What Should Schools Teach?

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.
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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.

Price: £19.99

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Will the Leopard Change its Spots?

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.
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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.

Price: £12.99

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White Working-Class Boys

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.
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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.

Price: £22.99

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Dynamic Digital Technologies for Dynamic Mathematics: Final Report

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.
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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.

Price: £0.00

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Dynamic Digital Technologies for Dynamic Mathematics: Executive Summary

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.
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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.

Price: £0.00

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The Principal

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.
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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.

Price: £24.99

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Putting the Test in its Place

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.
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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.

Price: £12.99

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Somali Parents and Schooling in Britain

  • Mohamed Kahin
  • Catherine Wallace
Although Somalis are among the largest immigrant communities in Britain, the schooling needs of Somali children have gone mostly unrecognized. This book suggests how to maximize the educational outcomes of Somalis in British schools.
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  • Mohamed Kahin
  • Catherine Wallace
Although Somalis are among the largest immigrant communities in Britain, the schooling needs of Somali children have gone mostly unrecognized. This book suggests how to maximize the educational outcomes of Somalis in British schools.

Price: £19.99

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Sites of Resistance

Gypsies, Roma and Travellers in school, community and the academy

  • Andrew Ryder
This account of Gypsy, Roma and Traveller policy and practice in education, social policy and politics is enriched by biographical narratives, theoretical analysis and the author’s quest for agency for these marginalized groups. It draws on his 25 years’ working as an activist, educationalist and researcher for Gypsy, Roma and Traveller rights.
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Gypsies, Roma and Travellers in school, community and the academy

  • Andrew Ryder
This account of Gypsy, Roma and Traveller policy and practice in education, social policy and politics is enriched by biographical narratives, theoretical analysis and the author’s quest for agency for these marginalized groups. It draws on his 25 years’ working as an activist, educationalist and researcher for Gypsy, Roma and Traveller rights.

Price: £19.99

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Educator Most Extraordinary

The life and achievements of Harry Rée, 1914–1991

  • Jonathan M. Daube
This is the extraordinary story of Harry Rée, ‘the pre-eminent educationalist of the post-War years’. The youngest of eight children, he went to Cambridge and then into teaching, and after ten years as headmaster of Watford Boys’ Grammar School he became a fervent advocate for comprehensives. The first professor appointed at the University of York, he argued for innumerable causes: community education, comprehensives, curricular reform, voluntary suicide, and much else. His life and thought explored such questions as: What can you do if you truly believe in the power of education? What does it mean to live a life committed to public service? Is one person’s compromise another’s sell-out? And what does it mean to be a visionary?
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The life and achievements of Harry Rée, 1914–1991

  • Jonathan M. Daube
This is the extraordinary story of Harry Rée, ‘the pre-eminent educationalist of the post-War years’. The youngest of eight children, he went to Cambridge and then into teaching, and after ten years as headmaster of Watford Boys’ Grammar School he became a fervent advocate for comprehensives. The first professor appointed at the University of York, he argued for innumerable causes: community education, comprehensives, curricular reform, voluntary suicide, and much else. His life and thought explored such questions as: What can you do if you truly believe in the power of education? What does it mean to live a life committed to public service? Is one person’s compromise another’s sell-out? And what does it mean to be a visionary?

Price: £24.99

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