching by showing the links between learning and identity. It has a particular focus on learning in the 'information age'.

Paechter, C., Edwards, R., Harison, R. and Twining, P. (2001) Learning, Space and Identity, London: Routledge Falmer.