Postgraduate master's programs for in-service teachers may be a promising new avenue in developing research partnership networks that link schools and university and enable collaborative development, sharing and use of knowledge of teacher research. This study explores the way these knowledge processes originating from master's…

Recognizing that empirical research into classroom dialogue has been conducted for about 40?years, a review is reported of 225 studies published between 1972 and 2011. The studies were identified through systematic search of electronic databases and scrutiny of publication reference lists. They focus on classroom dialogue in primary and secondary…

This study addresses the perceived gap between the vision of education reform in Thailand embodied in its Education Reform Law of 1999 and the results of implementation a decade later. Drawing upon opportunistic data obtained from a sample of 162 Thai school principals, we analyze trends in reform implementation across schools in all regions and…

The TV broadcast of "Jamie's school dinners" in 2005 prompted action throughout the UK to improve the standards of school meals. A public debate continues across the media around changes, resistance to them and consequences. This article draws upon the findings of a one-year ESRC-funded project on the English school dinners debate, which analysed…

Classroom observations are an important source of information about teaching and about the practice of particular teachers. The paper considers the value placed on talk as opposed to silence in this context and suggests that a cultural bias towards talk means that silence is commonly perceived negatively. The paper is based on a qualitative…

This paper problematizes the issue of how decisions about the content of mathematics education can be made. After starting with two examples where research in mathematics education resulted in different choices on the content of primary school teaching, I explore where and how, in the scientific enterprise within the domain of education, issues of…

Contends neither British nor Irish national identity provides the basis for a patriotic citizenship model that could be accepted in all Northern Ireland schools. Describes commitments and confidence-building measures in the Belfast Agreement and its implications for developing a citizenship concept to transcend the two main Northern Irish…

States that the Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the needs to extend present understandings of school reform initiatives aiming to change school practices, with intent to support enhanced school learning. Reports findings from LOLSO's teacher and student surveys. (BT)

Examines early impact upon secondary English departments of the primary National Literacy Strategy (NLS). Examines shifts over time in departmental policy and practice across the primary/secondary transfer that may relate to the impact of the primary NLS. Reports findings from interviews in four secondary English departments. (BT)

Develops the idea that there is a gap in theory and practice regarding the relationship between whole-school targets and individual targets. Argues that all of the work in schools concerning use of targets for school improvement, for performance management, and for individual pupils' progress, rests on effective assessment for learning. (BT)

States that debates regarding the future of science education in the United Kingdom have been ongoing for 20 years in professional organizations, principally the Association for Science Education and other interested parties, such as the Nuffield Foundation. Concludes teachers must respond to the statutory curriculum and assessment agenda. (BT)

Presents an overview of problems associated with assessment of practical work in science. Identifies two theoretical positions that present teaching and assessment flow. Examines some available evidence on possible assessment methods that articulate with these two positions. Considers a position adopted by the United Kingdom National Curriculum in…

Argues reading, writing, and argument are central to any conception of science as currently constituted. Notes that study of the language of science, science's epistemic base, and the cultural norms and values that underpin practice are considered marginal to teaching science. Contends change requires reconceptualization of priorities for science…

States the role of information and communications technology (ICTs) in education is not homogeneous, only some are designed to support learning. Considers the role of ICT in two models of a British science curriculum: (1) based on empirical science; and (2) based on a model of scientific reasoning. (BT)

Finds the role of analogy in learning extensively researched. Argues research should shift focus from determining effectiveness of analogy in cognitive transfer from base to target domains towards recognition of the role of analogy in generating engagement in the learning process. Draws on hermeneutic philosophy to provide a theoretical framework.…