Publications by category
Books
Robinson W, Freathy R, Doney J (2017). Politics, Professionals and Practitioners. London, Routledge.
Robinson W (2014). A Learning Profession? Teachers and their Professional Development in England and Wales 1920-2000. Rotterdam and New York, SENSE.
Robinson W, Campbell J (2010).
Effective Teaching in Gifted Education: Using a Whole School Approach. London, Routledge.
Abstract:
Effective Teaching in Gifted Education: Using a Whole School Approach
Abstract.
WRobinson, Campbell RJ, Kyriakides L, Muits D (2004). Assessing Teacher Effectiveness: Developing a Differentiated Model., Routledge Falmer.
WRobinson (2004). Power to Teach: Learning Through Practice., Routledge.
WRobinson (2003). Pupil Teachers and their Professional Training in Pupil-Teacher Centres in England and Wales, 1870 - 1914., Edwin Mellen Press.
Journal articles
Robinson W (In Press). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education
Robinson W (In Press). 'The Struggle for the History of Education'. History of Education, 41(5), 702-707.
Robinson W, Hilli A (2016). The English ‘Teaching Excellence Framework’ and Professionalising Teaching and Learning in Research-Intensive Universities: an Exploration of Opportunities, Challenges, Rewards and Values from a Recent Empirical Study. Foro de Educación, 14
Robinson W, Freathy R, Doney J (2014). Politics, professionals and practitioners.
History of Education,
43(6), 719-723.
Full text.
Robinson W, Bryce M (2013). "Willing enthusiasts" or "Lame Ducks"? Issues in teacher professional development policy in England and Wales 1910-1975.
Paedagogica Historica,
49(3), 345-360.
Abstract:
"Willing enthusiasts" or "Lame Ducks"? Issues in teacher professional development policy in England and Wales 1910-1975
Though there is a well-established body of research in the field of teacher professional development, it is characterised by a real dearth of any detailed historical analysis. This paper seeks to address this gap, by offering a new historical analysis of a case study of the evolution of organised teacher professional development in England and Wales during the twentieth century. Its approach is hoped to open up the wider debate and to contribute to a fuller understanding of the basis for those questions and dilemmas about teacher professional development that have long exercised teachers, professional educators and policy-makers - questions which turn on fundamental issues of priorities and purpose, funding, scale of teacher engagement, control and reach. The paper is in three main parts. Firstly, the scope of the case study is outlined with key stages in the evolution of teacher professional development in England and Wales identified. Secondly, four themes from the data which characterised this evolution are discussed. These include the restricted engagement of teachers relative to the whole teacher population; limited funding; the highly centralised control over provision for teacher professional development through Her Majesty's Inspectorate (HMI); and a highly selective and restrictive access to provision by teachers. It is argued that these key characteristics helped to shape a particular culture and ideology of teacher professional development which was dependent on a select cadre of elite teachers for the dissemination and modelling of what was regarded as good practice, so as to improve their colleagues' performance - the elite excelled while the majority needed to be saved from mediocrity. The particular ideology underlying this model is conceptualised as one of 'excellence and salvation'. Finally, it is argued that the key issues identified in this story (the restricted engagement of teachers; limited funding; highly centralised control; and ideologies of excellence) raise important generic questions for the field of teacher professional development more widely as well as framing future historical analysis of teacher professional development. © 2012 Stichting Paedagogica Historica.
Abstract.
Robinson W (2013). Capturing the 'Willing Enthusiasts' and 'Lame Ducks': Central government and the history of teacher professional development in England and Wales 1920-1975. Paedagogica Historica: international journal of the history of education, 49(3), 345-360.
Robinson W, Bryce M (2012). "Willing enthusiasts" or "lame ducks"? Issues in teacher professional development policy in England and Wales 1910-1975. Paedagogica Historica
Robinson W (2012). Curriculum and the teachers: 35 years of the Cambridge Journal of Education.
HISTORY OF EDUCATION,
41(3), 431-433.
Author URL.
Robinson W (2011). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development.
History of Education,
40(5), 557-575.
Abstract:
'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development
Each summer between 1922 and 1938, up to 500 elementary school teachers from across Britain and some from overseas, joined together in London for a two-week residential vacation course. Organised by Evans’ Publishers and patronised by leading educationists, politicians and policy-makers, the City of London Vacation Course came to be regarded as an important annual educational institution and a cutting-edge exemplar of teacher professional development. In spite of this apparent fame, it appears to have been entirely overlooked in the history of teacher education. This paper seeks to recover the lost story of the City of London Vacation Course and documents its educational and professional focus and its social and cultural function. Locating it within a wider educational, economic and political climate, the paper also examines how the City of London Vacation Course somehow captured and embodied the promise of an emergent new professionalism for elementary teachers during that period.
Abstract.
R.J.Campbell (2010). Mining Silver or Leaking the Brightness Away? an Analysis of Educational Policy for Gifted Children in England. British Journal of Educational Studies
Robinson W (2010). Revisiting Teacher Professional Development: Past and Present Models 1920-2008. History of Education Researcher, 28-33.
Robinson, W. (2007). International Perspectives on Teacher Education: Past, Present and Future. Education Research and Perspectives, 1
Campbell, R.J. Neelands, J. (2007). Personalised Learning: Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135-154.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2007). The English Model: policy, context and challenges. Gifted and Talented International, 22(11), 47-54.
WRobinson, Campbell RJ, Eyre D, Muijis RD (2007). The social origins of gifted and talented students in England: a geo-demographic analysis. Oxford Review of Education, 33(1), 103-120.
Campbell, R.J. Muijs, R.D. Kyriakides, L. (2005). The Evidence for Differentiated Teacher Effectivess: a review. School Effectiveness and School Improvement, 16(1), 51-70.
Campbell, R.J. Kyriakides, L. Muijs, R.D. (2004). Teacher Effectiveness and values:toward a model for research and appriasal. Oxford Review of Education, 30(4), 451-466.
Robison, W. (2003). Frocks, frills, feminininity and representation of the woman teacher in the Woman Teacher's World. Journal of Educational Administration and History, 74(2), 87-99.
Campbell, R. J, Muijs, R.D. Kyriakides, L. (2003). Teacher Appraisal:the case for differentiation. Education 3-13, 28(3), 3-10.
Robinson W (2002). Historiographical reflections on the 1902 Education Act. Oxford Review of Education, 28(2), 159-172.
Chapters
Robinson W, Freathy R, Doney J (2017). Introduction: Politics, professionals and practitioners. In Robinson W, Freathy R, Doney J (Eds.) Politics, Professionals and Practitioners, London: Routledge.
Robinson W (2017). Teacher Education: a Historical Overview. In Clandinin J, Husu J (Eds.)
The SAGE Handbook of Research on Teacher Education, London: SAGE, 49-67.
Abstract:
Teacher Education: a Historical Overview
Abstract.
Robinson W (2016). Educational Knowledge and Teacher Education in England and Wales: the development of practical experimental pedagogy 1900-1920. In Horlacher R, Hoffman-Ocon A (Eds.) Educational Knowledge in Teacher Education, Germany: Klinkhardt Press.
Robinson W (2016). The English Teachers' Centre and its Influence on the Wider International Professional Development of Teachers 1960-1995: Past Perspectives and Current Possibilities?. In (Ed) Professional Development: Recent Advances and Future Directions, New York: Nova Science Publishers.
Robinson W (2010). Documentary Research. In Hartas D (Ed) Educational Research and Inquiry, London: Continuum, 186-198.
Robinson W, Campbell RJ (2010). Evaluating Teacher Quality and Practice. In Baker E, McGaw B, Peterson P (Eds.)
International Encylopeadia of Education, Elsevier, 674-680.
Abstract:
Evaluating Teacher Quality and Practice
Abstract.
Robinson W, Campbell RJ (2010). School Values and Pedagogical Practice: Case Studies of Leading-Edge Schools in England. In Toomey, R, Lovat, T (Eds.)
International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer Press, 75-90.
Abstract:
School Values and Pedagogical Practice: Case Studies of Leading-Edge Schools in England
Abstract.
R. J. Campbell (2009). School Values and Pedgaogical Practice: Case Studies of Leading Edge Schools in England. In Toomey R, Lovatt T (Eds.) International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2009). The English model: policy, context and challenges. In Eyre D (Ed) Gifted and Talented Education, London: Routledge.
Robinson, W. (2008). The Case in England and Wales. In O'Donoghue T, Whitehead C (Eds.) Teacher Education in the English-Speaking World: Past. Present and Future, Charlotte, NC, USA: , 45-60.
Robinson, W. (2007). 'The policy and politics of gifted education in England: past and present perspectives. In Crook D, McCulloch G (Eds.) History, Policy and Policy Making, London:.
Publications by year
In Press
Robinson W (In Press). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education
Robinson W (In Press). 'The Struggle for the History of Education'. History of Education, 41(5), 702-707.
2017
Robinson W, Freathy R, Doney J (2017). Introduction: Politics, professionals and practitioners. In Robinson W, Freathy R, Doney J (Eds.) Politics, Professionals and Practitioners, London: Routledge.
Robinson W, Freathy R, Doney J (2017). Politics, Professionals and Practitioners. London, Routledge.
Robinson W (2017). Teacher Education: a Historical Overview. In Clandinin J, Husu J (Eds.)
The SAGE Handbook of Research on Teacher Education, London: SAGE, 49-67.
Abstract:
Teacher Education: a Historical Overview
Abstract.
2016
Robinson W (2016). Educational Knowledge and Teacher Education in England and Wales: the development of practical experimental pedagogy 1900-1920. In Horlacher R, Hoffman-Ocon A (Eds.) Educational Knowledge in Teacher Education, Germany: Klinkhardt Press.
Robinson W (2016). The English Teachers' Centre and its Influence on the Wider International Professional Development of Teachers 1960-1995: Past Perspectives and Current Possibilities?. In (Ed) Professional Development: Recent Advances and Future Directions, New York: Nova Science Publishers.
Robinson W, Hilli A (2016). The English ‘Teaching Excellence Framework’ and Professionalising Teaching and Learning in Research-Intensive Universities: an Exploration of Opportunities, Challenges, Rewards and Values from a Recent Empirical Study. Foro de Educación, 14
2014
Robinson W (2014). A Learning Profession? Teachers and their Professional Development in England and Wales 1920-2000. Rotterdam and New York, SENSE.
Robinson W, Freathy R, Doney J (2014). Politics, professionals and practitioners.
History of Education,
43(6), 719-723.
Full text.
2013
Robinson W, Bryce M (2013). "Willing enthusiasts" or "Lame Ducks"? Issues in teacher professional development policy in England and Wales 1910-1975.
Paedagogica Historica,
49(3), 345-360.
Abstract:
"Willing enthusiasts" or "Lame Ducks"? Issues in teacher professional development policy in England and Wales 1910-1975
Though there is a well-established body of research in the field of teacher professional development, it is characterised by a real dearth of any detailed historical analysis. This paper seeks to address this gap, by offering a new historical analysis of a case study of the evolution of organised teacher professional development in England and Wales during the twentieth century. Its approach is hoped to open up the wider debate and to contribute to a fuller understanding of the basis for those questions and dilemmas about teacher professional development that have long exercised teachers, professional educators and policy-makers - questions which turn on fundamental issues of priorities and purpose, funding, scale of teacher engagement, control and reach. The paper is in three main parts. Firstly, the scope of the case study is outlined with key stages in the evolution of teacher professional development in England and Wales identified. Secondly, four themes from the data which characterised this evolution are discussed. These include the restricted engagement of teachers relative to the whole teacher population; limited funding; the highly centralised control over provision for teacher professional development through Her Majesty's Inspectorate (HMI); and a highly selective and restrictive access to provision by teachers. It is argued that these key characteristics helped to shape a particular culture and ideology of teacher professional development which was dependent on a select cadre of elite teachers for the dissemination and modelling of what was regarded as good practice, so as to improve their colleagues' performance - the elite excelled while the majority needed to be saved from mediocrity. The particular ideology underlying this model is conceptualised as one of 'excellence and salvation'. Finally, it is argued that the key issues identified in this story (the restricted engagement of teachers; limited funding; highly centralised control; and ideologies of excellence) raise important generic questions for the field of teacher professional development more widely as well as framing future historical analysis of teacher professional development. © 2012 Stichting Paedagogica Historica.
Abstract.
Robinson W (2013). Capturing the 'Willing Enthusiasts' and 'Lame Ducks': Central government and the history of teacher professional development in England and Wales 1920-1975. Paedagogica Historica: international journal of the history of education, 49(3), 345-360.
2012
Robinson W, Bryce M (2012). "Willing enthusiasts" or "lame ducks"? Issues in teacher professional development policy in England and Wales 1910-1975. Paedagogica Historica
Robinson W (2012). Curriculum and the teachers: 35 years of the Cambridge Journal of Education.
HISTORY OF EDUCATION,
41(3), 431-433.
Author URL.
2011
Robinson W (2011). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development.
History of Education,
40(5), 557-575.
Abstract:
'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development
Each summer between 1922 and 1938, up to 500 elementary school teachers from across Britain and some from overseas, joined together in London for a two-week residential vacation course. Organised by Evans’ Publishers and patronised by leading educationists, politicians and policy-makers, the City of London Vacation Course came to be regarded as an important annual educational institution and a cutting-edge exemplar of teacher professional development. In spite of this apparent fame, it appears to have been entirely overlooked in the history of teacher education. This paper seeks to recover the lost story of the City of London Vacation Course and documents its educational and professional focus and its social and cultural function. Locating it within a wider educational, economic and political climate, the paper also examines how the City of London Vacation Course somehow captured and embodied the promise of an emergent new professionalism for elementary teachers during that period.
Abstract.
2010
Robinson W (2010). Documentary Research. In Hartas D (Ed) Educational Research and Inquiry, London: Continuum, 186-198.
Robinson W, Campbell J (2010).
Effective Teaching in Gifted Education: Using a Whole School Approach. London, Routledge.
Abstract:
Effective Teaching in Gifted Education: Using a Whole School Approach
Abstract.
Robinson W, Campbell RJ (2010). Evaluating Teacher Quality and Practice. In Baker E, McGaw B, Peterson P (Eds.)
International Encylopeadia of Education, Elsevier, 674-680.
Abstract:
Evaluating Teacher Quality and Practice
Abstract.
R.J.Campbell (2010). Mining Silver or Leaking the Brightness Away? an Analysis of Educational Policy for Gifted Children in England. British Journal of Educational Studies
Robinson W (2010). Revisiting Teacher Professional Development: Past and Present Models 1920-2008. History of Education Researcher, 28-33.
Robinson W, Campbell RJ (2010). School Values and Pedagogical Practice: Case Studies of Leading-Edge Schools in England. In Toomey, R, Lovat, T (Eds.)
International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer Press, 75-90.
Abstract:
School Values and Pedagogical Practice: Case Studies of Leading-Edge Schools in England
Abstract.
2009
R. J. Campbell (2009). School Values and Pedgaogical Practice: Case Studies of Leading Edge Schools in England. In Toomey R, Lovatt T (Eds.) International Handbook of Values Education and Student Wellbeing, Dortrecht: Springer.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2009). The English model: policy, context and challenges. In Eyre D (Ed) Gifted and Talented Education, London: Routledge.
2008
Robinson, W. (2008). The Case in England and Wales. In O'Donoghue T, Whitehead C (Eds.) Teacher Education in the English-Speaking World: Past. Present and Future, Charlotte, NC, USA: , 45-60.
2007
Robinson, W. (2007). 'The policy and politics of gifted education in England: past and present perspectives. In Crook D, McCulloch G (Eds.) History, Policy and Policy Making, London:.
Robinson, W. (2007). International Perspectives on Teacher Education: Past, Present and Future. Education Research and Perspectives, 1
Campbell, R.J. Neelands, J. (2007). Personalised Learning: Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135-154.
Robinson W, Campbell RJ, Eyre D, Muijs RD, Neelands J (2007). The English Model: policy, context and challenges. Gifted and Talented International, 22(11), 47-54.
WRobinson, Campbell RJ, Eyre D, Muijis RD (2007). The social origins of gifted and talented students in England: a geo-demographic analysis. Oxford Review of Education, 33(1), 103-120.
2005
Campbell, R.J. Muijs, R.D. Kyriakides, L. (2005). The Evidence for Differentiated Teacher Effectivess: a review. School Effectiveness and School Improvement, 16(1), 51-70.
2004
WRobinson, Campbell RJ, Kyriakides L, Muits D (2004). Assessing Teacher Effectiveness: Developing a Differentiated Model., Routledge Falmer.
WRobinson (2004). Power to Teach: Learning Through Practice., Routledge.
Campbell, R.J. Kyriakides, L. Muijs, R.D. (2004). Teacher Effectiveness and values:toward a model for research and appriasal. Oxford Review of Education, 30(4), 451-466.
Robinson, W. (2004). entry on Philip Boswood Ballard.
Robison, W. (2004). entry on Sarah Bannister.
2003
Robison, W. (2003). Frocks, frills, feminininity and representation of the woman teacher in the Woman Teacher's World. Journal of Educational Administration and History, 74(2), 87-99.
WRobinson (2003). Pupil Teachers and their Professional Training in Pupil-Teacher Centres in England and Wales, 1870 - 1914., Edwin Mellen Press.
Campbell, R. J, Muijs, R.D. Kyriakides, L. (2003). Teacher Appraisal:the case for differentiation. Education 3-13, 28(3), 3-10.
2002
Robinson W (2002). Historiographical reflections on the 1902 Education Act. Oxford Review of Education, 28(2), 159-172.