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1、 KEY ISSUES IN SECONDARY EDUCATION 2ND EDITION Also available from Continuum: John Beck: Morality and Citizenship in Education Asher Cashdan and Lyn Overall (eds): Teaching in Primary Schools L. B. Curzon: Teaching in Further Education Andrew Pollard and Pat Triggs: Reflective Teaching in Secondary
2、Education John Wilson: Key Issues in Education and Training Key Issues in Secondary Education Introductory Readings Second Edition Edited by John Beck Closing the Gender Gap (with G. Weiner and M. David, Polity Press, 1999); Challenging Democracy: International perspectives on gender, education and
3、citizenship (edited with J. Dillabough, Routledge/Falmer 2000) and Reproducing Gender? Essays on educational theory and feminist politics (Routledge/Falmer 2002). John Beck teaches sociology of education and curriculum and professional studies. He is Education Team Chair in the University of Cambrid
4、ge Faculty of Education and a fellow of Homerton College. His research interests include citizenship education and personal and social education. He is author of Morality and Citizenship in Education (Cassell 1998) and (with John Ahier and Rob Moore) Graduate Citizens? Issues of Citizenship and High
5、er Education (Routledge/Falmer 2003). Gabrielle Cliff Hodges is a lecturer in the University of Cambridge Faculty of Education where she is secondary course manager and co-ordinator of the secondary English and Drama PGCE course. Recent publications include chapters about speaking and listening and
6、poetry in Learning to Teach English in the Secondary School (1997) and about reading in Where Texts and Children Meet (2000) and Issues in English Teaching (2000). She is also co- editor of Tales, Tellers and Texts (1999). From 1996 to 1998 she was Chair of the National Association for the Teaching
7、of English. viii About the Contributors Mary Earl is Lecturer in Religious Studies in the University of Cambridge Faculty of Education. She was formerly Head of RE at a Hertfordshire comprehensive school and then at a Cambridgeshire Sixth Form College. She has also worked both at school and higher e
8、ducation level as a trainer and consultant in PSHE areas of the curriculum. Research interests include A- level teaching of world religions; spirituality and psychology; and narrative and the development of values. Recent publications include Narrative and the development of values in E. Bearne (ed.
9、) Language Across the Secondary Curriculum (Routledge 1990) and Shadow and spirituality International Journal of Childrens Spirituality, 6, 3, 2001. Philip Gardner is Senior Lecturer in Education at the University of Cambridge and a Fellow of St Edmunds College. He has written widely on the history
10、of education and, with Peter Cunningham, has co-directed a sequence of major oral history research projects investigating the teaching profession in the twentieth century. Ruth Joyce QBE is Home Office Blueprint Manager and is in charge of the Drug Prevention Unit of the Home Office Drug Prevention
11、Office. She was previously Head of Education for Prevention at SCODA (the Standing Conference on Drug Abuse) and, before that, Drug Education Advisor for Cambridgeshire LEA. Ruth Kershner is a lecturer in the Faculty of Education, University of Cambridge, with particular interests in the fields of e
12、ducational psychology, special educational needs, learning difficulties, intelligence and assessment. She has previously worked as a teacher and child care worker. She has recently carried out research projects on pupils and teachers views of the classroom environment and on strategies for raising b
13、oys achievement in special schools. A recent publication, co-authored with Roland Chaplain, is Understanding Special Educational Needs: A teachers guide to effective school- based research (David Fulton 2001). Terence H. McLaughlin is Professor of Philosophy at the University of London Institute of
14、Education and a Fellow of St Edmunds College, Cambridge. He specializes in philosophy of education and has published widely on many aspects of the field. He has taught English and been Head of Year and Head of Sixth Form in two comprehensive schools and is currently Chair of the Philosophy of Educat
15、ion Society of Great Britain. He has recently edited (with Mark Halstead) Education in Morality (1999), a collection of papers on philosophical aspects of moral education. John Raffan is a lecturer in the University of Cambridge Faculty of Education with particular responsibility for Science/Chemist
16、ry Education. He has been involved with curriculum development and evaluation for several large-scale national projects and with assessment as an examiner for Awarding Bodies and About the Contributors ix as a consultant with the Qualifications and Curriculum Authority (QCA) and its predecessors. His recent publications include: School-based assessment: principles and practice in School-Based Assessment and Equivalence of Qualifications (ACEAB 2001) and Assessment for certification
