Educational strategies and policy Books
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Springer Nature Switzerland AG How to Stop School Rampage Killing: Lessons from
Book SynopsisThis book tackles the important question of how we can understand and learn from the school rampage killings that have been prevented. In the flood of recent accounts and analyses of deadly school rampage killings that plague society and inspire widespread public fear, very little attention has been given to the incidents that almost were. Building on Madfis’ previous book, The Risk of School Rampage: Assessing and Preventing Threats of School Violence (2014), this vital work addresses key gaps in school violence scholarship through the examination of averted school rampage incidents in the United States and advances existing knowledge through ground-breaking insights from the latest research on mass murder, violence prevention, bystander intervention, disciplinary policy, and threat assessment in school contexts. This empirical study utilizes in-depth interviews conducted with school and police officials (administrators, counselors, security guards, police officers, and teachers) directly involved in averting potential school rampages to explore the processes by which threats are assessed and school rampage plots are thwarted. Madfis finds that many common contemporary school violence prevention policies and practices are ineffective at preventing rampage attacks and may actually increase the likelihood of their occurrence. Rather than uncritically adopting such problematic approaches, Madfis argues that schools must model prevention practices upon what has proven successful in averting potentially deadly incidents. Trade Review“In addition to making an important contribution to the scholarly literature on the topic, the inclusion of discussion questions … as well as a methodological appendix, makes this book a useful resource for students at both the undergraduate and graduate levels. … How to Stop School Rampage Killing: Lessons from Averted Mass Shootings and Bombings is a timely and valuable piece of scholarship … it acts as a springboard for future research in this area.” (Erica Bower, Critical Criminology, Vol. 29, 2021)Table of ContentsDEDICATION AND ACKNOWLEDGEMENTS………………………..…………FOREWORD by Jack Levin ………………………………………………….……..FOREWORD by Kristina Anderson ………………………………………………....AUTHOR’S INTRODUCTION TO THE SECOND EDITION……………………. CHAPTERSI. INTRODUCTION ……………………………………………...….….….. Research Questions and Background on Incidents……………………Explaining and Reacting to School Rampage….………...…...……….Understanding School Criminalization and Risk Assessment............... II. ASSESSING SCHOOL RAMPAGE ………………………………….…. Distinguishing Terms and Risks……………….……………...………The Assessment of Evidence in Averted Rampage…………………...Assessing the Plot’s Detail…………………………………………….Appraising the Role of Weaponry……………………………………..Assessing the Role of Personal and Group Characteristics……………Conclusion……………………………………………………………..III. CONFIDENCE AND DOUBTS ABOUT ASSESSING RAMPAGE…… Certainty Based on a Convergence of Risk Assessment Criteria……...Certainty Based on a Lack of Threat Assessment Criteria…………….Certainty Based on a Presence of Threat Assessment Criteria………...Remaining Uncertainty despite Risk Assessment……………………..Conclusion……………………………………………………………..IV. PREVENTING SCHOOL RAMPAGE ……………………...………….. Problematic Rampage Prevention Practices………………………….. A Diminished Student Code of Silence…………………………..……Interventions through Leakage………………………………………...The Persistence of Bystander Inaction…………………………….......Implications of Findings………………………………………………Conclusion……………………………………………………………. V. CONCLUSION …………………………………………….……………..Summary and Implications of Findings…………………………...….Emergent Areas to Prevent and Stop School Rampage Killing……….Suggested Areas for Future Research……………………………….... VI. METHODOLOGICAL APPENDIX…………...……………………….. Operationalizing School Rampage………………………………........ Research Design and Sample……………………………………...…. Complications of Media-Based Sampling Frame………………......… On Qualitative Methodology……………………………………...….. Generalizability in Qualitative Research……………………………...REFERENCES ……………………………………………………………………….INDEX…………………………………………………………………………………
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Springer Nature Switzerland AG Practice-Focused Research in Further Adult and
Book SynopsisThis book examines how educational practice can be improved through practice-focused educational research. The editors and contributors explore the issues involved in breaking down boundaries between educational research and practice - research often seen as an elitist activity that can only be determined by a favoured few - as well as the socially constructed nature of boundaries between academic and vocational education. Containing illuminating case studies written by practicing teachers from the further and vocational education sector, it posits that educational research should enable teachers to learn from research in order to improve their own educational practice. This book will be of interest and value to scholars of further and vocational education, as well as those wanting to bridge the gap between research and practice. Table of ContentsChapter 1. Practice! Practice! Practice!; Margaret Gregson and Patricia SpeddingChapter 2. Vocational Education Matters: Other People’s Children…Not Seen and Not Heard.; Paul Kessell-HollandChapter 3. The Internal Goods of Educational Leadership: Alternative Approaches to Quality Improvement; Robin Webber-JonesChapter 4. Non-traditional Students and Practical Wisdom: A Perspective from a Practitioner-Researcher; Samantha BroadheadChapter 5. Adaptive Comparative Judgement; Michael SmithChapter 6. Their Defining Moments: Identifying Critical Influences that Prompted Progression into Post Compulsory Education in the Arts; Martell BainesChapter 7. Developing Critical Thinking and Professional Identity in the Arts Through Story; Frances NortonChapter 8. Identity in Focus: Examining FE Practitioners’ Informal Professional Learning Through the Lenses of Online Community Dialogues; Lynne TaylersonChapter 9. Standing on the Shoulders of Giants: An Exploration into the Realities of Sharing ‘Good Practice’ and Developing the Craft of Teaching Through an Online Video Platform; David GallowayChapter 10. Re-dressing the Balance: Practitioner-Research as Continuing Professional Development; Patricia SpeddingChapter 11. What Do We Mean by Good Work? Issues of Practice and Standards of Quality in Vocational Education; Margaret Gregson, Patricia Spedding, and Paul Kessell-HollanddChapter 12. Bringing Practitioners Back In; Margaret Gregson and Paul Kessell-Holland
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Springer Nature Switzerland AG Critical Pedagogy in Uncertain Times: Hope and
Book SynopsisThis edited volume, now in its second edition, brings together the some of the most important figures in the evolution of Critical Pedagogy and a number of up-and-coming scholars. Together they provide comprehensive analyses related to the struggles against the triangulation of Neoliberalism, Conservatism, and Nationalism, not just in education but in all of social life, through the democratizing forces of critical pedagogy. Its re-release coincides with the 50th anniversary of the publication of Paulo Freire’s landmark publication, Pedagogy of the Oppressed. The second edition has been updated with a majority of new chapters to address the current political shifts that have hastened erosion of the public sphere and public education today. These critical pedagogues show how neoliberal attacks can be collectively resisted, challenged, and eradicated especially by those of us teaching in schools and universities.Table of Contents1. Introduction2. The Ghost of Fascism in the Post-Truth Era3. Critical Pedagogy in Difficult Times4. Conscientizacao5. Critical Pedagogy Against the Privatization of Culture and Politics: "Privilege-Checking," "Virtue-Signaling," and "Safe Spaces"6. Teaching as Possibility: A Light in Dark Times7. Critical Pedagogies in Uncertain Times8. The Legacy of Paulo Freire on the Struggles for Life in Brazil9. Critical Pedagogy, Dialogue and Tolerance: A Learning to Disagree Framework10. South African Freedom Fighter: Amilcar Cabral11. Toward a Critical Pedagogy of the Global12. An Interview with Henry A. Giroux and Joe L. Kincheloe13. Critical Revolutionary Pedagogy Relevance Today14. What is Critical Literacy Good For? Interview with Ira Shor15. Afterword
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Springer Nature Switzerland AG The Prevent Duty in Education: Impact, Enactment
Book SynopsisThis open access book explores the enactment, impact and implications of the Prevent Duty across a range of educational contexts. In July 2015 the UK became the first country to place a specific legal requirement on those working in education to contribute to efforts to ‘prevent people from being drawn into terrorism’. Drawing on extensive research with staff, children and young people, the editors and contributors provide new insight into how this high-profile – and highly contentious – policy has shaped educational practice in Britain today. It will be a valuable resource for researchers, policymakers and others interested in the design, implementation and on-the-ground effects of Prevent or similar programmes internationally that place education at the heart of efforts to prevent or counter violent extremism. Table of ContentsChapter 1. Introduction; Joel Busher and Lee Jerome.Chapter 2. Britain’s Prevent Strategy: Always changing, always the same?; Paul Thomas.Chapter 3. The introduction of the Prevent Duty into schools and colleges: Stories of continuity and change; Joel Busher, Tufyal Choudhury and Paul Thomas.Chapter 4. Student perspectives on teaching and the Prevent policy; Alex Elwick, Lee Jerome and Hans Svennevig.Chapter 5. Enacting the Prevent Duty in early childhood education settings; Jenny Robson.Chapter 6. Enacting the Prevent Duty in primary schools; Raquel da Silva, Giuditta Fontana and Megan A. Armstrong.Chapter 7. Enacting the Prevent Duty in secondary schools; James Lewis.Chapter 8. Enacting the Prevent Duty in further education; Natalie James.
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Springer Nature Switzerland AG Reliability and Validity of International
Book SynopsisThis open access book describes and reviews the development of the quality control mechanisms and methodologies associated with IEA’s extensive program of educational research. A group of renowned international researchers, directly involved in the design and execution of IEA’s international large-scale assessments (ILSAs), describe the operational and quality control procedures that are employed to address the challenges associated with providing high-quality, comparable data. Throughout the now considerable history of IEA’s international large-scale assessments, establishing the quality of the data has been paramount. Research in the complex multinational context in which IEA studies operate imposes significant burdens and challenges in terms of the methodologies and technologies that have been developed to achieve the stated study goals. The demands of the twin imperatives of validity and reliability must be satisfied in the context of multiple and diverse cultures, languages, orthographies, educational structures, educational histories, and traditions. Readers will learn about IEA’s approach to such challenges, and the methods used to ensure that the quality of the data provided to policymakers and researchers can be trusted. An often neglected area of investigation, namely the consequential validity of ILSAs, is also explored, examining issues related to reporting, dissemination, and impact, including discussion of the limits of interpretation. The final chapters address the question of the influence of ILSAs on policy and reform in education, including a case study from Singapore, a country known for its outstanding levels of achievement, but which nevertheless seeks the means of continual improvement, illustrating best practice use of ILSA data.Table of ContentsForeword; Dirk Hastedt.- 1 Introduction to Reliability and Validity of International Large-Scale Assessment; Hans Wagemaker.- 2 Study Design and Evolution, and the Imperatives of Reliability and Validity; Hans Wagemaker.- 3 Framework Development in International Large-Scale Assessment Studies; John Ainley and Wolfram Schulz.- 4 Assessment Content Development; Liz Twist and Julian Fraillon.- 5 Questionnaire Development in International Large-Scale Assessment Studies; Wolfram Schulz and Ralph Carstens.- 6 Translation: The Preparation of National Language Versions of Assessment Instruments; Paula Korsnakova, Steve Dept, and David Ebbs.- 7 Sampling, Weighting, and Variance Estimation; Sabine Meinck.- 8 Quality Control during Data Collection: Refining for Rigor; Lauren Musu, Sandra Dohr, and Andrea Netten.- 9 Post-collection Data Capture, Processing, and Scoring; Alena Becker.- 10 Technology and Assessment; Heiko Sibberns.- 11 Ensuring Validity in International Comparisons Using State-of-the-art Psychometric Methodologies; Matthias von Davier, Eugene Gonzalez, and Wolfram Schulz.- 12 Publishing and Dissemination; Seamus Hegarty and Sive Finlay.- 13 Consequential Validity: Data Access, Data Use, Analytical Support, and Training; Sabine Meinck, Eugene Gonzalez, and Hans Wagemaker.- 14 Using IEA Studies to Inform Policymaking and Program Development: The Case of Singapore; Hui Leng Ng, Chew Leng Poon, and Elizabeth Pang.- 15 Understanding the Policy Influence of International Large-Scale Assessments in Education; David Rutkowski, Greg Thompson, and Leslie Rutkowski.-
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Springer Nature Switzerland AG Re-centering the Critical Potential of Nordic School Leadership Research: Fundamental, but often forgotten perspectives
Book SynopsisThis volume contributes significantly to the ongoing international and Nordic paradigm shift in educational leadership research. It advocates for going from a contemporary, mainstream functionalist paradigm to a reflexive paradigm, based on educational values and knowledge. The volume is built on the shared basis, that the purpose of education is, and must be, fundamental for school leadership practice. However, that is often forgotten in educational governance and policy. The basis of the argument is, that educational leadership needs to change from focusing on effectiveness and narrowly defined accountability towards focusing on leadership that is contributing to the general education of students. That entails that leadership research need to focus on complex perspectives like context, relations, trust, sense making and social and human values, and less on control, outcomes, accountability and testing. The volume reminds readers about the need to raise awareness of the contexts of education and research, be they political, cultural, economic or ideological. Chapters analyze, discuss and compare research from Nordic educational leadership research systems: Denmark, Finland, Iceland, Norway and Sweden. The cross-system insights clarify the fundamental relations between policy/governance and research/practice are and discuss forgotten dependencies and opportunities.Table of ContentsPart I: Introduction.- 1. Critical potential of Nordic school leadership research; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.- Part II: Challenges in policy context and reality: Perspectives on research.- 2. Forgetting our intellectual histories and the implications for educational professionals ; Helen M. Gunter.- 3. Local and global? Challenging the social epistemologies of the educational leadership field; Merete Storgaard.- Part III: Dilemmas in school leadership.- 4. The Press for Technical Rationality & Dilemmas of Professional Practice: Managing Education in a Pluralistic Institutional Environment; James Spillane & Jonathan Sun.- 5. Study environments - a neglected leadership concern; Eric Larsson & Pia Skott.- 6. Horizontal structures – A fundamental but forgotten perspective for superintendents in school governance?; Cecilia Bjursell & Annika Engström.- Part IV: Data-informed decision making in school leadership.- 7. The struggle for data – A ghost goes through the world – a data ghost; Finn Wiedemann.- 8. Principals decision-making for organizing the educational organization; Tina Bröms.- 9. Local evaluation practice as a mediating tool; Renata Svedlin.- Part V: Impact on school leadership.- 10. Leadership in upper secondary schools: Exploring new leadership roles and practices; Kristin Helstad & Hedvig Abrahamsen.- 11. The Impact of the University on Upper Secondary Education through academic subjects according to School leaders’ perceptions; Guðrún Ragnarsdóttir & Jón Torfi Jónasson.- 12. Well-being, based on collective trust and accountability, as a fundamental and often forgotten perspective in school leadership; Ulf Leo, Roger Persson, Inger Arvidsson, Carita Håkansson.- Part VI: Discussion.- 13. Re-centering critical potentials of fundamental but often forgotten perspectives; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.
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Springer Nature Switzerland AG Equity Policies in Global Higher Education:
Book SynopsisThis book discusses and analyses global policies and practices aimed at promoting equity in higher education participation and attainment. Although the massification of higher education systems has facilitated the participation of students from deprived backgrounds, socioeconomic inequalities persist in access to the most prestigious institutions and programmes. Privileged students benefit from a number of advantages in the competition for selective and scarce places: access to information, lower aversion to debt, higher expectations, better previous schooling and higher academic achievement. The chapters present a critical analysis of equity policies in different countries – with or without affirmative action policies, within a context of neoliberal policies or within a social democratic model – and the reasons why they have failed to promote equity and fairness, preventing students from achieving their full educational potential.This is an open access book.Table of ContentsChapter 1. Introduction.Chapter 2 Equity in Higher Education – theoretical background – Alberto AmaralChapter 3. Access and Inequality in US Higher Education: Policy Issues – David DillChapter 4. The persistence of inequity in Brazilian higher education: background data and student performance - Julio Bertolin and Tristan McCowan Chapter 5. Towards equity: Developing a national approach to improving social justice through higher education in England – Liz ThomasChapter 6. Undergraduate student funding in England: the challenges ahead – Claire CallenderChapter 7. Data and reflections on access-transition to higher education in Portugal – João Baptista, Cristina Sin, Orlanda Tavares Chapter 8. Who is left out? Inequalities in higher education admissions and placements in Portugal - Carla Sá, Orlanda Tavares, Cristina Sin Chapter 9. An equity paradox? The Northern European case - An equity paradox? The Northern European case – Per Olaf AamodtChapter 10. Conclusions – Orlanda Tavares, Cristina Sin, Carla Sá
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Springer Nature Switzerland AG Intercultural Approaches to Education: From Theory to Practice
Book SynopsisThis open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergence of global citizenship education and the key role of teachers in intercultural approaches.This is an open access book.Table of ContentsIntroduction.- Part I: The Historical and Theoretical Foundations.- Chapter 1. The Advent of Intercultural Approaches in Education.- Chapter 2. International Migrations and the Management of Identity by the State.- Chapter 3. Race, Racism and Anti-Racism.- Chapter 4. Key Concepts for Intercultural Approaches.- Part II: National Experiences.- Chapter 5. Multicultural Education in the United States.- Chapter 6. Multicultural Education in Canada.- Chapter 7. Intercultural Education In Brazil.- Chapter 8. Intercultural Education in Switzerland.- Chapter 9. Intercultural Education in France.- Part III: Debates and Educational Actions.- Chapter 10. Awareness and Appreciation of Linguistic Diversity.- Chapter 11. The Difficulty of Integrating Religious Diversity into Intercultural Approaches to Education.- Chapter 12. Global Citizenship Education.- Chapter 13. The Role of the Teacher in Promoting Intercultural Approaches.
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Springer Nature Switzerland AG Unfolding Creativity: British Pioneers in Arts
Book SynopsisThis book presents a selection of case studies of pioneers in arts education who were working in the United Kingdom in the period 1890 to 1950. Focusing on music, drama, and visual arts and crafts, the editors and contributors examine the impact these individuals had on developing innovative approaches to these subject areas and how they drew on perspectives that emphasised the need for children’s self-expression. The chapters offer an analysis of the pioneers’ beliefs and values, with a particular emphasis on their ideological positions about identity, nation, and what constituted ‘good taste’. The book further examines how their ideas were disseminated, in so doing interrogating the concept of ‘influence’ in educational theory and practice.Table of ContentsIntroduction: Themes in Arts Education, 1890–1950Part I MusicChapter 1: Cecil Sharp (1859–1924): Advocate for Folk Song and Folk Dance Education in Schools and the CommunityChapter 2: Stewart Macpherson (1865–1941): The Rise of the Musical Appreciation Movement in BritainChapter 3: Walter Carroll (1869–1955): Setting the Tone for Local Education Authority AdvisersPart II DramaChapter 4: Alice Gomme (1853–1938): Conserving a Nation Through Children’s GamesChapter 5: Harriet Finlay-Johnson (1871–1956): The Drama of EducationPart III Visual ArtChapter 6: Henry Caldwell Cook (1886–1939): Play, Performance and the PerseChapter 7: Harry Peach (1874–1936): The Materiality of Arts and Crafts EducationChapter 8: Marion Richardson (1892–1946): When Idea and Expression are OneChapter 9: Seonaid Robertson (1912–2008): The Transformation of ‘Chaotic Experience’ Through Arts EducationConclusion: Arts Education Today
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Springer Nature Switzerland AG Educational Leadership and the Global Majority:
Book SynopsisThis book introduces a term for our times, ‘Global Majority,’ as conceptualised within the context of school leadership. It examines the processes and impact over time of racially-minoritising up to eighty-five percent of the world’s population. The chapters illustrate how a decolonised cognitive reset from a minority to majority orientation moves practice from a place of subordination to one of agency and efficacy. By reconnecting the people of the Global Majority with their narratives and the social and historical linkages that they have always had, the book potentially contributes to a different globality; where interdependence is not driven by the economic greed of the minority, but the social and very human needs of the majority.Table of ContentsChapter 1. Introduction: The Process of RacialisationChapter 2. Language and PowerChapter 3. Global Majority: Conceptualising Chapter 4. From Minority to MajorityChapter 5. A Global Majority Model for Leadership in Urban ContextsChapter 6. Conclusion: Global Majority a Possibility to Live Into
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Springer Nature Switzerland AG Assessment and Service-Learning in Higher Education: Critical Reflective Journals as Praxis
Book SynopsisThis book examines service-learning as a critical pedagogy and explores the benefit of creating a reflective journal. It can be a form of assessment for the students' service experiences connected to academic theory through their critical reflection and it can also be a form of critical action based on critical thought.Table of Contents1. Introduction.2. Aligning Assesment.3. Writing a Critically Reflective Journal.4. A Critically Reflective Journal.5. Conclusion
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Palgrave Macmillan Meanings of Manual Work in Radical Education
Book Synopsis
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Palgrave Macmillan Against School
Book SynopsisChapter 1: The limit attitude: becoming foreign to ourselves.- Chapter 2: Giving up on hope and embracing despair: putting sociology in its place.- Chapter 3: Questioning the Sociology of Education: an archaeology of social relations.- Chapter 4: The Impossibility of the school: an epistemological critique.- Chapter 5: A sustainable life beyond school: a different episteme for education.- Chapter 6: Education and social infrastructures: facing up to extinction ethics.- Chapter 7: The problem' of the teacher': pedagogy' as the theatre of subject formation.- Chapter 8: (Without) Conclusions: a space in which to think differently.
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Springer Social and Emotional Learning as Foundation for Future Readiness
Book SynopsisPart I: Introduction to the Nature of Social and Emotional Learning and the SEL International Research Network.- Introduction.- Exploring SEL around the globe.- Reflections on Establishing and Maintaining the WERA SEL IRN.- CASEL Roger Weissberg In Memorium.- Part II: Comparative Analyses of SEL: Connecting SEL to Academic, Mental Health, and Future Readiness.- Nature and Value of SEL in the Global South.- Nature and Value of SEL in the Asian Region.- Nature and Value of SEL in the Global North.- Part III: Regional SEL Intervention Design Considerations.- Intervention Design Considerations for Countries in the Global South.- Intervention Design Considerations for Countries in the Asian Region.- Intervention Design Considerations for Countries in the Global North.- Part IV: Synthesis and Future Directions.- Global Comparisons of SEL from North, South, and Asian Regions.- Cross-cultural Examination of Empathy.- Cross-Cultural Considerations for Studying SEL and SEL Interventions.- SEL: Future Directions: Designing Culturally Responsive SEL Models.
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Springer Discourses of Globalisation and Citizenship Education
Book Synopsis1 Citizenship education: A Global perspective.- 2 Creating Memory Through a Digital Archive: Inquiry-Based Learning and Holocaust Education.- 3 Citizenship Education and the Formation of Citizenship in the Digital Age.- 4 The Impact of Technology on Inquiry in Citizenship Education.- 5 Postdigital Citizenship Education and Argumentation: Can AI Support Students’ Critical Thinking?.- 6 Digital Literacy and Social Media: Understanding Affordances for Meaningful Use.- 7 Global Citizenship Teacher Education Through Collaborative Online International Learning.- 8 Promoting Global Citizenship Education Through Technology and Sufism in Pakistan.- 9 Beyond Algorithms: Unveiling the intersection of AI Ethics, Citizenship Education, and Social Studies.- 10 Faster than a speeding bullet train: Virilio’s concepts of technology, space, speed, and distance in Global Citizenship Education.- 11 Discourses of globalization and citizenship education: Current research.
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Palgrave Macmillan Transforming the Experiential Classroom
Book SynopsisChapter 1. Introduction.- Chapter 2. What is Experiential Learning?.- Chapter 3. An Overview of Practical Frameworks and Applications of Experiential Learning.- Chapter 4. Experiential Learning in Online and Hybrid Environments.- Chapter 5. Global Perspectives on Experiential Learning.- Chapter 6. Group Projects.- Chapter 7. Experiential Learning for Professional Development.- Chapter 8. Designing Course Structure.- Chapter 9. Advanced Assessment Techniques in Experiential Learning.- Chapter 10. The Role of AI and Emerging Technologies in Experiential Learning.- Chapter 11. Conclusion and Future Directions.
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Springer International Education in the K12 Sector
Book SynopsisChapter 1. Introduction: Exploring the Global Landscape of K-12 International Education: Trends, Topics, and Tensions.- Section1: Trends. Chapter 2. Neoliberal Tensions Shaping K-12 International Education .- Chapter 3. International Student Mobility in Italian Secondary Schools.- Chapter 4. A Confucian Model of International Schooling: A Hybrid Approach to Teaching and Learning .- Chapter 5. A Systematic Review of International Education in Arab Countries, 19902023.- Section 2: Topics. Chapter 6. Language Learning Experiences of Early Study Abroad Students in Ontario, Canada.- Chapter 7. Fee-paying International High School Students, Public Education, and Homestay .- Chapter 8. Assessment of Learning Quality in K-12 Internationalization: SAFAL's Role in Shaping India's International Educational Footprint.- Chapter 9. Unraveling the Significance of Pathway Programs for International High School Students .- Section 3: Tensions. Chapter 10. Are We Still Failing International Students who Study in the United States?.- Chapter 11. Mapping Intentions and Unveiling Epistemic Insecurities in Finnish K-12 Internationalization.- Chapter 12. Reproducing Cultural Hegemony: Experiences of Teachers of Colour in Global South International Schools .- Chapter 13. Crossing Boundaries with Care: Exploring Ethical Complexities in K-12 Internationalization Research.- Chapter 14. Conclusion Charting the Future: Concluding Reflections on K-12 International Education Trends, Topics, and Issues.
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Palgrave Macmillan National Education in Hong Kong in the New Era
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Springer The Geopolitics of Postdigital Educational Development
Book SynopsisChapter 1.- Chapter 2.- Chapter 3.- Chapter 4.- Chapter 5.- Chapter 6.- Chapter 7.- Chapter 8.- Chapter 9.- Chapter 10.
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Springer-Verlag GmbH Narratives of Hope in Times of Change
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Springer International Publishing AG School Size Effects Revisited: A Qualitative and Quantitative Review of the Research Evidence in Primary and Secondary Education
Book SynopsisThis book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.Table of Contents1. Introduction; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 2. School Size Effects: Review and Conceptual Analysis; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 3. Research Synthesis of Studies Published between 1990 and 2012; Maria Hendriks.- 4. Quantitative Summary of Research Findings; Hans Luyten.- 5. Summary and Discussion; Hans Luyten.- Annex to Chapter 3.
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tredition Bildung neu denken
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tredition Zwischen Hybris Angst
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Brill Schoningh Katholische Schulen: Herausgeforderte Identität
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Springer Fachmedien Wiesbaden Absolventen von Waldorfschulen: Eine empirische Studie zu Bildung und Lebensgestaltung
Book SynopsisDiese Untersuchung basiert auf eingehenden Befragungen von ehemaligen Waldorfschülern aus drei Alterskohorten. Die Herausgeber analysieren die konkreten Erfahrungen der Ehemaligen mit der Waldorfpädagogik. Für die Interpretation und Diskussion der Spätfolgen, der Nach- und Nebenwirkungen des Waldorfschulbesuchs in verschiedenen Lebensbereichen konnten namhafte Experten gewonnen werden. Analysiert werden Berufskarrieren, Lebensorientierungen, Religion, Gesundheit. Außerdem wird die Geschichte der Waldorfschulbewegung skizziert.Trade ReviewPressestimmen zur 1. Auflage: "Es handelt sich um ein gut durchgearbeitetes Buch, das interessierten Studenten empfohlen werden kann." ZfE - Zeitschrift für Erziehungswissenschaft, 03/2008 "Es ist das Verdienst dieses Bandes, die empirisch gesicherte Grundlage für eine sachliche Erörterung des Bildes von 'der Waldorfschule' zu bieten. Zu hoffen bleibt, dass durch das Fazit der Autoren auch innerhalb der Waldorfpädagogik eine intensive Reformdiskussion angeregt wird." Waldorf - Forum der Freien Waldorfschulen in Baden-Württemberg, Juni 2007 "Das umfangreiche Datenmaterial der Studie enthält viele überraschende Ergebnisse. Erst die Lektüre des Gesamtwerks ermöglicht eine differenzierte Interpretation. Es ist das Verdienst dieses Bandes, die empirisch gesicherte Grundlage für eine sachliche Erörterung des Bildes von 'der Waldorfschule' zu bieten." Hessen Waldorf, 12/2007 "Es bleibt zu hoffen, dass auch die weniger positiven Ergebnisse von den Waldorfschulen aufgegriffen werden und eine Reformdebatte anregen." Erziehungskunst - Zeitschrift zur Pädagogik Rudolf Steiners, 03/2007 "Die Ehemaligen-Studie [...] der Sozialforscher Dirk Randoll und Heiner Barz gibt einen höchst interessanten Einblick in ein halbes Jahrhundert Waldorf-Pädagogik." Das Parlament, 19./26.02.2007Table of ContentsMit einem Vorwort von Heiner Ullrich und Beiträgen von Heiner Barz, Anne Bonhoeffer, Michael Brater, Arndt Büssing, Michael N. Ebertz, Thomas Gensicke, Christiane Hemmer-Schanze, Walter Hiller, Frank Jacobi, Peter Loebell, Peter F. Matthiessen, Thomas Ostermann, Sylva Panyr, Dirk Randoll und Christof Wiechert
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Springer VS Qualitätssicherung an Hochschulen in Kasachstan
Book SynopsisEinleitung.- Theoretischer Bezugsrahmen.- Methodisches Vorgehen.- Ausgangssituation.- Qualitätssicherungsmaßnahmen an kasachischen Hochschulen.- Ergebnisse.- Zusammenfassung und Ausblick.
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Springer VS Teachers Beliefs about Civic and Citizenship Education in Italian High Schools
Book SynopsisCivic and Citizenship Education.- Beliefs.- Research questions.- The case study.- The methodological framework.- Data Analysis.- Goals of CCE.- Strategies to teach CCE.- Content of CCE.- Discussion.
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Springer VS Schulleitungen im institutionellen
Book SynopsisEinleitung und Forschungsanliegen.- Schulleitung und Neue Steuerung: Responsibilisierungen von Schulleitung als intermediäre Akteurin.- Institutionelle Zielvereinbarungen im Schulsystem: Attraktivität, Attribuierungen und Forschungsstand.- Metatheoretisch-methodologischer Zugang zum Forschungsgegenstand: Praxeologische Wissenssoziologie und -analyse.- Interviewstudie mit Schulleiter:innen zu institutionellen Zielvereinbarungen im Freistaat Sachsen.- Sinngenetische Typologie als Ergebnis der dokumentarischen Interpretationen.- Reflexion des empirischen Vorgehens und Einordnung der Ergebnisse.- Theoretischer Ertrag und Ausblicke: Professionalisierte Praxis von Schulleitung im Zielvereinbarungsprozess.
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Springer VS ArabIslamic Education Systems in the Experience of Migrants and Refugees in Europe
Book SynopsisIntroduction.- Background situation in European host countries.- Theoretical framework.- Methodology.- Historical and cultural background of Arab educational systems.- Economy and social structures of education systems: public/private dichotomy, channelling, selectiveness and the classification of sciences .- Religion.- Humanities.- Gender issues .- Minorities and languages issues.- Identities and Belongings.- Conclusion and further research.- References.
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Springer VS In Beziehung übersetzen
Book SynopsisEinleitung.- Übersetzungen als relationale Prozesse verstehen.- Prozesse sexueller Bildung.- Forschungsdesign und -methoden.- Sexuelle Bildung in Addis Abeba: Figurationen und Friktionen.- Schulische Figurationen.- Figurationen im Politikfeld: Übersetzung schulischer sexueller Bildung.- Fazit.- Literatur.
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J.B. Metzler Europa im Literaturunterricht
Book SynopsisEinleitung.- Teil I: Curriculare Verankerungen.- Europabezogene Kompetenzen für den Umgang mit ästhetischen Medien.- Der Orientierungs- und Handlungsrahmen und die Handreichung Europabildung in der Schule Zwei Instrumente zur Verankerung des übergreifenden Themas Europabildung in der Schule in den Ländern Berlin und Brandenburg.- Europabildung als Aufgabe der Schulentwicklung im Spannungsfeld zwischen Fachunterricht und übergreifenden schulischen Bildungsaufgaben ein Beitrag zur Frage der curricularen Verankerung von Zielen der Europabildung.- Teil II: Literaturdidaktische und fachwissenschaftliche Perspektiven.- Europa historisch oder: Wie in der Kinderliteratur des Exils europäische Bünde geschmiedet wurden.- Fächerübergreifende und fächerverbindende Europabildung als Aufgabe der Lehrkräftebildung: Das Trinacria-Projekt der Europa-Universität Flensburg.- Literarische Potenziale und ihre didaktischen Implikationen für eine Europabildung im Literaturunterricht.- Machtreflexive Konfliktorientierung als Ansatz literarischer Europabildung.- Kritische Europakompetenz. Literaturdidaktische Rückfragen an den KMK-Beschluss Europabildung in der Schule.- Teil III Unterrichtspraktische Beispiele.- Europas Vielfalt und Ähnlichkeit literarisch erkunden: Mit dem Bilderbuch Pinipas Abenteuer: Eine himmlische Pfannkuchenreise durch Europa im Literaturunterricht der Primarstufe Europa behandeln.- Mit zwei 9. Klassen und zwei Flüchtenden in einem Boot nach Europa? Unterrichtspraktische Erfahrungen mit dem Hörspiel Nach Europa.
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