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The concept of mind

Creativity: Flow and the Psychology of Discovery and Invention

The sociology of housework.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1099-0860.2010.00300.x

Children, their World, their Education: Final Report and Recommendations of the Cambridge Primary Review†

In this article we seek to problematize the presence of the requirement within the Teachers' Standards (DfE 2012), that they “should not undermine fundamental British values” in the context of initial teacher education in England. The inclusion of this statement within the Teachers’ code of conduct has made its way from the counter-terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the State and the profession more generally. We argue that the inclusion of the phrase within a statutory document that regulates the profession is de facto a politicization of the profession by the State thereby instilling the expectation that teachers are State instruments of surveillance. The absence of any wider debate around the inclusion of the statement is also problematic as is the lack of training for pre-service and inservice teachers since it means this concept of fundamental British values is unchallenged and its insidious racialising implications are unrecognized by most teachers.

/pdf/to-promote-or-not-to-promote-fundamental-british-values-1kguhs5ir6.pdf

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

Journal of Education for Teaching International research and pedagogy Special Issue Fundamental British Values

This paper presents ten teachers' perceptions of spirituality and considers how these can be categorized. A small research project, recently undertaken, is described. Teachers' stories are contextualised with biographical details, and are presented within a framework of four dimensions of Spirituality (the inner, the social and moral, the environmental and the transcendental) and Spirituality is defined metaphorically as a hologram with four dimensions. I argue that by viewing spirituality in four broad dimensions the bland consensus definition can be avoided resulting in rich fulfilling opportunities for developing children's own unique and varied spiritualities.

/pdf/empty-wells-how-well-are-we-doing-at-spiritual-well-being-45jm1iedov.pdf

Empty Wells: How well are we doing at spiritual well-being?

Recently there has been a national move for Initial Teacher Education (ITE) programmes to support students working at master's level in some of their courses, yet there is little literature to support the students or their tutors/supervisors in the specific area of research This step by step guide has been designed to meet the needs of all teacher training students involved in any classroom-based research at Level 6 or M-level The book contains three sections that mirror the progression from novice researcher to practitioner researcherThe introductory overview includes a discussion of different types of research and the role of the teacher/researcher Section one introduces the purpose of school-based research and contains case studies and advice from experienced teacher researchers who have 'been there, done that' to make the most of both the professional course and their research It also offers guidance on study skills and how to carry out a literature review The important issue of research ethics is investigated with guidance offered to both students and tutors Issues of reliability and validity are also taken up in this first sectionSection two broadens the focus further by offering the opportunity to consider how teaching impacts on children's and students' learning and a range of methods of data collection and analysis are discussed The researcher is encouraged to develop their pedagogy further by considering how a more creative and innovative approach to teaching can be critically evaluated through research The advantages of collaboration and triangulation will be introduced Section three offers support for sharing research with a wider audience in a range of ways It also discusses how further developing skills in educational research is an opportunity for continued professional development The conclusion suggests the notion of the teacher researcher as being part of the professional identity of a teacher

Doing Classroom Research: A Step-By-Step Guide For Student Teachers

‘It was the funnest week in the whole history of funnest weeks’: our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the ‘The Creative and Effective Curriculum’ module for PGCE primary student teachers which includes a one-week placement in school. Student teachers', children's and teachers' perspectives pointed to a range of factors necessary for effective and creative teaching and learning. These included learning which is ‘fun’, achievement through intrinsic motivation, willingness to take risks and learn from mistakes, children's ownership of learning and the teacher's role as facilitator. Our findings enabled us to formulate ‘phunometre scales’ which we suggest can be used to assess both the organisation of learning areas and also planned activities in terms of their capacity for learning which is both challenging and fun.

Measuring challenge, fun and sterility on a ‘phunometre’ scale: evaluating creative teaching and learning with children and their student teachers in the primary school

Sally Elton-Chalcraft

Papers

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

Journal of Education for Teaching International research and pedagogy Special Issue Fundamental British Values

Empty Wells: How well are we doing at spiritual well-being?

Doing Classroom Research: A Step-By-Step Guide For Student Teachers

Measuring challenge, fun and sterility on a ‘phunometre’ scale: evaluating creative teaching and learning with children and their student teachers in the primary school