Through a series of exercises aimed at reflecting on the consequences of one's actions, this stimulating work asks teachers, both beginner and practicing, to question their practices continually.

The authors have focused this book on the serious, beginning, qualitative researcher - theoretically rigorous, yet with an understandable perspective.

Currently there is a great deal of interest in philosophical issues in the teaching and learning of both mathematics and science education. In this book Ernest has collected together papers from the foremost researchers and practitioners in the philosophy of mathematics education and related areas, together with a selection of papers from the International Congress of Mathematics Education held in Quebec in 1992. Throughout, the outstanding feature of the collection is its multidisciplinary approach to the field of study. This book is the second in Paul Ernest's Studies in Mathematics...

This text examines participatory evaluation which involves teachers and educational administrators along with researchers in a range of education- based evaluation tasks with the aim of improving quality. Topics covered include variations in the approach, its viability and its likely impact.

Focusing on change and reform in secondary and elementary schools, this book explores the possibilities for better schooling for early adolescents. The authors discuss school organization and practices and look at the transition between elementary and secondary schools.

First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

School subjects and how they are viewed and positioned within education is the focus of this text. It argues that, as part of rethinking the whole school curriculum, there has been a failure to look at the historical and social background of school subjects.

With education and social inequalities under scrutiny, this text provides a late-1990s summary of research into the key issues, as well as practical strategies for educators, including strategies for staff development, working with children and school policy. It argues that the facts have changed significantly, and that much received wisdom cannot be relied upon: girls' performance is rising faster than boys and surpasses them in almost all respects up to the age of 18; unequal opportunity faced by those of different race is becoming more fractured along class, gender, ethnic and religious...