23 SES 07B, Effects of Reform on Professionalism
Apple, M. W., (1988). Teachers and Texts: A Political Economy of Class and Gender Relations in Education, New York &London: Routledge and Kegan. Apple, M.W., (1993). Official Knowledge. Democratic Education in a Conservative Age, London & New York, Routledge. Barton L., Barret E., Whitty G., Miles S, Furlong T., (1994). ‘Teacher Education and Teacher professionalism in England: some emerging issues’ British Journal the Sociology of Education, 15, 4, 529-543. Bourdieu, E.P., (1982). La distinction. Critique sociale du jugement, Minuit, Paris. Burbules, N.C., Densmore, K., (1991). "The limits of Making Teaching a Profession", Educational Policy, vol. 5 no 1, pp. 44-63. Dale (1997), R. (1997). ‘ The state and the Governance of Education: An Analysis of the Restructuring of the Ste-Education Relationship’, A. H. Halsey, H.Lauder, P. Brown, A.Stuart Wells, Education, Culture, Economy, Society, New York: Oxford University Press. Darling- Hammond L., (Ed.), (1994). Professionals Development Schools: schools for a developing profession, Teachers College Press, New York. Furlong J., Barton L., Miles S.and Whitty G., (2000). Teacher Education in Transition-Reforming Professionalism?, Buckingham : Open University Press. Gordon, P., (ed.), (1983). Is Teaching A Profession?, London: University of London, Institute of Education. E. Hoyle, The Professionalization of Teachers: A paradox, pp. 44-54. Labaree D. F., (1992). ‘Power, Knowledge, and the Rationalization of Teaching: A Genealogy of the Movement to Professionalize Teaching”, Harvard Educational Review, Vol.62, No 2, pp.123-154. Little, J., (1993). ‘Teachers professional development in a climate of education reform”, Educational Evaluation and Policer Analysis, No 15, pp. 129-151. Ozga Z., (2000). “ Education: New Labour, New Teachers’, J. Clarke, S. Gewirtz & E. McLaughlin (eds.), New Managerialism New Welfare?, London: Open University Press and Sage, 224 Sidwick, S., Mahony, P., & Hextall, I., (1993). “Policy and Practice in the Professional Development of Teachers”, International Studies in Sociology of Education, vol. 3, No 1, 91-108. Sykes, G., (1989). “Teaching and Professionalism: A cautionary perspective”, in Weis, L., Altbach, P. G., Kelly, G. P., Pertie, H.G. and Slaughter, S., (Eds), Crisis in Teaching. Perspectives on current reforms, Albany: State University of New York Press. Whitty, G.,(1997). ‘ Marketization, the State, and the Re-formation of the Teaching Profession’ in A. Hasley, H Lauder, P. Brown and A. Wells, (Eds), Education, Culture, Economy and Society, New York: Oxford University Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
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