John Furlong, OBE is an Emeritus Professor of Education at the University of Oxford and an Emeritus Fellow of Green Templeton College, Oxford.
Between 2004 and 2009 John Furlong was Director of Oxford’s Department of Education, having previously held posts at Bristol, Cardiff, Swansea and Cambridge Universities. A former President of the British Educational Research Association (BERA), he is currently an adviser to the Welsh Government on Initial Teacher Education (ITE) having been author of a number of government reports on this topic over recent years. Since 2015, he has been Vice President of the British and Foreign School Society, one of Britain’s oldest educational charities, which supports equal educational opportunities for children and young people around the world.
A sociologist by training, Furlong’s research interests have been broad ranging, including work on disaffected pupils, on the impact of new technologies on learning, on the role of classroom language in learning and on teacher education. In 2014, the Oxford Review of Education published a special issue celebrating his lifetime contribution to the sociology of education.[3] In 2015, his book ‘Education – an anatomy of the discipline’ was awarded first prize by the British Society for Educational Studies for the best educational research book of the year. In 2022, he and colleagues from Oxford were awarded the BERA Public Engagement and Impact prize in recognition of their work on the reform of teacher education in Wales and in 2023, his 2003 paper ‘BERA at 30; have we come of age?’ was chosen by the British Educational Research Journal as one of the 10 best papers of its decade.[4]
In 2023, John Furlong published his first ‘non-academic’ book: ‘Islands, in search of brave new worlds’ (https://johnfurlongauthor.co.uk/). Set in 1969, Islands is a memoir coving the period when he first realised that his passion was education.
Furlong is an elected Fellow of the Academy of Social Sciences[5] and has been a member of Research Excellence Framework (REF) sub-panels in Education in the UK and in Hong Kong. He was awarded the OBE for services to educational research and advice to government in 2017.
Latest News
John Furlong publishes his first ‘non-academic’ book: ‘Islands. In search of brave new worlds.’
Set in 1969, Islands is a memoir. John and his friend Mike are living and working in Manhattan, making money for their big trip. That summer, New York becomes the epicentre of the brave new world that is ‘Alternative America’ – drugs, meditation, the anti-war movement, gay liberation, civil rights, feminism. Although exciting, John eventually becomes disillusioned. He wants to experience somewhere more ‘real’.
In the Caribbean, he and Mike discover the beauty and simplicity of island life before the advent of mass tourism. But they also have to confront the reality of a collapsing British Empire which lays bare the legacy of 400 years of colonialism and slavery – the poverty and corruption that was always there but that the Brits refused to see. Then on the tiny island of Carriacou, they meet Father Pat, a charismatic Marxist priest who asks John to join him in his struggle to create a more just society. But who was Father Pat and what did John learn from him? Only now, 50 years on, does John finally discover the priest’s identity and his role in Grenada’s socialist revolution of 1979 – that country’s ill-fated bid to build its own brave new world.
Published by Matador, Islands is available in paperback and eBook formats from all good booksellers.
Early life and education
As he describes in his 2023 memoir ‘Islands’, after graduating, Furlong decided to pursue a career in education rather than business. In 1971, he became a teacher of social studies in an inner London secondary modern school, at the same time enrolling on a PhD programme at City University, London. His thesis, “Social Interaction in the Classroom; a participant observation study of pupils’ classroom life”, focused on the lives of Afro-Caribbean teenagers at the school where he taught.[1] Following his PhD, Furlong undertook two post-doctoral research fellowships as a classroom ethnographer, the first at Manchester University where he focused on the role of language in classroom teaching[6] and the second at Brunel University where he studied disaffected pupils in outer London comprehensive schools. His research on the latter topic contributed to his first single authored book, The Deviant Pupil; sociological perspectives, published in 1985.
Career
Furlong began his academic career as a lecturer in the sociology of education at the University of Cambridge, a position he held for 11 years. During this period, he focused on exploring the social factors that contribute to disaffection from school. In addition, he led two research projects where he examined the contribution of schools to student teachers’ professional learning[7] and a national study of changing patterns of provision for teacher education in the 1990s.[8] In 1993, he was appointed a professor and then Head of the Department of Education at Swansea University; in 1995 he joined Bristol University again serving as Head of the Education department. While at Bristol, he led an Economic and Social Research Council (ESRC) funded project exploring the impact of computers on young people’s learning at home.[9] In 2000, he moved to Cardiff University as a professor in the newly formed School of Social Sciences. While there he led an ESRC project which analysed the impact of new technologies on adult learning at home.[1]
In 2003, Furlong joined Oxford University as the Director of the Department of Education. He is now an Emeritus Professor of Education at the University of Oxford and an Emeritus Fellow of Green Templeton College. From 2003 to 2005 he served as President of the British Educational Research Association (BERA). He also chaired the BERA-RSA Inquiry into Research and Teacher Education from 2013 to 2014.[2] In 2014 he was appointed as an Advisor to the Welsh Government on Initial Teacher Education and in 2017 as the Chair of the Teacher Education Accreditation Board for Wales.[10]
Research
Furlong is best known for his work on teacher education and educational research policy. He has authored several books on these topics including his book Education – An Anatomy of the Discipline which was recognized as the best educational research book of the year by the British Society of Educational Studies in 2014.[11] In addition, in 2022, he and colleagues from Oxford were awarded the BERA Public Engagement and Impact Award for the impact of their research on the reform of ITE in Wales.[12]
Educational research leadership and policy
During his period as president of BERA, Furlong emphasized quality, diversity, and inclusivity in educational research; he later led an ESRC-funded project exploring the issue of quality in applied and practice based research.[13] In his book, Education – An Anatomy of the Discipline he discussed the past and present state of the education discipline in universities and also explored the nature and organisation of educational research.[14] Tickner praised the book in her review, stating that “The author of this compelling book, John Furlong, develops and sustains a thesis that addresses precisely what the title assumes. To do so, he reaches into the history of education to question where we are today and where we may be in the near future…This book makes a significant contribution to relevant education debates that implicate, among others, governments, policymakers, teacher educators, teachers and students. It grapples with difficult issues with detail and firmness and articulates how critical these are for the future of education in a contemporary neoliberal world.”[15] In his book, Knowledge and the Study of Education: An International Exploration, he has also explored the construction of education as a field of academic study in different countries around the world.[16]
Furlong’s research has also covered the impact of technologies on learning[17] and highlighted how young people acquire computer expertise.[18] He investigated the role of computers at home in creating a new educational environment for young people and explored the way in which learning is associated with the affordance of technology.[19] In addition, he described how child consumers were constructed through public policies and private practices.[20] In his book, Adult Learning in the Digital Age he has explored the dynamic relationship between adults and technology in diverse learning settings in the twenty-first century and recommended ways to use new technologies in a learning society.[21]
Teacher education research and policy
Furlong has worked on teachers’ education, its nature, its importance and its reform. In his book, Teacher Education in Transition: Re-forming Professionalism? he examined the impact of policy changes across England and Wales in the 1990s.[8] Subsequently, he discussed the changes in teacher education policy during the New Labour government’s two terms in office (1997–2010) arguing that the government had moved away from individual professional formation towards direct guidance and notions of collective responsibility.[22][23] In addition, he has researched and written about the role of mentors and tutors in supporting student teacher learning.[24] In his book, Mentoring Student Teachers: The Growth of Professional Knowledge, he emphasized the need to define the specific responsibilities of teachers when serving as mentors and also suggested that an understanding of teacher learning processes is essential for a mentor.[25]
Furlong has also contributed to a number of policy reviews of initial teacher education (ITE) including national reviews of Wales[26] Brunei, the Republic of Ireland and Northern Ireland.[27] In his second, 2015 review of ITE in Wales entitled “Teaching Tomorrow’s Teachers,” he presented options for improving initial teacher education based on close collaboration between universities and schools. He was subsequently invited by the Welsh Government to oversee the fundamental reform of the sector in order to establish a new system of teacher education based on those principles.[28][29]
Awards
2003 Elected Fellow of the Academy of Social Sciences
2015 Best educational research book of the year, British Society of Educational Studies
2017 Public Engagement and Impact Award, British Educational Research Association (BERA)
2022 Together with Katharine Burn, Hazel Hagger and Trevor Mutton, BERA Public Engagement and Impact Award in recognition of their work on the reform of initial teacher education in Wales.
2023 British Educational Research Journal (BERJ) identify Furlong’s 2003 paper ‘BERA at 30; have we come of age?’ as one of the 10 best papers of its decade.
Publications
Authored Books
2023
Furlong, J. Islands – in search of brave new worlds: Leicester, Matador Books.
2013
Furlong, J. Education: an anatomy of the discipline. Rescuing the university project, London: Routledge
2005
Selwyn, N., Gorard, S. and Furlong J. Adult Le@rning in the Digital Age, London: Routledge
2003
Facer, K., Furlong, J., Furlong, R. and Sutherland, R. Screenplay; children and computing in the home, London: Routledge.
2002
Furlong, J., Wilkin, M., Maynard, T. and Miles, S. The Active Mentoring Programme – Second Edition, Cambridge: George Pearson Publishing.
2000
Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. Teacher Education in Transition: re-forming professionalism?, Buckingham: Open University Press.
1995
Furlong, J. and Maynard, T. Mentoring Student Teachers: the growth of professional knowledge, London: Routledge.
1994
Furlong, J., Wilkin, M., Maynard, T. and Miles, S. The Active Mentoring Programme, Cambridge: George Pearson Publishing.
1988
Furlong, V.J., Hirst, P.H., Pocklington, K. and Miles, S. Initial Teacher Training and the Role of the School, Milton Keynes: Open University Press.
1985
Furlong, V.J. The Deviant Pupil: sociological perspectives, Milton Keynes: Open University Press.
1978
Edwards, A.D. and Furlong, V.J. The Language of Teaching. London: Heinemann.
Edited Books
2017
Whitty, G. and Furlong, J. (eds) Knowledge and the Study of Education; international perspectives Wallingford: Symposium Books
Furlong, J. and Lunt, I. (eds) Education in a Federal UK, London: Routledge
2010
Furlong, J. and Lawn, M (eds) Disciplines of education: their role in the future of education research, London: Taylor and Francis
2008
Furlong, J, Cochran Smith, M and Brennan, M (eds) Politics and Policy in Teacher Education: international perspectives, London: Taylor and Francis
2007
Furlong, J. and Oancea, A. (eds) Understanding Quality in Applied and Practice-Based Research. London: Taylor and Francis
2001
Philips, R. and Furlong, J. (eds) Education, Reform and the State: policy, politics and practice, London: Routledge.
1997
Wilkin, M., Furlong, J., Miles, S. and Maynard, T. (eds) The Subject Mentor Handbook for the Secondary School, London: Kogan Page.
1996
Furlong, J. and Smith, R. (eds) The Role of Higher Education in Initial Teacher Education, London: Kogan Page.
1991
Booth, M., Furlong, V.J. and Wilkin, M. (eds) Partnership in Initial Teacher Education, London: Cassell.
Articles in refereed journals
2021
J Furlong, J Griffiths, C Hannigan-Davies, A Harris, M Jones ‘The reform of initial teacher education in Wales: from vision to reality’ Oxford Review of Education 47 (1), 61-78
2020
Furlong, J., (2020) ‘Re-forming Initial Teacher Education in Wales: A Personal Review of the Literature’, Wales Journal of Education 22(1), 38-59
Furlong, J., and Lunt, I. Social Mobility and Higher Education: Are Grammar Schools the Answer? Occasional Paper 22. Oxford: Higher Education Policy Institute
2019
Furlong, J. ‘The Universities and initial teacher education; challenging the discourse of derision. The case of Wales’ Teachers and Teaching, Vol25 (5) pp 574-588
2015
Tatto, M. T. and Furlong, J. ‘Research and teacher education: Papers from the BERA-RSA Inquiry’ Oxford Review of Education, Vol 41 (2) pp 145-153
2013
Furlong, J. ‘Research assessment and the shaping of educational research in the UK’. Aust. Educ. Res. 40, 513–520.
2012
Furlong, J and Davies, C. ‘Young People, New Technologies and Learning at Home: Taking context seriously.’ Oxford Review of Education Vol 38 (1), pp 45-62
Furlong, J ‘Globalisation, neo-liberalism and the reform of teacher education’ in The Educational Forum, Vol 77:1, 28-50
2011
Furlong, J. ‘Universities and the Discipline of Education: understanding the impact of the RAE.’ Education and Power, 3 (1), 18-30
2009
Lawn, M. and Furlong, J. ‘The Disciplines of Education in the UK: between the ghost and the shadow.’ , in Oxford Review of Education special edition. The Disciplines of Education: confronting the crisis. J. Furlong and M. Lawn (eds). Vol 35 (5) 541-552,
Furlong, J ‘Who’s Big Prize?; A response to Hall and Gunter’, Oxford Review of Education. Vol 35, (6 ) 771 – 774
2008
Furlong, J., McNamara, O., Campbell, A., Howson, J. and Lewis, S ‘Partnership, Policy and Politics: initial teacher education in England under new Labour’ in Furlong, J, Cochran Smith, M and Brennan, M (Eds) special edition of Teachers and Teaching: Politics and Policy in Teacher Education: international perspectives Vol 14 (4) 307-318
Furlong, J. Cochran Smith M. and Brennan, M. ‘Politics, Policy and Teacher Education; Introduction’ in Furlong, J, Cochran Smith, M and Brennan, M (Eds) special edition of Teachers and Teaching: Politics and Policy in Teacher Education: international perspectives. 14 (4) 265 – 269
Furlong, J. Making Teaching a 21st‘Century Profession: Tony Blair’s Big Prize’ Oxford Review of Education special edition: Education Under Tony Blair. Vol 34(6) 727 – 739
2007
Oancea, A. and Furlong, J. ‘Expressions of Excellence and the Assessment of Applied and Practice-based Research’ in Furlong, J. and Oancea, A. (editors), special edition Research Papers in Education, ‘Understanding Quality in Applied and Practice-Based Research’. Vol 22, (2), 213-228
Furlong, J., Hagger, H., and Furlong, C. ‘Politics and Evidence-based Policy Making: the review of initial teacher training provision in Wales’ Welsh Journal of Education. Vol 14 pp 117-132
2006
Furlong, J. and Oancea, A. ‘Assessing Quality in Applied and Practice-Based Research in Education: a framework for discussion’. Review of Australian Research in Education, No 6: Counterpoints on the Quality and Impact of Educational Research
Furlong, J., Campbell, A., Howson, J., Lewis, S. and McNamara, O. (2006) ‘Partnership in English Initial Teacher Education: changing times, changing definitions. Evidence from the Teacher Training Agency National Partnership Project’. Scottish Educational Review Vol 37, 32-45
2005
Furlong, J. ‘New Labour and Teacher Education: the end of an era?’ Oxford Review of Education 31(1): 119-134
2004
Furlong J. ‘BERA at 30: have we come of age?’, British Educational Research Journal. Volume 30, Number 3, June 2004, pp. 343-358
Furlong, J. and Salisbury, J. Best Practice Research Scholarships: an Evaluation. Research Papers in Education Vol 20 (1) 45-83
2002
Furlong, J. ‘15 Years of Reform in English Teacher Education’, Educational Researcher, American Educational Research Association. Vol. 31, No. 6, 23-25
Furlong, J. ‘Ideology and Reform in English Teacher Education: some reflections on Cochran-Smith and Fries’, Education Researcher, 31(6) pp.23-25.
2001
Facer, K., Furlong, J., Furlong, R., Sutherland, R. ‘Constructing the Child Computer User: from public policy to private practices’, British Journal of Sociology of Education. Vol 22 (1) 91-108
Facer, K., Furlong, J., Furlong, R., Sutherland, R. ‘What’s the Point of Using Computers: the development of young people’s computer expertise in the home’, New Media and Society. Vol 3(2), 199–219.
2000
Furlong, J. ‘Understanding Mentoring: lessons from the English experience’, Theory into Practice, Spring, Vol. 39, pp.12–19.
Furlong, J et al (2000) The National Grid for Learning: A Curriculum Without Walls? Cambridge Journal of Education, vol 30(1), 91-110
1998
Gorard, S., Rees, G., Fevre, R. and Furlong, J. ‘Two Components of a New Learning Society’, Journal of Vocational Education and Training, 50(1), 5-19.
Gorard, S., Rees, G., Fevre, R. and Furlong, J. ‘Learning Trajectories: travelling towards a learning society?’, International Journal of Lifelong Education, Vol 17(6), 400-410
Gorard, S., Rees, G., Fevre, R. and Furlong, J, ‘ Society is Not Built by Education Alone: alternative routes to a learning society’, Research in Post-Compulsory Education. Vol 3(1):25-37
1997
Rees, G., Fevre, R., Furlong, J. and Gorard, S. ‘History, Place and the Learning Society: towards a sociology of lifetime learning’, Journal of Policy Studies, Vo 12(6); 25-37
1996
Furlong, J., Whitty, G., Whiting, C., Miles, S., Barton, L.. and Barrett, E. ‘Re-defining Partnership: revolution or reform in Initial Teacher Education?’, Journal of Education for Teaching, 22(1) pp.39-57.
Rowe, M. and Furlong, J. ‘Assessing School-based Learning: a developmental framework for student teachers’, Journal Pendidik dan Pendidikan (Educators and Education), 14, pp.91-101.
1994
Barton, L., Whitty, G, Miles, S. Barrett, E. and Furlong, J. ‘Changing Modes of Professionalism in Initial Teacher Education’, British Journal of Sociology of Education, 15(4).
Furlong, J. ‘Another View from the Crossroads’, Cambridge Journal of Education, 24(1); 117-121
Furlong, J. Miles, S., Barrett, E., Barton, L. and Whitty, G. ‘Integration and Partnership in Initial Teacher Education: dilemmas and possibilities’, Research Papers in Education, 9(3) pp.281-301.
1993
Furlong, J. (1993) Contributor to Review Symposium on ‘Truancy: the politics of compulsory schooling’ (Pat Carlen, Dennis Gleeson and Julia Wardhaugh), British Journal of Sociology of Education, 14(2) pp.210-212.
Miles, S., Barrett, E., Barton, L., Furlong. J., Galvin, G. and Whitty, G. ‘Initial Teacher Education in England and Wales: a topography’, Research Papers in Education, 8(3) pp.275-304.
1992
Furlong, V.J. ‘Disaffected Pupils: reconstructing the sociological perspective’, British Journal of Sociology of Education, 12(3) pp.293-309.
Whitty, G., Barrett, E., Barton, L., Furlong, J., Galvin, C. and Miles, S. ‘Initial Teacher Education in England and Wales: a survey of current practices and concerns’, Cambridge Journal of Education, 22(3) pp.93-306.
Barrett, E., Barton, L., Furlong, J., Galvin, C., Miles. S. and Whitty, G. ‘New Routes to Qualified Teacher Status’, Cambridge Journal of Education, 22(3) pp.323-336.
1988
Furlong, V.J., Hirst, P.H., Pocklington, K. and Miles, S. ‘Association Avec les Establishments Scolaires: Bilan des Innovations dans la Formation de Enseignants en Grande-Bretagne’, Research et Formation, no 3, pp.61-70.
1977
Furlong V.J. and Edwards, A.D. ‘Language in Classroom Interaction: theory and data’, Educational Research, 19(2) pp.122-128. (This article has been reproduced in an Open University Reader.)
Chapters in edited collections
2022
Furlong, J ‘Universities, Research, and Initial Teacher Education in England and Wales: Taking the Long View’ In Menter, I (ed) The Palgrave Handbook of Teacher Education Research, London, Palgrave pp 277-298
2021
Harris, A., Jones, M., Furlong, J., Griffiths, J., Hannigan-Davies, C. (2021). ‘A Research Informed Approach to Initial Teacher Education in Wales: Intentions, Examples and Reflections.’ In: Mayer, D. (eds) Teacher Education Policy and Research. Springer, Singapore pp195-208.
2020
Furlong, J. ‘Quality, Impact and Knowledge Traditions in the Study of Education.’ In Brown, A. and Wisby, E. (eds) The Study of Education Knowledge Policy and Practice in Education: the struggle for social justice. Essays inspired by the work of Geoff Whitty London, UCL Press, pp255-276
2017
Furlong, J. and Whitty, G. ‘Knowledge Traditions in the Study of Education’ in Whitty, G. and Furlong, J. (eds) Knowledge and the Study of Education: an international exploration. Wallingford: Symposium.
2010
Lawn, M and Furlong, J. ‘The Disciplines of Education in the UK: between the ghost and the shadow’ in
Furlong, J. and Lawn, M (eds) Disciplines of education: their role in the future of education research, London: Taylor and Francis
Furlong, J. and Lawn, M. ‘Disciplines of Education and their Role in the Future of Educational Research; concluding reflections’ in Furlong, J. and Lawn, M (eds) Disciplines of education: their role in the future of education research, London: Taylor and Francis
2009
Furlong, J. ‘Teacher Education and Pedagogical Change: What does the Research Tell Us?’ Published in Tereffa, T, Dalelo, A and Kassaye, M (eds) (2009) Proceedings of the 1st International Conference on Educational Research for Development Addis Ababa: College of Education Addis Ababa University, Ethiopia, Volume 1 pp 97 – 109
2008
Furlong, J. ‘Do Teachers Still Need Universities?’ In McLean, R. and Johnson, D. (Eds) Feschrift for Eric Hoyle. London: Sage pp85-97
Furlong, J The Universities and Education: The Challenge of the Knowledge Society, Published Keynote Lecture to Standing Conference on Teacher Education, North and South (SCoTENS) Annual Conference: Teaching in the Knowledge Society 22-23 November 2007
Grand Hotel, Malahide, Co. Dublin.
2003
Facer, K., Furlong, J., Furlong, R. and Sutherland, R. ‘”Edutainment” Software: a site for cultures in conflict?’, in R. Sutherland, G. Claxton and A. Pollard (Eds) Learning and Teaching Where Worlds Divide. Stoke on Trent: Trentham Books.
2001
Furlong, J. ‘Re-forming Teacher Education, Re-forming Teachers: accountability, professionalism and competence’, in R. Phillips and J. Furlong (Eds). Education Reform and the State London, Routledge.
Facer, K., Furlong, J., Furlong, R., Sutherland, R. ‘Home is Where the Hardware Is: young people, the domestic environment and ‘access’ to new technologies’, in I. Hutchby and J. Moran-Ellis (Eds) Children, Technology and Culture. London: Falmer.
Sutherland, R., Facer, K., Furlong, R., Furlong, J. ‘A Window on Learning with Computers in the Home’, in M. Selinger and J. Wynn (Eds) Educational Technology and the Impact on Teaching and Learning. Abingdon: RM.
2000
Furlong, J. ‘Intuition and the Crisis in Teacher Professionalism’, in G. Claxton and T. Atkinson (Eds) The Intuitive Practitioner. Buckingham: Open University Press.
1997
Furlong, J. ‘Taking a Second Look: theorising school-based learning’, in T. Allsop and A. Benson (Eds) Mentoring for Science Teachers. Buckingham: Open University Press.
Furlong, J. and Maynard, T. ‘Subject Mentoring and Student Development’, in M. Wilkin, J. Furlong, S. Miles and T. Maynard (Eds) The Subject Mentor Handbook for the Secondary School. London: Kogan pp.5-24.
Furlong, J., Maynard, T., Miles, S. and Wilkin, M. ‘The Principles and Processes of Mentoring’, in T. Maynard, (Ed) An Introduction to Primary Mentoring. London: Cassell.
Maynard, T., Sanders, S. and Furlong, J. ‘Subject Mentoring in the Primary School: the core curriculum’, in T. Maynard (Ed) An Introduction to Primary Mentoring. London: Cassell.
1996
Furlong, J. ‘Do Teachers Need Higher Education’, in Furlong, J. and Smith, R. (Eds) (1996) The Role of Higher Education in Initial Teacher Education. London: Kogan Page, pp.151-166.
Furlong, J., Whitty, G., Miles, S., Barton, L. and Barrett, E. (1996) ‘From Integration to Partnership: changing structures in Initial Teacher Education’, in R. McBride (Ed) Teacher Education Policy: some issues arising from research and practice. London, Falmer Press, pp.22-25.
1995
Furlong, J. ‘The Limits of Competence: a cautionary note on Circular 9/92’, in T. Kerry and A. Shelton Mayes (Eds) Issues in Mentoring. London: Routledge, pp.225-231.
1994
Furlong, J. ‘The Rise and Rise of the Mentoring in British Initial Teacher Education’, in R. Yeomans, and J. Sampson (Eds) Mentoring in the Primary School. Lewes: The Falmer Press.
1993
Furlong, V.J. ‘Sociological Perspectives on Disaffection from School’, in V. Varma, (Ed) Management of Behaviour in Schools. Harlow: Longmans. pp.7-20.
Maynard, T. and Furlong, J. ‘Learning to Teach and Models of Mentoring’, in D. McIntyre, H. Hagger and M. Wilkin (Eds) Mentoring: perspectives on school-based teacher education. London: Kogan Page.
1992
Furlong, J. ‘Reconstructing Professionalism: ideological struggle in Initial Teacher Education’, in M. Arnot and L. Barton, Voicing Concerns: sociological perspectives on contemporary education reforms. Wallingford: Triangle. pp.163-195.
1990
Furlong, V. J. ‘School-based Training – The Students’ Views’, in Booth, M., Furlong, J. and Wilkin, M., Partnership in Initial Teacher Education, London: Cassell.
1987
Miles, S. and Furlong, V.J. ‘Teachers Training Teachers: an opportunity for a sociological break in educational transmission’, in P. Woods and A. Pollard (Eds) Sociology and the Teacher. London: Croom Helm, pp.76-92.
1984
Furlong, V.J. ‘Black Resistance in the Liberal Comprehensive’, in S. Delamont (Ed) Readings in Classroom Interaction. London: Methuen, pp.212-236.
Edwards, A.D. and Furlong, V.J. ‘Reflections on the Language of Teaching’, in R. Burgess (Ed) Field Methods in the Study of Education. Lewes: Falmer Press, pp.76-92.
1977
Furlong V.J. ‘Anancy Goes to School – A Study of Pupils’ Knowledge of their Teachers’, in P. Woods (Ed) School Experience. London: Croom Helm, pp.162-185.
1976
Furlong, V.J. ‘Interaction Sets in the Classroom: Towards an Understanding of Pupils’ Classroom Knowledge’, in M. Stubbs and S. Delamont (Eds) Explorations in Classroom Observation. Wiley, pp.23-44. (This article has been reproduced in Open University Readers in the UK and in Israel. It has also been translated into Spanish.)
Reports etc
2015
Furlong, J. Teaching Tomorrow’s Teachers; options for the future of initial teacher education in Wales. Welsh Government https://beta.gov.wales/sites/default/files/publications/2018-03/teaching-tomorrow%E2%80%99s-teachers.pdf
2014
Sahlberg, P., Broadfoot, P., Coolahan, J., Furlong, J. and Kirk, G. Aspiring to Excellence Final Report of the International Review Panel on the Structure of Initial Teacher Education in Northern Ireland http://dera.ioe.ac.uk/20454/1/aspiring-to-excellence-review-panel-final-report.pdf
2013
Furlong, J The Discipline of Education – rescuing the ‘university project. Times Higher Education Supplement
2012
Sahlberg, P, Furlong, J. and Munn, P. 2005-7 Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland. Dublin: Department of Education and Skills, Republic of Ireland
2011
Furlong, J. ‘The Impact of the RAE; a broader view’. Research Intelligence. Macclesfield: British Educational Research Association.
2010
Furlong, J. (ed) The TLRP in Wales Research evidence and educational policy and practice in Wales. Cardiff: Welsh Assembly Government.
Furlong, J., Pendry, A and Mertova, P. The Standing Conference on Teacher Education, North and South (Ireland) (SCoTENS) An evaluation of its first 8 years. Oxford: University of Oxford Department of Education
2009
Furlong, J, Burn,K, Hagger,H, Howson, J, and McNamara, O. Review of Teacher Education in Brunei Darussalam. Oxford: Oxford University Department of Education.
2006
Furlong, J., Hagger, H. and Butcher, C. (2006). Review of Initial Teacher Training Provision in Wales. Oxford: OUDES.
2001
Furlong, J. and White, P. Educational Research Capacity in Wales; a review. Cardiff: Cardiff University School of Social Sciences.
2000
Furlong J. Higher Education and the New Professionalism for Teachers: realising the potential of partnership. London: CVCP.
References
- ^ “John Furlong —”. www.education.ox.ac.uk.
- ^ www.bera.ac.uk.
- ^“Contributions to the Sociology of Education: Past, present and future. A Festschrift for John Furlong”.
- ^“British Educational Research Journal – 50th Anniversary Collection – 1995-2004”.
- ^ Jump up to:ab Sciences, Academy of Social. “Fellows”. Academy of Social Sciences.
- ^“The language of teaching : meaning in classroom interaction”.
- ^“Initial teacher training and the role of the school”.
- ^ Jump up to:ab “Teacher Education in Transition: Re-forming professionalism: British Journal of Sociology of Education: Vol 21, No 4”.
- ^“Book Review: ScreenPlay: Children and Computing in the Home, Cyberkids: Children in the Information Age – Rebekah Willett, 2005”.
- ^“Written Statement – Publication of Professor John Furlong’s report on the future of Initial Teacher Education and Training in Wales – Teaching Tomorrow’s Teachers (9 March 2015)”. GOV.WALES. March 9, 2015.
- ^“EWC board chair announced as joint winner of prestigious research award”. www.ewc.wales.
- ^“Department’s Teacher Education and Professional Learning Group wins BERA Award for Research on ‘The Reform of Initial Teacher Education in Wales’ —”. www.education.ox.ac.uk.
- ^“Assessing quality in applied and practice?based research in education: continuing the debate: Research Papers in Education: Vol 22, No 2”.
- ^Kemperman, Omar (September 22, 2014). “Education – an anatomy of the discipline: rescuing the university project?”. The Curriculum Journal. 25 (3): 459–461. doi:1080/09585176.2014.886865 – via CrossRef.
- ^“Education – an anatomy of the discipline: rescuing the university project?: Journal of Educational Administration and History: Vol 46, No 1”.
- ^Smith, Paul H. (October 2, 2019). “Knowledge and the study of education: an international exploration: edited by Geoff Whitty & John Furlong, Oxford, Symposium Books, 2017, 288 pp., £42.00 (paperback), ISBN 9788-1-873927”. International Studies in Sociology of Education. 28 (3–4): 362–364. doi:1080/09620214.2019.1604151 – via CrossRef.
- ^Furlong, John; Davies, Chris (February 22, 2012). “Young people, new technologies and learning at home: taking context seriously”. Oxford Review of Education. 38 (1): 45–62. doi:1080/03054985.2011.577944 – via CrossRef.
- ^“(PDF) What’s the Point of Using Computers?: The Development of Young People’s Computer Expertise in the Home”.
- ^Sutherland, Rosamund; Facer, Keri; Furlong, Ruth; Furlong, John (April 1, 2000). “A new environment for education? The computer in the home”. Computers & Education. 34 (3): 195–212. doi:1016/S0360-1315(99)00045-7 – via ScienceDirect.
- ^Facer, Keri; Furlong, John; Furlong, Ruth; Sutherland, Rosamund (March 22, 2001). “Constructing the Child Computer User: From public policy to private practices”. British Journal of Sociology of Education. 22 (1): 91–108. doi:1080/01425690123324 – via CrossRef.
- ^Bullen, Mark (February 3, 2008). “Adult Learning in the Digital Age: Information Technology and the Learning Society by Neil Selwyn, Stephen Gorard and John Furlong, Routledge, London, 2006, 229 pages”. International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance. 22 (2) – via www.ijede.ca.
- ^Furlong *, John (March 22, 2005). “New Labour and teacher education: the end of an era”. Oxford Review of Education. 31 (1): 119–134. doi:1080/0305498042000337228 – via CrossRef.
- ^Furlong, John (January 22, 2013). “Globalisation, Neoliberalism, and the Reform of Teacher Education in England”. The Educational Forum. 77 (1): 28–50. doi:1080/00131725.2013.739017 – via CrossRef.
- ^“School Mentors and University Tutors: Lessons From the English Experiment: Theory Into Practice: Vol 39, No 1”.
- ^Furlong, VJ; Maynard, T (May 22, 1995). “Mentoring student teachers: the growth of professional knowledge”. Routledge – via University of Bristol.
- ^“Review of initial teacher training provision in Wales [Furlong review] | VOCEDplus, the international tertiary education and research database”. www.voced.edu.au.
- ^“Report of the International Review Panel on the structure of initial teacher education provision in Ireland | VOCEDplus, the international tertiary education and research database”. www.voced.edu.au.
- ^“Criteria for the accreditation of initial teacher education programmes in Wales” (PDF).
- ^“John Furlong – ‘Teaching Tomorrow’s Teachers'”. www.ewc.wales.
- ^“SES Book Award”.
- ^“BERA Public Engagement and Impact Award”.