Philip Adey – författare

Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ‘strategies’ into schools but referring also, by way of contrast, to the situation in the United States. WHAT’S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.

"This is an important and welcome book. Readers can see the faults of simplistic judgments, neglect of evidence, dismissal of researchers, and injudicious implementation."From the foreword by Paul BlackWe all know that small classes are better than large classes; that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles ... or do we?This book asks awkward questions about these and many other sacred cows of education. Each chapter tackles a persistent myth in education, confronting it with research evidence and teasing out any kernel of truth which may underlie the myth. Leading authors from the world of education each bring analysis and expertise to bear on their chosen subject, presenting their argument in an accessible manner based on sound scholarship.Some of the conclusions drawn in Bad Education are likely to be real eye-openers for many teachers and parents, who will find some of their basic assumptions about education called into question. It is also essential reading for anyone involved in educational policy making or management.Contributors: Philip Adey, Mike Anderson, Ed Baines, Paul Black, Peter Blatchford, Margaret Brown, Guy Claxton, Frank Coffield, Justin Dillon, Julian (Joe) Elliott, Simon Gibbs, Jeremy Hodgen, Neil Humphrey, Annette Karmiloff-Smith, Bill Lucas, Bethan Marshall, Brian Matthews, Corinne Reid, Rob Webster, Dylan Wiliam“As education policymakers it can be difficult to resist the comfort of our own experience and gut instincts or the lure of populism. Bad Education is an invaluable myth-buster that tears down common misconceptions and serves up hard facts in their place. This is a politically unpalatable guide to the evidence that will challenge policymakers, the press and parents alike.”Dale Bassett, Head of Public Policy, AQA“This book should become a manifesto for change for all of those in education who want to ensure our children do not receive a Bad Education. Every Headteacher should buy a copy for every teacher and hopefully somebody might even place a copy under the Secretary of State’s Xmas tree.”Gary Phillips, Head Teacher, Lilian Bayliss School“This is a welcome and important book. It takes apart the myths which support the dearly held convictions, simplistic assumptions, prejudices and irrational certainties of both politicians and teachers. Admitting that education is not itself a science, but demonstrating how both neuroscience and psychology have become available to inform educational policy and practice, it should provide food for more careful and well-informed thought to all who can influence what happens in our schools.”Baroness Perry of Southwark

"This is an important and welcome book. Readers can see the faults of simplistic judgments, neglect of evidence, dismissal of researchers, and injudicious implementation."From the foreword by Paul BlackWe all know that small classes are better than large classes; that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles ... or do we?This book asks awkward questions about these and many other sacred cows of education. Each chapter tackles a persistent myth in education, confronting it with research evidence and teasing out any kernel of truth which may underlie the myth. Leading authors from the world of education each bring analysis and expertise to bear on their chosen subject, presenting their argument in an accessible manner based on sound scholarship.Some of the conclusions drawn in Bad Education are likely to be real eye-openers for many teachers and parents, who will find some of their basic assumptions about education called into question. It is also essential reading for anyone involved in educational policy making or management.Contributors: Philip Adey, Mike Anderson, Ed Baines, Paul Black, Peter Blatchford, Margaret Brown, Guy Claxton, Frank Coffield, Justin Dillon, Julian (Joe) Elliott, Simon Gibbs, Jeremy Hodgen, Neil Humphrey, Annette Karmiloff-Smith, Bill Lucas, Bethan Marshall, Brian Matthews, Corinne Reid, Rob Webster, Dylan Wiliam“As education policymakers it can be difficult to resist the comfort of our own experience and gut instincts or the lure of populism. Bad Education is an invaluable myth-buster that tears down common misconceptions and serves up hard facts in their place. This is a politically unpalatable guide to the evidence that will challenge policymakers, the press and parents alike.”Dale Bassett, Head of Public Policy, AQA“This book should become a manifesto for change for all of those in education who want to ensure our children do not receive a Bad Education. Every Headteacher should buy a copy for every teacher and hopefully somebody might even place a copy under the Secretary of State’s Xmas tree.”Gary Phillips, Head Teacher, Lilian Bayliss School“This is a welcome and important book. It takes apart the myths which support the dearly held convictions, simplistic assumptions, prejudices and irrational certainties of both politicians and teachers. Admitting that education is not itself a science, but demonstrating how both neuroscience and psychology have become available to inform educational policy and practice, it should provide food for more careful and well-informed thought to all who can influence what happens in our schools.”Baroness Perry of Southwark

Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.

Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.

This book integrates in a unique way all that is known about changing teachers' practice, the key to all educational development. All attempts to 'raise standards' or to 'make schools relevant to the 21st century' rest on helping teachers to develop new skills.