Books published by publisher Trentham Books

Using eleven of W.B. Yeats's poems, John Gordon explores ways of thinking about and teaching poetry in secondary schools and at undergraduate level. He draws together commentary, research, and his own professional experience, to enable his readers to develop flexible pedagogical judgement that can respond to the requirements of a range of students and the demands of texts of varied length and complexity. His readers will be able to apply the key principles he identifies to teaching a broad range of poems effectively and memorably. A Pedagogy of Poetry is original and ambitious, theoretical, and practical. The author synthesizes literary criticism and analysis, considerations of literary pedagogy, the empirical research base, and the theoretical frameworks that underpin people's responses to poetry. He analyses the key books on poetry and teaching and shows where historical understanding will illuminate a poem for students, for example through his analysis of Yeats's 'Easter 1916'. The book is an invaluable resource for English teachers in secondary schools, colleges, and higher education.

Drawing together commentary, research and his own professional experience, John Gordon explores ways of thinking about poetry with students in mind. He posits the distinctiveness of thinking about teaching poetry rather than considering poetry in isolation as an object of study. The book supports readers in developing their own ethos and pedagogical judgement that is flexible enough to respond to the requirements of particular students and particular texts.The oeuvre of W.B.Yeats is put to use to address the many issues and learning puzzles that can arise when teaching poetry in the secondary phase of schooling (14+) and at undergraduate level. General principles are identified throughout so readers can consider and teach other poems with these ideas in mind.A Pedagogy of Poetry synthesizes literary criticism and analysis, considerations of literary pedagogy, the empirical research base and the theoretical frameworks concerning responses to poetry. It sets literary study in the context of the psychology of learning while maintaining a focus on how reflection supports teachers’ choices and actions in the classroom.

This book is an inspiration. The author has taught Art for almost two decades at a school for children with physical disabilities, working with them from nursery to school-leaving age. His conviction that their artistic creativity was inhibited only by physical limitation is more than justified by the evidence he puts before us here. Through using computers the pupils have produced exciting and often brilliant work, some of it shown on these pages.David Nicholls describes the techniques he has employed, with a clarity and detail that will be immediately helpful to teachers using computers in Art classes in schools. Equally significant, however, is his own approach - both to creativity itself and to the young people who have had the good fortune to be taught by him.Pooling Ideas has much to say to teachers of Art in all schools and also to all those working with children and young people who have Special Educational Needs.

This book illustrates how current teaching methodology and school management and the bias in existing textbooks can and often does disadvantage black, working class and girl students, and how often this might be changed. The authors have gathered their mathematics from sources across the world and from a multiplicity of disciplines: from global statistics, from architectural principles and from art forms. They will keep students and their teachers fascinated, motivated and learning the mathematics that our technological age - and the national curriculum - demands. For in maths lessons the students are the Multiple Factors in the equation of the world's economy, resources and growth.