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Editorial

Editorial SAGE Publications, Inc. 201010.1177/1365480210392945 © Author Author TerryWrigley University of Edinburgh, UK The articles in the current issue show the great variety and creativity of approaches to improving young people’s educational experience in schools. They originate from many different settings, authors’ specialisms, and concerns. Keene Boikhutso’s starting point is the use of lesson plans by teaching students in Botswana, but in treating this question he is raising a much wider concern about plan- ning by more experienced teachers and its role in accountability. He identifies the ten- dency for planning to focus on short-term behavioural objectives, to the neglect of deeper or longer-term aims, cognitive, affective, ethical or social. Eisuke Saito, working in Singapore, writes with colleagues about experiences in peace education in Vietnamese schools. The people of Japan and Vietnam have been victims of military atrocities, from the dropping of atomic bombs on Hiroshima and Nagasaki, and from widespread bombing with napalm and agricultural poisons. It is therefore particularly moving to read this sensitive and reflective study connecting children in both countries. The authors consider carefully the psychological dilemmas involved in this intense learning experience. Margery Anderson with colleagues in Qatar presents an account of the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Improving Schools SAGE

Editorial

Abstract

Editorial SAGE Publications, Inc. 201010.1177/1365480210392945 © Author Author TerryWrigley University of Edinburgh, UK The articles in the current issue show the great variety and creativity of approaches to improving young people’s educational experience in schools. They originate from many different settings, authors’ specialisms, and concerns. Keene Boikhutso’s starting point is the use of lesson plans by teaching students in Botswana, but in treating this question he is raising a much wider concern about plan- ning by more experienced teachers and its role in accountability. He identifies the ten- dency for planning to focus on short-term behavioural objectives, to the neglect of deeper or longer-term aims, cognitive, affective, ethical or social. Eisuke Saito, working in Singapore, writes with colleagues about experiences in peace education in Vietnamese schools. The people of Japan and Vietnam have been victims of military atrocities, from the dropping of atomic bombs on Hiroshima and Nagasaki, and from widespread bombing with napalm and agricultural poisons. It is therefore particularly moving to read this sensitive and reflective study connecting children in both countries. The authors consider carefully the psychological dilemmas involved in this intense learning experience. Margery Anderson with colleagues in Qatar presents an account of the
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