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Teaching at College and University: Effective Strategies And Key Principles (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Sarah Moore Gary Walsh Angelica RisquezHow can I become an effective teacher in college or university? What teaching tools and techniques are available to me and what is the best way to use them? How do I tackle common difficulties associated with college and university teaching?This book is designed for teachers in further and higher education, particularly those who do not have specialist backgrounds in education, pedagogy or academic practice. It presents useful theory and literature from the fields of organizational behaviour, learning, pedagogy and education, to enhance the practical advice the book contains. A range of evidence-based insights are examined in order to help support the delivery of academic expertise both within and beyond classroom settings. The book also encourages teachers to adopt a reflective orientation and to try out different classroom, interactive or discursive activities and tactics that have been successfully used in similar settings. In addition, this book helps teachers from across the disciplines not only to develop effective skills in conventional classroom settings (lecture halls, tutorial rooms, one-to-one student consultations) but to consider new approaches to online, blended, and distance learning. Teaching at College and University provides the most practical evidence-based resource for those involved in teaching at universities and colleges, as well as researchers and policy makers with an interest in good practice in academic settings.
Skilful Time Management (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Peter Levin‘I was getting badly behind with my work – missing deadlines and not covering essential ground. Peter’s practical suggestions have helped me prioritize my tasks, make much better use of my time, and get back on track.’BSc Economics studentAre you, like many other students, faced with complex and often conflicting demands on your time? Do you feel as though you're constantly under pressure to make difficult decisions about what task to get on with next? Do you find having irregular deadlines superimposed on top of your weekly timetable a headache to deal with?This book is designed to help you cope with academic demands in a way that makes best use of your time – and puts you in control of your life. It is based on the principle that an ounce of organization can save you a ton of struggle. It shows you, among other things, how to Create a time-use strategy and put it into practice Plan your weekly routine Prioritize tasks, and manage two or more tasks at once Use your time productively Overcome blocks to getting started on tasks Make sure you meet deadlines
Developing Teaching Skills in the Primary School (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Jane Johnston John Halocha Mark ChaterTeaching is a complex process which involves the development and utilization of subject knowledge and teaching skills. Containing reflective and practical skills, this book supports such development, focusing specifically on teaching skills, considering what they are, how they develop and how they differ between age and subject.The book contains three sections – Planning, Doing and Reviewing - which demonstrate effective classroom practice. It uses examples of practitioners at different stages of their professional development to link theory and practice, and includes discussions on contemporary issues in primary education, such as: Constructivist teaching and learning Thinking skills Creativity Teaching and learning styles Child-centred learningThe authors provide a critical analysis of the issues, practice and problems faced by primary school teachers, which is supported by reflective tasks throughout the book. Emphasizing the child as a partner in the learning process and highlighting the importance of teaching for child-centred learning, the book ultimately develops and strengthens the teacher’s skills.Developing Teaching Skills in the Primary School provides essential guidance and support to trainee, beginner and developing primary school teachers.
A Lecturer's Guide to Further Education (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Dennis Hayes Toby Marshall Alec TurnerWhat are the key issues in FE?How does FE differ from other sectors of Education?What does the future hold for FE?This book offers a unique and provocative guide for all lecturers committed to providing the best education and training possible in the changing world of Further Education.The authors examine key issues such as:How teaching in FE differs from others sectorsThe motivations of learners The use of new technologies in the classroomThe techniques adopted by college managersThe changing assessment methods The introduction of personalised learningAn analysis of the politics behind the training of lecturers. Written in an accessible style, every chapter presents a different and challenging approach to key issues in Further Education.A Lecturer’s Guide to Further Education is essential reading for all new and experienced Further Education lecturers.
Challenging E Learning in the University (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Robin Goodfellow Mary Lea"Informed by an intimate knowledge of a social literacies perspective, this book is full of profound insights and unexpected connections. Its scholarly, clear-eyed analysis of the role of new media in higher education sets the agenda for e-learning research in the twenty-first century" Ilana Snyder, Monash University "This book offers a radical rethinking of e-learning … The authors challenge teachers, course developers, and policy makers to see e-learning environments as textual practices, rooted deeply in the social and intellectual life of academic disciplines. This approach holds great promise for moving e-learning past its focus on technology and 'the learner' toward vital engagement with fields of inquiry through texts."Professor David Russell, Iowa State UniversityChallenging e-learning in the University takes a new approach to the growing field of e-learning in higher education. In it, the authors argue that in order to develop e-learning in the university we need to understand the texts and practices that are involved in learning and teaching using online and web-based technologies. The book develops an approach which draws together social and cultural approaches to literacies, learning and technologies, illustrating these in practice through the exploration of case studies. It is key reading for educational developers who are concerned with the promises offered, but rarely delivered, with each new iteration of learning with technologies. It will also be of interest to literacies researchers and to HE policy makers and managers who wish to understand the contexts of e-learning.
Peer Mediation: Citizenship And Social Inclusion Revisited (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Hilary Cremin"This book is a must for those who, like me, believe passionately both in the power of peer mediation...and in the urgency of spreading good practice in a society like ours, which is desperately searching for ways to be inclusive and at peace with itself.”Tim Brighouse, former Commissioner for London Schools“As the challenges facing young people grow so do the array of support mechanisms to help them. During my time as a Member of Parliament and as a Minister I saw many of the ideas and initiatives which were tackling this issue. I am attracted to the idea of peer mediation mainly because it goes beyond the question of how can we protect and help children when they have a difficulty, and develops those increasingly important social and emotional skills in all children”Estelle Morris, Former Secretary of State, DfES Why use peer mediation? What are the factors that influence its failure or success? Peer mediation as a form of conflict resolution is growing in popularity and usage, particularly within education. The number of schools using this method has increased, with many schools in the UK now using mediation to settle disputes both in school, and in the wider community.Based on the author’s extensive work on peer mediation, the book provides a thorough account of theory and practice relating to an approach that can enable young people to resolve their own disputes – and those of their peers. The author shows how peer mediation can be embraced by schools to strengthen student voice, behaviour management, active citizenship and inclusion, as well as how it can be neglected and fail to achieve these aims. Drawing on case studies of peer mediation in schools, the book offers an analysis of the work that has been carried out in this area. It revisits key debates in education such as citizenship, social inclusion, student voice and behaviour management in order to begin to address the questions surrounding this method of conflict resolution. Peer Mediation is key reading for primary and secondary school teachers, educational professionals, academics, policy-makers and those with an interest in practical peace making.
Flexible Higher Education: Reflections From Expert Experience (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Elizabeth Burge"It is both uplifting and challenging. It offers tales of great persistence, self-belief and belief in the community of learners these pioneers were seeking to engage with and influence. It is a wonderful narrative which should be compulsory reading for all those aspiring to influence the shape and content of post-secondary education in their own nations."Widening Participation and Lifelong Learning"Quite simply, this is essential and inspiring reading to prepare the next generation to lead distance education."American Journal of Distance Education What did forty-four leading-edge distance education pioneers in higher education experience and learn over their careers? What concerns and research ideas could they pass on to younger colleagues to consider? What do seven expert commentators find in those lessons and experience that might promote theory-building and practice enhancement for post-secondary education? This unique book analyzes the work of over forty pioneers who helped drive key late twentieth century changes in access to, and learning in, higher education, via distance education. It examines how they defined their challenges, made decisions, coped with traditionalist resistance, developed new teaching and learning models, used various technologies, felt the excitement of innovation, and, above all, respected adult learners’ goals and contexts. The book also assesses the relevance of that experience and skill to today’s contexts. Seven international leaders in adult, distance and higher education assess the pioneers’ reflections to glean the ideas of most relevance for contemporary teachers and administrators.Flexible Higher Education provides key reading for post-secondary educators who are interested in learning and teaching design, technology use, quality assurance, learner access and inclusion, innovation in higher education and respect for reflective wisdom.Commentators: Michael Collins, Sir John Daniel, Yvonne Hillier, Michael Grahame Moore, David Murphy, Diana G. Oblinger and Barbara Spronk.
Developing Assessment in Higher Education: A Practical Guide (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Sue Bloxham Pete Boyd"As an overview, Developing Effective Assessment in Higher Education makes a very useful contribution to assessment literature, providing a publication that is relevant and accessible to practitioners whilst giving rigorous exploration of issues associated with student assessment. It should find a readership on that basis and will be welcomed as a considered and insightful contribution to the literature on student assessment." Higher Education Review What are the main issues when considering the design and management of effective assessment strategies for academic programmes? How should lecturers design and use assessment in university so that it helps students to learn, as well as judging their achievement? How can students be prepared for assessment, including peer, self and group assessment?This book provides comprehensive practical guidance on managing and improving assessment within higher education. It tackles all stages in the assessment cycle including: Assessment design Preparing students for assessment Marking and moderation Providing feedback Quality assuranceIt also provides a concise introduction to the research literature on assessment which will inform practice, debate, programme enhancement and practitioner research within university departments, teaching teams and courses for higher education teachers.The practical guidance in the book is substantiated with reference to relevant research and policy. In particular, it considers how the different purposes of assessment create conflicting demands for staff; often characterised by the tension between attempting to support student learning whilst meeting imperatives for quality assurance and demonstrable maintenance of standards. Issues are debated using concrete examples and workable solutions are illustrated. Consideration is also given to the management of assessment as well as to how new technologies might be used to develop assessment methods and enhance student learning. Developing Effective Assessment in Higher Education is key reading for both new and experienced lecturers, programme leaders and academic developers, and will enhance their efforts to use assessment to improve students’ learning as well as to grade them fairly, reliably and efficiently.
A Will to Learn: Being A Student In An Age Of Uncertainty (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Ronald BarnettThere is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn.This book examines the structure of what it is to have a will to learn. Here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration and care is drawn on. As such, this book offers an idea of student development that challenges the dominant views of our age, of curricula understood largely in terms of skill or even of knowledge, and pedagogy understood as bringing off pre-specified ‘outcomes’. The will to learn, though, can be fragile. This is of crucial importance, for if the will to learn dissolves, the student's commitment may falter. Accordingly, more than encouraging an interest in the student's subject or in the acquiring of skills, the primary responsibility of teachers in higher education is to sustain and develop the student's will to learn. This is a radical thesis, for it implies a transformation in how we understand the nature of teaching in higher education.
Leadership and Management in the Early Years: From Principles To Practice (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Caroline Jones Linda PoundEarly childhood practitioners are often reluctant to see themselves as leaders and managers. However, all those who work with young children and their families, whatever their level of experience and competence, have to undertake both of these roles on a daily basis. This book encourages practitioners to recognise their active involvement in leadership and management in relation to their work as team leader or team member, and in their work with parents and other professionals, to ensure appropriate and effective provision for young children. The authors identify a number of key principles involved in effective early years leadership and management, which focus on the idea that:Leadership is about influencing others to improve and enhance children’s care, learning and development Leadership is only effective if it develops the leadership of others by supporting a team or group in meeting their declared aims or vision Leadership is ultimately distributed, shared and dispersed in early childhood settingsThese principles are supported by a detailed exploration of the statutory demands made on practitioners working with young children and their families, and reference to relevant literature drawn from both early childhood studies and leadership theories. As well as providing guidance on the roles, responsibilities and tasks facing early childhood leaders, the book features a number of case studies and practical tasks, giving life to concepts and ideas and enabling readers to apply theories and policies to their own work settings. Additional activities at the end of each chapter further support practitioners in fulfilling their leadership and management roles in practice. Leadership and Management in the Early Years is an essential text for early years and early childhood studies students as well as practitioners particularly those who are aiming for Early Years Professional Status.
Improving Behaviour and Attendence at School (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Susan Hallam Lynne RogersBehaviour remains a huge issue of concern at all levels of education. This book draws together research and practice to uncover the complexities of improving behaviour and attendance in school and offers a range of practical solutions aimed at tackling behavioural issues and its prevention for schools, teachers, non-teaching staff, and those working to support them in Local Authorities. It considers current concerns relating to the behaviour of children and young people, the theoretical underpinnings of possible approaches to improving behaviour and attendance, as well as what we know about the causes of disaffection. In exploring ways that behaviour and attendance can be improved, the authors examine a range of perspectives including school management and whole school policies, and behaviour in and around the school, in the classroom, and of individual pupils, particularly those at risk of exclusion from school. It discusses the work of Behaviour and Educational Support Teams, teacher coaches, learning mentors and nurture groups as ways of supporting children and young people, particularly those identified as being 'at risk'. It also outlines ways of improving relationships between the school and home, as well as the ways that parents can be supported to assist in changing their children's behaviour and attendance. Alternatives to exclusion and new curricula are discussed in relation to their success in maintaining students in education. The final chapters focus on attendance and what can be done to improve it in the general school population and those students who are persistent absentees. Throughout the book case studies are used to illustrate examples of good practice and the impact on children, parents and teachers. The book concludes with an overview of key issues emerging for practice.
Deconstructing Special Education and Constructing Inclusion (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Gary Thomas Andrew LoxleyReviews of the first edition:"...full of sparkling analysis ... an absorbing account of how and why the practice of special education has failed to live up to expectations ... a tour de force ... A challenging, badly needed book likely to be read for many years to come." Dr Caroline Roaf, British Journal of Educational Studies"... a sophisticated, multidisciplinary critique of special education that leaves virtually no intellectual stone unturned. It is a must-read for anyone interested in the role and significance of inclusive pedagogy in the new struggle for an inclusive society." Professor Tom Skrtic, University of Kansas, USA"While this is a weighty book, there is real clarity about the key ideas and no doubting their importance ... its challenges to our thinking make it essential reading." Dr Melanie Nind in Times Educational Supplement“...a striking ... thought-provoking yet lyrical account which is both uncompromising in its stance and refreshing in its intellectually sophisticated critique.” Professor Phil Garner in British Journal of Special EducationReview of the second edition:"Having read this book with much pleasure when it first came out in 2001, I am delighted to see its authors rewarded with the accolade of a second edition. Indeed it has been an equally agreeable experience to revisit it, and interesting too, since there have been some significant shifts in thinking in the intervening years. As Thomas and Loxley rightly infer, a second edition supports their contention that there is indeed 'an appetite among professionals in education for ideas, argument and scholarship'. This book provides plenty of all three."Support for Learning · Volume 23 · Number 2 · 2008In the second edition of this best-selling text, the authors critically examine the intellectual foundations of special education and consider the consequences of their influence for professional and popular thinking about learning difficulties. In light of this critique, they suggest that much of the knowledge about special education is misconceived, and proceed to provide a powerful rationale for inclusion derived from ideas about social justice and human rights. Revised and updated throughout, the book contains new material on social capital, communities of practice and a 'psychology of difference', as well as a new chapter on ‘Inclusive education for the twenty-first century’.Deconstructing Special Education and Constructing Inclusion is essential reading for teachers, head teachers, educational psychologists and policy makers.
Skills Training in Research Degree Programmes (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Richard Hinchcliffe Anthony Bromley Steve HutchinsonHow might research degrees develop to improve both research student learning and employability? How should research student skills and development be evaluated? What are the skills that employers seek from research graduates?This book analyzes the development of research skills training and development and its wide-ranging impact on the UK research degree. The book examines the politics of skills training and its implications for academic culture as well as providing essential support and advice for practitioners and policy makers through examples of best practice. It also contains a thorough examination of the future of research degrees in the context of skills development and the supply of highly trained and specialized researchers to the academic and business world. Skills Training in Research Degree Programmes provides comprehensive coverage of skills training in research degree programmes in the UK, providing instructive, self-contained chapters that serve as a resource to all academics, trainers, research administrators and senior management involved in the postgraduate research community.Foreword by Professor Sir Gareth RobertsContributors: Esat Alpay, Charlie Ball, Simon Beecroft, Tim Birtwistle, Tony Bromley, Howard Green, Ged Hall, Richard Hinchcliffe, Steve Hutchinson, Peter Lewis, Alistair McCulloch, Chris Park, Stuart Powell, Imelda Race, Julie Reeves, Al Richardson, Sara Shinton, Claire Souter, Peter Stokes, Judi Sture and Elaine Walsh.
Get Real About Sex: Get Real About Sex (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Pam Alldred Miriam David“Up-to-date and accessible, this book manages to be both theoretically subtle and attuned to the realities of classroom practice.” Dr Rachel Thomson, The Open University "[This] book is a great success and provides a wealth of insights into the realities of teaching and being taught about sex and relationships." Michael Reiss, Institute of EducationWhat are the different values and perspectives on sex and relationship education within a single secondary school?How do young people think sex education should be taught?What are the challenges facing the provision of good sex and relationship education at the classroom level and at the political level?Young people often receive mixed messages about gender and sexual relationships. When providing sex education lessons, schools should take into account different ideas and values, including the general British embarrassment over intimate matters and differing political and personal views about sex education. This book combines young people’s views of sex education, schooling and parenthood, with those of teachers, school nurses and head-teachers. It brings together these varied perspectives and considers how they reveal different values, aims and agendas. The authors highlight the potential conflict between approaches to education and health, and reveal the complexity of dealing with sexuality and gender in real-life situations.Focusing on young people’s identities in the classroom, contemporary theoretical approaches in the social sciences are employed to explore how gender is enacted and experienced by individuals, and how social pressures and government agendas operate at the level of the individual. This book contains original, first-hand empirical material from a detailed study of all the schools in one English city, and offers a critical analysis of broader political and cultural ideas and values.Get Real About Sex is key reading for students and professionals in education, health and the sociology of gender and sexuality.
Competence-Based Assessment (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Alison WolfCompetence-based assessment is the cornerstone of the UK Government's reforms of vocational training and of non-academic full-time education post-16. Australia has adopted similar policies, and there is considerable interest in the notion of 'competence' in both Europe and North America.Alison Wolf describes the main characteristics of the competence-based approach as it has emerged in the UK, and traces its origins in American experimental programmes of the 1970s. The arguments for the approach are discussed in detail. Many of these arguments derive from the demonstrable limitations of more conventional assessment, especially in predicting work performance.She then analyses the theoretical assumptions which competence-based assessment shares with the criterion-referenced movement as a whole, distinguishing clearly between those claims which can be sustained and those which cannot. She also synthesizes the growing body of evidence on implementation. Many lessons have now been learned about whether and how one can establish a workable, robust and reliable competence-based system. It has become evident both that the preconditions for success are often missing, and that, if they are ignored, competence-based 'reforms' may have largely negative consequences. The final chapter reviews the prospects for competence-based awards, and offers some conclusions on what is essential to a competence-based approach.
Language and Literacy in Science Education (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Jerry Wellington Jonathan OsborneScience in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.
Managing Strategy (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by David WatsonHigher education institutions are under increasing pressure to produce corporate and strategic plans, both for external audiences (such as funding bodies and other 'partners') and for the internal purposes of setting and achieving goals. They are significantly dependent upon public investment and the expectations of public bodies as well as upon a fast-changing market for their products and services.David Watson sets out what strategic management can and should consist of in a modern, essentially democratic, university or college, and how to make it work. He examines for instance:* how universities and colleges should go about satisfying legitimate external and internal requirements for their corporate plans.* how they should maximize their strategic assets and opportunities and minimize their weaknesses and threats.* the role of governance and management in setting and achieving a strategic plan.This book demonstrates how the academy has to adapt to meet the needs of its rapidly changing host society as well as of a more diverse and plural internal community, whilst maintaining a range of historical commitments. The result is an account of strategic management that is simultaneously careful of traditional values, restorative of those that have fallen into abeyance, and genuinely innovative.
Higher Education Management (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by David Warner David PalfreymanMany higher education institutions are like small towns, meeting the needs of their members by providing not only specialist teaching and research activities but also residential accommodation, catering, telecommunications, counselling, sports facilities and so on. The management of these institutions is very complex, requiring both generalist and specialist knowledge and skills; and the move to formal strategic planning means that it is no longer acceptable for higher education managers to be aware only of their own relatively narrow areas of expertise. All new managers would benefit from an holistic perspective on managing a whole institution. As such individuals are promoted, such 'helicopter vision' becomes a precondition of their and their institution's success. Higher Education Management provides:the first comprehensive account of non-academic higher education management.contributions from distinguished practitioners of university management.a key resource for all aspiring, trainee and practising managers in higher education.
Investigating Formative Assessment (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Harry Torrance John PryorHow do teachers assess the ordinary classroom work of young children?How do pupils understand and respond to that assessment - does it help or hinder their development?How can classroom assessment be developed to be more effective in assisting the learning process?This book brings together various perspectives from the fields of assessment policy development, theories of learning and the sociology of the classroom. The book explores how the assessment of young children is carried out in classrooms and with what consequences for their understanding of schooling and the development of their learning in particular subject areas. The book is based on extensive video and audio tape recordings of classroom assessment 'incidents' along with interviews of teachers and pupils about the process of assessment.
Designing Courses for Higher Education (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Susan TooheyWhat issues need to be considered in designing a course or unit of study in higher education?Who should be involved in designing a course, and how can they best work together?What should students get out of a course?Susan Toohey focuses not on teaching techniques but on the strategic decisions which must be made before a course begins. She provides realistic advice for university and college teachers on how to design more effective courses without underestimating the complexity of the task facing course developers. In particular, she examines fully the challenges involved in leading course design teams, getting agreement among teaching staff and managing organizational politics. She also explores the key role played by academics' own values and beliefs (often unexamined) in shaping course design and student experience. In doing so, she offers course designers both an understanding and a framework within which to clarify their own teaching purposes.Designing Courses for Higher Education is an accessible, jargon free text, providing practical assistance and enlivened by many examples of innovative practice and interviews with academics involved in course design. It is a key resource for college and university teachers.
Developing Learning in Professional Education (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Imogen TaylorDeveloping Learning in Professional Education
Working Knowledge (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Colin Symes John Mcintyre"a rich inter-weaving of carefully articulated critical stances... It is impossible, in a short review, to do justice to the quality and variety of all these perspectives... The result is strong coverage of the territory set out in the title, in ways that many working in the field will find valuable." (Phil Hodkinson, Journal of Education for Teaching)Universities are undergoing a series of profound changes. One of the more pronounced of these involves the partnerships that are now being formed between business enterprises and higher education. The emergence of these partnerships has much to do with the changing economy, which is increasingly based around knowledge and information - the traditional stock-in-trade of the university. Knowledge capitalism has given a renewed impetus to higher education. One expression of this is work-based learning, which challenges the scope and site of the university curriculum. This book analyses this development from a number of perspectives: critical, historical, philosophical, sociological and pedagogical. Its various contributors argue that work-based approaches contain much that is challenging to the university, and also much that could help to create new frameworks of learning and new roles for academics. Working Knowledge offers a comprehensive examination of the new vocationalism in higher education.
Words, Science and Learning (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Clive SuttonDespite the power of words to move minds, appreciating the written or spoken word is rarely thought to be the essence of teaching and learning science and much more effort goes into organizing practical work. There is an exaggerated confidence in the value of the direct experience of things as opposed to "mere words", and a corresponding neglect of how words are actually involved in developing anyone's scientific understanding. Clive Sutton does not wish to deny the value of first hand scientific understanding, and shows that they cannot just be taken for granted while we busy ourselves in the organization of practical work. He explores the role of language in the growth of science itself, in the growth of learners' ideas, and in classroom practice; and how these relate, for instance, to some pupils' alienation from science and the isolation of science in the curriculum.
Adults with Learning Difficulties (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Jeannie SutcliffeThis is a practical handbook for all those who wish to offer high quality learning opportunities to adults with learning difficulties. It stresses the quality of provision throughout, and is illustrated by many examples of good practice from all areas of curiculum and delivery. The importance of the widest possible range of learning opportunities is also emphasized, and providers are urged to go beyond the limited menu of basic and social skills. For toolong education has been a process "done to" rather than with this group of learners. This book advocates a learner-centred approach based on choice and decision-making by people with learning difficulties.
Can We Teach Children to Be Good? (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Roger StraughanAfter reflecting on the terms 'goodness' and 'teaching', this book describes and critically examines a number of attempts to define the nature of morality in terms of its form or its content, thereby teasing out the many conflicting views of 'moral education' which follow from these theories.