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Roland Philip Chaplain, CPsychol, AFBPsS lectured in the psychology of education in the Faculty of Education, University of Cambridge. Chaplain has published numerous books on classroom management and stress from the perspective of teacher, head teacher and student. He also works as an Educational Consultant providing courses managing pupil behaviour, motivation and stress, coping and well-being to staff in primary and secondary schools
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A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.
A Bachelor of Education is an undergraduate academic degree which prepares students for work as a teacher in schools. A Bachelor of Education program typically lasts three to four years and combines both coursework and practical experience in educational settings. The curriculum is designed to provide foundational knowledge in pedagogy, educational psychology, teaching methodologies, and subject-specific training. Graduates of this program are equipped with the skills necessary to foster a supportive and effective learning environment for their students.
Professor Edward Conrad Wragg known as Ted Wragg, was a British educationalist and academic known for his advocacy of the cause of education and opposition to political interference in the field. He was Professor of Education at the University of Exeter from 1978 to 2003, serving as Emeritus Professor of Education from 2003 till his death, and a regular columnist in the Times Educational Supplement and The Guardian.
Student–teacher ratio or student–faculty ratio is the number of students who attend a school or university divided by the number of teachers in the institution. For example, a student–teacher ratio of 10:1 indicates that there are 10 students for every one teacher. The term can also be reversed to create a teacher–student ratio.
Nicholas Hedley Foskett was formerly Vice-Chancellor at Keele University in Staffordshire, a Professor of Education at the University of Southampton and Dean of the Faculty of Law, Arts and Social Sciences.
Positive behavior support (PBS) uses tools from applied behaviour analysis and values of normalisation and social role valorisation theory to improve quality of life, usually in schools. PBS uses functional analysis to understand what maintains an individual's challenging behavior and how to support the individual to get these needs met in more appropriate way, instead of using 'challenging behaviours'. People's inappropriate behaviors are difficult to change because they are functional; they serve a purpose for them. These behaviors may be supported by reinforcement in the environment. People may inadvertently reinforce undesired behaviors by providing objects and/or attention because of the behavior.
Intensive interaction is an approach for teaching communication skills to people with autistim and severe learning difficulties who are still in early stages of development. The approach focuses on teaching the communication concepts and performances that precede speech development. The approach is additionally used to promote social engagement and learning for people who, for a range of reasons, find sociability problematic.
Andrew Pollard is an emeritus professor at the Institute of Education, University College London. Formerly, he was Professor of Education at the universities of Cambridge, Bristol and the West of England, Bristol. He chaired the Education Sub-panel for the 2014 Research Excellence Framework on behalf of UK Higher Education Funding Councils, which involves assessing the quality of research undertaken in UK universities. He was Director of the ESRC Teaching and Learning Research Programme from 2002 to 2009, of the UK Strategic Forum for Research in Education from 2008 to 2011 and of ESCalate, the Education Subject Centre of the UK's Higher Education Academy. He is a non-executive director of William Pollard & Co. Ltd. a print and communications company, founded in 1781 and based in Exeter.
The system of education in Iceland is divided in four levels: playschool, compulsory, upper secondary and higher, and is similar to that of other Nordic countries. Education is mandatory for children aged 6–16. Most institutions are funded by the state; there are very few private schools in the country. Iceland is a country with gymnasia.
Allan Luke is an educator, researcher, and theorist studying literacy, multiliteracies, applied linguistics, and educational sociology and policy. Luke has written or edited 17 books and more than 250 articles and book chapters. Luke, with Peter Freebody, originated the Four Resources Model of literacy in the 1990s. Part of the New London Group, he was coauthor of the "Pedagogy of Multiliteracies: Designing Social Futures" published in the Harvard Educational Review (1996). He is Emeritus Professor at Queensland University of Technology in Brisbane, Australia and adjunct professor at Werklund School of Education, University of Calgary, Canada.
Values education is the process by which people give moral values to each other. According to Powney et al. It can be an activity that can take place in any human organisation. During which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
Education in Malawi stresses academic preparation leading to access to secondary school and universities. However, few students go on to high school or university. The dropout rate is also very high particularly among primary school pupils.
A comprehensive school, or simply a comprehensive, typically describes a secondary school for pupils aged approximately 11–16 or 11–18, that does not select its intake on the basis of academic achievement or aptitude, in contrast to a selective school system where admission is restricted on the basis of selection criteria, usually academic performance. In England and Wales comprehensive schools were introduced as state schools on an experimental basis in the 1940s and became more widespread from 1965. They may be part of a local education authority or be a self governing academy or part of a multi-academy trust.
Outwood Grange Academies Trust (OGAT) is a multi-academy trust (MAT) that operates forty schools across northern England and the East Midlands. It is an exempt charity, regulated by the Department for Education. Its interim chief executive is Lee Wilson.
Professor Sir Chris Husbands is a British academic, educationist, university leader and public servant, who served as Vice-Chancellor of Sheffield Hallam University between January 2016 and December 2023.
The Nuffield Science Teaching Project was a programme to develop a better approach to teaching science in British secondary schools, under the auspices of the Nuffield Foundation. Although not intended as a curriculum, it gave rise to alternative national examinations, and its use of discovery learning was influential in the 1960s and 1970s.
Positive handling is a term used in British primary and special-needs education for physical restraint. It has been described as "risk-reduced physical interventions that form part of the holistic response" The term has been in use since at least 2000.
Keith James Topping is a researcher in education. He designs intervention programs for teachers, parents and others to help children, then researches whether and how they work.
In March 2020, nurseries, schools, and colleges in the United Kingdom were shut down in response to the COVID-19 pandemic. By 20 March, all schools in the UK had closed for all in-person teaching, except for children of key workers and children considered vulnerable. With children at home, teaching took place online. The emergence of a new variant of COVID-19 in December 2020 led to cancellation of face-to-face teaching across England, Northern Ireland, Scotland, and Wales the following month.
Sue (Suzanna) Roffey is a teacher, educational psychologist, academic and author. She is Honorary Associate Professor at University College London and an Affiliate of the Institute of Wellbeing in Cambridge, UK. She is a Fellow of the British Psychological Society (FBPsS), and a Fellow of the Royal Society of Arts (FRSA). She is a member of the advisory board of the Carnegie Centre of Excellence for Mental Health in Schools, and a past member of the editorial board of Educational and Child Psychology. She was the founder of Wellbeing Australia.