SIGNIFICANT GAPS IN EDUCATION AND TRAINING

Teaching/Communication/Extension/Profession,

Pragmatic Faith: An Epistemic Link between Religion, Science, Mathematics, and Philosophy

There exists a conflict between the fields of religion on science. This conflict exists, according to Gregory Dawes, on the grounds that these disciplines share no common epistemic norms, and therefore this conflict is ineradicable. An epistemic norm describes the way that someone goes about the pursuit of knowledge. I disagree with Dawes\u27 assertion that this conflict is, in fact, ineradicable. Pragmatic faith, first posited as sub-doxastic faith by F. R. Tennant, expresses values found in both religion and science, as well as in other reason-based disciplines like mathematics and philosophy. This work uses examples from each discipline to demonstrate these similarities in how knowledge is pursued, bringing together such elements as Abraham from the Book of Genesis, Bertrand Russell\u27s explanation of the principle of induction, Kurt Godel\u27s conclusions about the natures of truth and provability, and philosophical skepticism. The goal is to provide a common ground upon which those in the religious and reason-based realms of thought may meet, by presenting pragmatic faith as an epistemic norm that both camps share

Independent study of computing at School Master Teacher programme

Computing At School (CAS) commissioned Sheffield Hallam University to undertake an external evaluation of aspects of its provision to: *understand the impact of CAS Master Teachers on the knowledge and practice of CAS members. *identify implications of this and of the current programme more generally for future evaluation activity

Tests as boundary signifiers: level 6 tests and the primary secondary divide

This paper addresses the question: How do teachers and school leaders respond to high stakes testing of pupils transitioning from primary to secondary school? It explores how a new test, the Level 6 test, operated with regard to primary/secondary school relationships in England. It draws on an analysis of qualitative interviews with teachers and school leaders in 20 primary schools that took part in the test, 40 school leaders that chose not to and 20 secondary-school leaders. Theoretical work on social boundaries is utilised to develop an argument that this test and its results acted as a boundary signifier, crystallising many of the tensions between primary and secondary schools. These tensions included the role of accountability regimes in requiring schools to demonstrate progress; narrowing of the curriculum and teaching to the test; and the extent to which test results can provide a true representation of pupil attainment. We conclude by suggesting the potential of the boundary signifier concept in relation to other tests at the primary/secondary boundary and other key transition points in education, and consider whether such tests can act as an ideal boundary object, serving to help overcome, rather than cement, barriers between schools

Personal Social Health & Economic (PSHE) Education under the coalition government

The place of (Personal Social Health and Economic) PSHE in schools has been debated widely and central government policy has shifted from the subject almost becoming statutory in 2010, towards being almost entirely devolved in the school led system under the coalition government. PSHE is currently non-compulsory, however schools are expected to teach the subject despite the lack of available training for teachers or teaching materials. This research conducted by Ben Willis and Claire Wolstenholme in the Centre for Education and Inclusion research at Sheffield Hallam University builds on the 2011 mapping study across England conducted by CEIR. This is a small scale study which attempts to investigate how schools in one local authority area in the north of England are dealing with the new policy landscape of PSHE. The specific aim was to explore the extent to which the status and provision of PSHE in schools has altered under the coalition government of 2010 to 2015

Personal, social, health and economic (PSHE) education: A mapping study of the prevalent models of delivery and their effectiveness

In October 2008, then Schools Minister Ji, Knight announced that Personal, Social, Health and Economic (PSHE) education would become compulsory (for Key Stages 1-4). Following this, In November 2009, Sheffield Hallam University was contracted by DCSF (now DfE) to conduct a mapping exercise of PSHE education in primary and secondary schools in England. This resulted from a recommendation in the Macdonald Review, whcih identified the need for research to establish and report on the prevalent models of delivery for PSHE education and their effectiveness in improving outcomes for children and young people (Macdonald, 2009:8)