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%DUCATION 3TUDIES WWW ROUTLEDGE COM EDUCATION
RD %DITION
!N )NTRODUCTION TO THE 3TUDY OF %DUCATION @4HERE IS A REAL NEED FOR THIS BOOK )T IS ONE OF THE FEW IN THE l ELD THAT IS EASILY ACCESSIBLE BY ALL STUDENTS OF EDUCATION AND AT WHATEVER STAGE )T IS WELL WRITTEN WITHOUT THE ARCANE LANGUAGE USED BY MANY ACADEMIC TEXTBOOKS AND YET IS A COMPREHENSIVE REm ECTIVE GUIDE TO THE l ELD &OR THIS REASON IT IS RECOMMENDED READING FOR ALL UNDERGRADUATES STUDYING FOR THE "ATCHELOR OF %DUCATION DEGREE AND THE 0ROFESSIONAL 'RADUATE $IPLOMA IN %DUCATION AT MY INSTITUTION AND A CORE TEXT FOR ANYONE PROGRESSING TO A -ASTER S DEGREE INCLUDING THE #ERTIl CATE AND $IPLOMA LEVELS % * -OTT 5NIVERSITY OF !BERDEEN 5+ 7HAT IS EDUCATION 4HIS CORE TEXTBOOK WILL HELP STUDENTS IN PURSUIT OF THIS QUESTION BY PROVIDING A COMPREHENSIVE GENTLE AND REm ECTIVE INTRODUCTION TO THE INITIAL STUDY OF EDUCATION 5PDATED IN LINE WITH THE LATEST POLICIES REFORMS AND ISSUES WITHIN EDUCATION THIS NEW EDITION INCLUDES $AVID -ATHESON LECTURES AT THE 5NIVERSITY OF .OTTINGHAM 5+ (E HAS PUBLISHED WIDELY ACROSS THE l ELD OF EDUCATION IN AREAS SUCH AS TEACHER TRAINING LIFELONG LEARNING COMPARATIVE EDUCATION AND CULTURAL IDENTITY IN EDUCATION -ARCH X PP 0B a
s FULL EXPLORATION OF THE HISTORICAL SOCIOLOGICAL PHILOSOPHICAL AND PSYCHOLOGICAL ROOTS OF EDUCATION s A FOCUS ON ALL LEVELS OF EDUCATION n PRE SCHOOL PRIMARY
SECONDARY POST AND LIFELONG LEARNING s THE LATEST CONTROVERSIES AND DEBATES WITHIN EDUCATION s NEW MATERIAL ON COMPULSORY EDUCATION SPECIAL EDUCATIONAL NEEDS AND POST DEVELOPMENTS s CLEAR INSIGHTS INTO THE ROLE AND BACKGROUND OF RESEARCH WITHIN EDUCATION s FOUR COMPLETELY BRAND NEW CHAPTERS
! $AVID &ULTON "OOK
7RITTEN IN A CLEAR AND ACCESSIBLE STYLE THIS IS AN ESSENTIAL CORE TEXT FOR ALL BEGINNING STUDENTS ON UNDERGRADUATE AND POSTGRADUATE COURSES IN %DUCATION 3TUDIES AND ALL THOSE INTERESTED IN EDUCATION TODAY WHERE IT CAME FROM AND WHERE IT IS GOING 3ELECTED #ONTENTS 7HAT IS %DUCATION )DEOLOGY IN %DUCATION IN THE 5NITED +INGDOM 4HEORIES OF 4EACHING AND ,EARNING ! "RIEF (ISTORY OF 3TATE )NTERVENTION IN "RITISH 3CHOOLING #OMPARING %DUCATIONAL 3YSTEMS 0SYCHOLOGY IN %DUCATION % ,EARNING 4HEORIES AND )SSUES @2ACE AND %DUCATION 'ENDER IN %DUCATION 3OCIAL #LASS AND 3CHOOL 3PECIAL %DUCATIONAL .EEDS AND )NCLUSION IN %DUCATION %ARLY #HILDHOOD %DUCATION IN THE 5NITED +INGDOM #OMPULSORY %DUCATION IN THE 5NITED +INGDOM 0OST #OMPULSORY %DUCATION &URTHER %DUCATION (IGHER %DUCATION ,IFELONG ,EARNING 7HAT IS %DUCATIONAL 2ESEARCH #HANGING 0ERSPECTIVES 7HAT .EXT 3UMMATION AND #OMMENT
ND %DITION
! 3TUDENT S 'UIDE TO %DUCATION 3TUDIES 0RAISE FOR PREVIOUS EDITION ! HANDY COLLECTION FOR STUDENTS !S A l RST READ ON SUCH A VARIETY OF IMPORTANT TOPICS THE BOOK MAKES A USEFUL STARTING POINT AND OFFERS PLENTY OF POINTERS FOR FURTHER STUDY 4ED 7RAGG 4IMES %DUCATIONAL 3UPPLEMENT 3TEPHEN 7ARD S BOOK IS A MUST FOR EVERYONE ON THE BRINK OF OR CONSIDERING WORKING IN EDUCATION )T HELPS US TO COME TO TERMS WITH THE COMPLEXITIES OF ST CENTURY EXISTENCE AND HELPS TEACHERS ASPIRING OR SURVIVING TO A HEIGHTENED PERCEPTION OF THEIR ROLE IN INm UENCING FUTURE GENERATIONS TO VALUE AND RESPECT EACH OTHER AND THE PLANET WHICH SUSTAINS US .54 %DUCATION 2EVIEW 4HIS BOOK MAKES EXCELLENT AND INFORMATIVE READING )T IS A WORTHY ADDITION TO ANY %DUCATION 3TUDIES READING LIST WWW ESCALATE AC UK 7RITTEN SPECIl CALLY FOR STUDENTS ON %DUCATION 3TUDIES COURSES
YET ALSO RELEVANT FOR STUDENTS ON TEACHER TRAINING COURSES ! 3TUDENT S 'UIDE TO %DUCATION 3TUDIES COVERS A DIVERSE RANGE OF TOPICS AND ISSUES 7ITH A REVISED STRUCTURE NEW CHAPTERS AND UPDATED CONTENT THIS SECOND EDITION CONTINUES TO INTRODUCE ALTERNATIVE VISIONS OF EDUCATION THEORY AND PRACTICE 4WELVE BRAND NEW CHAPTERS DIVIDED BETWEEN %DUCATION 0OLICY 0OLITICS
'LOBAL AND %NVIRONMENTAL %DUCATION AND ,EARNING +NOWLEDGE AND THE #URRICULUM INCLUDE EVERY CHILD MATTERS A FUTURES PERSPECTIVE SUSTAINABLE SCHOOLS AND RESEARCH METHODS %ACH CHAPTER CONTAINS INTRODUCTIONS SUMMARY POINTS QUESTIONS FOR DISCUSSION AND ANNOTATED SUGGESTIONS FOR FURTHER READING 7ITH A DISTINCTIVE INTERNATIONAL AND GLOBAL FOCUS ! 3TUDENT S 'UIDE TO %DUCATION 3TUDIES CONTINUES TO BE A VALUABLE RESOURCE FOR ALL STUDENTS OF %DUCATION 3TUDIES AS WELL AS STUDENTS ON INITIAL TEACHER TRAINING COURSES 3ELECTED #ONTENTS )NTRODUCTION 4HE 3TUDY OF %DUCATION 0ART %DUCATION 0OLICY AND 0OLITICS %DUCATION 0OLICY IN %NGLAND %VERY #HILD -ATTERS )NEQUALITIES AND %DUCATIONAL !CHIEVEMENT )NEQUALITIES AND %DUCATIONAL !CHIEVEMENT 3OCIAL AND %DUCATIONAL )NCLUSION #ULTURAL AND 2ELIGIOUS 0LURALITY IN %DUCATION #ITIZENSHIP %DUCATION 0ART 'LOBAL AND %NVIRONMENTAL %DUCATION 4HE 'LOBAL $IMENSION IN %DUCATION %DUCATION IN %UROPE $EVELOPMENT %DUCATION (UMAN 2IGHTS AND %DUCATION ! &UTURES 0ERSPECTIVE 3USTAINABLE 3CHOOLS 0ART ,EARNING +NOWLEDGE AND THE #URRICULUM 4HE #ONTESTED .ATURE OF +NOWLEDGE AND THE #URRICULUM ,EARNING FOR ,IFE ,EARNING AND 4ECHNOLOGY #ULTURAL #ONNECTIONS IN ,EARNING -AKING %VERY #HILD -ATTER 2ESEARCH -ETHODS !NALYSING ,EARNING IN THE #LASSROOM
%DITED BY 3TEPHEN 7ARD $EAN OF THE 3CHOOL OF %DUCATION AT "ATH 3PA 5NIVERSITY 5+ AND #HAIR OF THE "RITISH %DUCATION 3TUDIES !SSOCIATION -AY X PP 0B a
HE 2OUTLEDGE #OMPANION TO 4 %DUCATION 4HE 2OUTLEDGE #OMPANION TO %DUCATION CONTAINS OVER FORTY CHAPTERS WRITTEN BY LEADING SCHOLARS COVERING ALL ASPECTS OF EDUCATION 4HE #OMPANION HAS A UNIQUE FORMAT WHICH IS DRIVEN BY PRINCIPLES OF LEARNING %ACH 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 ! SERIES OF CHAPTERS FOLLOWS WRITTEN BY SCHOLARS WHO EACH TAKE DIFFERENT CRITICAL STANCES ON THE ISSUES AND EACH SECTION l NISHES WITH A COMMENTARY AND A LIST OF SUGGESTED ADDITIONAL READING 4HE BOOK CONCLUDES BY INVITING THE READER TO REm ECT ON CHANGES IN THEIR THINKING AS A RESULT OF READING THE TEXT 4HE INTENTION IS TO CHALLENGE PRECONCEPTIONS AND PROMOTE A RESEARCH ORIENTATION TO PROBLEM SOLVING IN EDUCATION
%DITED BY (ARRY $ANIELS 0ROFESSOR OF %DUCATION #ULTURE AND 0EDAGOGY AND $IRECTOR OF THE #ENTRE FOR 3OCIOCULTURAL AND !CTIVITY 4HEORY 2ESEARCH AT THE 5NIVERSITY OF "ATH 5+ (UGH ,AUDER 0ROFESSOR OF %DUCATION AND 0OLITICAL %CONOMY AND (EAD OF 0OLICY AND -ANAGEMENT 2ESEARCH 'ROUP AT THE 5NIVERSITY OF "ATH 5+ *ILL 0ORTER 0ROGRAMME $IRECTOR -2ES AT THE 5NIVERSITY OF "ATH 5+ *ULY X PP (B a 0B a
4HIS #OMPANION IS ESSENTIAL READING FOR UNDERGRADUATE AND POSTGRADUATE STUDENTS IN %DUCATION #HILD 3TUDIES 9OUTH 3TUDIES
0SYCHOLOGY 3OCIOLOGY AND 3OCIAL 0OLICY 3ELECTED #ONTENTS 3ECTION ! #OMPARATIVE 6IEW OF %DUCATION 0EDAGOGY AND #ULTURAL $IFFERENCE 0EDAGOGY AND #ULTURAL #ONVERGENCE -ETAPHORS IN %DUCATION 3ECTION #ONCEPTIONS OF THE 4EACHER AND THE ,EARNER #ONCEPTIONS OF #HILDHOOD AND !DOLESCENCE 0SYCHOLOGICAL !CCOUNTS 3OCIOLOGICAL !CCOUNTS #OMMENTARY 4HE ,EARNER AND THE ,EARNING 0ROCESS #ARL "ERIETER ,AUREN 2ESNICK 5SHA 'OSHWAMI 4HE 3OCIOLOGY OF THE 3PECIALISATION OF 6OICE IN %DUCATION ,ISTENING TO #HILDREN S 6OICES #OMMENTARY 4HE 4EACHER 4EACHING AS %MOTIONAL ,ABOUR 4HE )NTUITIVE 0RACTITIONER %FFECTIVE 4EACHING #OMMENTARY 4HE .ATURE OF #HANGE AT THE 0ERSONAL ,EVEL #HANGES THROUGH #HILDHOOD #ONTINUITY AND $ISCONTINUITY THROUGH #HILDHOOD AND !DOLESCENCE -ORAL AND !FFECTIVE $EVELOPMENT -AKING 0ERSONAL -EANING )DENTITY AND !GENCY #OMMENTARY 3ECTION +NOWLEDGE FOR 4EACHING AND ,EARNING 7HAT +NOWLEDGE 3HOULD 7E 4EACH AND 7HY 4HE #ONSTRUCTIVIST IN THE #LASSROOM $EVELOPMENTAL 4EACHING .ECESSARY +NOWLEDGE #OMMENTARY 3ECTION ,EARNING !CROSS "OUNDARIES ,EARNING )N AND FOR 7ORK #ONCEPTUALISING 4RANSFER 4ACIT +NOWLEDGE AND ,IFE ,ONG ,EARNING )NFORMAL ,EARNING AND "OUNDARY #ROSSING #OMMENTARY 3ECTION $IVERSITY AND %QUITY "ACKLASH 0EDAGOGY 4HE 4EACHING OF ,ITERACY TO 3PANISH 3PEAKING !MERICANS 3TUDENTS 2ESPONSES TO #URRICULUM AND /RGANISATION 2ESPONDING TO $IFFERENCE 4HE !CQUISITION OF ,ABELS ! 0LURALIST 6IEW OF 'ENDER )NCLUSIVE 0EDAGOGY #OMMENTARY 3ECTION 0OLICY AND 'OVERNANCE 0OLICY AND 0OLITICS !SSESSMENT 0OLICY FOR 4EACHING AND ,EARNING 0OLICIES ON 3TANDARDS AND %FFECTIVENESS 3CHOOLS AS )MAGINED #OMMUNITIES %DUCATIONAL 2ESEARCH 0OLICY AND 0RACTICE 0ROFESSIONAL $EVELOPMENT #OMMENTARY 3ECTION #ASE 3TUDIES
N )NTRODUCTION TO -ORAL ! 0HILOSOPHY AND -ORAL %DUCATION 4HIS 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 )N 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 $IVIDED INTO FOUR PARTS THE BOOK COVERS THE KEY ISSUES WITHIN MORAL PHILOSOPHY 0ART PROVIDES A LUCID AND POWERFUL ACCOUNT OF THE NATURE AND LIMITS OF MORAL THEORY SHARPLY DISTINGUISHING IT FROM RELIGION 0ART OUTLINES A POSITIVE MORAL THEORY BY EXPLORING THE DEl NING PRINCIPLES OF MORALITY AND THE REASONS FOR BEING MORAL 0ART DISTINGUISHES MORAL VALUES FROM OTHERS SUCH AS ECOLOGICAL
HEALTH AND SAFETY AND SEXUAL VALUES 0ART IS CONCERNED WITH THE IMPLICATIONS OF OUR MORAL UNDERSTANDING FOR MORAL EDUCATION 7HILE THIS BOOK CONCENTRATES ON ARGUMENT AND IDEAS A COMMENTARY TO EACH CHAPTER PROVIDES HISTORICAL CONTEXT AND CONTEMPORARY REFERENCE POINTS )T WILL PROVE AN INVALUABLE RESOURCE FOR STUDENTS OF BOTH %DUCATION AND 0HILOSOPHY 3ELECTED #ONTENTS 0ART 5NDERSTANDING THE .ATURE AND ,IMITS OF -ORAL 4HEORY )NTEGRITY ! 3HARED -ORAL 6ALUE 2ELIGION .ATURE AND )NTUITION AS 0OSSIBLE 3OURCES OF -ORAL 4RUTH 3OME $ISTINCTIONS AND 3OME -ISTAKES 2IGHTS AND 0ROCEDURES 0ART /UTLINE OF A -ORAL 4HEORY 0RINCIPLES THAT $El NE -ORALITY 2EASONS FOR "EING -ORAL 2ELATIVISM 3ECOND /RDER 0RINCIPLES 0ART 3OME )MPLICATIONS OF THE -ORAL 4HEORY -ORAL VS 3OCIAL %COLOGICAL AND 3EXUAL 6ALUES -ORAL VS (EALTH AND 3AFETY 6ALUES 0ART -ORAL %DUCATION -ORAL 1UESTIONS IN %DUCATION 4HE 1UESTION OF -ORAL %DUCATION &ORMS OF -ORAL %DUCATION
2OBIN "ARROW IS 0ROFESSOR OF %DUCATION AT 3IMON &RASER 5NIVERSITY "RITISH #OLUMBIA #ANADA X PP (B a 0B a
TH %DITION
!N )NTRODUCTION TO 0HILOSOPHY OF %DUCATION 0RAISE FOR THE PREVIOUS EDITION 7ELL WRITTEN ACCESSIBLE TO STUDENTS WITH NO PREVIOUS BACKGROUND IN PHILOSOPHY AN EXCELLENT INTRODUCTION 4HE 4IMES (IGHER %DUCATION 3UPPLEMENT 4HIS INTRODUCTORY TEXT NOW IN ITS FOURTH EDITION IS A CLASSIC IN ITS l ELD )T SHOWS
l RST AND FOREMOST THE IMPORTANCE OF PHILOSOPHY IN EDUCATIONAL DEBATE AND AS A BACKGROUND TO ANY PRACTICAL ACTIVITY SUCH AS TEACHING 7HAT IS INVOLVED IN THE IDEA OF EDUCATING A PERSON OR THE IDEA OF EDUCATIONAL SUCCESS 7HAT ARE THE CRITERIA FOR ESTABLISHING THE OPTIMUM BALANCE BETWEEN FORMAL AND INFORMAL TEACHING TECHNIQUES (OW TRUSTWORTHY IS EDUCATIONAL RESEARCH )N 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 )N 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 2ESISTING 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 3ELECTED #ONTENTS 4HINKING ABOUT %DUCATION 7HAT IT IS TO BE (UMAN 4HE #ONCEPT OF %DUCATION +NOWLEDGE AND THE #URRICULUM #URRICULUM 4HEORY )NDOCTRINATION 2ATIONALITY 3ELF $ETERMINATION 4HE 0OSTMODERN #HALLENGE .EEDS )NTERESTS AND %XPERIENCE #REATIVITY #ULTURE 2ESEARCH INTO 4EACHING #ONCLUSIONS 4HEORY AND 0RACTICE
2ONALD 7OODS FORMERLY OF THE 5NIVERSITY OF ,EICESTER 5+ 2OBIN "ARROW IS 0ROFESSOR OF %DUCATION AT 3IMON &RASER 5NIVERSITY "RITISH #OLUMBIA #ANADA X PP (B a 0B a
(OW 7E ,EARN ,EARNING AND .ON ,EARNING IN 3CHOOL AND "EYOND (OW 7E ,EARN DEALS WITH THE FUNDAMENTAL ISSUES OF THE PROCESSES OF LEARNING CRITICALLY ASSESSING DIFFERENT TYPES OF LEARNING AND OBSTACLES TO LEARNING )T 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 4HE 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
+NUD )LLERIS IS 0ROFESSOR OF ,IFELONG ,EARNING AT THE ,EARNING ,AB $ENMARK WHICH IS A SPECIAL DEPARTMENT OF THE $ANISH 5NIVERSITY OF %DUCATION (E IS INTERNATIONALLY ACKNOWLEDGED AS AN INNOVATIVE CONTRIBUTOR TO LEARNING THEORY AND ADULT EDUCATION X PP (B a 0B a
(OW 7E ,EARN 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 )T 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 3ELECTED #ONTENTS 0ART )NTRODUCTION 0ART 4HE "ASIS OF 4HE 5NDERSTANDING OF ,EARNING 0ART 4HE 0ROCESSES AND $IMENSIONS OF ,EARNING 0ART $IFFERENT 4YPES OF ,EARNING 0ART 4HE #ONTENT $IMENSION OF ,EARNING 0ART 4HE )NCENTIVE $IMENSION OF ,EARNING 0ART 4HE )NTERACTION $IMENSIONS OF ,EARNING 0ART ,EARNING !S 7HOLE 0ART "ARRIERS TO ,EARNING 0ART ,EARNING $ISPOSITIONS AND 0RECONDITIONS 0ART ,EARNING AND ,IFE #OURSE 0ART ,EARNING )N $IFFERENT ,EARNING 3PACES 0ART ,EARNING
%DUCATION AND 3OCIETY 0ART /VERVIEW
HE #ONCEPTS AND 0RACTICES OF 4 ,IFELONG ,EARNING 4HIS TEXTBOOK GIVES A WIDE RANGING RESEARCH INFORMED INTRODUCTION TO ISSUES IN LIFELONG LEARNING ACROSS A VARIETY OF EDUCATIONAL SETTINGS AND PRACTICES )TS VERY ACCESSIBLE APPROACH IS MULTI DISCIPLINARY DRAWING ON SOCIOLOGY AND PSYCHOLOGY IN PARTICULAR )N ADDITION ISSUES ARE DISCUSSED WITHIN AN INTERNATIONAL CONTEXT 7HILE 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 'OVERNMENTAL INSTITUTIONAL AND INDIVIDUAL COMMITMENTS TO LIFELONG LEARNING HAVE BROUGHT CHANGES IN THE MEANING AND SIGNIl CANCE OF LEARNING ACROSS THE LIFE COURSE AND NEW TEACHING AND LEARNING PRACTICES AS WELL AS SIGNIl CANT INSTITUTIONAL CHANGE 4HE VISION OF THE LEARNING SOCIETY THAT IS UNFOLDING IS ALSO HIGHLY CONTESTED 4HE #ONCEPTS AND 0RACTICES OF ,IFELONG ,EARNING EXPLORES SOME OF THESE CONTESTATIONS MEANINGS PRACTICES AND INSTITUTIONAL CHANGES -ICHAEL /SBORNE IS $EPUTY (EAD OF THE )NSTITUTE OF %DUCATION AND #O DIRECTOR OF THE #ENTRE FOR 2ESEARCH IN ,IFELONG ,EARNING #2,, AT THE 5NIVERSITY OF 3TIRLING 5+ "RENDA -ORGAN +LEIN IS 3ENIOR ,ECTURER IN !DULT %DUCATION AT THE )NSTITUTE OF %DUCATION 4HE 5NIVERSITY OF 3TIRLING WHERE SHE IS $IRECTOR OF THE &IRST 9EAR 5NDERGRADUATE 0ROGRAMME IN %DUCATION X PP (B a 0B a
4HIS TIMELY OVER VIEW WILL BE RELEVANT TO EDUCATION AND TRAINING PROFESSIONALS EDUCATION STUDIES STUDENTS AND THE GENERAL READER 3ELECTED #ONTENTS )NTRODUCTION ,EARNING 4HROUGH THE ,IFECOURSE 4HE 3OCIAL $IMENSIONS OF ,IFELONG ,EARNING 4HE %CONOMICS OF ,IFELONG ,EARNING ,, AND 3CHOOLS ,, AND 4ERTIARY )NSTITUTIONS ,EARNING AT 7ORK ,EARNING IN THE #OMMUNITY AND THE (OME ,EARNING IN THE 2EGION ,EARNING AT $ISTANCE )NFORMATION AND #OMMUNICATIONS 4ECHNOLOGY AND ,, #ONCLUSION
(UMAN ,EARNING !N (OLISTIC !PPROACH ,EARNING IS A COMMON YET COMPLEX ACTIVITY 0ETER *ARVIS AND 3TELLA 0ARKER PROVIDE A RICH ACCESSIBLE DIVERSE AND STIMULATING SET OF READINGS THAT UNDERSCORE HOW LEARNING IS AN ESSENTIAL PART OF BEING HUMAN 4OM .ESBIT #ANADIAN !SSOCIATION FOR THE 3TUDY OF !DULT %DUCATION ,EARNING IS AMONG THE MOST BASIC OF HUMAN ACTIVITIES 4HE STUDY OF AND RESEARCH INTO LEARNING FORMS A CENTRAL PART OF EDUCATIONAL STUDIES 4HE WELL RESPECTED AND ESTABLISHED AUTHORS 0ETER *ARVIS AND 3TELLA 0ARKER 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 &OR THE l RST TIME THIS BOOK CONSIDERS HOW OUR NEUROLOGICAL BIOLOGICAL EMOTIONAL AND SPIRITUAL FACULTIES ALL IMPACT ON HUMAN LEARNING $RAWING 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 3ELECTED #ONTENTS 4OWARDS A 0HILOSOPHY OF (UMAN ,EARNING !N %XISTENTIALIST 0ERSPECTIVE 4HE "IOLOGY OF ,EARNING 4HE "RAIN AND ,EARNING -ULTIPLE )NTELLIGENCES 4HEORY AND !DULT ,ITERACY 4HE 2OLE OF )NDIVIDUAL $IFFERENCES IN !PPROACHES TO ,EARNING ! #OMPREHENSIVE 5NDERSTANDING OF (UMAN ,EARNING #OGNITION (UMAN ,EARNING 4HE )NTER 2ELATIONSHIP OF THE )NDIVIDUAL AND 3OCIAL 3TRUCTURES -ORALITY AND (UMAN ,EARNING %MOTIONAL )NTELLIGENCE AND %XPERIENTIAL ,EARNING 4HE 3PIRITUAL AND (UMAN ,EARNING 7OMEN &ABRIC #RAFTS AND &ASHION ,EARNING AT THE "OUNDARIES ,IFE #YCLE $EVELOPMENT AND (UMAN ,EARNING ,EARNING 4RAJECTORIES 2ECONSIDERING THE "ARRIERS TO 0ARTICIPATION (UMAN ,EARNING 4HE 4HEMES
%DITED BY 0ETER *ARVIS 0ROFESSOR OF #ONTINUING %DUCATION AT THE 5NIVERSITY OF 3URREY 5+ IN WHICH HE WAS (EAD OF $EPARTMENT OF %DUCATIONAL 3TUDIES FOR A NUMBER OF YEARS 3TELLA 0ARKER NOW %MERITUS 0ROFESSOR AT THE 5NIVERSITY OF .OTTINGHAM 5+ AND AN INDEPENDENT CONSULTANT (ER REGULAR ACTIVITIES INCLUDE BEING THE )NDEPENDENT !CADEMIC !DVISOR TO THE 0OLICE 0ROMOTIONS %XAMINATIONS "OARD AND A LAY CHAIR FOR THE .ATIONAL #LINICAL !SSESSMENT !UTHORITY X PP 0B a
ND %DITION
4HE 4HEORY AND 0RACTICE OF ,EARNING @4HIS IS JUST THE KIND OF PRIMER MANY STUDENTS AND PRACTITIONERS NEED TO GLIMPSE THE HORIZONS AND EXPLORE THE DIMENSIONS OF ADULT LEARNING )NTERNATIONAL *OURNAL OF ,IFELONG %DUCATION ,EARNING IS AMONG THE MOST BASIC OF HUMAN ACTIVITIES 4HE STUDY OF LEARNING
AND RESEARCH INTO LEARNING IS BECOMING A CENTRAL PART OF EDUCATIONAL STUDIES 4HIS IS A COMPREHENSIVE INTRODUCTION TO CONTEMPORARY THEORIES AND MODERN PRACTICES OF LEARNING 4HE CONTENTS COVER LIFELONG LEARNING THE SOCIAL BACKGROUND TO LEARNING COGNITIVIST THEORY TYPES OF LEARNING LEARNING USING )#4 AND PHILOSOPHICAL REm ECTIONS ON LEARNING 5PDATED AND EXPANDED THIS SECOND EDITION SHOULD BE OF INTEREST TO TEACHERS FACILITATORS HUMAN RESOURCE DEVELOPERS AND STUDENTS OF EDUCATION 3ELECTED #ONTENTS 4HE %MERGENCE OF ,IFELONG ,EARNING "EHAVIOURIST !PPROACHES #OGNITIVE !PPROACHES 3OCIAL ,EARNING 4HEORY %XPERIENTIAL ,EARNING 4YPES OF ,EARNING 0ROBLEM "ASED AND 7ORK "ASED ,EARNING 3ELF $IRECTED ,EARNING #ONTRACT ,EARNING /PEN AND $ISTANCE ,EARNING !SSESSING ,EARNING 4HE ,EARNING /RGANIZATION
%DITED BY 0ETER *ARVIS 0ROFESSOR OF #ONTINUING %DUCATION AT THE 5NIVERSITY OF 3URREY IN WHICH HE WAS (EAD OF $EPARTMENT OF %DUCATIONAL 3TUDIES FOR A NUMBER OF YEARS *OHN (OLFORD %DUCATIONAL 3TUDIES 5NIVERSITY OF 3URREY 5+ #OLIN 'RIFl N 5NIVERSITY OF 3URREY 5+ X PP (B a 0B a
EACHING ,EARNING AND 4 0SYCHOLOGY 4HIS IS A PUBLICATION LINKING PRACTICE AND THEORY IN AN APPROACHABLE WAY 4HE 4EACHER $ECEMBER 0RESENTING 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 ,INKING THEORY WITH PRACTICAL APPLICATION THE AUTHORS CONSIDER THE WIDER ROLE THAT SCHOOLS CAN PLAY IN THE SOCIAL DEVELOPMENT OF CHILDREN THROUGH s TEACHING AND MANAGING INDIVIDUAL PUPILS s TEACHING AND MANAGING GROUPS OF PUPILS s THE TEACHER AS PART OF AN ORGANISATION AND SCHOOL SYSTEM #HRISTOPHER !RNOLD IS A 3ENIOR %DUCATIONAL 0SYCHOLOGIST WITH 3ANDWELL ,%! AND A REGULAR CONTRIBUTOR TO THE "%D AND 0'#% COURSES AT 7OLVERHAMPTON 5NIVERSITY 5+ *ANE 9EOMANS IS A 3ENIOR %DUCATIONAL 0SYCHOLOGIST WITH 7OLVERHAMPTON ,%! AND PROFESSIONAL TUTOR TO THE EDUCATIONAL PSYCHOLOGY TRAINING COURSE AT THE 5NIVERSITY OF "IRMINGHAM 5+ PP 0B a
s THE TEACHER AS PART OF THE COMMUNITY OF THE SCHOOL AND AREA 3TRUCTURED TO REm ECT THE STANDARDS FOR 143 AND RELEVANT FOR KEY STAGES
THIS BOOK SHOWS HOW UNDERSTANDING THE PSYCHOLOGICAL THEORIES UNDERPINNING PEDAGOGY CAN HELP BOTH TRAINEE AND PRACTISING TEACHERS BECOME REm ECTIVE AND INFORMED PRACTITIONERS WHEN FACED WITH NEW AND CHALLENGING TEACHING SITUATIONS 3ELECTED #ONTENTS )NTRODUCTION 4EACHER 0ERCEPTIONS OF #HILDREN #OMMUNICATION IN THE #LASSROOM 4HE 4EACHER AND THE #OMMUNITY OF THE 3CHOOL 4HE 2Em ECTIVE 4EACHER $EVELOPMENTAL 0SYCHOLOGY 5NDERSTANDING AND -ANAGING 3%. -ANAGING THE #LASSROOM 0LANNING %XPECTATIONS AND 4ARGETS -ONITORING AND !SSESSMENT 4RENDS AND &UTURE $EVELOPMENTS
! $AVID &ULTON "OOK
3OCIOLOGY OF %DUCATION ! #RITICAL 2EADER 4HIS COMPREHENSIVE 2EADERR EXAMINES THE MOST PRESSING TOPICS IN SOCIOLOGY AND EDUCATION AND EXPOSES STUDENTS TO EXAMPLES OF SOCIOLOGICAL RESEARCH ON SCHOOLS $RAWING FROM CLASSIC AND CONTEMPORARY SCHOLARSHIP NOTED SOCIOLOGIST !LAN 3ADOVNIK HAS CHOSEN READINGS THAT EXAMINE CURRENT ISSUES AND REm ECT DIVERSE THEORETICAL APPROACHES TO STUDYING THE EFFECTS OF SCHOOLING AND SOCIETY 4HIS 2EADER PROVIDES STUDENTS WITH EXAMPLES OF BOTH THE BEST THEORY AND R RESEARCH IN THE l ELD 4HROUGH 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
%DITED BY !LAN 2 3ADOVNIK 0ROFESSOR OF %DUCATION 3OCIOLOGY AND 0UBLIC !FFAIRS AT 2UTGERS 5NIVERSITY .EWARK 53! X PP (B a 0B a
3ELECTED #ONTENTS 0ART 4HEORY AND -ETHOD IN THE 3OCIOLOGY OF %DUCATION 0ART 3CHOOL /RGANIZATION AND 0ROCESSES 4EACHING ,EARNING AND #URRICULUM 0ART )NTERNATIONAL %DUCATION 0ART (IGHER %DUCATION 0ART %DUCATION AND )NEQUALITY 0ART %DUCATIONAL 2EFORM AND 0OLICY
%SSAYS ON 0EDAGOGY 0EDAGOGY IS AT LAST GAINING THE ATTENTION IN %NGLISH SPEAKING COUNTRIES WHICH IT HAS LONG ENJOYED ELSEWHERE "UT IS IT THE RIGHT KIND OF ATTENTION !RE WE STILL LOCKED INTO THE TENDENCY TO EQUATE PEDAGOGY WITH TEACHING TECHNIQUE AND LITTLE MORE 'IVEN THAT GOVERNMENTS TOO HAVE BECOME INTERESTED IN PEDAGOGY IS IT A PROPER MATTER FOR NATIONAL POLICY AND PRESCRIPTION 4HE BOOK INCLUDES CHAPTERS ON A NUMBER OF THEMES EXPERTLY WOVEN TOGETHER THE PROBLEMS OF RECENT POLITICAL INTERVENTIONS IN PEDAGOGY THE BENEl TS 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 l ELD OF ENQUIRY AND ACTION &OR 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 &OR STUDENT TEACHERS IT WILL PROVIDE A FRAMEWORK FOR THEIR DEVELOPMENT )T WILL ALSO BE OF INTEREST TO COMPARATIVISTS IN THE 5+ AND OTHER COUNTRIES 3ELECTED #ONTENTS )NTRODUCTION 3TILL NO 0EDAGOGY ,EARNING FROM #OMPARING AND ITS (AZARDS "EYOND $ICHOTOMOUS 0EDAGOGIES #ULTURE $IALOGUE AND ,EARNING 4HE 0OWER OF 4ALK 0EDAGOGY FOR A 2UNAWAY 7ORLD 7ORDS AND -USIC
2OBIN !LEXANDER IS BASED AT #AMBRIDGE S &ACULTY OF %DUCATION BUT IS ALSO 0ROFESSOR %MERITUS AT 7ARWICK &ROM /CTOBER HE IS DIRECTING 4HE 0RIMARY 2EVIEW AN INDEPENDENT ENQUIRY INTO THE CONDITION AND FUTURE OF PRIMARY EDUCATION IN %NGLAND SUPPORTED BY THE %SM¶E &AIRBAIRN &OUNDATION *UNE X PP (B a 0B a
4HE 2OUTLEDGE&ALMER 'UIDE TO +EY $EBATES IN %DUCATION ) FOUND THE BOOK ENJOYABLE THOUGHT PROVOKING AND OCCASIONALLY INFURIATING THE SORT OF TEXT THAT WILL ENGAGE EVEN THE MOST RELUCTANT APPRENTICE READER %ACH CHAPTER HAS A BIBLIOGRAPHY THAT GUIDES THE NEW READER TO RELEVANT LITERATURE HELPFUL TO STUDENTS BUT ALSO TO LECTURERS NOT EXPERTS IN THE l ELD ! WELL ORGANISED AND PRACTICAL TEXT THAT WILL SUPPORT THE LARGE NUMBERS OF STUDENTS STUDYING EDUCATION STUDIES FREE FROM THE INTERVENTION OF THE 44! AND ) WOULD RECOMMEND ALL OF THEM TO BUY IT *OHN ,EE "RITISH *OURNAL OF %DUCATIONAL 3TUDIES 3ELECTED #ONTENTS )NTRODUCTION $EBATING %DUCATION ! "EGINNER S 'UIDE 0ART 4HE 3TATE OF %DUCATION 4HE &ORMALISATION OF 2ELATIONSHIPS IN %DUCATION 4HE )NTERVENTIONIST 3TATE AND THE 3TATE OF 5+ %DUCATION %DUCATING THE 0EOPLE 4HE 0HILOSOPHY 'AP 0ART 0OLICING THE #LASSROOM 2E %NACTING %ARLY #HILDHOOD !FRAID TO 4EACH ,ITERACY 3INGULAR OR 0LURAL &OR 4ODAY OR 4OMORROW @,ITERACY AND THE @,ITERARY 3CHOOLING 9EAR )NCLUSION OR 3!4URATION #IRCLE 4IME !NTI "ULLYING 3TRATEGIES IN THE 5+ -ENU #HANGE IN %DUCATION 0ART 4HE 3EARCH FOR ,OST 6ALUES #OMMUNITIES AND #ITIZENS *UST "EING 4HERE FOR 5S !SSERTING #HILDREN S 2IGHTS %DUCATION #HILDREN AND 3OCIAL #LASS 4HE 3UBJECT OF 3PIRITUALITY 7HO IS A 'OOD #ITIZEN #ITIZENSHIP %DUCATION 2Em ECTING A 0OLITICAL -ALAISE 0ART #HANGING 4IMES #HANGING %DUCATION 'REENING %DUCATION %DUCATION AS %NTERTAINMENT )#4 $ON T "ELIEVE THE (YPE 6IRTUAL ,EARNING OR 2EAL ,EARNING 4HE 3HATTERED -IRROR ! #RITIQUE OF -ULTIPLE )NTELLIGENCES 4HEORY !N )MPOVERISHED %DUCATION FOR !LL 0ART ,IFELONG ,EARNING ,IFELONG $EPENDENCE 4HE 2ISE OF ,OW 3ELF %STEEM AND THE ,OWERING OF %DUCATIONAL %XPECTATIONS 4HE 4ROUBLE WITH ,IFELONG ,EARNING &% #ANNOT 3AVE THE %CONOMY 4AKING #ONTROL &ASHIONING THE .EW #ITIZEN ,ABOUR S &UEL ,IFELONG ,EARNING 0OLICY AS ,ABOUR 0OWER 0RODUCTION @'ETTING YOUR ,INES 2IGHT 3CRIPTED #OMMUNICATION IN 0ROFESSIONAL #ONTEXTS 0ART 4HE $IMINISHED !CADEMY ! 0ROFESSION IN #RISIS #ORPORATE )NVOLVEMENT IN )NITIAL 4EACHER 4RAINING 4HE -C$ONALDIZATION OF ,ECTURER 4RAINING 4HE 4HERAPEUTIC 4URN IN %DUCATION !CADEMICUS 3UPERCILIOSUS 4HE "EASTS 2EVISITED #HALLENGING 3TUDENTS 0ART 4HE 3TUDY OF %DUCATION 0RACTICE -AKES )MPERFECT 7HY DOES 4RUTH -ATTER #AN %VERYONE BE A 2ESEARCHER 3CHOLARSHIP 2EINSTATED 0OSTSCRIPT 7HAT ARE THE +EY $EBATES IN %DUCATION
%DITED BY $ENNIS (AYES A VISITING 0ROFESSOR IN THE 7ESTMINISTER )NSTITUTE OF %DUCATION /XFORD "ROOKES 5NIVERSITY 5+ X PP (B a 0B a
2OUTLEDGE&ALMER 2EADERS IN %DUCATION 4HIS AUTHORITATIVE SERIES OF 2EADERS PROVIDE A RICH RESOURCE OF SOME OF THE MOST INm UENTIAL CHAPTERS AND ARTICLES FROM LEADING BOOKS AND JOURNALS WITHIN EDUCATION %ACH 2EADER OFFERS UNDERGRADUATE AND POSTGRADUATE STUDENTS THE OPPORTUNITY TO REVIEW AND REm ECT UPON THE KEY ISSUES THEY FACE IN THEIR STUDIES )NTRODUCED AND EDITED BY SOME OF THE LEADING l GURES IN THEIR l ELDS THESE 2EADERS ARE A LIVELY AND INFORMATIVE ROUTE MAP TO FURTHER READING AND UNDERSTANDING MAKING THEM AN IDEAL COURSE COMPANION
4HE 2OUTLEDGE 2EADER IN %ARLY #HILDHOOD %DUCATION %ARLY 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 4HE PURPOSE OF THIS 2EADER IS TO EXAMINE CHANGE TRANSFORMATION AND CONTINUITY
R AND TO PRESENT INDICATIVE SCHOLARSHIP IN RELATION TO l VE KEY THEMES THEORETICAL PERSPECTIVES ON LEARNING CURRICULUM AND PEDAGOGY PLAY POLICY AND PROFESSIONALISM AND RESEARCH METHODS 7ITHIN EACH THEME THE READINGS HAVE BEEN CHOSEN TO EXEMPLIFY NATIONAL AND INTERNATIONAL PERSPECTIVES AND TRENDS 4HIS 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 %DITED BY %LIZABETH 7OOD IS 0ROFESSOR OF %DUCATION AT THE 5NIVERSITY OF %XETER 5+ X PP (B a 0B a
3ELECTED #ONTENTS )NTRODUCTION #ONTESTATION 4RANSFORMATION AND 2E #ONCEPTUALISATION IN %ARLY #HILDHOOD %DUCATION 4HEME 4HEORETICAL 0ERSPECTIVES ON ,EARNING #URRICULUM AND 0EDAGOGY )NTRODUCTION FROM @0LAY IN THE )NFANTS 3CHOOL % 2 "OYCE -ETHUEN &LEER - 4HE #ULTURAL #ONSTRUCTION OF #HILD $EVELOPMENT #REATING )NSTITUTIONAL AND #ULTUTRAL )NTERSUBJECTIVITY )NTERNATIONAL *OURNAL OF %ARLY 9EARS %DUCATION 3OLER * -ILLER , 4HE 3TRUGGLE FOR %ARLY #HILDHOOD #URRICULA ! #OMPARISON OF THE %NGLISH &OUNDATION 3TAGE #URRICULUM 4E 7HARIKI AND 2EGGIO %MILIA 4HE )NTERNATIONAL *OURNAL OF %ARLY 9EARS %DUCATION 6OL .O 4AYLOR AND &RANCIS "ROOKER , ,EARNING (OW TO ,EARN 0ARENTAL %THNOTHEORIES AND 9OUNG #HILDREN S 0REPARATION FOR 3CHOOL 4HE )NTERNATIONAL *OURNAL OF %ARLY 9EARS %DUCATION
6OL .O 4AYLOR AND &RANCIS 4HEME 0LAY !DVANCES IN 4HEORY AND 0RACTICE .EWMAN & AND (OLZMAN , 0LAYING IN WITH THE :0$ FROM ,EV 6YGOTSKY 2EVOLUTIONARY 3CIENTIST 2OUTLEDGE *ANSON 5 4OGETHERNESS AND $IVERSITY IN 0RE SCHOOL 0LAY 4HE )NTERNATIONAL *OURNAL OF %ARLY 9EARS %DUCATION
6OL .O 4AYLOR AND &RANCIS -ARSH * @"UT ) WANT TO &LY 4OO 'IRLS AND 3UPERHERO 0LAY IN THE )NFANT #LASSROOM 'ENDER AND %DUCATION 6OL .O 4AYLOR &RANCIS 3AWYERS * AND #ARRICK . 3YMBOLIC 0LAY THROUGH THE %YES AND 7ORDS OF #HILDREN FROM 0LAY AND %DUCATIONAL 4HEORY AND 0RACTICE %D ,YTLE $ !BLEX 0UBLISHING #ORPORATION 5 3 { 4HEME 0OLICY 'ENERATION AND )MPLEMENTATION .EUMAN - 'OVERNANCE OF %ARLY #HILDHOOD %DUCATION AND #ARE 2ECENT $EVELOPMENTS IN /%#$ #OUNTRIES %ARLY 9EARS 6OL .O 4AYLOR &RANCIS 3YLVA + AND 0UGH ' 4RANSFORMING THE %ARLY 9EARS IN %NGLAND /XFORD 2EVIEW OF %DUCATION 6OL .O 4AYLOR &RANCIS "ALL 3 AND 6INCENT # 4HE @#HILDCARE #HAMPION .EW ,ABOUR 3OCIAL *USTICE AND THE #HILDCARE -ARKET "RITISH %DUCATIONAL 2ESEARCH *OURNAL 6OL .O 4AYLOR &RANCIS 2OSEMBERG & #HILDHOOD AND SOCIAL INEQUALITY IN "RAZIL IN ( 0ENN %D 5NEQUAL #HILDHOODS 9OUNG #HILDREN S ,IVES IN 0OOR #OUNTRIES ,ONDON 2OUTLEDGE #HAPTER PP 4HEME 0ROFESSIONALISM AND 0ROFESSIONALISATION $UNCAN * -ISPLACING THE 4EACHER .EW :EALAND %ARLY #HILDHOOD 4EACHERS AND %ARLY #HILDHOOD %DUCATION 0OLICY 2EFORMS
#ONTEMPORARY )SSUES IN %ARLY #HILDHOOD %DUCATION 6OL .O 3YMPOSIUM *OURNALS /SGOOD * 0ROFESSIONALISM AND 0ERFORMATIVITY THE &EMINIST #HALLENGE &ACING %ARLY 9EARS 0RACTITIONERS %ARLY 9EARS 6OL .O 4AYLOR &RANCIS 4HEME 2ESEARCH -ETHODS !GENCY AND 6OICE 3UMSION * #RITICAL 2Em ECTIONS ON THE %XPERIENCES OF A -ALE %ARLY #HILDHOOD 7ORKER 'ENDER AND %DUCATION 6OL .O 2OUTLEDGE &ARRELL ! 4AYLER # AND 4ENNENT , "UILDING 3OCIAL #APITAL IN %ARLY #HILDHOOD %DUCATION AND #ARE !N !USTRALIAN STUDY "RITISH %DUCATIONAL 2ESEARCH *OURNAL 6OL .O 4AYLOR &RANCIS -ONTGOMERY ( 'ENDERED #HILDHOODS ! CROSS $ISCIPLINARY /VERVIEW 'ENDER AND %DUCATION
6OL .O 2OUTLEDGE
4HE 2OUTLEDGE&ALMER 2EADER IN 'ENDER AND %DUCATION %DITED BY -ADELEINE !RNOT 5NIVERSITY OF #AMBRIDGE 5+ AND -AIRTIN -AC AN 'HAILL 5NIVERSITY OF "IRMINGHAM 5+ 3ELECTED #ONTENTS 0ART 'ENDER AND %DUCATIONAL 4HEORY 'ENDER 4HEORY AND 2ESEARCH IN %DUCATION -ODERNIST 4RADITIONS AND %MERGING #ONTEMPORARY 4HEMES 4ROUBLING "OYS AND $ISTURBING $ISCOURSES ON -ASCULINITY AND 3CHOOLING ! &EMINIST %XPLORATION OF #URRENT $EBATES AND )NTERVENTIONS #ONCERNING "OYS IN 3CHOOL %DUCATION AND 'ENDER )DENTITY 3EEKING &RAMEWORKS OF 5NDERSTANDING 0ART $IFFERENCE AND 0OWER 0ERFORMATIVE !CTS AND 'ENDER #ONSTITUTION !N %SSAY IN 0HENOMENOLOGY AND &EMINIST 4HEORY )DENTITY !BJECTION AND /THERNESS #REATING THE 3ELF #REATING $IFFERENCE -ASCULINE $OMINATION 0ERMANENCE AND #HANGE 4HE "IG 0ICTURE -ASCULINITIES IN 2ECENT 7ORLD (ISTORY 0ART )DENTITY 7ORK @3PICE 'IRLS .ICE 'IRLS 'IRLIES AND 4OMBOYS 'ENDER $ISCOURSES 'IRLS #ULTURES AND &EMININITIES IN THE 0RIMARY #LASSROOM @,ADS AND ,AUGHTER (UMOUR AND THE 0RODUCTION OF (ETEROSEXUAL (IERARCHIES 'ENDER BLIND 2ACISM IN THE %XPERIENCE OF 3CHOOLING AND )DENTITY &ORMATION 0ART +NOWLEDGE AND 0EDAGOGY "OYS DON T 7RITE 2OMANCE 4HE #ONSTRUCTION OF +NOWLEDGE AND 3OCIAL 'ENDER )DENTITIES IN %NGLISH #LASSROOMS "EYOND THE "IRDS AND THE "EES #ONSTITUTING A $ISCOURSE OF %ROTICS IN 3EXUALITY %DUCATION 0OWER "ODIES AND )DENTITY (OW $IFFERENT &ORMS OF 0HYSICAL %DUCATION #ONSTRUCT 6ARYING -ASCULINITIES AND &EMININITIES IN 3ECONDARY 3CHOOLS -ASCULINITY
6IOLENCE AND 3CHOOLING #HALLENGING 0OISONOUS 0EDAGOGIES 0ART 2Em EXIVITY AND 2ISK 7ORKING /UT )NTIMACY 9OUNG 0EOPLE AND &RIENDSHIP IN AN !GE OF 2Em EXIVITY 5NEASY (YBRID 0SYCHOSOCIAL !SPECTS OF "ECOMING %DUCATIONALLY 3UCCESSFUL FOR 7ORKING #LASS 9OUNG 7OMEN 0ROJECT 4RANSITIONS TO 7OMANHOOD .OMADIC 3UBJECTS 9OUNG "LACK 7OMEN IN "RITAIN 0ART 'ENDER AND #ITIZENSHIP #ITIZENSHIP %DUCATION AND 'ENDER #ITIZENSHIP AND THE 3ELF -ADE 'IRL
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4HE 2OUTLEDGE&ALMER 2EADER IN %DUCATION 0OLICY AND 0OLITICS %DITED BY "OB ,INGARD 5NIVERSITY OF %DINBURGH 5+ AND *ENNY /ZGA 5NIVERSITY OF %DINBURGH 5+ 3ELECTED #ONTENTS 3ECTION 4HE 'LOBAL &RAMING OF %DUCATION 0OLICY AND 0OLITICS 0OSTMODERNITY AND 2EVISIONING THE 0OLITICAL $EBATING 'LOBALISATION AND %DUCATION AFTER 3EPTEMBER TH "IG 0OLICIES 3MALL 7ORLD !N )NTRODUCTION TO )NTERNATIONAL 0ERSPECTIVES IN %DUCATION 0OLICY 3PECIFYING 'LOBALIZATION %FFECTS ON .ATIONAL 0OLICY ! &OCUS ON THE -ECHANISMS 'OVERNING %DUCATION %DUCATIONAL 0OLITICS AND 0OLICY 3ECTION 6ERNACULAR 0OLITICS 0OLICIES AND 0ROCESSES !FTER THE -ARKETPLACE %VIDENCE 3OCIAL 3CIENCE AND %DUCATIONAL 2ESEARCH 'LOBALIZATION AND %DUCATIONAL 0OLICY -AKING ! #ASE 3TUDY 3WEDISH %UROPEAN 'LOBAL 4HE 4RANSFORMATION OF THE 3WEDISH 7ELFARE 3TATE .ATIONAL AND 'LOBAL #OMPETITION IN (IGHER %DUCATION %DUCATION .ATION 3TATES AND THE 'LOBALISATION OF )NFORMATION .ETWORKS 5NRAVELLING A @3PUN 0OLICY ! #ASE 3TUDY OF THE #ONSTITUTIVE 2OLE OF @3PIN IN THE %DUCATION 0OLICY 0ROCESS 0UBLIC !CCOUNTABILITY IN THE !GE OF .EO ,IBERAL 'OVERNANCE 2EALISING 0OLICY 4HE 7HO AND (OW OF 0OLICY 0RODUCTION 0OLITICS OF 3OCIAL 0ARTNERSHIPS ! &RAMEWORK FOR 4HEORIZING "OURDIEU AS %DUCATION 0OLICY !NALYST AND %XPERT ! 2ICH BUT !MBIGIOUS ,EGACY
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4HE 2OUTLEDGE&ALMER 2EADER IN 3OCIOLOGY OF %DUCATION %DITED BY 3TEPHEN * "ALL )NSTITUTE OF %DUCATION 5NIVERSITY OF ,ONDON 5+ @4HIS IS A WELCOME EDITION TO THE RESOURCES OF TEACHERS IN THE l ELD COVERING A BROAD RANGE OF CONCERNS IN THE SOCIOLOGY OF EDUCATION "RITISH *OURNAL OF %DUCATIONAL 3TUDIES
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3ELECTED #ONTENTS 4HE 3OCIOLOGY OF EDUCATION 3 * "ALL 4HE FORMS OF CAPITAL 0 "OURDIEU L &INDING OR LOSING YOURSELF 7ORKING CLASS RELATIONSHIPS TO EDUCATION $ 2EAYY %DUCATION
GLOBALISATION AND ECONOMIC DEVELOPMENT 0 "ROWN ( ,AUDERR 'LOBALISATION THE ,EARNING 3OCIETY AND #OMPARATIVE %DUCATION 0 *ARVIS 4HE SOCIAL CONSTRUCTION OF YOUTHFUL MASCULINITIES / $ONNELL 3HARPE 4HE DISCURSIVE PRODUCTION OF MALE FEMALE DUALISM IN SCHOOL SETTINGS " $AVIES 0ERFORMATIVES AND FABRICATIONS IN THE EDUCATION ECONOMY 3 * "ALL 4HE CAPITALIST STATE AND PUBLIC POLICY FORMATION &RAMEWORK FOR A POLITICAL L SOCIOLOGY OF EDUCATIONAL POLICY MAKING # 4ORRES #ULTURAL POLITICS AND THE TEXT - 7 !PPLE 3OCIAL CLASS AND PEDAGOGIC PRACTICE " "ERNSTEIN 4HE RECONSTRUCTION OF PRIMARY TEACHERS IDENTITIES 0 7OODS " *EFFREYY 4EACHERS DOING THEIR ECONOMIC WORK * 3MYTH ' 3HACKLOCK 3CHOOLS FAMILIES AND ACADEMICALLY ABLE STUDENTS CANTRASTING MODES OF K INVOLVEMENT IN SECONDARY EDUCATION 3 0OWER ' 7HITTY 4 %DWARDS 6 7IGFALL 4OWARDS A SOCIOLOGY OF LEARNING IN PRIMARY SCHOOLS ! 0OLLARD
4HE 2OUTLEDGE&ALMER 2EADER IN -ULTICULTURAL %DUCATION #RITICAL 0ERSPECTIVES ON 2ACE 2ACISM AND %DUCATION %DITED BY $AVID 'ILLBORN )NSTITUTE OF %DUCATION 5NIVERSITY OF ,ONDON
5+ AND 'LORIA ,ADSON "ILLINGS 7ISCONSIN 5NVERSITY 53!
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3ELECTED #ONTENTS 0ART 4HEORIES -AKING 3ENSE OF 2ACE 2ACISM AND %DUCATION /N THE 4HEORETICAL 3TATUS OF THE #ONCEPT OF 2ACE 2ACE +NOWLEDGE #ONSTRUCTION AND %DUCATION IN THE 53! ,ESSONS FROM (ISTORY !NTI 2ACISM &ROM 0OLICY TO 0RAXIS *UST 7HAT IS #RITICAL 2ACE 4HEORY AND 7HAT S )T $OING IN A .ICE &IELD LIKE %DUCATION 0ART )DENTITIES 2ACE %THNICITY #LASS 'ENDER 3EXUALITY $YSCONCIOUS 2ACISM )DEOLOGY )DENTITY AND THE -ISEDUCATION OF 4EACHERS )DENTITY 4RAPS OR (OW "LACK 3TUDENTS &AIL 4HE )NTERACTIONS BETWEEN "IOGRAPHICAL 3UB #ULTURAL AND ,EARNER )DENTITIES ,OOSE #ANONS %XPLODING THE -YTH OF THE "LACK -ACHO ,AD 4HE 3OULS OF 7HITE &OLK #RITICAL 0EDAGOGY 7HITENESS 3TUDIES AND 'LOBALIZATION $ISCOURSE 0ART 0RACTICES ,IFE IN 3CHOOL 'OOD "AD AND .ORMAL 4EACHERS 4HE %XPERIENCES OF 3OUTH !SIAN #HILDREN (OW 7HITE 4EACHERS #ONSTRUCT 2ACE #RITICAL -ULTICULTURAL %DUCATION AND 3TUDENTS 0ERSPECTIVES "LACK 7OMEN IN %DUCATION ! #OLLECTIVE -OVEMENT FOR 3OCIAL #HANGE 0ART -ETHODS $OING #RITICAL 2ESEARCH "ETWEEN .EO AND 0OST #RITIQUE AND 4RANSFORMATION IN #RITICAL %DUCATIONAL 3TUDIES 4HE 3ILENCED $IALOGUE 0OWER AND 0EDAGOGY IN %DUCATING /THER 0EOPLE S #HILDREN 4HE -YTH OF .EUTRALITY IN %DUCATIONAL 2ESEARCH 4HE 0OWER TO +NOW /NE 4HING IS .EVER THE 0OWER TO +NOW !LL 4HINGS -ETHODOLOGICAL .OTES ON 4WO 3TUDIES OF "LACK !MERICAN 4EACHERS
4HE 2OUTLEDGE&ALMER 2EADER IN THE 0HILOSOPHY OF %DUCATION %DITED BY 7ILFRED #ARR 5NIVERSITY OF 3HEFl ELD 5+
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3ELECTED #ONTENTS )NTRODUCTION 7HAT IS THE 0HILOSOPHY OF %DUCATION 0ART 0HILOSOPHY AND %DUCATION 0HILOSOPHY AND %DUCATIONAL 0OLICY 0OSSIBILITIES 4ENSIONS AND 4ASKS 0HILOSOPHY AND %DUCATION &EMINISM %PISTEMOLOGY AND %DUCATION 0ART 4HE !IMS OF %DUCATION !UTONOMY AS AN %DUCATIONAL !IM 3ELF $ETERMINATION AS AN %DUCATIONAL !IM 4HE 0OLITICS OF )DENTITY AND %PIPHANIES OF ,EARNING %DUCATION THE -ARKET AND THE .ATURE OF 0ERSONAL 7ELL "EING 0ART 0OLITICS AND %DUCATION ,IBERAL 6ALUES AND ,IBERAL %DUCATION 4HE 0OLITICS OF $IFFERENCE AND #OMMON %DUCATION 2ETHINKING $EMOCRACY AND %DUCATION 4OWARDS AN %DUCATION OF $ELIBERATIVE #ITIZENS 0ART %DUCATIONAL 0OLICY 7HAT S THE 'OOD OF %DUCATION )MAGINING &UTURES 4HE 0UBLIC 3CHOOL AND 0OSSIBILITY 4HE ,IMITS OF !ESTHETIC 3EPARATISM ,ITERARY %DUCATION AND -ICHAEL /AKESHOTT S 0HILOSOPHY OF !RT )NCLUSION VS &AIRNESS 0ART 4HE -ORAL $IMENSIONS OF 4EACHING %DUCATION AS A -ORAL 0RACTICE 0ARTS OF *UDGEMENT 4HE 2EVIVAL OF 0RACTICAL 7ISDOM -ORAL ,ANGUAGE AND 0EDAGOGICAL %XPERIENCE %THICS "EFORE %QUALITY -ORAL %DUCATION AFTER ,EVINAS
4HE 2OUTLEDGE&ALMER 2EADER IN THE (ISTORY OF %DUCATION %DITED BY 'ARY -C#ULLOCH )NSTITUTE OF %DUCATION 5NIVERSITY OF ,ONDON 5+ 3ELECTED #ONTENTS 0ART (IGHER %DUCATION 3OCIAL #ONTROL AND )NTELLECTUAL %XCELLENCE /XBRIDGE AND %DINBURGH 'OING TO 5NIVERSITY IN %NGLAND BETWEEN THE 7ARS !CCESS AND &UNDING 0ART )NFORMAL !GENCIES OF %DUCATION /N ,ITERACY IN THE 2ENAISSANCE 2EVIEW AND 2Em ECTIONS 4HROUGH #IGARETTE #ARDS TO -ANLINESS "UILDING 'ERMAN #HARACTER WITH AN )NFORMAL #URRICULUM 3CHOOLGIRL TO #AREER 'IRL 4HE #ITY AS %DUCATIVE 3PACE 0ART 3CHOOLING THE 3TATE AND ,OCAL 'OVERNMENT &AMILY &ORMATION 3CHOOLING AND THE 0ATRIACHAL 3TATE 4ECHNICAL %DUCATION AND 3TATE &ORMATION IN .INETEENTH #ENTURY %NGLAND AND &RANCE 4O "LAISE THE 4RAIL FOR 7OMEN TO &OLLOW !LONG 3EX 'ENDER AND THE 0OLITICS OF %DUCATION ON THE ,ONDON 3CHOOL "OARD 0ART %DUCATION 3OCIAL #HANGE AND 3OCIAL -OBILITY #AN %DUCATION #HANGE 3OCIETY 3CHOOLING AS AN )MPEDIMENT TO 3OCIAL -OBILITY IN .INETEENTH AND 4WENTIETH #ENTURY "RITAIN 0ART #URRICULUM %TON IN )NDIA 4HE )MPERIAL $IFFUSION OF A 6ICTORIAN %DUCATIONAL %THIC #ATHOLIC )Nm UENCE AND THE 3ECONDARY 3CHOOL #URRICULUM IN )RELAND
0ART 4EACHERS AND 0UPILS 4HE 3YMBIOTIC %MBRACE !MERICAN )NDIANS
7HITE %DUCATORS AND THE 3CHOOL S S #LASSROOM 4EACHERS AND %DUCATIONAL #HANGE 0HILIP 'ARDNER 0ART %DUCATION 7ORK AND THE %CONOMY %NTERING THE 7ORLD OF 7ORK 4HE 4RANSITION FROM 9OUTH TO !DULTHOOD IN -ODERN %UROPEAN 3OCIETY 0OLITICIANS AND %CONOMIC 0ANIC 0ART %DUCATION AND .ATIONAL )DENTITY %DUCATION IN 7ALES ! (ISTORICAL 0ERSPECTIVE 4HERE S .O 0LACE ,IKE (OME %DUCATION AND THE -AKING OF .ATIONAL )DENTITY
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4HE 2OUTLEDGE&ALMER 2EADER IN 3CIENCE %DUCATION %DITED BY *OHN 'ILBERT @4HIS 2EADER ACHIEVES A GREAT DEAL IN PRESENTING A SET OF KEY READINGS R THAT GIVE A GOOD m AVOUR OF THE RANGE OF SCHOLARSHIP IN SCIENCE EDUCATION 0HYSICAL 3CIENCES %DUCATIONAL 2EVIEWS 3ELECTED #ONTENTS )NTRODUCTION 3CIENCE %DUCATION 'LOBAL OR .ATIONAL 0ART 3OME 0RESSURE "EING %XERTED ON 3CIENCE %DUCATION 'LOBALIZATION AND %DUCATION !N )NTRODUCTION 3CIENCE %DUCATION AND %CONOMIC $EVELOPMENT 4RENDS 2ELATIONSHIPS AND 2ESEARCH !GENDA 3CIENCE ,ITERACY 0ART -AINTAINING A #ONTINUITY OF !CHIEVEMENT IN 3CIENCE %DUCATION #ONCEPTUAL #HANGE ! 0OWERFUL &RAMEWORK FOR )MPROVING 3CIENCE 4EACHING AND ,EARNING 4EACHER 4ALK AND -EANING -AKING IN 3CIENCE #LASSROOMS ! 6YGOTSKIAN !NALYSIS AND 2EVIEW 4HE 0LACE OF !RGUMENTATION IN THE 0EDAGOGY OF 3CHOOL 3CIENCE )NTERACTIVE -EDIA AND -ODEL "ASED ,EARNING IN "IOLOGY #ONSTRUCTIVISM %XAMINED 0ART 4RENDS IN 3CIENCE %DUCATION AT .ATIONAL ,EVEL 3CIENCE #OMMUNICATION WITH THE 0UBLIC ! #ROSS # ULTURAL %VENT 4HE )NTERACTION OF 3TUDENT S 3CIENTIl C AND 2ELIGIOUS $ISCOURSES 4WO #ASE 3TUDIES 4HE 0,53 &ACTORS OF &AMILY 3CIENCE 0URPOSES 0ART 3OME )NITATIVES FROM WITHIN 3CIENCE %DUCATION 4IME FOR !CTION 3CIENCE %DUCATION FOR AN !LTERNATIVE &UTURE -UTUALISM ! $IFFERENT !GENDA FOR %NVIRONMENTAL AND 3CIENCE %DUCATION 4HE #ASE &OR THE 5SE OF !NIMALS IN -EDICAL %XPERIMENTS 4HE #ASE !GAINST THE 5SE OF !NIMALS IN -EDICAL %XPERIMENTS 0ART -ANAGING #HANGE IN 3CIENCE %DUCATION 0LANNING $OING AND #OPING WITH #HANGE ! -ODEL FOR !CHIEVING 4EACHER $EVELOPMENT !CTION 2ESEARCH
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4HE 2OUTLEDGE&ALMER 2EADER IN )NCLUSIVE %DUCATION %DITED BY +EITH 4OPPING AND 3HEELAGH -ALONEY
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3ELECTED #ONTENTS )N 3EARCH OF )NCLUSION 0ART #ONCEPTS AND #ONTEXT )NCLUSIVE %DUCATION 4HE )DEALS AND THE 0RACTICE )NCLUSIVE 0RACTICE 7HAT 7HY AND (OW )NCLUSIVE %DUCATION !RE 4HERE ,IMITS 0ART 'ENDER 2ACE $ISABILITY 0OVERTY 3OCIAL #LASS 0UPILS 0ERSPECTIVES ON 4HEIR %DUCATION 3OCIAL "ACKGROUND AND !CHIEVEMENT 4HE #ONTEXT ! 0ROBLEM OF 'ENDER #ONNECTING THE $ISCONNECTED %XPLORING )SSUES OF 'ENDER 2ACE AND 3%. WITHIN AN )NCLUSIVE #ONTEXT 0ART %XCLUSION &ROM 3CHOOL 0ROBLEMS AND #HALLENGES 4HE #HALLENGE OF 4RUANCY AND 3CHOOL !BSENTEEISM 3CHOOL %XCLUSIONS IN THE 5+ .UMBERS 4RENDS AND 6ARIATIONS 0ART !CTION IN 3CHOOLS !DAPTING #URRICULUM AND )NSTRUCTION 0OLICIES FOR 0OSITIVE "EHAVIOUR -ANAGEMENT 0EER AND #ROSS !GE 4UTORING AND -ENTORING 3CHEMES 0ART 0ROMOTING AND -ANAGING 3YSTEMIC #HANGE IN 3CHOOLS 3TANDARDS FOR )NCLUSION 3ELF -ONITORING FOR 3CHOOL )MPROVEMENT 6IRGINIA 7OOLF (IGH 3CHOOL 4HE 4IDE HAS 4URNED ! #ASE STUDY OF /NE )NNER #ITY ,%! -OVING 4OWARDS )NCLUSION 0ART 0OST 3CHOOL 4RANSITION FROM 3CHOOL (OW CAN IT BE )MPROVED %VERYBODY )N 4HE %XPERIENCE OF $ISABLED 3TUDENTS IN &URTHER %DUCATION )NCLUSIVE %DUCATION IN 5NIVERSITIES 7HY IT IS )MPORTANT AND (OW IT CAN BE !CHIEVED
4HE 2OUTLEDGE&ALMER 2EADER IN 4EACHING AND ,EARNING %DITED BY 4ED 7RAGG
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3ELECTED #ONTENTS 0ART %ARLY ,EARNING 0ASSION 0ARADOX AND 0ROFESSIONALISM IN %ARLY 9EARS %DUCATION 3CAFFOLDING ,EARNING THROUGH -EANINGFUL 4ASKS AND !DULT )NTERACTION 2HETORIC AND 2EALITY IN $EVELOPING ,ANGUAGE AND -ATHEMATICS 3KILL 0ART 4EACHING AND ,EARNING 3TRATEGIES )NVESTIGATING 0UPILS 1UESTIONS IN THE 0RIMARY #LASSROOM 4HE 4WO 2S 2ULES AND 2ELATIONSHIPS ,EARNING AND 4EACHING 3TYLES 0ART 4EACHING THE 7IDER #URRICULUM 4HE 0OTENTIAL )MPACT OF THE ,ITERACY (OUR ON THE 4EACHING OF 3CIENCE FOR 4EXT -ATERIAL 4HINKING 3KILLS 4HE 1UESTION OF 'ENERALITY /N THE #ONCEPT OF -ANNER AND ITS 6ISIBILITY IN 4EACHING 0RACTICE 0ART %DUCATION FOR !LL 3HAUN S 3TORY 4ROUBLING $ISCOURCES OF 7HITE 7ORKING #LASS -ASCULINITIES 3CHOOL 4ROUBLE ! -OTHER S "URDEN 0UPIL 0ARTICIPATION AND 0UPIL 0ERSPECTIVE #ARVING A .EW /RDER OF %XPERIENCE 0ART -ANAGING 4EACHING AND ,EARNING 0ERFORMANCE 2ELATED 0AY AND THE 4EACHING 0ROFESSION ! 2EVIEW OF THE ,ITERATURE %FFECTIVE ,EADERSHIP AND $EPARTMENTAL )MPROVEMENT 4HE &EMALE 3ECONDARY (EADTEACHER IN %NGLAND AND 7ALES ,EADERSHIP AND -ANAGEMENT 3TYLES 0ART 4EACHING AND 4EACHER %DUCATION 3TUDENT 4EACHERS AND !TTITUDES TOWARDS 2ACE -ENTORS 0ERCEPTIONS OF THEIR 2OLES IN 3CHOOL "ASED 4EACHER 4RAINING IN %NGLAND AND 'ERMANY 4EACHER 3TRESS $IRECTIONS FOR &UTURE 2ESEARCH
4HE 2OUTLEDGE&ALMER 2EADER IN 0SYCOLOGY OF %DUCATION %DITED BY (ARRY $ANIELS AND !NNE %DWARDS BOTH AT 5NIVERSITY OF "IRMINGHAM 5+ @)T IS A TEXT THAT OFFERS ADDED VALUE TO THE EXISTING LITERATURE DUE TO ITS COLLECTED AND FOCUSED NATURE 4HIS 2EADER FULl R LS ITS AIMS AND OFFERS INSIGHT INTO KEY AREAS "RITISH *OURNAL OF %DUCATIONAL 3TUDIES
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3ELECTED #ONTENTS 0ART !SSESSMENT 4HEORETICAL )SSUES AND 0ROFESSIONAL 3OLUTIONS !SSESSMENT OF !FFECTIVE AND -OTIVATIONAL !SPECTS OF 2EADING $REAMS 3TRATEGIES AND 3YSTEMS 0ORTRAITS OF !SSESSMENT 0AST 0RESENT AND &UTURE 0ART ,ANGUAGE ,ANGUAGE 4ALK )S %XPLORATORY 4ALK 0RODUCTIVE 4ALK 0ART -OTIVATION 7AYS OF 5NDERSTANDING -OTIVATION 4RACKING THE $EVELOPMENT OF ,EARNING $ISPOSITIONS 0ART #OGNITION AND $EVELOPMENT -ODELS OF #OGNITION IN #HILDHOOD -ETAPHORS !CHIEVEMENTS AND 0ROBLEMS #OGNITIVE $EVELOPMENT .O 3TAGES 0LEASE 6YGOTSKY 4UTORING AND ,EARNING 0ART )NTELLIGENCE 4HE 6ERTICAL -IND 3OCIALIZING )NTELLIGENCE
4HE 2OUTLEDGE&ALMER 2EADER IN (IGHER %DUCATION %DITED BY -ALCOLM 4IGHT ,ANCASTER 5NIVERSITY 5+ @! REALLY USEFUL AND COMPREHENSIVE VOLUME ON KEY ISSUES SURROUNDING HIGHER EDUCATION AND WHICH REm ECTS MANY RECENT CHANGES IN THE l ELD SUCH AS THE EFFECT OF PRESSURES OF ASSESSMENT IN UNDERGRADUATE COURSES THE VALIDITY OF STUDENT EVALUATION OF TEACHING AND PERFORMANCE BASED FUNDING 4HE 3CIENTIl C AND -EDICAL .ETWORK 2EVIEW 3ELECTED #ONTENTS (IGHER %DUCATION AS A &IELD OF 2ESEARCH @#LASSIl CATION AND @*UDGEMENT 3OCIAL #LASS AND THE @#OGNITIVE 3TRUCTURES OF #HOICE IN (IGHER %DUCATION -ISCONCEPTION ABOUT THE ,EARNING !PPROACHES -OTIVATIONS AND 3TUDY 0RACTICES OF !SIAN 3TUDENTS 3TUDENT #RITIC AND ,ITERARY 4EXT ! $ISCUSSION OF @#RITICAL 4HINKING IN A 3TUDENT %SSAY 4HE 0RESSURES OF !SSESSMENT IN 5NDERGRADUATE #OURSES AND THEIR %FFECT ON 3TUDENT "EHAVIOURS !SSESSMENT FOR ,EARNING 4HE $IFFERING 0ERCEPTIONS OF 4UTORS AND 3TUDENTS 4HE 6ALIDITY OF 3TUDENT %VALUATION OF 4EACHING IN (IGHER %DUCATION ,OVE -E ,OVE -Y ,ECTURES 'RADUATE %MPLOYMENT AND 7ORK IN 3ELECTED %UROPEAN #OUNTRIES 4HE 0H$ AND THE !UTONOMOUS 3ELF 'ENDER 2ATIONALITY AND 0OSTGRADUATE 0EDAGOGY #ONCEPTUALISING #URRICULUM #HANGE #OMING TO +NOW IN (IGHER %DUCATION 4HEORISING &ACULTY %NTRY TO .EW 7ORK #ONTEXTS !GENCY #ONTEXT AND #HANGE IN !CADEMIC $EVELOPMENT -OVING 7ITH THE 4IMES !N /RAL (ISTORY OF A 'EOGRAPHY $EPARTMENT #ONCEPTIONS OF 2ESEARCH ! 0HENOMENOGRAPHIC 3TUDY &LIGHTS OF )MAGINATION !CADEMIC 7OMEN "E COM ING 7RITERS +EEPING 5P 0ERFORMANCES !N )NTERNATIONAL 3URVEY OF 0ERFORMANCE "ASED &UNDING IN (IGHER %DUCATION 4HE 2EGULATION OF 4RANSNATIONAL (IGHER %DUCATION IN 3OUTHEAST !SIA #ASE 3TUDIES OF (ONG +ONG -ALAYSIA AND !USTRALIA 'LOBALISATION .EW -ANAGERIALISM
!CADEMIC #APITALISM AND %NTREPRENEURIALISM IN 5NIVERSITIES )S THE ,OCAL $IMENSION 3TILL )MPORTANT )NNOVATION AND )SOMORPHISM ! #ASE 3TUDY OF 5NIVERSITY )DENTITY 3TRUGGLE
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4HE 2OUTLEDGE&ALMER 2EADER IN ,ANGUAGE AND ,ITERACY %DITED BY 4ERESA 'RAINGER #ANTERBURY #HRIST #HURCH 5NIVERSITY 5+ @)T COMBINES INTO ONE EXTENSIVE TEXT A GREAT DEAL OF MATERIAL ON A WIDE RANGE OF APPROACHES TO LITERACY "RITISH *OURNAL OF %DUCATIONAL 3TUDIES 3ELECTED #ONTENTS )NTRODUCTION 4RAVELLING !CROSS THE 4ERRAIN 0ART -APPING THE ,ANDSCAPE OF ,ITERACY 4HE (ISTORY AND &UTURE OF ,ITERACY ,IVING ,ITERACIES IN (OMES AND #OMMUNITIES 'LOBALISATION ,ITERACY #URRICULUM 0RACTICE 0ART %XPLORING ,ITERACY ,EARNING @9OU -ADE IT ,IKE A #ROCODILE ! 4HEORY OF #HILDREN S -EANING -AKING 7HERE ARE THE #HILDHOODS IN #HILDHOOD ,ITERACY !N %XPLORATION IN /UTER 3CHOOL 3PACE ,EARNING AS 0UZZLE 3OLVING 0ART %XPLORING /RAL 4EXTS $EVELOPMENT THROUGH $IALOGUE 'ROUP WORK ,EARNING THROUGH 4ALK $ISCOURSE #ONVERSATION AND #REATIVITY $RAMA ,ITERACIES AND $IFFERENCE 0ART %XPLORING 6ISUAL 4EXTS 3EEING 4HINKING AND +NOWING ! 7ORD ABOUT 0ICTURES 4ELEVISION AND &ILM 0LAYING THE 4EXT 0ART %XPLORING 7RITTEN 4EXTS 2EADING 2IGHTS AND 2ESPONSIBILITIES 4HE 2EADER IN THE 7RITER 7HAT $OES 2ESEARCH 4ELL 5S !BOUT (OW 7E 3HOULD BE $EVELOPING 7RITTEN #OMPOSITION #AN 4EACHERS %MPOWER 0UPILS AS 7RITERS 0OSTSCRIPT 4HE *OURNEY #ONTINUES
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