Taken from a seminar with educational theorist and author, Paulo Freire, at the Institute of Education in October 1993, this publication contains the reflections of Freire on progressive education, as well as discussions on the topics raised by academics and the audience. This volume makes available talks which are based around issues he has discussed in publications in Portuguese.

Paulo Freire at the Institute

Education & Teaching

Gastaldo, Denise

Higher & Continuing Education

UCL IOE Press

This paper concentrates on research findings concerning the printed word recognition processes used by fluent independent readers to gain access to meaning, and how these are developed. The decision to concentrate here on a discussion of printed word recognition emphasizes that unless children develop adequate printed word recognition skills, they are unlikely to understand the texts they read: such skills are essential to accessing meaning from print.

Psychological Processes in Printed Word Recognition: Implications for the Teaching of Reading (Viewpoint, 11)

Stuart, Morag

Schools & Teaching

This book argues that the Further Education sector needs a fundamental realignment, that the strategic role of the sector has been lost and that the incorporated model is in crisis. The authors show that the distinctive role of FE as an engine raising levels of achievement towards national targets has been squeezed between the growth of sixth forms in schools, the role of TECs, and universities. The book examines the development of the FE sector from its roots in the nineteenth century to the phase of incorporation after 1993. It draws on the most recent research, analysing the current situation, plotting the progress, setbacks and contradictions of FE. The major issues facing the sector as we move to the twenty-first century are addressed: these include funding, adult learning, the FE/HE interface, the implication of learning technology, inclusive learning, qualification reform and ITE and professional development. Each chapter focuses on the challenges raised by policy initiatives such as widening participation, lifelong learning and social inclusion. Central to the message of this book is the argument that FE must move beyond the 'national contract model' of the FEFC to a more 'democratic' regional model with an integrated approach to delivering a post-16 education and training system linked to economic innovation and lifelong learning. Under a new system discussed by the authors the regional funding bodies would encourage co-operation between providers including employers, TECs and LEAs to produce regional plans with regional training and education targets set. The concluding chapter calls for a move towards a distinct provision for 16-19 year olds with FE colleges becoming adult 18+ institutions more like community colleges in the USA.

FE and Lifelong Learning [OP]: Realigning the Sector for the 21st Century (Education K-12)

Lucas, Norman

Green, Andy

This is a comparative study of approaches to the challenge of improving achievement, which focuses on two pairs of schools, in London and Singapore. They were chosen because they seemed to be achieving 'against the odds', with pupils who were relatively disadvantaged in their society. It is the schools' successes and achievements in the face of adversity, the strategies that enabled them to improve, and the continuing challenges that they face that are described in this book by a research team comprising educational researchers, business people and other professionals. The book first explores the context of schooling in Singapore and London, showing the differences and similarities between the two education systems. The research is presented as a series of case studies in the book's central chapters, and it concludes with a discussion of the improvement strategies adopted by the schools in relation to their different cultural contexts. The team found that many similar strategies were adopted by the principals of the four schools, but the different contexts in which they were operating meant that similar actions did not always lead to similar results. They conclude that there is no single way of achieving school improvement, no simple recipe for turning round the kinds of schools exemplified in these case studies. While common factors in improvement include motivating staff, focusing on teaching and learning, enhancing the physical environment and changing the culture of the school, change cannot be imposed from outside: the will and the effort to change must come from within.

The Culture of Change: Case Studies of Improving Schools in Singapore and London (Bedford Way Papers, 10)

Myers, Kate

Stoll, Louise

Mortimore, Peter

Mortimore, Jo

Gopinathan, Saravanan

Leo, Elizabeth

Sharpe, Leslie

The Grammar School Question provides an even-handed analysis of the research evidence on comprehensive and selective education against the background of heated debate on the future of grammar schools. The book concludes with a discussion of some of the consequences of abolishing or retaining selective education.

The Grammar School Question: A Review of Research on Comprehensive and Selective Education (Perspectives on Educational Policy, 7)

Whitty,Geoff

Power,Sally

Crook, David

Across the globe mathematics has a privileged place in the school curriculum, which we tend to take for granted. But are all the arguments that have been put forward in its defence equally sound? Do they justify its status as a compulsory subject? What priority should it have in the curriculum compared with other subjects? The contributors to this book explore these questions and their historical background. They investigate the varied aims of learning and teaching mathematics, and to what extent the discipline deserves the high curricular status it has traditionally enjoyed. The place of mathematics in the curriculum is an issue for the citizen, not only for the mathematics specialist. The contributors include leading writers in the field of mathematics education, school improvement, history of education and philosophy of education. Their views represent perspectives from outside the world of mathematics education as well as from within mathematics education itself. There is sharp disagreement among them about the future of compulsory mathematics at secondary level, with some believing it should become a voluntary activity in the early secondary years and others favouring its compulsory status until school-leaving age.

Why Learn Maths? (Bedford Way Papers)

Science & Math

WHITE, John

Bramall, Steve

Mathematics

How should we promote the discipline of History of Education? How can we challenge the tendency to take the past for granted and focus solely on the future? This book provides an agenda for History of Education in the twenty-first century by exploring themes and opening up areas of further debate.

A History of Education for the Twenty-First Century (Bedford Way Papers, 14)

This book tells the story of efforts by London’s education services to prevent truancy and to help children to benefit from going to school. Set against 120 years of a unified education service for the metropolis, it tackles issues such as the impact on schooling of poverty and social class and raises important questions about future policy to help children in school.

The Children of London: Attendance and Welfare at School 1870-1990

Williams, A.Susan

Ivin, Patrick

Morse, Caroline

Professor Basil Bernstein, who died in September 2000, was one of the Institute of Education’s most eminent scholars. In January 2001 the Institute held a memorial event to celebrate his life and work. This volume is a record of the tributes made on that day; with the various contributions reflecting the wide influence of Basil Bernstein’s work on sociology in general and sociology of education in particular.

A Tribute to Basil Bernstein 1924-2000

Politics & Social Sciences

Social Sciences

This book addresses the relationship between school buildings and attainment and behavior and looks at the ways in which the built environment can support and encourage participatory learning.

Building Education: The Role of the Physical Environment in Enhanced Teaching and Learning (Issues in Practice)

Clark, Helen

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