Academics in Western universities, especially those in the United States, are frequently called on to serve as quality gatekeepers in other higher education systems. International opportunities for service to the profession can take many forms, ranging from program reviews to expert consultations, and they constitute a great opportunity to learn…

This article contributes to current debates on progressive, knowledge-based approaches to the curriculum by addressing the question of what it is that students are entitled to learn in school mathematics. From the outset it recognizes progressive arguments that teaching should be reconnected with the emancipatory ambitions of education. In doing…

This article begins by outlining the historical and political context of "parent partnership" within the UK. It locates the perspectives of early years' practitioners within this context, drawing on data from an Economic and Social Research Council (ESRC)-funded study of eighteen English early years settings, including interviews and…

This article explores the reasons why transformation of the school system is urgently needed. It is suggested that the system will implode as a result of a growing dislocation between what schools need to achieve and the inadequate, if not damaging, practices forcefully promoted by increasing numbers of school leaders and politicians.…

This paper considers whether lecturers delivering business higher education programmes (BHEPs) in further education colleges (FECs) in the UK see education to be a production industry, or a knowledge industry. It will consider the effects of managerialism and marketisation that the UK government (and others around the world) are applying to the…

The UK Professional Standards Framework aims to provide a general description of the main dimensions of the roles of teaching and support learning within the HE environment. The goal of the framework is to: (1) Support the initial and continuing professional development of staff engaged in teaching and supporting learning; (2) Foster dynamic…

Focuses on the ways in which teaching and research have been made compatible in the Department of Geography at the University of Durham (England), such as achieving balance between research, teaching, and administration, the use of research groups, and taking a long-term view in reconciling the demands of research and teaching. (CMK)

This revised edition of "How good is our school?" replaces all previous versions. Along with a revised edition of "Child at the Centre," this document forms the third part of "How good is our school? The Journey to Excellence." The set of quality indicators continue to provide the core tool for self-evaluation for all…

Using British research related to the Open University's Postgraduate Certificate in Education (OU PGCE), a preservice teacher education program, this paper considers how open and distance learning (ODL) programs are evolving quality assurance systems and procedures across a range of elements, including student teacher assessment. The paper…

Students taking courses by distance learning were asked to complete the Academic Engagement Form and the Course Experience Questionnaire. Usable data were obtained from 238 students with a hearing loss and 166 students with no reported disability. Their scores on the two instruments were highly correlated and shared over 80% of their variance.…

This book contains 10 chapters on the educational practices of tutors who work in traditional forms of initial teacher education (ITE) in the United Kingdom which were designed as a response to public criticism and government interference in teacher education there. Part 1 contains two chapters on the present role of higher education in and the…

This paper analyzes the effects of British government directives on teacher education. A study of elementary and secondary teachers investigated perceived gaps in their initial teacher education (ITE). Two major gaps were handling behavior problems and dealing with parents, neither well-addressed by ITE. Most teachers believed they should not be…

The impact of government policy initiatives on public-sector further education (FE) and FE lecturers in the United Kingdom was examined through a case study of a small group of full-time creative arts lecturers at a large urban FE college. A qualitative research approach was used. Data were collected through the following methods: participant…