Colleen McLaughlin – författare

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research. Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research. Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

Based on an in-depth, ten-year study, this novel book examines the reform of Kazakhstan's education system, from the initial plans and models of change, through to the implementation at all stages and places in the education system. Through an exploration of a wide range of data, it maps the problems, models, challenges, interventions, and successes of educational change. It covers the viewpoints of all stakeholders involved - policy makers, teachers, regional officials, head teachers, parents, and pupils - to provide a comprehensive assessment of the perspectives of people at all levels. It will be invaluable to those interested in the implementation of radical development and change, and it is essential reading for researchers and students in education reform and education policy, as well as teachers and educational professionals. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.

Have you ever wondered why education is always being reformed? This book provides ten case studies from all corners of the globe that illustrate how politics and data clash as education policies are developed, enacted, and assessed. A follow-up to the authors' previous book, Implementing Educational Reform, it highlights trends such as politicisation, showing where successful policies have been dropped, and where failed policies persist for ideological ends. Drawing on examples from South Africa, Ghana, Rwanda, Peru, Portugal, post-Soviet states and the UK, it shows how education policy can be disruptive and abrupt, or consensual and gradual. It challenges the managerial model of education reform that has dominated the last thirty years of education reform thinking, ultimately deepening our understanding of the importance of practical knowledge in designing and implementing policies. It is essential reading for practitioners, policy makers, and researchers of education research, education policy, and international education reform.

In the field of teachers' professional learning, 'Making a Difference' asks what could make a difference to practice and to knowledge about that practice? In addressing this question, the book sets an agenda for future research and practice within the field of teachers' professional learning. It aims to examine what we know now, what is currently occurring in practice and what reasons might lie behind the fact that practice and policy seem to be 'stuck'. Within the field of research and practice, the authors look at what seems to make a difference and how this can be developed.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Teachers Learning focuses on continuing teacher's professional development through accounts of recent enquiries. From presenting evidence and arguments about the teacher's role and profession, knowledge and knowledge creation, other organisations in the educational landscape, issues of power, status and development, this book highlights the crucial importance and effectiveness of teachers' learning benefitting pupils and classroom learning.

There is constant pressure on governments and policy makers to raise the standard of education, and to develop appropriate curriculum and pedagogies for students. It is no easy task. This book presents eight specific case studies of education reform implementation which capture how the design and implementation choices of policy makers are shaped by national and historical contexts. They offer real examples of the choices and constraints faced by policymakers and practitioners. The cases are a mix of nationally and locally mandated reforms with five examples from nations where the state initiated and guided reforms. The concluding synthesis chapter highlights commonalities and differences across the cases and disparate responses to shared concerns. Providing a breadth of real-world research, it will assist policy makers, practitioners and other stakeholders interested in system change.

There is constant pressure on governments and policy makers to raise the standard of education, and to develop appropriate curriculum and pedagogies for students. It is no easy task. This book presents eight specific case studies of education reform implementation which capture how the design and implementation choices of policy makers are shaped by national and historical contexts. They offer real examples of the choices and constraints faced by policymakers and practitioners. The cases are a mix of nationally and locally mandated reforms with five examples from nations where the state initiated and guided reforms. The concluding synthesis chapter highlights commonalities and differences across the cases and disparate responses to shared concerns. Providing a breadth of real-world research, it will assist policy makers, practitioners and other stakeholders interested in system change.

First Published in 1996. This book aims to help teachers and others working in and with schools to explore the development of counselling and guidance. The authors have used their experience of development work in one school - Ramsey Abbey School, Cambridgeshire - as a basis for exploring the concerns and issues raised by teachers, students, and governors. The book aims to clarify some of the queries as well as report their findings.

First Published in 1994. Keith Bovair is currently Headteacher at Durants School, Enfield. He was formerly a lecturer at the University of Birmingham. He has worked extensively in the field of special education in the United Kingdom and in the United States of America. He has published widely in this area. Colleen McLaughlin is Tutor in Personal and Social Education at the University of Cambridge Institute of Education, where she runs courses in counselling and personal and social education.

Originally published in 1991. This edited work consists of contributions from practitioners in the field of school improvement, development and advisory work. It is to help advisory and support personnel understand the process of school improvement and to explore the management and development of this work in the context of changes brought about by legislation. The book is for those who are concerned with developing the educational experiences for all children through improving schools. This includes teachers and all those with advisory roles: inspectors, advisers, advisory teachers, educational psychologists, curriculum development officers and external consultants.

Originally published in 1991. This edited work consists of contributions from practitioners in the field of school improvement, development and advisory work. It is to help advisory and support personnel understand the process of school improvement and to explore the management and development of this work in the context of changes brought about by legislation. The book is for those who are concerned with developing the educational experiences for all children through improving schools. This includes teachers and all those with advisory roles: inspectors, advisers, advisory teachers, educational psychologists, curriculum development officers and external consultants.

Based on an in-depth, ten-year study, this novel book examines the reform of Kazakhstan's education system, from the initial plans and models of change, through to the implementation at all stages and places in the education system. Through an exploration of a wide range of data, it maps the problems, models, challenges, interventions, and successes of educational change. It covers the viewpoints of all stakeholders involved - policy makers, teachers, regional officials, head teachers, parents, and pupils - to provide a comprehensive assessment of the perspectives of people at all levels. It will be invaluable to those interested in the implementation of radical development and change, and it is essential reading for researchers and students in education reform and education policy, as well as teachers and educational professionals. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.

Therapy with Children and Young People addresses the practice of child therapy in school settings in a unique level of detail. The authors adopt a broad ecosystematic, integrative approach that considers the influence of family, school and the wider community, placing emphasis on significant development and attachment issues.

As well as providing a solid ground in developmental theory, the authors explore the contextual and professional issues of working in a school setting. A wide range of activities and exercises (including using the creative arts to engage with young people through play, story, metaphor and imagery) help you to apply theory to practice in a new way. Challenging ethical dilemmas, such as sharing sensitive information and communicating with parents and teachers, are explored with the support of lively case studies.

Covering therapy with children from infant to secondary school, this book will be your essential resource if you wish to work therapeutically in schools.

First Published in 1994. Keith Bovair is currently Headteacher at Durants School, Enfield. He was formerly a lecturer at the University of Birmingham. He has worked extensively in the field of special education in the United Kingdom and in the United States of America. He has published widely in this area. Colleen McLaughlin is Tutor in Personal and Social Education at the University of Cambridge Institute of Education, where she runs courses in counselling and personal and social education.

First Published in 1996. This book aims to help teachers and others working in and with schools to explore the development of counselling and guidance. The authors have used their experience of development work in one school - Ramsey Abbey School, Cambridgeshire - as a basis for exploring the concerns and issues raised by teachers, students, and governors. The book aims to clarify some of the queries as well as report their findings.