Education / Educational sciences / Pedagogy Books

Book SynopsisOriginal blurb: The volume of writing on educational topics has increased so prodigiously in recent years that the student is likely to lose himself in a sea of print. This may lead him to opt for the first book that comes to hand, or waste time rifling through half a dozen when a thorough grasp of one key text is all that is needed. Reading lists commonly look impressive, not to say daunting. In fact, the multifarious titles conceal an enormous amount of duplication, an endless raking over of other people's research findings. It is a safe bet', writes W. Kenneth Richmond, that less than 5 percent of the contents of any new book on education will be in any way original'.This critical bibliography, originally published in 1972, is concerned with the noteworthy books and major official reports that had appeared in the English language during the twenty-five years prior to publication. In his introduction and in the commentaries prefacing each section the author explains the bacTable of ContentsIntroduction. 1. Philosophy of Education 2. Educational Theory 3. Curriculum Study 4. Educational Psychology 5. History of Education 6. Sociology of Education 7. Educational Administration 8. Comparative Education, Education in Developing Countries and Educational Planning 9. The Economics of Education 10. Educational Technology.

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Book SynopsisDespite advancements in and availability of corpus software in language classrooms facilitating data-driven learning (DDL), the use of such methods with pre-tertiary learners remains rare. This book specifically explores the affordances of DDL for younger learners, testing its viability with teachers and students at the primary and secondary years of schooling. It features eminent and up-and-coming researchers from Europe, Asia, and Australasia who seek to address best practice in implementing DDL with younger learners, while providing a wealth of empirical findings and practical DDL activities ready for use in the pre-tertiary classroom.Divided into three parts, the volume's first section focuses on overcoming emerging challenges for DDL with younger learners, including where and how DDL can be integrated into pre-tertiary curricula, as well as potential barriers to this integration. It then considers new, cutting-edge innovations in corpora and corpus software for use with Trade Review'This book is an exciting, thoughtful and wide-ranging collection of papers from some of the leaders in the area of DDL. It is an understatement to say that it is long overdue! Amazingly, almost three decades have passed since DDL emerged as a pedagogical approach in language teaching and, in all of that time, this is the first edited volume to curate work on the use of DDL specifically in the context of young learners. While the volume is very forward-looking in the context of ever-improving technology and availability of corpus data and tools, contributors do not shy away from the challenges that have prevailed over the years to limit the mainstreaming of DDL as a pedagogical practice. Authors, exploring primary and secondary school learning contexts, showcase the potential of DDL for young learners but they consistently point to the need for more research, better teacher development and more equitable access to technology in primary and secondary schools. This book is a fanfare to what DDL has to offer in the context of language teaching in primary and secondary schools and, for sure, it will inspire teachers and researchers to open up to the opportunities of DDL for young learners.' - Dr Anne O'Keeffe, MIC, University of Limerick, Ireland'This is a very timely collection of papers that showcase recent research on pedagogical corpus use in primary and secondary school settings. The book will no doubt serve as an invaluable resource for anyone who is curious about whether and how DDL can work with younger learners, and for anyone who is ready to be inspired by some of the leading teacher-researchers in the field. Highly recommended!' - Ute Römer, Associate Professor of Applied Linguistics, Georgia State University, USA'This interesting and timely collection of studies is an essential reading for anyone conducting research on Data-Driven Learning (DDL) or considering using this approach with young learners. Together, the authors of the chapters present an in-depth review of the relevant literature on DDL, explain its strengths and weaknesses, and discuss the conceptual barriers and technical difficulties that might need to be overcome before the approach can be successfully adopted in the classroom. The book also describes some innovative uses of mainstream and custom DDL tools as well as offering many practical suggestions for designing useful DDL activities. In short, it is an extremely valuable resource.' - Laurence Anthony, Professor, Faculty of Science and Engineering, Waseda University, JapanTable of ContentsForewordAlex Boulton1. Data-driven learning and younger learners: Introduction to the volumePeter CrosthwaitePart 1: Overcoming emerging challenges for DDL with younger learners2. A case for constructive alignment in DDL: Rethinking outcomes, practices and assessment in (data-driven) language learning Fanny Meunier3. Data-driven Learning in the Secondary Classroom: A Critical Evaluation from the Perspective of Foreign Language Didactics Oliver Wicher 4. Barriers to trainee teachers' corpus useEva Schaeffer-Lacroix Part 2: Applying new DDL methods for younger learners5. The pedagogic advantage of teenage corpora for secondary school learners Pascual Pérez-Paredes6. The development of multi-modal corpus tool for EFL Young learners: A case study on the integration of DDL in teacher education Eri Hirata7. Query complexity and query refinement: Using web search from a corpus perspective with digital natives Maristella GattoPart 3: Infusing DDL into practice – New empirical findings from younger learners8. Effects of data-driven learning on enhancing the phraseological knowledge of secondary-school learners of L2 English Paweł Szudarski9. "It helps me get ideas on how to use my words": Primary school students’ initial reactions to corpus use in a private tutoring setting. Peter Crosthwaite and Annita Stell10. Teaching French to young learners through DDL Sonia Di Vito 11. Data-driven learning in a Greek Secondary education setting: The implementation of a blended approach Vasiliki Papaioannou, Marina Mattheoudakis, Eleni Agathopoulou12. The effect of data-driven learning activities on young EFL learners’ processing of English idioms Trisevgeni Liontou13. Afterword Peter Crosthwaite

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Book SynopsisBased on structured research and interviews with pupils in years 10 and 11 (15 ^DDS 16 years old) about their views of the purpose of school and their own future employment and the way the two connect, this book offers a blistering critique of the purpose of education and its ability to prepare children for the world of work. The issues raised include: the purpose of school, the nature and quality of the curriculum, whether their time was well spent, whether what they learned was relevant, who influenced them, their views of industry and the world outside. Out of the mouths of babes, the truth comes tumbling and the result is a shocking indictment of an educational system that fails to deliver what it sets out to achieve.Table of ContentsResearch methods - hearing what pupils say; Submission? - Pupils' attitudes to school; Pupils' perceptions of the purpose of school; Nostalgia or regret? - The summary experience; The subject of the curriculum; Skills learnt in school - for use or survival?; Experiencing school - learning about relationships; Pupils' relationship with teachers; The learning styles of pupils; School and life beyond; The social context of school; Conclusions.

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Book SynopsisMake your kitchen more bearable to burly men with big appetites!Loosen your belts and make room for seconds! PJ Gray, author of Bear Cookin’: The Original Guide to Bear Comfort Foods, is back with More Bear Cookin’: Bigger and Better, serving up another helping of mouth-watering recipes, handy kitchen tips, and tributes to comfort foods. Seasoned with humor and served with a side order of fun, this flavorful collection combines favorites like “Use Your Tool” and “More Bearable Meal Suggestions” from the original book with new food and information features like “Did Ya Know?” and “Kitchen Tips.” The book also includes a glossary of cooking technology, recipe measures and equivalencies, and emergency ingredient substitutions.Home-style cooking holds a special place in the hearts (and bellies) of bears, who can take comfort in the hearty fare found in the personal and family recipes presented in MorTable of ContentsChapter 1 Who Makes the Dare? The Myths and Realities of Today's Parents; Chapter 2 The Roles of Parents, Educators, and Students; Chapter 3 Developing a Culture of Participation: Strategies for Involving All Parents; Chapter 4 What Can We Do about Parents Who Are Invisible? Strategies for Monitoring Underinvolved Parents; Chapter 5 When Parent Try Run the School: Program Activities for Balancing Overinvolved Parents; Chapter 6 Special Challenges Assisting Parents and Students in Urgent Situation;

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Book SynopsisThe Story Maker is an innovative manual designed to help children aged 4-11 write creatively. Packed with original colour illustrations, the book is full of handy tips and guidance that will inspire children of all abilities to write their own stories and broaden their vocabulary. Each chapter focuses on a key element of story writing; for example story types, settings, characters, feelings and time. The chapters contain writerâs tips and easy-to-implement suggestions, as well as interactive activities designed to help children practise using new vocabulary. Introductory material on narrative planning explores story development and guides children to shape their own stories Key features include: a simple layout that will appeal to children photocopiable material that can easily be used in class a separate introduction for older children who can work alone an expanded section on narrative planning with new content on character, setting, plot, conflict and resolution now in larger A4 format for ease of photocopying The updated third edition of this inspiring resource can be used by teachers and parents to develop childrenâs creative writing and help support National Curriculum Literacy objectives in Key Stages 1 and 2. Trade Review"The book has just the right approach to encourage children, and the ideas will be useful for parents working at home with their children, as well as within schools; the book is also suitable for older children to use independently (and includes a separate introduction for them), making it even more versatile. A really excellent and practical book, brimful with ideas."— Parents in TouchTable of ContentsIntroduction Narrative Planning 1. Story Types 2. Settings 3. Characters 4. Objects 5. Feelings 6. Size 7. Speech and sound 8. Speed 9. Texture, smell and taste 10. Colour 11. Time 12. Weather Reading List

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Book SynopsisThis book envisions the formulation of critical perspectives on education reform using the Philippine experience, recognizing the need to address relevant issues and challenges particularly in an increasingly globalized twenty-first century setting. A specific education reform project, the Leaders and Educators in Asia Programme (LEAP), a joint effort between the Philippines' Department of Education, the Ateneo de Manila University in the Philippines, the National Institute of Education-Singapore and Singapore's Temasek Foundation, serves as the analytical focus of how education reform as a globalized movement is implemented, interpreted and made sense of by stakeholders involved in the reform project. This inquiry proposes to examine the problematique of education reform from a Philippine perspective by focusing on three analytical starting points: (1) describing the most relevant and urgent issues of education reform; (2) diagnosing the causes and consequences of reform faiTable of ContentsPreface 1. Problematising Reform 2. Re-imagining Reform 3. Interrogating the "Implementation of Reforms" 4. Reproducing Reform 5. Investigating Reform 6. Reform by the Numbers 7. Re-Storying Reform 8. Theorising Reform – Networks of (Dis) Trust

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Book SynopsisThis book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation Trade Review"Team Teaching and Team Learning in the Language Classroom not only provides a comprehensive review of team teaching over its initial decades and valuable classroom strategies and techniques, it also highlights innovations in content learning, the integration of new technologies, curriculum design and teacher training all in the context of furthering education as a collaborative social endeavor.In the midst of top-down policy interventions in education, this volume confronts the trends toward standardization and personal competitiveness by embracing the social nature of education, collaboration and innovation, and provides a framework for quality learner outcomes in an array of language learning contexts throughout Asia and Europe." - Larry Walker, Kyoto Prefectural University"Overall this book succeeds in its purpose: The connection between practice and theory and how theoretical models can be applied to team teaching are explained. The importance of creating social awareness is evident in the overarching theme of collaboration. Throughout the chapters, it is made clear that communication and collaboration between educators can be a powerful tool for learning. Using some of the ideas outlined in this book, teachers can develop ideas for collaboration with their students and fellow teachers." - Steven G. B. MacWhinnie, JALT JournalTable of ContentsForeword: Dick Allwright Preface: Akira Tajino Part 1: Characterising ELT collaboration and innovation 1. Introduction: Situating collaboration, team teaching, team learning and innovation in ELT practice, Tim Stewart 2. Beyond team teaching: An introduction to team learning in language education, Akira Tajino and Craig Smith Part 2: Team teaching collaborations 3. A sociocultural analysis of effective team teaching in a Japanese language classroom, Tatsuhiro Yoshida 4. Collaboration between English language and content teachers: Breaking the boundaries, Chris Davison 5. Doing international development through team teaching, Bill Perry 6. Beyond the deficit model: Co-constructing team teaching to address learner goals and needs, Francesco Bolstad and Lori Zenuk-Nishide 7. Interdisciplinary collaboration to promote L2 science literacy in Hong Kong, Chaoqi Fan and Yuen Yi Lo Part 3: Collaborative innovations beyond team teaching 8. Communication, technology and collaboration for innovation, Julian Edge and Mariam Attia 9. The dynamics of team learning in the creation of a higher education learning community: A narrative inquiry, Tim Stewart 10. The leregogy of curriculum design: Teaching and learning as relational endeavours, David Rehorick and Sally Rehorick 11. A 5000-mile virtual collaboration of team teaching and team learning, David Dalsky and Mikel Garant 12. Peer mentoring for beginning teachers: Factors contributing to professional identity development, Hoa Thi Mai Nguyen

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Book SynopsisThis volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and cutting edge areas. Trade Review" . . .Four of the sections—teaching and learning, course design, the student experience, and quality—are exceptionally exhaustive and valuable compendia of what is currently known about approaches to learning; how to organize, deliver, and assesss curriculum; how to deal with increasing diversity of learners with diverse needs, and how to measure quality in higher education."—Review of Higher EducationTable of ContentsList of ContributorsSection I: Introduction1. Editorial Introduction, Malcolm TightSection II: Teaching and LearningSection Introduction 2. Approaches to Learning, Jennifer M. Case and Delia Marshall3. Student Learning Research: A Broader View, Tamsin Haggis4. Conceptualising Teaching and Learning Interactions in Researching Higher Education, Paul Ashwin5. International Students from Asia, David Kember6. Study Success of Students from Ethnic Minority Backgrounds: an Overview of Explanations for Differences in Study Careers, Sabine Severiens and Rick WolffSection III: Course DesignSection Introduction7. Curriculum, Kelly Coate8. Problem-based Learning, Anna Kwan9. "An Alignment of the Planets": Mapping the Intersections Between Pedagogy, Technology and Management in Australian Universities, Ilana Snyder, Simon Marginson and Tania Lewis10. Diverse Student Groups: Teaching with a Goal of Inclusivity, Marybeth Gasman and Julie VultaggioSection IV: The Student ExperienceSection Introduction11. Tertiary Education in the Noughties: the Student Perspective, Naomi White12. Tuition Fee Policies in a Comparative Perspective: Theoretical and Political Rationales, Pamela Marcucci and Bruce Johnstone13. From Senior Student to Novice Worker: Learning Trajectories in Political Science, Psychology and Mechanical Engineering, Madeleine Abrandt Dahlgren, Håkan Hult, Lars Owe Dahlgren, Helene Hård af Segerstad and Kristina Johansson14. Postgraduate Research Students’ Experience: It’s All About Balancing Living, Coralie McCormackSection V: QualitySection Introduction15. What Can Students’ Perceptions of Academic Quality tell us? Research Using the Course Experience Questionnaire, John T. E. Richardson16. Grading Student Achievement in Higher Education: Measuring or Judging? Mantz Yorke17. National Monitoring of Higher Education: Motives, Methods and Means, John Taylor18. Still Balancing Improvement and Accountability? Developments in External Quality Assurance in the Nordic countries 1996-2006, Trine Danø and Bjørn Stensaker 19. A Global Survey of University Ranking and League Tables, Alex Usher and Massimo SavinoSection VI: System PolicySection Introduction20. Reflections on the Reform of Higher Education in Central and Eastern Europe, Peter Scott21. Globalisation and Higher Education Restructuring in Hong Kong, Taiwan and Mainland China, Ka-Ho Mok22. Performance-based Funding as an Instrument of Competition in German Higher Education, Dominic Orr, Michael Jaeger and Astrid Schwarzenberger23. Shifting Roles and Approaches: Government Coordination of Post-Secondary Education in Canada, 1995-2006, Theresa Shanahan and Glen Jones24. Bachelor Graduates on the Labour Market: a Cross-National Comparison of the Employers’ Viewpoint, Bettina AlesiSection VII: Institutional ManagementSection Introduction25. Institutional Structures: where Legitimacy and Efficiency Meet, Colin Pilbeam26. The Shaping of the Departmental Culture: Measuring the Relative Influences of the Institution and Discipline, Jenny J. Lee27. Economies of Scale and Mergers in Higher Education, Colin Green and Geraint Johnes28. University-based Economic Growth, Iryna Lendel, Phil Allen and Maryann Feldman29. Building Democracy’s University: University-Community Partnerships and the Emergent Civic Engagement Movement, Matthew Hartley and David SooSection VIII: Academic WorkSection Introduction30. Interpreting Changing Academic Roles and Identities in Higher Education, Kerri-Lee Krause31. Academic Development, Ranald Macdonald32. The Changing Nature of Academic Work, Jan Currie and Lesley Vidovich33. Understanding Academic Freedom: the Views of Social Scientists, Gerlese S. Åkerlind and Carole KayroozSection IX: KnowledgeSection Introduction34. Academic Research in Contemporary Society, Angela Brew35. Disciplinarity, Ruth Neumann36. Out with Humboldt and in with the Knowledge Society: On the Consequences of the Redefinition of the Role of Higher Education and Research, Merle Jacob37. The University, Neoliberal Reform and the Liberal Educational Ideal, Tony HarlandIndex

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Book SynopsisThe role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers' individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy.Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reTrade ReviewTeacher agency in TESOL – should we be pessimistic or optimistic? This book provides much needed data and analysis across a diverse range of international sites. Now we can begin to answer the question based on more than just pessimism of the intellect and optimism of the will. -- Graham Crookes, University of Hawai’iMany new policies for the teaching of English give the distinct impression of being introduced, not so much because they are based on sound research and evidence of their success, but because of ‘common-sense’ assumptions about how languages are learned and how they should be taught. Into this equation, in recent decades, has entered a kind of universal anxiety on the part of educational policy makers that without English, their nations will be left behind politically, economically and socially. ... Readers of this volume will find in these pages an intriguing compilation of classroom scenarios, instructional contingencies, and policy responses, at the heart of which is the agency of the language teacher. In response to the currently limited scope of research on micro-level language education policy, the editors have found a niche that is richly filled by the accounts that follow. -- Anne Burns, ForewordTable of Contents1. Introduction 2. English language teaching in China: teacher agency in response to curricular innovations3. Acceptance and adaption: teacher agency during the introduction of English activities in Japanese elementary schools 4. Monolingual education in policy discourse and classroom practice: a look into Japanese junior high school EFL classrooms5. Teacher agency, the native/nonnative dichotomy, and “English Classes in English” in Japanese high Schools6. Teacher-designed high stakes English language testing: washback and impact7. ESOL teacher advocacy: a response to teacher education standards8. Teacher agency and policy response in the Australian adult ESL literacy classroom: a multi-site case study9. Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge10. Navigating Change: Kazakhstani English language teachers’ response to multi-scalar education reforms11. A call for English teachers in Morocco to practice agency through action research12. Sociocultural factors affecting teacher agency in English-medium instruction in Japan13. Introducing curricular change in ESL composition: an action research perspective14. A primary school English teacher’s response to language policy: teacher agency and autonomy in rural Vietnam

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Book SynopsisProviding a simple â but not simplistic â introduction to the Systemic Functional Grammar (SFG) of English, this book serves as a launching pad for the beginning student and a review for the more seasoned linguist. With an introduction to SFG through lexicogrammar and the concept of rankshift, this book is the first introduction to SFG (including Appraisal) with examples exclusively sourced from twenty-first century texts. Written for those learning English and English linguistics as a foreign language, this serves as an easy-to-read introduction or refresher course for Systemic Functional Linguistics.Table of ContentsContentsPrefaceChapter 1. Some introductory remarks to get us started.SummaryChapter 2. Grammatical parts and how they work together.Analysing a more extended example.SummaryActivities & Exercises Chapter 3. Representing the world.The ideational metafunction.Material process.Mental process.Relational process.Verbal Process.Existential process.Oblique participants.Analysing a more extended example;SummaryActivities & Exercises Chapter 4. The speaker’s relationships.Mood.Analysing a more extended example.Modality.Speech Acts.SummaryActivities & Exercises Chapter 5. Getting the message in order.Thematic structure.Analysing a more extended example.Thematic progression.Analysing a more extended example.Information structure.Analysing a more extended example.Cohesion: reference.Analysing a more extended example.Cohesion: lexical chains.Analysing a more extended example.SummaryActivities & Exercises Chapter 6. Extending the interpersonal metafunction.Attitude.Analysing a more extended example.Engagement.Graduation.SummaryActivities & Exercises Chapter 7. Modelling the text.SummaryActivities & Exercises Chapter 8. The text in context.SummaryActivities & Exercises Chapter 9. Final thoughts: a launching pad.Further Reading.Glossary.Key to Activities & Exercises.Index.

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Book SynopsisThis book draws on an extensive international literature and policy context, from a wide range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive and compassionate in their practice.With a particular focus on children with social, emotional and behavioural/mental health needs, it critiques policy and practice as they pertain to behaviour management and school discipline in the UK and the USA, and offers alternative perspectives based on collaborative and relational approaches to promoting positive behaviour and building community. Each chapter features reflection points to provoke discussion as well as offering additional suggested reading, culminating in a discussion of the role of school leaders in leading for social justice.Ultimately, this book will be of benefit to scholars, researchers and students working in the fields of behavTrade Review'This is an important and scholarly book for all those interested in children’s welfare, well-being and successful learning. It offers new insights about creating truly inclusive school communities and offers hope to marginalised young people.' Emerita Professor Pamela Munn, Former Dean, Moray House School of Education, University of Edinburgh, Scotland.'This book offers a compelling alternative perspective to the traditional views of behaviour management in schools. The proposed alternative, focusing on humanistic and relational approaches, is deep and refreshing, a much needed analysis to move towards more inclusive schooling.' Professor Sulochini Pather, Institute of Childhood and Education, Leeds Trinity University, UK'With current policy and guidance in England veering towards zero-tolerance approaches, isolation rooms and punishment in schools, this book offers an empathetic alternative based on social justice, equity and compassion. Never mind Tom Bennett – Joan Mowat should be advising the DFE.' Dr David Colley, Associate Lecturer, Oxford Brookes University'In questioning the nature and purposes that education should serve, Joan Mowat’s focus on meeting the needs of all young people, in and with their communities, gives new insight, hope and courage to all educators that schools can be equitable, inclusive and compassionate, and that authentic and lasting change is possible through strengthening relationships, creating empowering cultures and environments and building community.' Margery McMahon, Professor of Educational Leadership & Head of the School of Education, University of Glasgow. Table of ContentsIntroduction: Making a Difference to the Lives of Children and Young People Part I: Understanding the Drivers for Change within the System: The Policy Context Chapter 1 Understanding the Policy Context: The Macrosytem Chapter 2 Inclusive Education: Challenges, Tensions and Dilemmas Part II: Exploring and Understanding the Problem Chapter 3 Marginalisation, Social Exclusion and the Impact of Poverty on Children and Young People Chapter 4 Schools as Places of Belonging or Exclusion: School Disaffection Chapter 5 Understanding Social, Emotional and Behavioural Needs (SEBN)/Mental Health Needs (SEMHN) Chapter 6 Looking through the Lens of Developmental Theory to Understand Social, Emotional and Behavioural Needs (SEBN)/Mental Health Needs (SEMHN) Part III: Towards New Understandings: Challenging Orthodoxies and Building Community through Relational Approaches Chapter 7 Challenging the Orthodoxies of Behaviour Management through an Examination of Power, Influence and Authority Chapter 8 Challenging the Orthodoxies of Behaviour Management through a Focus on Policy and Practice Chapter 9 Building Community through Nurture and Trauma-Informed Practice Chapter 10 Building Community through Restorative Justice/Practice Part IV: Empowering the School Community Chapter 11 Working Collaboratively Together to Empower the School Community through Pupil Participation and Parental Engagement Chapter 12 Empowering the School Community through Socially Just and Culturally Responsive Leadership

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Book SynopsisHow we select, prepare, and support teachers has become a surprisingly common topic among journalists, politicians, and policymakers. Contemporary recommendations on teaching and teachers, whatever their intentions, fail to assess this deeply human activity from its historical roots. In The Teaching Instinct: Explorations Into What Makes Us Human, Kip Téllez invites us to reappraise teaching through a wide lens and argues that our capacity to teach is one part culture, two parts genetic. By rescuing the field of instinct psychology from the margins, this challenging book explores topics as diverse as teaching in other species, teaching across human cultures, and the development of teaching in young children, finally drawing readers into a discussion about how our teaching instinct influences modern teacher learning, selection, and preparation. Drawing on disciplines as diverse as comparative biology, evolutionary psychology, and teacher education policy, Téllez warns us that Table of ContentsContents1. What Is Teaching? What Is Instinct?2. Teaching in Other Species3. When Do We Know How to Teach?4. Is Teaching Universal in Human Cultures?5. How Do We Find the Instinct, and Can It Be Measured?6. "You Didn’t Know What You Didn’t Know": Steven’s Story7. Concluding ThoughtsAppendix: Parenting as TeachingReferences

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Book SynopsisThis is one of the first books to thoroughly critique the rise of Trumpism and its potential impact, nationally and globally. One of the world's leading social critics, Giroux offers new critiques of Trump and his early Cabinet choices in the context of longer term trends, including the rise of right-wing populism, the threat of planetary peril, anti-intellectual fervor, the war on youth, a narrowing political discourse, deepening inequality and disposability, authoritarianism, the crisis of civic culture, the rise of the mass incarceration state, and more. Giroux dissects the diverse forces that led to Trump's rise and points to pathways for resisting his authoritarian instincts. Offering a new language of hope and possibility, Giroux's optimism is rooted especially in the resurgence of progressive politics among youth. Giroux reclaims the centrality of education to politics and boldly articulates a vision in which the radical imagination merges with civic courage as part of Trade Review"Henry Giroux is one of America’s most important intellectuals. His latest book works brilliantly to inform, inspire, and energize. The Public in Peril may be one of his best books. Not only does Giroux make education central to politics, he also offers a new vision for those ready to engage in the struggle for a radical democracy. Everyone should read this book, especially those hoping to overcoming the growing threat to humanity and the planet posed by neoliberalism and authoritarianism." - Julian Casablancas "This courageous and timely book is the first and best book on Trump's neo-fascism in the making. Henry Giroux is a towering public intellectual unafraid to tell unpopular truths and unintimidated in the commitment to justice for poor and working people here and abroad. His work and witness are signs of hope in our bleak time!" - Cornel West"What we have long feared is finally here, at the center of American politics: an authoritarian regime with contempt for truth and human rights. Henry Giroux teaches us how to fight this fascism with a new activism that combines pedagogical and political acts. His analyses are cogent and his proposals reasonable. If you want to save democracy, read this book." - John Carlos Rowe, University of Southern California"In this book, Henry Giroux shows once again why he is among the world’s most outstanding social scientists. No one better explicates the multiple pathologies that now characterize the United States and most other advanced capitalist societies. Yet, he maintains a deep and abiding optimism, and bravely tells us of the pressing need for radically critical education in every element of every movement, combined with a politics of disobedience, and the creation of alternative public spaces, from which a new, radically democratic and egalitarian society can be built, from the ground up." - Michael D. Yates, Editorial Director of Monthly Review Press and author of The Great Inequality (Routledge 2016)"This courageous and timely book is the first and best book on Trump's neo-fascism in the making. Henry Giroux is a towering public intellectual unafraid to tell unpopular truths and unintimidated in the commitment to justice for poor and working people here and abroad. His work and witness are signs of hope in our bleak time!" - Cornel West"What we have long feared is finally here, at the center of American politics: an authoritarian regime with contempt for truth and human rights. Henry Giroux teaches us how to fight this fascism with a new activism that combines pedagogical and political acts. His analyses are cogent and his proposals reasonable. If you want to save democracy, read this book." - John Carlos Rowe, University of Southern CaliforniaTable of ContentsDedicationAcknowledgmentINTRODUCTION: Militant Hope in the Age of American AuthoritarianismI. RETHINKING POLITICS AND THE POST RACIAL Chapter 1: Anti-Politics and the Torturing of Democracy (co-authored with with Debaditya Bhattacharya)Chapter 2: White Supremacy and Racial Cleansing Under the Regime of Donald Trump Chapter 3: Authoritarianism in the Age of Manufactured Illiteracy II. YOUTH, CRISIS, AND THE POLITICS OF DOMESTIC TERRORISMChapter 4: Terrorizing School Children in the American Police StateChapter 5: Domestic Terrorism, Youth, and the Politics of DisposabilityChapter 6: Lyrical Fascism and Thinking Dangerously in a Time of Weaponized IgnoranceIII. Beyond Neoliberal Education Chapter 7: Defending Educators and the Struggle for Democratic RenewalChapter 8: Towards a Politics of Courage in Dark TimesIV. RESISTING NEOLIBERALISM’S DYSTOPIAN FUTUREChapter 9: Isolation and Loss in in Trump’s DystopiaChapter 10: Reclaiming the Radical Imagination under Neoliberal AuthoritarianismChapter 11: Rethinking Resistance in the Second Gilded AgeV. EPILOGUE

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Book SynopsisThe third edition of Learning to Teach Religious Education in the Secondary School draws together insights from current educational theory and the best contemporary classroom teaching and learning, and suggests tasks, activities and further reading designed to enhance the quality of initial school experience for the student teacher. This third edition has all new content and contributors, which take account of recent developments in the subject.Key themes addressed include: the aims and place of religious education in the curriculum; recent policy developments; developing lesson plans and schemes of work; the role of language and talk in religious education; spirituality and spiritual development; assessment in religious education; religious education at both Key Stage 4 and at A Level; religion education in relation to moral education; the role of computers; inclusion; <Table of ContentsIntroduction Part I: The context of Religious Education 1 The aims and purpose of RE 2 Religious Education policy across the United Kingdom Part II: Teaching and learning 3 Lesson planning 4 Talk and teaching Part III: Classroom issues 5 The role of language in Religious Education 6 Assessment in Religious Education 7 Learning to Teach Religious Education at Key Stage 4 8 Teaching GCE A Level Religious Studies 9 Inclusion and Religious Education Part IV: Religious Education and the whole school 10 Spirituality and spiritual development 11 Religious Education and moral education 12 Using computers to teach Religious Education Part V: Supporting professional development 13 The new Religious Education teacher and professional development

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Book SynopsisDavid Nunan's dynamic learner-centered teaching style has informed and inspired countless TESOL educators around the world. In this fresh, straightforward introduction to teaching English to speakers of other languages he presents teaching techniques and procedures along with the underlying theory and principles. Complex theories and research studies are explained in a clear and comprehensible, yet non-trivial, manner without trivializing them. Practical examples of how to develop teaching materials and tasks from sound principles provide rich illustrations of theoretical constructs. The content is presented through a lively variety of different textual genres including classroom vignettes showing language teaching in action, question and answer sessions, and opportunities to eavesdrop' on small group discussions among teachers and teachers in preparation. Readers get involved through engaging, interactive pedagogical features and opportunities for reflection and personal appTrade Review"This volume, by a highly experienced and well-known author in the field of ELT, takes readers directly into classroom contexts around the world, and asks them to reflect on the teaching practices and the theoretical principles underpinning them, and to engage in questions and discussions that occupy many teachers in their own teaching contexts." —Anne Burns, UNSW, Australia ". . . a fresh look at the craft of TESOL, ideally aimed at the novice teacher. In an interactive approach, Nunan shares theory and engages readers to reflect on both vignettes and their own experiences to better consolidate their understanding of the key concepts of the discipline." —Ken Beatty, Anaheim University, USA Table of ContentsIntroductionChapter 1 Language Teaching MethodologyChapter 2 Learner-centered language teachingChapter 3 ListeningChapter 4 SpeakingChapter 5 ReadingChapter 6 Writing Chapter 7 PronunciationChapter 8 VocabularyChapter 9 GrammarChapter 10 DiscourseChapter 11 Learning Styles and StrategiesChapter 12 AssessmentGlossary

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Book SynopsisThis landmark collection of essays by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural resistance to economic globalization, and the ecological crisis.One source of the activist-authors'' criticisms of Freire''s pedagogy is rooted in their attempts to combine consciousness raising with literacy programs in such diverse cultural settings as Bolivia, Peru, India, Southern Mexico, and Cambodia, where they discovered that Freire''s pedagogy is based on western assumptions that undermine indigenous knowledge systems. Equally important, these authors make the case in various ways that a major limitation with Freire''s ideas, and which is reproduced in the writings of his followers, is that he did not recognize the cultural implications of the world''s ecological crisis.Several essays in the collection focus directly on how the cultural assumptions Freire took Trade Review"The whole book offers a timely challenge to any northern educator who assumes that their work is liberating and giving voice to the oppressed anywhere....the book is a breath of fresh air....it should appeal both to the academic and the practitioner reader, with its range of contributions from practical accounts to theoretical speculation."—The Developmental Education Journal"...this book's various contributions help to enhance Bower's call for a more central relationship to 'intergenerational knowledge and his Afterward presents a cogent summary of the many points raised in his latest books that will be useful for those who want to grasp Bower's Ecojustice platform."—TCRecordTable of ContentsContents: Preface. C.A. Bowers, Introduction. G. Esteva, D.L. Stuchul, M.S. Prakash, From a Pedagogy for Liberation to Liberation From Pedagogy. G.R. Vasquez, Nurturance in the Andes. B.L.S. Bejarano, Who Are the Oppressed? G. Terán, Vernacular Education for Cultural Regeneration: An Alternative to Paulo Freire's Vision of Emancipation. Siddhartha, From Conscientization to Interbeing: A Personal Journey. P. Robinson, Whose Oppression Is This? The Cultivation of Compassionate Action in Dissolving the Dualistic Barrier. D. Rasmussen, Cease to Do Evil, Then Learn to Do Good (A Pedagogy for the Oppressor). C.A. Bowers, How the Ideas of Paulo Freire Contribute to the Cultural Roots of the Ecological Crisis. C.A. Bowers, Afterword.

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Book SynopsisThis book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.Table of ContentsActivity-Theoretical and Sociocultural Approaches to Learning and Collective Creativity: An Introduction Annalisa Sannino and Viv Ellis Part 1. Creative Collective Endeavors as Pathbreakers of New Learning 1. Musical Creativity And Learning Across The Individual And The Collective Karin Johansson 2. Critical Transitions in the Pursuit of a Professional Object: Simone de Beauvoir’s Expansive Journey to Become a Writer Annalisa Sannino 3. Beyond Traditional School Learning: Fostering Agency and Collective Creativity in Hybrid Educational Activities Katsuhiro Yamazumi 4. Interagency, Collective Creativity, and Academic Knowledge Practices Kai Hakkarainen, Kaisa Hytönen, Juho Makkonen, Pirita Seitamaa-Hakkarainen, and Hal White Part 2. Creative Production and Innovation as Collective Activities Crossing Epistemic Boundaries 5. Resourceful Leadership: Revealing the Creativity of Organizational Leaders Anne Edwards and Marc Thompson 6. Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings Sten Ludvigsen and Monika Nerland 7. Researching Technologies for Enhancing Collective Creativity in Interagency Working Harry Daniels and Peter Johnson 8. Creative Encounters, Collaborative Agency and the Extraordinary Act of the Meeting of a Need and an Object Reijo Miettinen Part 3. Interventions Mobilizing Creative Efforts in Collective Problem Solving and Development of Activities 9.Creative Tools for Collective Creativity: The Serious Play Method Using Lego Bricks Klaus-Peter Schulz and Silke Geithner 10. Learning, Social Creativity, and Cultures of Participation Gerhard Fischer 11. Professional Creativity: Towards a Collaborative Community of Teaching Viv Ellis 12. Collective Concept Formation as Creation at Work Yrjö Engeström

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Book SynopsisThe third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.Trade Review"The latest edition of E-Learning in the 21st Century examines e-learning from the perspectives of advancing research, instructional practice, and institutional readiness. D. Randy Garrison, perhaps the prominent scholar and thought leader on e-learning, provides thought-provoking perspectives for scholars, educators, and administrators. I was highly impressed with his ability to direct practical suggestions to each of these constituencies."--Ben Arbaugh, Department Chair, Management and Human Resources, the University of Wisconsin Oshkosh, USA"In the third edition of E-Learning in the 21st Century, D. Randy Garrison focuses more sharply on the Community of Inquiry framework and the ways in which it can inform research and practice in e-learning. As always, Garrison’s insights are grounded in thoughtful and thought-provoking research findings. Newcomers to online learning and longtime fans of the Community of Inquiry framework alike will find much to value in this volume."--Karen Swan, Stukel Professor of Educational Leadership, University of Illinois Springfield, USATable of ContentsList of FiguresPrefaceAcknowledgements1 IntroductionSECTION I: The Conceptual Framework2 Theoretical Foundations3 Community of Inquiry4 Social Presence5 Cognitive Presence6 Teaching PresenceSECTION II: Applying the CoI Framework7 Learning Technologies8 Blended Learning9 Guidelines for Practice10 Assessment and Evaluation11 Organizational Issues12 Future DirectionsAppendicesAbout the AuthorReferencesIndex

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Book SynopsisSchool mathematics is a complex subject and an ever-changing topic, but this book will help teachers, parents and employers to understand it better.Table of ContentsIt contains a rich source of ideas across a wide range of topics. D.M. Neal, Mathematics in Schools

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Book SynopsisChildren''s Rights explores the relevance of children''s participatory rights in education, particularly at a time when there are competing demands in meeting the rigid curriculum frameworks whilst taking into account children''s entitlement to participate in matters affecting their lives. It engages with theoretical and practical models of participation with an aim to support reflective practice. The chapters are informed by wider academic debates and examples from research and everyday practice in early year settings, making it an accessible read for students, practitioners as well as researchers.

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Being numerate involves more than mastering basic mathematics. Numeracy connects the mathematics learned at school with out-of-school situations that require capabilities such as problem solving, critical judgment, and sense-making related to non-mathematical contexts. This book provides prospective and practising teachers with practical, research-based strategies for embedding numeracy across the primary and secondary school curriculum. Based on the authors'' ten-year research program, the text explains what numeracy is and how numeracy has developed as an educational goal. It describes in detail the five dimensions of the authors'' model: attention to real-life contexts; application of mathematical knowledge; use of physical, representational and digital tools; the promotion of positive dispositions towards the use of mathematics to solve problems encountered in day-to-day life; and a critical orientation to interpreting mathematical results and making evidence-based judgements. There is guidance on how to embed numeracy across all subjects within the curriculum, how to assess numeracy learning and how to deal with challenges and dilemmas including working with discipline boundaries and developing support resources.Featuring practical examples and case studies throughout, this book will build pre-service teacher confidence, demystify common misconceptions and grounds theory into practice in this vital area of student competency.''The authors of this text are recognised authorities on numeracy. They have engaged heavily in numeracy research over many years and this text reflects the depth of their understanding and knowledge.'' - Geoff Hilton, University of Queensland

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Book SynopsisFirst Published in 2001. Nurture groups are spreading rapidly throughout the UK. This fully updated second edition is written in response to the support given by the DfEE to the Nurture Group project and the recognition by every major special needs policy document that they provide effective early intervention for children showing signs of emotional and behavioural difficulties.Table of ContentsChapter 1 Children at Risk of Failure in Primary Schools, Marion Bennathan; Chapter 2 The Nurture Group in the Primary School, Marjorie Boxall; Chapter 3 Nurture Groups in the 1990s, Marion Bennathan; Chapter 4 Responding to Children’s Needs, Marion Bennathan; Chapter 5 Preventing Educational Failure, Marion Bennathan; Chapter 6 Nurture Groups in the New Century, Marion Bennathan;

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Book SynopsisDrawing on research, theory and practice, this book presents ways in which practitioners, working in partnership with parents, can give children a successful start to school. Written in an accessible style, the book helps early years practitioners planning transition programs for new children and offers ideas for developing their professional practice when working with families. Starting school at the age of four or five is recognized as a major adjustment in a child's life that can determine his or her future success in education. This book highlights the factors that influence children's early adjustment, including their social and emotional wellbeing, so that schools can learn the best way to offer support. Practitioners, managers and those studying on early childhood courses will gain an understanding of the complexity and diversity of transition and will learn how they can make this a stress-free time for the children, families and professionals involved.Table of Contents1. Introduction; Part I Planning for the Start of School; 2. Admission; 3. Marketing the school; 4. Expectations and preparations; Part II Preparing Schools for Children; 5. The role of the induction coordinator; 6. Transition activities; 7. The first day at school; Part III Preschools, Schools and Families Working Together; 8. Liaison between settings; 9. Early links between home and school; ch0010 Ongoing collaboration between home and school; Part IV Settling in to School; 11. Making sense of school; 12. Friendships and social well-being; 13. Self-esteem and emotional well-being; Part V Continuity during Transitions and Transfers; 14. Transitions and transfers: within-phase, cross-phase and pupil mobility; 15. Transfer and academic progress; 16. Monitoring and evaluating induction and transitions;

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Book SynopsisIntended as a practical approach to helping children who have spoken language difficulties because of general language delay or specific language impairment, this book contains ideas and activity sheets as well as structured guidance. Areas of language difficulty are identified, activities are suggested to meet these language needs and all this is supported by a developmental framework. This book also provides advice on classroom management and grouping, in addition to a bank of individual targets for IEPs which are linked to the activities and strategies suggested within the book. Suitable for non-specialists and specialists alike, many professionals find this book to be an invaluable resource, including mainstream teachers, teaching assistants, speech and language therapists working in schools, SENCOs, nursery nurses and special school teachers.Table of ContentsChapter 1 Receptive language difficulties; Chapter 2 Non-verbal difficulties; Chapter 3 Expressive language difficulties;

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Book SynopsisThis innovative series is designed to help teachers bring history topics to life through imaginative creative arts activities. Each pack includes 10 laminated, double-sided cards, printed in full color. Every card describes in detail activities that recreate aspects of life in a particular historical period, using art, drama and dance. All activities are based on historically researched authentic practices of the time. Ideal for whole class or small group sessions, the packs are an inspiration for busy teachers looking for new ways to approach project work at Key Stage 2 - and can also easily be used with Key Stage 1 classes. Viking activities in this pack include recreating a Viking celebration through drama and dance; writing kennings and drapas; making Viking jewelry, brooches and armbands; runic writing to recreate magical charms; dyeing wool with plants and weaving tapestries; Viking food - making festival loaves; and Viking games - morels and chess.Table of Contents1: Miniature messages; 2: Kennings and drapas; 3: A Viking celebration; 4: Building a settlement; 5: Jewellery; 6: Games; 7: Leather bags, runic charms; 8: Festival loaves; 9: Washing and dyeing wool; 10: Weaving and tapestries

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Book SynopsisThe traditional claim that Renaissance humanists introduced a revolution in Italian classrooms is refuted in this masterly 2001 survey. Robert Black finds that classical learning in schools peaked in the twelfth century, and that it was not until the later fifteenth century that humanists had a significant impact on Italian schools.Trade Review'… Black writes delicately, not only with a feel for the palaeography of his manuscripts but also with the appreciation of a classicist for the works of Latin authors and of a historian for the structure of Renaissance society … his book commands complete confidence.' The English Historical Review'Black's volume provides essential documentary evidence for all those interested in the realities of school education in medieval and Renaissance Italy.' Italian Studies'This book is a pioneering study of the place of Latin in the schools of medieval and Renaissance Italy … This groundbreaking book has a full bibliography, extensive appendices of manuscripts and a detailed general index, all of which should serve to advance further studies in this important area of scholarship.' Journal of Ecclesiastical History'Black's work is based on a truly formidable examination of the manuscript evidence for school education from the earliest medieval period onwards, which is its most striking aspect. The manuscripts considered run into thousands located in many cities, and the available items in some libraries and archives, most notably those of Florence, must have been completely scoured. It must be said also that Black writes delicately, not only with a feel for the palaeography of his manuscripts but also with the appreciation of a classicist for the works of Latin authors and of a historian for the structure of Renaissance society.' Oxford Academic Journals'Humanism and Education should become a major text for the history of education in medieval and Renaissance Europe, provoking new debates not only on issues of education history but also on the larger topics of humanism and the cultural validity of an Italian Renaissance.' HistoryTable of ContentsAcknowledgements; List of abbreviations; Editorial note regarding citations from manuscripts and publications; A note on chronological terminology; Introduction; 1. Italian Renaissance education: an historical perspective; 2. The elementary school curriculum in medieval and Renaissance Italy: traditional methods and developing texts; 3. The secondary grammar curriculum; 4. Latin authors in medieval and Renaissance Italian schools: the story of a canon; 5. Reading Latin authors in medieval and Renaissance Italian schools; 6. Rhetoric and style in the school grammar syllabus; Appendices; Bibliography; Index of manuscripts; General index.

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Book SynopsisAt a time when governments and policy-makers put so much emphasis on 'the knowledge economy' and the economic value of education, human capital theory has never been more important. However, research in this area is often very technical and therefore not easily accessible to those who wish to use it as a guide to policy formation. This book provides an interface between such research and its potential applications in government, education and business. Reporting on a major research initiative, new findings are presented in a non-technical way on three major themes: measuring the benefits from human capital, applications of the human capital model, and policy interventions. Aimed at academic researchers and professionals concerned with the problems and techniques of human capital theory, it will also be useful for graduate courses on the economics of education to complement standard textbooks.Trade ReviewReview of the hardback: 'This is a magnificent book showing how a creative and sophisticated research group can address some of the most pressing theoretical and policy issues using sophisticated empirical approaches. The book is highly readable and should be useful in both courses in the economics of education and labour economics as well as in assisting policy-makers to understand the latest insights on matters that are paramount on the policy agendas of most industrialised countries.' William Heard Kilpatrick, Columbia University and David Jacks, Stanford UniversityReview of the hardback: 'Not a summary volume nor an exposition of original research, but both! The book covers a huge array of topics in human capital and education, with experts on specific aspects expositing what we know, what the research problems are and what some new contributions have expanded our knowledge.' Daniel S. Hamermesh, University of Texas at AustinReview of the hardback: 'The book covers an impressively broad spectrum of topics in the economics of education. Learning in schools and at the workplace is covered as well as learning's impact on a wide variety of outcomes including individual earnings, firm productivity, economic growth, health and the next generation. The authors report their own research findings and put them into the perspective of the international research frontier, yet in a way that makes the book accessible for policy makers and journalists.' Anders Björklund, Stockholm UniversityTable of ContentsPrologue Joop Hartog and Henriëtte Maassen van den Brink; Part I. Measuring the Benefits from Human Capital: 1. What should you know about the private returns to education? Joop Hartog and Henriëtte Maassen van den Brink; 2. The social returns to education Mikael Lindahl and Erik Canton; 3. Returns to training Edwin Leuven; 4. Human capital and entrepreneurs Justin van der Sluis and Mirjam van Praag; 5. The effects of education on health Wim Groot and Henriëtte Maassen van den Brink; 6. Are successful parents the secret to success? Erik Plug; Part II. Applying and Extending the Human Capital Model: 7. Overeducation in the labour market Wim Groot and Henriëtte Maassen van den Brink; 8. Underinvestment in training Randolph Sloof, Joep Sonnemans and Hessel Oosterbeek; 9. Human capital and risk Joop Hartog and Simona Maria Bajdechi; Part III. Policy Interventions: 10. Using (quasi-) experiments to evaluate education interventions Hessel Oosterbeek; 11. Unemployment duration: policies to prevent human capital depreciation Bas van der Klaauw; 12. Can we stimulate teachers to enhance quality? Ib Waterreus; 13. Optimal tax and education policies and investments in human capital Bas Jacobs; Epilogue: some reflections on educational policies; A note on econometrics; Index.

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