Lee Jerome – författare

With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the ‘system’. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children’s rights and focused on quality learning.

With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the ‘system’. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children’s rights and focused on quality learning.

Votes at 16 weaves together arguments and evidence to present a compelling case in favour of lowering the voting age in Britain to 16.By setting out the key reasons why the voting age should be reduced for all elections, this book powerfully refutes the arguments advanced by opponents of reform to the electoral franchise. Situating votes at 16 in its historical context in Britain, it offers an overview of voting age reform over time and examines the rise of this issue over the last 20 years. It analyses evidence on the introduction of votes at 16 in six countries and argues that this demonstrates 16- and 17-year-olds possess the knowledge and skills to vote. The book also sets out how citizenship education can be enhanced to support the introduction of votes at 16.

Votes at 16 weaves together arguments and evidence to present a compelling case in favour of lowering the voting age in Britain to 16.By setting out the key reasons why the voting age should be reduced for all elections, this book powerfully refutes the arguments advanced by opponents of reform to the electoral franchise. Situating votes at 16 in its historical context in Britain, it offers an overview of voting age reform over time and examines the rise of this issue over the last 20 years. It analyses evidence on the introduction of votes at 16 in six countries and argues that this demonstrates 16- and 17-year-olds possess the knowledge and skills to vote. The book also sets out how citizenship education can be enhanced to support the introduction of votes at 16.

How do we prepare young people to understand the complex problems confronting our society and their place as citizens in shaping solutions?Until 1997, the contribution of schools to these challenges was ad hoc and uncoordinated, but with the introduction of citizenship education into the National Curriculum in England a new political project began. Between 2002 and 2012, England has become a leading player in the debate about how to induct young people into democracy. Jerome explores the connections between the values promoted by the government and the forms of citizenship promoted through the National Curriculum and considers:What did the politicians want the policy to achieve?What kinds of citizens were teachers trying to create?What kind of citizens do the young people feel that they have become?To answer these questions this book considers a range of evidence from large scale national and international research projects to single school case studies, conducted with student co-researchers. The study illustrates the complexity of policy making and reveals the gap between curriculum policy and implementation.

Effective medium-term planning is the ‘holy grail’ of planning. Once teachers are able to conceptualise learning over a longer period of time, they are empowered to achieve outstanding learning as part of their everyday teaching. This book explains why medium term plans are important and how to go about constructing them.

Key coverage includes:

Practical guidance to support teachers to build their own effective medium-term plans Examples of planning in action, exploring key principles that can be applied to your own practice Theoretical and practical justifications for the importance of medium-term planning Exploration of the links between raising attainment and effective medium-term planning

This is essential reading for initial teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue their professional learning.

Effective medium-term planning is the ‘holy grail’ of planning. Once teachers are able to conceptualise learning over a longer period of time, they are empowered to achieve outstanding learning as part of their everyday teaching. This book explains why medium term plans are important and how to go about constructing them.

Key coverage includes:

Practical guidance to support teachers to build their own effective medium-term plans Examples of planning in action, exploring key principles that can be applied to your own practice Theoretical and practical justifications for the importance of medium-term planning Exploration of the links between raising attainment and effective medium-term planning

This is essential reading for initial teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue their professional learning.

Demystifying what education and childhood policy is, how it works and how it can be critically interrogated, this textbook supports readers to identify the ideas, values and power relations embedded in policy.

Demystifying what education and childhood policy is, how it works and how it can be critically interrogated, this textbook supports readers to identify the ideas, values and power relations embedded in policy.

How do we prepare young people to understand the complex problems confronting our society and their place as citizens in shaping solutions?Until 1997, the contribution of schools to these challenges was ad hoc and uncoordinated, but with the introduction of citizenship education into the National Curriculum in England a new political project began. Between 2002 and 2012, England has become a leading player in the debate about how to induct young people into democracy. Jerome explores the connections between the values promoted by the government and the forms of citizenship promoted through the National Curriculum and considers:- what did the politicians want the policy to achieve?- what kinds of citizens were teachers trying to create?- what kind of citizens do the young people feel that they have become?To answer these questions this book considers a range of evidence from large scale national and international research projects to single school case studies, conducted with student co-researchers. The study illustrates the complexity of policy making and reveals the gap between curriculum policy and implementation.

What is character education? Why has it risen up the political agenda in the UK in recent years? And what does it mean in pedagogical practice? This book addresses these questions, challenging the individualistic and moralistic ideas underlying the clamour amongst politicians, educators and authors to promote ‘grit’, ‘resilience’ and ‘character’ in schools. Closely examining a range of teaching resources, the book shows that the development of character is wrongly presented as the solution to a wide variety of social problems, with individual citizens expected to accommodate themselves to the realities of the contemporary economic context, rather than enhancing their capacities to engage in civic and political activities to bring about changes they wish to see. The book argues that there is a tried and tested alternative to character education, which is far more likely to strengthen British democracy, namely, citizenship education.