Knowledge, Values and Educational Policy : A Critical Perspective (Hardcover)

Introduction

HARRY DANIELS, HUGH LAUDER AND JILL PORTER

Section 1 Knowledge for teaching and learning

Introduction to section 1

HUGH LAUDER

1.1 What are schools for?

MICHAEL YOUNG

1.2 The school curriculum, theories of reproduction and necessary knowledge

ROY NASH

1.3 The influence of constructivism on teaching and learning in classrooms

ANNEMARIE PALINCSAR AND SARAH SCOTT

1.4 The double move in teaching ? Developmental learning

MARIANE HEDEGAARD

Section 2 Learning across boundaries

Introduction to section 2

HARRY DANIELS

2.1 Transfer of Knowledge between Education and Workplace Settings

MICHAEL ERAUT

2.2 Learning in and for Multiagency Working

PAUL WARMINGTON

2.3 Expansive learning in and for work

HANNA TOIVIANEN AND YRJO ENGESTROM

Section 3 Diversity and equity

Introduction to section 3

JILL PORTER

3.1 Cultural ways of learning

KRIS GUTIERREZ AND BARBARA ROGOFF

3.2 Equity and Social Justice Discourses in Education

NAZ RASSOOL

3.3 Gender theory and research in education

JO-ANNE DILLABOUGH

3.4 Symptoms, categories, and the process of invoking labels

ROGER SALJO AND EVA HORNE

3.5 Inclusive pedagogy

LANI FLORIAN AND RUTH KERSHNER

3.6 Disability: a complex interaction

TOM SHAKESPEARE

Section 4 Policy and governance

Introduction to section 4

HUGH LAUDER

4.1 Realising the Potential of System Reform

DAVID HOPKINS

4.2 Using Assessment in Education Reform: Policy, Practice and Future Possibilities

HARRY TORRANCE

4.3 Why do some policies not work in schools?

VIVIANNE ROBINSON

4.4 School as Imagined Community in Discursive Space: a perspective on the school effectiveness debate

ANDREW STABLES

Section 5 Deploying theory

Introduction to section 5

HARRY DANIELS

5.1 How do secondary school subject departments contribute to the learning of beginning teachers?

ALASTER DOUGLAS

5.2 Developing pedagogy for doctors-as-teachers: the role of Activity Theory

CLARE MORRIS

5.3 Teacher/researcher: an unsustainable identity

SARAH O’FLYNN

5.4 Using theory in social research: reflections on a doctoral study

MARIA BALARIN