Books

Narratives of women of colour surviving and thriving in British academia

• Deborah Gabriel
• Shirley Anne Tate

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.

• Moses Oketch

African governments and donor partners have long regarded investment in education as being central to economic growth in the region – but this investment is yet to achieve rapid economic improvement. Why is that? And what should be done to better realize that goal? In this lecture Professor Oketch addresses the compelling narrative of human capital theory – the doctrine, underpinning public policy world-wide, that investment in education is instrumental for economic growth – and what we can learn from its application in sub-Saharan Africa. Drawing on evidence from across several different aspects of education policy, he argues that however commanding the theory is, it remains tacit if the actual implementation of policies isn’t effective.

Educational opportunities, motivation and attainment in times of social change

• Ingrid Schoon
• Rainer K. Silbereisen

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.

Disciplines, subjects and the pursuit of truth

• Alex Standish
• Alka Sehgal Cuthbert

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.

A new model of inspection for Ofsted

• Frank Coffield

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.

Teachers matter

• Mary-Claire Travers

The book traces the educational trajectories of 15 white working-class boys who have succeeded academically. A unique contribution to the study of social mobility and justice, it offers policymakers, education researchers and teacher educators approaches for tackling long-standing issues of white working-class boys’ academic underachievement.

Implications for teachers’ knowledge and practice

• Alison Clark-Wilson
• Celia Hoyles

This report summarises the outcomes of the Nuffield Foundation funded 2014–17 project ‘Developing teachers’ mathematical knowledge for teaching and classroom use of technology through engagement with key mathematical concepts using dynamic digital technology’. The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research.

Implications for teachers’ knowledge and practice

• Alison Clark-Wilson
• Celia Hoyles

This report summarises the outcomes of the Nuffield Foundation funded 2014–17 project ‘Developing teachers’ mathematical knowledge for teaching and classroom use of technology through engagement with key mathematical concepts using dynamic digital technology’. The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research. The full Final Report is available as a separate publication, ISBN 9781782772217.

Power and professionalism in FE

• Maire Daley
• Kevin Orr
• Joel Petrie

Using Machievelli’s ‘The Prince’ as a metaphor, the contributors stringently examine how power is exercised and experienced in the Further Education sector and where it is leading. Playfully but with fierce commitment to FE, they consider adult education and the FE systems throughout the UK and in Ireland and Australia.

Teaching well and keeping the number crunchers quiet

• Jon Berry

Schools visited by Jon Berry demonstrate that in schools which collectively abide by the principles of teaching and learning, and not marketization, students achieve well. His research shows that we can still teach with creativity, energy and innovation, and that resistance to a regime of teaching to the test is both possible and rewarding.