This book subjects the ongoing reforms in UK education to a rigorous critical interrogation. It takes as its main concerns the introduction of market forces, managerialism and the National Curriculum into the organization of schools and the work of teachers and argues that these reforms are combining to fundamentally reconstruct the work of teaching, to generate and ramify multiple inequalities and to destroy civic virtue in education.
This title aims to make life easier for educators by gathering together the theoretical approaches informing the modern principles and practices of western education. The authors are committed to the view that theory has many practical implications and to its value in supporting, confirming and optimising best practice.
This edition addresses important educational questions. It is designed to represent a coherent, challenging & thoughtful set of articles that will help readers to firm up their own ideas & give a factual basis for discussion & debate.
This book argues that independence in the classroom should be seen as beneficial for learners and also for teachers. Jill Williams makes a compelling case for a climate in which decision making is valued, where children are enabled to solve problems and where children and adults respect each others point of view, arguing that this will be a climate in which independence flourishes. In turn the benefits in terms of teaching and learning will be apparent for both the children and the teachers.
This topical and unique book draws together the three key perspectives on science-society relations: public understanding of science, scientific and public governance, and social theory. The book presents a series of case studies (including the debates on genetically modified foods and the AIDS movement in the USA) to discuss critically the ways in which social theorists, social scientists, and science policy makers deal with science-society relations.
How can Higher Education Institutions (HEIs) position themselves to be competitive in global market economies? How has widening participation affected the marketing of HEIs? What kind of students do employers want in the twenty-first century? The marketing of higher education has become a natural consequence of the market in which HEIs are created and function. The shift from government grant to fee income, the homogenization of institutions under the title, 'University', the rhetoric of diversification and the realization of competition for students based on reputation and brand (academic and otherwise) has driven institutions to embrace the market. This book is unique in considering these matters as well its attempt to examine the relationship between marketing and the education that is being marketed. These issues are global and touch on the very nature of the place of HEIs in society as well as how they need to position themselves to compete. The readership for this book includes those studying higher education management, as well as those interested in higher education policy issues, but it has something of interest for all those engaged in higher education today.
This is the essential resource for trainees and teachers working in the PCET sector who are looking for new and creative ways of engaging and motivating their learners. The book contains 50 brilliant activities that can be used in a variety of settings and applied to different subject areas. The authors give specific details relating to planning, preparation and implementation for each activity and, in addition, suggest a whole range of further variations for each activity to try out too! Key features include: 50 practical and innovative teaching activities Practical tips to get the most from each activity; Variations and subject-specific examples; Thinking Points to encourage reflection; What Next signposts to further reading; A theoretical framework which sets the activities within the context of creativity and innovation.--Back cover.
During the past decade there has been a series of radical changes to the educational system of England and Wales. This book argues that any serious study of these changes has to engage with complex questions about the role of education in a modern liberal democracy. Were these educational changes informed by the needs and aspirations of a democratic society? To what extent will they promote democratic values and ideals? These questions can only be adequately addressed by making explicit the political ideas and the underlying philosophical principles that have together shaped the English educational system. To this end, the book provides a selective history of English education which exposes ...