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Informationen zum Autor Harry Daniels is Professor of Education: Culture and Pedagogy, Head of the Learning as Cultural and Social Practice Research Programme, and Director of the Centre for Sociocultural and Activity Theory Research at the University of Bath, UK. Hugh Lauder is Professor of Education and Political Economy, and Head of the Policy and Management Research Group, at the University of Bath, UK. Jill Porter is Senior Lecturer in Research Methods and Special Education at the University of Bath, UK. Klappentext 'Knowledge! Values and Educational Policy' asks fundamental questions about what schools are for and what should be taught in them! explores one of the newest areas of interest - learning across boundaries - and examines issues of diversity and equity! locating these issues in terms of policies and practices within school. Zusammenfassung Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Finally policies and practices relating to schools are considered. Inhaltsverzeichnis IntroductionHARRY DANIELS! HUGH LAUDER AND JILL PORTERSection 1 Knowledge for teaching and learningIntroduction to section 1HUGH LAUDER1.1 What are schools for?MICHAEL YOUNG1.2 The school curriculum! theories of reproduction and necessary knowledgeROY NASH1.3 The influence of constructivism on teaching and learning in classroomsANNEMARIE PALINCSAR AND SARAH SCOTT1.4 The double move in teaching - Developmental learningMARIANE HEDEGAARDSection 2 Learning across boundariesIntroduction to section 2HARRY DANIELS2.1 Transfer of Knowledge between Education and Workplace SettingsMICHAEL ERAUT2.2 Learning in and for Multiagency WorkingPAUL WARMINGTON2.3 Expansive learning in and for workHANNA TOIVIANEN AND YRJÖ ENGESTRÖMSection 3 Diversity and equityIntroduction to section 3JILL PORTER3.1 Cultural ways of learningKRIS GUTIERREZ AND BARBARA ROGOFF3.2 Equity and Social Justice Discourses in Education NAZ RASSOOL3.3 Gender theory and research in educationJO-ANNE DILLABOUGH3.4 Symptoms! categories! and the process of invoking labelsROGER SÄLJÖ AND EVA HORNE3.5 Inclusive pedagogyLANI FLORIAN AND RUTH KERSHNER3.6 Disability: a complex interactionTOM SHAKESPEARESection 4 Policy and governanceIntroduction to section 4HUGH LAUDER4.1 Realising the Potential of System ReformDAVID HOPKINS4.2 Using Assessment in Education Reform: Policy! Practice and Future PossibilitiesHARRY TORRANCE4.3 Why do some policies not work in schools?VIVIANNE ROBINSON4.4 School as Imagined Community in Discursive Space: a perspective on the school effectiveness debateANDREW STABLESSection 5 Deploying theoryIntroduction to section 5HARRY DANIELS5.1 How do secondary school subject departments contribute to the learning of beginning teachers?ALASTER DOUGLAS5.2 Developing pedagogy for doctors-as-teachers: the role of Activity Theory CLARE MORRIS5.3 Teacher/researcher: an unsustainable identitySARAH O'FLYNN5.4 Using theory in social research: reflections on a doctoral studyMARIA BALARIN ...
