Autumn 2019
New perspectives on international, intercultural and global education
Curriculum
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Showing results 25–36 of 152
What is ‘variation’ in early years mathematics?
As we near the end of our year-long project into what effects five- and six-year-olds’ ability to count-on when adding, here we reflect upon our journey. What led us to this topic was the recent...
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Personal, social, health and economics education in initial teacher education : Why bother?
With the recent changes to legislation in relationship education and health education being announced as statutory within primary schools in England from September 2020 (Children and Social Work...
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Should arts learning be ‘left to the community’? How the experiences of homeschoolers are shining a light on classroom arts learning
Although there exists a significant body of empirical evidence that demonstrates the value of the arts in education (Bamford, 2006; Ewing, 2010; Unesco, 2010), they nevertheless continue to be...
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Twins and the relationship between homework and the academic progress of children: A Spanish case study
A wide range of literature has found that homework is positive for students’ academic achievement (see for example Murillo & Martínez-Garrido, 2013; Fernández-Alonso, Álvarez-Díaz,...
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Culturally appropriate pedagogy in comparative contexts
Culture varies across different contexts, and so does pedagogy. The nexus of culture and pedagogy was one of the themes extensively discussed at the recent Comparative and International Education...
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What are the drivers to inspire more girls to study computer science?
As our 21st century society evolves, computer science (CS) proves fundamental (Cotteleer & Sniderman, 2018) to our global communities’ economic growth, national security, sustainability and...
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Experience, represent, apply (ERA): A heuristic for digital engagement in the early years
Presenting a powerful new mechanism for encouraging play-based learning that reflects a more up-to-date and holistic view of technology use in the early years.
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Pedagogies for the ‘dis-engaged’: Who gets what from arts education?
Not all young people get to access arts programmes. For those who do, the benefits have been widely recognised (de Roeper & Savelsberg, 2009; Catterall, 2012). However not all young people...
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Critical thinking: An ambiguous concept in educational policy contexts
What is the role of transnational and national education policies in the realisation of critical thinking?
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Artificial intelligence and multimodal data in the service of human decision-making
The question, ‘What is an appropriate role for Artificial Intelligence(AI)?’, is the subject of much discussion and interest. There is little doubt about the great potential and the disruptive...
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The language that affirms gendered violence in schools
Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...
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