Book review: Learning how to learn: tools for schools

Read, Andrew (2009) Book review: Learning how to learn: tools for schools. Education 3-13, 37 (2). pp. 191-192.

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Abstract

From the outset this book establishes an emphatic relationship between assessment for learning and learning how to learn (LHTL), arguing that the notions of LHTL are implicit in formative assessment practice. That this has implications for professional development and for the development of learning organisations is fully acknowledged: indeed, the structure of the book supports the process of questioning and changing practice at an individual practitioner and organisational level.

Item Type:	Article
Journal / Publication Title:	Education 3-13
Publisher:	Taylor & Francis (Routledge) for Association for the Study of Primary Education (ASPE)
ISSN:	1475-7575
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE) > Early Years and Primary Undergraduate Partnership QG
Additional Information:	Andrew Read, University of Cumbria, UK reviews the book 'Learning how to learn: tools for schools', by Mary James, Paul Black, Patrick Carmichael, Colin Conner, Peter Dudley, Alison Fox, David Frost, Leslie Honour, John MacBeath, Robert McCormick, Bethan Marshall, David Pedder, Richard Procter, Sue Swaffield, and Dylan Wiliam (London, Routledge, 2006, ISBN 9780415400268).
Depositing User:	Anna Lupton
Date Deposited:	28 Jun 2019 11:55
Last Modified:	12 Jan 2024 08:31
URI:	https://insight.cumbria.ac.uk/id/eprint/4923

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