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Responding To Children In The Twenty-First Century - Education, Social Pedagogy And Belonging

by Claire Cameron

7,94€ + 10% CARD

 As a society we want our children and young people to thrive and fulfil their potential. How then, can we best identify and respond to their needs in order to achieve this?In this lecture, Professor Claire Cameron takes the case of children in state care and the longer-term impacts on those young people of having been in care. In particular, she will examine the practice of social pedagogy, which describes a holistic and relationship-centred way of working in care and educational settings, and what this can bring to young people’s development - physical, emotional, intellectual and social.Professor Cameron argues that to make substantial progress for all young people we need to expand our understanding of the scope of ‘belonging’ to give children in care a ‘rich’ life.
ENGLISH

Responding To Children In The Twenty-First Century - Education, Social Pedagogy And Belonging

by Claire Cameron

7,94€ + 10% CARD

 As a society we want our children and young people to thrive and fulfil their potential. How then, can we best identify and respond to their needs in order to achieve this?In this lecture, Professor Claire Cameron takes the case of children in state care and the longer-term impacts on those young people of having been in care. In particular, she will examine the practice of social pedagogy, which describes a holistic and relationship-centred way of working in care and educational settings, and what this can bring to young people’s development - physical, emotional, intellectual and social.Professor Cameron argues that to make substantial progress for all young people we need to expand our understanding of the scope of ‘belonging’ to give children in care a ‘rich’ life.
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Higher Education As Self-Formation

by Simon Marginson

7,94€ + 10% CARD

 Higher education can be understood as a process of self-formation or self-cultivation, immersed in complex knowledge, that enables the student to become more capable and more autonomous and self-determining. In this lecture Professor Simon Marginson draws on a sweep of ideas from the fields of education and social science, including the late work of Michel Foucault on the formation of autonomous human subjects, Amartya Sen's forms of freedom and idea of capability, and Lev Vygotsky's positioning of individual development in social and cultural context. And what of the apparent paradox of today's high-participation higher education systems? While they have made self-formation more democratic and educated human capabilities more widespread, the opportunities to use those capabilities seem to be shrinking as societies become more unequal.
ENGLISH

Higher Education As Self-Formation

by Simon Marginson

7,94€ + 10% CARD

 Higher education can be understood as a process of self-formation or self-cultivation, immersed in complex knowledge, that enables the student to become more capable and more autonomous and self-determining. In this lecture Professor Simon Marginson draws on a sweep of ideas from the fields of education and social science, including the late work of Michel Foucault on the formation of autonomous human subjects, Amartya Sen's forms of freedom and idea of capability, and Lev Vygotsky's positioning of individual development in social and cultural context. And what of the apparent paradox of today's high-participation higher education systems? While they have made self-formation more democratic and educated human capabilities more widespread, the opportunities to use those capabilities seem to be shrinking as societies become more unequal.
ENGLISH

Problem Of Education And Development In Sub-Saharan Africa

by Moses Oketch

7,94€ + 10% CARD

 African governments and donor partners have long regarded investment in education as being central to economic growth in the region - but this investment is yet to achieve rapid economic improvement. Why is that? And what should be done to better realize that goal? In this lecture Professor Oketch addresses the compelling narrative of human capital theory - the doctrine, underpinning public policy world-wide, that investment in education is instrumental for economic growth - and what we can learn from its application in sub-Saharan Africa. Drawing on evidence from across several different aspects of education policy, he argues that however commanding the theory is, it remains tacit if the actual implementation of policies isn't effective.
ENGLISH

Problem Of Education And Development In Sub-Saharan Africa

by Moses Oketch

7,94€ + 10% CARD

 African governments and donor partners have long regarded investment in education as being central to economic growth in the region - but this investment is yet to achieve rapid economic improvement. Why is that? And what should be done to better realize that goal? In this lecture Professor Oketch addresses the compelling narrative of human capital theory - the doctrine, underpinning public policy world-wide, that investment in education is instrumental for economic growth - and what we can learn from its application in sub-Saharan Africa. Drawing on evidence from across several different aspects of education policy, he argues that however commanding the theory is, it remains tacit if the actual implementation of policies isn't effective.
ENGLISH

In Defence Of The Media Arts - Screen Education In The Twenty-First Century

by Andrew Burn

6,36€ + 10% CARD

 An Inaugural Professorial Lecture At a time when arts education is again marginalized in school curricula, the media arts are most in danger of being lost. This lecture proposes six reasons why schools and policymakers should take the media arts more seriously. It argues for collaboration between the arts, proposing that in today’s world a fusion of artistic practices is more common than a separation between them; and challenges the hierarchy of the arts that operates in society and in education. Finally, it identifies the specific role of digital media in the media arts, arguing for both continuity and innovation.
ENGLISH

In Defence Of The Media Arts - Screen Education In The Twenty-First Century

by Andrew Burn

7,94€ + 10% CARD

 An Inaugural Professorial Lecture At a time when arts education is again marginalized in school curricula, the media arts are most in danger of being lost. This lecture proposes six reasons why schools and policymakers should take the media arts more seriously. It argues for collaboration between the arts, proposing that in today’s world a fusion of artistic practices is more common than a separation between them; and challenges the hierarchy of the arts that operates in society and in education. Finally, it identifies the specific role of digital media in the media arts, arguing for both continuity and innovation.
ENGLISH

Human Development In Context - The Study Of Risk And Resilience

by Ingrid Schoon

6,36€ + 10% CARD

 An Inaugural Professorial Lecture Human development takes place through processes of progressively more complex and reciprocal interactions between a growing individual and a changing context. Using evidence from longitudinal data, following individual lives over time, it is possible to gain some insights into how children and their families respond to socio-structural opportunities and constraints and to what extent they are able to respond adaptively and steer the course of their lives despite exposure to adversity. Focusing on the experiences of children and young people growing up in conditions of socio-economic hardship I introduce a developmental-contextual approach for the study of resilience, challenging assumptions of necessary developmental constancy, as well as the idea that experiences in early childhood set up an invariant life path. Change for better or worse can occur across the entire life path, shaped by continuous interactions between a developing individual and a changing socio-historical context.
ENGLISH

Human Development In Context - The Study Of Risk And Resilience

by Ingrid Schoon

7,94€ + 10% CARD

 An Inaugural Professorial Lecture Human development takes place through processes of progressively more complex and reciprocal interactions between a growing individual and a changing context. Using evidence from longitudinal data, following individual lives over time, it is possible to gain some insights into how children and their families respond to socio-structural opportunities and constraints and to what extent they are able to respond adaptively and steer the course of their lives despite exposure to adversity. Focusing on the experiences of children and young people growing up in conditions of socio-economic hardship I introduce a developmental-contextual approach for the study of resilience, challenging assumptions of necessary developmental constancy, as well as the idea that experiences in early childhood set up an invariant life path. Change for better or worse can occur across the entire life path, shaped by continuous interactions between a developing individual and a changing socio-historical context.
ENGLISH

Education Policy, Cross-National Tests Of Pupil Achievement, And The Pursuit Of World-Class Schooling - A Critical Analysis

by Paul Morris

6,36€ + 10% CARD

 An Inaugural Professorial Lecture Educational reforms are increasingly presented as a technocratic exercise designed to emulate the features of educational systems that have performed well on cross-national tests of pupil achievement, such as the Programme for International Student Assessment (PISA). That process has been facilitated by the emergence of a form of comparative education that identifies and promotes transferable policies. This lecture analyses and critiques how this approach operates.
ENGLISH

Education Policy, Cross-National Tests Of Pupil Achievement, And The Pursuit Of World-Class Schooling - A Critical Analysis

by Paul Morris

7,94€ + 10% CARD

 An Inaugural Professorial Lecture Educational reforms are increasingly presented as a technocratic exercise designed to emulate the features of educational systems that have performed well on cross-national tests of pupil achievement, such as the Programme for International Student Assessment (PISA). That process has been facilitated by the emergence of a form of comparative education that identifies and promotes transferable policies. This lecture analyses and critiques how this approach operates.
ENGLISH

Science Teachers Engaging With Research - Lessons Learnt From Three Decades Of Educational Research

by Shirley Simon

6,36€ + 10% CARD

 In this lecture Professor Simon draws on thirty years' experience as a teacher, teacher educator, and international researcher to argue that teachers' professional learning can be advanced by engagement with research. Based on evidence from her collaboration with teachers through funded research projects, higher degree work and professional development, Professor Simon provides a narrative of how different forms of engagement, as suited to individuals and circumstances, can enable teachers to be critically reflective of practice and their own learning. Examples are drawn from research and development initiatives in formative assessment, science enquiry, cognitive acceleration, argumentation, and from masters and doctoral supervision. Recently Professor Simon has been involved in action research projects in schools and will draw on some findings to illustrate how engagement with research in school settings can be beneficial to practice if well-supported.
ENGLISH

Science Teachers Engaging With Research - Lessons Learnt From Three Decades Of Educational Research

by Shirley Simon

7,94€ + 10% CARD

 In this lecture Professor Simon draws on thirty years' experience as a teacher, teacher educator, and international researcher to argue that teachers' professional learning can be advanced by engagement with research. Based on evidence from her collaboration with teachers through funded research projects, higher degree work and professional development, Professor Simon provides a narrative of how different forms of engagement, as suited to individuals and circumstances, can enable teachers to be critically reflective of practice and their own learning. Examples are drawn from research and development initiatives in formative assessment, science enquiry, cognitive acceleration, argumentation, and from masters and doctoral supervision. Recently Professor Simon has been involved in action research projects in schools and will draw on some findings to illustrate how engagement with research in school settings can be beneficial to practice if well-supported.
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Number Skills In Primary School - Development And Individual Differences

by Richard Cowan

6,36€ + 10% CARD

 From the start of universal schooling there has been dissatisfaction with the outcomes of primary education and disagreement about why some children make much slower progress. Contrary to public perceptions, the differences between children in the same class taught by the same teacher are greater than differences between schools or countries. This inaugural lecture considers the factors that may be influential, drawing on findings from research projects funded by the ESRC and the Nuffield Foundation. Recent accounts in developmental psychology emphasize reciprocal relationships between factors - for example a child's cognitive skills may affect their mathematical development and mathematical education can enhance the development of cognitive skills. Understanding such reciprocal relationships is required to advance developmental psychology and improve the basis for educational policies.
ENGLISH

Number Skills In Primary School - Development And Individual Differences

by Richard Cowan

7,94€ + 10% CARD

 From the start of universal schooling there has been dissatisfaction with the outcomes of primary education and disagreement about why some children make much slower progress. Contrary to public perceptions, the differences between children in the same class taught by the same teacher are greater than differences between schools or countries. This inaugural lecture considers the factors that may be influential, drawing on findings from research projects funded by the ESRC and the Nuffield Foundation. Recent accounts in developmental psychology emphasize reciprocal relationships between factors - for example a child's cognitive skills may affect their mathematical development and mathematical education can enhance the development of cognitive skills. Understanding such reciprocal relationships is required to advance developmental psychology and improve the basis for educational policies.
ENGLISH

Learning To Live Together - Struggles For Citizenship And Human Rights Education

by Hugh Starkey

7,94€ + 10% CARD

 An Inaugural Professorial Lecture Citizenship education engages with living together in diverse societies where democracy provides a framework for lively struggles against discrimination by gender, ethnicity, class, or sexuality. In this lecture Hugh Starkey draws lessons from historic struggles against racist structures and ideologies, noting that leaders such as Mandela, King, and Malcolm X invoked the Universal Declaration of Human Rights to invite solidarity, linking local and global communities in common citizenship. He examines some pedagogical problems raised by earlier attempts to challenge narrowly nationalist perspectives. Education for cosmopolitan citizenship provides expression for multiple voices and promotes common standards that both include and transcend so-called fundamental British values.
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Eal Pupils In London Schools - A Success Story Against The Odds

by Catherine Wallace

7,94€ + 10% CARD

 An Inaugural Professorial Lecture In this lecture Professor Catherine Wallace explores the literacy and language development of two groups of EAL (English as an Additional Language) pupils in London schools: Year 5 pupils in a primary school and Year 8 new arrivals in a secondary school. As they navigate their way through the British educational system, the learners recount stories of success and setback, allowing us to draw a number of lessons about pedagogy and curriculum. The lecture concludes with recommendations for a sociolinguistically oriented approach to literacy and language learning that acknowledges the cultural and linguistic resources and needs of the growing number of these pupils in London classrooms.
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Creativity And The Curriculum

by Dominic Wyse

7,94€ + 10% CARD

 An Inaugural Professorial Lecture Creativity is regarded by many as a vital aspect of the human world, and creative endeavours are seen as a central element of society. Hence student creativity is regarded as a desirable outcome of education. This inaugural professorial lecture examines the place of creativity in education and in national curricula. Beginning with examples of creativity in music, it looks at new research findings on creativity in European Union member states and the place of creativity in the national curricula of the countries of the UK. Finally the lecture addresses the extent to which creativity is represented in the national curriculum in England, and critically examines what should be done to enhance creativity in education.
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Power And Perils Of Narrative - Making The Best Use Of The British Birth Cohort Studies

by Jane Elliott

7,94€ + 10% CARD

 Britain is unique in the world in having a portfolio of national birth cohort studies that follow individuals from birth through childhood and into adult life. These studies, the first of which was established in 1946, have already been instrumental in providing evidence relevant to a wide range of policy issues particularly in the areas of health, child development, education, and employment. In this lecture Jane Elliott uses a vivid narrative case study to illustrate the detailed information that the British Birth Cohort studies collect about individuals and their circumstances. She draws on an eclectic range of literature both to give an insight into the types of research that can be conducted using Britain's unparalleled portfolio of birth cohort studies, and also to explore the narrative properties of the studies. She argues for the importance of examining individual life stories in order to complement the detailed quantitative information collected by the studies, and demonstrates how individual narratives can provide an appealing and compelling way to communicate the findings from quantitative analyses. However she also highlights some of the dangers of focusing only on the individual, and makes a broader case for using narrative methods to understand the social world and the intersubjective structures within which individuals try to make sense of their own lives and experiences.
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Learning And Communication In Digital Multimodal Landscapes

by Carey Jewitt

7,94€ + 10% CARD

 An Inaugural Professorial Lecture People communicate and interact through gesture, gaze, and shifting their posture and position as well as through language. Many of the texts and artefacts people engage with in learning environments also go beyond language - a mix of image, colour, texture, movement, music, writing, and spoken word. Research that looks beyond language, though once marginalized, is increasingly recognized as essential to understanding communication and interaction, particularly in digital environments that create new challenges for - and place interesting demands on - social science research methods. In this lecture, Professor Carey Jewitt explores the educational terrain of multimodal communication and the challenges of how to research and understand it. She draws upon her work with colleagues at the Institute of Education and beyond, and demonstrates the potential of attending to the unspoken as much as to the spoken in helping understand communication and learning in the changing digital landscape. The author shows how design and use of technologies has a key role in communication and learning, and how their use can shape practices and potentials and change resources. Finally, she points towards the ways in which, through the use of technologies, teachers and students have access to different semiotic resources, and how their situated use of these resources shapes learning. Carey Jewitt is Professor of Technology and Learning at the Institute of Education, University of London, and heads the institute's Culture, Communication and Media Department.
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Understanding Core Skills And Influences In Primary School Science Learning - Taking A Scientific Approach

by Andy Tolmie

7,94€ + 10% CARD

 Recent years have seen substantial improvements in the teaching of reading and early arithmetic based on rigorous analysis of the component learning skills involved in these areas and of the ways they are developed. Despite the importance attached to science, there has been very little comparable work that might provide a steer to primary school teachers on how to help put in place key early skills in this area of learning. In this lecture, Professor Andy Tolmie explores what lies behind recent research findings in science learning that have shown how pupil discussion during group work plays an important role in promoting conceptual understanding and reasoning in science. Professor Tolmie looks at evidence from neuroimaging and behavioural studies, which show that when accurately anticipating outcomes separate neural systems are used to those involved in language-based ideas about causal principles. He highlights the implications of this for primary science education. The author argues that we urgently need a better understanding of the core skills that underlie scientific thinking and of how it is learnt. He suggests a research framework that would provide a crucial foundation for a scientific approach to pedagogy and curriculum design in this key area, especially during the primary school years.
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Are We Nearly There Yet? - Progress, Issues, And Possible Next Steps For A Self-Improving School System

by Toby Greany

7,94€ + 10% CARD

 An Inaugural Professorial Lecture The DfE's 2010 white paper 'The Importance of Teaching' set out the Coalition's aim to 'create a school system which is self-improving'. In this inaugural lecture, Toby Greany assesses progress to date and the Coalition Government's approach to developing a self-improving system. He argues that the Coalition is following at least four different reform approaches at the same time: the world class/no excuses approach, the freedom-to-teach approach, the market-based approach and the system-leadership approach. These differing approaches compete with each other, creating confusion at best and unresolvable tensions at worst, most obviously through an over-reliance on punitive accountability. The first three approaches do not reflect international evidence and practice in terms of effective system reform and school improvement, and do not appear to meet the Government's own criteria for a self-improving system. The system-leadership approach appears to have more promise, but Greany makes a series of recommendations for how it could be enhanced. He concludes that if the self-improving system becomes no more than a narrative device to justify the removal of central and local government support, then a two-tier system will rapidly emerge in which some schools thrive, but large swathes are left behind.
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Research For All

by Sandy Oliver

7,94€ + 10% CARD

 Examining health services research from the perspective of service users demonstrates that, although research methods are applied meticulously, research findings can still be misleading. In her Inaugural Professorial Lecture, Sandy Oliver offers two solutions. The first focuses on the social attributes of a study, such as who designs it and who interprets its findings. The second focuses on how we can review research literature systematically to learn from many - inevitably partial - studies simultaneously. As systematic reviews have evolved for each new academic discipline or policy sector, they have provided clear, methodical and justifiable innovations for answering important questions from the available literature. Combining these two solutions in participatory systematic reviews makes sense of research literatures in terms that are most useful to potential users. These solutions are at the vanguard of change in health and social policy research. However, while similar advances have been made across other academic disciplines, public engagement with research is still more rhetoric than reality. Academics need the motivation, the means and an environment that is conducive to public engagement. Pressure on universities to provide that environment comes from funders responding to the expectations of a dynamic social movement for public engagement. Universities' efforts will be more productive after developing a shared understanding - not just within disciplines but between them - of what public engagement offers and a rationale for choosing between its various forms.
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