"This book critically examines educational issues of equity, diversity and social justice and how... more "This book critically examines educational issues of equity, diversity and social justice and how they are socially, culturally, economically rooted in educational practice across diverse educational settings. It highlights research, practice and pedagogies that challenge and transform educational experiences to support equity, social justice and inclusivity.
The 25 chapters offer a broad range of methodologies and international perspectives on the effects of diversity on pedagogy, policy, management and curriculum. The critical perspectives and the examples explored offer a wealth of insights for those interested in the pursuit through education of equality, social justice and social
inclusion for disadvantaged groups.
Transforming Practice is essential reading for students seeking to address equity and diversity issues in all educational sectors, and for professionals with responsibility for enhancing educational achievement. Professionals working in related areas of policy and practice, including health, social welfare, training and employment will find it invaluable."
This book provides a range of interdisciplinary and international perspectives on difficulties in... more This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualizing individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties. This book will be of interest to postgraduate students, teachers, researchers, education professionals and policy makers who are keen to address difficulties in literacy development.
This selection of carefully chosen articles invites teachers to explore their own professional de... more This selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge. Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning. These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to using reflective practice in professional development; the teacher as researcher. This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influen...
[About the book] Richard Aldrich, Emeritus Professor of History of Education, retired in 2003 aft... more [About the book] Richard Aldrich, Emeritus Professor of History of Education, retired in 2003 after a 30-year career at the Institute of Education, where he continues to serve as Public Orator. In his scholarship, Aldrich has particularly emphasized the importance of historical perspectives and the relationship between the educational past, politics and policy-making. This volume of eleven essays, by fellow historians of education who have been privileged to work closely with him, takes up the theme of history, politics and policy-making and pays tribute to his leadership of the field in the UK and overseas.
Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspec... more Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policymakers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:comprehensiongender and literacy attainmentphonics and decodingdigital literacy at home and schoolbilingual learners and readingdyslexia and special educational needsevidence based literacyvisual textsThis book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a ...
About the book: By offering practitioners working in a variety of early years settings the opport... more About the book: By offering practitioners working in a variety of early years settings the opportunity to develop their knowledge, understanding and skills, this book builds on the increased government interest in and support for early years provision. The book looks at four key areas: the range of practitioners and the diversity of roles; the different perspectives on early years provision across the UK; the development of children aged 0 to 8; and the importance of play and learning in a young child's care and education. This book pays particular attention to the range of provision available and to the diversity of good practice. The strongly practical approach that underpins the writing provides a clear structure for practitioners to apply to their own contexts, and these different perspectives should help individuals to develop a firm understanding of the issues surrounding how children learn and develop.
Page 1. Meeting Difficulties in Litetacy Development Research, policy and practice Janice Weatmou... more Page 1. Meeting Difficulties in Litetacy Development Research, policy and practice Janice Weatmouth, Janet Solet and Gavin Reid The Open « w »-wo Univetsity Page 2. ... Gavin Reid is a Seniot Lectutet in the Department of Educational Studies at The Univetsity ot Edinbutgh. ...
ABSTRACT There is currently intense national and international interest in which particular metho... more ABSTRACT There is currently intense national and international interest in which particular methods of teaching reading are the most effective for early literacy acquisition. The great bulk of research work that is cited in these debates, however, focuses almost exclusively on the evaluation and comparison of particular programmes underpinned either by phonics or whole language approaches (Soler and Openshaw, 2006). Despite the fact that policy makers and literacy educators around the world are able to draw upon a common body of literacy research, there is a huge variation in the extent to which phonics is adopted as the major programme in different national contexts. This article provides a comparative study of the widely differing reception accorded the teaching of phonics in England and New Zealand respectively.
EJ436664 - New Zealand Curriculum Innovation in Historical and Political Context: The Freyberg In... more EJ436664 - New Zealand Curriculum Innovation in Historical and Political Context: The Freyberg Integrated Studies Project and Parallel Projects of the 1940s.
... Biographical details: Alice Paige-Smith is a Lecturer in Early Years Educa-tion at the Centre... more ... Biographical details: Alice Paige-Smith is a Lecturer in Early Years Educa-tion at the Centre for Curriculum and Teaching ... The contributors are: Daniela Mercieca, Richard Gamman, JackieLown, Stephanie James, Lynne Mackey and tiny Arora, Lynn Turner, Keith Venables and ...
In this article we consider the development of key policy issues in England, related to the area ... more In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.
... JANET SOLER The Open University JANICE WEARMOUTH The Open University ... The poll-taxed cappi... more ... JANET SOLER The Open University JANICE WEARMOUTH The Open University ... The poll-taxed capping of funding was also seen to restrict local authority spending to a level which would enable the meeting of local needs (Whittle, Press Association Newsfile, 9 January 1992). ...
The national context within which the National Literacy Strategy has been introduced is one that ... more The national context within which the National Literacy Strategy has been introduced is one that attempts to reconcile principles of individuality, distinctiveness and diversity with inclusion and equal opportunities, and is therefore bound to be characterised by tensions and contradictions (Norwich, 1996). These tensions and contradictions permeate policy and practice throughout the whole education system in England. On the one hand there is a drive to raise standards of the learning of all pupils through whole-class and whole-group teaching, standardised forms of assessment and the encouragement of competition between schools through a focus on league tables of academic performance. On the other there is a statutory requirement to pay due regard to the principle of inclusion of pupils, and, within this, to address the identified learning needs of individuals who experience difficulties in learning. Ultimately, the dilemmas created in schools by what often appear to be somewhat fragmented and contradictory Government policies may be insoluble without a reconceptualisation of current policies. These dilemmas are particularly problematic for teachers in schools in England who are attempting to implement the requirements of two particular initiatives in the areas of literacy and special educational needs: the National Literacy Strategy and the statutory General Statement on Inclusion (GSI) in the current version of the National Curriculum for England and Wales . A close investigation into the
This article describes and outlines the implications of a one-year case study of students' use of... more This article describes and outlines the implications of a one-year case study of students' use of the computer conferencing facility of a postgraduate module for special educational needs coordinators (SENCOs) at a distance-learning institution. This facility incorporates a virtual space for a 'guest expert'. The aim of the study was to inform future development of courses at a time when computer conferencing was just becoming widespread in the university concerned. Quantitative data associated with the volume and patterns of individual participation in the computer conference were collected as well as interview material from students, tutors and the 'guest expert'. Findings from the study indicate that computer conferencing has the potential to facilitate the professional development of teachers as reflective practitioners and researchers. However, they also point to a number of barriers to student participation that must be addressed. These include access issues related to time constraints, unfamiliarity with the medium, and lack of confidence in expressing personal views in a public arena. A major conclusion drawn from this study is that it may be appropriate to consider future developments which incorporate the assumption that, in computer conferences of large professional development courses, students are much more likely to participate through reading rather than making personal contributions to conference discussions. This opens the possibility of reconceptualising the role of the 'guest expert' as two or more discussants with relevant expertise dialoguing with each other while students follow a threaded discussion and/or make personal contributions.
... Literacy crises and reading policies : children still can't read! / Janet Soler and Roge... more ... Literacy crises and reading policies : children still can't read! / Janet Soler and Roger Openshaw. 1st ed. p. cm. Includes bibliographical references and index. 1. ReadingSocial aspectsGreat Britain. 2. Education and stateGreat Britain. I. Openshaw, Roger. II Title. ...
"This book critically examines educational issues of equity, diversity and social justice and how... more "This book critically examines educational issues of equity, diversity and social justice and how they are socially, culturally, economically rooted in educational practice across diverse educational settings. It highlights research, practice and pedagogies that challenge and transform educational experiences to support equity, social justice and inclusivity.
The 25 chapters offer a broad range of methodologies and international perspectives on the effects of diversity on pedagogy, policy, management and curriculum. The critical perspectives and the examples explored offer a wealth of insights for those interested in the pursuit through education of equality, social justice and social
inclusion for disadvantaged groups.
Transforming Practice is essential reading for students seeking to address equity and diversity issues in all educational sectors, and for professionals with responsibility for enhancing educational achievement. Professionals working in related areas of policy and practice, including health, social welfare, training and employment will find it invaluable."
This book provides a range of interdisciplinary and international perspectives on difficulties in... more This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualizing individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties. This book will be of interest to postgraduate students, teachers, researchers, education professionals and policy makers who are keen to address difficulties in literacy development.
This selection of carefully chosen articles invites teachers to explore their own professional de... more This selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge. Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning. These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to using reflective practice in professional development; the teacher as researcher. This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influen...
[About the book] Richard Aldrich, Emeritus Professor of History of Education, retired in 2003 aft... more [About the book] Richard Aldrich, Emeritus Professor of History of Education, retired in 2003 after a 30-year career at the Institute of Education, where he continues to serve as Public Orator. In his scholarship, Aldrich has particularly emphasized the importance of historical perspectives and the relationship between the educational past, politics and policy-making. This volume of eleven essays, by fellow historians of education who have been privileged to work closely with him, takes up the theme of history, politics and policy-making and pays tribute to his leadership of the field in the UK and overseas.
Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspec... more Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policymakers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:comprehensiongender and literacy attainmentphonics and decodingdigital literacy at home and schoolbilingual learners and readingdyslexia and special educational needsevidence based literacyvisual textsThis book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a ...
About the book: By offering practitioners working in a variety of early years settings the opport... more About the book: By offering practitioners working in a variety of early years settings the opportunity to develop their knowledge, understanding and skills, this book builds on the increased government interest in and support for early years provision. The book looks at four key areas: the range of practitioners and the diversity of roles; the different perspectives on early years provision across the UK; the development of children aged 0 to 8; and the importance of play and learning in a young child's care and education. This book pays particular attention to the range of provision available and to the diversity of good practice. The strongly practical approach that underpins the writing provides a clear structure for practitioners to apply to their own contexts, and these different perspectives should help individuals to develop a firm understanding of the issues surrounding how children learn and develop.
Page 1. Meeting Difficulties in Litetacy Development Research, policy and practice Janice Weatmou... more Page 1. Meeting Difficulties in Litetacy Development Research, policy and practice Janice Weatmouth, Janet Solet and Gavin Reid The Open « w »-wo Univetsity Page 2. ... Gavin Reid is a Seniot Lectutet in the Department of Educational Studies at The Univetsity ot Edinbutgh. ...
ABSTRACT There is currently intense national and international interest in which particular metho... more ABSTRACT There is currently intense national and international interest in which particular methods of teaching reading are the most effective for early literacy acquisition. The great bulk of research work that is cited in these debates, however, focuses almost exclusively on the evaluation and comparison of particular programmes underpinned either by phonics or whole language approaches (Soler and Openshaw, 2006). Despite the fact that policy makers and literacy educators around the world are able to draw upon a common body of literacy research, there is a huge variation in the extent to which phonics is adopted as the major programme in different national contexts. This article provides a comparative study of the widely differing reception accorded the teaching of phonics in England and New Zealand respectively.
EJ436664 - New Zealand Curriculum Innovation in Historical and Political Context: The Freyberg In... more EJ436664 - New Zealand Curriculum Innovation in Historical and Political Context: The Freyberg Integrated Studies Project and Parallel Projects of the 1940s.
... Biographical details: Alice Paige-Smith is a Lecturer in Early Years Educa-tion at the Centre... more ... Biographical details: Alice Paige-Smith is a Lecturer in Early Years Educa-tion at the Centre for Curriculum and Teaching ... The contributors are: Daniela Mercieca, Richard Gamman, JackieLown, Stephanie James, Lynne Mackey and tiny Arora, Lynn Turner, Keith Venables and ...
In this article we consider the development of key policy issues in England, related to the area ... more In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.
... JANET SOLER The Open University JANICE WEARMOUTH The Open University ... The poll-taxed cappi... more ... JANET SOLER The Open University JANICE WEARMOUTH The Open University ... The poll-taxed capping of funding was also seen to restrict local authority spending to a level which would enable the meeting of local needs (Whittle, Press Association Newsfile, 9 January 1992). ...
The national context within which the National Literacy Strategy has been introduced is one that ... more The national context within which the National Literacy Strategy has been introduced is one that attempts to reconcile principles of individuality, distinctiveness and diversity with inclusion and equal opportunities, and is therefore bound to be characterised by tensions and contradictions (Norwich, 1996). These tensions and contradictions permeate policy and practice throughout the whole education system in England. On the one hand there is a drive to raise standards of the learning of all pupils through whole-class and whole-group teaching, standardised forms of assessment and the encouragement of competition between schools through a focus on league tables of academic performance. On the other there is a statutory requirement to pay due regard to the principle of inclusion of pupils, and, within this, to address the identified learning needs of individuals who experience difficulties in learning. Ultimately, the dilemmas created in schools by what often appear to be somewhat fragmented and contradictory Government policies may be insoluble without a reconceptualisation of current policies. These dilemmas are particularly problematic for teachers in schools in England who are attempting to implement the requirements of two particular initiatives in the areas of literacy and special educational needs: the National Literacy Strategy and the statutory General Statement on Inclusion (GSI) in the current version of the National Curriculum for England and Wales . A close investigation into the
This article describes and outlines the implications of a one-year case study of students' use of... more This article describes and outlines the implications of a one-year case study of students' use of the computer conferencing facility of a postgraduate module for special educational needs coordinators (SENCOs) at a distance-learning institution. This facility incorporates a virtual space for a 'guest expert'. The aim of the study was to inform future development of courses at a time when computer conferencing was just becoming widespread in the university concerned. Quantitative data associated with the volume and patterns of individual participation in the computer conference were collected as well as interview material from students, tutors and the 'guest expert'. Findings from the study indicate that computer conferencing has the potential to facilitate the professional development of teachers as reflective practitioners and researchers. However, they also point to a number of barriers to student participation that must be addressed. These include access issues related to time constraints, unfamiliarity with the medium, and lack of confidence in expressing personal views in a public arena. A major conclusion drawn from this study is that it may be appropriate to consider future developments which incorporate the assumption that, in computer conferences of large professional development courses, students are much more likely to participate through reading rather than making personal contributions to conference discussions. This opens the possibility of reconceptualising the role of the 'guest expert' as two or more discussants with relevant expertise dialoguing with each other while students follow a threaded discussion and/or make personal contributions.
... Literacy crises and reading policies : children still can't read! / Janet Soler and Roge... more ... Literacy crises and reading policies : children still can't read! / Janet Soler and Roger Openshaw. 1st ed. p. cm. Includes bibliographical references and index. 1. ReadingSocial aspectsGreat Britain. 2. Education and stateGreat Britain. I. Openshaw, Roger. II Title. ...
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Books by Janet Soler
The 25 chapters offer a broad range of methodologies and international perspectives on the effects of diversity on pedagogy, policy, management and curriculum. The critical perspectives and the examples explored offer a wealth of insights for those interested in the pursuit through education of equality, social justice and social
inclusion for disadvantaged groups.
Transforming Practice is essential reading for students seeking to address equity and diversity issues in all educational sectors, and for professionals with responsibility for enhancing educational achievement. Professionals working in related areas of policy and practice, including health, social welfare, training and employment will find it invaluable."
Papers by Janet Soler
The 25 chapters offer a broad range of methodologies and international perspectives on the effects of diversity on pedagogy, policy, management and curriculum. The critical perspectives and the examples explored offer a wealth of insights for those interested in the pursuit through education of equality, social justice and social
inclusion for disadvantaged groups.
Transforming Practice is essential reading for students seeking to address equity and diversity issues in all educational sectors, and for professionals with responsibility for enhancing educational achievement. Professionals working in related areas of policy and practice, including health, social welfare, training and employment will find it invaluable."