Peter Silcock
Biographic Data
| ID | 5239210 |
|---|---|
| NAME | Peter Silcock |
| GIVEN NAMES | Peter |
| FAMILY NAME | Silcock |
| SIGNATURE | SILCOCK P |
| AFFILIATIONS | University of Hertfordshire |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 1 |
Values Acquisition and Values Education
Three proposals are made regarding values acquisition in schools. It is believed that: (a) optimal conditions for the integration of values into school-students' lives will include students' voluntary commitments; (b) values learning must lead to personally transformed relationships between students and topics considered worthwhile; (c) since values learning is, arguably, the core of formal education, there has to be some consistency between what…
The Process of Reflective Teaching
The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model…
The process of reflective teaching
The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model…
Primary school teacher‐time and the national curriculum
(1992). Primary school teacher‐time and the national curriculum: Managing the impossible? British Journal of Educational Studies: Vol. 40, No. 2, pp. 163-173
Primary School Teacher-Time and the National Curriculum
Primary school teacher‐time and the national curriculum
(1992). Primary school teacher‐time and the national curriculum: Managing the impossible? British Journal of Educational Studies: Vol. 40, No. 2, pp. 163-173
Primary school teacher‐time and the national curriculum
(1992). Primary school teacher‐time and the national curriculum: Managing the impossible? British Journal of Educational Studies: Vol. 40, No. 2, pp. 163-173
Primary School Teacher-Time and the National Curriculum
The Process of Reflective Teaching
The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model…
The process of reflective teaching
The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model…
Values Acquisition and Values Education
Three proposals are made regarding values acquisition in schools. It is believed that: (a) optimal conditions for the integration of values into school-students' lives will include students' voluntary commitments; (b) values learning must lead to personally transformed relationships between students and topics considered worthwhile; (c) since values learning is, arguably, the core of formal education, there has to be some consistency between what…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Political science (4 works) · Computer Science (3 works) · Curriculum (3 works) · Mathematics education (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Cognition (2 works)