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Showing 1 to 15 of 68 results Save | Export
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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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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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Bourke, Roseanna; O'Neill, John; Loveridge, Judith – Oxford Review of Education, 2018
Although informal learning is part of everyday life it is only recently that attempts have been made to more fully conceptualise its nature. This paper explores young children's conceptions of their everyday and informal learning outside of school within the Aotearoa New Zealand context. Phenomenography is used to systematically analyse the…
Descriptors: Informal Education, Foreign Countries, Self Concept, Interpersonal Relationship
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Kucirkova, Natalia; Littleton, Karen – Oxford Review of Education, 2017
This paper makes a distinctive contribution to the current debates concerning the role of personal mobile technologies (PMTs) in public education. It does this through drawing attention to the imperative to integrate digitally-mediated personalised education with teacher-mediated pluralised education. Premised on the notion that children's…
Descriptors: Individualized Instruction, Educational Practices, Handheld Devices, Agenda Setting
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Selwyn, Neil; Nemorin, Selena; Bulfin, Scott; Johnson, Nicola F. – Oxford Review of Education, 2017
The past decade has seen the expansion of personal digital technologies into schools. With many students and teachers now possessing smartphones, tablets, and laptops, schools are initiating one-to-one and "Bring Your Own Device" (BYOD) policies aiming to make use of these "personal devices" in classrooms. While often discussed…
Descriptors: Educational Technology, Technology Uses in Education, Access to Computers, Ethnography
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Finkel, Kelsey – Oxford Review of Education, 2017
This article considers how using technology for writing might be theorised in ways that account for the lived experiences of writing and learning. The article presents one dimension of a larger study that employed principles of pragmatism and in-depth qualitative work to explore how uses of surfaces and implements relate to writerly ways of…
Descriptors: Technology Uses in Education, Qualitative Research, Writing Skills, Writing Strategies
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Courtney, Louise – Oxford Review of Education, 2017
The current longitudinal study examines the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency. Data from 26 English learners of French (aged 10-11) were collected across three times points over a 12-month…
Descriptors: Longitudinal Studies, French, Second Language Learning, Second Language Instruction
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Thorburn, Malcolm – Oxford Review of Education, 2017
Interest in progressive education ideas has often been accompanied by advocacy for greater use of interdisciplinary and holistic learning approaches, as these are considered beneficial in conceptual, curriculum, and pedagogical terms. The paper reviews the possibilities for progress on this basis and contextualises the paper around three…
Descriptors: Foreign Countries, Democracy, Interdisciplinary Approach, Progressive Education
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Pan, Su-Yan – Oxford Review of Education, 2017
This narrative documentary study depicts two approaches of citizenship education (CE) in Beijing over the past decade--change through curriculum development, versus change through the international exchange of ideals and practices. It reveals the varied interests of CE designers and the tensions arising from competing approaches to CE. Analysis…
Descriptors: Foreign Countries, Citizenship Education, Educational Change, Curriculum Development
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