Philosophy of education society of great britain homepage

Philosophy of Education Society of Great Britain


The Society promotes the study, teaching and application of philosophy of education. This site tells you about the Society’s activities and publications, gives details of forthcoming events, and links to other sites concerned withphilosophy of education .

Annual Conference 2015

Next year the Society celebrates its 50th Anniversary and the conference will run from Thursday 26 March until Sunday 29 March 2015. As well as the full range of keynotes, papers, workshops and seminars, extra activities will take place on Saturday 28 March. Please check the website for more details as they become available.

Call for Papers

The Call for Papers will open on 18 June 2014. Please click here to submit. For full information on making a submission please click here. The deadline for all submissions is Monday 1 December 2014. A selection of the best papers and keynotes will be chosen to feature in a JOPE Special Issue in 2016.

R S Peters Memorial Lectures

Date: 13 May to 18 Jun 2014 The first of this series of five lectures was given by Robin Barrow, on 17 October 2013, at the Institute of Education, with the title Philosophic Method and Educational Issues: The Legacy of RS Peters.

18 June 2014. Jane Roland Martin (University of Massachusetts Boston)

Venue: Institute of Education, London

About the hour of code


Computer Science Education Week (CSEdWeek) is an annual program dedicated to inspiring K-12 students to take interest in computer science.

Originally conceived by the Computing in the Core coalition,® is producing CSEdWeek for the first time this year, held in recognition of the birthday of computing pioneer Admiral Grace Murray Hopper (December 9, 1906).® is a non-profit dedicated to expanding computer science education. The vision is that computer science should be part of the core curriculum in every school, alongside other science, technology, engineering, and mathematics (STEM) courses, such as biology, physics, chemistry and algebra.

Computing in the Core

Computing in the Core is a non-partisan advocacy coalition of associations, corporations, scientific societies, and other non-profits seeking to elevate the national profile of computer science education in K-12 within the US and work toward ensuring that computer science is one of the core academic subjects in K-12 education.

Founding Partners

CSEdWeek is sponsored by the Computing in the Core coalition, whose members include the following organization. See all our partners® and Hour of Code™ are trademarks of The privacy policy governs usage of this web site.

Teaching american history

FY 2012 TAH Funding

Funding for the Teaching American History (TAH) grant program was not included in the FY 2012 budget. As a result, we will not be making any new awards in FY 2012 for this program.

We appreciate your interest in the TAH program and your support for improving the teaching of American history in our nation’s schools. We encourage you to continue to access the TAH Web site for further program updates.

The program is designed to raise student achievement by improving teachers’ knowledge and understanding of and appreciation for traditional U.S. history. Grant awards will assist LEAs, in partnership with entities that have content expertise, to develop, document, evaluate, and disseminate innovative and cohesive models of professional development. By helping teachers to develop a deeper understanding and appreciation of U.S. history as a separate subject matter within the core curriculum, these programs will improve instruction and raise student achievement.

This program supports professional development for U.S. history teachers.

The Teaching American History Grant program is a discretionary grant program funded under Title II-C, Subpart 4 of the Elementary and Secondary Education Act. The goal of the program is to support programs that raise student achievement by improving teachers’ knowledge, understanding, and appreciation of American history.

The program supports competitive grants to local educational agencies. The purpose of these grants is to promote the teaching of traditional American history in elementary and secondary schools as a separate academic subject. Grants are used to improve the quality of history instruction by supporting professional development for teachers of American history. In order to receive a grant, a local educational agency must agree to carry out the proposed activities in partnership with one or more of the following: institutions of higher education, nonprofit history or humanities organizations, libraries, or museums.

The Teaching American History Grant program will support programs to raise student achievement by improving teachers’ knowledge, understanding, and appreciation of American history.

Grant awards will assist local educational agencies (LEAs), in partnership with entities that have extensive content expertise, to design, implement, and demonstrate effective, research-based professional development programs.

By helping teachers to develop a deeper understanding and appreciation of American history as a separate subject matter within the core curriculum, funded programs will improve instruction and raise student achievement.

The goal of this program is to demonstrate how school districts and institutions with expertise in American history can collaborate over a three-year period to ensure that teachers develop the knowledge and skills necessary to teach traditional American history in an exciting and engaging way.

Through these projects, districts will demonstrate comprehensive professional development approaches for providing high-quality American history instruction. Students will develop an appreciation for the great ideas of American history.

Please visit the resources page for information on news, events, and additional history related resources.

Inclusive education learning disabilities education pbs parents

Inclusive Education

Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen.

For a long time, children with disabilities were educated in separate classes or in separate schools. People got used to the idea that special education meant separate education. But we now know that when children are educated together, positive academic and social outcomes occur for all the children involved.

We also know that simply placing children with and without disabilities together does not produce positive outcomes. Inclusive education occurs when there is ongoing advocacy, planning, support and commitment.

These are the principles that guide quality inclusive education:

  • All children belong.

    Inclusive education is based on the simple idea that every child and family is valued equally and deserves the same opportunities and experiences. Inclusive education is about children with disabilities – whether the disability is mild or severe, hidden or obvious – participating in everyday activities, just like they would if their disability were not present. It’s about building friendships, membership and having opportunities just like everyone else.

  • All children learn in different ways.

    Inclusion is about providing the help children need to learn and participate in meaningful ways. Sometimes, help from friends or teachers works best. Other times, specially designed materials or technology can help. The key is to give only as much help as needed.

  • It is every child’s right to be included.

    Inclusive education is a child’s right, not a privilege. The Individuals with Disabilities Education Act clearly states that all children with disabilities should be educated with non-disabled children their own age and have access to the general education curriculum.

    Learn more about inclusive education:

  • General education expectations registrar wesleyan university

    ACADEMIC REGULATIONS – General Education Expectations

    The inclusion of courses that fulfill Wesleyan’s general education expectations is vital to the student’s educational experience at Wesleyan. To assist in the experience, the faculty has divided the curriculum into three areas: natural sciences and mathematics (NSM), the social and behavioral sciences (SBS), and the humanities and the arts (HA). The faculty has assigned a general education designation to a course when appropriate as well as established a distributional expectation for each general education area.  In consultation with their advisors, first-year and sophomore students are encouraged to select courses from all three areas to experience the full dimension of intellectual breadth vital to a liberal education.

    General education courses in the natural sciences and mathematics introduce students to key methods of thought and language that are indispensable to a liberal education as well as to our scientifically and technologically complex culture. They are intended to provide scientific skills necessary for critically evaluating contemporary problems. These courses apply scientific method, utilize quantitative reasoning, and enhance scientific literacy. They also provide a means of comparison to other modes of inquiry by including historical, epistemological, and ethical perspectives. The natural science and mathematics division has made special efforts to design and present a variety of courses that meet these objectives and are appropriate for future majors in the humanities, arts, and social sciences, as well as those interested in majoring in one of the natural sciences or mathematics.

    General education courses in the social and behavioral sciences introduce students to the systematic study of human behavior, both social and individual. They survey the historical processes that have shaped the modern world, examine political institutions and economic practices, scrutinize the principal theories and ideologies that form and interpret these institutions, and present methods for analyzing the workings of the psyche and society.

    General education courses in the humanities and the arts introduce students to languages and literature, to the arts and the mass media, and to philosophy and aesthetics—in short, to the works of the creative imagination as well as to systems of thought, belief, and communication. These courses provide both historical perspectives on and critical approaches to a diverse body of literary, artistic, and cultural materials.

    The general education expectations are divided into Stages 1 and 2. The expectation for Stage 1 is that all students will distribute their course work in the first two years in such a way that by the end of the fourth semester, they will have earned at least two course credits in each of the three areas, all from different departments or programs. To meet the expectation of Stage 2, students must also take one additional course credit in each of the three areas prior to graduation, for a total of nine general education course credits. Advanced Placement and transfer credits do not meet Wesleyan’s general education expectations. However, courses taken prior to matriculating at Wesleyan may be considered for general education equivalency credit for transfer students. Students may also request in advance that individual courses taken on an approved study-abroad program or a sponsored domestic study-away program be considered for equivalency. Courses taken on Wesleyan-administered study-abroad programs or through the Twelve College Exchange are coded for equivalency.

    When a course has multiple general educational area assignments (NSM, SBS, HA), a student must select one general education area assignment by the end of the drop/add period. Student forums and individual and group tutorials never carry a general education designation.

    A student who does not meet these expectations by the time of graduation will not be eligible for University honors, Phi Beta Kappa, honors in general scholarship, for honors in certain departments and may not declare more than a combined total of two majors, certificates, and minors.

    Handheld devices make inroads in the classroom education up close teaching today glencoe online

    Handheld Devices Make Inroads in the Classroom

    Over the past two decades, personal computers have made their way into many of the nation’s classrooms, from kindergarten to high school. With more and more school computers connected to the Internet, teachers of various backgrounds have learned to navigate their students through cyberspace and incorporate technology into their curricula.

    In fact, the creation of national and regional technology standards has placed a higher premium upon educators who are able to prepare their students for the technological skills needed in today’s workforce. However, it is a rare teacher who hasn’t experienced some logistical or practical limitations when trying to accommodate an entire classroom with computers.

    In most cases, one of two scenarios holds true: computer labs must be shared with other classes, thereby fragmenting or abbreviating computer-based lesson plans; or the entire class is expected to share a few computers designated for their own classroom, making it nearly impossible to provide every student with enough computer time to achieve meaningful academic results.

    Indeed, costs aside, due to the space limitations, it is unfeasible for most districts to provide a desktop computer for every student. Recently, a number of schools across the country have found their solution in the form of personal digital assistants, commonly referred to as PDAs.

    What are PDAs?

    By now, most of us know someone who keeps his or her calendar digitally using a handheld electronic device. Large, bulky weekly planners are quickly becoming obsolete, as PDAs are increasingly found in the pockets and purses of professionals from all walks of life. Slightly larger and thinner than a deck of playing cards, these hand-held devices are surprisingly powerful computers that can store data, share files with computers, display graphs and images, and rapidly exchange information.

    With new wireless technologies, some PDAs even have the capability to access email or the Internet anytime, anywhere. Palm, Handspring, Sony, Casio, Hitachi, and Hewlett-Packard are the major manufacturers of handheld computers. Originally designed to organize the fast-paced schedules of businesspeople, PDAs are beginning to make inroads into some unexpected places.

    Advantages of PDAs in the Classroom

    While the use of handheld computers in schools is hardly widespread at this point, interest is quickly growing as they make their way into curricula across the nation. One of the most striking benefits of PDAs is that they can be used at the site of instruction. That is, instead of relocating your classroom to a computer lab, PDAs can be utilized by students at their desks. Or, should the lesson take place outdoors or on a field trip, students can easily bring their PDAs along to assist in data collection. Further, when students are equipped with handheld computers, only one desktop or laptop computer is needed in the classroom as students download their assignments from their individual PDAs onto the computer via an infrared beam.

    One of the most attractive features of handheld technology is that the devices are reasonably affordable when compared to $2,000 desktop computers. Depending on the features, the price of a PDA ranges from $149 to $329 and can be given to every child.

    PDAs and Curriculum

    Perhaps one of the best ways to envision the potential uses of PDAs in the classroom is to explore innovative projects in K-12 classes across the country.

    • At Consolidated High School District 230 located in Orland Park, IL, high school students are using PDAs and attachable sensors to monitor pH levels, temperature, dissolved oxygen, heat, and other qualities of a nearby pond. Immediately, the information collected by the sensors is recorded on student PDAs and data can be graphed immediately. Such prompt manipulation of data promotes visualization and understanding of the underlying math and ecological correlations.
  • Fifth grade science students from the Lampere Schools in Madison Heights, Michigan are using PDAs to create nature journals and field guides of their schoolyard and communities. GLOBE (Global Learning and Observation to Benefit the Environment) students are using hand-held computers in the field to document precise measurements and GPS (Global Positioning System) readings. Others are using these devices to create programs for robots, and physics students are using their hand-held computers to visualize Newton’s Laws as experienced at an amusement park.

  • Serving as stopwatches, data collectors, and calculators, PDAs are being used in Health and Physical Education classes to teach elementary, middle, and high school students how to monitor their own fitness. Students document their daily nutritional intake and exercise regiments. Additionally, students are tracking their heart rate after exercise and graphing their cardiovascular improvement over time.
  • In some math classes, PDAs have essentially replaced graphing calculators by providing the same capacity to visualize relationships between data and graphs. Actual stock and news data can be downloaded from the Internet and analyzed in class. For example, students at Virgil I. Grissom Junior High School in Tinley Park, Illinois are loading math and stock market games onto their PDAs, offering a playful learning alternative.

  • Language arts students use PDAs as a means for collecting ideas used in creative writing assignments and for journal writing. At the Eminence Middle School in Kentucky, a language arts teacher downloads most of the literature she needs from free library sites on the Internet. Standing within 3 feet of her students, she then transfers these electronic books (called eBooks), along with daily assignments, to students’ handheld computers via an infrared beam. Some handheld software allows the user to underline text and write notes in the body of their eBooks. Students can even create their own eBooks and post them on the web.
  • Handheld computers have been extremely helpful to English as a Second Language (ESL) students. At Miller Wall Elementary School in Marrero, Louisiana, ESL students enter new and unfamiliar vocabulary into their PDAs to assist in word recognition. In middle schools and high schools, ESL students are shelving the traditional, bulky dictionaries and utilizing electronic versions that they can take to their mainstream classes.

  • Aspiring journalists in Klickitat, WA and Berkeley, CA are using PDAs to conduct interviews for the school newspaper, and then promptly downloading their stories onto a desktop computer for editing.
  • In social studies classes, students are using PDAs to assist in research and reports. Students can download real time headlines from newspapers around the world. With mapping software loaded on the PDAs and endless information about global cultures on the Internet, students are utilizing their handheld as research tools in unprecedented ways.

  • Special Education students in Marysville, Kansas and Larchmont, NY are benefiting from the organizational capacities of handheld computers. Students are able to increase their confidence and abilities as they manage homework assignments and deadlines with help of their PDA calendars.
  • PDAs and Student Achievement

    One of the greatest strengths of PDAs arises from their original design to help manage schedules. Students benefit from this feature, too. In fact, some teachers report that they have observed student self-esteem and self-reliance increase as they become more reliant on themselves to manage their assignments.

    Students can take notes in class, keep a schedule of homework assignments, write reports, share information between their PDAs, and keep track of their grades. Students can easily share information during team projects by linking their PDAs through the infrared beam-alleviating the reliance of one team member to be the sole record-keeper. Additionally, the sheer novelty of the technology, itself provides inspiration to some students. Finally, students who have been issued PDAs tend to appreciate the responsibility entrusted in them to care for the equipment.

    PDAs and Parents

    Some schools are benefiting from the fact that PDAs provide a reliable communication tool between parents and teachers. Teachers can download grades, notes on behaviors, and upcoming assignments onto student PDAs. When students take their handheld computer home each evening, parents are able to view the information and stay abreast of student performance.

    PDAs and the Teacher

    Beyond the benefits of personal organization, using handheld computers in the classroom can be a boon to classroom management. For example, when students are absent, they can simply download missed notes from another student without problems of illegible writing or misspellings. Software for class grading and student assessment is also available for PDAs. Some teachers ask students to use the assessment tools (quizzes, tests and games) to evaluate their own performance. Additionally, the transmission of assignments electronically between teacher and students can drastically reduce the amount of paperwork inherent in the life of the traditional classroom.

    Managing the allocation of the devices is a matter of personal preference and resources. There are different models of how to manage the distribution of PDAs to individual students. Some schools assign a PDA to students for the entire semester or year. Other schools provide teachers with a class set of handheld computers to be used by various students throughout the day.

    PDAs in the Classroom on a Limited Budget

    With some effort, any teacher can devise a plan to provide all students with handheld computers. Some schools offer payment plans to students of $25 a month, for nine months so that students can purchase a PDA. Another option is to create an affordable leasing program so that students can borrow a handheld computer during the school year. If leasing or purchasing handheld computers for the classroom is not a possibility, education grants are available through some of the PDA manufacturers. For example, Palm has an educational gift program called PEP (Palm Education Pioneer Grants), and Handspring operates a foundation that gives both monetary and product grants to awardees. The National Science Foundation has also funded programs using handhelds in schools. Some schools have turned to corporate sponsors to provide classroom sets of PDAs for students.

    Limitations of PDAs

    The introduction of PDAs into the classroom can be exciting for students and teachers alike. However, it is unlikely that handheld technologies will replace the need for desktop computers any time soon. One of the greatest limitations of PDAs is the size of the screen (2 inches square), making it impractical and difficult to view detailed images. Further, due to their small size, PDAs are not particularly useful for inputting or editing large quantities of text. Such tasks, for the time being, are best executed on a desktop computer with a large screen.

    PDAs have the clear disadvantage of potentially being lost, damaged or stolen. Any classroom or school initiative to provide handhelds to students must consider this reality and formulate a plan to handle such losses.

    Finally, as with most technology, teachers must have the professional development opportunities, appropriate software, and administrative support to create a learning environment where PDAs become tools for learning instead of high-tech toys. However, despite the limitations, classrooms across the country are proving that it is possible to put a world of possibilities into the hands of every student.

    Read More about Personal Digital Assistants on the Web

    This expansive resource is dedicated to the use of PDAs in the classroom. This site offers product reviews, feature articles, feedback from teachers and students, discussions, and news.

    Should you become a special education teacher

    Becoming a Special Education Teacher

    Should I Become a Special Education Teacher?

    Are you ready for a very demanding, challenging yet very worthwhile and rewarding career?

    Here are 10 questions for you to think about prior to choosing this profession:

    1. Do you enjoy working with children with special needs? Are you committed to helping those in need achieve their potential?

    IEPs, curricular modifications, referrals, progress reports, committee notes, community liaison forms/notes etc.

    6. Do you enjoy assistive technology?

    There are more and more assistive devices available to students with special needs, you will be on a continuous learning curve to learn about the technologies available to students.

    7. Are you comfortable with the inclusive model and teaching in a variety of settings?

    More and more special educators are supporting special needs student within the regular classroom. Sometimes, teaching in special education could mean having a small class of all life skills students or a class with students with autism. In some cases there will be a variety of setting from small rooms for withdrawal combined with special and the inclusive classroom.

    8. Are you able to handle stress?

    Careers in health promotion

    Careers in Health Promotion

    What do Health Promotion Specialists Do?

    Health promotion specialists find out about their communities, develop health-related programs into action, and then measure success. The type of work health promotion specialists can vary greatly from one day to the next. As a health promotion specialist you may be involved in:

    Providing education for health behavior change. Depending on where you work, you may be educating people in many different settings. For example you may teach a smoking cessation class to a group of teenagers at the local health school using the American Lung Association N-O-T program. Or you may teach a weight management class at a local worksite. You could also teach people at the local health clinic how to keep their diabetes under control.

    You may also help develop and pass health or legislation that will protect people’s health. For example, you may work with the Utah Coalition for Traffic-Safety to have people ask their senator or representative to support upcoming legislation that requires safety belt usage.

    Third, you may create health communication campaigns. Maybe you have heard of the TRUTH campaign. This media campaign is designed to help people stop smoking and keep kids from starting to smoke. The Baby your Baby Fruits and Veggies: More Matters campaign is aimed at getting people to eat five servings of fruits and vegetables each day. campaign encourages a pregnant woman to visit her physician before the 13th week of pregnancy and have 13 total visits before the baby is born.

    Organizing community members and partner organizations or coalitions to plan and implement action health programs is also part of your job. Recently the Safe Kids coalition helped pass legislation requiring public pools to use special drain covers to prevent children from drowning. Safe Kids held a press conference at the start of summer reminding the public about the importance of water. They also provided educational programs to local elementary schools and distributed drain covers at no-cost to privately owned pools.

    Employment and Education

    Health promotion specialists have job titles such as health promotion specialist, community health specialist, health educator, public health educator, health coordinator, or any number of similar titles. You are likely to find jobs in:

    • State, local and Federal government agencies
    • Non-profit organizations such as the American Heart Association, American Lung Association, American Red Cross, and United Way
    • Community-based organizations such as rape crisis centers, substance abuse treatment facilities, or senior citizen centers
    • Hospital or managed care organizations such as Kaiser Permanente, United Health Care, Aetna, or Intermountain Health Care

    Average Annual Salary

    The average annual salary ranges between: $27,19-$85,690.

    Source: U.S. Department of Labor Statistics, May 2006

    Pay is dependent on geographic location, company/business, and advanced eduation or professional credentials.

    For current information regarding the job outlook for health educators visit the Bureau of Labor Statistics .

    The trouble with educational slogans walt gardner apos s reality check education week

    The Trouble With Educational Slogans

    By Walt Gardner on April 29, 2013 7:14 AM

    Slogans are a highly effective way of getting the attention of the public. But do they accomplish much more than that? I have reference now to the granddaddy of all educational slogans: equal opportunity for all students. The notion is so noble. The reality, however, is that we will never achieve that goal in this country.

    I was reminded of how quixotic the task is by hard data (“How Did the World’s Rich Get That Way? Luc k,” Businessweek, Apr. 22). According to the Congressional Budget Office, the top 20 percent of Americans get about half the nation’s income, and the top 10 percent control about 70 percent of the wealth. These numbers are significant because about 35 to 43 percent of variation in the income of children after they grow up is associated with the relative wealth and income of their parents. Boding ill for the future is that childhood poverty is nearly 22 percent, the highest in two decades.

    I don’t doubt that effort, ability and intelligence can sometimes result in some children overcoming their disadvantaged backgrounds. But how probable is it that large numbers of children born to parents at the bottom of the income spectrum can ever hope to achieve at the same level as children born with a silver spoon in their mouth (“No Rich Child Left Behind ,” The New York Times, Apr. 28)? I’m not talking about possible but instead about probable. This is not defeatism, as some will charge. Instead, it is an observation based on the evidence to date. Let’s not forget that the U.S. is a huge country. We’re not China or India in terms of population, but we’re still big.

    Nevertheless, public schools are lambasted for not posting better results. I’m not an apologist for abysmal schools. They are cheating students out of whatever slim opportunity they have to rise above the circumstances of their birth. But it’s not fair to lump all schools that fail to meet expectations into that category. There are factors beyond the control of even the most dedicated teachers. Consider the role that parental involvement plays in education. High-flying schools succeed largely because parents care deeply about their children’s education. However, not all children have parents like that. It’s a matter of luck. Children do not choose their parents.

    So the next time the equal educational opportunity banner is unfurled, I think it behooves everyone to regard it with a healthy dose of skepticism. It’s not going to happen unless we have a more equitable distribution of income.

    Walt disney placements internships jobs and reviews company profile rate my placement

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    About Walt Disney

    From world-class feature films to Disney-branded TV channels and hit TV programmes, to exhilarating theme parks, exciting virtual worlds, and Disney-branded products that invoke a lifetime of memories, The Walt Disney Company UK & Ireland has been delivering unforgettable entertainment experiences for more than 75 years.

    Bring your passion and enthusiasm to an internship with The Walt Disney Company UK & Ireland. We will give you the opportunity to shape your future and to be a part of creating stories that inspire audiences everywhere

    Business area overviews

    Disney's corporate team works at the heart of Disney's businesses, in a wide range of fields including Strategic Marketing, Corporate Communication, Shared Accounting and Finance, HR, IT and Sourcing & Procurement

    Ad Sales and Promotions

    Disneymedia+ is the integrated Ad Sales and Promotions arm of Disney UK & Ireland. Created to give UK advertising and promotional clients a more unified, more creative way of working with Disney across the industries in which we work.

    Disney Theatrical Group offers a fast-paced, collaborative environment where we raise the curtain on productions that tour the breadth of Europe, Middle East and Africa. In addition to hit West End musicals, we also license character-based Disney on Ice and Disney Live! Shows.

    Franchises are a core and extremely valuable part of our business focused on Disney and Marvel's key characters and entertainment. This team works across the company to set financial objectives and determine key profit drivers, marketing plans, content plans and sales strategies for these key Disney brands.

    Disney has redefined the boundaries of creative excellence with world-class movies. Through Walt Disney Studios, Walt Disney Animation, Disney•Pixar and Marvel, we share inspiring stories with people all over the world.