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A collaborative series with the University of Cambridge Faculty of Education, drawing practical insights from international research. The Cambridge Education Research series publishes in three strands. The Teacher Education strand provides a re-examination of aspects of national and international teacher education systems or analysis of contextual examples of innovative practice. The International Education Reform strand examines the global and country-specific moves to reform education and teacher development. Books in the Language Education strand address the multilingual context of education in different national and international settings.

  • General Editors: Colleen McLaughlin, Faculty of Education, University of Cambridge, Michael Evans, Faculty of Education, University of Cambridge

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12 results in Cambridge Education Research

Pursuing Institutional Purpose
  • Profiles of Excellence
  • Matthew Hartley, Alan Ruby
  • Coming soon
  • Expected online publication date:
    September 2024
    Print publication:
    01 October 2025
  • We are living in an era where global university schemes only offer narrow conceptions of quality, relying too heavily on international ranking systems. This timely book present an alternative perspective on evaluating 'world-class universities', showcasing how eight very different higher education institutions have defined and are pursuing excellence in their own way. Each case study highlights how institutions can align their work with shared values and goals, and strive to uphold these principles in all they do and say. The portraits offer insights into the ways institutions can create cultures of excellence tied to a vision of how to make a difference for their students and society. Their success suggest that policy makers should reward institutions that adopt and strive to fulfil particular educational purposes rather than continuing to perpetuate the status quo. It is essential reading for researchers and students of education research, education policy, and international education reform.

Politics and Knowledge Shaping Educational Reform

Academic Freedom and the Transnational Production of Knowledge
  • Dina Kiwan
  • Published online:
    04 January 2024
    Print publication:
    25 January 2024
  • Public debates on academic freedom have become increasingly contentious, and understandings of what it is and its purposes are contested within the academy, policymakers and the general public. Drawing on rich empirical interview data, this book critically examines the understudied relationship between academic freedom and its role in knowledge production across four country contexts - Lebanon, the UAE, the UK and the US - through the lived experiences of academics conducting 'controversial' research. It provides an empirically-informed transnational theory of academic freedom, contesting the predominantly national constructions of academic freedom and knowledge production and the methodological nationalism of the field. It is essential reading for academics and students of the sociology of education, as well as anyone interested in this topic of global public concern. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.

Mapping Educational Change in Kazakhstan
  • Edited by Colleen McLaughlin, Liz Winter, Natallia Yakavets
  • Published online:
    09 November 2023
    Print publication:
    23 November 2023
  • Based on an in-depth, ten-year study, this novel book examines the reform of Kazakhstan's education system, from the initial plans and models of change, through to the implementation at all stages and places in the education system. Through an exploration of a wide range of data, it maps the problems, models, challenges, interventions, and successes of educational change. It covers the viewpoints of all stakeholders involved – policy makers, teachers, regional officials, head teachers, parents, and pupils – to provide a comprehensive assessment of the perspectives of people at all levels. It will be invaluable to those interested in the implementation of radical development and change, and it is essential reading for researchers and students in education reform and education policy, as well as teachers and educational professionals. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.

Governing Universities in Post-Soviet Countries
  • From a Common Start, 1991–2021
  • Edited by Peter D. Eckel
  • Published online:
    05 October 2023
    Print publication:
    19 October 2023
  • University governance is an essential but complex phenomenon, even in countries where institutional-level governance has a long and strong tradition. After the dissolution of the USSR, each of the 15 former Soviet countries developed their own university governance system and this groundbreaking book explores how these countries evolved from the 'common start' of a unified and tightly controlled higher education system, to shaping their own paths in higher education. Each chapter explores a different country, allowing university governance models to be compared and contrasted. The countries provide examples of a variety of different governance models – state-extended, academic focused, internal/external and civic – and the book highlights the advantages and disadvantages of each relative to their context. It also presents innovative frameworks to understand governance effectiveness in terms of autonomy, competition, and capacity. It is essential reading for researchers, students, and policy makers. This title is also available as open access on Cambridge Core.

Teacher Expertise in the Global South
  • Theory, Research and Evidence
  • Jason Anderson
  • Published online:
    18 May 2023
    Print publication:
    01 June 2023
  • There are many expert teachers working in the global South and we can learn a great deal from them. Neither of these claims should be surprising, yet to date there has been almost no research conducted on expert teachers working in Southern contexts. Instead, the huge sums of money invested in attempting to improve teacher quality in the South have frequently been directed towards introducing exogenous practices or interventions that may be culturally inappropriate, practically infeasible and ultimately unsustainable – often failing as a result. In this pioneering book, Jason Anderson provides an authoritative overview of the practices, cognition and professionalism of expert teachers working in low-income contexts. By drawing upon both systematic reviews of teacher expertise and effectiveness research, and his own fieldwork in India, he argues that without an understanding of expert teachers working in all contexts worldwide, we cannot truly understand expertise itself.

Education Reform and the Learning Crisis in Developing Countries
  • Prema Clarke
  • Published online:
    08 September 2022
    Print publication:
    15 September 2022
  • Over three decades ago, international donors declared that there was a learning crisis in developing countries. In the years since, large investments have been made towards education, yet there has been an apparent relative lack of progress in student learning. This book unpicks this disparity, and explores the implications of evidence-based donor programming for quality education. It undertakes an in-depth analysis of the interventions financed by the main donors in primary education, such as infrastructure development, provision of instructional material, teacher training and community mobilization, and argues that the research undertaken during this period was unable to provide answers. The author outlines an alternative model for evidence generation that can assist in the design of relevant and targeted interventions for learning, to ultimately inform and improve future education programmes. Timely and radical, this book is essential reading for researchers and students in the fields of education research and education reform.

Multilingualism and Identity
  • Interdisciplinary Perspectives
  • Edited by Wendy Ayres-Bennett, Linda Fisher
  • Published online:
    22 July 2022
    Print publication:
    04 August 2022
  • The analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored – situatedness, identity practices, and investment – and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors' consideration of 'multilingualism-as-resource' challenges the conception of 'multilingualism-as-problem', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valued, and introduce the policy implications of their findings for education and wider social issues.

Implementing Educational Reform
  • Cases and Challenges
  • Edited by Colleen McLaughlin, Alan Ruby
  • Published online:
    19 November 2021
    Print publication:
    25 November 2021
  • There is constant pressure on governments and policy makers to raise the standard of education, and to develop appropriate curriculum and pedagogies for students. It is no easy task. This book presents eight specific case studies of education reform implementation which capture how the design and implementation choices of policy makers are shaped by national and historical contexts. They offer real examples of the choices and constraints faced by policymakers and practitioners. The cases are a mix of nationally and locally mandated reforms with five examples from nations where the state initiated and guided reforms. The concluding synthesis chapter highlights commonalities and differences across the cases and disparate responses to shared concerns. Providing a breadth of real-world research, it will assist policy makers, practitioners and other stakeholders interested in system change.

English Language Teaching and Teacher Education in East Asia
  • Global Challenges and Local Responses
  • Edited by Amy Bik May Tsui
  • Published online:
    17 October 2020
    Print publication:
    05 November 2020
  • The spread of English is so much an integral part of globalization that it has become an essential global literacy skill. In Asia, this poses immense challenges to governments and English language teaching and teacher education professions as they attempt to meet this demand from students for a high level of English proficiency. This volume examines English language education policies across ten Asian jurisdictions, the corresponding teacher education policies, and how these policies affect teachers and teacher educators. Each chapter covers a different jurisdiction, and is written by a scholar engaged in the implementation of government policies on English language and teacher education, providing the reader with insiders' perspectives. It gives a fascinating glimpse into the remarkable similarities in the challenges posed to these countries and the critical issues that have emerged from the local responses despite their markedly different socioeconomic, political, cultural and historical backgrounds.

Language Development and Social Integration of Students with English as an Additional Language
  • Michael Evans, Claudia Schneider, Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu, Oakleigh Welply
  • Published online:
    03 July 2020
    Print publication:
    16 July 2020
  • Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

Ethical Education
  • Towards an Ecology of Human Development
  • Edited by Scherto Gill, Garrett Thomson
  • Published online:
    30 June 2020
    Print publication:
    16 July 2020
  • Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part I develops the underlying theory of ethics and education; Part II focuses on the relevant pedagogical principles, and Part III provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being.