Teaching and Learning in Higher Education
Perspectives from UCL
Edited by Jason P. Davies and Norbert Pachler
Evaluating Equity and Widening Participation in Higher Education
Edited by Penny Jane Burke, Annette Hayton and Jacqueline Stevenson
Machine Learning and Human Intelligence
The future of education for the 21st century
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.
We are based at the UCL Institute of Education.
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.
Visit ECERS-E, SSTEW and MOVERS for our UK family of Early Years rating scales.
New Titles
Machine Learning and Human Intelligence
The future of education for the 21st century
Intelligence is at the heart of what makes us human, but we invest artificial intelligence (AI) with qualities it does not have. Rosemary Luckin proposes a way to understand the complexity of human intelligence, offering clear-sighted recommendations for how educators can draw on what AI does best to nurture and expand our human capabilities.
Speaking Out against Racism in the University Space
This powerful combination of accounts by minoritized students of their experiences and views, a frame of analysis based on Critical Race Theory, and the personal affinity and empathy with her students of the author, yield valuable insights into racism in higher education institutions, and indicate how it can be tackled.
Teaching and Learning in Higher Education
Perspectives from UCL
Drawing on examples from across the disciplines, this collection demonstrates how UCL has set up initiatives to raise the profile of teaching and give it parity of esteem with research. It explains what staff and students have done to create an environment in which students can learn by discovery, through research-based education.
Evaluating Equity and Widening Participation in Higher Education
This collection considers relationships between research and evaluation, and the ethical and moral dilemmas raised when evaluating equity and widening participation in higher education. The framework of praxis the editors have created helps justify government funding towards university-led equity initiatives and ensure appropriate use of resources.
Faith and Experience in Education
Essays from Quaker perspectives
Twelve Quakers describe how the values of love, truth, justice, equality, peace and community can wholly guide educational practice. Their counter-blast to the reduction of teaching to technical skills, and of child development to a series of tests, shows how these values can inspire all British school sectors, Early Years and HE. For all teachers.
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.