Suchergebnisse

This book examines the history, recent developments, and direction of travel of Russian teacher education. It draws on scholarly expertise and professional experience in Russia and locates the policies and practices that are discussed within the context of the continuing global reform of teacher education. Providing a rich description of the trajectory of teacher education in Russia, the book analyses the processes of change between the history, current practice, and future directions for Russian teacher education. The chapters consider the relationship between research, policy, and practice and examine the respective influences of the former USSR, of processes of wider reform in the Russian Federation since 'glasnost' and 'perestroika', and of globalisation within education. What emerges from the book is that the Russian case is a prime example of 'vernacular globalisation' in teacher education. Many important insights into processes of education reform and some of the major themes in teacher education are discussed, thus providing new perspectives that are likely to be of interest to scholars and researchers of comparative education and teacher education, as well as policymakers.

The Department for Education (DfE) in England seeks to determine the actions of educationists in both the public and private sectors through the use of targeted instructive documents and white papers where broader policy intention is presented. Since 2010, as we will show, there has been a shift in the nature of such papers towards justification with 'evidence' and transparency through referencing in a 'scientific' style, with ramifications for both how policy is justified and the contestation of practices in education. This leads us to suggest that we are in an 'evidence era' where a dominant rationalized myth centres on the use of 'evidence' to justify practice. Meanwhile, how 'evidence' is constructed as research is undertaken, and how it is transformed as it enters a political environment, are important questions that are often overlooked. In this text, we analyse the change in 'evidence' practices before and after 2010, consider why the practices changed, and infer the effects the changes have had on the wider education environment.

The Department for Education (DfE) in England seeks to determine the actions of educationists in both the public and private sectors through the use of targeted instructive documents and white papers where broader policy intention is presented. Since 2010, as we will show, there has been a shift in the nature of such papers towards justification with 'evidence' and transparency through referencing in a 'scientific' style, with ramifications for both how policy is justified and the contestation of practices in education. This leads us to suggest that we are in an 'evidence era' where a dominant rationalized myth centres on the use of 'evidence' to justify practice. Meanwhile, how 'evidence' is constructed as research is undertaken, and how it is transformed as it enters a political environment, are important questions that are often overlooked. In this text, we analyse the change in 'evidence' practices before and after 2010, consider why the practices changed, and infer the effects the changes have had on the wider education environment.

FUTURE CITIZENS: 21ST CENTURY CHALLENGES FOR YOUNG PEOPLE, KRZYWOSZ-RYHNKIEWICZ, B, ZALEWSKA, A. AND OSS, (EDS) (2010) Krakow: Impuls ISBN: 978 83 7587 431 0, h/bk, €14.27
What's Fair? Young Europeans' Constructions of Equity, Altruism and Self-Interest, Ross, A.
and Dooly, M. (eds) (2010) Barcelona: Universitat Autonoma de Barcelona Press ISBN: 978 84 608 1112 1, p/bk, £20
THEIR HOPES, FEARS AND REALITY: WORKING WITH CHILDREN AND YOUTH FOR THE FUTURE, M. DOOLY, PETER BERG (2010) ISBN: 978 3 0343 0441 2, Oxford: Peter Lang, p/bk, £41.80
CHILDREN
AS DECISION MAKERS IN EDUCATION: SHARING EXPERIENCES ACROSS CULTURES, SUE COX, ANNA ROBINSON-PANT, CAROLINE DYER AND MICHELE SCHWEISFURTH (EDS) (2010) Continuum, London, 180 pp., ISBN: 978-0-8264-2548-5, h/bk, £70
TEACHING HISTORY: DEVELOPING AS A REFLECTIVE SECONDARY TEACHER, IAN
PHILLIPS (2008) London: SAGE Publications Ltd, 288 pp., ISBN: 978-1412947916, p/bk, £24.99