paracurriculum
paradigm
paradigm shift
paradox
parametric
parents
parish schools
partnership
passive learning
pastoral
path dependence
this is a phenomenon, found in a number of different fields, where past or traditional practice continues even when better options have become available or where the circumstances that gave rise to the original course of action no longer exist or have become irrelevant. In education, examples might be to do with curriculum content, teaching approaches, arrangements for professional development, or administrative procedures. It can also be applied to aspects of learners' behaviour. Sometimes called path dependency.
pedagogy
the art, 'science', or principles and methods, of teaching. Some see it as having three key aspects: methodology, rationale, and reflection. In some contexts, the term is used more broadly for the science of education, didactics, or upbringing. One problem with understanding it as a 'science' is the implication that there are set formulae for teaching which can be applied in all circumstances. This is misguided, given the social complexities of learning, and so pedagogy as the 'art' of teaching may be less problematic in this regard, at least.
peer assessment
per capita
performance
performance indicators
performance-related
performativity
peripatetic
personality
Peter principle
phenomenology
philosophy
phonics
pilot study
planning
playgroups
pluralism
policy
policy community
policy enactment
a term now preferred for 'policy implementation', better reflecting the agency of those who use, or operate, policy (see policy refraction)
policy ownership
political correctness
polytechnic
pop-up classroom
a temporary, often informal, space or event set up with a focus on learning
positive discrimination
positive liberty
a term from the work of Isaiah Berlin (1909-97) which refers to the capacity to exercise choice and agency by virtue of having the power and resources to do so. It would normally involve some kind of external intervention to enable this to happen: for example, becoming literate or numerate increases one's capacity to act as one wishes, as does the acquisition of money or status. Negative liberty, on the other hand, merely means the absence of external restraint but this type of freedom may only be theoretical if one does not have the resources or ability to act as one would desire.
positivism
postmodernism
postpositivism
poststructuralism
potential
pragmatism
praise
praxis
prediction
prejudice
preoperational
prescriptive
prescriptivism
primacy-recency
primary school
private schools
private sector
privatisation
privilege
probability
probation
problematic
professional development
professionalism
profiling
progression
progressivism
a movement in education most associated with John Dewey (1859-1952), emphasising real world problem-solving, active learning, collaboration, critical thinking, democratic principles. It replaced instructivism with a child-centred approach. It is viewed negatively by educational conservatives.
project
promotion
propaedeutic
descriptive of something which serves as introductory or preparatory to further learning or study. It is often used of the learning of basic concepts within a discipline which serve as the platform for subsequent, more advanced learning.
proportional equality
the treatment of relevant persons or groups according to their due. This means that distribution will not be numerically equal but will be governed in relation to persons' deemed rightful needs. In the classroom, this might mean the teacher spending more time with some pupils rather than others, because of some factor deemed important. The basis for this proportional treatment is not fixed and so the principle can be used for quite different approaches: for example, one version might be to channel teacher support towards the more able, as they are deemed more deserving; another version, would be to favour the less able, as they are seen to be more deserving. (see numerical equality)
proximal praise
psychagogy
psychoanalysis
psychology
psychomotor
public pedagogy
this term refers generally to learning that occurs beyond formal schooling. In recent times, it has been used to indicate the learning that occurs through disparate means such as events, popular culture, technology, informal and public places. It can also be used to refer to dominant ideology and how it can promote a particular view of things though its various means of influence: media, politics, work practices, business discourse, etc.