Cathie Holden
Biographic Data
| ID | 3983622 |
|---|---|
| NAME | Cathie Holden |
| GIVEN NAMES | Cathie |
| FAMILY NAME | Holden |
| SIGNATURE | HOLDEN C |
| AFFILIATIONS | University of Exeter |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 45 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 4 |
Remembering the future
This paper looks at the growing interest in exploring alternative futures and in particular at the need for a futures perspective in education. It looks at the ways in which educators are responding to this and at the concerns expressed by young people themselves about the future. The value of a futures perspective in work exploring issues of environment and sustainability, whether in local or global contexts, is stressed
Refugee Children in the UK - by J. Rutter
Refugee Children in the UK. By J. Rutter. Pp. 248. Maidenhead: Open University Press. 2006. £19.99 (pbk), £60 (hbk). ISBN 0335213731 (pbk), 033521347X (hbk)
Making global connections
Learning for Democracy
2000). Learning for Democracy: From World Studies to Global Citizenship. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 74-80
Education for Citizenship
Education for citizenship will be a new subject for children in England and Wales from September 2000. It will be mandatory for all pupils in secondary schools from 2002 and recommended for pupils in primary schools. This curriculum will focus on social and moral education, which is well established in schools, and the newer aspects of community involvement and political literacy (QCA, 1998, 1999). The success of this innovation will depend on th…
Tomorrow's Citizens
The visions that young people hold for their personal futures and the concerns they have for their community and the wider world are indicators of the values held by today's boys and girls. By documenting such concerns we can begin to understand the kind of society young people wish for and are prepared to work towards for the next century. This article describes recent work with children aged 7,11,14 and 18. It looks at their hopes and fears for…
Exploring the Future
There is considerable current interest in the need for a more ecologically sustainable future. If environmental educators wish to make a significant contribution to this debate, two prior and interrelated areas of concern need addressing. The first is recognition that teaching about global issues can sometimes be counterproductive and lead to feelings of despair. The second, explored in more detail here, is the need to know how young people conce…
Assessment at Key Stage One
As part of the 1988 Education Reform Act, standardized assessment procedures have been introduced in England and Wales within an explicit market philosophy in which schools are seen as ‘traders’ supplying a product for the benefit of their ‘consumers’ ‐‐ the parents. This market model of education is based on a number of assumptions about the perceptions, attitudes and behaviour of both parents and teachers. The research reported here aims to exa…
Giving Girls a Chance
Whilst there has been much research into differences between boys’ and girls’ involvement in talk in whole class situations, there have been fewer studies analysing the nature of this talk in group work. This study uses episodes of mathematics/technology and language group work to investigate the differences between boys’ and girls’ involvement in talk and the nature of that talk. Findings show that boys and girls contribute differently depending…
Remembering the future
This paper looks at the growing interest in exploring alternative futures and in particular at the need for a futures perspective in education. It looks at the ways in which educators are responding to this and at the concerns expressed by young people themselves about the future. The value of a futures perspective in work exploring issues of environment and sustainability, whether in local or global contexts, is stressed
Exploring the Future
There is considerable current interest in the need for a more ecologically sustainable future. If environmental educators wish to make a significant contribution to this debate, two prior and interrelated areas of concern need addressing. The first is recognition that teaching about global issues can sometimes be counterproductive and lead to feelings of despair. The second, explored in more detail here, is the need to know how young people conce…
Making global connections
Giving Girls a Chance
Whilst there has been much research into differences between boys’ and girls’ involvement in talk in whole class situations, there have been fewer studies analysing the nature of this talk in group work. This study uses episodes of mathematics/technology and language group work to investigate the differences between boys’ and girls’ involvement in talk and the nature of that talk. Findings show that boys and girls contribute differently depending…
Learning for Democracy
2000). Learning for Democracy: From World Studies to Global Citizenship. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 74-80
Education for Citizenship
Education for citizenship will be a new subject for children in England and Wales from September 2000. It will be mandatory for all pupils in secondary schools from 2002 and recommended for pupils in primary schools. This curriculum will focus on social and moral education, which is well established in schools, and the newer aspects of community involvement and political literacy (QCA, 1998, 1999). The success of this innovation will depend on th…
Tomorrow's Citizens
The visions that young people hold for their personal futures and the concerns they have for their community and the wider world are indicators of the values held by today's boys and girls. By documenting such concerns we can begin to understand the kind of society young people wish for and are prepared to work towards for the next century. This article describes recent work with children aged 7,11,14 and 18. It looks at their hopes and fears for…
Assessment at Key Stage One
As part of the 1988 Education Reform Act, standardized assessment procedures have been introduced in England and Wales within an explicit market philosophy in which schools are seen as ‘traders’ supplying a product for the benefit of their ‘consumers’ ‐‐ the parents. This market model of education is based on a number of assumptions about the perceptions, attitudes and behaviour of both parents and teachers. The research reported here aims to exa…
Giving Girls a Chance
Whilst there has been much research into differences between boys’ and girls’ involvement in talk in whole class situations, there have been fewer studies analysing the nature of this talk in group work. This study uses episodes of mathematics/technology and language group work to investigate the differences between boys’ and girls’ involvement in talk and the nature of that talk. Findings show that boys and girls contribute differently depending…
Assessment at Key Stage One
As part of the 1988 Education Reform Act, standardized assessment procedures have been introduced in England and Wales within an explicit market philosophy in which schools are seen as ‘traders’ supplying a product for the benefit of their ‘consumers’ ‐‐ the parents. This market model of education is based on a number of assumptions about the perceptions, attitudes and behaviour of both parents and teachers. The research reported here aims to exa…
Exploring the Future
There is considerable current interest in the need for a more ecologically sustainable future. If environmental educators wish to make a significant contribution to this debate, two prior and interrelated areas of concern need addressing. The first is recognition that teaching about global issues can sometimes be counterproductive and lead to feelings of despair. The second, explored in more detail here, is the need to know how young people conce…
Tomorrow's Citizens
The visions that young people hold for their personal futures and the concerns they have for their community and the wider world are indicators of the values held by today's boys and girls. By documenting such concerns we can begin to understand the kind of society young people wish for and are prepared to work towards for the next century. This article describes recent work with children aged 7,11,14 and 18. It looks at their hopes and fears for…
Education for Citizenship
Education for citizenship will be a new subject for children in England and Wales from September 2000. It will be mandatory for all pupils in secondary schools from 2002 and recommended for pupils in primary schools. This curriculum will focus on social and moral education, which is well established in schools, and the newer aspects of community involvement and political literacy (QCA, 1998, 1999). The success of this innovation will depend on th…
Learning for Democracy
2000). Learning for Democracy: From World Studies to Global Citizenship. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 74-80
Making global connections
Remembering the future
This paper looks at the growing interest in exploring alternative futures and in particular at the need for a futures perspective in education. It looks at the ways in which educators are responding to this and at the concerns expressed by young people themselves about the future. The value of a futures perspective in work exploring issues of environment and sustainability, whether in local or global contexts, is stressed
Refugee Children in the UK - by J. Rutter
Refugee Children in the UK. By J. Rutter. Pp. 248. Maidenhead: Open University Press. 2006. £19.99 (pbk), £60 (hbk). ISBN 0335213731 (pbk), 033521347X (hbk)
Pedagogy (7 works) · Political science (7 works) · Sociology (7 works) · Psychology (6 works) · Global Education and Multiculturalism (4 works) · Law (4 works) · Public relations (4 works) · Educator Training and Historical Pedagogy (3 works) · Law (3 works) · Mathematics education (3 works)