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Showing 1 to 15 of 75 results Save | Export
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Parr, Graham; Bulfin, Scott; Diamond, Fleur; Wood, Narelle; Owen, Ceridwen – Oxford Review of Education, 2020
As concerns spread about the capacity of teacher education programmes to prepare preservice teachers for entry into the teaching profession, literature and policy have begun to scrutinise the knowledge and skills of teacher educators. Some publications have focused on the professional development needed by teacher educators to align their teaching…
Descriptors: English Teachers, Teacher Educators, Foreign Countries, Teacher Education Programs
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McCaw, Christopher T. – Oxford Review of Education, 2020
'Mindfulness' is a term which holds increasing currency within educational research, policy and practice. However, there is substantial variation in its use, especially with respect to its historical roots in the Buddhist tradition. I develop a conceptual distinction between 'thin' mindfulness and 'thick' mindfulness, with attendant ontological,…
Descriptors: Metacognition, Teaching Methods, Educational Practices, Buddhism
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Nind, Melanie – Oxford Review of Education, 2020
This paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it in research methods education where it has not been previously used. It asks how experienced social science research methods teachers, who know their subject (method) well, teach advanced social research methods to others.…
Descriptors: Pedagogical Content Knowledge, Social Science Research, Research Methodology, Research Skills
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Jerome, Lee; Elwick, Alex – Oxford Review of Education, 2020
Government advice in relation to 'countering violent extremism' (CVE) in English schools requires teachers to identify students 'at risk' of radicalisation whilst also encouraging them to facilitate open classroom discussions of controversial issues. Data collected in seven schools illustrate how teachers are responding to this advice and…
Descriptors: Controversial Issues (Course Content), Terrorism, Foreign Countries, Crime Prevention
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Gibbs, Simon J.; Elliott, Julian G. – Oxford Review of Education, 2020
In this paper, we discuss the problematic use of the term dyslexia. Noting that there are no unambiguous objective diagnostic criteria for 'dyslexia', in part because this term is understood in multiple ways, we discuss its relevance for informing educational assessment, intervention and resourcing. We conclude by highlighting how current…
Descriptors: Language Usage, Dyslexia, Labeling (of Persons), Evaluation Criteria
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Carr, Sam – Oxford Review of Education, 2020
It has been suggested that features of contemporary educational policy create and encourage teaching and learning practices that dampen human motivation. This paper sought to analyse and extend this discussion through the lens of self-determination theory (SDT). Key questions are discussed such as (1) what is human motivation from a…
Descriptors: Educational Policy, Self Determination, Student Motivation, Teaching Methods
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Gruschka, Andreas – Oxford Review of Education, 2019
This paper introduces and summarises a programme of German research into teaching started 20 years ago. This research draws on Herbart's analysis of teaching with its focus on 'Bildung' (formation) which is distinguished from the measurement/psychometric tradition. It offers the possibilities of a deeper empirical understanding of pedagogical…
Descriptors: Teaching Methods, Educational Philosophy, Hermeneutics, Faculty Development
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Anwaruddin, Sardar M. – Oxford Review of Education, 2019
This article is concerned with a group of language teachers' reading and interpretation of a peer-reviewed journal article. It draws empirical materials from a larger study, which explored how teachers addressed the 'crises' of representation, legitimation and praxis in educational research. In this article, I present a subset of data to…
Descriptors: Teaching Methods, Language Teachers, Journal Articles, Reading Processes
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McCune, Velda – Oxford Review of Education, 2018
This paper focuses on extending our limited understanding of how the teaching and assessment practices of experienced academics develop. The development of academics as teachers is increasingly seen as a key focus but much of the research in this area has focused on formal educational development initiatives. The analysis presented here…
Descriptors: Higher Education, College Faculty, Time Management, Educational Technology
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Winter, Laura Anne – Oxford Review of Education, 2018
Relational equality is broadly understood to be about relating to others as moral equals. I consider three questions of relational equality as applied to education: what, how, and why? Relational equality is important on a macro (societal) level, a meso (school) level structuring of relationships, and a micro (interpersonal relationships) level. I…
Descriptors: Equal Education, Interpersonal Relationship, Moral Values, Empathy
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Hayden, Mary; McIntosh, Shona – Oxford Review of Education, 2018
Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of…
Descriptors: International Education, Creativity, Experiential Learning, Transformative Learning
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Mintz, Avi I. – Oxford Review of Education, 2018
Educators and educational theorists frequently employ a gardening metaphor to capture several child-centred principles about teaching and children, i.e. teachers must respect a child's unique interests and abilities, recognise what is developmentally appropriate for students, and resist pursuing a narrow set of outcomes. Historically, however,…
Descriptors: Figurative Language, Educational Theories, Educational Principles, Teaching Methods
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Hajar, Anas – Oxford Review of Education, 2018
While quantitative research on the nature and extent of private tutoring in England is increasingly available, very limited evidence exists regarding pupils' voices in evaluating their participation in private tutoring. Thus, the present qualitative study seeks to investigate the perceptions of 14 Year 6 pupils from three primary schools in East…
Descriptors: Tutoring, Student Attitudes, Parent Aspiration, Focus Groups
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Subero, David; Llopart, Mariona; Siqués, Carina; Esteban-Guitart, Moises – Oxford Review of Education, 2018
The aim of this paper is to address the teaching and learning processes in schools from a Vygotskian perspective based on the notion of "identity artefacts" (IAs) which, for our purposes, consist of documents created by the learners about themselves, in which they try to capture all the things that make sense and are meaningful to them…
Descriptors: Learning Processes, Teaching Methods, Mediation Theory, Bilingual Instructional Materials
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Clapham, Andrew; Vickers, Rob – Oxford Review of Education, 2018
Mathematics education is a high-stakes indicator of success in 'über' performative systems. The search to address England's mathematics underperformance resulted in cross-national attraction toward, and policy borrowing of, 'teaching for mastery' from the high-performing education systems of Shanghai and Singapore. We argue that the cultural…
Descriptors: Mathematics Education, Educational Policy, Mastery Learning, Low Achievement
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