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How much have teachers and their pupils benefitted from the
top-down Westminster-led control of policy held in place by a
powerful national inspection regime? A Generation of Radical
Educational Change: Stories from the Field is an exploration of the
revolutionary impact of the greater and continuing involvement of
central government in education policy-making which began in 1976
and was accelerated by the 1988 Education Act and subsequent
legislation. In the book, a dozen distinguished contributors from a
wide range of sectors explain and reflect on how they worked to do
their best for their schools, teachers and pupils in these years of
great change. They understand the reasons, explained by Lord Baker
in his early chapter, for a National Curriculum in 1988, and also
the reasons for a more effective national inspection system. Yet
their stories accumulate to become a powerful critique of the
top-down policies of the last two decades. These policies have been
too numerous, short-term, incoherent and partisan; governments have
been indifferent to professional opinion and serious research, and
have relied excessively on measurable outcomes and simplistic
Ofsted judgments. Our current system is narrower and less
democratic than it was, but evidence is hard to find that English
pupils are doing any better in international comparisons. The
combined reflections in this volume are timely in these years of
lively educational debate as are the suggestions for future policy.
A Generation of Radical Educational Change is an invaluable read
for current and aspiring headteachers, policy makers and those with
an interest in education policy and how it evolves.
How much have teachers and their pupils benefitted from the
top-down Westminster-led control of policy held in place by a
powerful national inspection regime? A Generation of Radical
Educational Change: Stories from the Field is an exploration of the
revolutionary impact of the greater and continuing involvement of
central government in education policy-making which began in 1976
and was accelerated by the 1988 Education Act and subsequent
legislation. In the book, a dozen distinguished contributors from a
wide range of sectors explain and reflect on how they worked to do
their best for their schools, teachers and pupils in these years of
great change. They understand the reasons, explained by Lord Baker
in his early chapter, for a National Curriculum in 1988, and also
the reasons for a more effective national inspection system. Yet
their stories accumulate to become a powerful critique of the
top-down policies of the last two decades. These policies have been
too numerous, short-term, incoherent and partisan; governments have
been indifferent to professional opinion and serious research, and
have relied excessively on measurable outcomes and simplistic
Ofsted judgments. Our current system is narrower and less
democratic than it was, but evidence is hard to find that English
pupils are doing any better in international comparisons. The
combined reflections in this volume are timely in these years of
lively educational debate as are the suggestions for future policy.
A Generation of Radical Educational Change is an invaluable read
for current and aspiring headteachers, policy makers and those with
an interest in education policy and how it evolves.
This practical, accessible book encourages a deep, often
challenging, consideration of how young children learn and how
teachers and other adults best support their learning. Essential
reading for education students, it draws on research and practice
to help readers reflect critically on their beliefs and practice.
After comparing different views of pedagogy, it explores children's
development and the importance of culture and context, emphasising
the attributes of successful learners, relationships and the
learning environment. Readers are helped think through how
different aspects of pedagogy are interlinked and consider the
implications for breadth, balance, planning and assessment and
continuing professional development.
The second edition of this popular text has been revised and
updated to include the new Professional Standards needed to achieve
Qualified Teacher Status (QTS). Tackling these elusive but
fundamental aspects of children's development, this text places the
importance of spiritual, moral, social and cultural understanding
in a cross-curricular context. It directly links between children's
attainment and the wider aspects of personal development, beliefs
and values, explaining the environment in which learning flourishes
and demonstrating how trainees can promote this in their teaching.
In addition, it helps enrich the trainee teacher's experience,
laying firm foundations for their continuing professional
development.
Tony Eaude argues that the foundations of a robust but flexible
identity are formed in early childhood and that children live
within many intersecting and sometimes conflicting cultures. He
considers three meanings of culture, associated with (often
implicit) values and beliefs; the arts; and spaces for growth. In
exploring how young children's identities, as constructed and
constantly changing narratives, are shaped, he discusses
controversial, intersecting factors related to power in terms of
race/ethnicity, gender, religion, class, physical ability and age.
Eaude explores how young children learn, often tacitly,
highlighting reciprocity, example, habituation and children's
agency and voice. He emphasises the importance of a sense of
belonging, created through trusting relationships, and inclusive
environments, with adults drawing on and extending children's
cultural capital and 'funds of knowledge.' Eaude shows how a
holistic education requires a breadth of opportunities across and
beyond the school curriculum, and highlights how play, the
humanities and the arts enable children to explore how it is to be
human, and to become more humane, broadening horizons and helping
challenge preconceptions and stereotypes. This radical, inclusive
and culturally sensitive vision, for an international audience,
challenges many current assumptions about identity, culture,
childhood and education.
New Perspectives on Young Children's Moral Education explores how
to approach young children's moral education in a world of
uncertainty and change. What is moral education? How do young
children learn to act and interact appropriately? How do we enable
children to recognise that how they act and interact matters? How
can character, virtues and value help young children internalise
qualities associated with living 'a good life'? Challenging many
current assumptions about ethics and education, Tony Eaude suggests
that a moral dimension runs through every aspect of life and that
ethics involves learning to act and interact appropriately, based
on an 'ethic of care' and enduring qualities and attributes, to
equip children to resist strong external pressures. Drawing
accessibly on research in neuroscience and psychology, he discusses
how young children learn, highlighting the role of emotion,
culture, example, habituation and feedback. Small actions can help
to develop agency, empathy and thoughtfulness and a sense of moral
identity, with an increasing emphasis on self-regulation, a
vocabulary of ethics and intrinsic motivation. Eaude explores how
character, virtues and values can help young children and adults to
recognize and internalize qualities associated with living 'a good
life'. He identifies how adults and learning environments can
support these processes and shows why an inclusive approach is
needed, rather than focusing on these topics only in particular
settings, programmes or lessons. Recognising pitfalls and dilemmas,
Eaude argues that an approach based on virtue ethics and an
apprenticeship model is suitable in school and other settings, both
religious and otherwise, internationally.
Developing the Expertise of Primary and Elementary Classroom
Teachers challenges many current assumptions about primary
education. Tony Eaude uses international research and the
experiences of teachers at different career phases to indicate that
primary classroom teachers with a high level of expertise adopt a
wide repertoire of strategies and a flexible, reciprocal and
intuitive approach to planning, assessment and teaching. He
explores why a deep understanding of how young children learn, the
ability to create an inclusive environment, relationships of care
and trust and teachers who are attuned to children are essential.
Eaude argues that to develop qualities such as confidence and
resilience, to exercise informed intuition and to create a robust
professional identity, many constraints on manifesting expertise,
some of which are emotional, some more structural, must be
overcome. Drawing on the research on professional learning, Eaude
shows that these abilities and qualities are learned over time,
through regular, sustained, contextualised opportunities, relating
theory and practice, with the years soon after qualification
particularly significant. He highlights that the professional
knowledge and judgement required in complex, changing situations is
acquired and refined mainly through guided practice and experience
backed by reflection and engagement with research. The need for
supportive professional learning communities and for policy which
encourages primary classroom teachers' enthusiasm, creativity and
willingness to innovate is emphasised and an enriched
apprenticeship model - using a variety of processes, including
observation of other teachers, practice, mentoring, case studies
and discussion - is advocated.
Developing the Expertise of Primary and Elementary Classroom
Teachers challenges many current assumptions about primary
education. Tony Eaude uses international research and the
experiences of teachers at different career phases to indicate that
primary classroom teachers with a high level of expertise adopt a
wide repertoire of strategies and a flexible, reciprocal and
intuitive approach to planning, assessment and teaching. He
explores why a deep understanding of how young children learn, the
ability to create an inclusive environment, relationships of care
and trust and teachers who are attuned to children are essential.
Eaude argues that to develop qualities such as confidence and
resilience, to exercise informed intuition and to create a robust
professional identity, many constraints on manifesting expertise,
some of which are emotional, some more structural, must be
overcome. Drawing on the research on professional learning, Eaude
shows that these abilities and qualities are learned over time,
through regular, sustained, contextualised opportunities, relating
theory and practice, with the years soon after qualification
particularly significant. He highlights that the professional
knowledge and judgement required in complex, changing situations is
acquired and refined mainly through guided practice and experience
backed by reflection and engagement with research. The need for
supportive professional learning communities and for policy which
encourages primary classroom teachers' enthusiasm, creativity and
willingness to innovate is emphasised and an enriched
apprenticeship model - using a variety of processes, including
observation of other teachers, practice, mentoring, case studies
and discussion - is advocated.
New Perspectives on Young Children's Moral Education explores how
to approach young children's moral education in a world of
uncertainty and change. What is moral education? How do young
children learn to act and interact appropriately? How do we enable
children to recognise that how they act and interact matters? How
can character, virtues and value help young children internalise
qualities associated with living 'a good life'? Challenging many
current assumptions about ethics and education, Tony Eaude suggests
that a moral dimension runs through every aspect of life and that
ethics involves learning to act and interact appropriately, based
on an 'ethic of care' and enduring qualities and attributes, to
equip children to resist strong external pressures. Drawing
accessibly on research in neuroscience and psychology, he discusses
how young children learn, highlighting the role of emotion,
culture, example, habituation and feedback. Small actions can help
to develop agency, empathy and thoughtfulness and a sense of moral
identity, with an increasing emphasis on self-regulation, a
vocabulary of ethics and intrinsic motivation. Eaude explores how
character, virtues and values can help young children and adults to
recognize and internalize qualities associated with living 'a good
life'. He identifies how adults and learning environments can
support these processes and shows why an inclusive approach is
needed, rather than focusing on these topics only in particular
settings, programmes or lessons. Recognising pitfalls and dilemmas,
Eaude argues that an approach based on virtue ethics and an
apprenticeship model is suitable in school and other settings, both
religious and otherwise, internationally.
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