Education And Theory Strangers In Paradigms

This compelling book examines what theory means for both student and researcher and questions whether the confidence in educational theory is justified.

Lecturers, why waste time waiting for the post to arrive? Click on the above icon and receive your e-inspection copy today! ′Whether embarking on research as an undergraduate or for a doctorate, Gary Thomas′ book will be of great value to you. It is refreshingly different from other books about doing research: it′s informative, well-written, wide-ranging yet sufficiently detailed and above all it′s enjoyable to read! I recommend it highly′. Professor Peter Earley, Institute of Education, University of London Are you doing a research project? Do you need advice on how to carry out research? Using practical examples, this book takes you through what should happen at each phase in the project′s schedule. Gary Thomas explains the main design frames and methods of data collection and analysis used in education and social science research, and provides down to earth advice on how to weave these elements together into a coherent whole. Structured according to the main phases of doing a project, the book covers · deciding your topic and your research question · project management and study skills · doing a literature review · methodology and research design · design frames · ethics and access · how to analyse the information you gather · discussing findings, theorising, concluding and writing up This book is an essential read for undergraduate, postgraduate, CPD and doctoral students undertaking a project in the applied social sciences. Comments from tutors: ′I loved this book! It brought research methods alive′: Gill Richards ,Nottingham Trent University ′Unputdownable′: Joy Jarvis ,University of Hertfordshire ′Accessible and encouraging style′: Neil Stott ,Nottingham Trent University Comments from students: ′Brilliant′: Alison Patterson ′Love the visual models′: Susan Allan ′Filled me with optimism′: Anne Cowan ′Very entertaining as well as extremely useful′: Viv Brown Gary Thomas is Professor of Education at the University of Birmingham.

This is the second volume in this series dedicated to Theory and Method in Higher Education Research. Publishing contemporary contributions to international debates regarding the application and development of theory and methodology in researching higher education, this volume aims to offer a channel for discussion, critique and innovation.

How can education be a vehicle for social change? This book looks at how different educational theories can be used to address complex and vital issues in society by exploring key concepts and challenging traditional thought through an educational lens. Each topic area is explored in both theoretical and practical terms with direct application to the classroom throughout. Key topics include: The climate crisis The Black Lives Matter movement The rise of right-wing populism The experience of LGBTQ+ students in school The impact of COVID-19 This is essential reading for anyone training to teach at any age phase and students undertaking the academic study of education.

Introducing you to 18 key educational thinkers who have offered challenging perspectives on education, this new edition comes with: - 3 new chapters on Ivan Illich, Loris Malaguzzi and Michael Apple - A glossary of key words related to each theorist’s work - A context-setting overview of key themes - Practical examples that shows how theories can be applied to your practice Use this book with it′s companion title Aubrey & Riley, Understanding and Using Educational Theories 2e (9781526436610)

This textbook gives readers a clear overview of a selection of 19 of the most influential thinkers on education, including established names (Vygotsky, Bruner, Dewey), more recent thinkers (Freire, hooks, Claxton) and other key names whose writing has helped shaped our views on teaching and learning. Each chapter includes practical examples showing how theories can be used to inform classroom teaching, and critiques of each theorist exploring opposing viewpoints and the strengths and weaknesses of different ideas. This third edition includes: New chapters on Barak Rosenshine and Daniel Goleman Revamped reflective tasks with a greater practical focus for the classroom More models and theoretical diagrams throughout This is an essential primer for any university course that includes learning theory, with particular relevance for initial teacher education, education studies and early childhood degrees. Karl Aubrey has recently retired from his post at Bishop Grosseteste University. Alison Riley is the Programme Leader for the BA Early Childhood Studies at Bishop Grosseteste University.

This book provides a unique assessment of the development of research in geography education and its future prospects, offering a challenging critique of subject-based education research, with particular reference to geography education across a range of different jurisdictions. It covers a range of topics, including the changing role of research in geography education; the relationship between education research and professional practice, with special reference to geography education research; the place of academic subject knowledge in geography education research; critiques of the functions of research in geography education; and the key issues for education policy and policymakers concerning educational research at national and international levels. Importantly, in a period marked by radical change for education research and researchers, the book offers a timely appraisal of possible ways forward for geography education research. Addressing the needs of academics, research students, policymakers, and education practitioners who undertake, use or shape the future of research in geography education, it comprehensively explores the forces that have driven the development of geography education research and pedagogy. Further, by positioning its analysis in the context of education policy debates in the UK, and further afield, it assesses the role and function of research in education, and offers an outlook on its future. This book is essential reading for all those who wish to understand the sporadic and increasingly uncertain development of subject-based research in education

Teacher Education and the Political is a striking book which addresses the nature and purpose of teacher education in a global context characterised by economic and political anxieties around declining productivity and social inclusion. These anxieties are manifested in recent policy developments such as the promotion of professional standards, the deregulation and marketisation of teacher education and the imposition of performance-related regimes that tie teachers’ pay to outcomes in high-stakes testing. The book assesses the implications of such policies for the work of teachers as well as for teacher educators and those undertaking initial teacher training. It is argued that these policy moves can be read as a depoliticising and de-intellectualising of teacher education. In this context, they illustrate how contemporary theory can provide a language for critiquing recent developments and imagining new trajectories for policy and practice in teacher education. Drawing on the work of theorists from Derrida and Mouffe to Agamben and Lacan, this book argues for the need to maintain a space for intellectual autonomy as a critical dimension of the ethico-political work of teachers. Together these ideas and analyses provide examples of the power of negative thinking, illustrating its capacity to unsettle comfortable truths and foreground the political nature of teacher education. Current teachers, teacher educators and school leaders will be particularly interested readers, alongside those concerned with policy in the wider educational landscape.