In this post Katherine Gulliver talks about how she developed the methodology for her PhD, including the tensions involved between imposed deadlines and the actual time needed to think through her stance; a form of ‘slow knowledge’.
To coincide with the advertising of several new funded Doctoral Teaching Assistant posts in the Faculty, some of our current PhD students, each at different stages in their research, share what they are doing.
Liz Done (re)examines inclusive education and practices, such as ‘off rolling’, that, she claims, become inevitable in a marketised, results-driven school system.
Professor Jocey Quinn challenges the apparently uncontentious notion of social mobility suggesting that it changes life for a small ‘talented’ minority but leaves the status quo unchanged. She suggests ‘future mutabilities’ as an alternative way in which we might think.
Eleanor Bram, one of our MAEd students, stands up for the Wise Men of educational theory in a rejoiner to the last post on this Blog. She explains what they might offer theoretically and how they contributed to her dissertation on Inquiry-based Approaches to learning mathematics.
Last summer members of PIoE staff marked hundreds of undergraduate and postgraduate assignments dealing with educational theory in one form or another. But to whom did students refer? Which theorists featured large? Here members of staff share their favourite alternatives to the ‘Three Wise (White) Men’
How can educators use research in their work? What effect does it have on public trust? And how can they be accountable whilst still working in ways which recognise the ‘art’ of teaching? Peter Kelly discusses what Covid19 might teach us about the relationship between the science and the art of teaching and public trust in schools.
What is learning?
A noun? A verb? Or simply the by-product of activity?
Nick Pratt discusses learning and how the way we think about it has changed over the last 30 years.