{"title":"Key Debates In Educational Policy","description":"\u003cp\u003eDive into the crucial discussions shaping education today with this insightful series. Explore varying perspectives on policy, pedagogy, and the future of learning. Essential reading for educators and policymakers alike.\u003c\/p\u003e","products":[{"product_id":"special-educational-needs-book-lorella-terzi-9781441180155","title":"Special Educational Needs","description":"This title considers the philosophical debates surrounding special educational needs and inclusion. \"Special Educational Needs: A New Look\" by Mary Warnock was initially published by the Philosophy of Education Society of Great Britain in 2005. In this new edition, Warnock has updated her argument, Brahm Norwich has contributed a counter-argument and Lorella Terzi has provided a foreword and afterword, drawing the two debates together. The issues debated in this new edition of \"Special Educational Needs: A New Look\" include: The statement of special educational need - the concept of inclusion. \"Special Educational Needs: A New Look\" raises issues which will be of interest to all involved in special education and inclusion, including teachers, policy makers and educationalists. This innovative series is addressed to practitioners and policy-makers. It highlights the critical perspectives that philosophy can bring to bear on current education policy and provides a lively discussion of the issues. 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In this new edition, Johnson has updated his argument, Harvey Siegel has contributed a counter-argument and Christopher Winch has provided a foreword and afterword, drawing the debates together. The issues debated in this new edition of \"Teaching Thinking Skills\" include: Do thinking skills exist? What are the aims of education? Can thinking skill be taught? Are thinking skills transferable? \"Teaching Thinking Skills\" raises issues not only for those concerned with thinking skills per se but more broadly for those concerned with the role of thinking in professional and vocational activities and with the extent to which abilities are broad or narrow, transferable or non-transferable. This innovative series is addressed to practitioners and policy-makers. It highlights the critical perspectives that philosophy can bring to bear on current education policy and provides a lively discussion of the issues. 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In this new edition, Brighouse has updated his argument, Kenneth R Howe and James Tooley have contributed counter-arguments and Graham Haydon has provided a foreword and afterword drawing the debates together. The issues debated in this new edition of 'Educational Equality\" include: What is Educational Equality? Why Does Educational Equality Matter? And is Educational Equality Possible? \"Educational Equality\" raises issues which will be of interest to all involved in educational equality, including teachers, policy makers and educationalists. This innovative series is addressed to practitioners and policy-makers. It highlights the critical perspectives that philosophy can bring to bear on current education policy and provides a lively discussion of the issues. 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Policymakers assert its importance to quality in education and its essential role in ensuring accountability for public education, and the results of educational assessment are thought to be of such vital interest to society that they are often made public knowledge.   This approachable text explores the philosophical issues underlying these debates and how they impact on public educational policy. Two leading educators well-known for their work on educational assessment offer different perspectives on the value of exams and tests for a flourishing system of education, while the editor, Gerard Lum, comments on the strengths and weaknesses of the arguments.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":50180001693969,"sku":"GOR011465719","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50697468739857,"sku":"NGR9781472572295","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1472572297.jpg?v=1751179199"},{"product_id":"dyslexia-book-julian-elliott-9781474233750","title":"Dyslexia","description":"Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia.  Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is ‘delayed neural commitment’ for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child’s neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves ‘assessment for dyslexia’ rather than ‘of dyslexia’. 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