Most Teaching Assistants (TAs) studying for Foundation Degrees need to do Action Research projects.
This book acts as an introduction to research methods, and will be especially useful if you are doing such work for the first time. It:
" introduces the basic principles and practice of research methods;
" provides an overview of the processes involved in Action Research;
" shows you how to identify an issue, design and carry out a course of action and evaluate the impact of this action;
" uses real case studies from practising TAs.
The content of the book relates to both Early Years and Primary settings, and there are case studies from a variety of settings.
Anyone studying for a Foundation Degree, or working towards HLTA status, will find this book meets their needs.
Claire Taylor is Programme Leader for the Foundation Degree at Bishop Grosseteste College, Lincoln. Min Wilkie is Programme Leader for the Foundation Degree in Educational Studies for Teaching Assistants at the University of Leicester. Judith Baser has worked in a wide range of educational settings, including 5 years as a teaching assistant. More recently, she has run training courses for teaching assistants in ways to support children's learning and development.
Claire is a member of the Senior Leadership Team and leads the Academic Engagement Hub. The Hub contains the Centre for Educational Development and Research (CEDaR), Library Services, Student Support and Learning Advice, Student Recruitment and Admissions, Quality Assurance and Student Data, and International work. Claire joined BG in 2002 having been a Primary Headteacher and since then she has held a variety of roles including ITT Lecturer, Programme Leader and Head of Learning and Teaching. Claire is a Bishop Grosseteste Teaching Fellow, a Fellow of the Higher Education Academy (HEA) and a Fellow of the Staff and Educational Developers' Association (SEDA).
Before joining the School of Education, Min worked for many years as a teacher, mostly in Nursery and Key Stage 1 settings, but also with Key Stage 2 and with Year 9, 10 and 11 pupils. She additionally worked for Leicester College where she developed both the Cache Specialist Teacher Assistant Award and the Btec HNC/D Early Childhood Studies, targeting professional development for Nursery Nurses. Here at the School of Education, Min is committed to the development of the Foundation Degree in Educational Studies, designing course content and materials, and assessments to enable mature, talented people working in schools to attain a professionally recognised status, and move toward teaching if they wish. She is the Programme Leader, Course Co-ordinator and Admissions Tutor for this programme.
Judith Baser originally studied German and French, and spent the early part of her career working as a commercial translator in industry and as a freelancer. Her career in education has mainly involved working with adults in a variety of settings, teaching modern foreign languages and basic skills, and providing learning support in Further Education settings for students with dyslexia and English as an Additional Language.
During a secondment to an Education Action Zone, Judith set up and managed a project developing training for school support staff. Working for several years as a Teaching Assistant in a primary school during an earlier career break gave her a useful insight in the role of support staff and their work in schools and their importance in fostering children's learning. She also developed and ran adults basic education courses for parents in schools.
Judith joined the School of Education at Leicester in 2003, and is responsible for managing and teaching the Foundation Degree in Educational Studies. She has developed several of the Foundation modules and continues to work on updating these to reflect current trends in education.
The book is divided into two sections: Women and Nationhood, and Models and Genres. The first section comprises six chapters which examines women’s responses to, and attempts to carve out space within, national discourses in a Latin American context. Spanning the nineteenth century to the present day, the chapters offer an insight into the ways in which Latin American women have constructed themselves as modern subjects of the nation, and made use of the ambiguous spaces created by modernization and national discourses. The section starts firstly with a focus on the Southern Cone, covering Chile and Argentina, and then moves geographically northward, to Colombia and Bolivia.
The second section, Models and Genres, consists of six chapters that examine how women writers engage with, and critically re-work, existing literary discourses and paradigms. Considering phenomena such as detective fiction, fairy-tales, and classical mythological figures, the chapters illustrate how these genres and models–frequently coded as masculine–are given new inflections, both as a result of their deployment by women, and as a result of their re-working in a Latin American context.
A new preface and two full, new chapters address current controversies over curriculum and textbooks, and extend the discussion of previous editions to reflect on some of the most important pressures being placed on higher education as well. Apple also considers the recent conversion of some prominent neoliberal, neoconservative, and managerial thinkers to more critical understandings of educational policies, proving that progressive change is possible if we examine the roots of these ideologies in the first place. As insightful as it is thorough, Official Knowledge is a refreshing call to challenge the dominant forces within education today, as Apple powerfully illustrates how larger social movements are only possible if we purposefully and inclusively deepen our understanding of the existing body of knowledge about education.
In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:
- Facts prevent understanding
- Teacher-led instruction is passive
- The 21st century fundamentally changes everything
- You can always just look it up
-We should teach transferable skills
- Projects and activities are the best way to learn
- Teaching knowledge is indoctrination.
In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.
This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.