It has been argued that too much research is conducted for the 'world' of education research, and not enough for the 'village' of particular educational institutions like schools. In this edited book, the authors reflect on what it means for teachers to be engaged in and with educational research. What is happening in the ‘village’ of schools, and how is that related to what is happening in the ‘world’ of educational research? What might the distinction between the ‘village’ and the ‘world’ mean today, and is it still a useful one? The chapters in this book explore the prospects of teacher research in an age in which educational data proliferates, often used for accountability and surveillance purposes, and in which instrumentalist notions of 'evidence-based practice' dominate. They consider contexts ranging from Initial Teacher Education through to ongoing teacher professional learning in schools. This volume concludes with an argument for turning the conversation from research as an 'add-on' to something that can be, should be, and arguably is, a central feature of the everyday work of teaching. It aims to envision positive futures for the kinds of 'villages' and 'worlds' that may be possible when enabling meaningful and rich research with, for and by teachers. This book was originally published as a special issue of the journal, Teaching Education.

This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 3-13, which has always had primary education as its main focus. The journal has been published by Routledge since 2007 and is the most important academic publication in the field internationally. This book has been edited by a team of academics and senior practitioners, all of whom are members of the Board of the journal or the Association for the Study of Primary Education (which is the owning body of the journal). It will serve as an excellent resource to researchers and students of primary education. Topics include major contemporary issues such as key challenges in the field, learning and teaching, wellbeing, teachers' work and professionalism, and outdoor learning. The chapters in this book comprise articles published in Education 3-13 in the last ten years.

This timely history explores the entry, reception and resettlement of refugees across twentieth-century Britain. Focusing on four cohorts of refugees - Jewish and other refugees from Nazism; Hungarians in 1956; Ugandan Asians expelled by Idi Amin; and Vietnamese 'boat people' who arrived in the wake of the fall of Saigon - Becky Taylor deftly integrates refugee history with key themes in the history of modern Britain. She thus demonstrates how refugees' experiences, rather than being marginal, were emblematic of some of the principal developments in British society. Arguing that Britain's reception of refugees was rarely motivated by humanitarianism, this book reveals the role of Britain's international preoccupations, anxieties and sense of identity; and how refugees' reception was shaped by voluntary efforts and the changing nature of the welfare state. Based on rich archival sources, this study offers a compelling new perspective on changing ideas of Britishness and the place of 'outsiders' in modern Britain.

This book traces the reception and resettlement of Vietnamese, Cambodians and Laotians in France, Germany, the United Kingdom, the Netherlands and Israel during the 'boat people' crisis of 1975-79. These years saw hundreds of thousands of people displaced by the emergence of the Socialist Republic of Vietnam and political instability across south-east Asia. Using a comparative historical approach, the authors demonstrate the multiple ways in which refugees were contested, accepted, received and resettled across different national contexts. This episode is held up today as an example of European generosity. Yet this book illustrates how the reception of boat people in Western Europe and Israel was shaped by the Cold War, and by specific national preoccupations over international prestige, immigration, labour supply and the place of foreign-born strangers in their increasingly diverse societies. While the post-2015 refugee crisis in Europe has often been construed as a new challenge requiring an unprecedented coordinated international response, this book shows the longer history of such dilemmas. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This timely history explores the entry, reception and resettlement of refugees across twentieth-century Britain. Focusing on four cohorts of refugees - Jewish and other refugees from Nazism; Hungarians in 1956; Ugandan Asians expelled by Idi Amin; and Vietnamese 'boat people' who arrived in the wake of the fall of Saigon - Becky Taylor deftly integrates refugee history with key themes in the history of modern Britain. She thus demonstrates how refugees' experiences, rather than being marginal, were emblematic of some of the principal developments in British society. Arguing that Britain's reception of refugees was rarely motivated by humanitarianism, this book reveals the role of Britain's international preoccupations, anxieties and sense of identity; and how refugees' reception was shaped by voluntary efforts and the changing nature of the welfare state. Based on rich archival sources, this study offers a compelling new perspective on changing ideas of Britishness and the place of 'outsiders' in modern Britain.

This book traces the reception and resettlement of Vietnamese, Cambodians and Laotians in France, Germany, the United Kingdom, the Netherlands and Israel during the 'boat people' crisis of 1975-79. These years saw hundreds of thousands of people displaced by the emergence of the Socialist Republic of Vietnam and political instability across south-east Asia. Using a comparative historical approach, the authors demonstrate the multiple ways in which refugees were contested, accepted, received and resettled across different national contexts. This episode is held up today as an example of European generosity. Yet this book illustrates how the reception of boat people in Western Europe and Israel was shaped by the Cold War, and by specific national preoccupations over international prestige, immigration, labour supply and the place of foreign-born strangers in their increasingly diverse societies. While the post-2015 refugee crisis in Europe has often been construed as a new challenge requiring an unprecedented coordinated international response, this book shows the longer history of such dilemmas. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing 'Ability' Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality. Alongside a comprehensive account of existing literature and the international field, this book offers: Rigorous conceptual analysis of data A view of wider political debates on pupils' social backgrounds and educational attainment A discussion of the practicalities of classroom practice Recommendations for improved practice to maximise pupil outcomes, experiences and equity Vignettes, illustrative tables and graphs, as well as quotes from teacher interviews and pupil focus groups Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, wide-ranging appraisal of the international field, new large-scale empirical evidence, and 'close to practice' attention to the practicalities and constraints of the classroom. Reassessing 'Ability' Grouping is an essential read for any practitioners and policymakers, as well as students engaged in the field of education and social justice.

Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing 'Ability' Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality. Alongside a comprehensive account of existing literature and the international field, this book offers: Rigorous conceptual analysis of data A view of wider political debates on pupils' social backgrounds and educational attainment A discussion of the practicalities of classroom practice Recommendations for improved practice to maximise pupil outcomes, experiences and equity Vignettes, illustrative tables and graphs, as well as quotes from teacher interviews and pupil focus groups Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, wide-ranging appraisal of the international field, new large-scale empirical evidence, and 'close to practice' attention to the practicalities and constraints of the classroom. Reassessing 'Ability' Grouping is an essential read for any practitioners and policymakers, as well as students engaged in the field of education and social justice.

A minority and the state looks at the relationship between Travellers, or 'Gypsies', and the wider settled society in Britain throughout the twentieth century. This detailed study considers the ways in which the state has tried to create and enforce legislation to regulate their lifestyles, as well as the Travellers' responses, and resistance, to these efforts. The book is a much needed history of Britain's travelling communities in the twentieth century, drawing together detailed archival research at local and national level to explore the impact of state and legislative developments on Travellers, as well as their experience of missions, education, war and welfare. It offers a new perspective on British ethnic history by arguing that Travellers' experiences should not be understood as the history of a nomadic group, but in terms of the wider history of British minorities. -- .