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Chapter 1
Power, S and Whitty, G., “New Labour's education policy: first, second or third way?”, Journal of Education Policy, Volume 14, Issue 5 September 1999 , pages 535 – 546
This article discusses how the press of repetitive inspection on schools, publications of ‘league tables’ and assessments of young peoples’ learning achievements means that didacticism often takes precedence over more creative, exploratory forms of learning.
Chapter 2
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The Guardian website offers access to the full report ‘Towards a National Debate’ addressed by James Callaghan in his Ruskin College speech. This is useful when trying to understand the skills debate and the political effects of the education system on society.http://education.guardian.co.uk/thegreatdebate/story/0,9860,574645,00.html
Chapter 3
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Kirkpatrick, Jerry (2008), Montessori, Dewey and Capitalism, Claremont: TLJ Books. Read the excellent chapter on the historical origins of education to find out more.
Derek Gillard’s website provides a really useful review of the history of education with links to key government policy that has shaped what we have today. He also has links to a range of articles that will be of interest. http://www.educationengland.org.uk
Find out more about today’s skills gap by reading the Leitch Review of Skills 2006 - you can find this at:http://www.hm-treasury.gov.uk/leitch_review_index.htm
See also An Introduction to Waldorf Education Available fromhttp://wn.rsarchive.org/Articles/IntWal_index.html
Access the US Government Department of Education: http://www.ed.gov and search for the documentSuccessful Charter Movement Schools.
To find out about school choice in the state sector, go to:http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ChoosingASchool/DG_4016312
A more in-depth study, which considers Choice with reference to Charter Schools, is provided by Plank & Sykes (1999).
And for a more in-depth critique of marketisation of the state system, read Chapter 2 of Ward and Eden (2009).
Chapter 4
These are links to external websites over which Pearson Education has no control. Pearson Education cannot be held responsible for any content within these websites.
All links provided below were active on website launch. However, due to the dynamic nature of the Internet, links do occasionally become inactive. If you find a link that has become inactive, please try using a search engine to locate the website in question.
The following article, available online athttp://condor.admin.ccny.cuny.edu/~group4/Van%20Der%20Stuyf/Van%20Der%20Stuyf%20Paper.docincludes a helpful summary of using scaffolding within the learning situation: Van Der Stuyf, R. (2002) Scaffolding as a Teaching Strategy. Adolescent Learning and Development, Section 0500A – November, 2002.
Find out more about the relationship between emotional intelligence, academic ability and deviant behaviour, by reading the following research article: Petrides, K.V. (2004) The role of trait emotional intelligence in academic performances and deviant behavior at school. Personality and Individual Differences, 36, pp. 277-293 Available at: http://www.psychometriclab.com/admins/files/PAID%20(2004)%20-%20T_EI.pdf
Chapter 5
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Learning Behaviour: The Report of the Practitioners on School Behaviour and Discipline (The Steer Report)https://www.education.gov.uk/publications/standard/_arc_Youthandadolescence/Page1/DFES-1950-2005
Read Chapter 5: Exclusions - One of the most controversial recommendations in this report is the use of withdrawal rooms (sometimes called isolation rooms). Do you think these punitive measures work with children who display disruptive behaviour, or is being sent to the isolation unit simply a badge of honour?
Read Chapter 8: Support and Guidance for Pupils and Parents - What is your view of Nurture Groups in primary schools? What is your reaction to young children (aged between 5 and 7) displaying disruptive behaviour? How do you explain their behaviour, what do you think the causes are?
Ecclestone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic Education. London: Routledge.
Read some or all of this to provide you with some really interesting debate about initiatives such as nurture groups and SEAL. Ecclestone and Hayes (2008) have been critical of what they call ‘therapeutic education’ in schools and they argue that the preoccupation with emotional needs has undermined independent thought and created overprotected students who now require a whole range of support services to function within education.
Chapter 6
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Berne’s notions of non-verbal communication were confirmed by work by Albert Mehrabian, a well known American Educational Psychologist. Mehrabian’s research on body language (1971) suggested that only 7% of human communications are through spoken words. Although Mehrabian’s findings have been challenged (what about written communication or understanding someone speaking in a foreign language?) they provide important insights into the role of non-verbal communication. For more on this read: Mehrabian, A. (2007) Non-verbal Communication. Edison: Transaction Publishers (Preview available through Google Book Search).
The following articles provide more details of research in human psychological development:
Caulfield, R. (2000) beneficial effects of tactile stimulation on early development. Early Childhood Education Journal, Vol. 27, No. 4., PP. 255 -257. Patterson, C. (1997). The primary prevention of psychosocial disorders: a person-centred perspective. The Person-Centred Journal, Vol. 4, Issue 1.
For a more detailed explanation and exploration about games see Berne’s (1964) publication ‘Games people play’. For a brief summary of this book and the games listed within it, go to http://www.ericberne.com/ and click on ‘Games people play’.
Read Rob Barnes’s account of a small-scale project which used REBT (Rational Emotive Behaviour Therapy) in the form of a therapeutic board game with 10 year-old pupils to dispute irrational thinking and encourage discussion: Barnes, R. (2000) Mrs. Miggins in the classroom, British Journal of Special Education, Vol.27, No.1, pp. 22-28.
Chapter 7
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Milburn, A. (2009) Unleashing Aspiration – The Final Report of The Panel on Fair Access to the Professions –http://www.cabinetoffice.gov.uk/media/227102/fair-access.pdf (viewed 06/06/10).
There were 88 recommendations from this Panel on how the Government should address the increasing inequality of access to the professions. Essentially, the Panel published many ideas that would help the Government to achieve fair access.
Eradicating child poverty is an important issue which needs a new approach if it is to work and improve children’s life chances for the longer term. Read about The Child Poverty Bill which aims to lift a further 500,000 children out of poverty at: http://www.legislation.gov.uk/ukpga/2010/9/contents. After 12 years of trying to implement anti-poverty strategies, the Labour Government decided to resort to using legal measures.
Rodda, M., Tilbury, L., and Tough, S. (2009) Social Mobility: Universities Changing Lives, million+, Institute of Education: London.
This report for the million+ think tank, published March 2009, argued that post-92 Universities have had a significant impact on Social Mobility in the UK.
Chapter 8
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All links provided below were active on website launch. However, due to the dynamic nature of the Internet, links do occasionally become inactive. If you find a link that has become inactive, please try using a search engine to locate the website in question.
Read the introduction to the report ‘The Learning Age’ a paper which sets out the aims, purpose and strategies for Lifelong Learning during the life of the Labour Government. Find out why the learning age and the information and knowledge economy was felt to be so important. Introduction to the Green paper Consultation on Adult Learning available from http://www.lifelonglearning.co.uk/greenpaper/index.htm
To help you put into context the range of learning available visithttp://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_10039017 and browse the table which defines the Qualifications and Credit Framework and Levels of learning.
To get a real feel for the structure of Further Education read Adrian Perry’s report entitled: If I were you, I wouldn’t start from here: Comments on the Structure and Organisation of Further Education for the Foster Review of Further Education and available at http://www.dius.gov.uk – search for Adrian Perry, 2009.
To learn more about Further Education’s role in promoting community cohesion read the consultation document The Role of FE Providers in Promoting Community Cohesion, Fostering Shared Values and Preventing Violent Extremism (2008) available at www.dius.gov.uk/publications.html
For more case studies of Adult and Community Learning see the Ofsted report entitled The Role of Adult Learning in Community Renewal: Neighbourhood Learning in Deprived Communities Programme available atwww.ofsted.gov.uk website, click on Publications, then on Research, then thematic reports for September 2008.
For an in-depth, but readable, research report about adult attitudes, barriers related to learning and socio-economic effects see Segmentation of Adults by Attitudes Towards Learning and Barriers to Learning, David Clulvers (2008), published by DIUS and available athttp://www.education.gov.uk/rsgateway/DB/RRP/u015404/index.shtml
This chapter provides a picture of the current situation of what Lifelong Learning means in a very practical sense. For a view of the future of Lifelong Learning see the full range of papers from the Inquiry into the Future for Lifelong Learning published by NIACE and available online athttp://shop.niace.org.uk/catalogsearch/advanced/result/?name=IFLL&author=&subject=&type=&year=
Chapter 9
These are links to external websites over which Pearson Education has no control. Pearson Education cannot be held responsible for any content within these websites.
All links provided below were active on website launch. However, due to the dynamic nature of the Internet, links do occasionally become inactive. If you find a link that has become inactive, please try using a search engine to locate the website in question.
Read the introduction to the report ‘The Learning Age’ a paper which sets out the aims, purpose and strategies for Lifelong Learning during the life of the Labour Government. Find out why the learning age and the information and knowledge economy was felt to be so important. Introduction to the Green paper Consultation on Adult Learning available from http://www.lifelonglearning.co.uk/greenpaper/index.htm
To help you put into context the range of learning available visithttp://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_10039017 and browse the table which defines the Qualifications and Credit Framework and Levels of learning.
To get a real feel for the structure of Further Education read Adrian Perry’s report entitled: If I were you, I wouldn’t start from here: Comments on the Structure and Organisation of Further Education for the Foster Review of Further Education and available at http://www.dius.gov.uk – search for Adrian Perry, 2009.
To learn more about Further Education’s role in promoting community cohesion read the consultation document The Role of FE Providers in Promoting Community Cohesion, Fostering Shared Values and Preventing Violent Extremism (2008) available at www.dius.gov.uk/publications.html
For more case studies of Adult and Community Learning see the Ofsted report entitled The Role of Adult Learning in Community Renewal: Neighbourhood Learning in Deprived Communities Programme available atwww.ofsted.gov.uk website, click on Publications, then on Research, then thematic reports for September 2008.
For an in-depth, but readable, research report about adult attitudes, barriers related to learning and socio-economic effects see Segmentation of Adults by Attitudes Towards Learning and Barriers to Learning, David Clulvers (2008), published by DIUS and available athttp://www.education.gov.uk/rsgateway/DB/RRP/u015404/index.shtml
This chapter provides a picture of the current situation of what Lifelong Learning means in a very practical sense. For a view of the future of Lifelong Learning see the full range of papers from the Inquiry into the Future for Lifelong Learning published by NIACE and available online athttp://shop.niace.org.uk/catalogsearch/advanced/result/?name=IFLL&author=&subject=&type=&year=
Chapter 10
These are links to external websites over which Pearson Education has no control. Pearson Education cannot be held responsible for any content within these websites.
All links provided below were active on website launch. However, due to the dynamic nature of the Internet, links do occasionally become inactive. If you find a link that has become inactive, please try using a search engine to locate the website in question.
A useful start point is Herrington’s (2008) article 6: Maslow's hierarchy, societal change and the knowledge worker revolution Available from http://www.pateo.com/article6.html. (note mention of the characteristics of the postmodern era, effective practice is underpinned by theory and culturally contextualized). To navigate the site for other articles use the left hand lists.
For a pertinent analysis of the strictures or constraints of the testing criteria and their emphasis on technical skills to the detriment of the meaning of the story, read D’Arcy (2002) A Comparison of Two Types of Response, Interpretive and Skills-based Yr 6 Story: “Three Wishes”. In this paper D’Arcy (2002) emphasizes the need for early development of critical thinking skills namely, evidence of engagement (how did the text make me feel?) and appreciation (how did the author do that?).
Kirsch, I. et al (2000) Reading for Change: Performance and Engagement. Results from PISA 2000 Available from: www.oecd.org/dataoecd/43/54/33690904.pdf Of particular interest and relevance are chapters 5: The reading engagement of 15-year olds and 16: The relationship between background characteristics and reading literacy.
For a very accessible discussion of historic ages and theories of progress, read Curtis and Pettigrew (2009) ‘Learning in Contemporary Culture’.
‘Big Dog and Little Dog’s Performance Juxtaposition’ (Clarke, 2009), a commercial training company who refer to Bloom’s (1956) taxonomy as the KSA (Knowledge, Skills and Attitude) methodology. This resource is really readable: Clarke, D. (2009) Bloom’s taxonomy of learning domains, the three types of learning Available from http://www.nwlink.com/~Donclark/hrd/bloom.html
Highly recommended: use the spectacular mind map to access jargon-free learning theories. This link is about Bloom’s taxonomy but do review the links on the left of the screen – a substantial bank of resources. Atherton, J. S. (2009) Learning and Teaching; Bloom's taxonomy Available fromhttp://www.learningandteaching.info/learning/bloomtax.htm
The focus of this posting is access to personal political capital through technology. Carvin (2008) acknowledges that those who are immersed in web 2.0 connectivity need to be mindful of the needs (and rights) of those who are not. At the outset of President Obama’s election campaign, event tickets were only available online. This effectively excluded much of his targeted constituency of disadvantaged, disenfranchised and impoverished citizens, the very groups he was promising to include. In any context, when technology is the master of operations rather than its slave, human rights are rendered invisible. Carvin, A. (2008) Random Acts of Journalism Available fromhttp://www.pbs.org/teachers/learning.now/2008/06/random_acts_of_journalism.html
Chapter 11
These are links to external websites over which Pearson Education has no control. Pearson Education cannot be held responsible for any content within these websites.
All links provided below were active on website launch. However, due to the dynamic nature of the Internet, links do occasionally become inactive. If you find a link that has become inactive, please try using a search engine to locate the website in question.
Steve Humphries, producer of ‘Hop, Skip and Jump: the story of children’s play’ broadcast on the BBC in 2009, charts the changes in parental attitudes to children’s freedom in this article available fromhttp://news.bbc.co.uk/1/hi/magazine/8399749.stm
Jensen’s excellent article explores the semiotics of cinema though a discussion of the work of structuralist critics including Metz.
Jensen, R.B. (2002) Do we learn to ‘read’ television and film and do televisual and filmic codes constitute a ‘language’? Available from http://www.aber.ac.uk/media/Students/rbj0001.html
These three papers usefully cast light on why and how media literacy came to the fore of the literacy debate at the outset of the 21st century.
Thoughts from a freelance writer, researcher and consultant in media education: Bazalgette, C. (2003) Literacy and the media (QCA Futures: meeting the challenge) Available fromhttp://www.carybazalgette.net/QCA%20thinkpiece.pdf
Department for Culture, Media and Sport: Broadcasting Policy Division (2001) Media Literacy Statement Available from http://culture.gov.uk/PDF/media_lit_2001.pdf
Contextualisation of the founding theorists of media literacy through developments at the end of the twentieth century: Wilcox, D. (2002) Media Literacy Paper Available fromhttp://stakeholders.ofcom.org.uk/binaries/consultations/strategymedialit/responses/hhs.pdf
Ed Murrow was a radical American journalist turned broadcaster with the advent of early television. His 1958 speech to the RTNDA (Radio-Television News Directors Association) challenging the media moguls of the day was made famous in the 2005 film, Good Night and Good luck (starring George Clooney as Ed Murrow). Murrow warned that television should not be just an entertaining distraction, a place to sell products. To read the transcript: http://www.turnoffyourtv.com/commentary/hiddenagenda/murrow.html
For a very accessible argument concerning the whole debate about incorporating popular culture into the traditional curriculum, read Gair’s (1998) comprehensive review of Giroux’s (1997) book ‘Pedagogy and the Politics of Hope: Theory, Culture, and Schooling.’ Although written before the digital explosion, Giroux’s call for a critical pedagogy embodies notions of diversity and inclusion in a postmodern context.
Potter, J. (2005 ‘This Brings Back a Lot of Memories’ – a case study in the analysis of digital video production by young learners In Education, Communication & Information Vol 5, No 1, pp5-23.
This excellent case study tracks the literary practices of two eleven-year old boys who wanted to ‘celebrate their time at primary school, just before they left and went their separate ways to their respective secondary schools.’
Read the following article to contextualize rap as a literacy:
Kun, J. (1994) Reading, Writing and Rap, Literacy as Rap Sound System Available fromhttp://bad.eserver.org/issues/1994/12/kun.html.
Foreman, J. (2004) Game-Based Learning: How to Delight and Instruct in the 21st Century In EDUCAUSE Review, vol. 39, no. 5 pp. 51–66. Available fromhttp://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/GameBasedLearningHowtoDelighta/157927Viewed October 2009
McFarlane et al (2002) Report on the Educational Use of Games Available fromhttp://educationarcade.org/files/videos/conf2005/Angela%20MacFarlane-2.pdf
This report canvassed teachers’ evaluation of games in a classroom context, parents’ views on software usage and primary and secondary pupils’ experiences of game playing to consider the implications for successful computer game design for classroom use.
Chapter 12
Hertz, B. and Sperling, G., What Works in Girls’ Education: evidence and policies from the Developing World
Barbara Hertz and Gene Sperling identify and discuss some key features that typify successful education provision in various regions of the Majority World.