Cedric Cullingford – författare

This book uses research studies and the experiences of teachers to show how and why people can become effective teachers. The author asserts that it is always possible to learn to become a more effective teacher, and encourages the student teacher to develop their professional practice.

While there have been a number of histories of children's literature, they have been mainly uncritical and look at the texts through the eyes of an adult rather than those of a child. At the same time there have been various studies dealing principally with fairy story, but these again take no account of what children really read. Nor has there been any work which systematically analyses the appeak which certain writers hold out to children. This book rederesses these imbalances. It concentrates on particular authors who are typical of their time, as well as on some of the prevailing themes, Enid Blyton, for example, is often villified, yet children continue to read her - this book tries to explain why. The idea behind the book has been to select material which genuinely appeals to children. In doing so, the author explores popular writers and themes, and explains what is in them that appears to children. Children's Literature and its Effects is a thought-provoking and revealing study of popular children's literature, which will be of immense use to teachers and parents alike in understanding children's responses to books.Cedric Cullingford is Professor of Education at the University of Huddersfield.

A central dilemma for teachers is finding ways to deal with the multiple perspectives and demands of pupils, parents, school management, and external forces.The Art of Teaching explores the tension between teaching and learning that all teachers face. Presenting a series of insights into the art of teaching from the perspectives of those individuals most closely involved in the schooling process, the book explores pupil voice in schools, and experiences of teaching and learning from the pupil perspective. Providing an opportunity for self reflection, the book also examines teachers’ relationships with parents, external agencies and their attitudes towards pupils.Subjects covered include: What pupils think of teachers Teacher’s views of themselves and self reflection School hierarchies and the ethos of inspection Using pupil insights to inform learning strategies Essential reading for all teachers and students, this book offers a unique insight into school relationships and structures, giving readers an awareness of what is like to be a teacher.Professor Cedric Cullingford’s many books include "The Causes of Exclusion" (Taylor and Francis) and "How Pupils Cope with School" (Cambridge Scholar’s Press).

A central dilemma for teachers is finding ways to deal with the multiple perspectives and demands of pupils, parents, school management, and external forces.The Art of Teaching explores the tension between teaching and learning that all teachers face. Presenting a series of insights into the art of teaching from the perspectives of those individuals most closely involved in the schooling process, the book explores pupil voice in schools, and experiences of teaching and learning from the pupil perspective. Providing an opportunity for self reflection, the book also examines teachers’ relationships with parents, external agencies and their attitudes towards pupils.Subjects covered include: What pupils think of teachers Teacher’s views of themselves and self reflection School hierarchies and the ethos of inspection Using pupil insights to inform learning strategies Essential reading for all teachers and students, this book offers a unique insight into school relationships and structures, giving readers an awareness of what is like to be a teacher.Professor Cedric Cullingford’s many books include "The Causes of Exclusion" (Taylor and Francis) and "How Pupils Cope with School" (Cambridge Scholar’s Press).

The tension between institutional needs and those of the individual has rarely been higher. Increasing demands on institutions to deliver set targets and value for money whilst adhering to set expectations and external constraints has led to an erosion of the notion of staff development. This book looks at how the conflict between the two outlooks emerges and what can be done to overcome it. Based on empirical evidence, the authors reveal what is happening in a range of institutions and explore the tensions between the personal needs of the individual and the demands of managers. They examine the reasons behind the conflict and discuss what measures can be taken to overcome it. The book will provide a central text on an important but relatively neglected subject of interest to all engaged in the profession.

How has globalisation affected educational thought and practice? This volume presents a fascinating exploration of the impact of globalisation on education. The authors consider the changes - sometimes subtle, sometimes revolutionary - that arise when ideas, practices and experiences are discussed and analysed by people of contrasting cultural backgrounds. Through a series of case studies, they examine the dilemmas and contradictions, as well as the new ideas and opportunities, that globalisation offers to individuals, to states and to intellectual cultures. Key areas of discussion include: ¢ The effects of globalisation on individuals ¢ The contradictions embedded in the process of globalisation - especially in the economic sphere ¢ The impact on education of globalising ideas, thoughts and values ¢ The relationship between globalisation and culture.

Mentoring has become a hot topic in a number of professional spheres in recent years, but its most important and longest-established location is in education. However, this volume is the first wide-ranging academic critique of the concept and its application. Offering both a critical and a practical stance, the authors examine the historical and cultural aspects of mentoring and the motivations behind it. They also explore the effects on the individuals involved and on the system, and examine the different approaches to the idea and implementation of mentoring. Drawing contributions from Europe, the USA and the Middle East, this work considers a wide range of empirical studies of mentoring from those countries that have invested in it, including case studies and analyses of current practice. The book makes a major contribution, not only on account of the international perspective it provides but also through analysis of cases in order to establish the difference between the much-vaunted theoretical advantages promoted by policy makers and the everyday realities and complexities that arise in a scheme entirely dependent on personal relationships.

How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.

This is an introductory guide to the theoretical and practical aspects of the development of reading skills. The book looks at the success or failure of various techniques and provides underpinning theory.

This report synthesizes two approaches to a topical problem: the concern with social deviancy and crime which focuses on failure; and research on educational development which focuses on success. The book explores how environmental experiences (including parenting and bullying) play a role.

How has globalisation affected educational thought and practice? This volume presents a fascinating exploration of the impact of globalisation on education. The authors consider the changes - sometimes subtle, sometimes revolutionary - that arise when ideas, practices and experiences are discussed and analysed by people of contrasting cultural backgrounds. Through a series of case studies, they examine the dilemmas and contradictions, as well as the new ideas and opportunities, that globalisation offers to individuals, to states and to intellectual cultures. Key areas of discussion include: ¢ The effects of globalisation on individuals ¢ The contradictions embedded in the process of globalisation - especially in the economic sphere ¢ The impact on education of globalising ideas, thoughts and values ¢ The relationship between globalisation and culture.

Mentoring has become a hot topic in a number of professional spheres in recent years, but its most important and longest-established location is in education. However, this volume is the first wide-ranging academic critique of the concept and its application. Offering both a critical and a practical stance, the authors examine the historical and cultural aspects of mentoring and the motivations behind it. They also explore the effects on the individuals involved and on the system, and examine the different approaches to the idea and implementation of mentoring. Drawing contributions from Europe, the USA and the Middle East, this work considers a wide range of empirical studies of mentoring from those countries that have invested in it, including case studies and analyses of current practice. The book makes a major contribution, not only on account of the international perspective it provides but also through analysis of cases in order to establish the difference between the much-vaunted theoretical advantages promoted by policy makers and the everyday realities and complexities that arise in a scheme entirely dependent on personal relationships.

The tension between institutional needs and those of the individual has rarely been higher. Increasing demands on institutions to deliver set targets and value for money whilst adhering to set expectations and external constraints has led to an erosion of the notion of staff development. This book looks at how the conflict between the two outlooks emerges and what can be done to overcome it. Based on empirical evidence, the authors reveal what is happening in a range of institutions and explore the tensions between the personal needs of the individual and the demands of managers. They examine the reasons behind the conflict and discuss what measures can be taken to overcome it. The book will provide a central text on an important but relatively neglected subject of interest to all engaged in the profession.

How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.

First published in 1999, the focus of this ground-breaking study is on representing the mental world of the child with unprecedented clarity. Cedric Cullingford aims to show that this world, in its normal experience by children, is significantly unlike what we typically assume it to be, and significantly unlike anything exposed by the most prominent research programs. Querying common assumptions about children’s thinking, Cullingford begins with an outline of children’s understanding which emphasizes its range and complexity, along with an address of the mythology of children’s intellectual incapacity and preparation for the approach to be taken in detailing children’s construction of a sense of their world. The following four chapters combine to construct a description of how children approach their world, exploring theory of mind, the self, the family, the school and then the wider social and physical worlds. Cullingford achieves a vividness, immediacy and intensity not seen elsewhere, using the constant medium of the child’s gaze and demonstrating that the youngest child is not simply responsive but is active and critical in interrogating the world.

First published in 1999, the focus of this ground-breaking study is on representing the mental world of the child with unprecedented clarity. Cedric Cullingford aims to show that this world, in its normal experience by children, is significantly unlike what we typically assume it to be, and significantly unlike anything exposed by the most prominent research programs. Querying common assumptions about children’s thinking, Cullingford begins with an outline of children’s understanding which emphasizes its range and complexity, along with an address of the mythology of children’s intellectual incapacity and preparation for the approach to be taken in detailing children’s construction of a sense of their world. The following four chapters combine to construct a description of how children approach their world, exploring theory of mind, the self, the family, the school and then the wider social and physical worlds. Cullingford achieves a vividness, immediacy and intensity not seen elsewhere, using the constant medium of the child’s gaze and demonstrating that the youngest child is not simply responsive but is active and critical in interrogating the world.

Based on structured research and interviews with pupils in years 10 and 11 (15 ^DDS 16 years old) about their views of the purpose of school and their own future employment and the way the two connect, this book offers a blistering critique of the purpose of education and its ability to prepare children for the world of work. The issues raised include: the purpose of school, the nature and quality of the curriculum, whether their time was well spent, whether what they learned was relevant, who influenced them, their views of industry and the world outside. Out of the mouths of babes, the truth comes tumbling and the result is a shocking indictment of an educational system that fails to deliver what it sets out to achieve.

This title was first published in 2001. What impact has the National Curriculum for England and Wales had on pupils, teachers, academic and social standards in the ten years since its introduction? The distinguished contributors to this volume examine the history and development of the National Curriculum to date and assess its effects.

This title was first published in 2001. What impact has the National Curriculum for England and Wales had on pupils, teachers, academic and social standards in the ten years since its introduction? The distinguished contributors to this volume examine the history and development of the National Curriculum to date and assess its effects.

The links between education and sustainable development are deepening, although subject to much controversy and debate. The success of the sustainability discourse depends both on the pedagogic and research functions of higher education. Similarly, for higher education itself to remain relevant and engaged it faces pressure not only to integrate the insights and lessons drawn from the perspective of sustainable development, but also to be responsive to scrutiny of its own practices in relation to sustainability. Among professionals in higher education, sustainable development has its supporters and detractors. It is embraced by some individuals and departments while being perceived by others as a threat to the coherence of particular disciplines. Although it is not currently an academic discipline in its own right, increasing public and professional familiarity with the term, and the increasing urgency of global calls for the implementation of sustainable development mean that this is rapidly changing.This volume analyses the impact of the concepts and practices of sustainability and sustainable development on various academic disciplines, institutional practices, fields of study and methods of enquiry. The contributors, drawn from a wide-range of disciplines, perspectives, educational levels and institutional contexts, examine the purpose of the modern university and the nature of sustainable education, which includes exploring links to social movements for sustainability projects, curriculum change, culture and biodiversity, values relating to gender equality and global responsibility, and case studies on the transformation, or otherwise, of some specific disciplines.