ABSTRACT

There is a growing demand for educational professionals to develop a more critical understanding of the key and emerging debates in education so that they can better meet the challenges and demands placed upon them. Exploring Education at Postgraduate Level represents a range of perspectives from educational experts to academic researchers, and highlights the key issues surrounding contemporary education.

Organised into three parts and drawing on key issues in education theory, policy and practice, the book considers areas such as SEN, evaluating learning, ESOL and gender. Featuring reflective questions, case studies and summaries of core ideas, the chapters include:

  • Troublesome learning journey;
  • Applying educational thinkers to contemporary educational practice;
  • Values production through social and emotional learning;
  • Policy research: In defence ad hocery?;
  • We are all critically reflective now: The politics of critical reflection in higher education and in the work place;
  • Developing critical thought about SEN;
  • The refuge of relativism.

Aimed at supporting students on Masters-level courses, this acessible but critically provocative text is an essential resource for those wishing to develop a more critical understanding of the role, purpose and function of educational systems and practices.

part |21 pages

Introduction

chapter 1|9 pages

Troublesome learning journey

ByVanessa Cottle

chapter 2|11 pages

Is everyone a Socrates now?

A critical look at critical thinking
ByDennis Hayes

part I|55 pages

Theory

chapter 3|10 pages

Applying educational thinkers to contemporary educational practice

ByAnne O’Grady

chapter 4|9 pages

The application of psychological principles within education

Appliance of science or pick-n-mix?
ByVivienne Walkup

chapter 5|8 pages

Gender: stories and lies

Debunking myth and determining reality
ByFiona Shelton

chapter 6|10 pages

Values production through social and emotional learning

ByPeter Wood

chapter 7|8 pages

The curriculum

Anyone can teach a dog to whistle
ByFiona Shelton

chapter 8|9 pages

Monitoring and evaluating learning

ByTrevor Cotterill

part II|71 pages

Policy

chapter 9|7 pages

Policy research

In defence of ad hocery?
ByNic Lightfoot

chapter 10|10 pages

Education and social class

Examining the fuzziness of choice and belonging
ByTina Byrom

chapter 11|9 pages

A snapshot of contemporary education discourse

The Pupil Premium policy
ByClaire Pass, Deborah Outhwaite

chapter 12|9 pages

Meeting the needs of ESOL and EAL learners

A critical discussion of policy
ByJennifer Marshall

chapter 13|7 pages

Where care and education meet?

Social pedagogy in England and the policy of integration
ByNicole Chavaudra

chapter 14|8 pages

Early years workforce development

ByJon White, Joanne Byrd

chapter 15|11 pages

Why bother with masterliness?

ByAndrew Clapham

chapter 16|9 pages

Accountability

ByTrevor Cotterill

part III|57 pages

Practice

chapter 17|11 pages

We are all critically reflective now

The politics of critical reflection in higher education and in the workplace
ByRuby Oates

chapter 18|6 pages

Children's places

ByJon White

chapter 19|9 pages

Behaviour in schools

Is it as bad as they say – or is it worse?
ByAng Davey

chapter 20|8 pages

Developing critical thought about SEN

A complementary approach
ByMike Flay

chapter 21|7 pages

Educational leadership

Developing insight into practice
ByMelody Harrogate

chapter 22|12 pages

The refuge of relativism

ByDennis Hayes, Ruth Mieschbuehler

chapter 23|3 pages

Conclusion

Education – what's the point?
ByAnne O’Grady, Vanessa Cottle