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Little, Sabine; Golledge, Michelle; Agarwalla, Hina; Griffiths, Ben; McCamlie, Danny – London Review of Education, 2019
The globally mobile teacher is a relatively new concept. This article draws on the experiences of seven teachers teaching in international contexts, who are currently undertaking an iPGCE (International Postgraduate Certificate in Education) -- four of whom are co-authors of this article. Drawing on original data from written narratives and online…
Descriptors: Multicultural Education, Faculty Mobility, Educational Needs, Faculty Development
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Benson, Alan – London Review of Education, 2019
Recent migration combined with strategies to diversify the teacher workforce has led to complexities in teacher diversity identified by the term 'superdiversity' (Vertovec, 2006). This article builds on recent work on the processes of convergence and superdiversity (Wessendorf, 2011) by focusing on meaningful encounters in the mathematics…
Descriptors: Immigrants, Immigration, Mathematics Instruction, Cultural Pluralism
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Carnicer, Javier A. – London Review of Education, 2019
Based on a case study, this article discusses connections between educational inequality in Brazil, transnational migration and educational upward mobility. It analyses a young woman's migration from a "favela" in Brazil to Germany with a focus on the educational aspirations that motivated it, that is, as a case of "educational…
Descriptors: Migration, Educational Opportunities, Foreign Countries, Academic Aspiration
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Hordern, Jim – London Review of Education, 2019
This article discusses John White's recent critique of the notion of 'powerful knowledge'. It is argued that White raises some salient points but overlooks the genesis of powerful knowledge as an idea and its debt to Durkheim and Bernstein. It is suggested that the work of Michael Young and others on powerful knowledge can be understood as both an…
Descriptors: Sociology, Intervention, Foreign Countries, Knowledge Level
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West, Anne; Wolfe, David – London Review of Education, 2019
This article focuses on the transformative academies policy in England. Based on an analysis of documentary evidence, we argue that the policy has resulted in the fragmentation of the state-funded school system and stark variation between academies, with those within multi-academy trusts (MATs) having no legal identity. We examine the variation…
Descriptors: Foreign Countries, Governance, Elementary Secondary Education, Public Schools
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Moncrieffe, Marlon; Moncrieffe, Audrey – London Review of Education, 2019
It is observable that display boards are being applied widely by primary schools as visual representations for teaching and learning about the stated fundamental British values of democracy, the rule of law, individual liberty and the mutual respect and tolerance of those with different faiths and beliefs. The research presented by this article is…
Descriptors: Nationalism, Self Concept, Democracy, Freedom
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Kennedy, Eileen; Laurillard, Diana – London Review of Education, 2019
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for…
Descriptors: Faculty Development, Online Courses, Refugees, Sustainability
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Demie, Feyisa – London Review of Education, 2019
The aim of this article is to explore the attainment of Eastern European children in primary schools in England. The research draws on detailed National Pupil Database and school census data for 586,181 pupils who completed Key Stage 2 in England in 2016. Two methodological approaches were used to analyse the data. First, the performance of all…
Descriptors: Educational Attainment, Elementary School Students, Databases, Ethnicity
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Sharma, Sonya; Catalano, Elena; Seetzen, Heidi; Minors, Helen Julia; Collins-Mayo, Sylvia – London Review of Education, 2019
In this article we discuss an interdisciplinary and collaborative four-year project, Taking Race Live, that explored lived experiences of race among students enrolled at an ethnically diverse university in England. Utilizing qualitative methods to evaluate the project each year, we draw on students' voices to address their experiences of race,…
Descriptors: Interdisciplinary Approach, Racial Differences, Program Descriptions, Racial Attitudes
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Tarozzi, Massimiliano; Mallon, Benjamin – London Review of Education, 2019
This article, derived from a larger EU-funded empirical research project, draws on a comparative analysis of pioneering global citizenship education (GCE) inservice primary teacher education programmes, as theorized and practised in four European countries, to explore how higher education institutions (HEIs), non-governmental organizations (NGOs)…
Descriptors: Cross Cultural Studies, Citizenship Education, Inservice Teacher Education, Global Approach
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Molway, Laura – London Review of Education, 2019
This article addresses the issue of in-service teacher education, which has become a focus of international education policy attention in recent years. Professional learning (PL) is often envisioned by policymakers as a mechanism by which the professionalism of the teaching workforce can be remodelled and refreshed. It offers a means to enhance…
Descriptors: Faculty Development, Coping, Inservice Teacher Education, Foreign Countries
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Rospigliosi, Asher; Bourner, Tom – London Review of Education, 2019
This article explores the origins of researcher development in British universities. Its principal aim is to provide a coherent, and reasonably succinct, account of the evolution and development of researcher development that is as consistent as possible with what is known about the development of the Western university, the history of the…
Descriptors: Foreign Countries, Research Skills, Skill Development, Researchers
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Nolan, Andrea; Molla, Tebeje – London Review of Education, 2019
The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption…
Descriptors: Professionalism, Faculty Development, Preschool Teachers, Early Childhood Education
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Temple, Paul – London Review of Education, 2019
This article examines a number of conceptualizations of interactions between people and physical space, and relates them to university settings to make a link with findings on institutional effectiveness. It argues that the idea of the common-pool resource, where certain physical or social conditions are exploited collectively, is a helpful way of…
Descriptors: College Students, Universities, Educational Environment, Physical Environment
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Parry, David – London Review of Education, 2019
By the end of the twentieth century, there was concern about the low levels of achievement in many English schools -- particularly those in London -- and this acted as a catalyst for change, a key remedial initiative being London Challenge. While there is much to celebrate about the improvements that have been made over almost two decades, the…
Descriptors: Foreign Countries, Educational Change, Educational Improvement, Educational Development
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