Routledge
Education Textbooks All Books Available on Inspection
Education Studies www.routledge.com/education
3rd Edition
An Introduction to the Study of Education ‘There is a real need for this book. It is one of the few in the field that is easily accessible by all students of education and at whatever stage. It is well-written, without the arcane language used by many academic textbooks, and yet is a comprehensive, reflective guide to the field. For this reason, it is recommended reading for all undergraduates studying for the Batchelor of Education degree and the Professional Graduate Diploma in Education at my institution, and a core text for anyone progressing to a Master’s degree, including the Certificate and Diploma levels.’ - E.J. Mott, University of Aberdeen, UK
David Matheson lectures at the University of Nottingham, UK. He has published widely across the field of education in areas such as teacher training, lifelong learning, comparative education and cultural identity in education. March 2008: 246x189: 368pp Pb: 978-0-415-45365-3: £19.99
What is education? This core textbook will help students in pursuit of this question by providing a comprehensive, gentle and reflective introduction to the initial study of education. Updated in line with the latest policies, reforms and issues within education, this new edition includes: • full exploration of the historical, sociological, philosophical and psychological roots of education • a focus on all levels of education – pre-school, primary, secondary, post-16 and lifelong learning • the latest controversies and debates within education • new material on compulsory education, special educational needs and post-16 developments • clear insights into the role and background of research within education • four completely brand new chapters.
A David Fulton Book
Written in a clear and accessible style, this is an essential core text for all beginning students on undergraduate and postgraduate courses in Education Studies and all those interested in education today, where it came from and where it is going. Selected Contents: 1. What is Education? 2. Ideology in Education in the United Kingdom 3. Theories of Teaching and Learning 4. A Brief History of State Intervention in British Schooling 5. Comparing Educational Systems 6. Psychology in Education 7. E-Learning: Theories and Issues 8.‘Race’ and Education 9. Gender in Education 10. Social Class and School 11. Special Educational Needs and Inclusion in Education 12. Early Childhood Education in the United Kingdom 13. Compulsory Education in the United Kingdom 14. Post-Compulsory Education: Further Education,Higher Education, Lifelong Learning 15. What is Educational Research? Changing Perspectives 16. What Next? Summation and Comment
2nd Edition
A Student’s Guide to Education Studies Praise for previous edition: ’A handy collection for students ... As a first read on such a variety of important topics, the book makes a useful starting point and offers plenty of pointers for further study.’ - Ted Wragg, Times Educational Supplement ’Stephen Ward’s book is a must for everyone on the brink of, or considering working in, education. It helps us to come to terms with the complexities of 21st century existence and helps teachers (aspiring or surviving) to a heightened perception of their role in influencing future generations to value and respect each other and the planet, which sustains us.’ - NUT Education Review ’This book makes excellent and informative reading. It is a worthy addition to any Education Studies reading list.’ - www.escalate.ac.uk Written specifically for students on Education Studies courses, yet also relevant for students on teacher training courses, A Student’s Guide to Education Studies covers a diverse range of topics and issues. With a revised structure, new chapters, and updated content, this second edition continues to introduce alternative visions of education theory and practice. Twelve brand new chapters, divided between Education Policy, Politics, Global and Environmental Education, and Learning Knowledge and the Curriculum, include: every child matters; a futures perspective; sustainable schools and research methods. Each chapter contains introductions, summary points, questions for discussion, and annotated suggestions for further reading. With a distinctive international and global focus, A Student’s Guide to Education Studies continues to be a valuable resource for all students of Education Studies as well as students on initial teacher training courses. Selected Contents: Introduction: The Study of Education Part 1: Education Policy and Politics 1. Education Policy in England 2. Every Child Matters 3. Inequalities and Educational Achievement 1 4. Inequalities and Educational Achievement 2 5. Social and Educational Inclusion 6. Cultural and Religious Plurality in Education 7. Citizenship Education Part 2: Global and Environmental Education 8. The Global Dimension in Education 9. Education in Europe 10. Development Education 11. Human Rights and Education 12. A Futures Perspective 13. Sustainable Schools Part 3: Learning, Knowledge and the Curriculum 14. The Contested Nature of Knowledge and the Curriculum 15. Learning for Life 16. Learning and Technology 17. Cultural Connections in Learning: Making Every Child Matter 18. Research Methods: Analysing Learning in the Classroom
Edited by Stephen Ward, Dean of the School of Education at Bath Spa University, UK and Chair of the British Education Studies Association. May 2008: 246x174: 240pp Pb: 978-0-415-46537-3: £20.99
The Routledge Companion to Education The Routledge Companion to Education contains over forty chapters written by leading scholars covering all aspects of education. The Companion has a unique format, which is driven by principles of learning. Each section begins with an introduction from everyday experience, followed by an ‘advance organiser’ which alerts readers to the contents of that section and explains why the issues are important. A series of chapters follows, written by scholars who each take different critical stances on the issues and each section finishes with a commentary and a list of suggested additional reading. The book concludes by inviting the reader to reflect on changes in their thinking as a result of reading the text. The intention is to challenge preconceptions and promote a research orientation to problem solving in education.
Edited by Harry Daniels, Professor of Education: Culture and Pedagogy and Director of the Centre for Sociocultural and Activity Theory Research at the University of Bath, UK. Hugh Lauder, Professor of Education and Political Economy and Head of Policy and Management Research Group at the University of Bath, UK. Jill Porter, Programme Director: MRes at the University of Bath, UK. July 2008: 246x174: 448pp Hb: 978-0-415-41112-7: £90.00 Pb: 978-0-415-41113-4: £25.00
This Companion is essential reading for undergraduate and postgraduate students in Education, Child Studies, Youth Studies, Psychology, Sociology and Social Policy. Selected Contents: Section 1: A Comparative View of Education 1.1. Pedagogy and Cultural Difference 1.2. Pedagogy and Cultural Convergence 1.3. Metaphors in Education Section 2: Conceptions of the Teacher and the Learner 2.1 Conceptions of Childhood and Adolescence 2.1.1. Psychological Accounts 2.1.2. Sociological Accounts. Commentary 2.2. The Learner and the Learning Process 2.2.1. Carl Berieter 2.2.2. Lauren Resnick 2.2.3. Usha Goshwami 2.2.4. The Sociology of the Specialisation of Voice in Education 2.2.5. Listening to Children’s Voices. Commentary 2.3. The Teacher 2.3.1. Teaching as Emotional Labour 2.3.2. The Intuitive Practitioner 2.3.3. Effective Teaching. Commentary 2.4. The Nature of Change at the Personal Level 2.4.1. Changes through Childhood 2.4.2. Continuity and Discontinuity through Childhood and Adolescence 2.4.3. Moral and Affective Development 2.4.4. Making Personal Meaning 2.4.5. Identity and Agency. Commentary Section 3: Knowledge for Teaching and Learning 3.1. What Knowledge Should We Teach and Why? 3.2. The Constructivist in the Classroom 3.3. Developmental Teaching 3.4. Necessary Knowledge. Commentary Section 4: Learning Across Boundaries 4.1. Learning In and for Work 4.2. Conceptualising Transfer 4.3. Tacit Knowledge and Life Long Learning 4.4. Informal Learning and Boundary Crossing. Commentary Section 5: Diversity and Equity 5.1. Backlash Pedagogy: The Teaching of Literacy to Spanish Speaking Americans 5.2. Students Responses to Curriculum and Organisation 5.3. Responding to Difference: The Acquisition of Labels 5.4. A Pluralist View of Gender 5.5. Inclusive Pedagogy. Commentary Section 6: Policy and Governance 6.1. Policy and Politics 6.2. Assessment Policy for Teaching and Learning 6.3. Policies on Standards and Effectiveness 6.4. Schools as Imagined Communities 6.5. Educational Research Policy and Practice 6.6. Professional Development. Commentary Section 7: Case Studies
An Introduction to Moral Philosophy and Moral Education This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory. In doing so, it exposes a number of common confusions and misunderstandings about morality, and presents a strong argument for some indisputable truths in relation to the moral sphere. Divided into four parts, the book covers the key issues within moral philosophy: Part 1 provides a lucid and powerful account of the nature and limits of moral theory, sharply distinguishing it from religion; Part 2 outlines a positive moral theory by exploring the defining principles of morality and the reasons for being moral; Part 3 distinguishes moral values from others such as ecological, health and safety and sexual values; Part 4 is concerned with the implications of our moral understanding for moral education. While this book concentrates on argument and ideas, a commentary to each chapter provides historical context and contemporary reference points. It will prove an invaluable resource for students of both Education and Philosophy. Selected Contents: Part 1: Understanding the Nature and Limits of Moral Theory 1. Integrity: A Shared Moral Value 2. Religion, Nature and Intuition as Possible Sources of Moral Truth 3. Some Distinctions and Some Mistakes 4. Rights and Procedures Part 2: Outline of a Moral Theory 5. Principles that Define Morality 6. Reasons for Being Moral 7. Relativism 8. Second Order Principles Part 3: Some Implications of the Moral Theory 9. Moral vs. Social, Ecological and Sexual Values 10. Moral vs. Health and Safety Values Part 4: Moral Education 11. Moral Questions in Education 12. The Question of Moral Education 13. Forms of Moral Education
Robin Barrow is Professor of Education at Simon Fraser University, British Columbia, Canada. 2007: 216x138: 216pp Hb: 978-0-415-42102-7: £75.00 Pb: 978-0-415-42103-4: £19.99
4th Edition
An Introduction to Philosophy of Education Praise for the previous edition: ’Well written, accessible to students with no previous background in philosophy ... an excellent introduction.’ - The Times Higher Education Supplement This introductory text, now in its fourth edition, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person or the idea of educational success? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests and learning by discovery. In this new updated edition, the authors draw on the latest research in genetics to argue that education is uniquely human and is essentially what develops us as humans. Resisting modern tendencies to equate knowledge with opinion, and value judgements with taste, this book leads the reader into the business of philosophising and champions the cause of reason in education. Selected Contents: 1. Thinking about Education 2. What it is to be Human? 3. The Concept of Education 4. Knowledge and the Curriculum 5. Curriculum Theory 6. Indoctrination 7. Rationality 8. Self-Determination 9. The Postmodern Challenge 10. Needs, Interests and Experience 11. Creativity 12. Culture 13. Research into Teaching 14. Conclusions: Theory and Practice
Ronald Woods, formerly of the University of Leicester, UK. Robin Barrow is Professor of Education at Simon Fraser University, British Columbia, Canada. 2006: 216x138: 224pp Hb: 978-0-415-38127-7: £80.00 Pb: 978-0-415-38126-0: £19.99
How We Learn Learning and Non-Learning in School and Beyond How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: modern research into learning and brain functions; self-perception, motivation and competence development; teaching, intelligence and learning style; learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. Knud Illeris is Professor of Lifelong Learning at the Learning Lab Denmark which is a special department of the Danish University of Education. He is internationally acknowledged as an innovative contributor to learning theory and adult education. 2007: 234x156: 304pp Hb: 978-0-415-43846-9: £75.00 Pb: 978-0-415-43847-6: £19.99
How We Learn examines all the key factors that help to create a holistic understanding of what learning actually is and why and how learning and non-learning take place. It is also however a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view. Selected Contents: Part 1: Introduction Part 2: The Basis of The Understanding of Learning Part 3: The Processes and Dimensions of Learning Part 4: Different Types of Learning Part 5: The Content Dimension of Learning Part 6: The Incentive Dimension of Learning Part 7: The Interaction Dimensions of Learning Part 8: Learning As Whole Part 9: Barriers to Learning Part 10: Learning, Dispositions and Preconditions Part 11: Learning and Life Course Part 12: Learning In Different Learning Spaces Part 13: Learning, Education and Society Part 14: Overview
The Concepts and Practices of Lifelong Learning This textbook gives a wide-ranging, research-informed introduction to issues in lifelong learning across a variety of educational settings and practices. Its very accessible approach is multi-disciplinary drawing on sociology and psychology in particular. In addition, issues are discussed within an international context. While there has been a proliferation of texts focussing on particular areas of practice such as higher education, there is little in the way of a broad overview.
Michael Osborne is Deputy Head of the Institute of Education and Co-director of the Centre for Research in Lifelong Learning (CRLL) at the University of Stirling, UK. Brenda Morgan-Klein is Senior Lecturer in Adult Education at the Institute of Education, The University of Stirling where she is Director of the First Year Undergraduate Programme in Education. 2007: 234x156: 168pp Hb: 978-0-415-42860-6: £75.00 Pb: 978-0-415-42861-3: £19.99
Governmental, institutional and individual commitments to lifelong learning have brought changes in the meaning and significance of learning across the life course and new teaching and learning practices, as well as significant institutional change. The vision of the learning society that is unfolding is also highly contested. The Concepts and Practices of Lifelong Learning explores some of these contestations, meanings, practices and institutional changes. This timely over-view will be relevant to education and training professionals, education studies students and the general reader. Selected Contents: 1. Introduction 2. Learning Through the Lifecourse 3. The Social Dimensions of Lifelong Learning 4. The Economics of Lifelong Learning 5. LL and Schools 6. LL and Tertiary Institutions 7. Learning at Work 8. Learning in the Community and the Home 9. Learning in the Region 10. Learning at Distance - Information and Communications Technology and LL 11. Conclusion
Human Learning An Holistic Approach ’Learning is a common yet complex activity. Peter Jarvis and Stella Parker provide a rich, accessible, diverse, and stimulating set of readings that underscore how learning is an essential part of being human.’ - Tom Nesbit, Canadian Association for the Study of Adult Education Learning is among the most basic of human activities. The study of, and research into, learning forms a central part of educational studies. The well-respected and established authors, Peter Jarvis and Stella Parker, not only focus on the psychological processes of human learning, but they also examine the importance of the relationship between the body and the mind. For the first time, this book considers how our neurological, biological, emotional and spiritual faculties all impact on human learning. Drawing on material from the worlds of science and social science, and with contributions from international authors, this book will be of interest to academics in a wide range of disciplines. Selected Contents: 1. Towards a Philosophy of Human Learning: An Existentialist Perspective 2. The Biology of Learning 3. The Brain and Learning 4. Multiple Intelligences Theory and Adult Literacy 5. The Role of Individual Differences in Approaches to Learning 6. A Comprehensive Understanding of Human Learning 7. Cognition 8. Human Learning: The Inter-Relationship of the Individual and Social Structures 9. Morality and Human Learning 10. Emotional Intelligence and Experiential Learning 11. The Spiritual and Human Learning 12. Women, Fabric Crafts and Fashion: Learning at the Boundaries 13. Life Cycle Development and Human Learning 14. Learning Trajectories: Reconsidering the Barriers to Participation 15. Human Learning: The Themes
Edited by Peter Jarvis Professor of Continuing Education at the University of Surrey, UK in which he was Head of Department of Educational Studies for a number of years. Stella Parker now Emeritus Professor at the University of Nottingham, UK and an independent consultant. Her regular activities include being the Independent Academic Advisor to the Police Promotions Examinations Board and a lay chair for the National Clinical Assessment Authority. 2007: 234x156: 240pp Pb: 978-0-415-43218-4: £24.99
2nd Edition
The Theory and Practice of Learning ‘This is just the kind of primer many students and practitioners need to glimpse the horizons and explore the dimensions of adult learning.’ - International Journal of Lifelong Education Learning is among the most basic of human activities. The study of learning, and research into learning is becoming a central part of educational studies. This is a comprehensive introduction to contemporary theories and modern practices of learning. The contents cover: lifelong learning; the social background to learning; cognitivist theory; types of learning; learning using ICT; and philosophical reflections on learning. Updated and expanded, this second edition should be of interest to teachers, facilitators, human resource developers and students of education. Selected Contents: The Emergence of Lifelong Learning. Behaviourist Approaches. Cognitive Approaches. Social Learning Theory. Experiential Learning. Types of Learning. Problem-Based and Work-Based Learning. Self-Directed Learning. Contract Learning. Open and Distance Learning. Assessing Learning. The Learning Organization
Edited by Peter Jarvis, Professor of Continuing Education at the University of Surrey in which he was Head of Department of Educational Studies for a number of years. John Holford, Educational Studies, University of Surrey, UK. Colin Griffin, University of Surrey, UK. 2003: 234x156: 208pp Hb: 978-0-7494-3931-6: £85.00 Pb: 978-0-7494-3859-3: £26.99
Teaching, Learning and Psychology ’This is a publication linking practice and theory in an approachable way.’ - The Teacher, December 2006 Presenting a range of psychological theories in a non-technical and readable style, this book shows how psychology can be used to effectively deliver educational objectives and enhance children’s learning. Linking theory with practical application, the authors consider the wider role that schools can play in the social development of children through: • teaching and managing individual pupils • teaching and managing groups of pupils • the teacher as part of an organisation and school system Christopher Arnold is a Senior Educational Psychologist with Sandwell LEA and a regular contributor to the BEd and PGCE courses at Wolverhampton University, UK. Jane Yeomans is a Senior Educational Psychologist with Wolverhampton LEA and professional tutor to the educational psychology training course at the University of Birmingham, UK. 2006: 200pp Pb: 978-1-84312-401-6: £16.99
• the teacher as part of the community of the school and area. Structured to reflect the standards for QTS and relevant for key stages 1-4, this book shows how understanding the psychological theories underpinning pedagogy can help both trainee and practising teachers become reflective and informed practitioners when faced with new and challenging teaching situations. Selected Contents: Introduction. Teacher Perceptions of Children. Communication in the Classroom. The Teacher and the Community of the School. The Reflective Teacher. Developmental Psychology. Understanding and Managing SEN. Managing the Classroom. Planning Expectations and Targets. Monitoring and Assessment. Trends and Future Developments
A David Fulton Book
Sociology of Education A Critical Reader This comprehensive Reader examines the most pressing topics in sociology and education and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society. This Reader provides students with examples of both the best theory and research in the field. Through full, rather than excerpted primary source readings, the text presents the powerful insights of sociology in providing an understanding of the effects of schooling in contemporary society.
Edited by Alan R. Sadovnik, Professor of Education, Sociology, and Public Affairs at Rutgers University, Newark, USA. 2007: 246x174: 552pp Hb: 978-0-415-95496-9: £70.00 Pb: 978-0-415-95497-6: £21.99
Selected Contents: Part 1: Theory and Method in the Sociology of Education Part 2: School Organization and Processes: Teaching, Learning and Curriculum Part 3: International Education Part 4: Higher Education Part 5: Education and Inequality Part 6: Educational Reform and Policy
Essays on Pedagogy Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Are we still locked into the tendency to equate pedagogy with teaching technique and little more? Given that governments, too, have become interested in pedagogy, is it a proper matter for national policy and prescription? The book includes chapters on a number of themes, expertly woven together: the problems of recent political interventions in pedagogy; the benefits and hazards of international comparison; the centrality of talk to learning and teaching; how education and pedagogy might respond to a world in peril; and the scope and character of pedagogy itself, as a field of enquiry and action. For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. It will also be of interest to comparativists in the UK and other countries. Selected Contents: 1. Introduction 2. Still no Pedagogy? 3. Learning from Comparing, and its Hazards 4. Beyond Dichotomous Pedagogies 5. Culture, Dialogue and Learning 6. The Power of Talk 7. Pedagogy for a Runaway World? 8. Words and Music
Robin Alexander is based at Cambridge’s Faculty of Education but is also Professor Emeritus at Warwick. From October 2006 he is directing The Primary Review, an independent enquiry into the condition and future of primary education in England supported by the EsmÈe Fairbairn Foundation. June 2008: 234x156: 192pp Hb: 978-0-415-45482-7: £75.00 Pb: 978-0-415-45483-4: £22.99
The RoutledgeFalmer Guide to Key Debates in Education ’I found the book enjoyable, thought-provoking and occasionally infuriating, the sort of text that will engage even the most reluctant apprentice reader. Each chapter has a bibliography that guides the new reader to relevant literature, helpful to students but also to lecturers not experts in the field. A well organised and practical text that will support the large numbers of students studying education studies free from the intervention of the TTA and I would recommend all of them to buy it.’ - John Lee, British Journal of Educational Studies Selected Contents: Introduction: Debating Education: A Beginner’s Guide Part 1: The State of Education 1. The Formalisation of Relationships in Education 2. The Interventionist State and the State of UK Education 3. Educating the People 4. The Philosophy Gap Part 2: Policing the Classroom 5. Re-Enacting Early Childhood? 6. Afraid to Teach? 7. Literacy Singular or Plural? For Today or Tomorrow? 8. ‘Literacy’ and the ‘Literary’ 9. Schooling Year 6: Inclusion or SATuration? 10. Circle Time 11. Anti-Bullying Strategies in the UK 12. Menu Change in Education? Part 3: The Search for Lost Values, Communities and Citizens 13. Just Being There for Us 14. Asserting Children’s Rights 15. Education, Children and Social Class 16. The Subject of Spirituality 17. Who is a Good Citizen? 18. Citizenship Education: Reflecting a Political Malaise Part 4: Changing Times? Changing Education 19. Greening Education 20. Education as Entertainment 21. ICT: Don’t Believe the Hype 22. Virtual Learning or Real Learning? 23. The Shattered Mirror: A Critique of Multiple Intelligences Theory 24. An Impoverished Education for All Part 5: Lifelong Learning: Lifelong Dependence 25. The Rise of Low Self-Esteem and the Lowering of Educational Expectations 26. The Trouble with Lifelong Learning 27. FE Cannot Save the Economy 28. Taking Control: Fashioning the New Citizen 29. Labour’s Fuel: Lifelong Learning Policy as Labour Power Production 30. ‘Getting your Lines Right’: Scripted Communication in Professional Contexts Part 6: The Diminished Academy 31. A Profession in Crisis? 32. Corporate Involvement in Initial Teacher Training 33. The McDonaldization of Lecturer Training 34. The Therapeutic Turn in Education 35. Academicus Superciliosus: The Beasts Revisited 36. Challenging Students Part 7: The Study of Education 37. Practice Makes Imperfect 38. Why does Truth Matter? 39. Can Everyone be a Researcher? 40. Scholarship Reinstated Postscript: What are the Key Debates in Education?
Edited by Dennis Hayes, a visiting Professor in the Westminister Institute of Education, Oxford Brookes University, UK. 2004: 234x156: 240pp Hb: 978-0-415-33243-9: £87.50 Pb: 978-0-415-33244-6: £19.99
RoutledgeFalmer Readers in Education This authoritative series of Readers provide a rich resource of some of the most influential chapters and articles from leading books and journals within education. Each Reader offers undergraduate and postgraduate students the opportunity to review and reflect upon the key issues they face in their studies. Introduced and edited by some of the leading figures in their fields, these Readers are a lively and informative route map to further reading and understanding, making them an ideal course companion.
The Routledge Reader in Early Childhood Education Early childhood education has always provoked passionate feelings amongst stakeholders at all levels, from practitioners working with children and families in pre-school and school settings, to advisers, managers, politicians, and academics. The purpose of this Reader is to examine change, transformation and continuity, and to present indicative scholarship in relation to five key themes: theoretical perspectives on learning; curriculum and pedagogy; play; policy and professionalism and research methods. Within each theme, the readings have been chosen to exemplify national and international perspectives and trends. This is not to present a homogenised view of early childhood provision and services across cultural contexts; rather the intention is to take a critical perspective on past, present and future directions, and to identify some of the challenges, dilemmas and contradictions posed in research and scholarship. Edited by Elizabeth Wood is Professor of Education at the University of Exeter, UK. 2007: 264x156: 340pp Hb: 978-0-415-45151-2: £85.00 Pb: 978-0-415-45152-9: £23.99
Selected Contents: Introduction: Contestation, Transformation and Re-Conceptualisation in Early Childhood Education. Theme 1: Theoretical Perspectives on Learning, Curriculum and Pedagogy 1. Introduction from ‘Play in the Infants’ School’ E.R. Boyce, Methuen, 1946 2. Fleer, M. (2006) The Cultural Construction of Child Development: Creating Institutional and Cultutral Intersubjectivity. International Journal of Early Years Education, 14(2), 127-140 3. Soler, J & Miller, L. (2003) The Struggle for Early Childhood Curricula: A Comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia, The International Journal of Early Years Education, Vol.11, No. 1, (Taylor and Francis) 4. Brooker, L(2003), Learning How to Learn : Parental Ethnotheories and Young Children’s Preparation for School, The International Journal of Early Years Education, Vol. 11, No. 1, (Taylor and Francis). Theme 2: Play: Advances in Theory and Practice 5. Newman, F. and Holzman, L. (1993) Playing in/with the ZPD from Lev Vygotsky: Revolutionary Scientist (Routledge) 6. Janson, U. (2001) Togetherness and Diversity in Pre-school Play, The International Journal of Early Years Education, Vol. 9, No. 2, (Taylor and Francis) 7. Marsh, J. ‘But I want to Fly Too!’: Girls and Superhero Play in the Infant Classroom, Gender and Education, Vol. 12, No. 2 (Taylor & Francis) 8. Sawyers, J. and Carrick, N. (2003). Symbolic Play through the Eyes and Words of Children from Play and Educational Theory and Practice, Ed. Lytle, D. Ablex Publishing Corporation,U.S ` Theme 3: Policy Generation and Implementation 9. Neuman, M. (2005). Governance of Early Childhood Education and Care: Recent Developments in OECD Countries, Early Years, Vol. 25, No. 2. (Taylor & Francis) 10. Sylva, K. and Pugh, G. (2005). Transforming the Early Years in England, Oxford Review of Education, Vol. 31, No. 1. (Taylor & Francis) 11. Ball, S. and Vincent, C. (2005) The ‘Childcare Champion’? New Labour, Social Justice and the Childcare Market, British Educational Research Journal. Vol. 31. No. 5. (Taylor & Francis) 12. Rosemberg, F. (2005) Childhood and social inequality in Brazil, in H. Penn (2005) (Ed) Unequal Childhoods: Young Children’s Lives in Poor Countries. London, Routledge, Chapter 8, pp. 142-170. Theme 4: Professionalism and Professionalisation 13. Duncan, J. (2004). Misplacing the Teacher? New Zealand Early Childhood Teachers and Early Childhood Education Policy Reforms, 1984-96, Contemporary Issues in Early Childhood Education, Vol. 5, No. 2. (Symposium Journals) 14. Osgood, J. (2006). Professionalism and Performativity; the Feminist Challenge Facing Early Years Practitioners, Early Years, Vol. 26, No. 2. (Taylor & Francis). Theme 5: Research Methods: Agency and Voice 15. Sumsion, J. (1999). Critical Reflections on the Experiences of a Male Early Childhood Worker. Gender and Education, Vol. 11, No. 4. (Routledge) 16. Farrell, A. Tayler, C. and Tennent, L. (2004). Building Social Capital in Early Childhood Education and Care: An Australian study. British Educational Research Journal. Vol. 30. No. 5. (Taylor & Francis) 17. Montgomery, H. (2005). Gendered Childhoods: A cross Disciplinary Overview. Gender and Education, Vol. 17, No. 5. (Routledge).
The RoutledgeFalmer Reader in Gender and Education Edited by Madeleine Arnot, University of Cambridge, UK and Mairtin Mac an Ghaill, University of Birmingham, UK Selected Contents: Part 1: Gender and Educational Theory 1.Gender Theory and Research in Education: Modernist Traditions and Emerging Contemporary Themes 2. Troubling Boys and Disturbing Discourses on Masculinity and Schooling: A Feminist Exploration of Current Debates and Interventions Concerning Boys in School 3. Education and Gender Identity: Seeking Frameworks of Understanding Part 2: Difference and Power 4. Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory 5. Identity, Abjection and Otherness: Creating the Self, Creating Difference 6. Masculine Domination: Permanence and Change 7. The Big Picture: Masculinities in Recent World History Part 3: Identity Work 8. ‘Spice Girls’, Nice Girls, Girlies and Tomboys: Gender Discourses, Girls’ Cultures and Femininities in the Primary Classroom 9. ‘Lads and Laughter’: Humour and the Production of Heterosexual Hierarchies 10. Gender-blind Racism in the Experience of Schooling and Identity Formation Part 4: Knowledge and Pedagogy 11. Boys don’t Write Romance: The Construction of Knowledge and Social Gender Identities in English Classrooms 12. Beyond the Birds and the Bees: Constituting a Discourse of Erotics in Sexuality Education 13. Power, Bodies and Identity: How Different Forms of Physical Education Construct Varying Masculinities and Femininities in Secondary Schools 14. Masculinity, Violence and Schooling: Challenging ’Poisonous Pedagogies’ Part 5: Reflexivity and Risk 15. Working Out Intimacy: Young People and Friendship in an Age of Reflexivity 16. Uneasy Hybrid: Psychosocial Aspects of Becoming Educationally Successful for Working-Class Young Women Project 4:21 - Transitions to Womanhood 17. Nomadic Subjects: Young Black Women in Britain Part 6: Gender and Citizenship 18. Citizenship Education and Gender 19. Citizenship and the Self Made Girl
2006: 234x156: 304pp Hb: 978-0-415-34575-0: £80.00 Pb: 978-0-415-34576-7: £22.99
The RoutledgeFalmer Reader in Education Policy and Politics Edited by Bob Lingard, University of Edinburgh, UK and Jenny Ozga, University of Edinburgh, UK Selected Contents: Section 1: The Global Framing of Education Policy and Politics 1. Postmodernity and Revisioning the Political 2. Debating Globalisation and Education after September 11th 3. Big Policies, Small World: An Introduction to International Perspectives in Education Policy 4. Specifying Globalization Effects on National Policy: A Focus on the Mechanisms 5. Governing Education: Educational Politics and Policy Section 2: Vernacular Politics, Policies and Processes 6. After the Marketplace: Evidence, Social Science and Educational Research 7. Globalization and Educational Policy-Making: A Case Study 8. Swedish, European, Global: The Transformation of the Swedish Welfare State 9. National and Global Competition in Higher Education 10. Education, Nation States and the Globalisation of Information Networks 11. Unravelling a ‘Spun’ Policy: A Case Study of the Constitutive Role of ‘Spin’ in the Education Policy Process 12. Public Accountability in the Age of Neo-Liberal Governance 13. Realising Policy: The Who and How of Policy Production 14. Politics of Social Partnerships: A Framework for Theorizing 15. Bourdieu as Education Policy Analyst and Expert: A Rich but Ambigious Legacy
2006: 234x156: 288pp Hb: 978-0-415-34573-6: £80.00 Pb: 978-0-415-34574-3: £22.99
The RoutledgeFalmer Reader in Sociology of Education Edited by Stephen J. Ball, Institute of Education, University of London, UK ‘This is a welcome edition to the resources of teachers in the field ... covering a broad range of concerns in the sociology of education’. - British Journal of Educational Studies
2003: 234x156: 312pp Hb: 978-0-415-32775-6: £90.00 Pb: 978-0-415-32776-3: £22.99
Selected Contents: The Sociology of education S. J. Ball 1. The forms of capital P.Bourdieu 2. ’Finding or losing yourself’?: Working-class relationships to education D. Reay 3. Education, globalisation and economic development P. Brown & H. Lauder 4. Globalisation, the Learning Society and Comparative Education P. Jarvis 5. The social construction of youthful masculinities O’Donnell & Sharpe 6. The discursive production of male/female dualism in school settings B.Davies 7. Performatives and fabrications in the education economy S. J. Ball 8. The capitalist state and public policy formation: Framework for a political sociology of educational policy making C. Torres 9. Cultural politics and the text M. W. Apple 10. Social class and pedagogic practice B. Bernstein 11. The reconstruction of primary teachers’ identities P. Woods & B. Jeffrey 12. Teachers doing their economic work J. Smyth & G. Shacklock 13. Schools, families and academically able students: cantrasting modes of involvement in secondary education S. Power, G. Whitty, T. Edwards & V. Wigfall 14. Towards a sociology of learning in primary schools A. Pollard
The RoutledgeFalmer Reader in Multicultural Education Critical Perspectives on Race, Racism and Education Edited by David Gillborn, Institute of Education, University of London, UK and Gloria Ladson-Billings, Wisconsin Unversity, USA
2004: 234x156: 280pp Hb: 978-0-415-33662-8: £100.00 Pb: 978-0-415-33663-5: £27.99
Selected Contents: Part 1: Theories: Making Sense of Race, Racism and Education 1. On the Theoretical Status of the Concept of Race 2. Race, Knowledge Construction, and Education in the USA: Lessons from History 3. Anti-Racism: From Policy to Praxis 4. Just What is Critical Race Theory and What’s It Doing in a Nice Field like Education? Part 2: Identities: Race, Ethnicity, Class, Gender, Sexuality 5. Dysconcious Racism: Ideology, Identity, and the Miseducation of Teachers 7. Identity Traps or How Black Students Fail: The Interactions between Biographical, Sub-Cultural, and Learner Identities 7. Loose Canons: Exploding the Myth of the ’Black Macho’ Lad 8. The Souls of White Folk: Critical Pedagogy, Whiteness Studies, and Globalization Discourse Part 3: Practices: Life in School 9. Good, Bad, and Normal Teachers: The Experiences of South Asian Children 10. How White Teachers Construct Race 11. Critical Multicultural Education and Students’ Perspectives 12. Black Women in Education: A Collective Movement for Social Change Part 4: Methods: Doing Critical Research 13. Between Neo and Post: Critique and Transformation in Critical Educational Studies 14. The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children 15. The Myth of Neutrality in Educational Research 16. The Power to Know One Thing is Never the Power to Know All Things: Methodological Notes on Two Studies of Black American Teachers
The RoutledgeFalmer Reader in the Philosophy of Education Edited by Wilfred Carr, University of Sheffield, UK
2005: 234x156: 272pp Hb: 978-0-415-34571-2: £87.50 Pb: 978-0-415-34572-9: £22.99
Selected Contents: Introduction: What is the Philosophy of Education Part 1: Philosophy and Education 1. Philosophy and Educational Policy: Possibilities Tensions and Tasks 2. Philosophy and Education 3. Feminism, Epistemology and Education Part 2: The Aims of Education 4. Autonomy as an Educational Aim 5. Self-Determination as an Educational Aim 6. The Politics of Identity and Epiphanies of Learning 7. Education, the Market and the Nature of Personal Well-Being Part 3: Politics and Education 8. Liberal Values and Liberal Education 9. The Politics of Difference and Common Education 10. Rethinking Democracy and Education: Towards an Education of Deliberative Citizens Part 4: Educational Policy 11. What’s the Good of Education? 12. Imagining Futures: The Public School and Possibility 13. The Limits of Aesthetic Separatism: Literary Education and Michael Oakeshott’s Philosophy of Art 14. Inclusion vs Fairness Part 5: The Moral Dimensions of Teaching 15. Education as a Moral Practice 16. Parts of Judgement: The Revival of Practical Wisdom 17. Moral Language and Pedagogical Experience 18. Ethics Before Equality: Moral Education after Levinas
The RoutledgeFalmer Reader in the History of Education Edited by Gary McCulloch, Institute of Education, University of London, UK Selected Contents: Part 1: Higher Education 1. Social Control and Intellectual Excellence: Oxbridge and Edinburgh, 1560-1983 2. Going to University in England between the Wars: Access and Funding Part 2: Informal Agencies of Education 3. On Literacy in the Renaissance: Review and Reflections 4. Through Cigarette Cards to Manliness: Building German Character with an Informal Curriculum 5. Schoolgirl to Career Girl: The City as Educative Space Part 3: Schooling, the State, and Local Government 6. Family Formation, Schooling and the Patriachal State 7. Technical Education and State Formation in Nineteenth-Century England and France 8. To ’Blaise the Trail for Women to Follow Along’: Sex, Gender and the Politics of Education on the London School Board, 1870-1904 Part 4: Education, Social Change and Social Mobility 9. Can Education Change Society? 10. Schooling as an Impediment to Social Mobility in Nineteenth and Twentieth Century Britain Part 5: Curriculum 11. Eton in India: The Imperial Diffusion of a Victorian Educational Ethic 12. Catholic Influence and the Secondary School Curriculum in Ireland, 1922-1962 Part 6: Teachers and Pupils 13. The Symbiotic Embrace: American Indians, White Educators and the School, 1820s-1920s 14. Classroom Teachers and Educational Change, 1876-1996 Philip Gardner Part 7: Education, Work and the Economy 15. Entering the World of Work: The Transition from Youth to Adulthood in Modern European Society 16. Politicians and Economic Panic Part 8: Education and National Identity 17. Education in Wales: A Historical Perspective 18. ’There’s No Place Like Home’: Education and the Making of National Identity
2005: 234x156: 256pp Hb: 978-0-415-34569-9: £87.50 Pb: 978-0-415-34570-5: £23.99
The RoutledgeFalmer Reader in Science Education Edited by John Gilbert ‘This Reader achieves a great deal in presenting a set of key readings that give a good flavour of the range of scholarship in science education.’ - Physical Sciences Educational Reviews Selected Contents: Introduction: Science Education: Global or National Part 1: Some Pressure Being Exerted on Science Education 1. Globalization and Education: An Introduction 2. Science Education and Economic Development: Trends, Relationships and Research Agenda 3. Science Literacy Part 2: Maintaining a Continuity of Achievement in Science Education 4. Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning 5. Teacher Talk and Meaning Making in Science Classrooms: A Vygotskian Analysis and Review 6. The Place of Argumentation in the Pedagogy of School Science 7. Interactive Media and Model-Based Learning in Biology 8. Constructivism Examined Part 3: Trends in Science Education at National Level 9. Science Communication with the Public: A Cross-C ultural Event 10. The Interaction of Student’s Scientific and Religious Discourses: Two Case Studies 11. The PLUS Factors of Family Science 12. Purposes Part 4: Some Initatives from within Science Education 13. Time for Action: Science Education for an Alternative Future 14. Mutualism: A Different Agenda for Environmental and Science Education 15. The Case For the Use of Animals in Medical Experiments & The Case Against the Use of Animals in Medical Experiments Part 5: Managing Change in Science Education 16. Planning, Doing and Coping with Change 17. A Model for Achieving Teacher Development 18. Action Research
2003: 296pp Hb: 978-0-415-32777-0: £90.00 Pb: 978-0-415-32778-7: £25.99
The RoutledgeFalmer Reader in Inclusive Education Edited by Keith Topping and Sheelagh Maloney
2004: 234x156: 280pp Hb: 978-0-415-33664-2: £100.00 Pb: 978-0-415-33665-9: £26.99
Selected Contents: 1. In Search of Inclusion Part 1: Concepts and Context 2. Inclusive Education: The Ideals and the Practice 3. Inclusive Practice: What, Why and How? 4. Inclusive Education: Are There Limits? Part 2: Gender, Race, Disability, Poverty, Social Class 5. Pupils’ Perspectives on Their Education 6. Social Background and Achievement 7. The Context: A Problem of Gender 8. Connecting the Disconnected: Exploring Issues of Gender, Race and SEN within an Inclusive Context Part 3: Exclusion From School: Problems and Challenges 9. The Challenge of Truancy and School Absenteeism 10. School Exclusions in the UK: Numbers, Trends and Variations Part 4: Action in Schools 11. Adapting Curriculum and Instruction 12. Policies for Positive Behaviour Management 13. Peer and Cross-Age Tutoring and Mentoring Schemes Part 5: Promoting and Managing Systemic Change in Schools 14. Standards for Inclusion: Self-Monitoring for School Improvement 15. Virginia Woolf High School 16. The Tide has Turned: A Case-study of One Inner City LEA Moving Towards Inclusion Part 6: Post-School 17. Transition from School: How can it be Improved? 18. Everybody In? The Experience of Disabled Students in Further Education 19. Inclusive Education in Universities: Why it is Important and How it can be Achieved?
The RoutledgeFalmer Reader in Teaching and Learning Edited by Ted Wragg
2004: 234x156: 288pp Hb: 978-0-415-33375-7: £87.50 Pb: 978-0-415-33376-4: £22.99
Selected Contents: Part 1: Early Learning 1. Passion, Paradox and Professionalism in Early Years Education 2. Scaffolding Learning through Meaningful Tasks and Adult Interaction 3. Rhetoric and Reality in Developing Language and Mathematics Skill Part 2: Teaching and Learning Strategies 4. Investigating Pupils’ Questions in the Primary Classroom 5. The Two Rs - Rules and Relationships 6. Learning and Teaching Styles Part 3: Teaching the Wider Curriculum 7. The Potential Impact of the Literacy Hour on the Teaching of Science for Text Material 8. Thinking Skills: The Question of Generality 9. On the Concept of Manner and its Visibility in Teaching Practice Part 4: Education for All 10. Shaun’s Story: Troubling Discources of White Working Class Masculinities 11. School Trouble: A Mother’s Burden 12. Pupil Participation and Pupil Perspective: Carving a New Order of Experience Part 5: Managing Teaching and Learning 13. Performance-Related Pay and the Teaching Profession: A Review of the Literature 14. Effective Leadership and Departmental Improvement 15. The Female Secondary Headteacher in England and Wales: Leadership and Management Styles Part 6: Teaching and Teacher Education 16. Student Teachers and Attitudes towards Race 17. Mentors’ Perceptions of their Roles in School-Based Teacher Training in England and Germany 18. Teacher Stress: Directions for Future Research
The RoutledgeFalmer Reader in Psycology of Education Edited by Harry Daniels and Anne Edwards both at University of Birmingham, UK ‘It is a text that offers added value to the existing literature due to its collected and focused nature ... This Reader fulfils its aims, and offers insight into key areas.’ - British Journal of Educational Studies
2003: 234x156: 360pp Hb: 978-0-415-32768-8: £90.00 Pb: 978-0-415-32769-5: £26.99
Selected Contents: Part 1: Assessment 1. Theoretical Issues and Professional Solutions 2. Assessment of Affective and Motivational Aspects of Reading 3. Dreams, Strategies and Systems: Portraits of Assessment, Past, Present and Future Part 2: Language 4. Language Talk 5. Is Exploratory Talk Productive Talk? Part 3: Motivation 6. Ways of Understanding Motivation 7. Tracking the Development of Learning Dispositions Part 4: Cognition and Development 8. Models of Cognition in Childhood: Metaphors, Achievements and Problems 9. Cognitive Development: No Stages Please 10. Vygotsky, Tutoring and Learning Part 5: Intelligence 11. The Vertical Mind 12. Socializing Intelligence
The RoutledgeFalmer Reader in Higher Education Edited by Malcolm Tight, Lancaster University, UK ‘A really useful and comprehensive volume on key issues surrounding higher education and which reflects many recent changes in the field such as the effect of pressures of assessment in undergraduate courses, the validity of student evaluation of teaching and performance-based funding.’ - The Scientific and Medical Network Review Selected Contents: 1. Higher Education as a Field of Research 2. ‘Classification’ and ‘Judgement’: Social Class and the ‘Cognitive Structures’ of Choice in Higher Education 3. Misconception about the Learning Approaches, Motivations and Study Practices of Asian Students 4. Student, Critic and Literary Text: A Discussion of ‘Critical Thinking’ in a Student Essay 5. The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours 6. Assessment for Learning: The Differing Perceptions of Tutors and Students 7. The Validity of Student Evaluation of Teaching in Higher Education: Love Me, Love My Lectures? 8. Graduate Employment and Work in Selected European Countries 9. The PhD and the Autonomous Self: Gender, Rationality and Postgraduate Pedagogy 10. Conceptualising Curriculum Change 11. Coming to Know in Higher Education: Theorising Faculty Entry to New Work Contexts 12. Agency, Context and Change in Academic Development 13. Moving With the Times: An Oral History of a Geography Department 14. Conceptions of Research: A Phenomenographic Study 15. Flights of Imagination: Academic Women Be(com)ing Writers 16. Keeping Up Performances: An International Survey of Performance-Based Funding in Higher Education 17. The Regulation of Transnational Higher Education in Southeast Asia: Case Studies of Hong Kong, Malaysia and Australia 18. Globalisation, New Managerialism, Academic Capitalism and Entrepreneurialism in Universities: Is the Local Dimension Still Important? 19. Innovation and Isomorphism: A Case Study of University Identity Struggle 1969-1999
2003: 234x156: 336pp Hb: 978-0-415-32764-0: £90.00 Pb: 978-0-415-32765-7: £26.99
The RoutledgeFalmer Reader in Language and Literacy Edited by Teresa Grainger, Canterbury Christ Church University, UK ‘It combines into one extensive text a great deal of material on a wide range of approaches to literacy.’ - British Journal of Educational Studies Selected Contents: Introduction: Travelling Across the Terrain Part 1: Mapping the Landscape of Literacy 1. The History and Future of Literacy 2. Living Literacies in Homes and Communities 3. Globalisation, Literacy, Curriculum Practice Part 2: Exploring Literacy Learning 4. ‘You Made it Like a Crocodile’ A Theory of Children’s Meaning-Making 5. Where are the Childhoods in Childhood Literacy? An Exploration in Outer School Space 6. Learning as Puzzle Solving Part 3: Exploring Oral Texts 7. Development through Dialogue 8. Group work: Learning through Talk 9. Discourse, Conversation and Creativity 10. Drama, Literacies and Difference Part 4: Exploring Visual Texts 11. Seeing, Thinking and Knowing 12. A Word about Pictures 13. Television and Film 14. Playing the Text Part 5: Exploring Written Texts 15. Reading Rights and Responsibilities 16. The Reader in the Writer 17. What Does Research Tell Us About How We Should be Developing Written Composition? 18. Can Teachers Empower Pupils as Writers? Postscript: The Journey Continues
2003: 234x156: 320pp Hb: 978-0-415-32766-4: £100.00 Pb: 978-0-415-32767-1: £24.99
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