Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education. Meg Maguire taught for many years in London schools, including a spell as a headteacher. She has a longstanding interest in the life and work of school-teachers, teacher education and with the challenges of inner-city schooling. Her publications include, Choice, Pathways and Transitions Post-16 (with Stephen Ball and Sheila Macrae, 2000) and The Urban Primary School (with Tim Wooldridge and Simon Pratt-Adams, 2006).

• Foreword to the fourth editionIntroductionSection 1: First thoughtsDeveloping as a student teacherOn being a teacherSection 2: Policy, society and schoolingEducation policy and schoolingIdeology, evidence and the raising of standardsValues and schoolingSchool effectiveness and improvementSchool management and leadershipReforming teachers and their workGrowing teachers: Inspection, appraisal and the reflective practitionerSocial justice in schools: engaging with equalityEducation, schools and citiesSection 3: Teaching and learningSocial pedagogy in the classroom: relating group work to the promoting of learning and thinkingLearning: theoretical perspectives that go beyond contextCall out the troops: classrooms, discipline and authorityDifferentiation in theory and practiceSetting, streaming and mixed ability teachingMaking assessment work in the classroomAiming for inclusion: removing barriers and building bridgesEnglish as an additional language: challenges of language and identity in themultilingual and multiethnic classroomSection 4: Across the curriculumChildren's views of schools and schoolingLiteracyNumeracySpiritual educationThe importance of teachers and schools in health promotionEducation, the environment and sustainabilityInformation and communications technologies14-19 Education: Broadening the horizonsBeyond the subject curriculum: The form tutor's roleWhat next? CPD and the whole schoolIndex

Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education. Meg Maguire taught for many years in London schools, including a spell as a headteacher. She has a longstanding interest in the life and work of school-teachers, teacher education and with the challenges of inner-city schooling. Her publications include, Choice, Pathways and Transitions Post-16 (with Stephen Ball and Sheila Macrae, 2000) and The Urban Primary School (with Tim Wooldridge and Simon Pratt-Adams, 2006).

• Foreword to the fourth editionIntroductionSection 1: First thoughtsDeveloping as a student teacherOn being a teacherSection 2: Policy, society and schoolingEducation policy and schoolingIdeology, evidence and the raising of standardsValues and schoolingSchool effectiveness and improvementSchool management and leadershipReforming teachers and their workGrowing teachers: Inspection, appraisal and the reflective practitionerSocial justice in schools: engaging with equalityEducation, schools and citiesSection 3: Teaching and learningSocial pedagogy in the classroom: relating group work to the promoting of learning and thinkingLearning: theoretical perspectives that go beyond contextCall out the troops: classrooms, discipline and authorityDifferentiation in theory and practiceSetting, streaming and mixed ability teachingMaking assessment work in the classroomAiming for inclusion: removing barriers and building bridgesEnglish as an additional language: challenges of language and identity in themultilingual and multiethnic classroomSection 4: Across the curriculumChildren's views of schools and schoolingLiteracyNumeracySpiritual educationThe importance of teachers and schools in health promotionEducation, the environment and sustainabilityInformation and communications technologies14-19 Education: Broadening the horizonsBeyond the subject curriculum: The form tutor's roleWhat next? CPD and the whole schoolIndex

Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education. Meg Maguire taught for many years in London schools, including a spell as a headteacher. She has a longstanding interest in the life and work of school-teachers, teacher education and with the challenges of inner-city schooling. Her publications include, Choice, Pathways and Transitions Post-16 (with Stephen Ball and Sheila Macrae, 2000) and The Urban Primary School (with Tim Wooldridge and Simon Pratt-Adams, 2006).

• Foreword to the fourth editionIntroductionSection 1: First thoughtsDeveloping as a student teacherOn being a teacherSection 2: Policy, society and schoolingEducation policy and schoolingIdeology, evidence and the raising of standardsValues and schoolingSchool effectiveness and improvementSchool management and leadershipReforming teachers and their workGrowing teachers: Inspection, appraisal and the reflective practitionerSocial justice in schools: engaging with equalityEducation, schools and citiesSection 3: Teaching and learningSocial pedagogy in the classroom: relating group work to the promoting of learning and thinkingLearning: theoretical perspectives that go beyond contextCall out the troops: classrooms, discipline and authorityDifferentiation in theory and practiceSetting, streaming and mixed ability teachingMaking assessment work in the classroomAiming for inclusion: removing barriers and building bridgesEnglish as an additional language: challenges of language and identity in themultilingual and multiethnic classroomSection 4: Across the curriculumChildren's views of schools and schoolingLiteracyNumeracySpiritual educationThe importance of teachers and schools in health promotionEducation, the environment and sustainabilityInformation and communications technologies14-19 Education: Broadening the horizonsBeyond the subject curriculum: The form tutor's roleWhat next? CPD and the whole schoolIndex