Education Studies

aSSESSmEnt of lEarnIng

wynne Harlen Visiting Professor, Bristol University

This book takes a critical look at how students’ achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity; reliability; impact; and required resources. Evidence from research and examples of current practice in different countries within and outside the United Kingdom support the case for making more and better use of teachers’ judgments in assessment of learning.

READERSHIP Teachers, especially those on continuing professional development courses and head teachers

2007 • 176 pages Cloth (978-1-4129-3518-0) • £65.00 Paper (978-1-4129-3519-7) • £20.99

crEatIvIty, WISdom, and truStEEShIP

Exploring the Role of Education

Edited by Anna Craft The Open University , Howard Gardner Harvard Graduate School of Education and Guy Claxton Bristol University

Creativity and wisdom as fields of scholarship and as they relate to classroom practice are the focuses of this volume. A distinguished group of educators and scholars examine the topic within: its social and cultural context; the context of cognitive psychology and the neurosciences; and the context of what it means to do work that is both excellent and ethical within the professions, most importantly as educators.

A CORwIn PRESS PuBLICATIOn

February 2008 • 200 pages Cloth (978-1-4129-4939-2) • £39.00 Paper (978-1-4129-4940-8) • £22.00

chIld-cEntrEd EducatIon

Reviving the Creative Tradition

Christine Doddington and Mary Hilton both at University of Cambridge

Inspiring teachers and head teachers seeking to make their practice more genuinely educational, this book captures the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative and become more creative.

The book: traces the origins of the progressive tradition; sets out its fundamental value; and explores its place in education today.

READERSHIP Teachers, school governors, local authority officers, undergraduate and postgraduate teacher training students

2007 • 160 pages Cloth (978-1-4129-4587-5) • £65.00 Paper (978-1-4129-4588-2) • £20.99

nEw EDITIOn

thE currIculum

Theory and Practice

Sixth Edition

A V Kelly Goldsmiths College, University of London

‘A very well-respected book [and a] Curriculum classic...[which offers] balance to current official publications...One of its strengths is the coherent argument that runs throughout. It is very much a product of the wide knowledge and experience of the author’ – Jenny Houssart, Institute of Education, University of London

This is the Sixth Edition of a book that has been regularly revised and updated since it was first published in the mid-1970s. A V Kelly’s now classic work focuses on the philosophical and political dimensions of curriculum, and especially on the implications for schools and societies of various forms of curriculum. The book outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. Kelly summarizes and explains the main aspects of curriculum theory, and shows how these can and should be translated into practice, in order to create an educational and democratic curriculum for all schools at all levels. The book also seeks to show that the politicization of the school curriculum has led to the establishment of policies and practices which demonstrate a failure to understand these principles of curriculum theory and practice. As a result, policies and practices have been implemented which fall short of being adequate.

In view of the rapid pace of educational change imposed by various governments over the last 35 years, including New Labour, this book is more relevant than ever.

CONTENTS The Curriculum and the Study of the Curriculum \ Knowledge and the Curriculum \ Curriculum as Content and Product \ Curriculum as Process and Development \ Curriculum Development, Change and Control \ Assessment, Evaluation, Appraisal and Accountability \ The Politicization of the School Curriculum \ What the Average Politician Knows about Education \ The Flaws Endemic to Central Planning \ A Democratic Curriculum

READERSHIP All students doing their teacher training courses, teachers on in-service training courses and students in the area of curriculum planning

January 2009 • 336 pages Cloth (978-1-84787-274-6) • £65.00 Paper (978-1-84787-275-3) • £22.99

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Education Studies

thE PoWEr of PEdagogy

Jenny Leach The Open University and Bob Moon Professor of Education at the Open University and Founding Director of the Teacher Education in Sub-Saharan Africa (TESSA) Programme

The concept of ‘pedagogy’ has become increasingly important as a frame of reference for debate about teaching and learning. In this book the authors analyze and explore contemporary ideas of pedagogy and explain how a new conception of pedagogy could transform educational institutions, particularly schools. In locating pedagogy as central to the process of education, the authors: explore the historical and cultural antecedents of our understanding • of pedagogy analyze the way understanding the working of the human mind • influences teaching and learning review and critique ideas about learning and the construction of • knowledge examine the way new forms of communication are impacting on the • processes and purposes of pedagogic activity.

CONTENTS Pedagogy \ Minds \ Ways of Learning \ Ways of Knowing \ Toolkits \ Identities \ Pedagogies

READERSHIP Students on MED and PGCE courses, as well teachers and academics

September 2008 • 224 pages Cloth (978-1-4129-0722-4) • £65.00 Paper (978-1-4129-0723-1) • £22.99

lEarnIng and PractIcE

Agency and Identities

Edited by Patricia Murphy The Open University and Kathy Hall University College, Cork

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasizes the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners’ identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace settings. The contributions challenge ways of understanding learning and thinking about practice, both in teaching and assessment.

CONTENTS Introduction \ Mind and Learning \ Culture, Tools and Learning \ Opening up Practice

READERSHIP All education students of curriculum, learning and the practice of teaching and assessment

PuBLISHED In ASSOCIATIOn wITH THE OPEn unIVERSITY

July 2008 • 224 pages Cloth (978-1-84787-365-1) • £65.00 Paper (978-1-84787-366-8) • £22.99

Available as inspection copy for lecturers

KnoWlEdgE and PractIcE

Representations and Identities

Edited by Patricia Murphy and Robert McCormick both at The Open University

Knowledge and Practice provides a rich collection of readings that challenge traditional understandings of knowledge and the view of mind that underpins them. It offers socioculturally informed alternatives and tools for innovating change and transforming practice that value different ways of knowing, embracing those that learners bring to educational and workplace settings.

The book adopts a relational view of learning and knowledge, covers educational and workplace learning, and examines knowledge from a sociocultural perspective where learner identities are conceived as forms of competency or knowledge. It presents challenging ways of thinking about knowledge and learning and considers how to enact these in practice.

CONTENTS Introduction \ Epistemological Dilemmas \ Thinking about Curriculum \ Representation of Knowledge and Learner Identities

READERSHIP All education students of curriculum, learning and the practice of teaching and assessment

PuBLISHED In ASSOCIATIOn wITH THE OPEn unIVERSITY

July 2008 • 232 pages Cloth (978-1-84787-369-9) • £65.00 Paper (978-1-84787-370-5) • £22.99

PEdagogy and PractIcE

Culture and Identities

Edited by Patricia Murphy The Open University , Kathy Hall University College, Cork and Janet Soler The Open University

This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualize the teacher and the learner and show different ways of supporting learning and being a teacher. The settings represented range from nursery to university and from out-of-school to insitutionally based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled. The book takes a sociocultural view of learning and considers the pedagogical implications of this view. It explores different meanings of pedagogy and considers notions of cultural bridging and the processess of transforming identities.

CONTENTS Introduction \ Thinking about Pedagogy \ Cultural Bridging \ Transforming Identities

READERSHIP Those in work-based and professional education and training; also students interested in curriculum, learning and assessment

PuBLISHED In ASSOCIATIOn wITH THE OPEn unIVERSITY

July 2008 • 232 pages Cloth (978-1-84787-367-5) • £65.00 Paper (978-1-84787-368-2) • £22.99

Education | 2008

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