Browsing Education by Journal
Now showing items 1-20 of 26
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Book review: Educating outsideBook review of Educating Outside: Curriculum-linked outdoor learning ideas for primary teachers By: Helen Porter Bloomsbury Education, 2018 9781472946300
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Book review: How to be an outstanding nursery leaderReview of How to be an outstanding nursery leader by Allison Lee, 2018, London, Bloomsbury, 182 pp., £12.99 (paperback), ISBN: 978 1 4729 5257 8
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Book review: Making sense of neuroscience in the Early YearsBook review of Making sense of neuroscience in the Early Years Sally Featherstone Featherstone, 2017 9781472938312
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Book review: School readiness and the characteristics of effective learning: the essential guide for Early Years practitionersBook review of School readiness and the characteristics of effective learning: the essential guide for Early Years practitioners by Tamsin Grimmer, Jessica Kingsley Publishers, 2018, 206 pp.,, £13.99 (paperback), ISBN: 978 1 78592-175-9
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Book review: Teaching religious education: researchers in the classroomBook review of Teaching Religious Education Researchers in the Classroom By: Julian Stern Bloomsbury, 2018 9781350037113
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Book review: Using film to understand childhood and practiceBook review of Using film to understand childhood and practice edited by Sue Aitken, London, Bloomsbury, 2018, 235 pp., £18.99 (paperback), ISBN: 978-1-4742-7455-5
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Book review: Vocabulary assessment to support instruction: building rich word-learning experiencesBook review of Vocabulary Assessment to Support Instruction: Building Rich Word-Learning Experiences Margaret G. McKeown et al Guilford Press, 2017 9781462530793
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Book review: Your booksmart, school- savvy, stress-busting primary teacher training companionreview of: Your booksmart, school- savvy, stress-busting primary teacher training companion by Elizabeth Malone, 2020, London, Sage, 178 pp., £16.99 (paperback), ISBN: 978-1-5264-9419-1
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Busting the myth of gender bias: views from men and women primary-school trainees and teachersWe explore the ideology associated with gender equality that despite primary schools and initial teacher education (ITE) institutions doing all they can to recruit men into primary education, a huge gender imbalance still exists. We frame our study around the notions of gender equality and professional responsibility. Using a multi-case study approach, this inquiry examined views of men and women from 12 English primary schools and one ITE institution regarding the cause and effect of gender bias. Findings show a differentially large gender gap in the sample schools and that there is good practice where schools are successful in attracting and retaining men teachers. Implications of these findings suggest that leaders in primary schools need to take a more active role to help change and shape the perceptions of men teachers in education. We conclude that leaders also need to help close the teacher gender gap in schools and ITE institutions through collaborative dialogue.
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Dewey, Democracy and Education and the school curriculumThis paper will investigate Dewey’s Democracy and Educationin relation to the curriculum. There are two overarching themes to the paper: the concept of the democratic curriculum and the academic/vocational divide. Dewey is seen as a pivotal thinker in relation to collaborative learning and the child as a vital voice in any learning that takes place in the classroom and beyond. The paper explores whether issues such as school governance and pupil voice facilitate Dewey’s notion of democratic education. Alongide this is the issue of the academic/vocational divide within English education. Acknowledgement will be made of Dewey’s theory of knowledge which emphasises the connection between concept and application and how this can influence the incorporation of the theoretical and the practical as part of children’s learning in a given curriculum.
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Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schoolsThis paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.
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Review of Achievement for all in international classrooms: improving outcomes for children and young people with special educational needs and disabilitiesBook review: Achievement for all in international classrooms: improving outcomes for children and young people with special educational needs and disabilities by Sonia Blandford, London, Bloomsbury, 2017, 206 pp., £22.45 (paperback), ISBN: 9781474254335
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Review of Breaking through the language arts block: organizing and managing the exemplary literacy dayBook review of Breaking Through the Language Arts Block Organizing and Managing the Exemplary Literacy Day Lesley Mandel Morrow, Kenneth Kunz, and Maureen Hall Guilford Press, 2018 9781462534463
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Review of Children's transitions in everyday life and institutionsBook review of Children’s transitions in everyday life and institutions edited by Mariane Hedegaard and Marilyn Fleer, London, Bloomsbury, 2019,253 pp., £90.00 (hardback), ISBN: 978-1-350-02145-7
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Review of Computer science education: perspectives on teaching and learning in schoolBook review of Computer science education: perspectives on teaching and learning in school edited by Sue Sentance, Eric Barendsen and Carsten Schulte, London, Bloomsbury, 2018, 247 pp., £22.49 (paperback), ISBN: 978 1 350 057104
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Review of Education policy, practice and the professionalReview of education policy, practice and the professional by Jane Bates, Sue Lewis and Andy Pickard, London, Bloomsbury, 2019, 186 pp., £21.99 (paperback), ISBN: 978 1 350004955
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Review of Influencing early childhood education: key figures, philosophies and ideasBook review of Influencing early childhood education: key figures, philosophies and ideas, Linda Pound, Open University Press, 2011 9780335241569
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Review of Inside teaching: how to make a difference for every learner and teacherBook review of Inside Teaching: How to Make a Difference for Every Learner and Teacher By John Blanchard Routledge, 2017 9781138712294
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Review of Mastering primary design and technologyBook review of Mastering Primary Design and Technology, Gill Hope, Bloomsbury Academic, 2018, ISBN 9781474295390
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Review of Physical activity and learning after school: the PAL programBook reviewL Physical activity and learning after school: the PAL program, edited by Paula Schwanenflugel and Phillip Tomporowski, 2017, New York, Guilford Press, 246 pp., £21.99 (paperback), ISBN: 9781462532674.
