racism
radical education
randomised control trial
rationale
reactionary
realism
recidivism
reciprocal reading
record keeping
reflection
a process of careful consideration, especially in terms of reviewing behaviour, performance, incidents. It is seen as vital for teachers in respect of improving their own professional practice, and increasingly for learners in respect of improving their learning or study skills. It needs, therefore, to be conducted in an informed way to be of real value (see pedagogy; praxis; metacognition).
reflective practice
for teachers, the process of reviewing their own professional performance with a view to improvement. It is most often used in relation to an individual professional's self-evaluation and development but can also be engaged in collectively. It is viewed as a key aspect of professionalism. See further detail in the entry on its opposite: technical rationalism
reflective practitioner
see above, and reference to this concept under (its opposite) 'technical rationalism'
reflexivity
reform
regression
rehearsal
reinforcement
relevance
reliability
remedial
remediation
replication
reporting
research
resilience
resources
responsive planning
restorative practice
restricted code
revisionism
rewards
rhetoric
rhizomatic learning
a model where the curriculum is developed and adapted by participants in a dynamic way in response to circumstances. It stresses the interconnectedness of learning, networks of learners, and has no pre-set limits or outcomes.
right wing
rigour
risk management
rote learning
rules
in schooling, this usually refers to regulations governing expected standards of behaviour. In recent times, learners have been involved more in creating such rules - encouraging self-discipline and policy ownership - and rules have tended to be expressed in terms of behaviour expected, deemed to be more effective than those expressed in negative terms : "Do not. . .!"