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Learning Beyond the Classroom
Education has become one of our major concerns, at the heart of any strategy for prosperity and social cohesion. But young people are having more difficulty than ever before in adapting to the world they will enter as adults.Tom Bentley argues that if education is to meet the emerging challenges of the twenty-first century, we must recognise that learning takes place far beyond the formal education sector. We cannot rely solely on dedicated teachers to deliver the understanding and personal qualities young people will need. Instead we must connect what happens in schools to wider opportunities for learning. Drawing on a wide-ranging review of educational innovation and on contemporary analysis of economic, social and technological change, this book shows that creating an education revolution requires us to think far more radically about young people and the options for reform, and outlines a vision of education fit for the twenty-first century.Tom Bentley is a senior researcher at Demos, the independent think-tank. He was born and educated in East London and at Oxford University. His research areas include: young people, education, the future of work and combating of social exclusion.
eBook
Planning for educational change
This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities.
eBook
A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future
This paper reports on a literature review conducted in the UK for the Design Council and CfBT (Higgins et al.,
2005
) which looked at the evidence of the impact of environments on learning in schools. We have reviewed the available evidence regarding different facets of the physical environment and provided an analysis based on different areas of effect, including the extent to which different facets interact (positively and negatively) with one another. Our conclusions suggest that, although the research often indicates the parameters of an effective environment, there is an overall lack of empirical evidence about the impact of individual elements of the physical environment which might inform school design at a practical level to support student achievement. However, at a secondary level of analysis, there are indications that environmental change can be part of a catalytic process of school development and improvement. The implications of these findings for Building Schools for the Future will be discussed.
Journal Article
Managing Change in Schools
Written by two educational psychologists, this essential aid shows how change can be managed to increase job satisfaction and avoid unnecessary stress and conflict. * offers practical advice for schools with action plans * outlines the mechanics and processes in self-appraisal * analyses the key methods for promoting effective change * shows ways to monitor, review and evaluate change * examines a number of strategies including consultation, negotiation, project development and in-service training
eBook
Reflecting On School Management
The reorganisation of the education system within Britain has vastly increased the managerial responsibilities of those working in schools, although the staff generally have received little management training. In this book, the various issues related to management are teased out and a selection of ideas and pragmatic solutions informing good practice are examined.
eBook
Primary Education
This wide ranging sourcebook draws together a range of recent and specially commissioned pieces which examine how policy development and research findings have influenced planning and assessing learning for young children. Topics covered include standards, quality control, league tables, teacher and performance assessment. It also looks at the enabling of learning, focusing on authentic activity and learning, implicit values, the role of learner choice and classroom management. The book also raises which will effect assessing and planning learning into the next century, and sets an agenda for reform and development including teacher training, funding of primary education, early years education and entitlement in primary school.
eBook
Primary Education at a Hinge of History
Primary education is currently at the centre of political attention. Reform is constantly under consideration, though the leading proponents of reform are often far removed from the classroom and the world of hard-pressed, demoralised primary teachers. Colin Richards rectifies this by communicating the big picture of primary school culture. He takes the world of the primary school since Plowden (1967) and traces perennial and emergent issues - the issues that need to be understood in order to make a difference to the future of primary education. Through constructive criticism of the national curriculum, OFSTED, ITT and teaching methodology the book will influence and improve the understanding of policy makers, headteachers, governors and teachers and students.
eBook
How Schools Do Policy
Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be ‘implemented’ by schools. In response to this, a great deal of attention has been given to evaluating ‘how well’ policies are realised in practice – implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources – how they are enacted! Based on a long-term qualitative study of four ‘ordinary’ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on:
contexts of ‘policy work’ in schools;
teachers as policy subjects;
teachers as policy actors;
policy texts, artefacts and events;
standards, behaviour and learning policies.
This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education, education policy and social policy, as well as school leaders, in the UK and beyond.
Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education in the Department of Educational Foundations and Policy Studies at the Institute of Education, University of London, UK.
Meg Maguire is Professor of Sociology of Education in the Department of Education and Professional Studies at King’s College London, UK.
Annette Braun is a Lecturer in Sociology in the Sociology Department of City University, London, UK.
Foreword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice
eBook