Educational strategies and policy Books
Taylor & Francis Ltd Effective Use of Collective Peer Teaching in
Book SynopsisEffective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers.Building on Vygotsky''s (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea.This book wTable of Contents1. WHAT IS COLLECTIVE PEER TEACHING 2. QUALITATIVE REVIEW - FORMAL PEER TEACHING OF THE WHOLE GROUP 3. FIRST CASE STUDY - COLLECTIVE PEER TEACHING IN TEACHER EDUCATION 4. SECOND CASE STUDY–COLLECTIVE PEER TEACHING IN TEACHER EDUCATION 5. PERSPECTIVES ON PEER TEACHER LEARNING 6. PERSPECTIVES ON PEER STUDENT LEARNING 7. PERSPECTIVES ON COLLECTIVE PEER LEARNING 8. CONCLUSION–FINAL REMARKS 9. APPENDIX
£49.99
Taylor & Francis Ltd Intersectionality and Leading Social Change in
Book SynopsisThis book explores a social change and transformational approach to leadership. As educational leaders are increasingly serving a changing demographic of students and also address persistent challenges and heightened tension around race and equity, it is becoming necessary for educators to approach leadership in new and radical ways.Designed for aspiring and current leaders, this book highlights stories of courageous educational leaders with intersectional identities who interrogate and reflect on how their intersectionality shaped their leadership. In turn, these stories help readers explore how lived experiences and deeply held values can shape and inform their own leadership. Chapters conclude with a reader's guide, prompting reflection upon the nuances of each leader's journey, and thus, facilitating the discourse of marginalized experiences in educational leadership.This new approach to professional learning helps today's aspiring principals, aspiring superin
£38.99
Taylor & Francis The Politics of Education
Book Synopsis
£40.84
Taylor & Francis Ltd The Socratic Oath for Teachers
Book SynopsisWhat makes a good teacher? In 1991, Hartmut von Hentig attempted to answer this when he first formulated a ''Socratic oath'' for the profession, and it is a question which remains relevant today. In The Socratic Oath for Teachers, Klaus Zierer revisits and reframes the concept of a teacher's oath while also addressing challenges currently facing our societal developments in recent didactic-methodological research and fresh perspectives on the goals of the teaching profession. Referencing Socrates throughout, this short think piece proposes a professional oath for teachers that at its core is fully committed to the successful education and well-being of students.Drawing upon key research and his own experiences within education, Zierer answers the following questions, establishing how a professional oath may support teachers: What is a professional oath, and what can it do? What characterises teacher professionalism? What canTable of Contents1. Why this book?; 2. What is a professional oath, and what can it do?; 3. What characterises teacher professionalism?; 4. What can be understood by 'attitudes', and why are they crucial for a professional oath?; 5. Why is Socrates suitable as a guarantor for a professional oath of teachers?; 6. Why is a renewal of the Socratic Oath necessary?; 7. To whom is a commitment necessary and what must it contain?; 8. What happens next?
£18.99
Taylor & Francis Ltd American Education
Book SynopsisFeaturing current information and challenging perspectives on the latest issues and forces shaping the American educational systemwith scholarship that is often cited as a primary sourceJoel Spring introduces readers to the historical, political, social and legal foundations of education and to the profession of teaching in the United States. In his signature straightforward, concise approach to describing complex issues, he illuminates events and topics that are often overlooked or whitewashed, giving students the opportunity to engage in critical thinking about education. Students come away informed on the latest topics, issues and data and with a strong knowledge of the forces shaping the American educational system.Updated throughout, the 21st edition of this clear, authoritative text remains fresh and up-to-date, reflecting the many changes in education that have occurred since the publication of the previous edition. New coverage includes:Discussion of cultuTrade Review"Joel Spring's American Education is, without a doubt, among the finest textbooks I have ever used for my courses. It is comprehensive and timely, managing to seamlessly and successfully interweave a consideration of both foundational education issues with more contemporary concerns. My students, who have uniformly provided positive mention of the book in course evaluations, have especially appreciated and enjoyed the numerous thought-provoking questions provided in each chapter. The breadth and depth provided by this work are both impressive and intriguing. Overall, I give American Education my highest possible endorsement." - Kathy Ziwicki, Assistant Professor, St. Bonaventure University "American Education provides an excellent overview of the three primary areas covered in educational foundations: history of education, philosophy of education, and sociology of education. It seamlessly weaves together these broad topics and provides relevant case studies and examples from the contemporary American educational landscape." - Kevin Holohan, Associate Professor of Educational Foundations, Grand Valley State University Table of Contents1. Culture Wars and the Goals of Schooling 2. The Social Goals of Schooling 3. Education and Equality of Opportunity 4. The Economic Goals of Schooling: Human Capital, Global Economy and Preschool 5. Deculturalization and Segregation: Equality of Educational Opportunity 6. Gender, Transgender and Students with Disabilities: Equality of Educational Opportunity 7. Student Cultural and Linguistic Diversity 8. Who Controls American Education? 9. State and Federal Control of Education 10. The Teaching Profession
£44.99
Taylor & Francis Ltd Empowering Peace and Justice Education
Book SynopsisLearn how to thoughtfully embed the tenants of peace education into your own life, classroom, curriculum and school culture with this practical and timely guidebook that features action steps across developmental levels. Rooted in hope, empowerment, culturally relevant pedagogy and trauma informed care, this book provides an overview of peace education and the peace actions; sample lessons and practices; and resources for supporting you in implementing these ideas across content areas, with an emphasis on literacy, language, and social emotional learning. The book details how creating a culture of peace is an opportunity for all students and educators to flourish, to create the space to meet students where they are, bringing their assets to the forefront and building culturally affirming systems. Providing kind, practical recommendations in an accessible and eye-opening way, Empowering Peace and Justice Education is an essential read for any teacher or school leader who wants
£26.99
Taylor & Francis Ltd Culture Wars in American Education
Book SynopsisCulture Wars in American Education: Past and Present Struggles Over the Symbolic Order radically questions norms and values held within US Education and analyses why and how culture wars in American education are intense, consequential, and recurrent.Applying the concept of symbolic order, this volume elaborates ways in which symbolic representations are used to draw boundaries, allocate status, and legitimate the exercise of authority and power within American schooling. In particular, the book illustrates the terms of inclusion by which full membership in the national community is defined, limited, and contested. It suggests that repetitive patterns in the symbolic order, for example, the persistence of the representation of an individualistic basis of American society and polity, constrain the reach of progressive change. The book examines the World War I era Americanization movement, the World War II era Intercultural Education movement, the late-twentieth-century
£38.99
Taylor & Francis Career Journeys of Diverse Leaders in Higher
Book SynopsisThis book provides a study of diverse leadership development through the extraordinary journeys of ten retired presidents and chancellors who have left an indelible impact on higher education.Representing a rich multicultural background, each chapter tells a personal story of transformation and triumph, highlighting the various, non-traditional paths to senior leadership. Hailing from both private and public, two- and four-year institutions across the United States, these trailblazers showcase that excellence knows no bounds. Contributors reflect on the struggles and engagements with racialized ethnic realities and growing awareness of gender inequities. Discussion questions supply rich ground for meaningful engagement in book clubs, leadership classes, workshops, and institutes, prompting readers to plumb the depths of their own experiences in confronting justice, equity, and inclusion.Filled with captivating narratives touching on the common threads of shared values
£31.99
Taylor & Francis Ltd Culturally Responsive Substance Use Treatment
Book SynopsisThis book invites readers into the transformative world of culturally responsive substance use treatment and illuminates the importance of integrating cultural understanding and sensitivity into every aspect of substance use treatment, offering a comprehensive guide for organizations, practitioners, and students alike.Drawing from her extensive experience in the industry, Dr. Jones masterfully articulates why cultural responsiveness is critical when providing substance use treatment. She skillfully delves into the intricate ways in which culture influences an individual''s relationship with substance use, emphasizing the need for tailored and inclusive interventions. Through compelling case studies, practical tools, and thought-provoking insights, Dr. Jones empowers readers to navigate the complexities of culture, paving the way for more effective and impactful treatment strategies utilizing her developed framework.This book is an indispensable resource for anyone seek
£27.99
Taylor & Francis Contemplative Practices and Acts of Resistance in
Book SynopsisThe contributors to this volume â educators, student affairs practitioners, and higher education staff â heartfully share a broad range of contemplative practices and acts of resistance used within the confines of shattered systems and institutions for themselves, their colleagues, and their students. The narratives in this volume broadly imagine, inspire, recount, and guide readers toward the fullness of their humanity and wholeness within institutions of higher education. At the same time, these accounts navigate the operational realities of daunting demands on the mind, body, and spirit, the growing turbulence of working on higher education campuses across the country, and a sense of urgency toward collective life affirmation within modern higher education institutions. Each chapter features critical framing of a concept, personal stories of this concept in action, and descriptions of contemplative practices for readers to use in their own contexts. Together, chapter authors demo
£28.99
Taylor & Francis Ltd There Is No One Way to Teach Math
Book SynopsisA collaboration between a seasoned math teacher and a research mathematician, this resource offers balanced instructional ideas based on student intellectual engagement and skilled teacher leadership. It is solidly grounded in many areas of classroom practice, but rather than serving as a prescriptive how-to manual, the authors invite reflection and discussion across classrooms and math departments, much in the way you would share ideas in the teachers' lounge or across the table at a conference.Chapters offer practical suggestions and concrete examples to teachers of grades 612 on just about every aspect of the job: manipulatives, technology, lesson planning, group work, classroom discussion, and more. In opposition to the idea of a one-size-fits-all curriculum, the authors explain how to integrate teaching techniques: formal and informal, student-centered and teacher-led, experiential and rigorous.Chapters also include vignettes, as well as many links to curricular m
£26.99
Taylor & Francis Vocabulary Connections
Book SynopsisIn this lively, student-centered work, Dr. Mary Ehrenworth presents a complete curriculum for vocabulary acquisition, one that can be embedded as a separate component or taught inside of any reading curriculum in grades 3â6.Your students will learn to collect and apply literary vocabulary. They will learn a repertoire of writing about reading strategies for deepening literary vocabulary, close reading, and literary conversations. They will dive into a study of etymology, cognates, and compound words, as well as a deep study of morphology. These word conscious learnersâbudding linguistsâwill become flexible word solvers and creators as they learn to collect and apply domain vocabulary and develop expertise in attending to varied and subtle context clues not only to acquire domain vocabulary, but to comprehend more complex nonfiction texts.Teachers will appreciate the student-centered, affirming, and inclusive pedagogy, the attention to multilingualism, the focus on transfer and independence, the solid core of undergirding research, the room for immersion and inquiry, and the tremendous impact on reading comprehension and criticality as well as vocabulary.With a thoughtful progression across Literary Vocabulary, Word Consciousness, and Domain Vocabulary, Ehrenworth offers dozens of use-tomorrow lessons designed to be easily replicated with multiple texts, in a variety of learning experiences. Specifically, Vocabulary Connections presents practical structures to help teachers develop replicable protocols for: collecting literary and domain vocabulary writing about reading as a way to deepen vocabulary and interpretation investigating word choice as a way of thinking about point of view exploring context clues in complex nonfiction building word consciousness - morphology, compound words, cognates Grounded in both inquiry and direct instruction and supported with a variety of engaging visuals and instructional tips, Vocabulary Connections will quickly become a trusted resource youâll want to return to for planning and instruction year after year.
£30.39
Taylor & Francis Ditching Weight Stigma and AntiFat Bias at School
a huge range and FREE tracked UK delivery on ALL orders.
£22.99
Taylor & Francis Reinventing Education Beyond the Knowledge
Book SynopsisThe need for change in the education system is obvious and overwhelming. But each stakeholder group has its own ideas about why the system is broken and how to fix it. Competing priorities, political inertia and diminishing budgets maintain the dysfunctional status quo. This essential text examines the underlying causes behind the key challenges facing schools and argues that we need to move from knowledge transfer systems to a deliberately developmental approach that transforms capabilities including emotional regulation, systems thinking, critical analysis, creativity and collaborative capability.The chapters provide a framework for designing, constructing and implementing school systems that can transform the outcome in a classroom, school or trust.Topics covered include: Why education is a âwickedâ problem Why development must be central and sit alongside knowledge transfer (as AI takes over âexpert
£22.99
Taylor & Francis Ltd Creating Citizens
Book SynopsisEngage students in meaningful civic learning and encourage them to become active and informed citizens. With this essential book, co-published by Routledge and MiddleWeb, you will gain a variety of practical strategies for teaching civics and current events to your middle school students. Author and expert teacher Sarah Cooper takes you into her school and shares her classroom-tested methods and tools.Topics include: Fitting current events into an already-packed history curriculum Staying nonpartisan and fostering balanced discussions Helping students find their stake in the news Teaching civic literacy through primary sources, then and now Encouraging students to invest in analytical writing Fostering student ownership of our classrooms through discussion and debate Cultivating citizenship through empathy and community engagement Throughout the book, you'll find student examples, handouts, and rubrics, soTrade Review"Cooper’s insightful tour of her social studies classroom is eye-opening and reflective. I am positive that when teachers read this book, it will change the way they look at teaching social studies. They will be guiding their students in the development of a deep desire to think, challenge, seek answers, and make a difference in the world."—Linda Biondi, MiddleWeb"Sarah Cooper has narrowed the focus of her extensive understanding of social studies pedagogy to the realm of civics and current events—addressing the challenges and opportunities of social studies teachers in seamlessly weaving the present into the history curriculum. She provides practical examples and gives teachers a glimpse into her classroom, into the minds of her students and a window into her own expertise. It is an important moment in history to be a history teacher, and Cooper provides a map to guide students and teachers through this complex and fraught path, bringing forth the imperatives of action and civic duty through engagement of the mind." – Jody Passanisi, Director of Middle School, Gideon Hausner Jewish Day School, Palo Alto, CA, and Author of History Class Revisited: Tools and Projects to Engage Middle School Students in Social StudiesTable of ContentsContentsMeet the AuthorAcknowledgmentsIntroduction: Why Civics, and What Does Civics Education Mean Today?Chapter 1: Fitting Current Events into an Already-Packed History CurriculumChapter 2: Staying Nonpartisan and Fostering Balanced DiscussionsChapter 3: Helping Students Find Their Stake in the NewsChapter 4: Teaching Civic Literacy Through Primary Sources, Then and NowChapter 5: Encouraging Students to Invest in Analytical WritingChapter 6: Fostering Student Ownership of Our Classrooms Through Discussion and DebateChapter 7: Cultivating Citizenship Through Empathy and Community EngagementEpilogue
£24.99
Taylor & Francis Doing Theory on Education
Book SynopsisDoing Theory on Education explores key debates using examples from contemporary media and popular culture to guide Education Studies students through the perennial debates that surround teaching and learning. Aimed at undergraduates, postgraduates and teachers in education settings, it uses over seventy popular culture texts from television, music, videogames, fiction, film, architecture, social media, the press and art to illuminate important issues and make the critical theory that underpins educational debates more accessible and engaging.Each chapter also offers essential background knowledge and historical perspective and includes reflective activities to help you develop a critical approach, enabling you to argue your own point of view with confidence and consider where issues may progress to in the future. It examines core issues such as: Class and educational choice Learning styles Testing and assessmenTable of Contents1: Class, Disadvantage and Hope: The Bullingdon v The ‘Bog Standard’ 2: Questions of Knowledge: What Counts in Education? Physics vs Media Studies 3: Learning Theory and Pedagogy 4: The Problem of Testing: "Testing, testing 1, 2, 3" v Vygotsky 5: The importance of leadership? The Apprentice vs The Co-Op? 6: Ways of being in education: The Ministry of Soundbites v The Hidden Curriculum
£128.25
Taylor & Francis Ltd Teaching in Multiracial Schools
Book SynopsisOriginally published in 1976. This book helps beginning and practising teachers to operate effectively in multiracial schools; its emphasis is on practical guidance for the classroom. It presents a review of the salient features of teaching in multiracial schools, comprising a brief description of the three largest ethnic minority groups; a selected list of studies related to the assessment of ability and achievement; language difficulties, specifically for West Indian, Asian and Chinese pupils, and for second-stage immigrant learners.Table of Contents1. Introduction 2. A Brief Description of the Three Largest Minority Ethnic Groups in Britain 3. Assessment of Ability and Attainment 4. Language Difficulties 5. Other Aspects of the Teacher’s Task 6. The Teacher’s Contribution Towards Education for a Multicultural Society
£31.99
Taylor & Francis World Class Tackling the Ten Biggest Challenges
Book SynopsisEvery school is different, but all schools face very similar challenges. Drawing on their combined teaching experience of over fifty years in both independent and state schools, educationalists David James and Ian Warwick have chosen ten questions that tackle the most difficult challenges that face schools today, and invited leading education experts to address them in stimulating and accessible essays, which are each under a thousand words.With contributions from John Hattie, David Blunkett, Doug Lemov, Anthony Seldon, Sandy Speicher, Tim Hawkes and many more, this insightful and engaging book features exclusive essays with some of the worldâs most well-known and well-respected thinkers and speakers in education, business and politics, accompanied by thought-provoking introductions. The contributors provide new perspectives on some of the issues that occupy educationalists today; they challenge conventional wisdom and, above all, put forward practical, workable, evidence-based solutions that can transform teaching and learning. World Class is a powerful manifesto for change that nobody interested in education today can ignore.Trade Review"A wonderful, provocative, enjoyable and original book." Carol Dweck, Lewis & Virginia Eaton Professor of Psychology, Stanford University"I'll declare and interest here as this treasure-trove of a book includes a short contribution from me. More importantly, however, James and Warwick have managed to assemble an astonishing array of thinkers to produce a book that will challenge, inspire and inform in equal measure." David Weston, author"During the busy term time it can be impossible to find the space to stop and reflect on the wide range of issues impacting on schools and education. So if you look to the summer break as an opportunity to pause and think about the issues that really matter to you, then this book will give you plenty to think about. Each chapter invites contributors to share their thoughts on the various challenges in less than a thousand words. With the challenges addressing topics such as teaching, testing, behaviour, the use technology and effective leadership, this book is ideal for starting a summer deck-chair debate." Paula Nagel, Principal Educational Psychologist for a national children's mental health charit and author Table of ContentsThe editors List of contributors Foreword Introduction 1. How can we improve teaching? 2. How can teachers become specialists in their subjects? 3. What should we teach? 4. How can we improve professional standards? 5. How should we test our students? 6. How independent should schools be? 7. How can we improve student behaviour? 8. What technology should we use in the classroom? 9. How can school progress be most effectively measured? 10. What does outstanding school leadership look like? Conclusion
£24.51
Taylor & Francis Ltd Toward What Justice
Book SynopsisToward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruences at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make. It is a must-have volume for scholars and students working at the intersection of education and Indigenous studies, critical disability studies, climate change research, queer studies, and more.Trade Review'What if justice were a collective improvisational practice and not a thing that we could seize and hold? What if justice were not simple nor simplistic, what if it were not an empty set nor an empty void? How would we then approach the possibility for doing, practicing, inhabiting the rubric and sign of social justice? In this volume, edited by Eve Tuck and K. Wayne Wang, justice as social is put to question. Theirs is a project that grounds contingency and incommensurability not as foreclosures but as openings to the very possibilities for collaborative work and practice. In this way, justice-social would not be a private property to be grasped and held and owned, settler logic, but would instead be a pursuit in the direction of a mode for relating, a practice of behavior, a way of life. Not a utopia but a restiveness and desire and drive that imagines the constant flow and force of unfolding otherwise possibility.'—Ashon Crawley is Assistant Professor of Religious Studies and African American and African Studies at the University of Virginia, USA'What if justice were a collective improvisational practice and not a thing that we could seize and hold? What if justice were not simple nor simplistic, what if it were not an empty set nor an empty void? How would we then approach the possibility for doing, practicing, inhabiting the rubric and sign of social justice? In this volume, edited by Eve Tuck and K. Wayne Yang, justice as social is put to question. Theirs is a project that grounds contingency and incommensurability not as foreclosures but as openings to the very possibilities for collaborative work and practice. In this way, justice-social would not be a private property to be grasped and held and owned, settler logic, but would instead be a pursuit in the direction of a mode for relating, a practice of behavior, a way of life. Not a utopia but a restiveness and desire and drive that imagines the constant flow and force of unfolding otherwise possibility.'—Ashon Crawley is Assistant Professor of Religious Studies and African American and African Studies at the University of Virginia, USATable of ContentsIntroduction: Born Under the Rising Sign of Social Justice Chapter One: Against Prisons and the Pipeline to Them Chapter Two: Beginning and Ending with Black Suffering: A Meditation on and against Racial Justice in Education Chapter Three: Refusing the University Chapter Four: Towards Justice as Ontology: Disability and the Question of (In)Difference Chapter Five: Against Social Justice and The Limits of Diversity: or Black People and Freedom Chapter Six: When Justice is a Lackey Chapter Seven: The Revolution Has Begun Chapter Eight: Pedagogical Applications of Toward What Justice?
£35.14
Taylor & Francis Ltd Policy Entrepreneurship in Education
Book SynopsisPolicy Entrepreneurship in Education aims to build the confidence and skills of education academics in securing higher impact for their work. It offers guidance and identifies methods of capturing and measuring impact, as well as practical advice in helping academics engage policy makers and influence society with their research. Written specifically for the field of education, the book utilises domestic and international examples to illustrate those policy entrepreneurship activities which advance impact and appeal to international audiences, who are increasingly concerned with how higher education studies in education can make a difference on the ground. Combining theory and practice, the book employs a practical approach to doing policy entrepreneurship. It is a unique offering that will appeal to all who have an academic or practical interest in policy change and how to affect this. Trade Review‘This excellent book is not about entrepreneurship in the narrow sense it has been accorded in critiques of the neoliberal university. James Arthur adopts an inclusive definition of policy entrepreneurship and provides us with a wide-ranging exploration of the possibilities and problems of developing a close relationship between research and policy in education. Unlike so much fashionable rhetoric about the advent of ‘evidence-based policy’, his book recognises just how complex and complicated that relationship actually is and helps us to understand why that is the case. Yet it also offers some helpful guidance to academics who seek to be more entrepreneurial and includes some useful case studies of more and less successful attempts to link research and policy in the field of education. The book ends with a fascinating account of the author’s own attempts to negotiate that terrain.’ - Professor Geoff Whitty, Director Emeritus, UCL Institute of Education ‘I thoroughly recommend this excellent book, which not only clarifies the nature of policy entrepreneurship but offers practical lessons to others who would seek to emulate the impact created by Professor Arthur and the Jubilee Centre.’ - Lord James O’Shaughnessy, Former Director of Policy, 10 Downing Street. Table of ContentsAcknowledgements Preface Introduction 1. The Influence and Impact of Academics 2. Policy Entrepreneurship 3. What do Policy Entrepreneurs Do? 4. Case Studies of Entrepreneurship in Education 5. Bridging Research and Policy: The Case Study of the Jubilee Centre for Character and Virtues Conclusion References
£35.14
Taylor & Francis Ltd Storytelling for Social Justice
Book SynopsisThrough accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from contemporary movements for change, high school and college classrooms, community building and professional development programs, the book provides tools for examining racism as well as other issues of social Trade ReviewPraise for the First Edition:"Due to its accessibility and adaptability, Storytelling for Social Justice has the potential to alter educational practice and research. In their efforts to create equitable classrooms and curricula, pre- and in-service teachers may reflect upon Bell’s discussions of counter-stories to understand how stories uphold or challenge power relations in their lives and the lives of their students. Newcomers to CRT and social justice would applaud Bell’s ability to make the theories more accessible."--Teachers College Record"Storytelling for Social Justice is a gift to educators, activists, writers and those of us caught in the muck of a profoundly racist society that preaches color-blindness. A wise and experienced storyteller, Lee Anne Bell invites us to speak, write and act with courage, offering stories of hope and a pedagogy for justice."--Michelle Fine, Distinguished Professor of Social Psychology, Women’s Studies, and Urban Education, The Graduate Center, CUNY"This important book provides a theoretical framework and a practical guide for unmasking contentious and uncomfortable discussions of race and class privilege. Using brilliant analysis of storytelling, Lee Anne Bell helps us understand the complex interactions of students’ ethnicity and culture and teachers’ beliefs and attitudes. This is a must read for teachers, teacher educators, and policy makers interested in equity and school reform."--Jacqueline Jordan Irvine, Candler Professor Emerita, Emory UniversityPraise for the First Edition:"Due to its accessibility and adaptability, Storytelling for Social Justice has the potential to alter educational practice and research. In their efforts to create equitable classrooms and curricula, pre-and in-service teachers may reflect upon Bell’s discussions of counter-stories to understand how stories uphold or challenge power relations in their lives and the lives of their students. Newcomers to CRT and social justice would applaud Bell’s ability to make the theories more accessible."--Teachers College Record"Storytelling for Social Justice is a gift to educators, activists, writers and those of us caught in the muck of a profoundly racist society that preaches color-blindness. A wise and experienced storyteller, Lee Anne Bell invites us to speak, write and act with courage, offering stories of hope and a pedagogy for justice."--Michelle Fine, Distinguished Professor of Social Psychology, Women’s Studies, and Urban Education, The Graduate Center, CUNY"This important book provides a theoretical framework and a practical guide for unmasking contentious and uncomfortable discussions of race and class privilege. Using brilliant analysis of storytelling, Lee Anne Bell helps us understand the complex interactions of students’ ethnicity and culture and teachers’ beliefs and attitudes. This is a must read for teachers, teacher educators, and policy makers interested in equity and school reform."--Jacqueline Jordan Irvine, Candler Professor Emerita, Emory UniversityTable of Contents1. Critical Teaching/Learning About Racism Through Story and the Arts: Introducing the Storytelling; 2. Stock Stories: Reproducing Racism and White Advantage; Essay #1: "Resisting Stock Stories and Learning to Teach Courageously", Lauren Anderson; 3. Concealed Stories: Reclaiming Subjugated Memory and Knowledge; Essay #2: "Unpacking History Through Place Based Learning: Concealed Stories of Asian American Resistance" , Kayhan Irani; Essay #3: "Toward Love, Liberation and Abolishing the Single Story", Yolanda Sealey-Ruiz; 4. Resistance Stories: Drawing on Antiracism Legacies to Map the Future; Essay #4: "Community Storytelling for Racial Reconciliation: Telling the Hard Stories That Can Lead to Change" , Susan M. Glisson; 5. Emerging/Transforming Stories: Challenging Racism in Everyday Life; Essay #5: "Reading the World in and Beyond the Classroom" , Vanessa D’Egidio; Essay #6: "Critical Literacy: Imagining Other Ways of Being", Maria Rivera Maulucci; 6. Cultivating a Counter-Storytelling Community: The Storytelling Model in Action; Essay #7: "The Classroom is N: A Structured Approach for Cultivating a Counter-Storytelling Community", John Madura; Essay #8: "Storytelling Gives the School Soul: Creating Counter-Storytelling Community"
£35.14
Taylor & Francis Ltd Michel Foucault and Education Policy Analysis
Book SynopsisThe work of Michel Foucault has become a major resource for educational researchers seeking to understand how education makes us what we are. In this book, a group of contributors explore how Foucault's work is used in a variety of ways to explore the hows' and whos' of education policy its technologies and its subjectivities, its oppressions and its freedoms. The book takes full advantage of the opportunities for creativity that Foucault's ideas and methods offer to researchers in deploying genealogy, discourse, and subjectivation as analytic devices. The collection as a whole works to makes us aware that we are freer than we think! This book was originally published as a special issue of the Journal of Education Policy. Table of Contents1. Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state 2. Thriving amid the performative demands of the contemporary audit culture: a matter of school context 3. Discourses of merit. The hot potato of teacher evaluation in Italy 4. A genealogy of the ‘future’: antipodean trajectories and travels of the ‘21st century learner’ 5. The policy dispositif: historical formation and method 6. Opening discourses of citizenship education: a theorization with Foucault 7. Changing policy levers under the neoliberal state: realising coalition policy on education and social mobility
£44.64
Taylor & Francis Ltd A Lesson For Us All
Book SynopsisOriginally published in 1993. A Lesson for Us All tells of the intrigue and pressures that surrounded the introduction of the National Curriculum, the most sweeping educational reform since 1944, and examines the roles of three education secretaries: Kenneth Baker, John MacGregor and Kenneth Clarke. Duncan Graham was the man charged with introducing the new-style lessons into the 24,000 state schools in England and Wales from 1988 to 1991 when he resigned as Chairman and Chief Executive of the National Curriculum Council after deep divisions over principles with Kenneth Clarke, the Education Secretary. In collaboration with David Tytler, former Education Editor of The Times, Mr Graham tells of the struggles with ministers, civil servants and the teacher unions to introduce the new style lessons to a tight timetable set by the Government.Table of ContentsPreface 1. Birth of a Revolution 2. The Civil Servants Descend 3. When Two and Two Didn’t Make Four 4. A Question of Grammars 5. A Real Revolution? 6. A Time and a Place for Everything 7. A Merry Dance 8. The Nightmare of Key Stage 4 9. NCC Begins To Crumble 10. The Time to Leave 11. The Lessons of Change 12. Under New Management. Glossary. Appendix
£61.74
Taylor & Francis Ltd Including Children and Young People with Special
Book SynopsisMarking the 40th anniversary of the Warnock Enquiry (1978) into special education in the UK and capturing the coverage of a public debate on special educational needs and disabilities (SEND) hosted by the University College London Institue of Education (2018), this volume explores the legacy of the Enquiry, considering how it has impacted on policy and practice relating to SEND and inclusion, and how it will continue to do so. Offering historical perspectives and drawing on professional and personal experiences, high-profile contributors, including practitioners, researchers, campaigners and parents, reflect on the approaches taken during the Warnock Enquiry and consider how successfully recommendations have been implemented. Reviewing conceptional and practical territory covered by the Warnock committee, and assessing the current state of the inclusion and education of young people with SEND in the UK, the text sets out broad, evidence-based principles Trade ReviewPerfectly timed, this book enables the contributors and the readers to reflect on both the journey and current state of education for children with SEND. Informative, challenging, heart-warming and heart-breaking, this is a diverse anthology for parents and educators alike. I particularly enjoyed the nuanced personal tales, the essential rage, and complete commitment to a vision where all children have their needs met unconditionally. The interview with Baroness Warnock herself provides a reflective insight to one of the seminal pieces of educational parliamentary work of our time.Keziah Featherstone, Head of School, Q3 Academy Tipton, UKThis book identifies significant challenges that must be overcome to ensure every child with SEND is served well by the English education system. It puts forward a pragmatic and clear case outlining how the situation might be improved, exploring areas including accountability and inclusion, teacher training and supply, the availability of school places, and attitudes toward children with SEND. This book is essential reading for professionals, parents and policymakers interested in practical ideas to improve the educational experience for children with SEND.Anne Heavey, National Director, Whole School SEND, UKThis is a powerful and important publication in which Rob Webster has brought together a diverse range of some of the most important voices in education today. This book provides us with a chastening reminder of the days when the state wrote children off as ‘mentally defective’ and sent them to schools for the ‘educationally sub-normal’. We have come a long way since those dark days, but the real power of this book is that it makes it clear how far we still have to go.Jarlath O'Brien, Director for Schools, The Eden Academy, UK This book is a call to arms and deserves attention. It builds on the educational and moral rationale, and picks up on the strong economic case for inclusion too. Rob Webster has brought a new lens to the inclusion debate, helping us all to think forward, rather than backwards.Margaret Mulholland, Director of Development and Research, Swiss Cottage School, Development and Research Centre, UKThis book is ideal for those working in initial teacher education, whether student teachers, tutors or mentors. It will help readers gain great insights into the past, present and potential future of the complex policy environment for SEND, and the very real practical implications arising from this for pupils, teachers and parents. Importantly, it also offers practical advice and sensible ways forward.Professor Samantha Twiselton OBE, Director of Sheffield Institute of Education, Sheffield Hallam University, UKTable of ContentsAcknowledgements Foreword Contributor biographies Editor’s introduction 1. Looking back: A brief history of the Warnock Enquiry 2. Interview with Baroness Mary Warnock 3. Going to school in an ambulance 4. Recognising paradigm shifts: lessons from the Warnock Report 5. Including children and young people with complex needs in learning and life 6. Pre-service teacher training and special educational needs in England, 1978–2018: looking back and moving forward? 7. The rights of the child with special educational needs 8. ‘Equality, belonging, value, humanity’ 9. The chapter that nearly didn’t get written 10. Normalising difference: resetting perceptions of SEND in the media 11. The debate continues... 12. Swimming against the tide 13. Special educational needs and the power of the arts 14. Moving special education on: teaching, conversation and love 15. The case for a broader policy framework for special needs and inclusive education: where we could go next 16. Looking forward: using the Warnock Report to chart a way forward Index
£52.24
Taylor & Francis Ltd The University Challenge
Book SynopsisIs the rhetoric of a ''free'' market in higher education matched by the reality of choice? In her bench mark study of higher education markets and pupil choice, Lesley Pugsley demonstrates how policy initiatives to restructure higher education in the United Kingdom have been shaped by consumer ideologies and market principles. Based on qualitative data generated from some of the last cohort of students who entered higher education under the Robbins banner of ''free'' education, Pugsley tracks groups of students from different schools as they engage in the process of selecting universities .This provides a vivid account of the ways in which students, their families and their schools engage with the choice process. It illustrates the significance and the impact of social class within a highly differentiated and increasingly market-orientated higher education sector and argues that for many young people the lack of class based competencies remain the real university challenge.Table of ContentsContents: Setting the scene; Change and the academy; Patterns of participation; Choice and class; Schools and choice; Families and choice; Parental roles, locality and choice; Myths, monsters and moving on; Exploring choice; Glossary of terms; Bibliography; Index.
£29.99
Taylor & Francis Ltd Early Innovators in Adult Education Routledge
Book SynopsisOriginally published in 1991 this book analyses the input of those who made important contributions to the education of adults in the USA between 1607 and 1920. Examining the historical roots of adult education the book explores commonalities among innovators such as Cotton Mather, Benjamin Franklin, Margaret Fuller Ossoli and Ida Tarbell. It charts the development of important educational programmes including the American Lyceum, Chautauqua and local organizations such as mechanics'' institutes and the Junto in Philadelphia. Table of ContentsPart 1: Introduction 1. Early Innovators in the Education of Adults: Their Lives and Times Part 2: Innovators in the Formative Era (1607-1790) 2. Anne Marbury Hutchinson 3. Cotton Mather 4. Benjamin Franklin Part 3: Innovators in the Establishment Era (1791-1860) 5. Timothy Claxton 6. Josiah Holbrook 7. Margaret Fuller Ossoli Part 4: Innovators in the National Era (1861-1920) 8. Peter Cooper 9. John Heyl Vincent and Lewis Miller 10. Ida Tarbell Part 5: Summary and Conclusions 11. Innovators in the Education of Adults 1607-1920: Summary and Conclusions
£92.14
Taylor & Francis ObjectBased Learning and WellBeing
Book SynopsisObject-Based Learning and Well-Being provides the first explicit analysis of the combined learning and well-being benefits of working with material culture and curated collections. Following on from the widely acclaimed Engaging the Senses, this volume explicitly explores the connection between the value of material culture for both learning and well-being. Bringing together experts and practitioners from eight countries on four continents, the book analyses the significance of curated collections for structured cultural interventions that may bring both educational and well-being benefits. Topics covered include the role of material culture in relation to mental health; sensory impairments; and general student and teacher well-being. Contributors also consider how collections can be employed to positively address questions of identity and belonging relating to marginalisation, colonialism and forced displacement. Object-Based Learning and Well-Being shTable of Contents1. Introduction; 2. Pedagogic Prescription: art and design teaching practice and object-based wellbeing; 3. Challenging the self in the museum: examining the development of professional identity and professional wellbeing for contrasting cohorts of clinical and public health students; 4. Inclusive Memory: How to promote social inclusion, wellbeing and critical thinking skills within a museum context; 5. Teaching colonial entanglements: indigenous art as a decolonising strategy; 6. Developing Real Attachments through Virtual Means: examining relations between Cultural Belongings, Digital Connections and Community Well-being; 7. Facilitating student engagement: supporting learning and wellbeing through university museum collections and spaces; 8. Learning and Wellbeing through Objects and Collections in Art Psychotherapy; 9. The Happy Teacher: a Critical Exploration of the Joys of Object Based Learning and Teaching in Higher Education; 10. Experiential and Object-Based Learning in Nature; 11. Getting to Grips with Difficult Histories in Medical Museums; 12. Preserved heritage: Stories and objects for mental health patients; 13. Object-Based Learning Training for Community Leaders
£36.99
Taylor & Francis Ltd The American School
Book SynopsisThis current, comprehensive history of American education is designed to stimulate critical analysis and critical thinking by offering alternative interpretations of each historical period. In his signature straight-forward, concise style, Joel Spring provides a variety of interpretations of American schooling, from conservative to leftist, in order to spark the readerâs own critical thinking about history and schools. This tenth edition follows the history of American education from the seventeenth century to the integration into global capitalism of the twenty-first century to the tumultuous current political landscape. In particular, the updates focus on tracing the direct religious links between the colonial Puritans and the current-day Trump administration. Chapters 1 and 2 have been rewritten to take a closer look at religious traditions in American schools, leading up to the educational ideas of the current U.S. Secretary of Education Betsy DeVos. An updated Chapter 15 further links traditional religious fundamentalist ideas and the twentieth century free market arguments of the Chicago school of economists to President Trumpâs administration and the influence of the Alt-Right. Trade Review'Joel Spring’s The American School points up the fact that, historically, schools have been used as means to gain ideological control over perspective and as means to empower and liberate, both wrapped in democratic shibboleths of “freedom,” “equality,” and “justice.” Furthermore, Spring gives body to the idea that public schooling in the United States is an inherently political undertaking shaped by the various struggles over what democratic justice should mean and how this meaning should be cultivated in the characters who will be entrusted with its realization and direction.'—Randy Hewitt, Associate Professor of Philosophy of Education at the University of Central Florida.Table of ContentsContentsList of Time LinesAbout the Author Preface 1 Thinking Critically about History Interpreting School History: From the Right to the Left Purposes of Educational History and Its Effect on Public Images and Emotions Regarding Schools Themes in American Educational History Globalization Framework Religious Debates in U.S. Schools from the Colonial Era to the PresentSchools and the Culture WarsSchools as Managers of Public ThoughtRacial and Ethnic Conflict as a Theme in School History The Role in Educational History of Equality of Opportunity and Human Capital Globalization: Consumer and Environmental Education 2 Globalization and Religion in Colonial Education Education and Culture in Colonial Society The Role of Education in Colonial Society Historical Interpretations of Colonial Education Authority and Social Status in Colonial Education Colonialism and Educational Policy Language and Cultural Conflict Native Americans: Education as Cultural Imperialism Enslaved Africans: Atlantic Creoles Enslaved Africans: The Plantation System The Idea of Secular Education: Freedom of Thought and the Establishment of Academies Benjamin Franklin and Education as Social Mobility The Family and the Child Conclusion 3 Nationalism, Multiculturalism, and Moral Reform in the New Republic World Culture Theorists The Problem of Cultural Diversity Religion and LibertyNoah Webster: Nationalism and the Creation of a Dominant Culture Thomas Jefferson: A Natural Aristocracy Moral Reform and Faculty Psychology Concepts of Childhood: Protected, Working, Poor, Rural, and Enslaved Charity Schools, the Lancasterian System, and Prisons Institutional Change and the American College Public versus Private Schools Conclusion: Continuing Issues in American Education 4 The Ideology and Politics of the Common School Three Distinctive Features of the Common School Movement The Ideology of the Common School MovementWorkingmen and the Struggle for a Republican Education How Much Government Involvement in Schools? The Whigs and the Democrats The Birth of the High School The Continuing Debate about the Common School Ideal Conclusion 5 The Common School and the Threat of Cultural Pluralism The Increasing Multicultural Population of the United States Irish Catholics: A Threat to Anglo-American Schools and Culture Slavery and Freedom in the North: African Americans and Schools in the New Republic Native Americans Conclusion 6 Organizing the American School: Teachers and Bureaucracy The American Teacher Revolution in Teaching Methods: Object Learning The Evolution of Bureaucracy: A Global Model The Age-Graded Classroom McGuffey’s Readers and the Spirit of Capitalism Conclusion 7 Multiculturalism and the Failure of the Common School Ideal Mexican Americans: Race and Citizenship Asian Americans: Exclusion and Segregation Native American Citizenship Educational Racism and Deculturalization Citizenship for African Americans Issues Regarding Puerto Rican Citizenship Puerto Rican American Educational IssuesConclusion: Setting the Stage for the Great Civil Rights Movement 8 Global Migration and the Growth of the Welfare Function of Schools Immigration from Southern and Eastern Europe The Kindergarten Movement Home Economics: Education of the New Consumer Woman School Cafeterias, the American Cuisine, and Processed Foods The Play Movement Summer School Social Centers The New Culture Wars Resisting Segregation: African Americans The Second Crusade for Black Education Resisting Segregation: Mexican Americans Native American Boarding Schools Resisting Discrimination: Asian Americans Educational Resistance in Puerto Rico Conclusion: Public Schooling as America’s Welfare Institution 9 Human Capital: High School, Junior High School, and Vocational Guidance and Education The High School Vocational Education Junior High School Adapting the Classroom to the Workplace: Lesson Plans Adapting the Classroom to the Workplace: Progressivism Adapting the Classroom to the Workplace: Stimulus–Response Classroom Management as Preparation for Factory Life Historical Interpretations: Public Benefit or Corporate Greed? Conclusion: The Meaning of Equality of Opportunity 10 Scientific School Management: Testing, Immigrants, and Experts Scientifically Managed Schools: Meritocracy and Reducing Public Control Professionalizing Educational Administration Measurement, Democracy, and the Superiority of Anglo-Americans Closing the Door to Immigrants: The 1924 Immigration Act "Backward" Children and Special Classrooms Eugenics and the Age of Sterilization The University and Meritocracy Conclusion 11 The Politics of Knowledge: Teachers’ Unions, the American Legion, and the American Way Teachers versus Administrators: The American Federation of Teachers The Rise of the National Education Association The Political Changes of the Depression Years The Politics of Ideological Management: The American LegionTextbook Censorship and the Teaching of Evolution Selling the "American Way" in Schools and on BillboardsPropaganda and Free Speech in the SchoolsRugg and Advertising Conclusion 12 Schools, Media, and Popular Culture: Influencing the Minds of Children and Teenagers Censorship of Movies as a Form of Public Education Educators and the Movies The Production Code: Movies as Educators Should Commercial Radio or Educators Determine National Culture? Creating the Superhero for Children’s Radio Controlling the Influence of Comic Books Educating Children as Consumers The Creation of Teenage Markets Children and Youth from the 1950s to the Twenty-First Century Conclusion 13 American Schools and Global Politics: The Cold War and Poverty Youth Unemployment: Universal Military Service and the GI Bill The Scholastic Aptitude Test (SAT) and the Educational Testing Service The Cold War and Purging the Schools of Communists American Schools: Weakest Link to Global Victory? Global Imperatives: The National Defense Education Act Schools and the War on Poverty Sesame Street and Educational Television Conclusion 14 The Fruits of Globalization: Civil Rights, Global Migration, and Multicultural Education Ending School Segregation of National Minorities The Reverend Dr. Martin Luther King Jr. Native Americans and Indigenous Educational Rights Asian Americans: Educating the "Model Minority" Hispanic/Latino Americans Bilingual Education: The Culture Wars Continued The Immigration Act of 1965 and the New American Population Multicultural Education and the Culture Wars Schools and the International Women’s Movement Children with Special Needs The Coloring of Textbook Town Liberating the Textbook Town Housewife for More Consumption Conclusion: The Cold War and Civil Rights 15 Globalization, Religion, Free Markets, and Human Capital: From Nixon to TrumpFree Markets and Human Capital: School Choice and the Role of Schools in Economic Growth and Ending PovertySchool Prayer and Bible ReadingChristian Coalition, School Prayer and School ChoiceChristian Coalition: Religious PoliticsNo Child Left Behind, Testing and School Prayer No Child Left Behind And Religious ConservativesThe End of The Common School: Choice, Privatization, and Charter SchoolsTrump Administration: Free Markets, Choice, and PrivatizationEducating for the Consumer EconomyGlobal Crisis and the Demise of Environmental EducationConclusion: From Horace Mann To Donald Trump
£46.54
Taylor & Francis Ltd Advancing Education
Book SynopsisOriginally published in 1991. Compiled by prominent figures in the educational administration field across the Commonwealth for the twentieth anniversary of the foundation of the Commonwealth Council for Educational Administration (CCEA) this imaginative and forward-looking book is for practitioners and academics world-wide. The book illuminates significant issues in educational administration; sensitizes readers to the rapidity and inevitability of change in the field; guides well-informed administrative action; provides a comprehensive overview of emergent developments in the study and practice of educational administration; and demonstrates the leadership of the CCEA as a professional association. Having regard to differences of national context, universal issues of policy and practice are explored and two key leadership roles are described and analysed, namely, that of school principal / head teacher, and that of school superintendent / education officer.Table of ContentsPreface William Walker, Robin Farquhar and Meredydd Hughes Part 1: Introduction 1. The Changing Commonwealth William Walker Part 2: Some Issues of Practice Introduction 2. Centralization and Decentralization in Curriculum and Evaluation: Looking Both Ways at Once Hedley Beare and Andrew Sturman 3. Accountability and Autonomy: Dual Strands for the Administrator Wayne L. Edwards 4. Effective Schools: An International Perspective Larry Sackney 5. The Professionalization of Teachers Kevin A. Wilson 6. Equity and Cultural Diversity M. Kazim Bacchus. Comment Part 3: Key Administrative Roles Introduction. Part A: The School Principal/Headteacher 7. The School Principal in Australia Judith D. Chapman 8. Headteachers in England and Wales Ray Bolam 9. The School Principal in India Chaman L. Sapra 10. The School Headteacher in Kenya Jotham O. Olembo and Samuel S. Maneno 11. The School Principal in Nigeria Nicholas A. Nwagwu Part B: The School Superintendent/Education Officer 12. The School Superintendent in Canada Robin H. Farquhar 13. The State Director of Education in Malaysia Tunku Ismail Jewa 14. The Education Officer in New Zealand Kenneth A. Rae 15. School Supervision in the West Indies: Focus on Trinidad and Tobago Claudia Harvey and Gwendoline Williams Comment Part 4: Resources for Educational Advance Introduction 16. The Selection, Preparation and Professional Development of Educational Administrators Colin Moyle and Bernadette Taylor 17. Theory and Research as Catalysts for Change Meredydd Hughes and Tony Bush 18. CCEA and the Commonwealth: Living Organizations for Development John Weeks
£32.99
Taylor & Francis Ltd Handbook of Teacher Training in Europe 1994
Book SynopsisFirst published in 1994. Teacher Education throughout Europe is in a process of change. The reform of school structures, changing demographic patterns, technological development and the evolution of social, economic and political structures have all contributed to this process.This handbook, published in conjunction with the Council of Europe, creates a synthesis of these trends, providing both an overview of teacher education across Europe, and detailed explorations of key issues by leading experts in the field.Table of ContentsIntroduction, Moon, Galton. Part I: Teacher Education in Europe: Context. 1. The Council of Europe and Teacher Education, Newman. 2. Teacher Education in Europe – Diversity versus Uniformity, Buchberger. Part II: The Training of Teachers and Teacher Trainers. 3. Training Teachers to Teach Mixed Ability Groups, Wragg. 4. Appraisal of Teachers, Wilson. 5. Teacher Induction: The Great Omission in Education, Vonk. 6. Selecting and Training Teacher Trainers, Wilson. Part III: Teacher Education in Europe: Issues and Trends. 7. Teacher Education and Training for Teachers of Human Rights, Prindezis, Premont. 8. The Media Education Revolution and Teacher Education, Masterman. 9. Teacher Education for Technology Education, De Vries. 10. Teachers and Mobility, Vaniscotte. Part IV: Research on Teacher Education. 11. Teacher Training in Europe: A Research Agenda, Galton.
£114.00
Taylor & Francis Ltd Teacher Agency and Policy Response in English
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
£44.64
Taylor & Francis Ltd Building Community to Create Equitable Inclusive
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
£118.75
Taylor & Francis Ltd Cultural Diversity and Education
Book SynopsisNow available in paperback, the sixth edition of this definitive text provides students a strong background in the conceptual, theoretical, and philosophical issues in multicultural education from a leading authority and scholarly leader of the field---James A. Banks. In the opening chapter author Banks presents his well-known and widely used concept of Dimensions of Multicultural Education to help build an understanding of how the various components of multicultural education are interrelated. He then provides an overview on preparing students to function as effective citizens in a global world; discusses the dimensions, history, and goals of multicultural education; presents the conceptual, philosophical, and research issues related to education and diversity; examines the issues involved in curriculum and teaching; looks at gender equity, disability, giftedness, and language diversity; and focuses on intergroup relations and principles for teaching and learning. Table of Contents1. The Dimensions of Multicultural Education2. Education Citizens for Diversity in Global Times3. Multicultural Education: History, Development, Goals, and Approaches4. Culture, Ethnicity, and Education5. Increasing Student Academic Achievement: Paradigms and Explanations6. Pluralism, Ideology, and Educational Reform7. Researching Race, Culture, and Difference8. The Stages of Cultural Identity: Implications for Curriculum Reform9. A Curriculum for Empowerment, Action, and Change10. Teaching Decision-Making and Social Action Skills for Social Change11. Gender Equity and the Social Construction of Disability and Giftedness12. Teaching for Language and Cultural Differences13. Reducing Prejudice in Students: Tehory, Research, and Strategies14. Principles for Teaching and Learning in a Multicultural SocietyAppendix: Essential Principles Checklist
£63.64
Taylor & Francis Ltd Understanding Contemporary Education
Book SynopsisUnderstanding Contemporary Education offers an essential exploration of key concepts and issues in education that will allow education studies students, as well as trainee and practising teachers to engage in reflection, not only on work at the classroom level, but on education more broadly. Using detailed examples, the book problematises many popular and taken-for-granted views, allowing the reader to challenge and seriously consider the nature of the education enterprise.In each chapter, a concept is carefully considered, with major features, controversies, and strengths and weaknesses highlighted. Key follow-up questions challenge the reader to reflect on specific issues, and encourage involvement, not just in their own teaching, but in the planning and determination of the total programme of their school, and where possible, that of the nation.The book is divided into seven main parts: The Social Context of Education Education PolicTable of ContentsChapter 1: The Scope of the Book PART ONE: THE SOCIAL CONTEXT OF EDUCATION Chapter 2: The Functions of Education; Chapter 3: Education versus Training; Chapter 4: Stages of Education Development; Chapter 5: Education and National Development; Chapter 6: Globalization and Education. PART TWO: EDUCATION POLICY Chapter 7: Key Foci of Policy Analysis; Chapter 8: Education Policy Orientations; Chapter 9: Models for Analysing Education Policy; Chapter 10: Policy Borrowing; Chapter 11: Policy Changes in Higher Education. PART THREE: CURRICULUM Chapter 12: Orientations to Curriculum; Chapter 13: Approaches to Curriculum Planning; Chapter 14: Outcomes-based Education; Chapter 15: Alternatives to the Objectives Model for Curriculum Planning; Chapter 16: The Curriculum Ideas of Kieran Egan. PART FOUR: TEACHING AND LEARNING Chapter 17: Learning and the Conditions that Enhance Learning; Chapter 18:Questioning Some Taken-for Granted Assumptions about Teaching and Learning; Chapter 19: Approaches to Teaching; Chapter 20: Learning Through Making and Doing; Chapter 21: Direct Instruction. PART FIVE: LEADERSHIP IN EDUCATION Chapter 21: Different Types of Leadership; Chapter 23: Leadership for Learning; Chapter 24: Leadership in Assessment for Learning Chapter 25: Leadership for Change Chapter 26: Some Challenging Positions for Leaders to Consider. PART SIX: TEACHER PREPARATION Chapter 27: The Evolution of Teacher Preparation; Chapter 28: A Model to Inform Planning for Teacher Preparation; Chapter 29: Globalisation, Internationalisation and Teacher Preparation; Chapter 30: Teacher Induction; Chapter 31: Alternative Models of Teacher Preparation. PART SEVEN: International Developments in Education Chapter 32: Standardised Testing; Chapter 33: National Curriculum; Chapter 34: Education in Countries in Transition; Chapter 35: Shadow Education; Chapter 36: The Challenge of ICT in the Classroom.
£34.19
Taylor & Francis Ltd Reconsidering Inclusion
Book SynopsisInformed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff's social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level.Reconsidering Inclusion is suitable for all those interested inTable of Contents1. Introduction- exposing the critical issues and critical questions 2. Researching inclusive practices 3. What is inclusion? 4. The impact of policy directions and cultural interpretations on the concept of inclusion 5. Inclusive School Cultures 6. Leadership and teamwork 7. Relationships and professional identity 8. The emotional experience of developing inclusive practices 9. Lessons learnt, moving on.
£39.99
Taylor & Francis Ltd Cyberbullying at University in International
Book SynopsisCyberbullying is a problem that is being increasingly investigated by researchers, however, much of the cyberbullying research literature to date has focused on children and youth. Cyberbullying at University in International Contexts fills the gap in the research literature by examining the nature, extent, impacts, proposed solutions, and policy and practice considerations of bullying in the cyber-world at post-secondary institutions, where reports of serious cyberbullying incidents have become more prevalent.This book brings together cutting-edge research from around the world to examine the issue of cyberbullying through a multi-disciplinary lens, offering an array of approaches, interpretations, and solutions. It is not solely focused on cyberbullying by and against students, but also includes cyberbullying by and against faculty members, and permutations involving both students and faculty, as well as institutional staff, presenting perspectives from students, pTrade ReviewCyberbullying has become a prominent issue of the last decade. Most research has been on the phenomenon in school-age children, but as this volume demonstrates, it is also prominent amongst young adults, including those at college or university. This valuable collection includes contributions from many different countries and using different methodologies. They demonstrate the negative impact that cyberbullying has, discuss risk factors, and contribute to ways of tackling it effectively. The research presented is both a challenge to all concerned to improve cyber safety, but also a valuable source of knowledge and practical actions to help do so. Peter K Smith, Goldsmiths, University of London, UKCyberbullying at University in International Contexts is essential reading for researchers, educators and policy-makers in the increasingly recognized world-wide problem of bullying at university level, among students and faculty. The consequences of cyberbullying for young people’s mental health are considered as well as innovative interventions to challenge cyberbullying when it occurs. This interdisciplinary, cross-cultural book offers many important insights all grounded in thorough research evidence. Professor Helen Cowie, University of Surrey, UKA hugely important and timely addition to the toolbox of those researchers and practitioners who have a remit to protect the most vulnerable in our universities and beyond. Scholarly and multi-disciplinary, this work explores all of the important issues. Ground breaking and seminal. Conor McGuckin, Assistant Professor, Trinity College Dublin, School of Education, UKTable of ContentsList of TablesForeword - Peter SmithPreface Introduction: Context, Framework, and Perspective Wanda Cassidy, Chantal Faucher, and Margaret JacksonPart I – Nature and Extent1. Cyberbullying Among University Students in France: Prevalence, Consequences, Coping and Intervention Strategies Catherine Blaya2. Relationships Among University Students / Faculty and Cyberbullying in Japan Tomoyuki Kanetsuna, Ikuko Aoyama, and Yuichi Toda3. Experiences of Cyberbullying at a Chilean University: The Voice of Students Rayén Condeza, Gonzalo Gallardo, and Pablo Reyes Pérez4. MySpace or Yours?: An Exploratory Study of Homophobic and Transphobic Cyberbullying of Post-Secondary Students Aynsley Pescitelli5. Power in the Tower: The Gendered Nature of Cyberbullying Among Students and Faculty at Canadian Universities Chantal Faucher, Wanda Cassidy, and Margaret Jackson6. Cyberbullying Within Working Contexts Iain Coyne and Samuel Farley Part II – Impacts 7. From Traditional Bullying to Cyberbullying: Cybervictimization Among Higher Education Students Elisa Larrañaga, Santiago Yubero, Raúl Navarro, and Anastasio Ovejero8. "You need a thick skin…": Impacts of Cyberbullying in Canadian UniversitiesWanda Cassidy, Chantal Faucher, and Margaret Jackson9. Student-to-Faculty Targeted Cyberbullying: The Impact on Faculty Lida BlizardPart III – Solutions 10. In the E-Presence of Others: Understanding and Developing Constructive Cyber-bystander Action Loraleigh Keashly11. The Fairness Lens: A University Ombudsperson’s Perspective on Building a Kinder Online Culture on Campus Natalie Sharpe12. Designing Healthy and Supportive Campus Communities: An Example from Simon Fraser University Tara Black13. Preventive Measures Against Cyberbullying at a University in Japan Kenichi Kanayama and Shinji Kurihara14. Intervening Against Workplace Cyberbullying Samuel Farley and Iain CoynePart IV – Policy15. Cyberbullying in the Australian University Context: The Shades of Harm and Implications for Law and Policy Colette Langos and Mark Giancaspro16. What’s Policy Got to do with It? The Focus on Cyberbullying Policy at the University Level Margaret Jackson, Chantal Faucher, and Wanda Cassidy17. Faculty Members Who Are Bullies Jon Driver18. Cyberbullying in the Sheltering Darkness of Digital AnonymityDov SchaferReflections and Conclusions Wanda Cassidy, Chantal Faucher, and Margaret Jackson
£123.50
Taylor & Francis Ltd Cyberbullying at University in International
Book SynopsisCyberbullying is a problem that is being increasingly investigated by researchers, however, much of the cyberbullying research literature to date has focused on children and youth. Cyberbullying at University in International Contexts fills the gap in the research literature by examining the nature, extent, impacts, proposed solutions, and policy and practice considerations of bullying in the cyber-world at post-secondary institutions, where reports of serious cyberbullying incidents have become more prevalent.This book brings together cutting-edge research from around the world to examine the issue of cyberbullying through a multi-disciplinary lens, offering an array of approaches, interpretations, and solutions. It is not solely focused on cyberbullying by and against students, but also includes cyberbullying by and against faculty members, and permutations involving both students and faculty, as well as institutional staff, presenting perspectives from students, pTrade ReviewCyberbullying has become a prominent issue of the last decade. Most research has been on the phenomenon in school-age children, but as this volume demonstrates, it is also prominent amongst young adults, including those at college or university. This valuable collection includes contributions from many different countries and using different methodologies. They demonstrate the negative impact that cyberbullying has, discuss risk factors, and contribute to ways of tackling it effectively. The research presented is both a challenge to all concerned to improve cyber safety, but also a valuable source of knowledge and practical actions to help do so. Peter K Smith, Goldsmiths, University of London, UKCyberbullying at University in International Contexts is essential reading for researchers, educators and policy-makers in the increasingly recognized world-wide problem of bullying at university level, among students and faculty. The consequences of cyberbullying for young people’s mental health are considered as well as innovative interventions to challenge cyberbullying when it occurs. This interdisciplinary, cross-cultural book offers many important insights all grounded in thorough research evidence. Professor Helen Cowie, University of Surrey, UKA hugely important and timely addition to the toolbox of those researchers and practitioners who have a remit to protect the most vulnerable in our universities and beyond. Scholarly and multi-disciplinary, this work explores all of the important issues. Ground breaking and seminal. Conor McGuckin, Assistant Professor, Trinity College Dublin, School of Education, UKTable of ContentsList of TablesForeword - Peter SmithPreface Introduction: Context, Framework, and Perspective Wanda Cassidy, Chantal Faucher, and Margaret JacksonPart I – Nature and Extent1. Cyberbullying Among University Students in France: Prevalence, Consequences, Coping and Intervention Strategies Catherine Blaya2. Relationships Among University Students / Faculty and Cyberbullying in Japan Tomoyuki Kanetsuna, Ikuko Aoyama, and Yuichi Toda3. Experiences of Cyberbullying at a Chilean University: The Voice of Students Rayén Condeza, Gonzalo Gallardo, and Pablo Reyes Pérez4. MySpace or Yours?: An Exploratory Study of Homophobic and Transphobic Cyberbullying of Post-Secondary Students Aynsley Pescitelli5. Power in the Tower: The Gendered Nature of Cyberbullying Among Students and Faculty at Canadian Universities Chantal Faucher, Wanda Cassidy, and Margaret Jackson6. Cyberbullying Within Working Contexts Iain Coyne and Samuel Farley Part II – Impacts 7. From Traditional Bullying to Cyberbullying: Cybervictimization Among Higher Education Students Elisa Larrañaga, Santiago Yubero, Raúl Navarro, and Anastasio Ovejero8. "You need a thick skin…": Impacts of Cyberbullying in Canadian UniversitiesWanda Cassidy, Chantal Faucher, and Margaret Jackson9. Student-to-Faculty Targeted Cyberbullying: The Impact on Faculty Lida BlizardPart III – Solutions 10. In the E-Presence of Others: Understanding and Developing Constructive Cyber-bystander Action Loraleigh Keashly11. The Fairness Lens: A University Ombudsperson’s Perspective on Building a Kinder Online Culture on Campus Natalie Sharpe12. Designing Healthy and Supportive Campus Communities: An Example from Simon Fraser University Tara Black13. Preventive Measures Against Cyberbullying at a University in Japan Kenichi Kanayama and Shinji Kurihara14. Intervening Against Workplace Cyberbullying Samuel Farley and Iain CoynePart IV – Policy15. Cyberbullying in the Australian University Context: The Shades of Harm and Implications for Law and Policy Colette Langos and Mark Giancaspro16. What’s Policy Got to do with It? The Focus on Cyberbullying Policy at the University Level Margaret Jackson, Chantal Faucher, and Wanda Cassidy17. Faculty Members Who Are Bullies Jon Driver18. Cyberbullying in the Sheltering Darkness of Digital AnonymityDov SchaferReflections and Conclusions Wanda Cassidy, Chantal Faucher, and Margaret Jackson
£35.14
Taylor & Francis Ltd Rethinking Freire
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.
£49.39
Taylor & Francis Ltd Classroom Communication and Diversity
Book SynopsisClassroom Communication and Diversity provides a useful framework for helping both new and experienced teachers and instructors navigate the communication challenges in today's diverse classroom. It encourages teachers to reflect on how their personal cultures influence their expectations regarding classroom communication. This textbook is distinctive in its distillation of research from numerous sources to provide the best viewpoint and systems for focusing on the needs of the individual learner.Dana L. Powell and Robert G. Powell draw on research in both the communication and education disciplines, and provide useful strategies for improving teaching practices alongside theoretical models regarding diversity in the classroom. Much of the information found in this text is also inspired by the authors' direct experience in schools and from the experience they have gleaned from other first-line instructors as well as from parents and children.AmonTable of Contents Preface Acknowledgments UNIT I Foundations of Classroom Communication and Diversity 1 Communication in the Classroom 2 Factors Influencing Learning and Communication UNIT II Understanding Diversity 3 Culture and Classroom Communication 4 Gender and Classroom Communication 5 Students with Diverse Learning Needs UNIT III Building and Mantaining Communities of Learners in Diverse Classrooms 6 Building Relationships 7 Building and Maintaining Communities of Learners in Diverse Classrooms 8 Positive Behavioral Supports UNIT IV Best Practices for Communication in Diverse Settings 9 Instructional Strategies 10 Technology and Instructional Communication Bibliography Index
£58.89
Taylor & Francis Ltd Routledge International Handbook of Schools and
Book SynopsisThis comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia. Split into 19 sections it covers curriculum, learning and assessment, private supplementary tutoring, special education, gender issues, ethnic minority education and LGBTQI students in Asian schools. The volume displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions using a thematic approach. The content offers a broad sweep of the region with a focus on theoretical, cultural and political issues as well as identifying educational issues and priorities, such as curriculum, assessment, teacher education, school leadership, etc., all of which impact students and learning in multiple ways.The Routledge International Handbook of Schools and Schooling in Asiabrings together experts in each area to contribute their knowledTrade Review'An excellent volume that reveals the diversity and complexity of education in Asia. A powerful counter discourse to the oversimplification of Asian education by international assessment programs. The Handbook of Schools and Schooling in Asia is a great reference for anyone interested in Asian education.'- Yong Zhao, Foundation Distinguished Professor, School of Education, University of Kansas, USA. Author of Reach for Greatness: Personalizable Education for All'This Handbook on Schools and Schooling in Asia, and an earlier companion volume, The changing Role of Schools in Asian Societies - Schools for the knowledge Society, both edited by K. Kenndy and Lee C.K. are very welcome additions to a growing literature on education trends and issues in Asian education in the new century. In a region characterised by many success and formidable challenges, and now gearing to meet 21st century challenges, there is need for scholarly work written by both insiders and experts from outside the region. Comprehensive in nature, with 100 chapters organised via 19 sections provide both coverage an insightful analysis. The editors have skillfully managed to provide both coherence and diversity; resulting in a volume that successfully captures and region's diversity and education potential.An invaluable reference for graduate students in international and comparative education, Asian studies and global education-oriented NGOs.' - S. Gopinathan, Adjunct Professor, Lee Kuan Yew School of Public Policy, National University of Singapore. Table of ContentsList of figures and tables Contributors List of abbreviations 1. Schools and Schooling in Asia: Achievements and Challenges for ‘Asia Rising’: an introduction to the handbook (Kerry J. Kennedy and John Chi-Kin Lee)Section 1: Framing 21st-Century Education in Asia 2. Closing the Gaps: What does an equity agenda look like in Asia-Pacific? (Gwang-Jo Kim and Wesley Teter)3. Notions of equality and fairness in education: The case of meritocracy in Singapore (Jason Tan)4. “Inter-referencing” as methodology: The “emotional contagion” of PISA and the discursive formation of an emergent East Asia policy field (Aaron Koh)5. Looking in from outside: Schools and schooling in Asia from an outside perspective (Christine Halse)Section 2: Curriculum6. Introduction: Reorienting curriculum practices in changing Asian societies (Edmund Hau-fai Law)7. High school mathematics curriculum in East Asia: Design and trends (Wai Hong Chan and Siwan Sum)8. Intended curriculum of nature of science for prospective school science teachers: Scientism in Chinese science teacher educators’ conceptions (Zhi Hong Wan)9. K-12 service-based learning in three Chinese societies (Huixuan Xu)10. Issues of educational equity, curriculum and pedagogy in Hong Kong (Benjamin "Benji" Chang)11. Re-engineering the curricular and pedagogical practices in the Asian region (Edmond Hau-fai Law)Section 3: Learning12. Learning and pedagogy: Asian perspectives (Ronnel B. King)13. Learning primary science by inquiry: What does a technology-enabled curriculum look like? (Daner Sun and Chee-Kit Looi)14. Preparation for future collaboration: An interdisciplinary learning design in a Singaporean primary school (Rachel Lam, Michelle Low, and Jenyi-Li)15. Designing new media for new Literacy in an arts classroom: A lesson about designed affordance and perceived affordance (Mingfong Jan)16. An Investigation of interest-driven learning environment for low progress learners: Case studies in Singapore (Longkai Wu, Sujin He, Wei Zhang)17. The internal/external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students (Lan Yand)Section 4: Assessment 18. Technology-Enhanced Assessment Reforms in Asia (Magdalena Mo Ching Mok)19. The changing measurement paradigms for the changing education in China (Xiaoting Huang)20. An assessment of learning Cantonese opera movement in Hong Kong: Application of the computerised kinetic chain assessment and learning system (Bo-Wah Leung, Magdalena Mo Ching Mok, Bor-Chen Kuo, Zhi-Yong Liu, Sze Ming Lam, Chun Wai Ng, Lee Cheng, Kevin Hang Hey Ma and Tsz Wing Choi) 21. Assessing the cognitive components of reading in Thai (Exkarach Deenang, Bor-Chen Kuo and Chen-Huei Liao)22. Computerised adaptive testing: Application and implications for teaching and learning in Indonesia (Muslem Duad, Bor-Chen Kuo, Yusrizal and Magdalena Mo Ching Mok)Section 5: International Schools23. International schools and schooling in Asia (Darren A. Bryant)24. And a green tea Frappuccino: Developing the local dimension of international schools (Ed Wickins and Arnett Edwards)25. Asian or international? Exploring the tensions and opportunities offered by international schools in Asia for local students (Lucy Bailey)26. Do international school staff receive professional development training about third culture kids (TCKS)?Perspectives from faculty and parents (Yvonne McNulty and Margaret Carter)27. Leadership in Asian international schools: Mapping a research agenda (Darren A. Bryant)28. The IB Research Programme - Instrumental and enlightenment use of research findings in Asia (Bradley Shrimpton and Eloisa Ramos)Section 6: Private Supplementary Tutoring29. Private tutoring in Asia: Illuminating the shadow (Maria Manzon)30. Shadow education in East Asia: Entrenched but evolving private supplementary tutoring (Wei Zhang and Yoko Yamato)31. Private tutoring in Southeast Asia: Knowledge economies, positional goods and double entendres (William C. Brehm)32. Shadow schooling in South Asia: Contexts, forms and characteristics of private supplementary tutoring in English at the secondary level in rural Bangladesh (Rafsan Mahmud)33. (Un)regulating shadow education in West Asia: Armenia, Azerbaijan, Georgia and Turkey (Magda Nutsa Kobakhidze)Section 7: Information and Communications Technology34. Introduction: Digital learning for development of Asian Schools (Cher Ping Lim)35.Digital learning for developing Asian countries: Achieving Equity, quality and efficiency in education (Cher Ping Lim, Victoria Tinio, Matthew Smith Miron Kumar Bhowmik)36. Current status, challenges and opportunities of Intelligent Tutoring System (ITS) in Developing Countries in Asia (Kaushal Kumar Bhagat, Ma. Mercedes T. Rodrigo, and Chun-Yen Chang)37. A systematic literature review of game-based learning and gamification research in Asia: The synthesized findings and research gap (Hyo-Jeong So and Minhwi Seo)38. Learning analytics: Approaches and cases from Asia (Bodong Chen, Chen Chi-Ming Chen ,Huang-Yao Hong , Ching Sing Chai)Section 8: Early Childhood Education39. Early years education: Movements in the field (Liz Jones)40. Masks, masquerades and ironic performances: getting our(selves) heard (Yuen Wai Kwan, Gail) 41. Neither a borrower nor a lender be? Better to Question How to Borrow. An Exploration of Asia as Method in Teaching Drama-in-Education in Hong Kong (Po Chi Tam)42. The challenge of promoting creativity in Hong Kong early childhood context (Cheung, Hun Ping Rebecca)43. Telling tales: parental reactions to children’s picture books (Richard Wong Kwok Shing)Section 9: Language Education44. Tensions of language education in Asia (Bob Adamson)45. Trilingualism and languages policy in education in Sri Lanka (Indika Liyanage)46. Chinese as second language education in Asian schools (Danping Wang)47. Language teacher professional development in Asia: Historical trends, current practices and future directions (Laura Gurney, Indika Liyanage and Lanxi Huang)48. Implementation and impact of language-in-education policies: Insights from South Korea and Hong Kong (Tae Hee Choi)Section 10: Special Education49. Introduction: Leading the way in supporting children with additional needs (Ivan Ka Chun Cheung, Elena Sze Chi Kwong, and Kevin Kien Hoa Chung)50. Understanding and supporting children with dyslexia and late-emerging reading difficulties (Kevin Kien Hoa Chung)51. Neural basis of learning issues in children with autism: A bridge to remediation planning (Yvonne Ming-Yee Han and Agnes Sui-Yin Chan)52. Gaps and go in policy, practice and research of gifted education in China, Hong Kong, Singapore, and Taiwan (Anna Na Na Hui, Mavis Wu Jing He, Ching-Chih Kuo, Ai Girl Tan, Yifan Lyu and Lai Kwan Chan)53. Writing Difficulties in Mainland China, Taiwan, Hong Kong and Japan: An Overview of the Issues (Patcy Pui-Sze Yeung)Section 11: Moral and Civic Education54. Introudction:Civic and Moral Education (Zhenzhou Zhao)55. Introduction: The dynamics of moral development: Rethinking what develops and how? (Minkang Kim)56. Global citizenship education in Asia (Theresa Alviar-Martin and Mark C. Baildon)57. Human rights education in Asia (Eric King-man Chong)58. Citizenship education from a multicultural perspective: The case of Malaysia (Vishalache Balakrishnan)59. Alienated and disaffected students: The civic capacity of ‘outsiders’ in Asian societies (Xiaoxue Kuang)Section 12: Vocational Education60. TVET as an increasingly important part of schooling in Asia (Margarita Pavlova)61. Development of TVET systems in the ASEAN region – Issues of quality and standards (Thomas Schröder)62. Career Guidance in TVET: challenges of implementation (Rong Kang and Margarita Pavlova)63. A framework for success: A regional overview of the ICT-enhanced practices in TVET (Margarita Pavlova)Section 13: Education for Sustainable Development64. Sustainable schooling in the Asia-Pacific region: An imperative of hope (Tamara Savelyeva)65. Nature schools and China’s environmental education (Rob EFIRD)66. The uneven work of sustainability: Schooling, tourism and rural development in Southwest China (Jinting WU)67. Decolonizing pedagogy for inclusive education: Tagorean Analysis of a Case Study (Mousumi Mukherjee)68. Building active minds among the local youth for rural sustainability - New role of local schools in an aging and shrinking society (Shogo KUDO, Ryu YANAGISAWA)69. Stepping up the challenge: Fostering sustainability consciousness of Hong Kong students with New Senior Secondary Liberal Studies curriculum (Tamara SAVELYEVA)Section 14: Gender70. Gender and Schooling in Asia (Anita K.W. Chan)71. Gender, ethnicity and schooling in China (Yang Miaoyan)72. Gender-related implications of the reform of school leadership in Indonesia (Jill Sperandio)73. Gender equity education in Taiwan: History, practices and challenges (Li-Ching Wang)74. To lead and to mother: Contradictory constructions of new femininities in an elite girls’ school in Hong Kong (Dorothy W. H. Lee and Anita K. W. Chan)Section 15: Ethnic Minorities75. Seeking Equity in Education for Asia’s Ethnic minorities (Ming-tak Hue)76. Education for ethnic minority young people in Hong Kong: What school factors make them unsuccessful? (Miron Kumar Bhowmik and Ming-tak Hue)77. Promoting cultural responsiveness and multicultural competency in Hong Kong schools (Ming-tak Hue)78. School roles in ethnic minority education in Korea (Yang-Hee Kim)79. The changing policy discourse and the implementation of multicultural education in Taiwan in the 21st century – education for new immigrant children and beyond (Chen, I-ru, Dorothy)Section 16: Sexual Minorities 80. Contesting sexual and transgender prejudice: Advocating human rights of LGBTQ students (Diana Kan Kwok)81. Sexual prejudice and school experience of LGBQ students in South Korea and Hong Kong (Diana Kan Kwok, Jieha Lee)82. From Bakla to Transpinay: Transgender students in Philippine schools (Brenda R. Alegre)83. Contesting school heterosexism rights-based sexuality education for LGBQ students (Diana Kan Kwok, Barry M. W. Lee)84. Community support services to LGBQ students in Mainland China, Hong Kong and Taiwan (Kim Kwok, Diana Kan Kwok)85. Supporting transgender students: Chinese school social workers as transgender allies (Diana Kan Kwok)Section 17: Teacher Education86. Facilitating student-teacher professional learning in their field experience (May May Hung Cheng)87. Changes in the teaching motivations of student teachers in Hong Kong (Angel K. Y. Wong, May M. H. Cheng, & Sylvia Y. F. Tang)88. The teaching practicum in Singapore: Developing teacher identity and professional practices (Bee Leng Chua, Yew-Jin Lee, & Woon Chia Liu)89. Engaging Student Teachers in Video-Mediated Self-Reflection in Teaching Practica (Handoyo Puji Widodo and Sandi Ferdiansyah)90. Challenges for student-teachers during their teaching practicum in an early childhood teacher education context (Cheng, M. M. H., Tang, S. Y. F., & Wong, A. K. Y.)Section 18: Learning Study91. Lesson and learning Study – Originated in the east and spreading worldwide (Ko Po Yuk)92. Lesson study as an effective element for curriculum implementation and innovation (Hiroyuki Kuno)93. The growth of lesson study globally and in Singapore: Implications for quality and sustainability (Christine Kim-Eng Lee & Christina Lim-Ratnam)94. The development of Learning Study in Hong Kong and its shifting focus in university-school partnership (Ko Po Yuk)95. Lesson study in Brunei Darussalam: Changing the paradigm for teaching and learning (K. Wood, J.H. Jaidin, R. Jawawi, J.S.H.Q. Perera, S. Salleh, M. Shahrill, S. Sithamparam)Section 19: School Leadership96. School leadership in Asia – A growing knowledge base (Allan Walker)97. Developments in educational leadership research and practice in Asia (Darren A. Bryant and Allan Walker)98. “We need an iron hand, but the iron hand must be a clean hand”: Contextualizing the practice of school leadership in Vietnam (Philip Hallinger, Truong Dinh Thang and Gian Tu Trung)99. School principalship in China: A collective portrait (Qian Haiyan)100. Creativity and leadership as organizational vectors: Implications for East Asian school reform (Roger Shouse, Jinyan Bai, and Chenwei Ma)Index
£204.25
Taylor & Francis Ltd School Bullying
Book SynopsisTo effectively cope with school bullying it is essential to understand the issues underpinning student peer group dynamics in the school, classroom and community and this view lies at the heart of the text. While the experience of bullying others or being victimized is identified with an individual or group the solution lies with the systems eg community, school, classroom or family of which the individual is part. Particular emphasis is given to the role of prosocial behavior and a strengths based perspective in addressing how students cope with school bullying within a systemic context. The text is strongly informed by the author's experience in developing and conducting national and international school-based anti-bullying and mental health interventions. The book advocates a systems based approach to addressing school bullying as illustrated with a program developed and evaluated by the author called the P.E.A.C.E. Pack: A program for reducing bullying in schools'.Trade Review"School Bullying comes at a time of increasing concern about the harmful effects of bullying on children’s and young people’s health and the increasing awareness on the right of children to be protected from bullying. This well written and engaging book presents a comprehensive guide for educators in understanding, preventing and stopping school bullying. It is very well researched, and one of its major strengths is the way it translates research and theory into accessible and practical suggestions for educators and practitioners in preventing and stopping bullying in schools. Each chapter includes practical activities like Points for reflection, Trends and issues, and Ideas for schools and classroom, and closes with Guidelines for school practice, What the reader has learned, an activity and list of references. The book takes also a systemic perspective complimented by a strengths based approach, underling the benefits of prosocial and harmonious relationships as the antithesis to bullying. This book is an ideal text for initial teacher education courses on the promotion of mental health and healthy relationships and prevention of school bullying. It should find its way in every school library as a practical and accessible reference for school leaders, teachers, educators, and other mental health practitioners. This is THE book for anyone who wants a comprehensive, balanced, accessible, well researched but practical guide on school bullying." - Prof Carmel Cefai, Director Centre for Resilience and Socio-Emotional Health, University of Malta"Aimed at school professionals, this book provides a detailed account of school bullying, from theories to assessing and coping with bullying in school. (...) This book would be helpful for someone in the teaching profession to prompt them to think more about bullying" - YouthinmindTable of Contents1. The Dynamic of the School Peer Group 2. Promoting Positive Peer Relations at School 3. Traditional/Offline & Cyber Bullying 4. Theories of Bullying 5. The Developmental Course of Bullying 6. School, Classroom, Community & Bullying 7. Students ‘At-Risk’ for being Bullied 8. Assessing Bullying 9. Coping with School Bullying 10. Issues in Addressing School Bullying
£35.14
Taylor & Francis Ltd Understanding Prejudice and Education
Book SynopsisWhat is prejudice in the 21st Century and how can education help to reduce it?This original text discusses prejudice in detail, offering a clear analysis of research and theory on prejudice and prejudice reduction, drawn from findings in social psychology, critical thinking and education. Presenting the underlying principle that prejudice can be reduced through the development of four core attributes empathy, understanding, cognitive flexibility and metacognitive thought the book offers effective educational strategies for preparing young people for life.Chapters explore a range of examples of classroom practice and provide a thorough engagement with the minefield of prejudice, set against challenging sociological, ideological, political and cultural questions. An integrative framework is included that can be adapted and adopted in schools, synthesising findings and emphasising the need for individuals and groups to work against preconceived belTrade ReviewConrad Hughes does us a real service in providing a very well-founded understanding of prejudice. But he goes further, and takes it beyond inert knowledge into cogent classroom practice aimed at countering prejudice, changing pernicious beliefs, and developing values which pay more than lip-service to this fundamental human right. This is a book for all teachers and those who train them.Professor Doug Newton, Durham University, UKConrad Hughes’ work is an original and profound contribution to academic literature in the field of education. He investigates a problem that is at once age-old and extremely contemporary: how to transform inequality and discrimination and by which intellectual, educational and pedagogical means. This book opens new theoretical and practical perspectives for critically-minded educators working in multicultural contexts.Professor Abdeljalil Akkari, University of Geneva, Switzerland Few writers could have a more suitable preparation for writing this book than Conrad Hughes...Critical thinking, a speciality of the author, is offered as a tool for clarifying and refining one's own thoughts and assumptions... These intangible topics are treated with all the competence and care one would expect from an authority on the IB's Theory of Knowledge programme.Richard Pearce, International Schools Journal, Vol XXXVII No. 2 April 2018Table of Contents1. Introduction – Situating Education and Prejudice Part One: Reducing Prejudice in the Individual 2. Understanding Beyond the Other - Bridges Across Prejudice 3. Critical Thinking and Prejudice 4. Metacognition as a Strategy for Recognising and Controlling Prejudice 5. Empathy and the Search for Common Humanity in the Face of Prejudice Part Two: The Conditions Necessary for Prejudice Reduction 6. The Contact Hypothesis as a Strategy against Prejudice 7. Learning to Live Together through the Principles of International Education Part Three: A Framework for Schools 8. A Prejudice Reduction Framework for Schools 9. Conclusion - 21st Century Challenges to Education and Prejudice
£39.99
Taylor & Francis Ltd Student Politics and Protest
Book SynopsisDespite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as: What roles do students' unions play in politics today? How successful are students in bringing about change? <Trade Review In many parts of the world it has become a commonplace to decry young people’s lack of political engagement, and especially to lament the decline of student-led political and social movements. Student Politics and Protest offers a most welcome insight into the presence, vibrancy and impact of contemporary student politics around the globe, and shows how higher education participation, policy and associational life profoundly shape young people as political actors today. Brooks’ outstanding collection is just the conversation changer we need in the debate about youth politics. Professor Anita Harris, Alfred Deakin Institute for Citizenship and Globalisation, Deakin University, Australia Student Politics and Protest brings together research from 19 countries to provide an extraordinarily rich reflection of how politics is enacted by students across the globe today. Each contribution is rooted in original empirical research – covering participation in formal organisations such as students’ unions through to informal activism in mass campaigns and protest movements – while the editor’s illuminating concluding reflections provide fresh insight into the commonalities and differences in student activism across both space and time. Professor Hilary Pilkington, School of Social Sciences, University of Manchester, UK Student Politics and Protest provides a much-needed analysis of the ways in which higher education students have engaged politically over the past few years. By drawing on a wide variety of empirical examples from across the world, it explores the different ways in which students have mobilised, the causes they have championed and how wider society has responded to their actions. It is an important and engaging text for scholars of contemporary higher education. Professor Claire Callender, Birkbeck and UCL-Institute of Education, University of London, UK While most important in providing activists as well as ideas for contentious politics, student movements have rarely been studied. Proposing innovative theoretical frameworks and covering a broad range of empirical cases of contemporary protests in institutions of higher education, this important volume contributes to our knowledge on politics and policies in times of austerity. Professor Donatella della Porta, Scuola Normale Superiore, Florence Table of Contents1. Student Politics and Protest: an Introduction. 2. Campaigning for a Movement 3. Student Struggles and Power Relations in Contemporary Universities. 4. Neoliberal Discourses and the Emergence of an Agentic Field: the Chilean Student Movement 5. Affinities and Barricades. 6. Student Politics and the Value(s) of Public Welfare 7. The Politics of Higher Education Funding in the UK Student Movement 1996-2010 8. Student Power in 21st Century Africa 9. Students’ Associations 10. ‘If Not Now, Then When? If Not Us, Who?’ Understanding the Student Protest Movement in Hong Kong 11. Student Mobilization during Turkey’s Gezi Resistance: From the Politics of Change to the Politics of Lifestyle 12. Network Formation in Student Political Worlds 13. Conclusion
£34.19
Taylor & Francis Ltd Lead Like the Legends
Book SynopsisBased on the popular presentation of the same name, Lead Like the Legends uses the inspiring words of musical legends to help teachers and administrators learn the principles of effective leadership.The book is organized around 14 musical greats, including Ray Charles, Duke Ellington, Marian Anderson, Carlos Santana, The Beatles, Bob Dylan, and Louis Armstrong. As you examine the words of wisdom from these artists, you'll learn the keys to strong leadership, such as being sincere; accepting no limits; leading with imagination; leading by participating; being daring and high energy; using teamwork; and being yourself. Each chapter includes motivational stories and examples from school leaders across the country, as well as reflection activities, self-assessments, and planning tools to help you implement the ideas. Whether you're aTrade Review"David Steinberg has written a unique and imaginative reflection on the concepts of effective leadership. As an experienced educator in the classroom, in the school office, and at the central office level, he connects the realities of our day-to-day work in schools to the extensive research in educational leadership. Using familiar tunes and the life experiences of the composers, David guides us through the important characteristics of truly effective leaders, far beyond the nuts and bolts of good management. This is a refreshing and inspirational book for anyone who hopes to lead others." --Jerry Perlet, Former Principal and Washington Post Distinguished Leader"Poignant. The way that David Steinberg introduces leadership concepts through the lens of musical greats and elaborates on them with real examples of leadership in action is elucidating. A must read for educators who need inspiration and practical advice on how to unleash their leadership potential." --Kevin M. Maxwell, Ph.D., Chief Executive Officer, Prince George's County Public Schools, Maryland"In this book, David Steinberg masterfully uses heartfelt, authentic stories and musical analogies, offering lessons to support the growth of teachers and leaders. His inspirational storytelling and reflection tools encourage educators to be bold, supportive, and visionary in their work." --Kim Oliver Burnim, Teacher Leader and 2006 National Teacher of the Year, Silver Spring, MarylandTable of ContentsAbout the AuthorAcknowledgmentsPreludeHow to Read Lead Like the LegendsCh. 1 Judy Garland – Be SincereCh. 2 Rogers and Hammerstein, Joe Raposo – Be OptimisticCh. 3 Ray Charles – Accept No LimitsCh. 4 George Gershwin – Be EclecticCh. 5 Duke Ellington – Lead by Participating Ch. 6 Leonard Bernstein – Lead with ImaginationCh. 7 Marian Anderson – Be Strong by Being PrincipledCh. 8 Frank Sinatra – Train to GrowCh. 9 Bob Dylan – Put the Message AcrossCh. 10 Elvis Presley – Be Daring and High EnergyCh. 11 Carlos Santana – UnifyCh. 12 The Beatles – Use Teamwork Ch. 13 The Temptations – Move TogetherCh. 14 Louis Armstrong – Be YourselfCodaShare Your StoryTestimonials
£24.99
Taylor & Francis Ltd The Routledge International Handbook of Language
Book SynopsisThis must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.Trade Review'It can be a difficult task to keep up with the rapid changes in language education policy as Asian nations try their best to balance preservation of their own languages and adding proficiency in other languages as demanded by the globalized market. This new handbook, edited by two scholars with long experience in the field and with chapters written by local experts, is exactly the resource you need to navigate this everchanging area. It is a significant addition to the literature on the topic.' - Bernard Spolsky, Professor Emeritus, Bar-Ilan University, Israel'Choices in language education policy in Asia are remarkably complex. The region contains the most linguistically diverse societies on earth, enriched by ancient and validated literary traditions and dozens of scripts and orthographic traditions. This Handbook will be an invaluable intellectual and practical resource for researchers, teachers, policy makers and community members. It is an impressive effort with a comprehensive coverage of countries and geographic regions, language education policy types and their effects.' - Joseph Lo Bianco, Professor of Language and Literacy Education, University of Melbourne, AustraliaTable of ContentsNotes on contributorsPart 1: Overview1. Language education policy in Asia: An overviewAndy Kirkpatrick and Anthony J. Liddicoat2. Minority Language Learning in Mainland Southeast AsiaDavid Bradley3. L1-based multilingual education in the Asia and Pacific region and beyond: Where are we, and where do we need to go? Carol BensonPart 2: Asia4. Language Policies in Education in the People’s Republic of ChinaAnwei Feng and Bob Adamson5. Language education policy in Hong KongAnita Y.K. Poon6. Educational Language Policy in Macau: Finding balance between Chinese, English and PortugueseAndrew Moody7. Language education policy in Japan Nobuyuki Honna and Junko Saruhashi8. Language Education Policies in South KoreaJihyeon Jeon 9. Language education policy in North KoreaJae Jung Song10. Mongolia: Language Education PolicyPhillip Marzluf and Myagmar Saruul-Erdene11. Language education policy in TaiwanLi-ying Wu and Ken LauPart 3: South-East Asia12. Language-in-Education Policy Development in the PhilippinesCatherine Young and Tony Igcalinos13. Language education policy in VietnamXuan Nhat Chi Mai Nguyen and Van Huy Nguyen14. Lao Language Policy Cliff Meyers15. Language education policy in CambodiaKimmo Kosonen16. Language education policy in ThailandJohn Draper17. Language Policy in MyanmarPatrick McCormick18. Malaysia’s Complex Language Policy Journey via Bahasa Melayu and EnglishSaran Kaur Gil and Azianura Hani Shaari19. Language Education Policy: Singapore Ritu Jain and Lionel Wee20. Language education policy in Indonesia –a struggle for unity in diversity Michelle Kohler21. Postcolonial language-in-education policy in globalised times: The case of Timor-LesteKerry Taylor-Leech22. Language Policy and Practice in Brunei DarussalamNoor Azam Haji-Othman, James McLellan and Gary JonesPart 4: South Asia23. Language policy in education in IndiaAjit K. Mohanty24. Language Education Policy and Inequalities of Multilingualism in Nepal: Ideologies, Histories and Updates Prem Phyak and Laxmi Prasad Ojha25. Language Policy in BhutanLhundup Dukpa26. Mother Tongue Education Policy in PakistanTariq Rahman27. Language in education policy in Bangladesh: A neoliberal turn? M. Obaidul Hamid and Arifa Rahman28. Language Education Policy in Sri LankaIndika Liyanage29. From a monolingual to a multilingual nation: Analysing the language education policy in the MaldivesNaashia MohamedPart 5: Central Asia30. Language education policy in AfghanistanBrian Spooner and Senzil Nawid31. Language Planning and Language Policy in KazakhstanTimothy Reagan32. Language-in-education policy in the Central Asian republics of Kyrgyzstan, Tajikistan, Turkmenistan, and UzbekistanAnthony J. Liddicoat.Index
£199.50
Taylor & Francis Ltd Intercultural Education in the European Context
Book SynopsisThis book offers a comparative analysis of the intercultural theories and practices developed in the European context. Bringing together work on the United Kingdom, France, Germany, Italy, Spain, Greece, The Netherlands and Sweden, it examines specific approaches to intercultural education. Structured around a series of core questions concerning the main features of diverse groups of migrants present within a country and within schools, the major issues raised by scientific research on the presence of migrant students, and the adoption of relevant educational policies and practices to address these issues - together with examples of best practice in each case - Intercultural Education in the European Context explores the strengths and weaknesses of the intercultural education approach adopted in each context. Offering a broad framework for the study of intercultural education as adopted in European settings, the book highlights the contribution of education to the development of a faTrade Review’Intercultural Education in the European Context is a complete, substantiated investigation, which helps to address the multiple forms of discrimination and exclusion that persist in our societies, causing a serious rethink of the current policies of states towards a more just, inclusive and integrative direction.’ Juan Gómez Lara, Colectivo Amani, Spain ’An excellent comparative study on intercultural theories and practices in the European context. Anybody will benefit by reading this book, which, through its analysis of best practices, confirms intercultural education as the most suitable approach for the global and interdependent societies.’ Agostino Portera, University of Verona, ItalyTable of ContentsIntercultural Education in the European Context
£128.25
Taylor & Francis Ltd Disestablishing the School: De-Bunking
Book SynopsisThat governments are, and will always be, involved in education, is taken for granted by the majority of educationalists. Recent market reforms are condemned, because they appear to undermine state intervention in education. But are justifications for state intervention in education philosophically sound? Is the attack on markets justified? In Disestablishing the School, Dr Tooley explores these issues, setting recent educational policy debates in the broader context of debates in moral and political philosophy, and philosophy of economics. Topical issues to do with equality of opportunity, education for democracy, education for autonomy, democratic control of the curriculum, and education as a public good are examined. None of these survive as a critique of markets in education, nor as a justification for state intervention in education. In undermining these arguments, Dr Tooley argues that the case for the disestablishment of the school, for the separation of school and state, can be philosophically sustained.Table of ContentsContents: Education and the state; Equality of opportunity; Education for democracy; Education for autonomy; Democratic control of education; Education as a public good; Education and the state revisited; Bibliography; Index.
£80.74
Cambridge University Press Feminists and Bureaucrats
a huge range and FREE tracked UK delivery on ALL orders.
£31.08
