Homework
The evidence
Homework is controversial. Its pros and cons have been and continue to be debated by politicians, educators, parents and children. This new, fully revised and updated edition of Homework: The evidence provides an evidence base that can be used in future considerations of the role of homework in the lives of children and young people.
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The evidence
Homework is controversial. Its pros and cons have been and continue to be debated by politicians, educators, parents and children. This new, fully revised and updated edition of Homework: The evidence provides an evidence base that can be used in future considerations of the role of homework in the lives of children and young people.Personalizing Education
A person-centred approach for children with special educational needs
This book is about enabling children in school who have special needs to be equal partners in the team that determines their education plan, even very young children. Based on empirical research, it shows how person-centred reviews (PCRs) can, with careful and inclusive planning, secure the optimal outcomes for the child.
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A person-centred approach for children with special educational needs
This book is about enabling children in school who have special needs to be equal partners in the team that determines their education plan, even very young children. Based on empirical research, it shows how person-centred reviews (PCRs) can, with careful and inclusive planning, secure the optimal outcomes for the child.Knowledge in education
Why philosophy matters
In recent years ideas about education have polarized: on one side, those stressing facts and disciplines; on the other, those encouraging learners to make their own meaning. But through a fine-grained account of pedagogic practice and subject knowledge Jan Derry provide a means of reconfiguring the issue to transcend this simple opposition.
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Why philosophy matters
In recent years ideas about education have polarized: on one side, those stressing facts and disciplines; on the other, those encouraging learners to make their own meaning. But through a fine-grained account of pedagogic practice and subject knowledge Jan Derry provide a means of reconfiguring the issue to transcend this simple opposition.Second language Learners in International Schools
By 2020 it is estimated that there will be more than ten thousand international schools educating five million students. Native speakers of English, the language of instruction in 90 per cent of these schools, will be in the minority.
The learning needs of second language learners in national education systems differ fundamentally from those of SLLs in the international community. This book argues that SLLs in international schools are better provided for within models of instruction that do not assimilate to any political system; where motivation can come from areas other than wanting to belong to a specific culture; and where students can develop all their languages equitably.
The authors trace the theories underpinning second language learning programmes in international schools and delve into the complexities of teacher relationships and the influence of curriculum agencies on second language learning. Through case studies and vignettes, they argue for establishing a department of Professional English as a Second Language at the centre of the academic life in each school, whose staff will build on the widely acknowledged potential of second language learners and enhance their capabilities in all their languages.
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By 2020 it is estimated that there will be more than ten thousand international schools educating five million students. Native speakers of English, the language of instruction in 90 per cent of these schools, will be in the minority.
The learning needs of second language learners in national education systems differ fundamentally from those of SLLs in the international community. This book argues that SLLs in international schools are better provided for within models of instruction that do not assimilate to any political system; where motivation can come from areas other than wanting to belong to a specific culture; and where students can develop all their languages equitably.
The authors trace the theories underpinning second language learning programmes in international schools and delve into the complexities of teacher relationships and the influence of curriculum agencies on second language learning. Through case studies and vignettes, they argue for establishing a department of Professional English as a Second Language at the centre of the academic life in each school, whose staff will build on the widely acknowledged potential of second language learners and enhance their capabilities in all their languages.
Applied Educational Psychology with 16–25 Year Olds
New frameworks and perspectives for working with young people
This volume is written by applied psychologists for applied psychologists. It aims to provide educational psychologists with advice, practical ideas and technical support to aid and assist them as they newly extend their professional arms to embrace the needs of young adults aged 16 to 25.
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New frameworks and perspectives for working with young people
This volume is written by applied psychologists for applied psychologists. It aims to provide educational psychologists with advice, practical ideas and technical support to aid and assist them as they newly extend their professional arms to embrace the needs of young adults aged 16 to 25.Inclusion and Intersectionality in Visual Arts Education
The collection examines differing and overlapping identities found in higher education in the visual arts. The authors use case studies drawn from visual arts education to show how inclusion debates on race, gender, class and access are extended by adopting intersectional theory. This is a partner to ‘Towards an Inclusive Arts Education’ (2015).
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The collection examines differing and overlapping identities found in higher education in the visual arts. The authors use case studies drawn from visual arts education to show how inclusion debates on race, gender, class and access are extended by adopting intersectional theory. This is a partner to ‘Towards an Inclusive Arts Education’ (2015).
Science for All
A history of the struggle to establish science for all in school curricula in England
The secure position science now occupies in most school curricula has not been achieved without widespread individual, institutional and political debate. Historian of education Edgar Jenkins provides a fascinating account of the long battle to secure a place for science in school curricula in England. This is a journey that takes us from the time the subject was first schooled in the mid-19th century to the introduction of a National Curriculum in 1989, and offers a unique perspective on current and future developments in our primary and secondary schools.
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A history of the struggle to establish science for all in school curricula in England
The secure position science now occupies in most school curricula has not been achieved without widespread individual, institutional and political debate. Historian of education Edgar Jenkins provides a fascinating account of the long battle to secure a place for science in school curricula in England. This is a journey that takes us from the time the subject was first schooled in the mid-19th century to the introduction of a National Curriculum in 1989, and offers a unique perspective on current and future developments in our primary and secondary schools.Reframing Space for Learning
Empowering excellence and innovation in university teaching and learning
The concept, use and experience of ‘space’ in higher education have a deep influence on students and teachers. Reframing Space for Learning uniquely explores space as both a ‘learning place’ that may be physical, virtual, in work or in the field, and a ‘belonging space’ in which all learners can learn, engage, and develop individually and collectively. It describes and analyses how a number of National Teaching Fellows have developed innovative ways of using of place and space for learning across disciplines in higher education. In so doing, they provide practical ideas, inspiration and solutions for practitioners responsible for delivering learning in spaces within and outside universities, nationally and internationally. The National Teaching Fellowship scheme, awarded by the UK’s Higher Education Academy, celebrates and recognizes individuals who have made an outstanding impact on student outcomes and the student profession in higher education.
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