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Showing 1 to 15 of 18 results Save | Export
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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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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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Bladh, Gabriel; Stolore, Martin; Kristiansson, Martin – London Review of Education, 2018
Previous subject-specific education research has shown that education in social studies subjects is dominated by strong subject traditions, while current social issues are seldom addressed and the connection to academic disciplines is weak. Putting this result into context, we discuss how the debate initiated by Michael Young about 'powerful…
Descriptors: Curriculum, Social Studies, Social Problems, Knowledge Level
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Bouwmans, Matthijs; Béneker, Tine – London Review of Education, 2018
This article explores the usefulness of Maude's translation of Young's idea of powerful knowledge into geography education. Maude's classification of five types of powerful knowledge in geography education was used to analyse the written curriculum of the 'human and society' interdisciplinary domain in four schools in the Netherlands. The…
Descriptors: Foreign Countries, Geography Instruction, Knowledge Level, Interdisciplinary Approach
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Hudson, Brian – London Review of Education, 2018
This article contributes to current debates on progressive, knowledge-based approaches to the curriculum by addressing the question of what it is that students are entitled to learn in school mathematics. From the outset it recognizes progressive arguments that teaching should be reconnected with the emancipatory ambitions of education. In doing…
Descriptors: Knowledge Level, Curriculum, Mathematics Instruction, Educational Quality
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White, John – London Review of Education, 2018
This article offers a philosophical critique of Michael Young's notion of 'powerful knowledge', as found largely in his own but also in others' writings since 2009. The first part of the article focuses on the definitional connection that Young makes between 'powerful knowledge' and systematic relationships between concepts. It argues that most of…
Descriptors: Educational Philosophy, Epistemology, Knowledge Level, Curriculum Development
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Lévesque, Stéphane – London Review of Education, 2017
This article presents the results of a study that analyses students' historical narratives of the nation in relation to historical consciousness and how their sense of self-identification with groups affects their narrative structure and orientation. This study was conducted with French Canadian students registered in two high schools (n = 58) and…
Descriptors: French Canadians, Self Concept, Foreign Countries, Personal Narratives
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Taras, Maddalena; Davies, Mark S. – London Review of Education, 2017
This research focuses on the assessment literacy, that is, the understandings of assessment terminologies and how they relate to each other, in academic staff developers in the UK, collected via questionnaires and semi-structured interviews. Academic staff developers have been trained and certified to support new higher education lecturers in…
Descriptors: Higher Education, Beliefs, Vocabulary, Semi Structured Interviews
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Clarence, Sherran; McKenna, Sioux – London Review of Education, 2017
Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus…
Descriptors: Higher Education, Case Studies, Literacy, Intellectual Disciplines
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Holmberg, Ulrik – London Review of Education, 2017
In 2012, Uganda celebrated 50 years as an independent state following more than half a century under colonial rule. Since independence, Uganda has experienced a period of political turmoil and civil war within its constructed colonial borders. Given these historical experiences, what do students find important about their nation's history and what…
Descriptors: Foreign Countries, Educational History, World History, War
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Van Havere, Timo; Wils, Kaat; Depaepe, Fien; Verschaffel, Lieven; Van Nieuwenhuyse, Karel – London Review of Education, 2017
Since the early nineteenth century, western governments have expected history education to play a vital role in the formation of a national identity and the pursuit of national cohesion, by fostering shared knowledge and a shared (master)narrative of the national past. This article reports on a qualitative study that examines which narratives…
Descriptors: Foreign Countries, European History, History Instruction, Secondary Education
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Angier, Kate – London Review of Education, 2017
This study reports the findings of an investigation into young South Africans' knowledge and understanding of their national past derived from narrative accounts of South African history written by 27 university students who had recently completed the national school history curriculum. Analysis of these narratives indicates two fundamental…
Descriptors: Foreign Countries, World History, Knowledge Level, College Students
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Medland, Emma – London Review of Education, 2015
External scrutiny of higher education courses is evident globally, but the use of an external examiner from another institution for the purposes of quality assurance has been a distinguishing feature of UK higher education since the 1830s. However, the changing higher education context has led to mounting criticism of the system and the…
Descriptors: Higher Education, Quality Assurance, Educational Quality, Evaluators
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Brown, Chris; Rogers, Sue – London Review of Education, 2014
This paper examines our use of knowledge-creation activity as a way of developing evidence-informed practice among a learning community of 36 early years practitioners in one London borough. It also seeks to illustrate how we approached the idea of measuring evidence use and our engagement with, and adapted use of, two separate measurement scales:…
Descriptors: Evidence Based Practice, Foreign Countries, Preschool Teachers, Program Effectiveness
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Shaobing, Tang; Adamson, Bob – London Review of Education, 2014
This study investigates how teachers understand and implement the emphasis on studentcentredness in the new English curriculum in secondary classrooms in urban areas of China and the factors affecting implementation. It focuses on whether the advantages (greater access to resources, better trained teachers, and so on) of the urban context make…
Descriptors: Foreign Countries, Urban Schools, Student Centered Learning, Secondary School Curriculum
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