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Assessment for Learning Without Limits
This book draws on the seminal Learning without Limits project which researched learning environments free from the damaging effects of fixed ability labelling, thinking and practices (Hart et al 2004). Alongside the notion of 'transformability' that permeates Learning without Limits, the assumption that intelligence is fixed is at last also being robustly challenged and the door is ajar within English primary schools to consider alternatives to the existing practice of ability grouping and labelling of children by numbers and grades. This book builds on Creating Learning without Limits (Swann et al, 2012) which tells the story of how one primary school community, led by Alison Peacock, worked to build a learning environment that was inclusive and enabling for everyone. The new book includes inspirational stories of practice across many schools where children achieve progress because their teachers have been brave enough to respond to the voices of children and trust them to learn, in keeping with the principles of Learning without Limits.
Creating Learning Without Limits
This book looks at The Wroxham School in Potters Bar, Hertfordshire, which has embraced the' Learning without Limits' approach across the whole school.
Learning Without Limits
This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project at the University of Cambridge, the book features nine vivid case studies (from Year 1 to Year 11) that describe how teachers have developed alternative practices despite considerable pressure on them and on their schools and classrooms.
Sustainable School Transformation
Sustainable School Transformation: An Inside-Out School Led Approach explores how we can best build a truly world class education system. It presents a theoretical and practical case for an alternative approach that combines the rigour of traditional 'top-down' accountability models with the engagement and buy-in of school led 'inside-out' approaches – a combination which can be applied to any school in any context internationally. David Crossley and a range of practitioners and academics draw on their extensive experience of past approaches to school improvement in the UK and US. Rather than reject 'top-down' accountability models, they explore new ways of developing them alongside 'insid...
Where the Peacocks Sing
How far would you travel for love? In her sparkling memoir, journalist Alison Singh Gee learns that love, riches, and a place to call home can be found in the most unexpected places. Alison Singh Gee was a glamorous magazine writer with a serious Jimmy Choo habit, a weakness for five-star Balinese resorts, and a reputation for dating highborn British men. Then she met Ajay, a charming and unassuming Indian journalist, and her world turned upside down. Traveling from her shiny, rapid-fire life in Hong Kong to Ajay's native village, Alison learns that not all is as it seems. Turns out that Ajay is a landed prince (of sorts), but his family palace is falling to pieces. Replete with plumbing iss...
Assessment for Learning Without Limits
This book explores assessment practices that offer an enlightening and enabling view of all learners. Following the demise of national curriculum levels, the book embraces a unique opportunity to change how children are assessed. Rather than simply replacing the old structure with a new one, it focuses instead on enabling children to learn in meaningful ways so that assessment becomes a tool for improvement rather than judgment. Building on two influential research studies, Learning without Limits (Hart et al 2004) and Creating Learning without Limits (Swann et al 2012), the book continues the story of an alternative ‘learning without limits’ pedagogy. Inspired by a relentless focus on e...
Decolonising the History Curriculum
This book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.
Actions of Their Own to Learn
What does it mean to take actions of one’s own to learn? How do human beings create meaning for themselves and with others? How can learners’ active efforts to build knowledge be encouraged and supported? In this edited compilation, scholars from a diverse range of academic and professional backgrounds address these questions, grounded in the conviction that the ability to take effective action of one’s own to learn is itself an essential form of knowledge. In an era of dramatic social, environmental and political change, the need to access vast amounts of information to make decisions demands that learners become active agents in their own knowledge development. Educators are transfor...
Leadership: Being, Knowing, Doing
In an increasingly frenetic world too many leaders have lost sight of the simple yet profound wisdom associated with practical action, otherwise known as phronesis. Phronesis is an ancient Greek word associated with good judgement and good character. At its core, it is about the ability to discern how best to act. Practical wisdom involves acting thoughtfully and virtuously and encouraging others to do the same. Stephen Tierney describes virtue, thought and action – which coalesce in effective leadership – as the Way of Being, Way of Knowing and Way of Doing. Each of the three Ways consist of a number of elements termed the Basics. The Ways of Being: Purpose & Introspection The Ways of K...
Creating Learning without Limits
This book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 200...
