The DEA is launching a programme of discussion and debate about what kind of education is required 'to enable young people to be successful in the global future that they face'. As part of this programme the DEA has published a 40 page discussion paper, 'Our Global Future: How can education meet the challenge of change'. The document and details of how to get involved in this debate can be downloaded from the DEA website.
GTIP - Reports
DEA (2008) Questioning Education: a discussion paper
Huddleston, T. (2007) Identity, Diversity and Citizenship: A Critical Review of Educational Resources, London: Association for Citizenship Teaching
A report prepared in 2007 by the Citizenship Foundation for the The Association for Citizenship Teaching (ACT). This report does not set out to list every available resource, but evaluates critically the kinds of resources available for schools on identity, diversity and citizenship. It examines aims, objectives, pedagogical methods used, what they cover and do not cover. This report will enable teachers of geography and citizenship to think more critically about how they approach the teaching of identity and diversity and how they choose resources.
Download report (PDF, 720K)
Pring, R. (2008) Issues Paper 8, 14-19 Curriculum: the Humanities, London: The Nuffield Foundation.
This paper, which has been published as part of the Nuffield 14-19 review, focuses upon the place of the Humanities within the changing 14-19 phase, especially their contribution to answering the central question of the Review: what counts as an educated 19 year old in this day and age?
Download report (PDF, 288k)
Rawling, E. (2003) Connecting Policy and practice: research in geography education, BERA (Professional User Review).
A professional user review of UK research undertaken for the British Educational Research Association. This report discusses:
- The changing geography curriculum
- The changing role of the subject teacher
- The changing relationship between geography in school and in university
- The changing nature of professionalism and curriculum control
Download report (PDF, 236k)
Rickinson, M. et al (2003) Connecting Policy and Practice: Education for Sustainable Development, BERA (Professional User Review)
This report tells the story of seven practitioners who made use of research findings in their own school or outdoor learning centre. Case studies include three primary schools, two secondary schools and two outdoor learning/community centres.
Download report (PDF, 388k)
Assessing the Impact of Subject-Focused CPD
The GA undertook a telephone survey of members in early 2007 in order to assess the impact of various levels of participation on continuous professional development (CPD). The Report makes interesting reading for providers and consumers of CPD alike.
Assessing the Impact of Subject-Focused CPD
(822k)
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