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The UCL Institute of Education
The history of the UCL Institute of Education is one of persistent renewal. Since its founding in 1902 as the London Day Training College, through its establishment as a university institute and merger with UCL, the IOE has constantly grown into new areas of learning and social research. As a locus for leadership, it has exerted influence upon the nature and direction of education nationally and internationally. Drawing upon a wide range of sources, the connections between internal history and external historical developments are sensitively teased out. The result is an elegantly written history, characterised by substantial scholarship and analysis, and enlivened by illustrations and anecdo...
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...
Knowing History in Schools
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
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.
Valuing Higher Education
Cover -- Contents -- Notes on contributors -- Foreword by Tessa Blackstone -- Introduction: A will to connect: Perspectives, publics, and prospects -- Gareth Williams: An appreciation -- Part 1: The rise and rise of markets in higher education -- 1 An economic view of higher education theory -- 2 The idea of the market in financing English higher education -- 3 Financing British higher education: The triump of process over policy -- 4 Performance indicators and rankings in higher education -- Part 2: A changing academic life -- 5 Managerialism, garbage cans, and collegial governance: Reflections on an economic perspective of university behaviour -- 6 Massification, austerity, and the academic profession -- 7 Financing creativity in the global research economy: Performance management or knowledge construction? -- 8 Branding and the commodification of academic labour -- Part 3: The uses of higher education -- 9 Too many or too few? The perennial debates on higher education and the world of work -- 10 Higher education and the knowledge economy -- Response from Gareth Williams -- The works of Gareth Williams -- Subject index -- Name index
Black British Graduates
Cover -- Contents -- About the author -- 1. An introduction -- 2. Unfulfilled potential: School experiences -- 3. En route to higher education: Motivations and journeys -- 4. Learning to achieve: The higher education experience -- 5. Bitter sweet: Graduate careers -- 6. Conclusions -- Appendix: Participant biographies -- References -- Index
Threshold Concepts in the Moment
Threshold Concepts in the Moment presents chapters that span the field, tackling questions that range from the overarching values and practices of higher education, teaching for breakthroughs and supporting students in difficult and complex learning.
Examination Standards
An international team of authorities in the field of standard setting discuss what standard setting is and should be. Their accounts of a representative selection of jurisdictions (Chile, England, France, Georgia, Ireland, Queensland, South Africa, Sweden, and the United States) are accompanied by lively critical commentaries from other experts in this domain. Together, the editors challenge the notion that there is a single superior way of thinking about national examinations, and instead encourage educators and policymakers to engage with the multiple perspectives offered here, and to consider carefully the complex issues raised.
Taking Action for Looked After Children in School
Promoting the Achievement of Looked After Children (PALAC) is a knowledge exchange programme to support the development of practice in schools and expand the evidence base, with the aim of improving outcomes for children in care. Here PALAC's leading researchers summarize the evidence, with numerous case studies, and reflect on its implications
