Understanding contemporary education : key themes and issues
Author(s)
Bibliographic Information
Understanding contemporary education : key themes and issues
Routledge, 2017
- : pbk
- : hbk
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
Understanding Contemporary Education offers an essential exploration of key concepts and issues in education that will allow education studies students, as well as trainee and practising teachers to engage in reflection, not only on work at the classroom level, but on education more broadly. Using detailed examples, the book problematises many popular and taken-for-granted views, allowing the reader to challenge and seriously consider the nature of the education enterprise.
In each chapter, a concept is carefully considered, with major features, controversies, and strengths and weaknesses highlighted. Key follow-up questions challenge the reader to reflect on specific issues, and encourage involvement, not just in their own teaching, but in the planning and determination of the total programme of their school, and where possible, that of the nation.
The book is divided into seven main parts:
The Social Context of Education
Education Policy
Curriculum
Teaching and Learning
Leadership in Education
Teacher Preparation
International Developments in Education.
Drawing upon a wide variety of theoretical positions, Understanding Contemporary Education provides an accessible introduction to key themes and concepts in education, challenging readers to fully consider the purpose of education and to reflect intelligently on issues that affect all schools. It is a must-read book for those on education studies courses, as well as trainee and practising teachers.
Table of Contents
- Chapter 1: The Scope of the Book PART ONE: THE SOCIAL CONTEXT OF EDUCATION Chapter 2: The Functions of Education
- Chapter 3: Education versus Training
- Chapter 4: Stages of Education Development
- Chapter 5: Education and National Development
- Chapter 6: Globalization and Education. PART TWO: EDUCATION POLICY Chapter 7: Key Foci of Policy Analysis
- Chapter 8: Education Policy Orientations
- Chapter 9: Models for Analysing Education Policy
- Chapter 10: Policy Borrowing
- Chapter 11: Policy Changes in Higher Education. PART THREE: CURRICULUM Chapter 12: Orientations to Curriculum
- Chapter 13: Approaches to Curriculum Planning
- Chapter 14: Outcomes-based Education
- Chapter 15: Alternatives to the Objectives Model for Curriculum Planning
- Chapter 16: The Curriculum Ideas of Kieran Egan. PART FOUR: TEACHING AND LEARNING Chapter 17: Learning and the Conditions that Enhance Learning
- Chapter 18:Questioning Some Taken-for Granted Assumptions about Teaching and Learning
- Chapter 19: Approaches to Teaching
- Chapter 20: Learning Through Making and Doing
- Chapter 21: Direct Instruction. PART FIVE: LEADERSHIP IN EDUCATION Chapter 21: Different Types of Leadership
- Chapter 23: Leadership for Learning
- Chapter 24: Leadership in Assessment for Learning Chapter 25: Leadership for Change Chapter 26: Some Challenging Positions for Leaders to Consider. PART SIX: TEACHER PREPARATION Chapter 27: The Evolution of Teacher Preparation
- Chapter 28: A Model to Inform Planning for Teacher Preparation
- Chapter 29: Globalisation, Internationalisation and Teacher Preparation
- Chapter 30: Teacher Induction
- Chapter 31: Alternative Models of Teacher Preparation. PART SEVEN: International Developments in Education Chapter 32: Standardised Testing
- Chapter 33: National Curriculum
- Chapter 34: Education in Countries in Transition
- Chapter 35: Shadow Education
- Chapter 36: The Challenge of ICT in the Classroom.
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