Higher education in the UK has seen a steady increase in the numbers of part-time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under-researched. This qualitative study of 33 part-time teachers from several universities suggests that their involvement in higher education should be…

Claims are frequently made that practice should be based on evidence. However, the nature of what should count as "evidence" depends on purpose and context. In the case of curriculum development, decisions may rest on local and provisional evidence. This article takes an area of contemporary political interest--enhancing student…

Explores the influences of two teacher associations, the Geographical Association and the National Association of Teachers of Home Economics and Technology, on the development of a national curriculum in the United Kingdom between 1976 and 1994. Although active, the organizations were fraught with internal dissent, organizational problems, and…

This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, "The Student Assessment and Classification Working Group" (SACWG). However, greater attention is given to demonstrating what a self-help approach can achieve in respect of research…

Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…

Discusses how empathy is promoted in the United Kingdom's National Curriculum. Notes that the concept is ambiguous, especially as it is used in the subject of history. Describes how this concept impedes planning, teaching, and assessment. Suggests that understanding how children reason is more productive that making assumptions about how they…

Case studies of school-based curriculum development (SBCD) were analyzed. The process of SBCD, including planning, implementation, evaluation, and teacher professionalism, is discussed. So that future researchers can use the historian's method on a good range of cases dealing with SBCE, a national case study archive is needed. (RM)