This fascinating volume compares the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. It explores how secondary schools in three very different education systems work to develop the aptitudes and attitudes conducive to lifelong learning in conditions of complexity, uncertainty and multiple change.
A comprehensive analysis of the work of teachers as it impinges on children, colleagues, other professionals, managers, parents, the community, and educational policy. In the process it relates theoretical perspectives to 15 detailed case studies.
This fascinating volume compares the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. It explores how secondary schools in three very different education systems work to develop the aptitudes and attitudes conducive to lifelong learning in conditions of complexity, uncertainty and multiple change. By drawing upon a rich data-set including questionnaires, individual and group interviews and classroom observation, the book gives a voice to young learners in the three countries. Through detailed case studies and quotations it examines their concerns with schooling, with teachers, with motivation and achievement and explores the very different social contexts which influence their engagement with learning. This book will be an essential resource for researchers, practitioners, students and policy-makers and all those committed to understanding the relationship between culture and learning and to improving secondary education.
The authors of this report argue that Australia¿s current asset-building policies, particularly tax concessions on housing and superannuation, enable wealthier households to further accumulate assets, while doing little for poorer families. Significant reform of the tax and transfer system is required, so that policies to encourage asset building will benefit those who need support the most.
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