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Teaching and Learning in the Twenty-first Century
As we begin the twenty-first century, schools and teachers are subject to enormous pressures for change. The revolution in digital technologies, the pressure to develop consistently high-performing schools systems, and the drive between excellence and equity all combine to raise profound questions about the nature of successful teaching and learning today. In his Inaugural Directorial Lecture, Professor Chris Husbands explores the extent to which teaching is changing in response to these external pressures and the implications for teachers, schools and learners. He asks what this means for research, teacher education and the nature of an "institute of education". Professor Husbands examines ...
Changing Higher Education in East Asia
East Asia is a most dynamic region and its fast developing higher education and research systems are gathering great momentum. East Asian higher education has common cultural roots in Chinese civilization, and in indigenous traditions, each country has been shaped in different ways by Western intervention, and all are building global strategies. Shared educational agendas combine with long political tensions and rising national identities. Hope and fear touch each other. What are the prospects for regional harmony-in-diversity? How do internationalization and indigenization interplay in higher education in this remarkable region, where so much of the future of humanity will be decided? Exper...
Developing the Higher Education Curriculum
A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a r...
H.I.V.E.
HIGHER INSTITUTE OF VILLAINOUS EDUCATION Otto Malpense may only be thirteen years old, but so far he has managed to run the orphanage where he lives, and he has come up with a plan clever enough to trick the most powerful man in the country. He is the perfect candidate to become the world's next supervillain. That is why he ends up at H.I.V.E., handpicked to become a member of the incoming class. The students have been kidnapped and brought to a secluded island inside a seemingly active volcano, where the school has resided for decades. All the kids are elite; they are the most athletic, the most technically advanced, and the smartest in the country. Inside the cavernous marble rooms, floodlit hangars, and steel doors, the students are enrolled in Villainy Studies and Stealth and Evasion 101. But what Otto soon comes to realize is that this is a six-year program, and leaving is not an option. With the help of his new friends: an athletic martial-arts expert; a world-famous, beautiful diamond thief; and a spunky computer genius -- the only other people who seem to want to leave -- can Otto achieve what has never been done before and break out of H.I.V.E.?
What Should Schools Teach?
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of c...
Education and International Development
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
Rethinking Class Size: The complex story of impact on teaching and learning
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawi...
Global English and Political Economy
In this book, John O’Regan examines the role of political economy in the worldwide spread of English and traces the origins and development of the dominance of English to the endless accumulation of capital in a capitalist world-system. O’Regan combines Marxist perspectives of capital accumulation with world-systems analysis, international political economy, and studies of imperialism and empire to present a historical account of the ‘free riding’ of English upon the global capital networks of the capitalist world-system. Relevant disciplinary perspectives on global English are examined in this light, including superdiversity, translanguaging, translingual practice, trans-spatiality,...
A Connected Curriculum for Higher Education
Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is...
Teaching in Effective Primary Schools
Headteachers, teachers, parents, politicians and school governors have long been united in wondering how to produce effective teaching in primary schools - but they could find few reliable answers. This book changes that. Here, some of the UK's leading researchers into effective primary school provision combine qualitative and quantitative research findings to shine a spotlight on teaching in effective primary schools. They reveal the pedagogical strategies that are the hallmark of successful schools and bring these strategies to life through detailed observations of classroom interactions. Reading this book takes you into the classrooms of skillful teachers and describes inspirational teaching. The book offers accessible, multi-layered evidence for making learning more engaging and motivating for children, through better pedagogical practice.
