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Palgrave Macmillan

Education Systems and Learners

Knowledge and Knowing

  • Book
  • © 2017

Overview

Authors:
  1. David Scott

    1. Institute of Education, University College London, London, United Kingdom

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  • Offers a radically different view on education than that held by the educational establishment
  • Exposes the failures of neoliberal education
  • Delivers practical propositions for reform in an era of continuous assessment and evaluation

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xi
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  2. Introduction – Education Systems and Their Sub-systems

    • David Scott
    Pages 1-20

  3. Accounts of Education Systems, Teachers and Learners

    • David Scott
    Pages 21-40

  4. Judgements About Education Systems, People and Practices

    • David Scott
    Pages 41-53

  5. Learning Environments

    • David Scott
    Pages 55-89

  6. Learning and Academic Knowledge

    • David Scott
    Pages 91-100

  7. Global Education and Educational Reform

    • David Scott
    Pages 101-107

  8. Conclusions – Educational Discourses

    • David Scott
    Pages 109-146

  9. Back Matter

    Pages 147-163
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Keywords

About this book

This book explores curricular, teaching and learning practices in schools in England and in higher education institutions, and considers the damaging effects of the Research Excellence Framework (REF) for UK higher education institutions, international comparative assessment systems such as the Programme for International Student Assessment (PISA), and broadly, how educational judgements are now made about educational matters. David Scott criticizes the implementation of neo-liberal policies and practices in education systems round the world, management and control system approaches, and empiricist/positivist research agendas. The book offers an account of a new education model, which is directly in opposition to agendas currently supported by the right of the political spectrum. It will be of interest to teachers and students of education, the education research community, practising and trainee teachers, and education policy makers.

Authors and Affiliations

  • Institute of Education, University College London, London, United Kingdom

    David Scott

About the author

David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK.

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