raduates of traditionally structured schools when they attended college — the most comprehensive empiric... 's and the society's fundamental values — whether they promote democratic ideals, individual development, and social responsibility, or whether they serve narrower interests. The psychological scree... what is known about how learning occurs — whether they are achievable at the developmental level of the
re conducting a dropout prevention programme when they encountered a pattern that initially seemed like ... their careers. Parents repeatedly told them that they were not participating in their children's educat... ion from teachers or administrators — not because they did not care deeply about their children's future... hese parents lacked specific information but that they lacked what Rothstein would later identify as the
to reveal the class interests and power relations they serve. Her collaborations with Etienne Wenger, pa... ring by memorising rules about cloth and pattern; they learned by progressively participating in the wor... g unit prices in the supermarket aisle, even when they could not execute equivalent problems on a school... vigation team — begin as peripheral participants: they observe, assist with simple tasks, and are presen
ation and carry with them into every social field they inhabit. Habitus is not a set of explicit rules b... gories of the academic field onto the populations they study.
==== Reflexive Sociology and the Sociolog... y investments — to the same objectifying analysis they apply to other social agents. This reflexivity wa... habitus formed in and by the academy, colour what they notice, what they treat as interesting, and what
ly be successfully acquired, Herbart argued, when they connect with presentations already present in the... ted as a universal template for lesson planning — they appear in teacher training manuals from Germany t... he formal steps argued, not without justice, that they reduced the fluid, responsive character of genuin... echanical routine; but defenders pointed out that they represented a genuine advance over the unstructur
l notation — which are powerful precisely because they are not tied to particular perceptual experiences... tages in the manner of Piaget's cognitive stages: they remain available throughout life, and effective t... modelling that treated mental processes as though they were formal operations on symbolic representation... s, abstracted from the cultural contexts in which they are always embedded. Against this, Bruner propose
ideas, prejudices, or moral qualities, then what they become is entirely a function of the experiences they receive, making education the primary mechanism b... t on the quality and character of the experiences they receive. Education, on this account, is not merel... Concerning Education, "nine parts of ten are what they are, good or evil, useful or not, by their educat
cratic self-governance, Mill believed, the better they became at individual self-governance, and the more freely they could express themselves — generating a virtuous ... mation — not merely a psychological change — when they reach adulthood, emerging as new sorts of beings ... acknowledged, on what basis can any adult be sure they are expressing their own character rather than th
ltivated or suppressed by educational experience. They documented the systematic downgrading of arts edu... nder the pressure of academic accountability, and they made both a democratic argument (all children des... owing sectors of modern economies, and the skills they require cannot be developed by rote learning and ... nal passion, the zone in which a person does what they love and is naturally gifted to do. He illustrate
ormed. Signature pedagogies are pervasive in that they "implicitly define what counts as knowledge in a field and how things become known"; they define the location of authority, the norms of pe... shapes not only how professionals reason but who they become. The concept gave educators and reformers ... where those habits served learning well and where they needed to be redesigned. It also reinforced Shulm
cy: children begin acquiring literacy long before they can read independently, with the process starting... ies were themselves producing the very impairment they claimed merely to describe: when students who had... f teaching the child to be learning disabled when they design their lessons from models of disability." ... what individual children are actually doing when they attempt to read, combined with the flexibility an
ied Katherine of Bora, a former nun, and together they had six children; their household at the Black Cl... "To the Councilmen of All Cities in Germany That They Establish and Maintain Christian Schools," he arg... ictions that remain as sharply contested today as they were in the sixteenth century.
===== Martin Luth... //To the Councilmen of All Cities in Germany That They Establish and Maintain Christian Schools//. (W. B
are unable to speak on their own, to express what they are thinking, or to act well in the world. The go... istic education — have genuine value, but only if they are used in the right way: not as repositories of... hat he adopts the opinions of Xenophon and Plato, they are no longer theirs: they are his." The aim of reading history is less to memorise facts and dates tha
or the level of complexity and challenge at which they engage with content, then it will not improve lea... t is that improvement strategies fail not because they are technically flawed but because they are pursued incoherently — because different elements of the or... ierarchical Individual model — while the students they sought to serve were increasingly operating from
e to enabling and providing pupils with the tools they need to realize their own potential. After workin... olleagues' grit questionnaire and self-report how they prepared in the months preceding the final compet... rate practice, being quizzed, and leisure reading—they discovered that spellers who were more tenacious
