Education / Educational sciences / Pedagogy Books

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Book SynopsisHighlights the importance of HR and its potential contribution to a firm's competitive advantage. Because of the increasing importance of legal issues in the HR area, students need to fully understand employment law and how it applies to both HR and management. Consequently, this volume has a strong legal orientation.

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Book SynopsisProvides a thematic overview of policing and its role in American society. This text is unique in that it provides extensive information about how police identify community problems, the methods police use to respond to problems, and police interrogation methods.Table of Contents Part 1 Background 1. Democratic Policing 2. The History of Policing: Ancient Roots and Early Policing 3. The History of Policing: Modern Policing in America Part 2 Fundamentals 4. The Law Enforcement Industry 5. Local Agency Structure and Organization 6. Police Officers: Hiring and Training Guardians 7. Police Discretion Part 3 Controlling Crime 8. The Basic Functions of Police Work 9. Identifying Problems 10. Responding to Problems 11. Policing Special Populations 12. Investigations and Interrogations Part 4 Maintaining Public Trust 13. Police Behavior 14. Legitimacy and Accountability in a Democratic Society 15. Policing in the Future

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Trade ReviewRyan Topping's book on Augustine is an essential addition to a series on great educational thinkers. He shows convincingly how Augustine defends a Christian liberal education, a unique synthesis of pagan rhetorical techniques and Christian spirituality, whose Christian character is seen in its valuing of truth, its emphasis on love, and its cheerfulness. Topping's analysis of Augustine's influence is realistic, identifying limitations as well as strengths in his educational philosophy. This realism strengthens the application of Augustinian ideas to contemporary debates about the university. -- Vivian Boland, O.P., Director of the Aquinas Institute and member of the Theology Faculty, Oxford University, UKRyan Topping's new book on St. Augustine is not so much a book about this famous saint as it is a treasury of insightful meditations on the state of higher education, especially Catholic higher education, and what the future of Catholic studies may be. * B. C. Catholic *Ryan N.S. Topping, who has distinguished himself as an authority on St. Augustine with his monograph on happiness and wisdom in Augustine's early theology, is a welcome guide to properly approaching the great but often elusive Bishop of Hippo. Topping's writing is eloquent yet accessible, and his mastery of the subject extends not only to Augustine but to the cultural and intellectual milieu of our own day which - because it often complicates a dispassionate retrieval of Augustine's thought - must also be addressed. -- Michael P. Foley, Associate Professor of Patristics, Baylor University, USIn the company of St Augustine, Ryan Topping does battle with the skepticism that denies education its proper role in the pursuit of happiness and makes of it instead an exercise in apathy. Those who hope for something better from education can discover it in Augustine, and this pithy volume will go a long way to help them discover Augustine himself. -- Douglas Farrow, Kennedy Smith Chair in Catholic Studies, McGill University, CanadaTable of ContentsSeries Editor's Preface Foreword Acknowledgments Abbreviations Part I. Intellectual Biography 1. Approaching Augustine Part II. Critical Exposition 2. The Aims of Education 3. The Art of the Teacher 4. The Matter of Liberal Education 5. The Limits to Education Part III. Philosophical Reception and Relevance 6. Augustine and Some Philosophers of Education 7. St. Augustine and The Defense of Liberal Education Select Bibliography Index

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Trade ReviewIn this concise intellectual biography of L. S. Vygotsky, eminent Vygotskian authority René van der Veer has written an accessible account of the major periods of Vygotsky’s career, reviewing the development of Vygotsky’s thinking in plain and often witty language, a service of immeasurable importance, given Vygotsky’s notorious indifference to his readers’ sensibilities... This volume is straightforward and edifying enough for undergraduates, and stimulating and informative enough for those who have been immersed in Vygotskian scholarship for many decades. -- Peter Smagorinsky, The University of Georgia, USATable of ContentsForeword Series Editor's Preface Preface Introduction Part I: Intellectual Biography 1. Lev Vygotsky Part II: Critical Exposition of Vygotsky's Work 2. Early Writings 3. Creating Cultural-historical Theory 4. The Zone of Proximal Development 5. Cross-cultural Education Part III: The Reception, Influence and Relevance of Vygotsky's Work Today 6. Contemporary Educational Research 7. Conclusions Bibliography Name Index Subject Index

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Book SynopsisMichael James Grenfell is Chair of Education and Head of School at the University of Stirling, UK. He has also held Chairs at Trinity College, Dublin, Ireland and the University of Southampton, UK. He is the author of several research articles and books including: Pierre Bourdieu: Agent Provocateur (2004); Art Rules: Bourdieu and the Visual Arts (with C. Hardy, 2007); Bourdieu, Language and Linguistics (2011); Language, Ethnography and Education (2012); and Bourdieu: Key Concepts (2012).Trade ReviewThe work of Michael Grenfell is essential reading for anyone wishing to learn about Pierre Bourdieu’s ideas - nobody understands field theory better or deeper. This book is invaluable: not only will it teach you about Bourdieu’s sociology and its impact on the social sciences, it will also change the way you see the social world. -- Karl Maton, Associate Professor in Sociology, University of Sydney, Australia and author of 'Knowledge and Knowers: Towards a Realist Sociology of Education'Table of ContentsAcknowledgements Introduction Part I 1. Bourdieu - Personally Speaking Part II 2. Algeria 3. Education and Training 4. Media and Culture Part III 5. Economics 6. Acts of Resistance 7. Raison d'Etre Conclusion Bibliography Index

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Book SynopsisKathy Hall is Professor and Head of the School of Education at University College Cork, Ireland. Mary Horgan is Senior Lecturer in the School of Education and Director of the BA Early Years and Childhood Studies at University College Cork, Ireland. Anna Ridgway is Professional Practice/Placement Manager of the Early Years and Childhood Studies degree course in the School of Education at University College Cork, Ireland.Rosaleen Murphy is Irish Research Council funded Research Fellow at the School of Education, University College Cork, Ireland.Maura Cunneen is Lecturer in the School of Education and is currently a Co-Director of the BA Early Years and Childhood Studies degree Course at University College Cork, Ireland. Denice Cunningham is Professional Practice/Placement Supervisor of the BA Early Years and Childhood Studies degree course in the School of Education at University College Cork, Ireland.Table of ContentsSeries Editor's Preface Foreword Acknowledgements Introduction Part I: Reggio Emilia and Loris Malaguzzi: Sociohistorical Context and Intellectual Biography 1: The history and context of the development of the Reggio Emilia Experience Part II: Critical Exposition of the Reggio Emilia Experience 2: Principles into Practice 3: Partnership with Parents and Families 4: Curriculum: Ideology and Pedagogy in Reggio Emilia 5: A Discursive Analysis of Reggio Emilia Part III: The Relevance of Reggio Emilia 6: Reggio Emilia: A Question of Quality Conclusion Appendix: 'No Way - The Hundred is There' References Index

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Book SynopsisRichard Pring retired from being the first Professor of Educational Studies, and Director of the Department, at the University of Oxford, UK, in 2003 after 14 years. After retirement he was Lead Director of the 1 million Nuffield Foundation review, whose report Education for All: the future of education and training for 14-19 year olds was published in 2009. His most recent book, Life and Death of Secondary Education for All, has followed up the review.Trade ReviewIts greatest success is in bringing the lens of Dewey's philosophy to current educational problems. Through Pring's studied lens we see two images clearly: the piteous one a society that neither respects nor even particularly likes children and a hopeful one of a pair of educational philosophers, Pring and Dewey, who do. * Theory and Research in Education *It is difficult to underestimate the importance of this book. Professor Pring has illuminated the character and complex structure of John Dewey’s thought within a clear, sophisticated and comprehensive framework of analysis. Pring’s sympathy with Dewey’s different accounts, especially on the nature of inquiry and what Dewey meant by interests, gives teachers and students access to a thinker whose work sometimes seems impenetrable. Pring’s great advantage here is that he writes from a different tradition, giving the book exceptional balance. The description of how Dewey might assess 21st century education should give every politician, administrator and parent reason to pause and reflect on how the education ideal has been corrupted. This book is therefore of immense value for any student who needs to, indeed should, master the work of one of the most penetrating and imaginative educators and philosophers of modern times. * Hugh Sockett, Professor of Education, George Mason University, USA *Table of ContentsSeries Editor's Preface Foreword Introduction: Genesis and Nature of the Book Part I: Intellectual Biography 1. Dewey: The Man, his Life, his Writings and his Bequest Part II: Critical Exposition of Dewey's Work 2. Educational Aims 3. Experiencing, Making Sense, Knowing and Inquiring 4. Child-centred Education 5. Curriculum: Logical and Psychological Aspects 6. Community and the Individual: Democracy and Ethics Part III: Philosophical Underpinnings 7. Pragmatism: Meaning, Truth and Value Part IV: A Philosopher of Education for our Time? 8. Current Problems and Dewey's 'Would-be Response' Bibliography Index

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Book SynopsisLynn Fendler is Professor in the Department of Teacher Education at Michigan State University, US, where she teaches courses in curriculum theory, philosophy of education, and humanities-oriented research. She is a founding member of the Foucault and Education Special Interest Groups of American Educational Research Association.Table of ContentsSeries Editor's Preface Foreword Acknowledgements Part I: Intellectual Biography 1. Foucault and His World Part II: Critical Exposition of Foucault's Work 2. Definitions of Major Concepts 3. Summaries of Major Works Part III: The Reception and Influence of Foucault's Work 4. The Prolific Writer and Thinker Part IV: The Relevance of Foucault's Work Today 5. A Philosophical Legacy Endnotes Bibliography Index

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Book SynopsisMichael Young is Emeritus Professor at IOE, UCL's Faculty of Education and Society, University College London, UK. His recent books include Knowledge, Expertise and the Professions (edited with Johan Muller, 2014), Implementing National Qualification Frameworks (edited with Stephanie Allais, 2013) and Bringing Knowledge Back In (2008).David Lambert is Professor of Geography Education in the Department of Curriculum, Pedagogy and Assessment at IOE, UCL's Faculty of Education and Society, University College London, UK. He is former Chief Executive of the Geographical Association, UK.Carolyn Roberts is Head Teacher, Thomas Tallis School, UK.Martin Roberts is Consultant to The Prince's Teaching Institute and former Head Teacher, The Cherwell School, UK.Trade Review[H]ighly accessible and jargon free ... [There is] much more to debate here than is possible in a brief review of this kind. My advice would be: buy the book and join the dialogue. * The Curriculum Journal *The authors manage to avoid the boring old binary distinctions that tend to characterise debates about education and the purpose of teaching: and in doing so, promote a practical vision for the ‘future school’ that places the curriculum at its heart ... An engaging reminder of the need to avoid easy solutions, and to keep thinking. -- Jennie Bristow * Spiked *Rather than simply critiquing recent educational reforms, the authors of this book offer school leaders and teachers a clear and practicable way of thinking about knowledge and the curriculum. This way of thinking affirmatively links pupils' entitlement to knowledge with social justice through the development of knowledge-led schools and curricula. After nearly three decades of reform aimed at de-professionalizing educators, this book ultimately makes an urgent and persuasive case for their re-professionalization in the name of providing pupils with more equitable access to powerful knowledge. * Brian D. Barrett, Associate Professor, Foundations and Social Advocacy Department, The State University of New York College at Cortland, USA *I thoroughly recommend this book. It is carefully argued, thought-provoking and timely. Surely we can now move away from the often sterile and simplistic debates, “knowledge versus skills”. Knowledge and the Future School presents us with a tantalizing alternative that will allow us to embrace the goal of widening access to ‘powerful knowledge’ through teaching framed by subjects, while at the same time celebrating the diverse experiences of students. * Dame Celia Hoyles, Professor of Mathematics Education, Institute of Education, University of London, UK *This book raises important questions about the place of knowledge in education and society. Whether you agree with all the answers or not, any serious minded educator or researcher with an interest in social justice, should pay careful attention to the arguments that Young and his collaborators are making. * Keri Facer, Professor of Educational and Social Futures, University of Bristol, UK *You don’t need to agree with every argument in this highly engaging book to appreciate the importance of its challenges. Let’s think about what schools are actually for. Let’s stop seeing their important work only in terms of data, targets, what can be measured. Here are some serious (but far from dull) arguments about knowledge and the work of schools. This book cuts across the usual political debates and point-scoring. It is a model of how to write well for an audience that should include teachers and head teachers, parents, the public – and politicians. * Lyn Yates, Foundation Professor of Curriculum, University of Melbourne, Australia *This is the book that many secondary school heads of department, frustrated by a focus on the pedagogic ‘how?’ at the expense of the disciplinary ‘what?’, have long been wanting their senior leaders to read. The authors’ message is bold and its implication clear: disciplinary knowledge and curriculum thinking must become nothing less than the central concern of leadership, the essence of staff development and the driver of whole-school debate. * Christine Counsell, Senior Lecturer, Faculty of Education, University of Cambridge, UK *Knowledge and the Future School is an intelligent and courageous book that takes the reader to the very heart of what a good education in our schools should be. The authors have adeptly argued the case for a subject-led curriculum that not only enlightens, stretches and challenges the pupil but also brings joy in learning and teaching. Here teachers are given back the freedom to be 'sage' and 'guide' in their classroom as they reflect how best to enthuse a deep understanding of their subject. This approach puts the teacher as the academic professional in the classroom who not only helps his students to develop higher order thinking skills through the discipline of his subject but also gives permission for the teacher to deepen his own knowledge and understanding by working and learning with other professionals from school and universities within his discipline. The clarity of the message of this book cannot be mistaken. All children no matter their class or level of deprivation have a legitimate entitlement to powerful knowledge that is found in a subject led curriculum. This book is not about a traditional curriculum of the past which is rigid and requires just rote learning. Nor does it allow inequalities where pupils with less means are 'fobbed off' with a third class curriculum based on pupils' own experience giving them no real choices for their future. This book sets a demanding environment of a subject based curriculum that is not afraid to state knowledge is power led by a reflective practitioner who invests in both his pupils and his own understanding of the subject. This is a most liberating book that leaders in education, politicians and head teachers ignore at their children's peril. * Dana Ross-Wawrzynski DBE, CEO and Executive Head Teacher at Bright Futures Educational Trust and Altrincham Grammar School for Girls, UK *This will not be an uncontroversial book – certainly not amongst politicians of either left or right. It is an important one, however. For passionate teachers everywhere, drawn into teaching by their love of their subject and the emancipatory power of education, it will be one which re-inspires them to think more deeply about what should be taught in their classrooms. The challenge to teach ‘powerful knowledge’, which liberates the mind and gives young people the ability to engage critically with the world will resonate deeply with teachers whose intrinsic motivations have always been to educate without dogma. This book’s proposed ‘Future 3’ model will help teachers to transcend the sterility of the current ideological debate and fashion a future for their schools and pupils where deep educational values can take centre stage. * Jon Coles, Group Chief Executive, United Learning, UK *Table of ContentsPreface: Why should you read this book? Martin Roberts (The Prince’s Teaching Institute, UK) and Carolyn Roberts (Thomas Tallis School, UK) Introduction, Michael Young (Institute of Education, UK) and David Lambert (Institute of Education, UK), Carolyn Roberts (Prince's Teaching Trust, UK) and Martin Roberts (The Prince’s Teaching Institute, UK) 1. Knowledge, curriculum and the future school, Michael Young (Institute of Education, UK) 2. Why curriculum? Michael Young (Institute of Education, UK) 3. Powerful Knowledge as a curriculum principle, Michael Young (Institute of Education, UK) 4. The progressive case for a subject-based curriculum Michael Young (Institute of Education, UK) 5. Curriculum change and control: a Headteacher's perspective, Martin Roberts (The Prince’s Teaching Institute, UK) 6. Curriculum leadership and the knowledge-led school, Carolyn Roberts (Thomas Tallis School, UK) 6. Subject teachers in knowledge-led schools, David Lambert (Institute of Education, UK) 7. Afterword, Michael Young (Institute of Education, UK), David Lambert (Institute of Education, UK), Carolyn Roberts (Thomas Tallis School, UK) and Martin Roberts (The Prince’s Teaching Institute, UK) Bibliography Index

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Trade ReviewThis is an excellent publication that considers the inter relationships of childhood, inclusive education and importantly children's accounts of education. The chapters are wide ranging and combine cutting edge scholarship and research with practical application. This book will be of use to researchers, students and childhood practitioners alike. I strongly endorse this publication and am confident it brings new knowledge and reflection on childhood and inclusive education. * Philip Vickerman, Executive Director to the Vice Chancellor and Professor of Inclusive Education and Learning, Liverpool John Moores University, UK *This book is a must for all professionals who work with children. It examines the relationship between inclusive education, children as stakeholders and research. There are many different and varying examples of "inclusive groups", a term which can be applied to gay, Roma and disabled people as well as asylum seekers, refugees, people from minority ethnic and cultural groups, economically underprivileged groups and young people who have a chronic illness. Many international examples have been provided. The book draws together a huge amount of national and international research and offers numerous examples and activities to work through. Additional reading is suggested and the chapter summaries and reflective exercises are very useful. All aspects of child participation, issues of power, and implications of what is said are explored. A number of interviews with specialists are included in the book which provides a wider perspective on the issues discussed. Lots of questions are asked in the book...Interesting illustrations about stereotyping and how to explore children's views on this are provided. A very readable book packed with activities alongside pieces of reflection about how children view the complex issues of what inclusive education is, how it works and how it can be improved to include all groups of children throughout the world. Good to find a book which examines inclusive education in a truly inclusive way using international illustrations, activities and research which covers a wide number of often excluded groups. * Sue Ralph, Professor of Education, The University of Northampton, UK *Table of ContentsAcknowledgements Introduction to New Childhoods Series Part I: Debates, Dilemmas and Challenges: The Background To Inclusive Education, Children’s Participation and Inclusive Research 1. Introduction to Rethinking Children and Inclusive Education Part II: An Interdisciplinary Overview of Recent Research and Scholarship 2. Current Perspectives on Inclusive Education 3. Children’s Participation 4. Inclusive Research Part III: Implications for Children’s Lives: Using Children’s Perspectives to Inform Inclusive Education 5. Children’s Access to Places and Spaces 6. Developing an Inclusive Curriculum Informed by Children’s Perspectives 7. Children’s Sense of Belonging 8. Themes across Inclusive Education, Participation and Inclusive Research 9. Conclusion References Index

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Book SynopsisDavid Blundell is Principal Lecturer and Programme Director for Education Studies at London Metropolitan University, UK. He is the author of Education and Constructions of Childhood (Bloomsbury, 2012).Trade Review[Blundell] writes in a highly engaging style, with a lightness and clarity that makes some very difficult theoretical material highly accessible to a wide audience. For this reason, the book will be an invaluable resource to support undergraduate teaching. * Education 3-13 *Rethinking Children’s Spaces and Places deals with our complicated thinking about children and our sophisticated spatial theorizing in palatable and accessible ways. It opens up sometimes impenetrable empirical research in delightful ways, and as the book progresses the arguments build on and fold into each other in an engaging and understandable way. It will make converts to this research field of many students who get the opportunity to use it. * Stuart C. Aitken, Professor and Distinguished Faculty Member, San Diego State University, USA *This book provides an accessible and comprehensive overview of academic work exploring the geographies of childhood and generates significant insights to how we can conceptualise space and place in children’s lives. Blundell pulls together a fascinating range of key studies and guides the reader though them, identifying what is most significant and establishing clear links between them. The result is an assured handling of a diverse range of material which enables the reader to move between the big picture and the detail, to get a clear sense of the underlying debates and theoretical traditions and how they relate to practical attempts to describe and explain childhood. This book will be a valuable resource for anyone studying childhood, education or preparing for teaching. It will also be of interest to anyone studying social sciences as a valuable insight into the contribution of a broadly geographical perspective to understanding the social world. * Lee Jerome, Associate Professor of Education, Middlesex University, UK *This book presents thought provoking reflective engagement with contemporary issues related to children's spaces and places. It is underpinned by some complex theory which is related to a range of research to provide a rich understanding and critique of key themes throughout. Much awaited, this debate challenges thinking about the spaces children inhabit in an engaging manner. * Anne Kellock, Senior Lecturer in Childhood Studies, Sheffield Hallam University, UK *This book certainly challenges the representation of modern childhood. The author focuses on the vital contribution of children’s spaces and places in the construction of children’s social realities. The content is thought-provoking as it endorses the agency and diversity of children’s lives. This is an excellent resource for readers who wish to challenge ways of living and working with children. * Zeta Brown, Lecturer in Childhood, Families and Communities Studies, University of Wolverhampton, UK *Table of ContentsSeries Editor's Preface Acknowledgements Preface Part I: Debates, Dilemmas and Challenges: Childhood and the Place of Children 1. Introduction 2. Modern Childhood as a Symbolic Space and Children as Social Actors Part II: The Issues and Debates Defined: Space, Place and Spatiality 3. Spatiality and Understanding Children’s Lives Part III: Implications for Children’s Lives 4. Scholarisation and Institutional Spaces of Childhood 5. Playing Out: Range, Territories and Children’s Activity Space 6. Constructing Identities and Children in Relational Space 7. ‘Nature’ and Discursive Spaces of Childhood 8. Globalization and Future Spaces of Childhood Bibliography Index

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Trade Review[Wooster's] timely book Theatre in Education in Britain [is] an insightful narrative and analysis of the conditions in which TIE was created ... Wooster's attempt to trace this development of theory within the TIE movement, its internal differences and outside influences, is, for me, the strength of the book ... There is much to recommend. * Journal of the National Association of Teachers of Drama *Theatre in Education in Britain will prove to be an invaluable resource for those studying the field for years to come … Wooster chronicles with intellectual rigour and insight, the origins and development of a movement whose achievements in primary and secondary education has too-often been ignored or devalued. * Wales Arts Review *With this text, Roger Wooster brings light and specificity to the evolution of theatre in education (TIE) as a practice, as a field, and as an art form…with a close look at its global germination in the local geography and polity of Britain. The book is a worthy read to the TIE field and all its kindred theatre forms, in Britain and beyond, as it chronicles a specific history with insights and implications for broader practical and theoretical realms. Wooster’s long career as a TIE company member, academic, and witness to the evolution of TIE lends clarity and credibility. … This eminently trustworthy volume encourages readers to realize progress and legitimacy as we claim and construct a shared history. It provides a specific, thorough, and accessible account of TIE within a British context over decades from an embedded informant with a global reach. … Theatre in Education in Britain is a timely treasure for TIE and the broader field/s in which it finds itself a member. It marks a mantle passing at that moment when lived experience for one becomes history to another. Thank you, Roger Wooster, for living, making, and writing an important piece of our history. * Theatre Topics *As TIE celebrates more than 50 years of existence, Wooster, a leader and practitioner of the movement, provides the field with a great gift, a book that uncovers and analyses the history of a movement that inspired so many others … This book is vital to our understanding of the influences and conditions necessary for this method to emerge … An essential contribution for those working in the field, devoted to progressive teaching and learning or anyone who loves theatre, education and its rich history. * Journal of Applied Arts & Health *Table of ContentsIllustrations Acknowledgements Foreword by Philip Taylor (NYU, USA) Preface Part One: Roots Chapter One: Society, Theatre, Education and the first TIE experiments 1965-1966 Chapter Two: The Development of the Theatre in Education Movement 1966-1976 Chapter Three: Pedagogical Maturity 1976-1990 Chapter Four: The Education Debate and the Era of ERA Afterword by Warwick Dobson (University of Victoria, Canada) Part Two: Fruits Chapter Five: Case Study: Careless Talk Chapter Six: Case Study: When Sleeping Dogs Awake Chapter Seven: The Aesthetics of TIE Chapter Eight: Making it and Making it Work Chapter Nine: International Perspectives and Influence Afterword by Chris Vine (CUNY, USA) Part Three: Shoots Chapter Ten: The Legacy of ERA: Funding and Programme Content Chapter Eleven: The Use and Abuse of Practice in contemporary TIE Chapter Twelve: Some Contemporary International TIE Programmes Chapter Thirteen: The Survivors: Case Studies of Contemporary TIE Programmes Chapter Fourteen: Conclusion: The Last Fifty Years of TIE Afterword by Anthony Jackson (University of Manchester, UK) Endnotes Bibliography Index

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Book SynopsisCharl Wolhuter is Subject Chair and Professor of Comparative Education and Teaching Theory in the School of Education of North-West University, South Africa.Trade ReviewGiven that too high a percentage of scholarly work on sub-Saharan Africa is produced by non-Africans, the editors of [this book] should be lauded because nearly all the authors are African ... [The book] provide[s] a useful raid on what was largely unarticulated and so help[s] to fill a gap in the scholarly literature. * Zambia Social Science Journal *Education in East and Central Africa provides an invaluable comparative compendium on education in a myriad of countries often overlooked in contemporary literature. While this text includes chapters on education in the well-known African nations of Kenya and Zambia, it also provides substantive material on education in underrepresented African nations like Eritrea, in countries experiencing continuing conflict, such as the Central African Republic, or in the newly emerging nation of South Sudan. While contributing to comparative analyses of education and its challenges in underrepresented east and central African nations, this work also remains an invaluable and unique resource for comparative education students in emerging universities with limited libraries and internet connectivity. -- Karen Biraimah, Professor of Comparative Education, University of Central Florida, USATable of ContentsSeries Editor’s Preface, Colin Brock (University of Durham, UK) Notes on the Contributors Introduction: Education in East and Central Africa: A Regional Overview, Charl Wolhuter (North-West University, South Africa) 1. Angola: An Overview, Pedro Nsiangengo (National Education Research Insitute, Angola), André Jacinto Diasala (National Institute for Educational Development of Luanda, Angola) and Charl Wolhuter (North-West University, South Africa) 2. Burundi: Trends and Challenges, Hermenegilde Rwantabagu (University of Burundi, Burundi) 3. The Central African Republic: The Vicious Circle of Economic Underdevelopment and Dysfunctional Education, Mossoa Lambert (University of Bangui, Central African Republic) and Charl Wolhuter (North-West University, South Africa) 4. Republic of Congo: Education and Lavour Market, Christophe Jalil Nordman (French Insisute of Research for Development, France) and Mathias Kuepie (Centre d’Etudes de Populations, de Pauvreté et Politiques Socio-Economiques, Luxembourg) 5. The Democratic Republic of the Congo: An Overview, Rachel Nsimire Bigawa (École Normale Supérieure, Burundi) 6. Djibouti: Formal and Informal Education, Rachel Solomon Tsehaye (Institute of Research of Sociology and Economy of Education, France) 7. Equatorial Guinea and Sao Tomé and Principé: Context, Analysis and Comparison, Pierre Marie Njiale (University of Yaoundé, Cameroon) 8. Eritrea: Educational Development Pre- and Post-Independence, Ravinder Rena (University of Western Cape, South Africa) 9. Ethiopia: An Overview, Jana Zehle (University of Addis Ababa, Ethiopia) 10. The Republic of Gabon: An Overview, Jacques Ginestié(Aiz-Marseille University, France) and Jean Sylvian Bekale Nze (Teacher Training College for Technical and Professional Education, Senegal) 11. Kenya: An Overview, B.O. Nyatuka (Masinde Muliro University of Science and Technology, Kenya) 12. Rwanda: An Overview, Wenceslas Nzabalirwa (Kigali Institute of Education, Rwanda) 13. Somalia: Succeeding in a Failed State, Michael Brophy (formerly of the Africa Educational Trust, UK) 14. South Sudan: An Overview, Petrus J. du Toit (University of Stellenbosch, South Africa) 15. Tanzania: Revisiting Eastern and Central African Education Systems, William A. L. Anangisye (University of Dar es Salaam, Tanzania) and Daniel Fussy (Mkwawa University College of Education, Tanzania) 16. Uganda: An Overview, Stephen Ndawula (Kyambogo University, Uganda) and David Henry Ngobi (Kyambogo University, Uganda) 17. Zambia: An Overview of Formal Education, Gift Masaiti (University of Zambia, Zambia) and Joseph Chita (University of Zambia, Zambia) Index

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Trade ReviewA tirelessly committed teacher whose ability to design and delivery highly effective curriculum is only surpassed by his eagerness and willingness to share his craft with colleagues. I would not be the educator I am today without Robert Ward’s guidance. -- Barret Graf, teacher and Achieve3000 Curriculum and Implementation Development Specialist, California‘Be a guide on the side, not a sage on the stage.’ As educators, we have all heard these words and taken them to heart, but let's face it...easier said than done. Robert Ward's The Firm, Fair, Fascinating Facilitator and companion workbook The Teacher Tune-Up are essential tools enabling self-reflection upon one's own teaching practices, sharpening of one's skills, and rediscovering one's passion and purpose for entering the profession. No 21st century classroom should be without Ward's practical manuals which both mentor the ‘rookie’ teacher and reinvigorate the ‘veteran’ while fostering student independence, critical thinking, respect, and rapport within the classroom. A+ for Mr. Ward! -- Heather J. Lighston, parent and English teacher, Palmdale School District, CaliforniaThe methodology in Robert Ward’s The Teacher Tune-Up has evolved from years of experience in the teaching trenches. This book is for every teacher — whether you are just starting out in the classroom or have taught for years; whether you are teaching homeroom or special subjects. Using intense self-evaluation and clear instruction, becoming a firm, fair, fascinating facilitator will show you how to manage your classroom, build rapport with your students, create engaging lessons, and help students reach their potential. The Four F's enabled me to analyze and reevaluate my teaching goals, infusing new energy and joy into my classes. -- Naomi Manzella, parents and library media specialist, Norwood School, MarylandTable of ContentsIntroduction Section 1: Self-Reflection Activity 1: My Personal Teaching Goals Activity 2: Data and Formal Research Activity 3: Non-Productive Students’ States of Mind Activity 4: Where I Am—My Professional Growth Self-Assessment Section 2: Exploring Firmness Activity 5: Why No Teacher Should Take Firmness for Granted Activity 6: A Sample Day One Scenario Activity 7: Student Expectations and the Pathways to Success Activity 8: What Do I Do When…? Activity 9: Sponges Activity 10: A Scenario in Firmness Activity 11: The Consequences of Dwindling Consequences Section 3: Exploring Fairness Activity 12: Punish Only the Guilty Activity 13: Being Careful Not to Take Fairness Too Far Section 4: Exploring Fascination Activity 14: Teaching with Passion Activity 15: Teacher Autonomy Activity 16: The True Meaning of Accountability Section 5: Exploring Facilitation Activity 17: Big Ideas and Essential Questions Activity 18: Pairs and Groups Activity 19: Using Inquiry to Deeply Comprehend Challenging Text Section 6: Self-Confidence Activity 20: Where I Stand—My Professional Mission Statement Afterword About the Author

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Book SynopsisSixty decades of US history have witnessed tremendous and tumultuous societal changes, including educating our children. In response to President John F. Kennedy's call to ask not, what their country could do for them, but what they could do for their country Baby Boomers answered. Catalysts for Change: Baby Boomers Reflect on their Legacy to Public Education shows reflections of veteran educators who have devoted their lives to service through education. They write about the changes, evolution, successes and challenges, and lessons for current educators who must take this mission forward to tackle current educational challenges.

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