Cyhoeddiadau

Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jürgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on…

Both educational policies and academic literature assume that students take an instrumental approach to their studies at university. However, despite wide-ranging discussions in the academic literature about contemporary arrangements and practices in higher education, empirical examinations of these conditions are notably scarce. This article reports on a comparative qualitative study into undergraduate students’ accounts of…

Over the last 20 years, the use of administrative data has become central to understanding pupil attainment and school performance. Of most importance has been its use to robustly demonstrate the impact of socio-economic status (SES) on pupil attainment. Much of this analysis in England and Wales has relied on whether pupils are eligible for free…

The Handbook of Education in China provides both a comprehensive overview and an original interpretation of key aspects of education in the People’s Republic of China. It has four parts: The Historical Background; The Contemporary Chinese System; Problems and Policies; The Special Administrative Regions: Macau and Hong Kong. The Handbook is an essential reference for…

W. John Morgan explains how policy has impacted higher education in China. China is a country marked by sharp differences in regional development and by social inequalities, especially between rural and urban areas. Given the economic and social development strategy of the Chinese Communist Party, education will continue to be a fundamental aspect of public policy…

Despite clear linkages between conceptualisations and perceptions of politics, society, culture and territorial rescaling, research into young people’s political engagement, participation and representation is underrepresented in the field of social and cultural geography. Here the gap is addressed using perceptions of devolved politics, as a form of territorial rescaling, among young people living in Wales….

The purpose of this study was to better understand how teachers in Wales differ from their counterparts in England in regard to their engagement with educational research. In 2010, the National Foundation for Educational Research (NFER) conducted a study of over 4,000 teachers in England. Many of the questions referred to their engagement in forms…

This report presents the findings of a survey on the research activity, experience and needs of staff working in the field of education in Wales. Since democratic devolution in 1999, the Welsh Government has developed an ambitious and distinctive reform agenda, which needs to be underpinned by a strong evidence base and the capacity to…

Mae’n rhoi tystiolaeth feintioledig i ddangos faint o ddysgwyr ôl-16 nad ydynt yn cwblhau eu cyrsiau mewn coleg chweched dosbarth. Mae hefyd yn dangos faint sy’n symud ymlaen i’r sector Addysg Bellach. Mae’r adroddiad yn ystyried nodweddion dysgwyr nad ydynt yn cwblhau eu cyrsiau Safon Uwch a/neu gyrsiau Chweched Dosbarth eraill. Mae hefyd yn ystyried…

Nod rhaglen Llywodraeth Cymru, Dechrau’n Deg, yw gwella cyfleoedd bywyd plant ifanc sy’n byw yn rhai o’r ardaloedd mwyaf difreintiedig yng Nghymru. Mae pedair hawl gan deuluoedd â phlant sydd hyd at bedair oed: Gofal rhan-amser o ansawdd i blant dwy i dair oed, yn rhad ac am ddim Gwasanaeth a chymorth ymweliadau iechyd gwell…