BOOK
A Concise Guide to Education Studies
Duncan Hindmarch | Fiona Hall | Lynn Machin | Sandra Murray
(2017)
Additional Information
Book Details
Abstract
This book explores key contemporary issues in education, featuring the latest theoretical perspectives and policies, aimed at supporting the professional development and understanding of those working or intending to work in the education sector. Both school- and college-based education have faced rapid change over the last few years. A strong research base around the impact of these changes is emerging, enabling a critically informed debate on policy and practice developments. The book provides an up to date evidence-based overview of key changes, their underlying rationale and an examination of alternative viewpoints. The content is concise and focused while still developing readers’ critical thinking skills through tasks embedded within each chapter as well as a distinct section on critical reflective thinking. Other key topics include inclusion, leadership, community education, comparative education, research and education futures.
Duncan Hindmarch is Award Leader for Lifelong Learning Teacher Training and the Foundation Degree in Education at Staffordshire University. He has over 15 years' teaching experience, having worked overseas and in the UK. With a background in Teaching English for Speakers of Other Languages, he has been involved in developing and delivering ESOL and Initial Teacher Training programmes since 2005.
Fiona Hall is an award leader for the BA in Education within the School of Education at Staffordshire University. She has more than 20 years’ experience of working within primary, further and higher education. She has also been involved in teacher training in further education, undertaking teacher observations. Her current research interests are situated in the exploration of teaching assistant practice in schools. Fiona has co-authored Supporting Primary Teaching and Learning.
Lynn Machin is Award Leader and Senior Lecturer within the School of Education at Staffordshire University. She has over 20 years’ experience of teaching in post-14 education. Lynn has had a variety of roles within initial teacher education (ITE) including developing and writing the modules that make up the suite of qualifications within ITE in the FE and Skills Sector.
Sandra Murray is a lecturer within the School of Education at Staffordshire University. Sandra, having taught for many years in a further education college, has a wide range of experience supporting and teaching teachers in the further education sector and has been teaching on Initial Teacher Education programmes since 2006. Her particular research interest is inspirational and outstanding teaching. She has written and co-authored several books for teachers within further education, including A Complete Guide to the Level 5 Diploma in Education and Training and A Complete Guide to the Level 4 Certificate in Education and Training.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of Contents | v | ||
| Meet the authors | x | ||
| Chapter links to the QAA Subject Benchmark Statements: Education Studies | xi | ||
| Introduction | 1 | ||
| The aim of this book | 1 | ||
| Who should read this book? | 1 | ||
| Content and structure | 1 | ||
| Chapter structure | 1 | ||
| Chapter content | 2 | ||
| Chapter 1 Thinking critically to become a high achieving practitioner | 2 | ||
| Chapter 2 The historical context of English education (1988–the present) | 2 | ||
| Chapter 3 Current approaches to teaching, learning and assessment | 2 | ||
| Chapter 4 Perspectives on safeguarding and behaviour strategies | 2 | ||
| Chapter 5 Inclusion, equality and special educational needs | 2 | ||
| Chapter 6 Leadership, management, teamwork and quality | 2 | ||
| Chapter 7 Adult, family and community education | 3 | ||
| Chapter 8 Comparative education: learning from other countries | 3 | ||
| Chapter 9 Making a difference: practitioner-led research | 3 | ||
| Chapter 10 Looking to the future: education technology | 3 | ||
| 1 Thinking critically to become a high achieving practitioner | 4 | ||
| Introduction | 5 | ||
| Principles of critical thinking | 6 | ||
| The importance of critical thinking | 6 | ||
| 2 The historical context of English education (1988–the present) | 17 | ||
| Introduction | 18 | ||
| An overview of key education policies | 19 | ||
| Compulsory and post-compulsory education | 19 | ||
| Types of schools | 19 | ||
| Changes to the structure of schools and the introduction of academies | 20 | ||
| Education Act (1996) | 21 | ||
| Education Reform Act (1988) | 21 | ||
| The National Curriculum and standardisation of practices | 22 | ||
| Education and Skills Act (2008) | 23 | ||
| Apprenticeships, Skills, Children and Learning Act (2009) | 23 | ||
| Key educational policy drivers | 24 | ||
| Who controls education? | 26 | ||
| Quality assurance inspectorates | 26 | ||
| Ofsted (England) | 26 | ||
| Her Majesty’s Inspectorate of Education (Scotland) | 26 | ||
| Estyn (Wales) | 26 | ||
| The Education and Training Inspectorate (Northern Ireland) | 27 | ||
| Competition and change to initial teacher education | 27 | ||
| Changes to initial teacher education | 28 | ||
| Evaluating social mobility strategies | 28 | ||
| Strategies for raising social mobility: Pupil Premium | 29 | ||
| References | 31 | ||
| 3 Current approaches to teaching, learning and assessment | 34 | ||
| Introduction | 35 | ||
| Effective teaching and learning | 36 | ||
| What is learning? | 36 | ||
| What makes a great teacher? | 36 | ||
| Personalised learning | 39 | ||
| Planning and preparation | 40 | ||
| Core skills and specialisms | 41 | ||
| Mathematics and English/literacy | 41 | ||
| Vocationalism | 42 | ||
| Assessment | 42 | ||
| Assessment and accountability | 43 | ||
| Assessment for learning | 44 | ||
| References | 46 | ||
| 4 Perspectives on safeguarding and behaviour strategies | 49 | ||
| Introduction | 50 | ||
| Safeguarding | 50 | ||
| Safeguarding legislation and guidance | 50 | ||
| Children Act (1989) | 51 | ||
| Working Together to Safeguard Children | 51 | ||
| Children Act 2004 | 51 | ||
| Safeguarding Vulnerable Groups Act (2006) | 51 | ||
| Children and Families Act (2014) | 51 | ||
| Keeping Children Safe in Education | 52 | ||
| Information sharing | 52 | ||
| Discussion | 52 | ||
| Preventing radicalisation and terrorism | 53 | ||
| Contest | 53 | ||
| Prevent | 54 | ||
| Radicalisation | 54 | ||
| Fundamental British Values | 55 | ||
| Channel | 56 | ||
| Behaviour | 58 | ||
| Discussion | 58 | ||
| References | 60 | ||
| 5 Inclusion, equality and special educational needs | 63 | ||
| Introduction | 64 | ||
| Equality | 64 | ||
| The history of inclusion, equality and SEND | 65 | ||
| The importance of social mobility | 68 | ||
| Pupil Premium | 70 | ||
| Grammar schools | 70 | ||
| Inclusion in the classroom and beyond | 71 | ||
| Bullying | 71 | ||
| References | 73 | ||
| 6 Leadership, management, teamwork and quality | 76 | ||
| Introduction | 77 | ||
| Educational structures | 78 | ||
| Maintained schools | 78 | ||
| Academies and free schools | 78 | ||
| Other types of schools | 79 | ||
| Leadership and management | 80 | ||
| Role of leadership in schools | 81 | ||
| Educational leadership and management | 81 | ||
| Examples of leadership styles applicable to educational settings | 82 | ||
| Transformational leadership | 82 | ||
| Distributed leadership | 83 | ||
| Participative leadership | 84 | ||
| Effective teamwork | 84 | ||
| Accountability and quality assurance | 85 | ||
| Inspections | 85 | ||
| References | 88 | ||
| 7 Adult, family and community education | 91 | ||
| Introduction | 92 | ||
| Adult education | 92 | ||
| Comparing formal and informal education approaches | 94 | ||
| Policies and practices to promote lifelong learning outside the school system | 95 | ||
| Community education | 98 | ||
| Urban and rural community education | 98 | ||
| Family education | 98 | ||
| Prison and offender education | 99 | ||
| Educating the elderly | 100 | ||
| References | 102 | ||
| 8 Comparative education: learning from other countries | 104 | ||
| Introduction | 105 | ||
| Key approaches to comparative education | 105 | ||
| Type one CE: large-scale comparative international assessments and surveys | 106 | ||
| Type two CE: policy advocacy | 107 | ||
| Type three CE: peer-reviewed academic study | 108 | ||
| Comparative education: rationale and criticisms | 108 | ||
| Improve education to enhance economic competitiveness in a globalised world | 108 | ||
| Compare and evaluate performance between different countries | 109 | ||
| Identify successful approaches that can be adapted | 111 | ||
| Criticise current or past performance to justify education policy reform | 112 | ||
| References | 114 | ||
| 9 Making a difference: practitioner-led research | 117 | ||
| Introduction | 118 | ||
| What is research? | 119 | ||
| Action research | 120 | ||
| Research paradigms | 121 | ||
| Using literature and theoretical frameworks | 121 | ||
| The research question or hypothesis | 122 | ||
| Research methodologies | 123 | ||
| Research methods and tools | 124 | ||
| The sample | 125 | ||
| Gathering data | 125 | ||
| Ethical issues in research | 127 | ||
| Data analysis and findings | 129 | ||
| Recommendations | 130 | ||
| References | 132 | ||
| 10 Looking to the future: education technology | 133 | ||
| Introduction | 134 | ||
| The historical context of technology in education | 135 | ||
| Education technology pedagogy | 136 | ||
| Education technology, inclusion and social mobility | 138 | ||
| E-safety and data protection | 138 | ||
| Education technology developments | 139 | ||
| Curriculum changes | 139 | ||
| References | 143 | ||
| Glossary of acronyms | 146 | ||
| Index | 148 |