A5080417816- Education Systems and Policy
- Global Educational Policies and Reforms
- Child Development and Digital Technology
- Teacher Education and Leadership Studies
- Literacy, Media, and Education
- Educational Assessment and Improvement
- Educational Methods and Media Use
- Educational Theory and Curriculum Studies
- Reading and Literacy Development
- Early Childhood Education and Development
- Educator Training and Historical Pedagogy
- Rural development and sustainability
- Global Education and Multiculturalism
- Parental Involvement in Education
- Historical Studies on Reproduction, Gender, Health, and Societal Changes
- Educational Environments and Student Outcomes
- Digital literacy in education
- Evaluation and Performance Assessment
- Diverse Education Studies and Reforms
- Cultural Industries and Urban Development
- Education and Critical Thinking Development
- Social Issues and Policies
- Education and Technology Integration
- Innovative Education and Learning Practices
- Gender Roles and Identity Studies
The Open University
2015-2018
Hong Kong Metropolitan University
2018
University College London
2012
Abstract This paper starts from the propositions that (a) pedagogy is central to achievement of socially just education and (b) there are existing pedagogical approaches can contribute more outcomes. Given ostensible commitments current English Government reducing educational inequality importance teaching, we set out explore conditions would need be put in place enable these developed sustained consistently disadvantaged schools England. We start by analysing classroom observation interview...
Abstract New research findings are presented in this paper, responding to a significant knowledge gap about the role of pedagogy tackling persistent educational inequalities. The paper examines potential reading for pleasure (RfP) disrupt ‘pedagogy poverty’ low socio‐economic (SES) schools and enable children reap cognitive, well‐being social benefits RfP. Children's volition interaction as readers central RfP have been found be particularly constrained by common SES United States, Australia...
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In current education system, high‐stakes testing has a pervasive pedagogical relationship between teachers and pupils. The data this paper, from ethnographic research working‐class middle‐class school, indicate that 'testing culture' is much greater school. Using Bernsteinian theory concept 'ideal pupil', it shown these pupils' are more passive dominated by issues...
This article extends the ongoing debate about socially just pedagogy by arguing that disadvantaged learners' capacity to exercise learner agency, which is essential for learning but has been shown be unequally constrained, can more effectively enabled. accomplished critically discussing possibilities and limits of a selection existing literature on pedagogies, including Critical Productive Pedagogies, enabling agency. Using sociocultural theory argues these pedagogies implicitly aim support...
Existing international research suggests that widespread performative pedagogy has contributed to producing educational inequalities for 'disadvantaged' learners. There have also been calls alternative pedagogies, which can be characterised as child-centred. This paper analyses pupils' hierarchical positioning in a contemporary, mixed socio-economic, child-centred classroom using Bernstein's theory of competence and the concept ideal pupil. The pupil's central characteristics were perceived...