Bøker i Cambridge Education Research-serien

Teacher Education and Pedagogy focuses on teacher education through key themes of research, theory, policy and practice feeding into critical discussions of transformative processes of teacher education policy and planning. This book provides analysis of effective practice and presents an alternative insight into initial teacher education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

The Meaning of Success: Insights from Women at Cambridge makes a compelling case for a more inclusive definition of success. It argues that in order to recognise, reward and realise the talents of both women and men, a more meaningful definition of success is needed. Practical ways of achieving this are explored through interviews with female role models at the University of Cambridge. First-person stories bring alive the achievements and challenges women experience in their working lives, and the effect gender has on careers. The book stimulates a debate about how to bring about a more inclusive working environment.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

Education in South Africa: Crisis and Change describes the dilemmas and challenges affecting education in one of the world's most diverse and fascinating new democracies, as it moves away from the race hierarchies of the apartheid period, and towards the ideals of race integration and the creation of a non-sexist and non-racist Rainbow Nation.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.

Over three decades ago, international donors declared that there was a learning crisis in developing countries. In the years since, large investments have been made towards education, yet there has been an apparent relative lack of progress in student learning. This book unpicks this disparity, and explores the implications of evidence-based donor programming for quality education. It undertakes an in-depth analysis of the interventions financed by the main donors in primary education, such as infrastructure development, provision of instructional material, teacher training and community mobilization, and argues that the research undertaken during this period was unable to provide answers. The author outlines an alternative model for evidence generation that can assist in the design of relevant and targeted interventions for learning, to ultimately inform and improve future education programmes. Timely and radical, this book is essential reading for researchers and students in the fields of education research and education reform.