Schooling and Social Change in England since 1760 offers a powerful critique of the situation of British education today and shows the historical processes that have helped generate the crisis confronting policymakers and practitioners at the present time. The book identifies the key phases of economic and social change since 1760 and shows how the education system has played a central role in embedding, sustaining and deepening social distinctions in Britain. Covering the whole period since the first industrialization, it gives a detailed account of the development of a deeply divided education system that leads to quite separate lifestyles for those from differing backgrounds. The book develops arguments of inequalities through a much-needed account of the changes in education. This book will be of great interest for academics, scholars and post-graduate students in the field of history of education and education politics. It will also appeal to administrators, teachers and policy makers, especially those interested in the historical development of schooling.

This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain.

Drawing on the author’s own experience as a student and a teacher in England and Japan, this book is a comparative study of boys’ secondary schools in these two countries. By comparing two nations that are very different in their history, culture, and geographical location, and by focusing on schools that are affordable to the majority of the population, the analysis carried out in this book takes the onus away from money, national culture, and religion, allowing for a more insightful understanding of those elements of schooling, which prove essential to successful class reproduction and those that are contingent. The book also explores the experiences of boys who do not fit orthodox images of heterosexual masculinity, discussing their interaction with teenage subcultures which encourage non-conformity to middle-class norms. Representing a novel contribution to the understanding of the relationship between education, gender, and class, this book will be a valuable resource to scholars and students of education studies, Japanese studies, and the sociology of education.

This volume introduces sociology as a foundational discipline of education. Education is a central structuring mechanism in shaping societies, making it a core focus for sociology. Sociologists study education in its broadest sense – as occurring within families, communities and provided by institutions. The purposes of formal education are contested and these contestations shape broader power relations locally, nationally and globally. Sociologists disaggregate processes within education to examine empirically and theoretically the various levels at which they operate. This allows them to describe and make sense of the ways that relations of inequality are developed, reproduced or unsettled and how these shape individual and group experiences and outcomes. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education - Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

By applying cultural-historical activity theory and expansive learning theory to educational research, this volume illuminates new forms of educational activities as collaborative interventions in schools and communities where learners and practitioners generate expansive learning so that they can collectively transform their activities and expand their agency for themselves. It covers four cases of activity-theoretical formative intervention studies conducted in Japan, which are related to: fostering children’s expansive learning in classroom lessons; teachers as collaborative change agents in redesigning schools; expanding the school activity from below; and emerging knotworking agency in community-based disaster prevention learning. This book employs activity theory as a general theoretical framework of human learning and development to connect focal data from empirical and interventional studies on real human learning in specific educational settings in Japan. In this way, the book illustrates how the general theoretical framework could be used to understand a specific socio-cultural milieu, that is, the Japanese context. It also shows the universal relevance of the Japanese context of educational activity on broader international research, analyzing concrete empirical data from specific settings in Japan. In conclusion this book creates new understanding and develops a cohesive framework of the agentic and hybrid nature of educational activities as collaborative interventions in the expansion of learning.

While research evidence shows the negative impact of ability grouping on children, this book suggests that the reason the practice is still embraced is the unspoken allegiance to the values of empire that governments, schools, and many parents still uphold, promoting competition and hierarchies over and above ethical principles on the education of society’s most vulnerable, our children. The practice, which happens across social class, humiliates children deemed ‘less academically able’ by ‘rounding them up’ in front and in opposition to their ‘better’ intellectual peers. Wielding knowledge as a weapon of humiliation warps children’s relationship to organized forms of knowledge, making them antagonistic or indifferent towards it. This book responds to Michael Young’s The Rise of the Meritocracy, by focusing on the plight of those who are educationally placed in opposition to the ‘intellectual elites’: the bottom set citizen, rich or poor and ready to vote. This book will appeal to anyone concerned with democracy and children’s rights in education, including the rich, on whom I shine the light of deficit for a change. Thus, Donald Trump and Nigel Farage exemplify the bottom set citizen in all his facilitated glory. Other, more vulnerable BSCs are not as lucky.

This fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils’ standards of achievement through high quality teaching. How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best from pupils? These are the kinds of questions that this revised third edition addresses. It includes: • more than sixty ground-breaking infographics to convey key points in a highly accessible way • discussion of recent curriculum changes in the UK and the implications for high quality teaching • tried-and-tested classroom strategies, points for reflection and further research to bridge theory and practice • key concepts and international views on topics such as creativity, teachers’ well-being, and assessment • reflections on the lessons from the recent pandemic such as the need for a robust digital pedagogy • extensive references for further research. Becoming an Outstanding Primary School Teacher has been updated to reflect significant changes in the context within which primary teachers operate both in the educational system and broader society. Providing a complete guide to the notion and practices of outstanding teaching, this a vital reference for trainee teachers, NQTs, and more experienced practitioners who aspire to excellence in their teaching.

Towards Rational Education explores how education can become rational by serving character building, rational thinking and the common good. It uses evidence-based psychology, philosophy, sociology and political science to support transforming education and provides a brand-new framework for effective universal education. This book endorses Rational-Emotive Behavior Theory (REBT) and rational education philosophy theories as main vehicles paving a viable set of rational education values and practices. Collective wisdom, rational living, freedom, mental health, altruism, solidarity, equality and fraternity are seen as the foundational values for shaping already existing schools of the world become more rational and in establishing Rational Education Communities (REC) and Rational Schools (RS). Calling for a philosophical and socio-political shift in education values and practices, the book cites principles, tools and practices that rational educators, philosophers, psychologists, other related scientists-practitioners and people have offered us as a legacy for building a more rational and positive education for all people universally, without sacrificing cultural sensitivity and expressivity. This book will be of great interest for the general audience and a special interest for academics, researchers and post-graduate students in the fields of the philosophy of education, positive psychology, educational psychology and educational policy.

Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept. Each of the chapters in Pioneering Perspectives in Cooperative Learning foregrounds a key approach to CL, and documents the experiences, research, and fruitful collaborations which have shaped and driven their development. Contributions from leading scholars include Aronson, Davidson, Kagan, Johnson & Johnson, Schmuck, the Sharans, Slavin and Madden, as well as retrospective pieces on the work of Deutsch and Cohen. These chapters detail the historical development of cooperative learning, cooperation versus competition, and cover major approaches including the jigsaw classroom; complex instruction; the learning together model, and several more. Chapters include qualitative, personal, and retrospective accounts, whereby authors outline the research and theory which underpins each approach while highlighting practical strategies for classroom implementation. This text will primarily be of interest to professors, researchers, scholars, and doctorial students with an interest in the theory of learning, educational research, and educational and social psychology more broadly. Practitioners of CL with an interest in varied forms of small group learning and classroom practice, as well as those interested in the history and sociology of education, will also benefit from the volume.

There have been noticeable demographic changes recently in the use of English around the world. English as a medium of communication is now the contact language of native speakers from many diverse speech communities who interact with each other in multilingual contexts. The use of English as a lingua franca (ELF) and its implications has become a hot topic in applied linguistics and English studies. Communicating Strategically in English as a Lingua Franca reflects the growing interest in achieving communicative effectiveness in ELF situations and provides a comprehensive account of recent empirical findings in the field of ELF. It analyzes and interprets the author's own large corpus of naturally occurring spoken interactions and focuses on identifying innovative employments in the communicative strategies and pragmatics of speakers involved in ELF interactions. In doing so, this book makes a considerable contribution to the growing field of empirical studies in ELF. It explores the usage of pragmatic strategies and highlights their significant role in communicative effectiveness in ELF interactions. In showing the processes of classifying communication strategies involved in the identification of newly observed communication strategies, this book will be of great interest to English linguists, applied linguists, graduate and undergraduate students of English, English Language Teaching material developers and teachers of English.