The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set
Publication Year: 2016
The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field - The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: The epistemology and methodology of curriculum Curriculum and pedagogy Curriculum subjects Areas of the curriculum Assessment and the curriculum The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment's breadth and rigour will make it essential reading for researchers and postgraduate students around the world. ...
- Front Matter
- Subject Index
Part I: THE EPISTEMOLOGY AND METHODOLOGY OF CURRICULUM
- Chapter 2: Conceptions of Curriculum
- Chapter 3: History of the Curriculum
- Chapter 4: Aims of Education in a Democracy
- Chapter 5: Knowledge and the Curriculum: A Pragmatist Approach
- Chapter 6: Knowledge and the Curriculum in the Sociology of Knowledge
- Chapter 7: Didactics
- Chapter 8: Educational Neuroscience and Learning
- Chapter 9: Rethinking Child-Centred Education
- Chapter 10: Practitioner Research: Understanding Teaching Through Inquiry
Part II: CURRICULUM AND PEDAGOGY
- Chapter 11: Culture and Pedagogy(ies): (What) have we Learned from and since Alexander 2001
- Chapter 12: The Teacher and the Curriculum: Exploring Teacher Agency
- Chapter 13: Inclusion in Public Schools: Learning to Think and Learning to Live Together
- Chapter 14: Subordinate Subjects: The Work of the Hidden Curriculum in Post-Colonial Ghana
- Chapter 15: Ethnicity and the Curriculum
- Chapter 16: Gender and the Curriculum
- Chapter 17: Children's Rights and Student Voice: Their Intersections and the Implications for Curriculum and Pedagogy
- Chapter 18: Alongside Virtual Youth using the Internet: Creating and Researching Learning Interactions
- Chapter 19: Curriculum and Teacher Development
- Chapter 20: Curriculum and Pedagogy: The Future of Teacher Professional Learning and the Development of Adaptive Expertise
- Chapter 21: Pedagogy and Curriculum – Teachers as Learners
Part III: CURRICULUM SUBJECTS
- Chapter 22: Visual Art
- Chapter 23: The Performing Arts in Learning, Curriculum and Culture
- Chapter 24: The ‘Value’ of Computers and Computing: Toward a New Axiology of Educational Technology
- Chapter 25: Geography
- Chapter 26: History Curriculum: A Transatlantic Analysis
- Chapter 27: World Languages Curriculum
- Chapter 28: Physical Education
- Chapter 29: Religious Education
- Chapter 30: Science Education and Economic Growth: Some Implications for Curriculum, Pedagogy and Assessment
- Chapter 31: Assessing Pre-College Engineering Education Curricula: A Holistic and Practice-Oriented Perspective
- Chapter 32: Environmental and Sustainability Education: A Fragile History of the Present
Part IV: AREAS OF THE CURRICULUM
- Chapter 33: Transdisciplinarity in Curricular Theory and Practice
- Chapter 34: Language Policies and Planning for English Education in Post-Olympic China
- Chapter 35: Multilingual Education for All (MEFA): Empowering Non-Dominant Languages and Cultures Through Multilingual Curriculum Development
- Chapter 36: Creativity, Education and Curricula
- Chapter 37: Positioning Play in Early Childhood Curriculum Pedagogy and Assessment
- Chapter 38: Children's Literature in the Classroom and the Curriculum
- Chapter 39: The Literacy Curriculum: A Critical Review
- Chapter 40: Numeracy in, Across and Beyond the School Curriculum
- Chapter 41: Science, Technology, Engineering and Math (STEM) Curricula in the US and other Contexts
- Chapter 42: College and Career Readiness for all: The Role of Career and Technical Education in the US
Part V: ASSESSMENT AND THE CURRICULUM
- Chapter 43: Assessment and the Curriculum
- Chapter 44: Teachers’ Perceptions of Assessment
- Chapter 45: The Role of Assessment in Pedagogy – and Why Validity Matters
- Chapter 46: Assessment for Learning: A Pedagogical Tool
- Chapter 47: Implementing Assessment for Learning in a Confucius Context: the Case of Hong Kong 2004–14
- Chapter 48: Assessment for Learning Community: Learners, Teachers and Policymakers
- Chapter 49: Curriculum Reform in Testing and Accountability Contexts
- Chapter 50: Professional Standards and the Assessment Work of Teachers
- Chapter 51: Curriculum in the Twenty-First Century and the Future of Examinations
- Chapter 52: Student Assessment and its Relationship with Curriculum, Teaching and Learning in the Twenty-First Century
- Chapter 53: National Assessment and Intelligent Accountability
Part VI: THE CURRICULUM AND EDUCATIONAL POLICY
- Chapter 54: Economic Impact of Education: Evidence and Relevance
- Chapter 55: Public and Private Boundaries in Curriculum and Educational Policy
- Chapter 56: International Assessments of Student Learning Outcomes
- Chapter 57: Comparison and Countries
- Chapter 58: Effects of Globalized Assessment on Local Curricula: What Japanese teachers face and how they challenge it
- Chapter 59: The Ebb and Flow of Curricular Autonomy: Balance Between Local Freedom and National Prescription in Curricula
- Chapter 60: National Standards in Policy and Practice
- Chapter 61: Curriculum Development and School Leadership: Unattainable Responsibility or Realistic Ambition?
- Chapter 62: Teacher Education – Making Connections with Curriculum, Pedagogy and Assessment
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At SAGE we take sustainability seriously. Most of our products are printed in the UK using FSC papers and boards. When we print overseas we ensure sustainable papers are used as measured by the PREPS grading system. We undertake an annual audit to monitor our sustainability.
© Dominic Wyse, Louise Hayward and Jessica Pandya 2016
Chapter 1 © Dominic Wyse, Louise Hayward and Jessica Pandya 2016
Chapter 2 © Jung-Hoon Jung and William F. Pinar 2015
Chapter 3 © Gary McCulloch 2016
Chapter 4 © John White 2016
Chapter 5 © Gert Biesta 2016
Chapter 6 © Johan Muller 2016
Chapter 7 © Brian Hudson 2016
Chapter 8 © Andrew Tolmie 2016
Chapter 9 © Lynn Ang 2016
Chapter 10 © Vivienne Marie Baumfield 2016
Chapter 11 © David Zyngier 2016
Chapter 12 © Mark Priestley, Gert Biesta, Stavroula Philippou and Sarah Robinson 2016
Chapter 13 © Miguel López Melero, Iulia Mancila and Caterí Soler García 2016
Chapter 14 © Máiréad Dunne and Vincent Adzahlie-Mensah 2016
Chapter 15 © Christine E. Sleeter 2016
Chapter 16 © Jannette Elwood 2016
Chapter 17 © Laura Lundy and Alison Cook-Sather 2016
Chapter 18 © Vic Lally 2016
Chapter 19 © Jerry Rosiek and D. Jean Clandinin 2016
Chapter 20 © Deidre Le Fevre, Helen Timperley and Fiona Ell 2016
Chapter 21 © Kay Livingston 2016
Chapter 22 © Richard Hickman and Rebecca Heaton 2016
Chapter 23 © Anton Franks 2016
Chapter 24 © Mark Evan Nelson 2016
Chapter 25 © David Lambert 2016
Chapter 26 © Tim Keirn 2016
Chapter 27 © Amàlia Llombart-Huesca 2016
Chapter 28 © Mike Jess and Malcolm Thorburn 2016
Chapter 29 © Leonard Franchi, James Conroy and Stephen McKinney 2016
Chapter 30 © Derek Bell and Petra Skiebe-Corrette 2016
Chapter 31 © James Teslow, Yan Sun and Johannes Strobel 2016
Chapter 32 © Margaret Somerville 2016
Chapter 33 © James Albright 2016
Chapter 34 © Lin Pan 2016
Chapter 35 © Carol Benson and Itziar Elorza 2016
Chapter 36 © Anusca Ferrari and Dominic Wyse 2016
Chapter 37 © Sue Rogers 2016
Chapter 38 © Vivienne Smith 2016
Chapter 39 © Kathy A. Mills and Len Unsworth 2016
Chapter 40 © Kenneth Ruthven 2016
Chapter 41 © Susan Gomez-Zwiep 2016
Chapter 42 © Victor M. Hernandez-Gantes 2016
Chapter 43 © Wynne Harlen 2016
Chapter 44 © John Gardner and Debie Galanouli 2016
Chapter 45 © Paul Black 2016
Chapter 46 © Kari Smith 2016
Chapter 47 © Ricky Lam 2016
Chapter 48 © Mary F. Hill 2016
Chapter 49 © Val Klenowski and Merilyn Carter 2016
Chapter 50 © Claire Maree Wyatt-Smith and Anne Looney 2016
Chapter 51 © Jo-Anne Baird and Therese N. Hopfenbeck 2016
Chapter 52 © Deborah Nusche 2016
Chapter 53 © Sandra Johnson 2016
Chapter 54 © Kristinn Hermannsson 2016
Chapter 55 © Vera Peroni 2016
Chapter 56 © Andreas Schleicher 2016
Chapter 57 © Esther Care and Bruce Beswick 2016
Chapter 58 © Shinya Takekawa 2016
Chapter 59 © Claire Sinnema 2016
Chapter 60 © Michael Moore, Don Zancanella and JuliAnna Ávila 2016
Chapter 61 © Ciaran Sugrue 2016
Chapter 62 © Ian Menter 2016
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Library of Congress Control Number: 2015941576
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
List of Figures[Page x]
- 7.1 The Chinese symbol for learning 111
- 7.2 The pedagogical relation in the didactic triad 112
- 7.3 The didactic relation in the didactic triad 112
- 7.4 The didactic triad within the wider school and societal context 112
- 7.5 Mapping teachers’ professional knowledge onto the didactic triad 113
- 7.6 The didactical design cycle 118
- 7.7 Developing Mathematical Thinking in the Primary Classroom (DMTPC) project plan 120
- 10.1 Dynamic interaction of theory, research evidence and practice evidence 156
- 12.1 Teacher agency model 192
- 13.1 Roma Project general scheme 212
- 20.1 Spiral of inquiry, learning and action 318
- 20.2 Narrow and deep inquiry for transfer 319
- 22.1 A model showing developmental learning in understanding art 354
- 25.1 Curriculum making 395
- 25.2 Powerful knowledge in geography: an example from physical geography 400
- 25.3 Geography programme of study (11–14 year olds): summary national curriculum 2014 (England) 401
- 25.4 The place of knowledge and three alternative curriculum ‘futures' 402
- 30.1 Representation of the relative emphasis on STEM disciplines in school and beyond school 474
- 30.2 Towards a curriculum for scientific literacy and sustainability 478
- 31.1 The three pillars of engineering practice 491
- 35.1 Fields of intervention in languages in school 566
- 35.2 Structure of the integrated language curriculum of the Basque Curriculum for Compulsory Education 567
- 41.1 A framework for integrated STEM learning 661
- 43.1 The assessment triangle 694
- 43.2 Formative assessment as a cyclic process 698
- 43.3 Assessment for summative purposes 701
- 46.1 Assessment practice 747
- 50.1 Contextual factors and their relationship in the construction of teacher identity 811
- 51.1 Policy tests – how headteachers decide the extent to incorporate policies in their strategies 826
- 54.1 Informational feedback in the job market 881
- 54.2 US college and high school graduate wage premiums 1915 to 2005 884
- 55.1 Individual and collective subjects and their relationships with the Technologies Guide 901
- 55.2 Results-based sanctions policy 907
- 57.1 Curriculum pathway to outcomes 935
- 57.2 General capabilities in the Australian curriculum 942
- 59.1 Balance in curricular autonomy: the role of system conditions 978
- 61.1 Zone of proximal distance 1009
List of Tables[Page xi]
- Copyright iv
- 31.1 Unique and shared components of engineering competencies 500
- 33.1 Connection of critique to design 536
- 43.1 A dimension of assessment purposes and practices 703
- 48.1 Empirical studies investigating where assessment for learning has been successfully sustained 778
- 50.1 Teachers’ assessment work in Scotland and Australia standards 814
- 50.2 Teachers’ assessment work in other standards 815
- 52.1 Testing formats used in national assessments (2012) 844
- 54.1 Classification of returns to education 876
- 54.2 Hourly wage premium of vocational and academic qualifications in Scotland 878
- 54.3 Examples of SVQ/NVQ Levels 878
- 54.4 Index number of returns to narrow first-degree subjects for men and women, based on several waves of the Labour Force Survey (1994Q1–2002Q4) 880
- 54.5 Estimates of social returns to education in the OECD countries 888
- 55.1 Educational Technologies Guide 2009 and 2011/2012 900
- 56.1 International assessments conducted by the IEA 914
- 56.2 OECD country participation in international achievement studies (2012) 915
- 56.3 Research frameworks for international assessments 916
- 58.1 Shifting goal of local schools after national standardized test 951
- 58.2 Key competencies (DeSeCo) and twenty-first century skills (ATC21s) 954
- 58.3 The framework of disaster-preparedness curriculum in Kamaishi 960
- 59.1 Curricular autonomy framework 969
- 59.2 Applying the curricular autonomy framework 975
- 61.1 Language and logic of responsibility and accountability 1001
Editorial Board[Page xii]
Michael Young, Emeritus Professor of Education, UCL Institute of Education
Jorge Lucero, Assistant Professor of Art Education, University of Illinois
Val Klenowski, Professor of Education, Queensland University of Technology
Margaret Somerville, Professor of Education, University of Western Sydney
Vivienne Marie Baumfield, Professor in Professional Learning, University of Exeter
Babette Benken, Director of Graduate Studies in the College of Natural Sciences and Mathematics, California State University, Long Beach
Moira Hulme, Senior Lecturer in Education Research, University of Glasgow
James Albright, Professor of Education, University of Newcastle, Australia
Esther Care, Senior Fellow, Brookings Institution, Washington DC
Kay Livingston, Professor of Educational Research Policy and Practice, University of Glasgow
Wynne Harlen, Visiting Professor of Education, University of Bristol
Ian Menter, Retired Professor of Teacher Education, University of Oxford
Notes on the Editors and Contributors[Page xiii]THE Editors
Dominic Wyse is Professor of Early Childhood and Primary Education at the University College London (UCL), Institute of Education (IOE), and Head of the Department of Learning and Leadership. The main focus of his research is curriculum and pedagogy in the teaching of English, language, literacy, and creativity. Dominic has led or been participant in more than 20 funded research projects and has been an editor, and on the editorial board, of many research journals. He is currently an editor of the Curriculum Journal of the British Educational Research Association (BERA). Dominic is the author of more than 40 research articles and chapters, and 20 books. These include major international research volumes for which he is the lead editor (including on curriculum, and on research methodology), and bestselling books for teachers and educators. His most recent book is Education and Childhood: From Current Certainties to New Visions (Routledge, 2015).
Louise Hayward is Professor of Educational Assessment and Innovation at the University of Glasgow, Scotland, where she leads the Curriculum, Assessment and Pedagogy Research and Teaching Group. Her research interests lie in the enactment of curriculum, assessment, pedagogy, social justice and educational change processes, topics on which she has written extensively. She was a member of the internationally renowned Assessment Reform Group. Throughout her career, Louise has worked with policy makers and practitioners seeking to bring research, policy and practice into closer alignment. Currently, she is working with policy colleagues in Scotland, Norway, and Ireland. Louise has led or been part of more than 30 funded research projects. She is an editor of the Curriculum Journal of the British Educational Research Association (BERA) where she recently co-edited a Special Edition on International Perspectives on Assessment for Learning. Louise co-convenes the BERA Special Interest Group on Curriculum, Assessment and Pedagogy.
Jessica Pandya is Chair of the Liberal Studies and Professor in the Departments of Teacher Education and Liberal Studies at California State University, Long Beach. A former kindergarten teacher, Pandya was trained as a researcher of language, literacy and culture at UC Berkeley. Her early work focused on children’s identity work in diverse urban classrooms. More recently she has investigated the ways English learners make meaning in multiple modes as they create digital videos. She has published in journals such as Research in the Teaching of English, Language Arts, Teachers College Record and Review Research in Education. She has authored or edited five books, including most recently Moving Critical Literacies Forward: A New Look at Praxis Across Contexts (Routledge, 2013). She was named a Foundation for Child Development in New American Children Young Scholar in 2012, and is Chair of the American Educational Research Association Writing and Literacies Special Interest Group.[Page xiv]The Contributors
Vincent Adzahlie-Mensah is a Lecturer at the Department of Social Studies Education at the University of Education, Winneba, Ghana. He is interested in critical research that contributes to understanding the links between education and development. He is particularly interested in working on issues around gender and equity, human rights and peace education.
James Albright has taught and conducted research in Canada, the United States and Singapore. His current appointment is as Professor of Education at The University of Newcastle in Australia. Two of his publications are Pierre Bourdieu and Literacy Education (Routledge, 2008), and Composing a Care of the Self: A Critical History of Writing Assessment in Secondary English Education (Sense Publishers, 2012). He is the editor-in-chief of the open-access journal, Education Science (MDPI, Basel, Beijing and Washington). His research interests focus broadly on literacy education, curriculum studies, professional development, systemic and school reform, and qualitative research. Professor Albright is currently concluding the Aspirations Longitudinal Study a four-year research project that seeks to provide a comprehensive insight into the factors that shape the career and educational aspirations of students in the middle years of schooling. The project has attracted more than $1m in funding from the Australian Research Council and the NSW Department of Education and Communities (DEC), tracking children from 86 state schools to investigate how their aspirations develop or change over time.
Lynn Ang is Senior Lecturer in the Early Years and Primary Education Department at University College London (UCL), Institute of Education. Her research expertise includes the curriculum, issues of diversity, international early years policy, and early childhood care and education across cultures particularly in Southeast Asia and the Asia-Pacific region. Lynn is particularly interested in the informal and formal contexts of children's learning, and how socially relevant research and advocacy for children and families are translated into practice and policy. She has been awarded a number of research grants from major funding bodies including UNICEF, the British Academy and the UK Economic and Social Research Council (ESRC).
JuliAnna Ávila is an Assistant Professor in the English Department where she teaches undergraduate and graduate courses in English education and digital literacies. A former high school teacher and literacy coach, she received her PhD from the University of California at Berkeley and has published in English Journal, Teaching Education, Theory Into Practice, Pedagogies, and Teachers College Record and is the co-editor of Critical Digital Literacies as Social Praxis: Intersections and Challenges (Lang, 2012) and Moving Critical Literacies Forward: A New Look at Praxis Across Contexts (Routledge, 2013). Her current research focuses on the utilization of digital composing to explore critical literacies with pre- and in-service English teachers.
[Page xv]Jo-Anne Baird is the Pearson Professor of Educational Assessment at the Oxford University Centre for Educational Assessment. Her research interests draw upon the relationships between theory, policy and practice in assessment, with substantive focuses upon standards, marking, structures and the impact of assessment upon learning. She is the former President of the Association for Educational Assessment-Europe and is an Editor of the international, peer-reviewed journal, Assessment in Education: Principles, Policy & Practice.
Vivienne Marie Baumfield is Professor in Professional Learning at the University of Exeter and Co-Director of the Centre for Research in Professional Learning. Her teaching and research focuses on international perspectives on professional learning with a special interest in the contribution of communities of inquiry to the creation and translation of knowledge of practice. She is a Visiting Professor in the School of Education at the University of Glasgow and held the Nehru Chair in the Faculty of Family and Community Sciences at the MS University of Baroda in India.
Derek Bell is a teacher, researcher, advisor and advocate for improving and enriching education for all. He is currently a trustee of the IBM Trust UK, Understanding Animal Research and Centre of the Cell in the UK, an invited expert of the IAP/Science Education Global Council and of the Working Group on Science Education of ALLEA and a member of the judging panel for the European Union Competition for Young Scientists. Derek is Director of LEARNUS, Professor of Education in the College of Teachers, UK and a visiting research associate at UCL Institute of Education, London.
Carol Benson is an Associate Professor in International and Comparative Education at Teachers College, Columbia University. Since 1985 she has been an educator, researcher and consultant in educational development with a focus on languages and literacies in multilingual societies. She has worked in formal education (teacher education, curriculum development, program evaluation) and non-formal education (literacy, gender equity) in Asia, Latin America, Africa and Europe. Recent publications include a volume co-edited with Kimmo Kosonen entitled, Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-dominant Languages and Cultures (Sense Publishers, 2013).
Bruce Beswick is Researcher and Editor in the Assessment Research Centre, University of Melbourne. In that role, he contributes to publications based on assessment and education. His activities are based both in Australia and in the Philippines in the education sector. He is regularly involved in the development of assessments and associated materials for use in schools and higher education, with focus on literacy. His research background is in philosophy and he graduated with a doctorate in aesthetics from the University of Melbourne.
Gert Biesta is currently Professor of Education at the Department of Education, Brunel University London and Visiting Professor (Art Education) at ArtEZ Institute of the Arts, the Netherlands. He has previously worked at universities in the Netherlands, England, and Scotland, and has had visiting professorships in Sweden, Norway, and England. His research focuses on the theory and philosophy of education, with a particular interest in such areas as democratic citizenship, teaching, teacher education, curriculum, vocational education, and adult education. He has also published about the theory and methodology of educational and social research. His latest book, The Beautiful Risk of Education (Paradigm Publishers, 2014), [Page xvi]won the 2014 Outstanding Book Award of the American Educational Research Association (Division B).
Paul Black is Professor Emeritus of Science Education at King's College London. He has made many contributions in curriculum development and in assessment research, leading on two of the Nuffield Foundation's science curriculum projects. He has served as chair of the International Commission on Physics Education, on advisory groups of the USA National Research Council, and as visiting professor at Stanford University. More recently he has taken part in research at King's into inquiry-based learning in science and in research at Berkeley and Stanford on progression in the learning of science concepts.
Esther Care is a Senior Research Fellow at the Brookings Institution, Washington DC. Previously at the University of Melbourne, Australia, her current research interests and activities relate to changes in assessment and curriculum linked with global trends in education responses to twenty-first century workforce needs. Esther has worked extensively in South East Asia, most notably in the Philippines during its period of reform of the Basic Education Sector, with a focus on student achievement against the K-12 curriculum. Esther publishes in education, assessment, and educational psychology books and journals. Her doctorate was in psychometrics.
Merilyn Carter is an educational consultant in mathematics and numeracy, advising schools and providing professional development for teachers. She also works with the YuMi Deadly Centre at Queensland University of Technology, Brisbane, Australia, developing mathematics programs for Indigenous and disadvantaged students. Her research interests include national standardised testing programs and literacy in mathematics. She has previously worked in a variety of school management positions and for fifteen years taught mathematics to students in the secondary and primary years.
D. Jean Clandinin is Professor and Founding Director of the Centre for Research for Teacher Education and Development, University of Alberta. A former teacher, counsellor, and psychologist, she co-authored 4 books including Narrative Inquiry (Jossey Bass, 2000). Jean authored Engaging in Narrative Inquiry (Left Coast Press, 2013) and is currently co-authoring Engaging in Narrative Inquiry with Children and Youth (Left Coast Press, 2016). She also edited the Handbook of Narrative Inquiry: Mapping a Methodology (Sage, 2007) and is also currently editing an International Handbook of Research in Teacher Education with Jukka Husu (Sage, 2017).
James C. Conroy is the Vice Principal Internationalisation in the University of Glasgow. He has previously been the Dean of the Faculty of Education in the University of Glasgow. He has published widely on a range of research interests that includes religious education, the role of religion and education in state education, models of teacher education and moral education. Recent publications include Does Religious Education Work? (Bloomsbury, 2013) and ‘Developing a Clinical Model for Teacher Education', Journal of Education for Teaching, 39(5), 2013.
Alison Cook-Sather is Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Her research focuses on how participants in education can work together toward deeper learning and on how metaphors and the classical anthropological concept of liminality can be used to analyze how education is conceptualized and practiced. She has published over [Page xvii]70 articles and book chapters, as well as five books including Engaging Students as Partners in Learning & Teaching: A Guide for Faculty (co-authored with Catherine Bovill and Peter Felten, Jossey-Bass, 2014).
Máiréad Dunne is a Professor of the Sociology of Education and Director of the Centre for International Education at the University of Sussex, UK. Her research interests are in social and educational inequalities using theories from sociology, cultural studies, geography and education to explore the implications of dominant power positions and norms for identities (gender, ethnicity, socio-economic status), place and space (global, national, institutional) and the production of knowledge (research, policy, practice). She is currently leading a collaborative research team exploring Muslim Youth Identities: nation, religion and gender in Lebanon, Nigeria, Senegal and Pakistan to be published on 2016.
Fiona Ell is a senior lecturer in the Faculty of Education at the University of Auckland, New Zealand. Her research interests include professional learning for teachers, both before they qualify and during their careers, and mathematics education. She has worked with schools as they try to improve outcomes for learners as well as with teacher candidates as they learn to be teachers who can make a difference for all students. Recent publications include exploring complexity theory as a way to understand learning to teach and an examination of how mentor teachers judge teacher candidates’ readiness to teach.
Itziar Elorza is currently Assistant Professor in Language Didactics at the University of the Basque Country. Her research interests are in curriculum design and teacher development for language education in multilingual minorized language settings. She has mainly developed her professional career at the Federation of Ikastolas Basque-medium schools, where, as Head of the Languages Department she has coordinated the design, implementation and evaluation of their multilingual School Project including an integrated language curriculum for Basque, Spanish, English and French. She is coordinator and co-author of over 50 coursebooks for the teaching of those languages in Pre-Primary, Primary and Secondary Education.
Jannette Elwood is Professor of Education at Queen's University Belfast. Her main research interests are in the social constructions and consequences of tests, examinations and assessment practices. She is particularly interested in socio-cultural approaches to understanding the impact of assessment on students’ lives; gender and its interaction with assessment techniques and practices; the ethics of assessment policy and practice; and theoretical and methodological issues in educational assessment research and practice. She is a founding member of the Association for Educational Assessment–Europe (Vice-Present, 2004–6), an executive editor of the journal Assessment in Education (published by Taylor & Francis) and Section Editor: Assessment and Evaluation for the online academic journal Cogent Education (www.cogentoa.com).
Anusca Ferrari is an independent consultant on technologies and education and is currently based in Belgium. A former teacher, she previously worked as a researcher in the Institute for Prospective Technological Studies (IPTS) in Spain, which is one of the seven research centres of the European Commission. Her research interests focus on transversal competences in formal education. In particular, she works on the implementation of creativity in education, digital competence, assessment of competences, teachers’ profes[Page xviii]sional development, and use of technologies in education. She is the author of the Common European Digital Competence Framework for Citizens (2013).
Leonardo Franchi is a lecturer in the School of Education of the University of Glasgow. He is currently the Head of the St. Andrew's Foundation for Catholic Teacher Education. Leonardo teaches on a range of undergraduate and post-graduate programmes. He is co-author (with Ronnie Convery and Raymond McCluskey) of Reclaiming the Piazza: Catholic Education as a Cultural Project (Gracewing, 2014) and editor (with Stephen McKinney) of A Companion to Catholic Education (Gracewing, 2011). Leonardo has a wide range of scholarly interests. He is especially keen to develop renewed understandings of religious education and to rethink processes of initial teacher education in a university setting. Leonardo has teaching commitments across a wide range of Initial Teacher Education programmes.
Anton Franks is Associate Professor in Creative Arts and Education at the School of Education, University of Nottingham. Teaching drama and English in London schools, he then was a teacher educator and researcher at the Institute of Education, London. Recent publications include: ‘How environment affects learning: schoolteachers engaging with theatre-based pedagogies’ in Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research (Bloomsbury Academic, 2015); ‘Teachers, arts practice and pedagogy’ in Changing English (2014); ‘Drama and the Representation of Affect…’ in Research in Drama Education (2014); ‘Drama in teaching and learning, language and literacy', in Routledge International Handbook of English, Language and Literacy Teaching (2010); English in Urban Classrooms (Routledge Falmer, 2005).
Debie Galanouli is a Research Fellow in the School of Nursing and Midwifery, Queen's University Belfast. With an educational research background, mainly in the School of Education at Queen's and the General Teaching Council for Northern Ireland, she has conducted research in a variety of areas in Education, including teacher education, assessment in education, the use of information technologies in education and the education of nurses. Her current research includes projects in values-based recruitment for Nursing candidates; assessing clinical skills through the use of OSCEs in Nursing; using mobile devices and augmented reality technologies in Nursing Education and also in the use of simulation in inter-professional education. She has been principal investigator and co-principal investigator on a number of grants over the past 15 years and has been a fellow of the Higher Education Academy since 2002.
Caterí Soler García is currently an Assistant Professor at the Faculty of Education, University of Malaga, Spain. She is a Researcher in the Research Group HUM-246 ‘Culture of Diversity and School', University of Malaga, Spain and a research member of the SEJ-2664 Excellence Research Project (Junta de Andalucía, Spain) Risk of failure and dropout in Secondary School. The educational, family and cultural contexts. A qualitative study (Director: Prof. Dr Féliz Ángulo Rasco, University of Cádiz, Spain). Research interests include case study, action research, diversity, inclusive education, school failure and dropout, and autism spectrum.
John Gardner is a Professor of Education and Senior Deputy Principal of the University of Stirling. His research interests include policy and practice in all sectors of education, particularly in relation to assessment. He has over 120 academic publications and has [Page xix]authored or co-authored seven books, including the most recent editorship of the four-volume Assessment in Education (Sage, 2014). From 1994–2010, he was a member of the globally influential Assessment Reform Group and is currently a Visiting Professor at the Oxford University Centre for Educational Assessment. He was previously President of the British Educational Research Association and a member of the Education panel of the Research Excellence Framework, REF2014.
Susan Gomez-Zwiep is an Associate Professor of Science Education in the College of Natural Sciences and Mathematics at California State University, Long Beach. Her research interests relate to creating equitable access to quality science learning experiences, including capitalizing on the nexus of inquiry science and language development for English language learners and developing professional development models to improve K-12 teachers’ and higher education faculty's ability to provide quality STEM instruction to diverse populations. Recent publications include, Inquiry Science: The Gateway to English Language Proficiency, (Journal of Science Teacher Education, 2014), co-written with William J. Straits and High-Quality Science Instruction: Building Conceptual Understanding and Language Skills for English Learners (2013), co-written with Kathryn DiRanna and the Region IX Equity Assistance Center, WestEd.
Wynne Harlen has held several posts as teacher, teacher educator and researcher in science education including Professor of Science Education and Head of the Education Department at the University of Liverpool and Director of the Scottish Council for Research in Education. She was a member of the Secretary of State's Working Group in science which produced the first draft of the National Curriculum England. She was a founder member of the influential Assessment Reform Group (ARG). She was Chair of the science expert group for the OECD's PISA project during its first six years. She is the author of several books, chapter and published papers in assessment and evaluation as well as science education.
Rebecca Heaton is a Senior Lecturer in Education at the University of Northampton, where she is curriculum leader for art and design in the Initial Teacher Education Division. Rebecca leads the undergraduate art specialism pathway for BA Primary Education Students and also teachers on PGCE courses for primary and Early Years students. Her research interests include the cognition of art educators, social justice art education and digital practice in art education. She has recently published the articles: ‘Moving mindsets: Re-conceptualising the place of visual culture as multi-sensory culture in primary art education, (2014) in the Canadian Review of Art Education, and ‘Exploring social issues through art education’ (2014) in Changemaker in the Curriculum: Northampton: Institute of Learning and Teaching in Higher Education, pp.11–17.
Kristinn Hermannsson is a Lecturer in Educational Economics at the Robert Owen Centre for Educational Change in the School of Education, University of Glasgow. His research interests are in combining administrative data, social surveys and economic modelling methods to analyse the overall economic and distributional impacts of education policies. He is secretary of the British and Irish Section of the Regional Science Association International and takes particular interest in interdisciplinary approaches to further the understanding of sub-national and sub-regional impacts of education policies.[Page xx]
Victor M. Hernandez-Gantes is an Associate Professor in the Department of Leadership, Counselling, Adult, Career and Higher Education at the University of South Florida. He is the director of the Career and Workforce Education program. His research interests focus on the interface that integrates the design, implementation, and evaluation of educational strategies designed to connect curriculum, teaching, and learning in work contexts as a means to maximize career-oriented learning for all students.
Richard Hickman is Reader in Art Education at the University of Cambridge, where he is course leader for PGCE Art & Design and Dean of Homerton College. Richard's latest book, titled The Art & Craft of Pedagogy (Bloomsbury, 2013), is based on the life stories of ten artist-teachers. He is also author of Why We Make Art and Why it is Taught (Intellect, 2005/2010) and editor of Research in Art Education (Intellect, 2008), Art Education 11–18, (Continuum, 2004) and Critical Studies in Art & Design Education (Intellect, 2005). He was awarded the Pilkington Teaching Prize by Cambridge University and the Herbert Read Award for lifetime achievement by the International Society for Education through Art.
Mary F. Hill is an Associate Professor, Deputy Head of School of Learning, Development and Professional Practice in the Faculty of Education and Social Work at the University of Auckland, New Zealand. Her work is grounded in the context of contemporary schooling and teacher education and the contribution that quality teaching makes to a socially just society. Her research interests include educational assessment, assessment education for pre- and in-service teachers, practitioner inquiry and the use of complexity theory and critical realism as explanatory theory for rethinking teacher education for equity.
Therese N. Hopfenbeck is an Associate Professor and Lecturer in Educational Assessment at the Oxford University Centre for Educational Assessment. Her research interests are assessment for learning, international large-scale assessments, self-regulated learning, learner motivation and teacher assessment. In 2014, Therese published Strategier for læring: Om selvregulering, vurdering og god undervisning [Strategies for Learning: On Self-regulation, Assessment and Excellence in Teaching]. Therese's recent research projects have included the OECD Governing Complex Education Systems Case study on the implementation of formative assessment reforms in Norway. She is the Lead Editor of the international, peer-reviewed journal, Assessment in Education: Principles, Policy & Practice.
Brian Hudson is Professor of Education, Head of the School of Education and Social Work and a member of the Centre for Teaching and Learning Research (CTLR) at the University of Sussex. He is currently the main Organizer of the World Education Research Association (WERA) International Research Network on Didactics – Learning and Teaching, and is Associate Editor of the Journal of Curriculum Studies and Principal Investigator for the ESRC-funded project The role of education in the formation of social outcomes for young people (2012–14). He was Chair of the Teacher Education Policy in Europe (TEPE) Network and represented the Scottish Educational Research Association (SERA) on the WERA Council until 2014.
Mike Jess is a Senior Lecturer in Physical Education at the University of Edinburgh. He is also Director of the Developmental Physical Education Group (DPEG) and the Postgraduate Certificate in 3–14 Physical Education. He was previously joint coordinator of the Scottish Primary Physical Education Project; a £6 million Scottish Government [Page xxi]project that ran between 2006–2012 to help generalist primary class teachers develop a specialism in physical education. His academic and professional interests focus on how complexity thinking and ecological perspectives can inform future developments in curriculum, pedagogy and professional learning. Mike has written extensively on complexity thinking and children's physical education, sport and physical activity.
Sandra Johnson was Deputy Technical Director of England's APU science monitoring programme in the University of Leeds. She has developed a natural interest in large-scale assessment activity in the international survey field. She is an Honorary Research Fellow in the University of Bristol's Graduate School of Education, a Chartered Statistician (Royal Statistical Society), a Chartered Scientist (Science Society), a Fellow of the Association for Educational Assessment – Europe, an Honorary Member of the European Educational Research Association's Network 9 (Assessment, Evaluation, Testing and Measurement), and a member of the editorial boards of Assessment in Education: Principles, Policy and Practice and Educational and Psychological Measurement.
Jung-Hoon Jung is a PhD candidate in the Department of Curriculum and Pedagogy at the University of British Columbia. His doctoral dissertation is titled Self-care and care-for-others in education. Drawing from the problem of the unrecognized status of subjectivity and the effacement of educational experience by the standardized regimes in South Korea, he studies how subjectivity may be recuperated through self-care and care-for-others. Recognizing the emotional as well as political challenges, he suggests reconstructing the unnecessary linkage between our ethics and the constraining structures, teaching and learning, and our preference and reality. His research interests are curriculum theories, autobiographical inquiry, ethics, and teacher education.
Tim Keirn holds a joint position in the Department of History and the College of Education at California State University, Long Beach. At CSULB, he directs the History/Social Science Credential Program, The History Project, and the Yadunandan Center for India Studies. Tim is the Chief Reader for the Advanced Placement World History Program, and he is also the current President of the Society for History Education. His most recent book is (with Norbert Schürer) British Encounters with India, 1750–1830: An Anthology (Palgrave Macmillan, 2011). His article (with Eileen Luhr) ‘Subject Matter Counts: Historical Thinking and the Pre-Service History Teacher', published in The History Teacher, won the 2014 American Historical Association's Gilbert Prize for the best essay in history education.
Val Klenowski is a Professor of Education at the Queensland University of Technology in Brisbane, Australia. She has research interests in social justice, curriculum and assessment reform, evaluation, assessment and learning. Her recent research publications have focused on fairness in classroom assessment, culture responsive assessment and pedagogy, teacher judgement and social moderation in the context of standards-driven reform. Val has held positions at the Institute of Education, University of London and the Hong Kong Institute of Education.
Vic Lally is Professor of Education in the School of Education at the University of Glasgow, where he is Chair of the Interdisciplinary Learning, Education, Technologies and Society Research Grouphttp://www.ilets.eu. His main interests are interdisciplinary learning and research. Vic's research activities are in the fields of Technology-Enhanced Learning (TEL), Computer-Supported Collaborative Learning (CSCL) and learning in three-[Page xxii]dimensional and mobile environments. He has written over 100 papers and articles, and been Director/co-director of 17 national and international projects, as well as editing/co-authoring four books. Vic has researched and co-developed many collaborative designs, including projects for the Economic and Social Research Council (ESRC, UK) and Higher Education Funding Council (HEFCE, England).
Ricky Lam is an Assistant Professor in the Department of Education Studies at Hong Kong Baptist University. His publications have appeared in ELT Journal, Assessing Writing, Language Testing, TESOL Quarterly, Assessment & Evaluation in Higher Education, Studies in Higher Education and other leading international journals. His research interests are assessment for learning, portfolio assessment, and second language writing assessment. Currently, he takes up a leadership role as Programme Director of Master of Education at Hong Kong Baptist University and works on a high-impact research project funded by the Hong Kong Research Grants Council. The project is about using portfolio assessment of writing to promote diverse formative assessment practices at the classroom level.
David Lambert is Professor of Geography Education at University College London Institute of Education. A former secondary school Geography teacher he has written widely on curriculum, pedagogy and assessment in geography and citizenship education and has a particular interest in teacher professionalism and development. He was Chief Executive of the Geographical Association between 2002–2012 and in 2015 took the Royal Geographical Society's Taylor & Francis Award for leadership in geographical education. Recent publications include Teaching Geography: A Conceptual Approach (Open University Press, 2010) co-authored with John Morgan and Debates in Geography Education (Routledge, 2013) co-edited with Mark Jones. His textbook Learning to Teach Geography (co-authored with David Balderstone and Mary Biddulph) appeared in its 3rd Edition (Routledge, 2015).
Deidre Le Fevre is a Senior Lecturer in the Faculty of Education at the University of Auckland, New Zealand. She is currently academic leader of graduate studies in educational leadership at the University of Auckland. Her research examines professional development with a specific focus on the cognitive, affective and interpersonal aspects of learning that influence professional capability and processes of change. Recent publications include an examination of the role of perceptions of risk in processes of change and the evaluation of school leaders’ interpersonal capabilities for building relational trust. She is currently leading a research team examining professional learning for schooling improvement in a national systemic initiative in New Zealand.
Kay Livingston is Professor of Educational Research, Policy and Practice in the School of Education at the University of Glasgow. Her research interests include the inter-relationship of curriculum, assessment and pedagogy and the professional development of teachers, including peer-mentoring. She is a member of the Council of the Association for Teacher Education in Europe (ATEE) and Chair of ATEE's Research and Development Community on the Professional Development of Teachers. She continues to work with the European Commission – recently as a member of the Thematic Working Group on the Professional Development of Teachers. She is editor of the European Journal of Teacher Education and co-editor of the Curriculum Journal.[Page xxiii]
Amàlia Llombart-Huesca is Associate Professor of Hispanic Linguistics in the Department of English and Foreign Languages at the California State Polytechnic University, Pomona, where she also serves as the Single Subject Coordinator of LOTE (Languages Other Than English). She has taught Catalan language and civilization in France, and Catalan language and Spanish language and linguistics in the US. She has served as Spanish language program coordinator in charge of professional development and language curriculum design at various US universities. Her research areas include syntax, applied linguistics, sociolinguistics, and heritage language education. Her current research focuses on the development of orthography and linguistic awareness in Spanish heritage language learners.
Anne Looney is the Chief Executive of the National Council for Curriculum and Assessment in Dublin. The Council advises the Irish government on curriculum and assessment for early childhood education and for primary and post-primary schools. Her doctoral studies were at the Institute of Education in London. From September 2014 until August 2015, she was Professorial Research Fellow at the Learning Sciences Institute Australia, at Australian Catholic University in Brisbane. She has published on curriculum and assessment, education policy, school ethos and culture, civic education and the identity and work of teachers.
Laura Lundy is a Professor of Education Law and Children's Rights in the School of Education at Queen's University, Belfast and a Barrister at Law. She is the Director of the Centre for Children's Rights at Queen's (www.qub.ac.uk/ccr), which is an interdisciplinary research collaboration on children's rights. Her expertise is in law and children's rights, with a particular focus on the implementation of the UNCRC, education rights, children's right to participate in decision-making and children's rights-based participatory research methods.
Iulia Mancila is currently in the last phase of her doctoral thesis in the Faculty of Education, University of Malaga, Spain. Since 2003 she has been a Research Fellow in the research group HUM-246: Diversity Culture and School, University of Malaga (Spain). She conducted extensive research in various international research projects on inclusive/intercultural education, teacher education, professional development, curriculum, and immigrant education. She holds an MA in Educational Policies and Pedagogy from University of Malaga (2004). Her research interests include policies and practices in multi/intercultural education, inclusive education and social justice, teacher education and curriculum, and qualitative research.
Gary McCulloch is Brian Simon Professor of the History of Education at UCL Institute of Education, London. He has written widely on the history of the school curriculum in the UK and internationally. He is currently the editor of the British Journal of Educational Studies, a member of the executive committee of the Society for Educational Studies, and a member of the Council of the British Educational Research Association. His recent publications include The Struggle for the History of Education (Routledge, 2011) and Secondary Education and the Raising of the School Leaving Age: Coming of Age?, with Tom Woodin and Steven Cowan (Palgrave Macmillan, 2013).
Stephen McKinney is a Professor and the leader of the Research and Teaching group, Creativity, Culture and Faith in the School of Education, University of Glasgow. His research interests include faith schooling, Catholic schooling and the impact of poverty on school education. Recent publications include Education in a Catholic Perspective (Ashgate, 2013), The [Page xxiv]Historical and Contemporary Debate About the Relation of Catholic Schools in Scotland and the Social Problem of Sectarianism (2015), Ricerche di Pedagogia e Didattica – Journal of Theories and Research in Education (2006).
Miguel López Melero is currently Professor of Education at the Faculty of Education, University of Malaga (Spain). His research focuses on the development of thinking processes in cognitively different people; the necessary conditions for schools to be inclusive; teacher education and curriculum; culture of diversity and the creation of real living together and learning communities. His publications include Getting to know Down Syndrome people (1999); Project Roma: an experience of values education (2003); and Building an inclusive school: an example on how to work with research projects in the classroom (2004). Currently, he is Director of the Consolidated Research Group HUM-246: Diversity Culture and School and Director of the research project, The Roma Project.
Ian Menter (FAcSS) was Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford, until he retired in 2015. His most recent publications include A Literature Review on Teacher Education in the 21st Century (Scottish Government, 2010) and A Guide to Practitioner Research in Education (Sage, 2011). His work has been published in many academic journals and he was a founding editor of Review of Education. He was President of the Scottish Educational Research Association (SERA) from 2005–2007. In September 2013, he became the President of the British Educational Research Association (BERA) and has been a member of the steering group for the BERA/RSA Inquiry into Teacher Education and Research.
Kathy A. Mills is Associate Professor of literacy, digital media, and cultural studies at the Queensland University of Technology, Brisbane, Australia. She is also Principal Research Fellow of the Australian Research Council researching digital and multimodal practices with Indigenous Australian communities (2015–2016). Dr Mills has published educational research widely in digital composition, multimodality, and literacy learning in contexts of social disadvantage. Kathy is the author of five books, including The Multiliteracies Classroom (Multilingual Matters, 2011), and the new volume, Literacy Theories in the Digital Age: Social, Critical, Multimodal, Spatial, Material, & Sensory Lenses (Multilingual Matters, 2015). She serves on the executive committee of the AERA Writing & Literacies SIG, and on review boards of literacy journals worldwide.
Michael Moore is a Professor of literacy education at Georgia Southern University. He is a past editor of English Education and is interested in standards-based reform in the English/language arts.
Johan Muller is Professor Emeritus of Curriculum in the School of Education at the University of Cape Town; Visiting Professor at the Institute of Education, University of London; and Senior Research Fellow at Higher Education South Africa. His research interests lie in the sociology of knowledge and of the curriculum. He has published in the sub-fields of schooling and higher education. His book Reclaiming Knowledge was published by Routledge in 2000, and his edited volume with Michael Young, Knowledge, Expertise and the Professions was published by Routledge in 2014.[Page xxv]
Mark Evan Nelson is Associate Professor and Director of Research in the English Language Institute of Kanda University of International Studies in Chiba, Japan. He previously held posts in language and literacy teacher education and educational research in Australia, Singapore, and the United States, before which he earned a PhD in Language and Literacy Education from the University of California, Berkeley. His research interests include multimodal communication and textual analysis, the use of digital technologies in language and literacy education, and multiliteracies; and his notable publications include ‘Locating the Semiotic Power of Multimodality’ with Dr Glynda Hull, in Written Communication and ‘Mode, Meaning and Synaesthesia in Multimedia L2 Writing’ in Language Learning & Technology.
Deborah Nusche is a Policy Analyst in the OECD Directorate for Education and Skills, where she has been since 2007. She currently leads the country-specific work for Austria, Belgium (Flemish Community) and Denmark for the OECD School Resources Review. Prior to this, she conducted policy analysis for three major cross-country studies at the OECD: a review of evaluation and assessment in education, leading to the OECD publication Synergies for Better Learning (2013); a review of migrant education leading to the OECD publication Closing the Gap for Immigrant Students (2010); and a review of school leadership policy and practice leading to the two-volume publication Improving School Leadership (2008).
Lin Pan is Associate Professor at the Beijing Language and Culture University (BLCU) and visiting research fellow at UCL Institute of Education. Her research interests are language ideologies, globalisation and multilingualism. Lin has publications in Language Policy, Journal of Sociolinguistics, Visual Communication, Applied Linguistic Review, Language Learning Journal, and English Today. Her book English as a global language in China: deconstructing the ideological discourses of English in language education is published by Springer (2014).
Vera Maria Vidal Peroni is Professor at the Federal University of Rio Grande do Sul (UFRGS) in undergraduate and graduate education. She is a researcher of CNPq (Centro Nacional de Desenvolvimento Científico e Tecnológico) and Leader of the Research Group Directory State and public policies of Basic Education. Her latest research is the Implications of public–private relationship to the democratization of education. She is one of the authors of Education and the State's role in Brazil 90s and organizer of the book Redefinition of the boundaries between public and private policy: implications for the democratization of education.
Stavroula Philippou is a Lecturer in Curriculum and Teaching at the Department of Education, University of Cyprus. She has worked in a variety of educational contexts and as a consultant for UNESCO and the Council of Europe. She is currently the General Assembly Cyprus Representative of the International Association for the Advancement of Curriculum Studies (IAACS) and a Co-coordinator of the ‘Curriculum and Teaching’ Special Interest Group of the Cyprus Pedagogical Association. Her research interests include Theory, History and Sociology of Curriculum; Curriculum Change; Teacher Professionalism and Professional Development; European Education Policy; Citizenship Education.[Page xxvi]
William F. Pinar is Professor and a Canada Research Chair in Curriculum Studies at the University of British Columbia. He is the author of Educational Experience as Lived: Knowledge, History, Alterity (Routledge, 2015), The Character of Curriculum Studies: Bildung, Currere, and the Recurrent Question of the Subject (Palgrave Macmillan, 2011), The Worldliness of a Cosmopolitan Education: Passionate Lives in Public Service (Routledge, 2009), and Race, Religion and a Curriculum of Reparation (Palgrave Macmillan, 2006). In 2000 he received the LSU Distinguished Faculty Award and a Lifetime Achievement Award from the American Educational Research Association; in 2004 he received an American Educational Research Association Outstanding Book Award for What is Curriculum Theory? (Lawrence Erlbaum Associates, 2004).
Mark Priestley is Professor of Education in the School of Education at the University of Stirling. A former History teacher, his research interests relate to the school curriculum, curriculum change, curriculum development and the professional work of teachers. He is currently a member of the Council of the British Educational Research Association and Co-Convener of the European Educational Research Association's Network 3: Curriculum Development. Recent publications include: the edited collection, Reinventing the Curriculum: New Trends in Curriculum Policy and Practice (Bloomsbury Academic, 2013), co-edited with Gert Biesta and Teacher Agency: An Ecological Approach (Bloomsbury Academic, 2015), co-written with Gert Biesta and Sarah Robinson.
Sarah Robinson is an Associate Professor at the Centre for Teaching Development and Digital Media, Faculty of Arts, Aarhus University in Denmark. She is an educational anthropologist whose research interests are entrepreneurship education, policy in practice, curriculum reform, and teacher agency. Currently Sarah is engaged in research in entrepreneurship education in Higher Education, where her primary interest is in teaching development and innovative pedagogies. Sarah has researched and taught in the UK, Denmark, and Australia.
Sue Rogers is Professor of Early Years Education at the UCL Institute of Education, University College London, UK. She has a long-standing research interest in the relationship between play, curriculum and pedagogy in early childhood, and the impact of child–adult interactions on learning. Recent work focuses on increasing the use of evidence in educational practice as a way of improving expertise in the early childhood workforce. Her publications include Inside Role Play in Early Childhood Education: Researching Children's Perspectives (Routledge, 2008, with Julie Evans), an edited collection on play pedagogy entitled Rethinking Play and Pedagogy: Concepts, Contexts and Cultures (Routledge, 2011) and Adult Roles in the Early Years (Open University Press, 2012, with Janet Rose).
Jerry Rosiek is a Professor of Education Studies at the University of Oregon where he teaches courses on the cultural foundations of education and qualitative research methodology. His empirical scholarship focuses on teacher knowledge and the ways teachers learn from their classroom experience. Specifically he looks at the way teachers think about the mediating effects of culture, class, gender, sexuality and social context on student learning of specific subject matter content. His writing has appeared in several major journals including Harvard Educational Review, Education Theory, Educational Researcher, Qualitative Inquiry, Curriculum Inquiry, Educational Psychologist, and the Journal of Teacher Education. His forthcoming book is entitled Resegregation as Curriculum.[Page xxvii]
Kenneth Ruthven is Professor of Education at the University of Cambridge. Ken joined the Faculty of Education at the University of Cambridge and served as Chair of the Science, Technology and Mathematics Education group and as Director of Research for the Faculty. His research focuses on curriculum, pedagogy and assessment, especially in school mathematics, and particularly in respect of the complex and contested process of adaptation to technological innovation. He is former Editor-in-Chief of Educational Studies in Mathematics, recent Chair of the British Society for Research into Learning Mathematics, current Chair of Trustees of the School Mathematics Project (SMP), and a Fellow of the Academy of Social Sciences (AcSS).
Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris. As a key member of the OECD Senior Management team, he supports the Secretary-General's strategy to produce analysis and policy advice that advances economic growth and social progress. Before joining the OECD, he was Director for Analysis at the International Association for Educational Achievement (IEA). He is the recipient of numerous honours and awards, including the ‘Theodor Heuss’ prize, awarded in the name of the first president of the Federal Republic of Germany for ‘exemplary democratic engagement'. He holds an honorary Professorship at the University of Heidelberg.
Claire Sinnema is a Senior Lecturer in Learning, Development and Professional Practice at The University of Auckland, New Zealand. Her research focuses on the improvement of teaching and learning across four main strands – curriculum implementation, teacher professional learning (in practitioner inquiry and teacher evaluation), pedagogy, and school leadership. She has recently worked on an evaluation of the implementation of New Zealand's national curriculum across the primary and secondary sector for the New Zealand Ministry of Education.
Petra Skiebe-Corrette holds a doctorate in neurobiology. She is Director of NatLab, an informal science laboratory at the Freie Universität Berlin which offers school pupils up-to-date inquiry-based experiments in biology and chemistry. She serves on the board of the LernortLabor Bundesverband der Schülerlabore e.V., the national association, and was the German representative for four European Union grants to promote inquiry-based science education (IBSE): SciencEduc, POLLEN, Fibonacci and Sustain. Petra served on the advisory board of the National Science Resources Center in Washington DC (2009–2012) and is an invited expert of the IAP/Science Education Global Council (2013–present) and of the Working Group on Science Education of ALLEA (2013–present).
Christine E. Sleeter is Professor Emerita in the College of Professional Studies at California State University, Monterey Bay, where she was a founding faculty member. She has been a visiting professor at several universities, including Auckland University and the University of Colorado at Boulder. Her research focuses on anti-racist multicultural education and multicultural teacher education. She has published over 100 articles and 19 books, including Power, Teaching, and Teacher Education (Peter Lang, 2013) and Diversifying the Teacher Workforce (with L.I. Neal & K.K. Kumashiro, Routledge, 2014). Recent awards include the American Educational Research Association Social Justice in Education Award, the Chapman University Paulo Freire Education Project Social Justice Award, and the American Educational Research Association Division K Legacy Award.[Page xxviii]
Kari Smith is a Professor for the Programme for Teacher Education (PLU), at the Norwegian University of Science and Technology (NTNU). Her main research interests are teacher education, professional development, mentoring novice teachers and assessment for and of learning. Currently she is the Head of the Norwegian National Research School in Teacher Education (NAFOL). Kari is active in the European Association for Research in Learning and Instruction (EARLI), previously as the Coordinator for the Assessment and Evaluation SIG (1) and till August 2015 as the Coordinator for Teaching and Teacher Education SIG (11).
Vivienne Smith is a Lecturer in Primary Education at the University of Strathclyde. Her interests are in language, literacy and literature and she has published both on the development of children as readers and on children's literature. She is particularly interested in the positioning of reading as a creative and social practice, and in the role of texts in this process: how texts encourage readers to think, to reflect and to moderate their understandings of reading itself. Recent projects have included Creative Reading, a project with Inverclyde Council, funded by Creative Scotland and, with Evelyn Arizpe, Reading Fictions, a series of seminars funded by the British Academy to investigate the way readers and reading is portrayed in children's books.
Margaret Somerville is Professor of Education and Director of the Centre for Educational Research at the University of Western Sydney. She is also Academic Convener of the UN Regional Centre for Expertise in Education for Sustainable Development, Greater Western Sydney. Her background is in collaborative research with Australian Aboriginal communities about their relationship to place which has generated a number of collaborative books including Singing the Coast (Aboriginal Studies Press, 2010) and Water in a Dry Land (Routledge, 2013). She has a long history of research in relation to integrated curriculum for sustainability in schools, producing a number of published articles, reports and books including Love Your Lagoons (online report) and Children, Place and Sustainability (with Monica Green, Palgrave, 2015).
Johannes Strobel is Professor of, Information Science & Learning Technologies at University of Missouri–Columbia, USA. Dr. Strobel has actively shaped the American pre-college engineering education research landscape through his work as founding editor of the Journal of Pre-College Engineering Education Research (Purdue University Press). His research and teaching focus on engineering as an innovation in pre-college education, policy of pre-college STEM education, engineering ‘habits of mind’ and worldviews, empathy and care in engineering and the use of cyber-infrastructure to provide access to and support learning. He has published more than 140 papers in proceedings and journals such as the Journal of Engineering Education, International Journal of Engineering Education, Computers & Education, Interactive Learning Environment and Science.
Ciaran Sugrue is Professor of Education at the School of Education, University College Dublin, a position he has occupied since 2011. He has worked in the Irish Education system in a variety of capacities including: teacher, schools inspector, teacher educator and researcher. Prior to his appointment in UCD, he worked at the Faculty of Education, University of Cambridge. His research interests are wide-ranging and include: School Leadership and Educational Change, Continuing Professional Development, Teacher Educational Reform in developed and developing countries, and Educational Policy. Recent publications include: [Page xxix]Unmasking School Leadership: A Longitudinal Life History of School Leaders (Springer, 2015).
Yan Sun is an Assistant Professor of Instructional Technology at the University of West Alabama (UWA). She teaches Educational Statistics and Educational Technology at UWA. Her research interests revolve around technology integration and K-12 STEM education. Specifically, it focuses on improving K-12 students’ achievement in STEM through innovative and engaging interventions, developing models and frameworks for guiding and assessing K-12 teachers’ technology integration practices, and integrating emerging technologies into K-12 teaching and learning, particularly the teaching and learning in STEM disciplines. Dr. Sun has served as reviewer for educational journals and conferences applying her knowledge and experience in educational research.
Shinya Takekawa is an Associate Professor at Aichi University of Education in Aichi, Japan. His focus of research and teaching is in equity and quality issues of literacy, pedagogy and curriculum. His current research includes a theoretical and practical investigation on literacy development and poverty in early childhood, reconstructing theoretical framework of critical literacy within the current Japanese context, and a study of teacher training to develop critical awareness. Recent publications include a chapter for Moving Critical Literacies Forward (Routledge, 2014) edited by Jessica Zacher Pandya and JulieAnna Ávila.
James Teslow is an educator who also practiced aerospace engineering for 30 years. He obtained his undergraduate engineering degree at the University of Washington, and two Masters degrees at the University of Colorado. His engineering positions included work in the areas of rocket propulsion system analysis and design, launch support, new technology research and development, business development, and six-sigma lean process. He became interested in education and earned his doctorate in instructional technology at the University of Colorado. He occasionally teaches statistics, research methods, and instructional design at several universities. Recently, he served as a post-doctorate researcher at the Dwight Look College of Engineering at Texas A&M University.
Malcolm Thorburn is a Lecturer in Physical Education at the Moray House School of Education, University of Edinburgh. A former teacher his main research interests now are on conceptualizing educational values, curriculum planning and enhancing pedagogical practices. He has published widely in these areas. His publications cover a range of educational journals including recent articles in: Sport, Education and Society, Journal of Curriculum Studies, Oxford Review of Education and the British Educational Research Journal. He is the author (with S. Gray) of Physical Education: Picking up the Baton. Policy & Practice in Education (Dunedin Academic Press, 2010).
Helen Timperley is Professor of Education at The University of Auckland in New Zealand. She researches and teaches in the areas of leadership, organizational and professional learning that improve the educational experience of students currently under-served by our education systems. She has recently completed a best evidence synthesis iteration on professional learning and development. She has published widely in international academic journals such as Review of Educational Research, Journal of Educational Change, Leadership and Policy in Schools and the Journal of Curriculum Studies. She has written and edited seven books focusing on the professional practice [Page xxx]implications of her research in her specialty areas, including Realizing the Power of Professional Learning (Open University Press, 2011).
Andrew Tolmie is Chair of Psychology and Human Development at the UCL Institute of Education, University College London. He is also Deputy Director of the UCL/Birkbeck Centre for Educational Neuroscience. He is a developmental psychologist with longstanding interests in the growth of children's conceptual representations and behavioural skills, and the relationships between these, particularly in the elementary school age range. Most of his work has focused on educationally relevant topics and settings, with a substantial emphasis on science learning, but also on the acquisition of road-crossing skills among children. He was recently a member of a Royal Society working group reporting on science and mathematics education in 5–14 year olds.
Len Unsworth is Research Professor of Education in the Learning Sciences Institute at the Australian Catholic University in Sydney. Len's research includes image–language relations in picture books, the nature and role of images in large-scale reading comprehension tests, students’ multimodal authoring using animation software, a grammatics for English teaching in primary and secondary schools, and pedagogies for cumulative learning in twenty-first century schools. Len's publications include Reading Visual Narratives (Equinox, 2013) with Clare Painter and Jim Martin, Multimodal Semiotics (Continuum, 2008), New Literacies and the English Curriculum (Continuum, 2008), E-Literature for Children and Classroom Literacy Learning (Routledge, 2006), and Teaching Children's Literature with Information and Communication Technologies (McGraw-Hill/Open University Press, 2005) with Angela Thomas, Alyson Simpson, and Jenny Asha.
John White is Emeritus Professor of Philosophy of Education at UCL Institute of Education, where he has worked since 1965. His main interest is in the aims of the school curriculum and related topics to do with well-being, equality and assessment. Recent books include Intelligence, Destiny and Education: The Ideological Origins of Intelligence Testing (Routledge, 2006), What Schools are For and Why (Philosophy of Education Society of Great Britain, 2007) and Exploring Well-being in Schools (Routledge, 2011), The Invention of the Secondary Curriculum (Palgrave, 2011), An Aims-based Curriculum (with Michael Reiss) (IOE Press, 2013), Who Needs Examinations?: A Story of Climbing Ladders and Dodging Snakes (IOE Press, 2014), and What's wrong with private education? (IOE Press, 2015).
Claire Maree Wyatt-Smith is the Director of the Learning Sciences Institute Australia at the Australian Catholic University and Professor of Educational Assessment and Literacy. Her research focuses on standards, professional judgement and moderation. Her publications address teachers’ assessment identities; large-scale standardised testing and its impact on learning; assessment adaptions for students with disabilities, and assessment and new literacies. This work has attracted funding from the Australian Research Council and government through numerous large-scale longitudinal projects. Recent books include Assessment for Education: Standards, Judgement and Moderation (Sage, 2014), and Designing Assessment for Quality Learning (Springer, 2014). She is the Series Editor for Springer's new assessment series, The Enabling Power of Assessment.
Don Zancanella is a Professor in the Department of Language, Literacy, and Sociocultural Studies at the University of New Mexico. His areas of interest include English education, literature education, and education policy related to literacy.
David Zyngier is currently a Senior Lecturer in Curriculum and Pedagogy in the Faculty of Education at Monash University Australia. His research focuses on issues of social justice and social inclusion, and how teacher pedagogies can improve outcomes for students from communities of disadvantage. His research on Democracy in Education was awarded $365000 from the Australian Research Council for 2013–2016. He is co-director of the Global Doing Democracy Research Project, which seeks to change how educators understand and enact democracy in their classrooms. A book from that project, Can Education Make a Difference? Experimenting With, and Experiencing, Democracy in Education (Information Age Publishing Inc., 2012), was co-authored with Paul R. Carr and Marc Pruyn.