| Acknowledgements |
|
ix | |
| Introduction |
|
xi | |
| Section I Experiences of entering higher education |
|
1 | (34) |
|
Chapter 1: I never thought I'd be here, but here I am |
|
|
3 | (8) |
|
Thinking about experiences you bring to training |
|
|
4 | (4) |
|
Personal worries G Motivation overcomes apprehension |
|
|
8 | (1) |
|
|
|
9 | (2) |
|
Chapter 2: Preparing for your course |
|
|
11 | (7) |
|
Experiences leading up to higher education |
|
|
12 | (1) |
|
Negotiating time and funding |
|
|
13 | (2) |
|
Life at home, life at work and your studies |
|
|
15 | (1) |
|
|
|
16 | (2) |
|
Chapter 3: Developing as a learner |
|
|
18 | (9) |
|
How Joan reached higher education |
|
|
19 | (1) |
|
Learning in higher education as a process |
|
|
20 | (2) |
|
Settling into your own way of working |
|
|
22 | (2) |
|
Resources and your studies |
|
|
24 | (3) |
|
Chapter 4: Succeeding and growing in confidence |
|
|
27 | (8) |
|
|
|
28 | (5) |
|
Where does confidence seem to come from? |
|
|
33 | (2) |
| Section II Learning in higher education |
|
35 | (42) |
|
Chapter 5: Developing study skills |
|
|
37 | (12) |
|
Developing your reading skills |
|
|
38 | (3) |
|
|
|
41 | (3) |
|
What kind of note-taker are you? |
|
|
44 | (1) |
|
Knowing yourself as a learner |
|
|
45 | (1) |
|
Linking your course to your work |
|
|
46 | (3) |
|
Chapter 6: Personal organisation and expectations |
|
|
49 | (12) |
|
Organising and keeping files |
|
|
50 | (2) |
|
|
|
52 | (2) |
|
Tutorials, seminars and lectures |
|
|
54 | (3) |
|
Your expectations of your institution |
|
|
57 | (1) |
|
|
|
58 | (1) |
|
|
|
59 | (2) |
|
Chapter 7: Meeting assessment criteria |
|
|
61 | (16) |
|
Written assignments such as essays |
|
|
62 | (6) |
|
|
|
68 | (2) |
|
|
|
70 | (2) |
|
Developing portfolios for assessment |
|
|
72 | (5) |
| Section III Developing professional skills and knowledge |
|
77 | (42) |
|
Chapter 8: Implementing national strategies |
|
|
79 | (14) |
|
Why do we have a National Curriculum, and what does it include? |
|
|
79 | (4) |
|
Curriculum development in schools |
|
|
83 | (10) |
|
Chapter 9: Inclusion: do we know what we mean? |
|
|
93 | (13) |
|
|
|
94 | (1) |
|
Inclusion and special educational needs |
|
|
95 | (3) |
|
The challenge of inclusion |
|
|
98 | (4) |
|
Expanding the concept of inclusion |
|
|
102 | (4) |
|
Chapter 10: Thinking about behaviour management |
|
|
106 | (13) |
|
Understanding why things happen |
|
|
107 | (4) |
|
|
|
111 | (1) |
|
Say what you mean ... and mean what you say |
|
|
112 | (4) |
|
Working with others in school |
|
|
116 | (3) |
| Section IV Issues of professionalism |
|
119 | (28) |
|
Chapter 11: Finding a place in the professional landscape |
|
|
121 | (12) |
|
Being part of a professional community |
|
|
122 | (3) |
|
How teaching assistants have come to be members of the professional community |
|
|
125 | (2) |
|
Challenges and possibilities in describing the work of teaching assistants |
|
|
127 | (2) |
|
Standards, qualifications and performance management |
|
|
129 | (4) |
|
|
|
133 | (14) |
|
|
|
133 | (3) |
|
Where are you now and where are you coming from? |
|
|
136 | (4) |
|
Higher-level teaching assistants |
|
|
140 | (1) |
|
|
|
141 | (2) |
|
|
|
143 | (2) |
|
Getting where you want to go |
|
|
145 | (2) |
| References |
|
147 | (4) |
| Index |
|
151 | |
Other versions by this Author