Monthly Archives: April 2015

Article structure analysis – WrAP 2

Posted on April 24, 2015 by Lindsay Jordan

I had a look at a range of different articles in IJAD and this is the structure I liked the most. Somewhat similar to the structure of my MA dissertation… clearly not ready to break the mould just yet, hmm? … Continue reading →

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Abstract analysis – WrAP 2

Posted on April 23, 2015 by Lindsay Jordan

I selected an issue of the International Journal for Academic Development (Vol 18 (2), June 2013) and examined the article abstracts for content, structure, emphases and omissions. The number of collaborative ‘self-studies’ in this issue is of note; three of … Continue reading →

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A crushing low

Posted on April 22, 2015 by Lindsay Jordan

…I just hit one. I’ve been reading some more stuff on the history and context of UK HE (Anderson 2010), plus a long paper explaining neoliberalism and the knowledge economy (Olssen & Peters 2005), and trying to write some coherent thoughts … Continue reading →

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Wonks, tanks and dancing bears

Posted on April 18, 2015 by Lindsay Jordan

Given the key message of Padraig Hogan’s book, and the papers I have read over the last week critiquing and explaining education policy, I was curious to discover the mechanisms through which academic research can inform education policy, and the … Continue reading →

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We have a new God and his name is Quality Assurance

Posted on April 12, 2015 by Lindsay Jordan

Ball, S. (2003) The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18 (2) p215-228 In this article Stephen Ball explains how market, managerialism and performativity are replacing professionalism and bureaucracy in education, making the public sector … Continue reading →

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A principled approach to teacher accreditation?

Posted on April 11, 2015 by Lindsay Jordan

I’ve been thinking about how to square my concerns about neoliberalism and performativity with the aspect of my role that measures teaching capability through the Professional Standards Framework. One train of thought is about the value to teachers of having the accreditation. … Continue reading →

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Education – some notes on etymology

Posted on April 11, 2015 by Lindsay Jordan

What does the word education mean? Where does it come from? I came across the word educe the other day, which means ‘to lead out’ – from the Latin ducere – ‘to lead’. Exchange the prefix ‘e’ for ‘de’ and … Continue reading →

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On individual potential, means, ends and reconciliation

Posted on April 11, 2015 by Lindsay Jordan

I’m trying to get my thoughts straight on finishing Hogan’s New Significance of Learning, alongside a 2006 article I came across in Pedagogies by a chap called Michael Apple who writes well and says a lot of things I agree … Continue reading →

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The will to learn

Posted on April 3, 2015 by Lindsay Jordan

I had an unexpectedly good time at the Ped-RIO pilot workshop in Birmingham on 20 March. The purpose of this session was to introduce an impact assessment resource for teacher CPD that had been developed by Plymouth University for the … Continue reading →

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