Learning without Limits

Susan Hart has worked as a teacher and researcher in schools and universities for over 30 years. Her specific area of interest has always been the dynamics of classroom life. She is currently teaching in a college of further education. Annabelle Dixon was trained as an infant teacher, psychologist and educational researcher,and has had a long and varied career in primary schools. She has maintained a life-long stance against streaming, both in theory and in practice. Mary Jane Drummond was an infant teacher for many years before joining what is now the Faculty of Education at the University of Cambridge. She has taught on a variety of professional development courses, specializing in the early years of childhood. Donald McIntyre has been engaged in research into teaching and teacher education for 40 years. His previous publications include Effective Teaching and Learning: Teachers' and Pupils' Perspectives (Open University Press, 1996).

• Foreword by Clyde Chitty Acknowledgements Part one: Beyond ability-based teaching and learningChapter 1: Ability, educability and the current improvement agendaChapter 2: What's wrong with ability labelling?Chapter 3: The Learning Without Limits project: methods and approaches.Part two: Accounts of the teachers' practicesIntroductionChapter 4: Anne's approach: 'They all have their different ways to go'.Chapter 5: Claire's approach: 'a thinking classroom'.Chapter 6: Alison's approach: 'an open invitation.'Chapter 7: Narinder's approach: 'the promise of tomorrow.'Chapter 8: Patrick's approach: 'only connect.'Chapter 9: Nicky's approach: 'Step back and look at the children.'Chapter 10: Yahi's approach: 'raising the level of trust.'Chapter 11: Julie's approach: 'access, security, success.'Chapter 12: Non's approach: 'the bridge between values and practice.'Part three: the core idea of transformability.Chapter 13: Transforming the capacity to learn.Chapter 14: Purposes and principles in practice.Chapter 15: Young people's perspectives on learning without limits.Chapter 16: Framing learning without limits teaching: contexts and retrospectives.Chapter 17: Towards an alternative improvement agenda. Bibliography.