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Author: Denis Lawton
Publisher: Routledge
ISBN: 0415675480
Category : Education
Languages : en
Pages : 178
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Book Description
This book discusses conservative education policies since 1979 by referring to beliefs, values and attitudes. It relates ideology to policies and provides some background about the years before 1979 - definitions of Conservatism and descriptions of Tory beliefs and traditional Conservative views on education. The second part of the book provides a brief outline of the years between the 1944 Education Act and 1979.
Author: Denis Lawton
Publisher: Routledge
ISBN: 0415675480
Category : Education
Languages : en
Pages : 178
Get Book Here
Book Description
This book discusses conservative education policies since 1979 by referring to beliefs, values and attitudes. It relates ideology to policies and provides some background about the years before 1979 - definitions of Conservatism and descriptions of Tory beliefs and traditional Conservative views on education. The second part of the book provides a brief outline of the years between the 1944 Education Act and 1979.
Author: D Lawton
Publisher: Routledge
ISBN: 1136669752
Category : Education
Languages : en
Pages : 178
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Book Description
This book discusses conservative education policies since 1979 by referring to beliefs, values and attitudes. It relates ideology to policies and provides some background about the years before 1979 – definitions of Conservatism and descriptions of Tory beliefs and traditional Conservative views on education. The second part of the book provides a brief outline of the years between the 1944 Education Act and 1979.
Author: Denis Lawton
Publisher: Routledge
ISBN: 9780750703512
Category : Education
Languages : en
Pages : 159
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Book Description
Author: Ian Abbott
Publisher: SAGE
ISBN: 1446271560
Category : Education
Languages : en
Pages : 225
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Book Description
′A splendid read. Via interviews with several Secretaries of State for Education and a supporting analytical commentary, Education Policy provides a fascinating insight and historical appraisal of English policy rationale′ -Dr David Kitchener, Reader in Education, University of Bolton ′This book should be compulsory reading, not only for people interested in the history of education policy but also for policy makers, to remind them of what has gone before′ -Dr Andrew Townsend, University of Nottingham From Butler to Balls and beyond, this essential book illuminates educational issues in England and Wales since WWII, drawing on extensive documentary evidence. Inside you will find in-depth interviews with former Secretaries of State for Education and other key decision-makers, including: - Ed Balls - David Blunkett - Michael Gove - Alan Johnson - Ruth Kelly The interviews cover the historical context of their period of office and the lasting legacy of their policies. This is a must-read for Masters-level students on Education courses and PGCE programmes, and will be valuable to undergraduates studying modern history and social policy. Ian Abbott is Director of the Warwick Institute of Education. Mike Rathbone was previously Director of Continuing Professional Development in the Institute of Education. Phil Whitehead is the course leader for the secondary PGCE (Teach First). All are at the University of Warwick.
Author: Clyde Chitty
Publisher: Routledge
ISBN: 1134555415
Category : Education
Languages : en
Pages : 196
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Book Description
Understanding Schools and Schooling provides students with the knowledge about school policy and process that they need in order to address and respond to current trends and discourses in critical, well-informed ways that will enhance their teaching and job satisfaction. The book presents issues, questions and dilemmas and invites the reader to find their own answers through guided activities, discussion with colleagues and further reading. The book provides a philosophical context for teachers' developing classroom practice and empowers them to participate fully in local and national debate about the nature, purposes and future of compulsory education in the UK and elsewhere.
Author: Albert Victor Kelly
Publisher: SAGE
ISBN: 9781412900270
Category : Education
Languages : en
Pages : 276
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Book Description
Praise for the Previous Edition ` This book will be a welcome addition to current educational debate and will be of particular interest to senior managers within schools and those involved with policy-making from the highest level down' - Educational Review This book has been regularly revised and updated since it was first published in the mid-1970s. A V Kelly's classic work on curriculum focuses on the philosophical and political dimensions of curriculum; and especially on the implications for schools and societies of various forms of curriculum.
Author: Sue Faragher
Publisher: SAGE
ISBN: 1473908531
Category : Education
Languages : en
Pages : 213
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Book Description
Understanding assessment and being able to use it effectively is at the heart of successful primary teaching. Aware of current policy and research, this book looks at the role and purpose of assessment within education, as well as providing detailed practical guidance on the main types of classroom assessment, including formative, summative, formal and informal methods. Real classroom examples and activities illustrate the practical uses, benefits, and limitations of each form of assessment, enabling you to feel confident about implementing these strategies in your own teaching. Coverage includes: The assessment planning cycle Innovative forms of assessment, including portfolios, debates, role play and mind mapping Assessment of learners with diverse needs, including SEN and EAL The use of technology in assessment Engaging children through self-assessment and peer-assessment This is essential reading for all primary initial teacher education courses, including university-based (PGCE, PGDE, BA QTS, BEd), school-based (SCITT, School Direct, Teach First) and employment-based routes into teaching, and beginning teachers. Sue Faragher is Head of Al Basma British School, a large private school in Abu Dhabi.
Author: Rob Halsall
Publisher: Routledge
ISBN: 1134089627
Category : Education
Languages : en
Pages : 162
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Book Description
This is a review of the chaotic provision that exists in the UK regarding education and training for courses for the 14-19 age-group. The authors set current provision in an historical context and then examine inconsistencies and paradoxes in recent policy directions.
Author: Peter Yeandle
Publisher: Manchester University Press
ISBN: 1847799981
Category : History
Languages : en
Pages : 245
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Book Description
Citizenship, nation, empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching, but rather a carefully crafted curriculum for all children which fused civic as well as imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, nation, empire is a timely study of the formative influences that shaped the history curriculum in English schools
Author: James F Donnelly
Publisher: SAGE
ISBN: 9780761964445
Category : Education
Languages : en
Pages : 204
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Book Description
Who wants to change school science education and why? What mechanisms exist to effect change? What implications do they have for teachers' professionalism? These are the principal questions explored in this book. The authors focus on strategies for effecting change, including decentralized and statutory mechanisms, and the use of systems of assessment. The authors question the effectiveness of centralized programmes in improving the quality of students' science education. They suggest that this arises from a failure to acknowledge the contribution that the science teaching profession must make to reform. They argue that sustained and effective change, embodying improvements in standards, depends upon promoting the initiativ
