The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different…

This article focuses on a blended learning curriculum development project, in which a student was "prospectively" engaged with teacher educators in developing resources designed to increase support for academic reading. Curriculum development took place at the University of Hertfordshire School of Education through the Change Academy for…

The fortunes of publicly funded adult learning have fluctuated widely over the years, and the current downturn in organised learning provision is well known to readers of "Adults Learning". Lifelong learning in higher education has borne its share of policy and funding crises, but from the beginning of the 1980s it has been subject to a…

Mission statements of most HEIs across the UK support "student centred learning". In this paper, it is suggested that "teacher centred teaching" should also have a major role to play, improving the quality of the learning experience in higher education. Students are extremely diverse in their skills, weaknesses, and learning…

This article reports on an experimental scheme in adult education designed for people with curiosity about, but limited formal education in, science. It is offered within a department of humanities and focuses on "ideas" drawn from science, rather than on facts, phenomena or formulae. It involves different approaches to teaching,…

This study builds upon the concept of alignment within the curriculum (due to Biggs) and suggests, in the context of two current examples, an integrated methodology for effectively aligned development activities within universities. Higher Education institutions face important challenges. Firstly, quality enhancement of the curriculum is now an…

Argues that Friedrich Froebel used essential principles of Heinrich Pestalozzi, related to pedagogy and curriculum. Investigates two periods when Froebel and Pestalozzi might have conversed to gain information about the other person. Believes that the educational principles of child-centered education originated from Pestalozzi, not Froebel. (CMK)

Provides a case study of how school effectiveness policy is mediated by teachers and Local Education Authority (LEA) advisors. Uses qualitative data of a "failing" junior school in the United Kingdom to highlight (1) an LEA response to an evaluation by the Office for Standards in Education and (2) staff mediation of the LEA intervention.…

Notes that rapid introduction of information and communication technologies in United Kingdom schools, along with government-mandated curriculum requirements, has not been matched by growth in practitioners' understanding of appropriate ways to use the technology. Examines the successful implementation of technology in early childhood settings…