Title: Knowledge, Values and Educational Policy : A Critical Perspective
Abstract: 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 YRJOE ENGESTROEM 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 SAELJOE 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