Andrew Pollard
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Professor Andrew Pollard is currently Director of the Teaching and Learning Research Programme at the Institute of Education, London.
Andrew holds a BA in Sociology and Economics from the University of Leeds, a PGCE in Education from the University of Lancaster, an M.Ed from the University of Sheffield and a PhD in the Sociology of Education from the University of Sheffield.
[edit] Research interests
- Teaching-learning processes
- Learner perspectives
- Reflective and evidence-based classroom practice
- Home-school relationships and the impact of national and institutional policies on learning.
Andrew has been Director of the TLRP (Teaching and Learning Research Programme) since 2002. This is the UK's largest ever research investment in education and involves over 700 researchers. For more information, see www.tlrp.org.
Andrew has a long-standing interest in the design, management and evaluation of research projects in education. He has worked extensively with schools and local authorities and also with many UK education agencies and funding bodies such as ESRC, Training and Development Agency for Schools, QCA and HEFCE.
Andrew has had a particular interest in primary education. His research has included the Identity and Learning Programme (ILP), a longitudinal ethnography which traces the interaction of identity, learning, assessment, career and social differentiation in children's experiences of schooling from age 4 to 16.
Andrew previously co-directed the Primary, Assessment, Curriculum and Experience project (PACE) tracking the impact of education legislation on practices and experiences of teachers and pupils in English primary school classrooms.
He is the author of a popular set of textbooks on reflective and evidence-based classroom practice.
[edit] Bibliography
Learning Differently: The Social World of Secondary Schooling, London: Continuum (2006)
Reflective Teaching, 2nd edition, London: Continuum (with contributors)(2005)
Learning and Teaching Where Worldviews Meet, Stoke-on-Trent: Trentham (2002)
Readings for Reflective Teaching, 2nd edition, London: Continuum (2002)
Reflective Teaching, London: Continuum (2002)
Policy, Practice and Teacher Experience: Changing English Primary Education, London: Continuum (2000)
Policy, Practice and Pupil Experience: Changing English Primary Education, London: Continuum (2000)
The Social World of Pupil Assessment: Processes and Contexts in Primary Schooling, London: Cassell (2000)
The Social World of Pupil Careers: Strategic Biographies through Primary School, London: Cassell (1999)
Reflective Teaching in Secondary Education, London: Cassell (1997)
Work and Identity in the Primary School: A Post-Fordist Analysis, Buckingham: Open University Press (1996)
Teachers, Pupils and Primary Schooling London: Cassell (1996)
Children and Their Curriculum, London: Falmer (1996)
Readings for Reflective Teaching in the Primary School, London: Cassell (1996)
An Introduction to Primary Education, London: Cassell (1996)
The Social World of Children's Learning; Case Studies of Pupils from Four to Seven (1996)
Changing English Primary Schools? The Impact of the National Curriculum and Assessment, London: Cassell (1994)
Look Before You Leap? Research for the National Curriculum at Key Stage Two London: Tufnell Press (1994)
Reflective Teaching in the Primary School (2nd edition), London: Cassell (1993)
Teaching and Learning in the Primary School, London: Routledge (1993)
Assessment for Learning in Primary Schools A School Development Programme, Bristol: Redland Centre for Primary Education (1990)
Learning in Primary Schools, London: Cassell (1990)
Education, Training and the New Vocationalism: Experience and Policy, Milton Keynes: Open University Press (1988)
Sociology and Teaching: A New Challenge for the Sociology of Education London: Croom Helm (1988)
Reflective Teaching in the Primary School, London: Cassell (1987)
Children and Their Primary Schools, London: Falmer Press (1987)
The Social World of the Primary School, London: Holt, Rinehart and Winston (1985)
