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Learning Autonomy in Post-16 Education

Author: Kathryn Ecclestone

Publisher: Routledge

Published: 2005-08-18

Total Pages: 242

ISBN-13: 1134539312

This book makes an important contribution to understanding the political, social and educational impact of assessment. Using a multi-layered approach, it offers a fascinating case study of how post-16 assessment systems are designed and debated inside policy making processes. This case study highlights the broader tensions at the heart of assessment policy. The book also explores the complex factors that affect how teachers and students use formative assessment to achieve higher standards of educational attainment and more autonomous learning. Learning Autonomy in Post-16 Education is a comprehensive and authoritative account of policy and practice in post-16 assessment. The book weaves together new theoretical frameworks with evidence from empirical research to offer a detailed picture of the diverse factors affecting the quality of formative assessment in further education. The book will be of particular interest to teachers and practitioners across the post-16 sector on postgraduate and in-service professional development courses. It will also be of interest to researchers, inspectors and qualification designers.

Learning Autonomy in Post-16 Education

Author: Kathryn Ecclestone

Publisher: Routledge

Published: 2005-08-18

Total Pages: 230

ISBN-13: 1134539320

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Kathryn Ecclestone's book addresses the thorny issue of assessment in post-compulsory education - lifelong learning.

Developing Student Autonomy in Learning

Author: David Boud

Publisher: Psychology Press

Published: 1988

Total Pages: 278

ISBN-13: 1850912769

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First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

Teaching and Researching: Autonomy in Language Learning

Author: Phil Benson

Publisher: Routledge

Published: 2013-11-04

Total Pages: 296

ISBN-13: 1317862856

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Autonomy has become a keyword of language policy in education systems around the world, as the importance of independent learning and new technologies has grown. Now in a fully revised and updated second edition, Teaching and Researching Autonomy provides an accessible and comprehensive critical account of the theory and practice of autonomy. Examining the history of the concept, it addresses important questions of how we can identify autonomy in language learning behaviours and how we can evaluate the wide variety of educational practices that have been designed to foster autonomy in learning. Topics new to this edition include: - Autonomy and new technologies - Teacher autonomy - The sociocultural implications of autonomy With over three hundred new references and five new case studies of research on autonomy providing practical advice on research methods and topics in the field, Teaching and Researching Autonomy will be an essential introduction for teachers and students to a subject at the cutting edge of language teaching and research.

Teaching and Learning in Further Education

Author: Prue Huddleston

Publisher: Routledge

Published: 2013-09-05

Total Pages: 248

ISBN-13: 1134124422

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Further education colleges now deliver education and training to more students than any other institutions in the post-compulsory sector. Presenting a practical guide to teaching and learning within the context of the changing FE environment, this book addresses the diverse nature of the curriculum and of the student body for which it is designed. This new edition looks at recent developments in policy, legislation, the organisation of the FE sector, student profiles and other contextual factors, which have an impact on the everyday life of colleges. Topics in this third edition include: 14-16 year olds in college and the impact of the Increased Flexibility Programme marginal groups in college, including second language learners and asylum seekers workplace learning, college/workplace links, e-learning and individualised learning developments in e-assessment, and personal records of achievement Full of practical activities and case study examples, Teaching and Learning in Further Education helps the reader to consider differing student needs and how these might best be served. It is essential reading for lecturers, tutors and teaching assistants in higher and further education.

Teaching in Post-Compulsory Education

Author: Fred Fawbert

Publisher: A&C Black

Published: 2003-12-09

Total Pages: 356

ISBN-13: 1441166130

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This practical guide to the numerous diverse contexts within Further Education today provides a valuable resource for intending or experienced teachers, trainers and support workers within post-compulsory education who are working towards professional awards based on National Standards. It contains material on such key aspects of professional development as planning, delivering, assessing and evaluating teaching and learning. Information is also provided on such influential factors as the Common Inspection Framework, Ofsted, Learning and Skills Council and the Basic Skills Agency.

Improving Learning Cultures in Further Education

Author: David James

Publisher: Routledge

Published: 2007-09-17

Total Pages: 222

ISBN-13: 113409034X

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Illustrated with case studies, this practical guide develops a new way of understanding educational improvement – one which focuses on the formation and transformation of the practices through which students learn.

Vocationalism in Further and Higher Education

Author: Sai Loo

Publisher: Routledge

Published: 2016-08-05

Total Pages: 158

ISBN-13: 1317366808

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Vocationalism in Further and Higher Education presents a collection of research-based papers on the ‘English model’ of vocationalism and higher education. It argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. In this book, the writers offer unique solutions to the difficult questions that have emerged from their investigations into vocationalism in England. This edited collection brings together a group of academic experts to report and discuss their findings from many years of evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individual learning and teaching). Chapters explore the key issues relating to the topic, such as policies, curriculum, learning and teaching, and work contexts. The book reflects on the diversity of related programmes, and discusses the applicability and relevance of the term ‘vocationalism’ in the light of current developments relating to higher vocational education, including occupation, employability and professionalism. This book is a timely contribution to the debate on the ‘English model’ of vocational education and will be an essential resource for researchers, practitioners and postgraduate students in the fields of vocational education, technical and vocational education and training (TVET), work-based learning, politics and policy of education, teaching and learning, higher education, and curriculum and pedagogy.

Learner Autonomy in Language Learning

Author: Sara Cotterall

Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften

Published: 1999

Total Pages: 200

ISBN-13:

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This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.

14-19 diplomas

Author: Great Britain: Parliament: House of Commons: Education and Skills Committee

Publisher: The Stationery Office

Published: 2007-05-17

Total Pages: 296

ISBN-13: 9780215034052

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In October 2004, the Tomlinson report (downloadable at http://www.dfes.gov.uk/14-19/documents/Final%20Report.pdf) set out wide-ranging proposals for changes to the curriculum and examination arrangements for the education of 14 to 19 year olds. In February 2005, the Government published its response in the form of a White Paper (Cm. 6476, ISBN 9780101647625) detailing a 10-year reform programme including the introduction of 14 new awards (originally called vocational Diplomas); thus rejecting the overarching Diploma award recommended in the Tomlinson report. Whilst stating its belief that the proposed changes would have been better structured and more coherent had Tomlinson's proposals been adopted, the Committee's report examines the design, development and implementation of the Government's Diplomas scheme.