Mandarin Chinese Teacher Education
Issues and solutions
Edited by Fotini Diamantidaki, Lin Pan and Katharine Carruthers
Enhancing Learning and Teaching with Technology
What the research says
Edited by Rosemary Luckin
Catalyst
An evidence-informed, collaborative professional learning resource for teacher leaders and other leaders working within and across schools
by Louise Stoll, Carol Taylor, Karen Spence-Thomas and Chris Brown
UCL IOE Press
UCL IOE Press and its imprint, Trentham Books, publish books, eBooks, open-access titles, and journals in the field of education and related areas of social science and professional practice. Our publications are rooted in a commitment to careful analysis and social justice.
Visit our journals page to see our open-access titles which include the London Review of Education, Research for All, and the relaunched International Journal of Development Education and Global Learning.
We are based at the UCL Institute of Education.
New Titles
Catalyst
An evidence-informed, collaborative professional learning resource for teacher leaders and other leaders working within and across schools
Catalyst is designed to support and promote the change, professional learning and development of groups of teacher leaders, both within and across schools. It consists of two sets of evidence-informed resource cards and a clear and detailed facilitator guide.
Mandarin Chinese Teacher Education
Issues and solutions
This groundbreaking collection draws on classroom-based research to investigate the impact of varied approaches to teaching Mandarin in English-speaking schools. It will be useful for PGCE Mandarin students, teacher trainers and those involved in the development of Mandarin Chinese in schools across the UK and further afield.
Equalities and Inequalities in the English Education System
The aim of this book is to develop a more coherent account of how social categories such as gender, race, dis-ability, intelligence, sexuality and class function in education. This task has the potential to transform our understandings of these matters and hence our educational practices.
Black British Graduates
Untold stories
Ten British graduates of African Caribbean heritage review their compulsory and post-compulsory education and their careers. They relate how they navigated the obstructions and microaggressions encountered while pursuing academic qualifications and discuss their choices of employment. A key text for education studies and teacher training courses.
Enhancing Learning and Teaching with Technology
What the research says
Educational technology is growing fast, with educational institutions more than ever looking for the best ways to use to support learning. This is an accessible introduction to the issues important for teachers and other educational professionals.
Inside the Ivory Tower
Narratives of women of colour surviving and thriving in British academia
The perspectives, experiences and career trajectories of women of colour in British academia reveal a space dominated by whiteness and patriarchy. Facing daily experiences that range from subtle microagressions to overt racialized and gendered abuse, the contributors describe how they are compelled to develop strategies for survival and success.
Pathways to Adulthood
Educational opportunities, motivation and attainment in times of social change
This book brings together research by leading experts and young scholars in psychology, sociology, economics, social policy and education to investigate how social inequality, individual motivation and social change make a difference to young people as they negotiate their transition to adulthood.
What Should Schools Teach?
Disciplines, subjects and the pursuit of truth
The blurring of the distinctions between pedagogy and curriculum, and experience and knowledge, has resulted in a generation of teachers who are confused about the part that each of these plays in the education of children. Schools may still teach through subjects, but there is little consensus about what constitutes a subject and what they are for. The aim of this book is to contribute to a more robust rationale for, and understanding of, what schools should teach – the curriculum. This is not to dismiss the significance of pedagogy, how children learn or the personal knowledge and experiences they bring to the classroom. Rather, to become a successful teacher depends upon understanding the respective roles of each. But the curriculum – what to teach – is logically prior to how to teach it. There is no more important question in education.
Will the Leopard Change its Spots?
A new model of inspection for Ofsted
Ofsted’s methods are invalid, unreliable and unjust. What is to be done? The author presents a new model based on five principles: education as growth; trust rather than fear; challenge matched by support; dialogue; and appreciative inquiry. When used in the way he suggests, they can dispense with league tables and grades.