Section One: Education Studies - an introduction the field of study
Ch 1. What is Education Studies?
An Essay on the Politics of Schooling and Educational Research , John K. Smith and Deborah J. Gallagher Cultural Studies – Critical Methodologies, August 2008; vol. 8, 3: pp. 284-301. http://csc.sagepub.com/cgi/reprint/8/3/284?ijkey=Cz2gcJZTrkYAc&keytype=ref&siteid=spcsc
This article discusses the political and ideological nature of education and also education research. In charting how certain types of research in the US are given official approval whilst others are not, clear parallels can be drawn with the UK.
Repositioning Politics in Education’s Circle of Knowledge, Lorraine M. McDonnell, Educational Researcher, August 2009; vol. 38, 6: pp. 417-427.
This discussion shows the need for wider political understanding when conducting policy analysis in the field of education illustrating how other disciplines contribute to the study of education.
Philosophy and the Meaning of ‘Education’, David Carr, Theory and Research in Education, July 2003; vol. 1, 2: pp. 195-212. http://tre.sagepub.com/cgi/reprint/1/2/195?ijkey=qXp7179x2rMaU&keytype=ref&siteid=sptre
This is an informative account by an esteemed academic laying out key philosophical positions on the meaning of education.
Researching Pupil Well-Being in UK Secondary Schools: Community psychology and the politics of research, Paul Duckett, Judith Sixsmith, and Carolyn Kagan, Childhood, February 2008; vol. 15, 1: pp. 89-106. http://chd.sagepub.com/cgi/reprint/15/1/89?ijkey=BfBeEGynv4OpQ&keytype=ref&siteid=spchd
This case study shows the tensions that can arise between the positioning of the researchers and the funders of research. As such research is seen as a social process involving a number of stakeholders.
Twenty Years of Progress?: English Education Policy 1988 to the Present , Geoff Whitty, Educational Management Administration & Leadership, April 2008; vol. 36, 2: pp. 165-184. http://ema.sagepub.com/cgi/reprint/36/2/165?ijkey=jH3T2ZzYR0.UI&keytype=ref&siteid=spema
Though only going up to 2008 this article outlines the policy continuities between Conservative and Labour administrations over twenty years. The underlying themes are decentralisation with increased target setting and monitoring from the centre.
Human agency and the curriculum, Hanan A. Alexande,Theory and Research in Education, November 2005; vol. 3, 3: pp. 343-369.
This article examines an ethical approach to curriculum development and in doing so considers several key historical curriculum movements. This is an excellent article for developing a deeper understanding of curriculum theory.
Leading curriculum innovation in primary schools, Mark Brundrett and Diane Duncan, Management in Education, July 2011; vol. 25, 3: pp. 119-124. http://mie.sagepub.com/cgi/reprint/25/3/119?ijkey=Tno8uH2NeuHPw&keytype=ref&siteid=spmie
This article presents a model of how head teachers can lead change and innovation in primary schools. It is useful for developing an understanding of curriculum development.
Personalization and de-schooling: Uncommon trajectories in contemporary education policy, Jessica Pykett, Critical Social Policy, August 2009; vol. 29, 3: pp. 374-397. http://csp.sagepub.com/cgi/reprint/29/3/374?ijkey=PgY4InAC2GZeU&keytype=ref&siteid=spcsp
The author examines the concept of personalised learning. She shows how it can be appealing, depending upon how it is interpreted, to the apparently conflicting educational ideologies of the neo liberal and the deschoolers.
Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making Sotiria Grek and Jenny Ozga, Public Policy and Administration, July 2010; vol. 25, 3: pp. 271-288. http://ppa.sagepub.com/cgi/reprint/25/3/271?ijkey=zoIUdAgXbHse6&keytype=ref&siteid=spppa
This article considers the move towards the integration of children’s services and use of increasingly available and easily manipulated statistical data in these developments. The Scottish experience provides a case study that will help to develop a wider perspective for many readers.
Research in International Education, Nadine Dolby and Aliya Rahman Review of Educational Research, September 2008; vol. 78, 3: pp. 676-726., first published on August 27, 2008. http://rer.sagepub.com/cgi/content/full/0034654308320291?ijkey=8q0Z6JSKeo7lw&keytype=ref&siteid=sprer
This article provides an interesting literature review of research in international education. Looking at the development of different aspects within international education, it takes us a step further than our chapter on comparative education.
How Policies of Priority Education Shape Educational Needs: New Fabrications and Contradictions, Miquel Àngel Alegre, Jordi Collet, and Sheila González, Educational Policy, March 2011; vol. 25, 2: pp. 299-337., first published on December 23, 2009. http://epx.sagepub.com/cgi/reprint/25/2/299?ijkey=ClW0BYU2ui3Pk&keytype=ref&siteid=spepx
This is a comparative study of 4 different approaches to educational need in 4 different countries. Though the actual initiatives themselves may be superseded, the article provides a very good background discussion of types of need, their causes and strategies of action.
A cross-cultural analysis of autonomy in education: A self-determination theory perspective, Valery I. Chirkov, Theory and Research in Education, July 2009; vol. 7, 2: pp. 253-262. http://tre.sagepub.com/cgi/reprint/7/2/253?ijkey=6tXmoq.AgkG.A&keytype=ref&siteid=sptre
The author outlines a self-determination theory perspective that recognises students’ basic needs for autonomy in learning situations. It promotes a more interactive, multidimensional understanding of human nature in varying social contexts.
Perfectionism, Academic Motivation, and Psychological Adjustment: An Integrative Model, Paule Miquelon, Robert J. Vallerand, Frédérick M. E. Grouzet, and Geneviève Cardinal, Personality and Social Psychology Bulletin, July 2005; vol. 31, 7: pp. 913-924. http://psp.sagepub.com/cgi/reprint/31/7/913?ijkey=xGcgyLT/5ZHM.&keytype=ref&siteid=sppsp
This article proposes and tests an integrative model of perfectionism, academic motivation and psychological adjustment. It illustrates the psychological method and academic reporting.
Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science, Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell Psychological Science in the Public Interest, January 2011; vol. 12, 1: pp. 3-54. http://psi.sagepub.com/cgi/content/full/12/1/3?ijkey=iSVfnzADV9tTM&keytype=ref&siteid=sppsi
The authors critically appraise existing literature and research findings on giftedness and gifted education. They present the strengths and weaknesses of current key models and propose a research agenda for the future.
Applying Psychological Theories to Educational Practice, Robert Sternberg, American Educational Research Journal, March 2008; vol. 45, 1: pp. 150-165. http://aer.sagepub.com/cgi/reprint/45/1/150?ijkey=/xkav3mDyK71.&keytype=ref&siteid=spaer
Sternberg distinguishes between domain-general and domain-specific theories as they apply to education. The article describes efforts to devise and test the domain-general theory of intelligence.
What Does Teacher Education Have to Do With Teaching? Implications for Diversity Studies, H. Richard Milner IV, Journal of Teacher Education, January/February 2010; vol. 61, 1-2: pp. 118-131., first published on October 7, 2009. http://jte.sagepub.com/cgi/reprint/61/1-2/118?ijkey=edKxNL7Iw80RI&keytype=ref&siteid=spjte
This is an appraisal of a number of common but flawed approaches by teachers to diversity that actually accentuate educational inequality in the classroom. The article goes on to consider how to develop teachers’ approaches to social diversity.
Egalitarianism and Educational Excellence: Compatible Goals for Affluent Societies?, Dennis J. Condron, Educational Researcher March 2011 40: 47-55 http://edr.sagepub.com/cgi/reprint/40/2/47?ijkey=LWRg392b4K/qA&keytype=ref&siteid=spedr
This very interesting article argues that where there is greater income inequality in society there is greater inequality in educational attainment. As such it looks beyond educational institutions to explain educational achievement
The school is the problem, not the solution, Francis Schrag, Theory and Research in Education, November 2008; vol. 6, 3: pp. 283-307 http://tre.sagepub.com/cgi/reprint/6/3/283?ijkey=yYfmo92J6WyXI&keytype=ref&siteid=sptre
This article examines different ideologies of education and their varying visions for school design. The wide range of expectations placed upon them means that schools will always be criticised by different sections of society.
Conceptualizing Education Policy in Democratic Societies, Laura B. Perry, Educational Policy, May 2009; vol. 23, 3: pp. 423-450., first published on December 18, 2007. http://epx.sagepub.com/cgi/reprint/23/3/423?ijkey=3xD8cGbb8usDY&keytype=ref&siteid=spepx
The article provides a clear discussion of the differing meanings of democracy and presents it as a relative concept. The need for balanced critique is emphasised and the author puts forward a model for analysing democracy in education.
New Labour, communitarianism and citizenship education in Endland and Wales. A,Dunn, D. Burton. Education, Citizenship and Social Justice, July 2011, Vol. 6, No. 2, pp 169-179 http://esj.sagepub.com/cgi/reprint/6/2/169?ijkey=/EWtA4ClksP7U&keytype=ref&siteid=spesj
This article examines the provenance of citizenship education, linking its origins to Etzioni’s work on communitarianism. The authors show how ideological positioning can have a direct impact on policy making in a contentious curriculum area.