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.
Features leading American psychologist and educator Howard Gardner's writings about education. This collection reveals the thinking, the concepts, and the empirical research that has made Gardner one of the most respected and cited educational authorities. It presents the theory of multiple intelligences.
Aimed at providing a preparation for lifelong learning, this book offers a set of resources to help teachers develop classroom practices informed by research. It also takes account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning.
Offers a creative approach to the psychology of learning. This book focuses on the idea that learning in schools and other educational settings is best understood by paying attention to both individual learners and the educational contexts in which learning takes place. It encourages teachers, parents and other educators to think about learners.
What can we do to promote more effective learning? This book shows that effective learning depends crucially on a few easily understood principles, regardless of the age or nature of the learner or the context of the work. The book explains those principles and how to apply them.
This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work.
Offers a critical examination of learning and teaching theories together with debate on the sociological construct of the curriculum. This guide is suitable for undergraduate students on Education Studies courses and postgraduate trainee teachers looking to gain a deeper understanding of teaching and learning theories and curriculum development.
Orphaned at the age of nine, Mikey Cuddihy left the US to board at the experimental Summerhill School. Like Hideous Kinky, this memoir describes coming of age in the strange and dangerous world of the unravelling social experiment of the late 1960s.
Intended to stimulate sociologically informed thinking about educating. This work explores five key areas of education such as: the hidden curriculum; ideologies of educating; sociological perspectives and the study of education; educational life chances; and, the next learning system.
An essential guide to important theories of professional learning for teacher educators, of particular value to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership.
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.
Learning is among the most basic of human activities. The study of, and research into learning forms a central part of educational studies. This book considers how our neurological, biological, emotional and spiritual faculties all impact on human learning. It includes topics such as: the biology of learning; gender and human learning; and more.
Argues for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and the image of the rich child. This book explores the meaning of radical democratic education and the common school and how they can work in practice.
Offers busy professionals a full overview of the challenges and concerns facing schools. This collection of thematically organised popular articles from the "Times Educational Supplement" covers subjects ranging from tackling truancy to teaching children to write and from teenage suicide to pets in the classroom.
A constructive critique of Higher Education policy and practice from the standpoint of Christian theology. Higton focuses on the role universities can and should play in forming students and staff in intellectual virtue, in sustaining vibrant communities of inquiry, and in serving the public good.
This work shows how the ideal of practical reason can reconcile academia's research aims with public expectations for universities - the preparation of citizens, the training of professionals and the communication of a cultural inheritance.
Offers research about the mind and the brain that provides answers to a number of compelling questions. This book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. The knowledge calls into question concepts and practices firmly entrenched in our education system.