Grants and Prizes
Annual Book Prizes
For the attention of publishers.
The Society for Educational Studies awards annual Book Prizes for the best books on Education published in the preceding year. The first prize is for £2000, the second for £1000 and we have a highly recommended category which carries an award to the author(s) of £750. First prize is awarded to the author(s) of the book judged to have made the most important contribution to the study of Education in the year under consideration.
You are invited to submit nominations for the Book Prize from books you have published with a date of 2011 printed in the book (i.e. the copyright date is 2011). Books will be considered which focus directly on education research and scholarship in the UK with at least one of the authors based at a UK institution; and/or, will be of obvious interest and value to members of UK education academic communities. Textbooks or books that are principally of professional interest are not eligible. Edited books are eligible although discussions within the Book Prize sub-committee have tended to suggest that it may be difficult for this sort of book to meet the criteria associated with the awards.
In order to nominate a book you need to send copies to the members of the Book Prize Committee whose names and addresses are below. We would need to receive copies of your nominated books by Friday 16 March 2012. Publishers are invited to nominate a reasonable number of books (i.e. up to a maximum of 6 submitted from one central point within each publishing house).
Publishers who have nominated books in recent years include Continuum, Dunedin, Open University, Palgrave Macmillan, Routledge, Sage, Trentham, Wiley Blackwell.
The criteria that will be used in evaluating 'best book' awards are as follows:
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Quality of research and/or scholarship
The quality of the research upon which a book is based and/or the quality of the scholarship demonstrated in the work should be of fundamental importance. For these reasons textbooks and books of practical advice for professionals on matters such as classroom control etc are not eligible. -
Originality of analysis and argument
Works selected for the awards should demonstrate originality of approach e.g. in the topic selected, the data generated, the forms of analysis and the nature of the argument. -
Theory/practice relation
Work which is able to connect theoretical and academic considerations in Educational Studies with implications for educational policy and practice will be regarded as of particular importance. -
Quality and accessibility of writing
Work which is able to convey complex data, analysis and argument in accessible forms will be at an advantage.
The prizes will be presented at the Annual Conference of the Society for Educational Studies which will be held in London in November 2012. I anticipate being able to tell you the outcomes of the awards in October 2012 and will also send further details of the conference.
I hope that you will be able to make nominations. Please contact me if you would like to discuss any aspects of the Book Prizes.
Members of the Book Prizes Committee
- Dr. Ghazala Bhatti, University of Southampton, School of Education, Highfield, Southampton, SO17 1BJ.
- Professor Ian Davies, University of York, Department of Education, University of York, Heslington, York, YO10 5DD.
- Professor Jean Murray, School of Education, University of East London, 15 Romford Road, Stratford, London, E15 4PL.
- Dr. Sue Rogers Institute of Education, University of London, School of Curriculum, Pedagogy and Assessment, 20 Bedford Way, London, WC1H 0AL.
- Dr. Carlo Raffo School of Education, The University of Manchester, Oxford Road, Manchester, M13 9PL.
2011 Winners
- 1st prize (£2000)
Children, their World, their Education
By Robin Alexander, Michael Armstrong, Julia Flutter, Linda Hargreaves, David Harrison, Wynne Harlen, Elizabeth Hartley-Brewer, Ruth Kershner, John Macbeath, Berry Mayall, Stephanie Northen, Gillian Pugh, Colin Richards, David Utting.
Routledge.
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2nd prize (£1000)
Education, Asylum and the 'Non-Citizen' Child.
By Halleli Pinson, Madeleine Arnot and Mano Candappa.
Palgrave Macmillan
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Highly commended (£500 each)
Improving what is learned at university.
By John Brennan, Robert Edmunds, Muir Houston, David Jary, Yann Lebeau, Michael Osborne, John T.E. Richardson.
Routledge.
Equity in Education.
By Stephen Gorard and Emma Smith.
Palgrave Macmilan.
Improving learning in later life.
By Alexandra Withnall.
Routledge.
Society for Educational Studies National Award 2009
In April 2009 the Society for Educational Studies National Award (£150,000) was made to a collaborative project involving researchers from the University of Cambridge, University of Leicester, and Community Service Volunteers. The project entitled |engagED: Building voice, civic action and learning was funded in order to better understand the civic action and learning of young people from socio-economically disadvantaged communities. It aims were to prioritise the voices of young people, and to lead to knowledge that builds capacity for civic action and learning in new ways.
Related documents:
- engagED Annual Report 2010
- A Good Practice Guide: Engaging Young Citizens from Disadvantaged Communities
- engagED Outcomes Report 2011
Society for Educational Studies National Award 2011
The Society for Educational Studies is delighted to announce that the SES National Award 2011 of £200,000 has been made to Professor Gary McCulloch, Professor Gemma Moss and Dr. James Thomas of the Institute of Education, University of London for their project 'The Social Organisation Of Educational Studies: Past, Present and Future'. The project will run for the next two years. The project will map the changing discourses and knowledge structures of educational studies across the United Kingdom in relation to the State, research and education to establish the social organisation of the field as a whole, not solely in terms of ideas but in relation to social and political changes since the establishment of the Standing Conference on Studies in Education (SCSE) in 1951. The SCSE became the Society for Educational Studies in 2000.
Eligibility
Principal Investigators applying for the Society for Educational Studies National Award of up to £200,000 must be affiliated with a British university, college or school. Closing date 13 December 2010.
Small grants
The Society for Educational Studies offers small grants of up to £10,000. Applicants must be working in the field of Education and will be asked to become members of the SES if they are not already members.
The Academic Tribe of Teacher Educators: Student and Staff Constructions of the Identities of Pre-Service Teacher Educators
The project proposed conducting a literature review in the areas of teacher educators’ identities and knowledge bases (with particular reference to research on academic identities, their relationships to the discipline and the institutional settings, and differing patterns of engagement in the teaching / research / scholarship / service nexus).
Book Prizes 2010
Christine Skelton and Becky Francis – Feminism and 'The schooling scandal'. Routledge. (1st prize)
The authors write that "Our aim in writing this book is to provide an overview for those new to gender and education of the developments in feminist thinking on, and approaches to, gender and schooling in the context of the UK educational system".
The book does very much more than that. It offers fascinating insights into gender and education with penetrating analyses of social class, ethnicity and sexuality in schools, theories and methodologies for understanding gender as well as exploring the past trends and likely future developments in policy.
Richard Pring, Geoff Hayward, Ann Hodgson, Jill Johnson, Ewart Keep, Alis Oancea, Gareth Rees, Ken Spours and Stephanie Wilde – Education for all: the future of education and training for 14-19 year olds. Routledge. (2nd prize)
The authors consider 2 key questions: what counts as an education 19 year old today?; and, are the models of education we have inherited from the past sufficient to meet the needs of all young people as well as the social and economic needs of the wider community? Evidence was collected over a five year period in the Nuffield Review. Within the context of a fair recognition of what has recently been achieved the authors offer a critical, comprehensive and readable account of what needs to be done for students in the 14-19 age group.
Alan Felstead, Alison Fuller, Nick Jewson and Lorna Unwin – Improving Working as Learning. Routledge. (Highly recommended).
This book is based on detailed diverse workplace case studies. It is an original piece of work in which the Working as Learning Framework is explored and discussed. The authors in this very well written book make good suggestions for improving the conditions for nurturing and sustaining learning at work.
Pat Thomson – School Leadership: heads on the block. Routledge. (Highly recommended).
Pat Thomson explores detailed cases and narratives in order to provide a 'real' picture of the lives of head teachers from research and biographical experiences. A central feature of this book is an exploration of the risk society in relation to the changing nature of leadership and management. It is based in part on the author's own experience of headship and, as Stephen Ball note on the back cover, “blows away the complacent niceties of leadership theories in an account of the risks, stresses and dissatisfactions of real leadership in real schools”.