Andrea R English
Biographic Data
| ID | 2398436 |
|---|---|
| NAME | Andrea R English |
| GIVEN NAMES | Andrea R |
| FAMILY NAME | English |
| SIGNATURE | ENGLISH A R |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0002-1351-0507 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Pedagogical listening
Research suggests that students' verbalisation of how they are struggling to understand something new is important for learning mathematics with conceptual understanding. However, less is known about how teachers listen while students 'think aloud' through struggle. In this study, we sought to answer the following research question: What types of listening do teachers enact when students are verbalising struggle during mathematical sensemaking di…
Decolonizing the curriculum
This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies …
A escuta crítica e o aspecto dialógico da educação moral
Em seu trabalho educacional central, Pedagogia geral derivada do fim da educação (1806), J. F. Herbart não desenvolveu explicitamente uma teoria da escuta, entretanto, seu conceito de professor como um guia no desenvolvimento moral do educando, fornece percepções valiosas sobre a dimensão moral da escuta inerente à interação professor-aluno. A teoria de Herbart questiona radicalmente a linearidade assumida entre escuta e obediência à autoridade e…
Extended cognition, assistive technology and education
Feeling Heard
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all . Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy…
Dialogic Teaching and Moral Learning
In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. The Royal Society of Arts (2014) reports that pressures placed on teachers and schools to focus narrowly on academic attainment has limited teachers’ ability to address students’ social and moral learning. Similarly, educational policy …
John Dewey and the Role of the Teacher in a Globalized World
Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, lar…
John Dewey’s Democracy and Education in an Era of Globalization
This year marks the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. The centennial anniversary of Dewey’s influential book presents philosophers and educators an oppo
Ethisch-moralische Kompetenz als Teil öffentlicher Bildung
Ethisch-moralische Kompetenz ist ein unverzichtbarer Bestandteil öffentlicher Bildung und als solcher auf eine Thematisierung im öffentlichen Erziehungssystem angewiesen. Ein international validiertes Testinstrument erlaubt es, ethisch-moralische Kompetenzen von Schülerinnen und Schülern am Ende der Sekundarstufe I sowie in der gymnasialen Oberstufe in den Teilkompetenzen ethisch-moralische Grundkenntnisse, Urteils- und Handlungsentwurfskompetenz…
Aus Erfahrung lernen
Günther Buck (1925-1983) kann als stillschweigend anerkannter Klassiker der philosophisch orientierten Pädagogik des 20. Jahrhunderts bezeichnet werden. Die Rezeption seines Werkes konzentriert sich bislang auf ausgewählte Aspekte und Schriften und schlug sich auch nicht in den Monographien, Sammelbänden oder Aufsätzen nieder, die für gewöhnlich den Status eines Klassikers anzeigen. Anerkannt ist Buck dennoch, denn seine Leistungen für die Lern- …
Reply to Avi I. Mintz’s Review of Discontinuity in Learning
Transformation and Education
On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what …
Critique and Negativity
Journal Article Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research Get access Dietrich Benner, Dietrich Benner Humboldt University of Berlin, Institute for the Philosophy of Education, Unter den Linden 6, 10099 Berlin, Germany Correspondence: Dietrich Benner and Andrea English, Humboldt University of Berlin, Institute for the Philosophy of Education, Unter den Linden 6, 10099 Berlin, German…
Dialogic Teaching and Moral Learning
In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. The Royal Society of Arts (2014) reports that pressures placed on teachers and schools to focus narrowly on academic attainment has limited teachers’ ability to address students’ social and moral learning. Similarly, educational policy …
Critique and Negativity
Journal Article Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research Get access Dietrich Benner, Dietrich Benner Humboldt University of Berlin, Institute for the Philosophy of Education, Unter den Linden 6, 10099 Berlin, Germany Correspondence: Dietrich Benner and Andrea English, Humboldt University of Berlin, Institute for the Philosophy of Education, Unter den Linden 6, 10099 Berlin, German…
John Dewey’s Democracy and Education in an Era of Globalization
This year marks the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. The centennial anniversary of Dewey’s influential book presents philosophers and educators an oppo
John Dewey and the Role of the Teacher in a Globalized World
Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, lar…
Transformation and Education
On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what …
Pedagogical listening
Research suggests that students' verbalisation of how they are struggling to understand something new is important for learning mathematics with conceptual understanding. However, less is known about how teachers listen while students 'think aloud' through struggle. In this study, we sought to answer the following research question: What types of listening do teachers enact when students are verbalising struggle during mathematical sensemaking di…
Extended cognition, assistive technology and education
Critique and Negativity
Journal Article Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research Get access Dietrich Benner, Dietrich Benner Humboldt University of Berlin, Institute for the Philosophy of Education, Unter den Linden 6, 10099 Berlin, Germany Correspondence: Dietrich Benner and Andrea English, Humboldt University of Berlin, Institute for the Philosophy of Education, Unter den Linden 6, 10099 Berlin, German…
Transformation and Education
On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what …
Aus Erfahrung lernen
Günther Buck (1925-1983) kann als stillschweigend anerkannter Klassiker der philosophisch orientierten Pädagogik des 20. Jahrhunderts bezeichnet werden. Die Rezeption seines Werkes konzentriert sich bislang auf ausgewählte Aspekte und Schriften und schlug sich auch nicht in den Monographien, Sammelbänden oder Aufsätzen nieder, die für gewöhnlich den Status eines Klassikers anzeigen. Anerkannt ist Buck dennoch, denn seine Leistungen für die Lern- …
Reply to Avi I. Mintz’s Review of Discontinuity in Learning
Dialogic Teaching and Moral Learning
In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. The Royal Society of Arts (2014) reports that pressures placed on teachers and schools to focus narrowly on academic attainment has limited teachers’ ability to address students’ social and moral learning. Similarly, educational policy …
John Dewey and the Role of the Teacher in a Globalized World
Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, lar…
John Dewey’s Democracy and Education in an Era of Globalization
This year marks the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. The centennial anniversary of Dewey’s influential book presents philosophers and educators an oppo
Ethisch-moralische Kompetenz als Teil öffentlicher Bildung
Ethisch-moralische Kompetenz ist ein unverzichtbarer Bestandteil öffentlicher Bildung und als solcher auf eine Thematisierung im öffentlichen Erziehungssystem angewiesen. Ein international validiertes Testinstrument erlaubt es, ethisch-moralische Kompetenzen von Schülerinnen und Schülern am Ende der Sekundarstufe I sowie in der gymnasialen Oberstufe in den Teilkompetenzen ethisch-moralische Grundkenntnisse, Urteils- und Handlungsentwurfskompetenz…
Feeling Heard
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all . Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy…
Extended cognition, assistive technology and education
A escuta crítica e o aspecto dialógico da educação moral
Em seu trabalho educacional central, Pedagogia geral derivada do fim da educação (1806), J. F. Herbart não desenvolveu explicitamente uma teoria da escuta, entretanto, seu conceito de professor como um guia no desenvolvimento moral do educando, fornece percepções valiosas sobre a dimensão moral da escuta inerente à interação professor-aluno. A teoria de Herbart questiona radicalmente a linearidade assumida entre escuta e obediência à autoridade e…
Decolonizing the curriculum
This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies …
Pedagogical listening
Research suggests that students' verbalisation of how they are struggling to understand something new is important for learning mathematics with conceptual understanding. However, less is known about how teachers listen while students 'think aloud' through struggle. In this study, we sought to answer the following research question: What types of listening do teachers enact when students are verbalising struggle during mathematical sensemaking di…
Pedagogy (9 works) · Sociology (9 works) · Psychology (8 works) · Philosophy (7 works) · Political science (7 works) · Epistemology (6 works) · Higher education (6 works) · Philosophy of education (6 works) · Educational Philosophies and Pedagogies (5 works) · Philosophy (5 works)