Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for…

Michael Young has argued that pupils should be given access to "powerful knowledge." This article examines the extent to which his concept of powerful knowledge is applicable to geographical education, in particular to the study of urban geography. It explores the distinction Young makes between everyday and school knowledge, how this…

An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and…

The main aim of this research was to analyse teachers' views of pupil assessment. The theoretical framework was based on existing literature on advances and challenges of pupil assessment in regard to support for learning, fairness, educational partnership, feedback, and favourable methods. The data were gathered by means of a questionnaire…

The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to…

In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that "Our literature is the best in the world" and that every pupil should study particular authors. The "cultural…

Recent research suggests that Muslim boys have become the "New Folk Devils" of British education, who are characterised by resistance to formal education, especially at secondary level, and under-achievement. Since the 1990s, British Muslim boys would appear to have become increasingly alienated from compulsory schooling, especially in…

The pressures of a growing global population, compounded by environmental degradation, escalating energy use and the depletion of natural energy resources, have led to sustainable energy (SE) holding a prominent position on the international agenda. In spite of the widespread recognition of the important role of SE education in securing a…

This research study was conducted to address pre-service physics teachers' assessment literacy and its implementation into practice. The research was both quantitative and qualitative in nature. For the quantitative aspect of the study, the researchers determined the participants' assessment literacy after their enrolment with the…

Any policy reform in education is highly effective when it is planned and implemented "holistically" and yet, it is the most challenging way forward. Many countries in Asia have reformed their English language policies and syllabi in the last two decades due to the increasing value of the language worldwide. Motivated by a…

In this paper the idea of social entitlement to conceptual knowledge is considered in relation to students' views of music at secondary school in New Zealand. The data was collected as a means of triangulating the key focus of a study concerning the beliefs and actions of teachers in relation to curriculum. In interpreting the student data I…

The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their…

Research has shown that how principles and tools related to Assessment for Learning (AfL) are taken up by teachers can significantly impact how assessment initiatives are realised. However, questions remain about how teachers develop new resources for use in local contexts, and what these processes entail. This article examines such processes in…

Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist…

Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used…