UCL the Examined Life on The Formation of Souls and Schooling. American Educational Research Journal Annotated Bibliography
Annotated Bibliography
The student will review 4 (four) of the ten key readings (or three plus one personal choice that you MUST communicate to your tutor by Friday 08 December 2023 LATEST) selected by the programme lecturers that the student will have read as preparation for the lecture programme. These texts will be made available to you via Blackboard-Resources, and are listed later in this Handbook.
The deadline for this written part of the assignment is also provided on Blackboard: Tuesday 23 January 2024, 12:00
Introduction
This part of the assignment is designed to introduce the student to a selection of texts related to different aspects of the study of education, the role of education and approaches to educational research. Clearly a short module can only serve as an introduction and therefore we invite all students to engage with the literature beyond these core texts. This assessment briefing covers the texts identified as a Key pre-session reading for lectures in the programme.
You should begin your preparation for this assignment by reading and familiarising yourself with each of the Key pre-session readings. It is best to read each text before the related lecture (as well as re-reading afterwards), as the lecture and the subsequent revisit of the themes in the seminar will help to support learning in relation to the selected critical issues in education and educational research.
For the first part of the assignment we expect you to read and review 4 (four) of the Key reading texts listed below, (or three plus one choice of your own, for example an article from your particular discipline). If you choose one of your own texts to review (plus three from below), you will need to select this in consultation with your tutor, and let the tutor know by Friday 08 December 2023* at the latest.
1. Allen, A. (2013) ‘The Examined Life: On the Formation of Souls and Schooling‘ American Educational Research Journal 50(2), 216-250.
2. Higham, R., & Earley, P. (2013). School autonomy and government control: School leaders’ views on a changing policy landscape in England. Educational Management Administration & Leadership, 41(6), 701-717.
3. Buchholz, B. et al. (2014) ‘Hands On, Hands Off: Gendered Access in Crafting and Electronics Practices’, Mind, culture and activity, 21(4), pp. 278–297.
4. Billington, T. (2000) Speaking of Mary. In: Billington, T. Separating, losing, and excluding children: narratives of difference. Chapter 4 pp. 33-52. London: Taylor & Francis
5. Goodley, D. and Runswick-Cole, K. (2015). ‘Thinking about schooling through dis/ability’, in Corcoran, T., White, J. & Whitburn, B. (eds.) Disability Studies Educating for Inclusion. Rotterdam: SensePublishers, pp. 241-253.
6. Strobbe, L., Van Der Wildt, A., Van Avermaet, P., Van Gorp, K., Van den Branden, K., & Van Houtte, M. (2017). How school teams perceive and handle multilingualism: The impact of a school’s pupil composition. Teaching and Teacher Education, 64, 93-104.
7. Urban, M. (2012) Researching Early Childhood Policy and Practice. A Critical Ecology.” European Journal of Education, 47(4), p. 494–507.
8. Chan, P. E., Graham-Day, K. J., Ressa, V. A., Peters, M. T., & Konrad, M. (2014). Beyond Involvement: Promoting Student Ownership of Learning in Classrooms. Intervention in School and Clinic, 50(2), 105–113.
9. Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Journal of curriculum studies, 46(1), 33-57.
10. Student’s own choice: please consult with your tutor, and *respect the deadline for informing the tutor.
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