ESSAY: Excerpt *APA Referencing Imagine yourself behind a conveyor belt with an air-powered tool in your hand assembling vehicles for Toyota in a factory in Japan. I am sure that after several years working for the company, you would appreciate if your employer could ask you: “How could we improve this assembly line?”, and “What are your ideas for changing the way we assemble here?”; “I want you to collaborate with the other workers and come up with some innovative ideas to improve or change the way we do things here?” These are just the type of questions the world out there is asking the worldwide community (internet users). The education revolution has done just that. From ‘crowdsourcing’ to ‘hacking’, and other new online strategies, ‘production lines’ of knowledge creation has evolved exponentially. Just as mass production in the advent of Fordism went through some developmental stages, Open Education (OE) has gone through some radical changes over the past twenty years. Many academia calls it an education revolution.... Keywords and Phrases: Open Education (OE), crowdsourcing, hacking, Fordism, globalisation, democratised, decentralised, student-centred, prosumer innovation, collective intelligence, knowledge economy, peer-to-peer, P2P, peer production, peer governance, common property, community of learners, co-create, Web 2.0, Web 3.0, MOOCs, OER, Open Education Resource , intellectual property, global citizen (GC), web semantics, co-construction, community of practice, situated cognition, openness, knowledge capitalism, historicism, Karl Popper, Henri Bergson, George Soros, Immanuel Kant, fallibilism, open society, free will, authoritarianism, totalitarianism, sustainability, Yochai Benkler, social production, teacher-centred, student-centred, individual education programmes (IEP’s)

This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.

In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.

Recent research into school effectiveness has corroborated the theory that the school leader plays a pivotal role making their school a successful institution, and is most often cited as the key factor in a school’s development. Reflecting the importance it is given in the today’s education landscape, this book explores the latest trends in school leadership from both theoretical and practical perspectives. Each chapter provides insight into an aspect of current research, with detailed case studies coming from as far afield as Hong Kong and Canada. In the context of the ever-increasing burden of responsibility placed on education management to safeguard and enhance the quality of education they provide, school leadership is now a core concern of policy makers. In addition, most countries are undertaking fundamental education reforms that will have a major influence on the nature of school leadership. Offering the most up-to-date research on this central issue, this book will both inform and shape the debate.

Explores debates around learner-centred education (or child-centred education) as a strategy for developing teachers' classroom practice and asks whether a 'Western' construct is appropriate for application in all societies and classrooms.

We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.