Details the insightful and transformational steps that a school can take towards designing and delivering a rich, rigorous and wide-ranging curriculum.

This practical handbook aims to support the work of all those who are interested in the dialogic teaching approach and improving the quality of teaching and learning, especially trainee and serving teachers, teacher educators, school leaders and researchers.

Everything you need to know to become a successful teacher in the FE and Skills Sector.

This text is a practical guide which supports practitioners to undertake research with confidence and understanding.

Packed full of practical examples from both inside and outside the classroom this is an essential resource for any teacher interested in doing effective action research.

A practical guide to action research, with both theoretical underpinning and a focus on real issues for researchers. Part of our brand new series on Education Research published in association with BERA.

This book is the first practical guidance on how to address sexual violence, using a comprehensive institution-wide approach. The authors provide how-to level information on policy writing, responding to disclosures, developing comprehensive prevention and response education programmes, conducting trauma-informed investigations and sanctioning.

Using Helene Cixous' notion of 'l'ecriture feminine' as an analogy for transformational learning and an investigative tool, Hoult explores why some adult learners are able to survive and thrive in the education system, despite facing significantly more challenges than the average student.

This book argues that there is a fundamental identity between the disciplines of anthropology and education. Premised on the idea that generosity, open-endedness, comparison, and criticality are cornerstones of both disciplines, it claims that by recognising their common purpose, anthropology and education have the power to transform the world.

For beginning researchers, theory can be one of the most stimulating yet daunting aspects of academic work. This book provides new educational researchers with an accessible introduction to the process of selecting and applying theories in their own work.

Based on the experiences of teachers using action research with their pupils for the first time, this introductory text demystifies the issues commonly faced by the novice researcher.

Explores the contribution made by art and creativity to early education and learning, by focusing upon and understanding more about the role of the 'atelier' in the pioneering pre-schools of Reggio Emilia.

Art and Design Pedagogy in Higher Education provides a contemporary higher education volume that offers a scholarly perspective on tertiary level art and design education. Providing a theoretical lens to examine studio education, the authors suggest a student-centred model of curriculum that supports the development of creativity.

This book presents the argument that the creative and cultural inquiry undertaken by artists is a form of research.

This volume addresses the issue of "voice" in special education reserch, the voices of the researchers as well as those of "the researched", and the ways in which research mediates identities. It follows on from the well-known and controversial Making Difficulties ( Paul Chapman Publishing).

Now featuring a brand new foreword by Sue Swaffield, this classic text, Assessing Children's Learning, examines some of the vital questions that teachers and other educators ask themselves as they assess children's learning across the curriculum.

As part of preparation for the classroom, it's key for trainee teachers to understand the emotional needs of students. This book provides a clear introduction to emotional development and attachment, offering advice and guidance from a diverse range of professional perspectives including psychology, health and education.

We all know that small classes are better than large classes; that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles ...or do we? This book asks awkward questions about these sacred cows of education.

Argues for a 'risk-based' approach to pedagogy, based on WB Yeats' view that education is not about filling a bucket but lighting a fire.

A step-by-step, interactive guide for students covering every stage of doing their education research project.