Detailed accounts of two influential initiatives of the 1990s, whose educational and political lessons remain highly relevant: systemic and pedagogic reform in one of Britain’s largest cities, and the controversial ‘three wise men’ government enquiry into primary teaching to which it led.Alexander's controversial and widely-read report on primary education in Leeds has now been revised as a major study of policy initiatives in primary education and their impact on practice. The book examines an ambitious programme of local reform aimed at improving teaching and learning in the primary schools of one of Britain's largest cities. It addresses important questions about children's needs, the curriculum, classroom practice and school management. When first published, Robin Alexander's report was hailed as `seminal' and `the most important document since Plowden' but it was also quoted and misquoted in support of widely opposed political and media agendas. This new edition retains Part I from the first edition, detailing the impact of Leeds LEA's programme for educational reform. However, it also provides a totally new and greatly extended Part II, which gives an insider's account of the sequel to the Leeds report - the government's 1992 'three wise men' report. There is also a new introduction.
Getting to the heart of primary education: six contrasting studies of teachers, teaching, learning and classroom discourse, all set in a historical frame. Contains extended lesson transcripts for re-analysis.The five studies in this book span the tumultuous period from the mid 1980s to the mid 1990s. This was a time when the dominant educational ideas and practices of the previous two decades were being questioned and primary teachers were being catapulted from the Plowden era into the very different ethos of the National Curriculum.The first four studies portray the ideas, practices and dilemmas of primary teaching at different points during this period. They also exemplify different approaches to classroom research, though all of them stay close to the interactions between teacher and child which are central to learning. They thus raise educational questions which are perennial and fundamental, rather than tied to policy or fashion. The final study uses a broader brush to provide a historical framework for understanding the particular blend of change and continuity which characterises English primary education as a whole.
Seven authoritative contributions to the emerging field of pedagogy and to comparative, cultural and policy studies in education. A must for those who want to do more than merely comply with received versions of ‘best practice’. Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription?In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach. The book includes chapters on a number of themes, expertly woven together: the politicisation of school and classroom life and the trend towards a pedagogy of compliance; the benefits and hazards of international comparison; pedagogical dichotomies old and new, and how to avoid them; how education and pedagogy might respond to a world in peril; the rare and special chemistry of the personal and the professional which produces outstanding teaching; the scope and character of pedagogy itself, as a field of enquiry and action. For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole.
Seven authoritative contributions to the emerging field of pedagogy and to comparative, cultural and policy studies in education. A must for those who want to do more than merely comply with received versions of ‘best practice’. Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription?In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach. The book includes chapters on a number of themes, expertly woven together: the politicisation of school and classroom life and the trend towards a pedagogy of compliance; the benefits and hazards of international comparison; pedagogical dichotomies old and new, and how to avoid them; how education and pedagogy might respond to a world in peril; the rare and special chemistry of the personal and the professional which produces outstanding teaching; the scope and character of pedagogy itself, as a field of enquiry and action. For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole.
Robin Alexander; Michael Armstrong; Julia Flutter; Linda Hargreaves; David Harrison; Wynne Harlen; Elizabeth Hartley-Brewer; Ruth Kershner; John MacBeath; Berry Mayall; Stephanie Northen; Gillian Pugh; Colin Richards; David Utting
Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education. As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. Widespread support from teachers and eminent public figures demonstrated that the book had identified the issues that really mattered. Ministerial unease showed that here were findings that politicians could not ignore.But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England’s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be.Part 1 sets the scene and tracks primary education policy since the 1960s.Part 2 examines children’s development and learning, their needs and aspirations, and their lives in a diverse society and fragile world.Part 3 explores what goes on in schools, from the vital early years to educational aims and values, the curriculum, pedagogy and classroom practice, assessment, standards and school organisation.Part 4 deals with the system as a whole: educational ages and stages, the work and training of primary teachers, school leadership, local authorities, funding, governance and policy.Part 5 pulls everything together with 78 conclusions and 75 recommendations for policy and practice.Companion volume: The Cambridge Primary Review Research Surveys, edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. The Cambridge Primary Review is supported by Esmée Fairbairn Foundation: www.primaryreview.org.uk.
Robin Alexander; Michael Armstrong; Julia Flutter; Linda Hargreaves; David Harrison; Wynne Harlen; Elizabeth Hartley-Brewer; Ruth Kershner; John MacBeath; Berry Mayall; Stephanie Northen; Gillian Pugh; Colin Richards; David Utting
Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education. As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. Widespread support from teachers and eminent public figures demonstrated that the book had identified the issues that really mattered. Ministerial unease showed that here were findings that politicians could not ignore.But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England’s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be.Part 1 sets the scene and tracks primary education policy since the 1960s.Part 2 examines children’s development and learning, their needs and aspirations, and their lives in a diverse society and fragile world.Part 3 explores what goes on in schools, from the vital early years to educational aims and values, the curriculum, pedagogy and classroom practice, assessment, standards and school organisation.Part 4 deals with the system as a whole: educational ages and stages, the work and training of primary teachers, school leadership, local authorities, funding, governance and policy.Part 5 pulls everything together with 78 conclusions and 75 recommendations for policy and practice.Companion volume: The Cambridge Primary Review Research Surveys, edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. The Cambridge Primary Review is supported by Esmée Fairbairn Foundation: www.primaryreview.org.uk.
An Insider’s Perspective of Prostate Cancer: Understanding Effects, Management Options and Consequences provides scientifically based information on the management and treatment of prostate cancer. The text is designed to be neither prescriptive nor proscriptive, providing succinct, yet comprehensive details in ‘bite size chunks’ for ready assimilation and application. Sections cover recent approaches the prostate cancer landscape has made by providing background statistical and anatomical information that is followed by relevant genetic, immunological and background data. The book then proceeds to explain the mechanisms involved with cancer development and the spread and metastases that can occur in a minority of those diagnosed. In addition to acknowledging the importance of psychological effects of diagnosis and management interventions, the undervalued benefits of exercise are also emphasized, including information on holistic management. This comprehensive approach makes this a perfect reference for up-to-date information on all aspects of prostate cancer and its management.
This book examines the politics of the French Revolutionary tradition during the Bourbon Restoration and early July Monarchy. Robert Alexander argues that political change was achieved by legal grassroots organization and persuasion - rather than by the revolutionary tradition of conspiracy and armed insurrection. Moreover, political struggle was not confined to the elite, as common material values linked the electorate to those deprived of the power to vote. Battle between advocates of national and royal sovereignty constituted the principal dynamic of the period, and fostered significant developments in party formation previously unrecognized by historians. To substantiate his claims, the author analyses relations among the Liberal Opposition, ultraroyalists and the state, concluding that although Liberals triumphed in the 1830 Revolution, thereafter they contributed to the destabilization that produced an immobile Orleanist regime. Nevertheless, they had pioneered a model for change which could successfully adapt pursuit of reform to longing for civil order.
This book examines the politics of the French Revolutionary tradition during the Bourbon Restoration and early July Monarchy. Robert Alexander argues that political change was achieved by legal grassroots organization and persuasion - rather than by the revolutionary tradition of conspiracy and armed insurrection. Moreover, political struggle was not confined to the elite, as common material values linked the electorate to those deprived of the power to vote. Battle between advocates of national and royal sovereignty constituted the principal dynamic of the period, and fostered significant developments in party formation previously unrecognized by historians. To substantiate his claims, the author analyses relations among the Liberal Opposition, ultraroyalists and the state, concluding that although Liberals triumphed in the 1830 Revolution, thereafter they contributed to the destabilization that produced an immobile Orleanist regime. Nevertheless, they had pioneered a model for change which could successfully adapt pursuit of reform to longing for civil order.
"...Robert Alexander's A PREFACE TO THE ALIEN GARDEN is a heart-thumping, gut wrenching peek into one small pocket of drugs, gangs and violence. ...the poetic beauty of Alexander's script... Alexander's language is sharp, quick and clever..." Terry Byrne, Boston Herald "...PREFACE is nothing less than a testament to what theater can do (and what T V and movies can't), which is to stir something ineffable in your soul and transport you to a place where human potential can be raised and then dashed on the rocks. This tragic awareness that the theater can induce is achieved too rarely and seldom. But, as one of the play's characters might say, PREFACE has 'the juice'. Playwright Robert Alexander has stated that he wrote his 'gangsta' play as a cautionary tale for his child, but his play is more than social commentary. And, yes, it's filled with words that many will find offensive. But that is just one element in the language of this play which riffs and scats like the best bebop or hiphop. Filled with metaphor, imagery and rhyming syntax, Mr Alexander's drama is one of sheer urban poetry... ...the play itself is brave and brilliant. The stark light that it shines forces acknowledgment of our shared world and challenges us all to do better." Bill Oakes, Bay Window "...the soaring poetry of some of the rap duels and the plaintive speeches of Lisa and Rick as they bid to discover a way to escape their fates are testimony to Alexander's authentic talent, expressed with an authentic voice..." Laurence J Sasso Jr, The Observer
In the pre-reserve era, Aboriginal bands in the northern plains were relatively small multicultural communities that actively maintained fluid and inclusive membership through traditional kinship practices. These practices were governed by the Law of the People as described in the traditional stories of Wîsashkêcâhk, or Elder Brother, that outlined social interaction, marriage, adoption, and kinship roles and responsibilities.In Elder Brother and the Law of the People, Robert Innes offers a detailed analysis of the role of Elder Brother stories in historical and contemporary kinship practices in Cowessess First Nation, located in southeastern Saskatchewan. He reveals how these tradition-inspired practices act to undermine legal and scholarly definitions of ""Indian"" and counter the perception that First Nations people have internalized such classifications. He presents Cowessess's successful negotiation of the 1996 Treaty Land Agreement and their high inclusion rate of new ""Bill-C31s"" as evidence of the persistence of historical kinship values and their continuing role as the central unifying factor for band membership.Elder Brother and the Law of the People presents an entirely new way of viewing Aboriginal cultural identity on the northern plains.
In the pre-reserve era, Aboriginal bands in the northern plains were relatively small multicultural communities that actively maintained fluid and inclusive membership through traditional kinship practices. These practices were governed by the Law of the People as described in the traditional stories of Wîsashkêcâhk, or Elder Brother, that outlined social interaction, marriage, adoption, and kinship roles and responsibilities.In Elder Brother and the Law of the People, Robert Innes offers a detailed analysis of the role of Elder Brother stories in historical and contemporary kinship practices in Cowessess First Nation, located in southeastern Saskatchewan. He reveals how these tradition-inspired practices act to undermine legal and scholarly definitions of “Indian” and counter the perception that First Nations people have internalized such classifications. He presents Cowessess's successful negotiation of the 1996 Treaty Land Agreement and their high inclusion rate of new “Bill-C31s” as evidence of the persistence of historical kinship values and their continuing role as the central unifying factor for band membership. Elder Brother and the Law of the People presents an entirely new way of viewing Aboriginal cultural identity on the northern plains.
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