David has a long career in education, and is currently a fellow of Wolfson College, Cambridge.
Professor David H Hargreaves is Associate Director for Development and Research, Specialist Schools and Academies Trust, and Fellow of Wolfson College, Cambridge. He has served for many years in teacher education, and has been Professor of Education in the University of Cambridge and Reader in Education at the University of Oxford. He has also been involved in educational administration and policy making as Chief Inspector of the Inner London Education Authority, Chief Executive of the Qualifications and Curriculum Authority, and Chairman of the British Educational Communications and Technology Agency. He has served on the Economic and Social Research Council and is a Foundation Academician of the Academy of the Social Sciences.
His is the author of many books, including Social relations in a secondary school (1967), Interpersonal relations and education (1972), Deviance in classrooms (1975), The challenge for the comprehensive school (1982), School development planning (1988), The mosaic of learning (1994), Creative professionalism (1998), Education epidemic (2003) Working laterally (2003), Learning for life (2004) and a series of six pamphlets on Personalising learning (2004-6).
Educational research has for too long been the preserve of universities and academics. David Hargreaves argues that we must find new ways to create and harness professional knowledge about what works in schools.
With more specialised schools, a better use of interactive technologies, a redefinition of teachers’ roles and greater openness to business and local communities, David Hargreaves shows how schools can again become sources of satisfaction.
David Hargreaves argues in this report that the education system will be transformed only when small-scale improvements and school-based innovations are shared between schools and teachers without direct interference of central government.
To deliver real and positive transformation, schools will need to engage with the open source movement.
Future excellence in learning depends on greater collaboration between leading edge schools and education researchers. This report, published by the Learning Working Group and Demos, proposes the establishment of a Commission on Learning to improve the exchange of ideas between schools and cognitive scientists, and to drive forward collaboration between the two communities.