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Books

Learning and Teaching Around the World book cover

Learning and Teaching Around the world

Safford, K. and Chamberlain, L. (Eds) (2018) Learning and Teaching around the World: Comparative and International Studies in Primary Education, London: Routledge

Learning and Teaching Around the World is a wide-ranging introduction to diverse experiences, practices and developments in global primary education. It explores different contexts for children’s learning, and methods and purposes of primary education, in settings across Africa, Asia, Europe, the Americas and Australasia, and addresses wider issues such as the rise of refugee learners and large multi-grade classes. Published by and available from Routledge.

Universities have a Role in the Education and Training of Teachers? An International Analysis of Policy and Practice, Cambridge: Cambridge University Press

Moon, B. (Ed) (2016) Do Universities have a Role in the Education and Training of Teachers? An International Analysis of Policy and Practice, Cambridge: Cambridge University Press

This book is a unique global analysis of the political and social pressures on the education of teachers within the university. The education of teachers has become a major concern in the development and improvement of education systems across the world. In most countries the responsibility for preparing teachers is held by the universities, which has helped raise the status of teaching. However teacher education has come under increasing criticism as overly theoretical and ineffective in addressing the practical needs of teachers within the classroom. Do Universities have a Role in the Education and Training of Teachers? addresses these concerns directly through a unique series of case studies by leading academics. The consistency of public concern across countries as disparate as China, India, the USA and UK is explored, as are contemporary attempts to introduce reforms that address these concerns. The book suggests a number of key questions for universities to address if they are continue to play an important role in the pre-service and professional education of teachers. .

Quality Teaching and the Capability Approach book cover

Quality teaching and the capability approach: Evaluating the work and governance of women teachers in rural Sub-Saharan Africa, London: Routledge

Buckler, A. (2015) Quality teaching and the capability approach: Evaluating the work and governance of women teachers in rural Sub-Saharan Africa, London: Routledge

This book provides an analytical exploration of the condition of teachers working in expanding school systems across the world, with a particular focus on the lives of women teachers in rural Sub-Saharan Africa. It looks beyond the official portrayals of teachers’ lives in order to better understand the reality of the contexts in which teachers live and work..

Teacher Education and the Challenge of Development book cover

Teacher Education and the Challenge of Development: a global analysis

Moon, B. (Ed) (2013) Teacher Education and the Challenge of Development: a global analysis, London: Routledge

Teacher Education and the Challenge of Development is co-written by experts working across a wide range of developing country situations. It provides a unique overview of the crisis surrounding the provision of high-quality teachers in the developing world, and how these teachers are crucial to the alleviation of poverty. The book explores existing policy structures and identifies the global pressures on teaching, which are particularly acute in developing economies. Published by and available from Routledge.

A selection of recent journal articles

Construct validity of the Nepalese school leaving english reading test

Dawadi, Saraswati and Shrestha, Prithvi N. (2018). Construct validity of the Nepalese school leaving english reading test. Educational Assessment, 23(2) pp. 102–120.
http://oro.open.ac.uk/53399/

MOOC adaptation and translation to improve equity in participation.

Wolfenden, Freda; Cross, Simon and Henry, Fiona (2017). MOOC adaptation and translation to improve equity in participation. Journal of Learning for Development - JL4D, 4(2)
http://oro.open.ac.uk/49281/

Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education.

Stutchbury, Kris and Woodward, Clare (2017). Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education. Journal of Learning for Development - JL4D, 4(2)
http://oro.open.ac.uk/54617/

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations.

Erling, Elizabeth J.; Adinolfi, Lina; Hultgren, Anna Kristina; Buckler, Alison and Mukorera, Mark (2016).Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. Comparative Education, 52(3) pp. 294–310. , 73(10), pp.2265-2267
http://oro.open.ac.uk/47100/

Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda.

Evans, Jessica; Jordan, Sally and Wolfenden, Freda (2016). Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 91–107.
http://oro.open.ac.uk/47272/

Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities.

Buckler, Alison (2015). Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities. International Journal of Educational Development, 40 pp. 126–133
http://oro.open.ac.uk/53636/

TESS-India OER: Collaborative practices to improve teacher education.

Wolfenden, Freda (2015). TESS-India OER: Collaborative practices to improve teacher education. Indian Journal of Teacher Education, 01(03) pp. 33–48.
http://oro.open.ac.uk/46171/

Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis.

Buckler, Alison (2014). Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis. Journal of Human Development and Capabilities, 17(2) pp. 161–177.
http://oro.open.ac.uk/53632/

 Learning from TESS-India’s approach to OER localisation across multiple Indian states.

Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). Learning from TESS-India’s approach to OER localisation across multiple Indian states. Journal of Interactive Media in Education, 2(7)
http://oro.open.ac.uk/41675/

Capturing changes in Sudanese teachers' teaching using reflective photography.

Wolfenden, Freda and Buckler, Alison (2013). Capturing changes in Sudanese teachers' teaching using reflective photography. Teaching and Teacher Education, 34 pp. 189–197.
http://oro.open.ac.uk/36263/

Developing a pedagogy of mutuality in a capability approach - teachers' experiences of using the open educational resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme.

Murphy, Patricia and Wolfenden, Freda (2013). Developing a pedagogy of mutuality in a capability approach - teachers' experiences of using the open educational resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme. International Journal of Educational Development, 33(3) pp. 263–271.
http://oro.open.ac.uk/36122//

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa).

Wolfenden, Freda; Buckler, Alison and Keraro, Fred (2012). OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa). Journal of Interactive Media in Education  p. 16.
http://oro.open.ac.uk/31439/

Reconsidering the evidence base, considering the rural: aiming for a better understanding of the education and training needs of Sub-Saharan African teachers.

Buckler, Alison (2011). Reconsidering the evidence base, considering the rural: aiming for a better understanding of the education and training needs of Sub-Saharan African teachers. International Journal of Educational Development, 31(3) pp. 244–250
http://oro.open.ac.uk/32448/