Educational strategies and policy Books
Rutgers University Press Wrecked: Deinstitutionalization and Partial
Book SynopsisHigher education is a central institution in U.S. democracy. In the 2010s, however, many states that spent previous decades building up their higher education systems began to tear them down. Growing hostility toward higher education reflected changing social forces that remade the politics of U.S. higher education. The political Right became increasingly reliant on angry white voters as higher education became more racially diverse. The Republican party became more closely connected to extremely wealthy donors as higher education became more costly. In Wrecked, Barrett J. Taylor shows how these social changes set a collision course for the Right and higher education. These attacks fed a policy agenda of deinstitutionalization, which encompassed stark divestment from higher education but was primarily characterized by an attack on the institution’s social foundation of public trust. In response to these attacks, higher education officials have offered a series of partial defenses that helped higher education to cope in the short-term but did nothing to defend the institution itself against the long-term threat of declining public trust. The failure to address underlying issues of mistrust allowed conflict to escalate to the point at which many states are now wrecking their public higher education systems. Wrecked offers a unique and compelling perspective linking higher education policymaking to broader social and political forces acting in the twenty-first century. Trade Review"Taylor's Wrecked is a bold, unapologetic, and thought-provoking analysis and manifesto that addresses how the long-ignored elephants of race and partisan politics continue to shape higher education policy. A must-read for anyone interested in understanding and improving higher education equity in policymaking." -- Sosanya Jones * co-author of Performance Funding for Higher Education *"Wrecked offers a compelling and instructive indictment about the rise of political and policy hostility of states toward higher education. Armed with a decade of data reflecting the political Right’s retreat from supporting public higher education, Barrett Taylor explains clearly and honestly its devastating effects. Implications for the future of college access and equity are sobering, yet hopeful in how we understand the complexities of social divisions and their political consequences. Wrecked demands our attention in addressing the collateral policy damage and the diminishing possibilities of higher education." -- James Earl Davis * Bernard C. Watson Chair in Urban Education and Professor of Higher Education - Temple University *"Taylor's Wrecked is a bold, unapologetic, and thought-provoking analysis and manifesto that addresses how the long-ignored elephants of race and partisan politics continue to shape higher education policy. A must-read for anyone interested in understanding and improving higher education equity in policymaking." -- Sosanya Jones * co-author of Performance Funding for Higher Education *"Wrecked offers a compelling and instructive indictment about the rise of political and policy hostility of states toward higher education. Armed with a decade of data reflecting the political Right’s retreat from supporting public higher education, Barrett Taylor explains clearly and honestly its devastating effects. Implications for the future of college access and equity are sobering, yet hopeful in how we understand the complexities of social divisions and their political consequences. Wrecked demands our attention in addressing the collateral policy damage and the diminishing possibilities of higher education." -- James Earl Davis * Bernard C. Watson Chair in Urban Education and Professor of Higher Education - Temple University *Table of ContentsPreface Chapter 1: Collision Course Chapter 2: Policy Legacies Chapter 3: Conceptualizing Wreckage Chapter 4: Arizona Chapter 5: Wisconsin Chapter 6: North Carolina Chapter 7: Iowa (with Kimberly Watts) Chapter 8: Ways Forward Appendix: Notes on Methods
£28.90
Rutgers University Press Unequal Choices: How Social Class Shapes Where
Book SynopsisHigh-achieving students from socioeconomically disadvantaged backgrounds are more likely to end up at less selective institutions compared to their socioeconomically advantaged peers with similar academic qualifications. A key reason for this is that few highly able, socioeconomically disadvantaged students apply to selective institutions in the first place. In Unequal Choices, Yang Va Lor examines the college application choices of high-achieving students, looking closely at the ways the larger contexts of family, school, and community influence their decisions. For students today, contexts like high schools and college preparation programs shape the type of colleges that they deem appropriate, while family upbringing and personal experiences influence how far from home students imagine they can apply to college. Additionally, several mechanisms reinforce the reproduction of social inequality, showing how institutions and families of the middle and upper-middle class work to procure advantages by cultivating dispositions among their children for specific types of higher education opportunities.Trade Review“This book provides an engaging analysis of how students from different class backgrounds think about college, focusing not on the information available but how students make sense of it. By analyzing students’ college choices in terms of their own meaning-making, Lor provides important insights into the opportunities and constraints that shape those choices. People interested in the divergent college pathways of students from lower- and upper-socioeconomic status students, and in supporting students as they embark on college search processes, will find much to learn from here.” -- Elizabeth M Lee * Author of Class and Campus Life: Managing and Experiencing Inequality at an Elite College (Cornell U *"Yang Lor’s Unequal Choices necessarily complicates how we understand the college choice process and the role social class plays in shaping students’ perceptions of themselves, the options available in the vast higher education landscape, and how they ultimately arrive at choosing one college over another." -- W. Carson Byrd * Author of Poison in the Ivy: Race Relations and the Reproduction of Inequality on Elite College Camp *Table of ContentsIntroduction 1 Frames of College Attendance 24 Frames of College Preparation 48 Schemas of Colleges 71 Narratives of Interdependence and Independence 97 Conclusion 119 Acknowledgments 131 References 133 Index 000
£107.20
Springer Nature Switzerland AG Being an Interdisciplinary Academic: How Institutions Shape University Careers
Book SynopsisThis book highlights the importance of interdisciplinarity in the academic landscape, and examines how it is understood in the context of the modern university. While interdisciplinarity is encouraged by research funders, academics themselves receive mixed messages about how, when and whether to follow this route. Building upon a series of career history interviews with established interdisciplinary researchers, the author reveals fundamental misunderstandings about the nature of interdisciplinary knowledge, how this is shared, and the skills these researchers bring. The book addresses these issues on both a personal and systemic level, identifying how a resilient researcher can craft their own research trajectory to view interdisciplinarity as a truly embedded approach. Trade Review“Her book is both more reflective and more heavily researched and documented than the short memoranda prepared with colleagues, and is rewarding just for the citations alone.” (Scott McLemee, Inside Higher Ed, insidehighered.com, August 2, 2019)Table of ContentsChapter 1. Introduction: Mixed messages for the interdisciplinary research community.- Chapter 2. "What am I?": The path to becoming an interdisciplinary academic.- Chapter 3. "Are you one of us?" How institutions impact interdisciplinary careers.- Chapter 4. The nets we weave: Consequences for interdisciplinary capacity building.- Chapter 5. Facilitating serendipity?.- Chapter 6. Towards new logics of interdisciplinarity.- Chapter 7. Conclusion: "The funding can only do so much".
£52.24
Springer Nature Switzerland AG Globalization, Transformation, and Cultures in
Book SynopsisThis edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.Table of Contents1. Globalization, transformation, and cultures - Theoretical notes and perspectives on reconceptualization and international comparison in Early Childhood Education and Care2. The contribution of cultural studies to early childhood education discourses and research3. Dimensions of International Comparison in Early Childhood Education and Care - Theoretical notes4. (E)Utopia: the local, the global and the imaginary in early childhood Education5. GERM and its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas6. A cultural-historical analysis of "Childhood" and "Early Childhood Education" in contemporary Iran7. Understanding culturally specific pedagogy and practices within Swedish Early Childhood Education and Care8. Doing Ethnicity? The representation and negotiation of cultures in ECEC as an unexplained research task9. Peer Culture and Mealtimes with Toddlers in a Child Care Context: "Put your bowls on the table. It's not a toy"10. "We do not make angels here" Secularism in Norwegian kindergartens11. A social justice perspective in early childhood teacher education12. "After lunch we offer quiet time and meditation" Early Learning Environments in Australia and Finland Through the Lenses of Educators13. Teachers' Involvement in Their Designed Play Activities in a Chinese Context14. Professionalization and change - recognition of qualifications, educational processes and competencies in Germany
£104.49
Springer Nature Switzerland AG Women Leaders in School Psychology: Career
Book SynopsisThis book offers the autobiographical reflections of prominent women school psychologists who are at or near completion of their careers. It demonstrates the varied and diverse journeys of these women in their own words. The volume examines the ways in which leading women in the field have evolved from primarily frontline service providers to full contributors at all levels of the profession. Chapters offer insights into school psychology movers and shakers and explores how many found a home in academia, where they became trainers of the next generation. In addition, chapters examine the opportunities and restraints that these women leaders confronted across the years. The book celebrates the success of these women and encourages both women and men to pursue roles in the profession. Women Leaders in School Psychology is an informative read for graduate students and scientist-practitioners as well as researchers, professors and other professionals in child and school psychology, educational policy and politics, family studies, social work, public health, clinical and developmental psychology and all related psychology, mental health, and education disciplines.Table of ContentsChapter 1: Some History.- Chapter 2: An Academic’s Path.- Chapter 3: An Australian Story.- Chapter 4: My Path in School Psychology.- Chapter 5: My Long Days’ Journey into NOW!.- Chapter 6: The Role of Serendipity and Opportunity in Shaping a Career in School Psychology.- Chapter 7: A Career of Rich and Rewarding Compromises.- Chapter 8: Journey Toward Multicultural Consultation and Diversity of Perspectives.- Chapter 9: A Career in School Psychology: Some Themes, Many Variations.- Chapter 10: Bridging Practice, Academe, and Cultures as a School Psychologist in Israel.- Chapter 11: Embracing the Academic Life with All its Highs and Lows.- Chapter 12: Perseverance and Joy: Advancing the Lives of Children.- Chapter 13: A Professional Journey: A Privilege and Responsibility.- Chapter 14: My Journey as a School Psychology Advocate.- Chapter 15: Intertwining Journeys and Professional Passions.- Chapter 16: An Alternative Life in the Mainstream, Revisited.- Chapter 17: An Unforeseen Journey.- Chapter 18: Entrepreneurial School Psychologist.- Chapter 19: On becoming a Culturally Competent School Psychologist .- Chapter 20: All Roads Led Me to School Psychology.
£116.99
Springer Nature Switzerland AG Green Schools Globally: Stories of Impact on
Book SynopsisThis book brings together stories of the green schools movement ((Eco Schools, Enviroschools, Green Schools, Sustainable Schools, ResourceSmart Schools etc) in several countries around the world, with a focus on the impact of the movement on the development and implementation of education for sustainable development in each of the countries. In particular, each story will explain the history of the movement per country, its current status, achievements, obstacles and broader impact.There have been a number of evaluations of these school movements at a national or more local level, and numerous articles and chapters have been published on aspects of these schools’ activities, but to date these have not been brought together in a single volume that focuses attention on the impact of the movement on education for sustainable development in each country. This is the purpose of this volume.The green schools movement focuses on a whole school approach which aims to include everyone (students, teachers and the local community), to improve school environments, including resource usage and the environmental footprint of the school, to motivate students to take on environmental problems and seek resolutions particularly at a local level but also thinking globally, and to improve students' attitudes and behaviours as part of developing a sustainable mind set. Trade Review“This book has been both insightful and reiterated my concerns about education. It is the first book that intentionally draws together the historic and current green schools experiences of a wide range of countries … . I believe this is a satisfying and important read for anyone involved in environmental education. It provides a comprehensive yet concise and well-formatted compilation of accounts that will be useful for new and existing educators as well as education policy developers.” (Megan Floris, Australian Journal of Environmental Education, February 18, 2022)Table of ContentsForeword by Series EditorsAcknowledgementsIntroduction – Annette Gough, John Chi-kin Lee & Eric Po Keung TsangHistory of green schools’ movements – Annette GoughEco Schools as an international network - Foundation of Environmental Education (Nicole Andreou)Stories of green schools movements from around the worldAustraliaAustriaCanadaChinaEnglandFranceGermanyGhanaHong KongIndiaIsraelKenyaMexico and SpainNew ZealandSouth AfricaSwedenTaiwan TurkeyUnited States of AmericaWestern Indian Ocean countries (Comoros, Madagascar, Mauritius, Seychelles and Zanzibar) Reflection – Annette Gough, John Chi-kin Lee & Eric Po Keung TsangIndexes
£142.49
Springer Nature Switzerland AG Good Citizenship for the Next Generation: A
Book SynopsisThis Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law. Table of Contents1. Introduction to good citizenship around the world; Ernesto Treviño, Diego Carrasco, Ellen Claes and Kerry Kennedy.- 2. What is a ‘good citizen’? A systematic literature review; Cristóbal Villalobos, María Jesús Morel, Ernesto Treviño.- 3. Profiles of good citizenship; David Torres Irribarra & Diego Carrasco.- 4. A comparative approach to notions of good citizenship; Cristóbal Villalobos, María Jesús Morel and Ernesto Treviño.- 5. A school effectiveness approach to good citizenship; Ernesto Treviño, Natalia López Hornickel, Diego Carrasco and Carmen Gloria Zúñiga.- 6. Latin American political culture and citizenship norms; Daniel Miranda, Catalina Miranda and Loreto Muñoz.- 7. Tolerance of corruption among students in Latin America; Diego Carrasco and Andrés Pavón.- 8. Citizenship norms among native and immigrant students from a European perspective; Maria Magdalena Isac, Ellen Claes and Andres Sandoval-Hernandez.- 9. Citizenship Norms and Tolerance in European Adolescents; Andrés Sandoval-Hernández, Ellen Claes, Nicola Savvides and María Magdalena Isac.- 10. Predictors of Asian Adolescents’ Understanding of Democracy; Kerry Kennedy and Xiaoxue Kang.- 11. Asian Students’ Preferred Forms of Future Civic Engagement: Beyond Conventional Participation; Kerry J Kennedy and Xiaxoue Kuang.- 12. What IEA’s International Civics and Citizenship Study tells us about good citizenship around the world; Ernesto Treviño, Diego Carrasco, Ellen Claes and Kerry Kennedy.
£42.74
Springer Nature Switzerland AG Primary and Secondary Education During Covid-19:
Book SynopsisThis open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.Table of ContentsLearning from a pandemic.The impact of COVID-19 on education around the world.- Experiences with risk-management and remote learning during the COVID-19 pandemic in Brazil: crises, destitutions, and (possible) resolutions.- The fragility of the school-in-pandemic in Chile.- Experiences of moving quickly to distance teaching and learning at all levels of education in Finland.- Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How did the Government and Schools Take Initiative?.- COVID-19 and post-pandemic educational policies in Mexico. What is at stake?.- Homeschooling in Norway during the Pandemic - Digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school.- The Portuguese educational policy to ensure equity in learning in times of crises.- General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned.- Science, Social Responsibility, and Education: The Experience of Singapore During the COVID-19 Pandemic.- The Spanish Response to The Covid-19 Pandemic: From joint governance to Lack of governance.- The Impact of COVID-19 on a Fragile Education System: The Case of South Africa.- COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning.- Ambitious and sustainable post-pandemic workplace design for teachers: A portrait of the Arizona teacher workforce.- Education In the Time Of COVID-19 In France, Ireland, The United Kingdom and The United States: Nature and Impact of Remote Learning.- The Unequal Impacts of COVID-19 on Student Learning.- Conclusions and Implications.
£33.24
Springer Nature Switzerland AG Higher Education and Research in the European
Book SynopsisThis interdisciplinary book consists of three parts which examine the European Union policies on research and innovation, education and life-long learning, as well as the European Union Pillar on social rights and youth policies. In the first part, high-level experts analyze the European Research Area and its current enhancement, with emphasis on mobility and employability of researchers, especially in times of crises.In the second part, the governance architecture of the European Education Area(s) is explored and the new objectives of the Bologna Process, as well as the EU institutional framework of the recognition of skills and qualifications, are analyzed. Life-long learning is also important for the individual development of human capital especially for socially vulnerable people who could also benefit from literacy policies and skills development. The second part concludes with the evaluation of the EU education and training policy based on social indicators in the framework of the EU 2020 Strategy.In the third part, the book turns to Social Europe and the balancing between ordo-liberalism and ordo-socialism. It examines the EU Pillar of Social Rights and its impact on youth policies. It analyzes the EU youth policies e.g. on youth credit and their interaction with young people’s employment and education possibilities, with emphasis on the young people "not in education, employment or training" (NEETs).Table of Contents
£104.49
Springer Nature Switzerland AG Dinaric Perspectives on TIMSS 2019: Teaching and
Book SynopsisThis open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence. Table of ContentsForeword I.- Foreword II.- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić.- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr.- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman.- 4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese.- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman.- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese.- 7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese.- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman.- 9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese.- 10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman.- Acknowledgments.
£42.74
Springer Nature Switzerland AG Dinaric Perspectives on TIMSS 2019: Teaching and Learning Mathematics and Science in South-Eastern Europe
Book SynopsisThis open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence. Table of ContentsForeword I.- Foreword II.- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić.- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr.- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman.- 4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese.- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman.- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese.- 7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese.- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman.- 9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese.- 10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman.- Acknowledgments.
£33.24
Springer Nature Switzerland AG Walking with A/r/tography
This book focuses on critical walking and mapping practices through the research methodology of a/r/tography. Initially establishing seven global sites for employing movement-based research practices within culturally conceived a/r/tographic perspectives, the book builds upon and extends an international community of practice. The editors and contributors apply public pedagogy through a/r/tographic and critical walking inquiry, and explore how these forms may be engaged, understood and expanded globally. The chapters examine how a/r/tography and walking inquiry can be practiced, theorised, experienced, extended and conceptualised. The cartographic perspectives, theoretical positions and conceptual investigations included in this collection respond to the fundamental contemporary need for new and fresh models of teaching, learning and scholarship regarding global and local educational and social challenges. They offer tangible, aesthetic and rigorous examples for researchers, educators, community practitioners and research students to engage with a/r/tography and critical walking inquiry.
£999.99
Springer Nature Switzerland AG Global Perspectives on Dialogue in the Classroom:
Book SynopsisThis book explores globally-informed, culturally-rooted approaches to dialogue in the classroom. It seeks to fill gaps in communication and education literature related to decolonizing dialogue and breaking binaries by decentering Eurocentric perspectives and providing space for dialogic practices grounded in cultural wealth of students and teachers. We first describe the book’s genesis, contextualize dialogue within the global impact of the COVID-19 pandemic, and share guiding concepts of inclusion, intersectionality, and authenticity in dialogue and pedagogy. We also distinguish dialogue from other practices and times in which dialogue may not be possible. The book brings fresh and urgent perspectives from authors across different disciplines, including ceramics, religious studies, cultural studies, communication, family therapy, and conflict resolution. The chapters distill the idea of dialogue within contexts like a bible circle, university sculpture studio, trauma and peacebuilding program, and connect dialogue to teaching, learning, and emerging ideas of power disruption, in-betweenness, and relationality. Table of ContentsPart I The Value and Limits of Western Perspectives on Dialogue 1 Introduction: Beyond Borders, Labels, and Divides 2 Decolonizing the Classroom: Settler Colonialism, Knowledge Production, and Antiracism Part II Navigating Paradoxes and Multiplicity 3 Interfaith Dialogue: Managing Paradoxes 4 Harmony: Essence and Applications to Dialogue 5 Not Transition, But Translation: A Dialogic Approach to ‘Differences’ in a Korean Diasporic Evangelical Church Part III Between Rupture and Transformation 6 Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Making 7 Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups 8 Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation9 Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Other Part IV Ongoing Dialogical Practice in Classrooms 10 Dialogic Learning in the Time of a Global Pandemic and Beyond 11 Relationality as a Way of Being: A Pedagogy of Classroom Conversations 12 Dialogue and Systems Theory: Teaching Public Conversations in Family Therapy 13 Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in DialogueIndex
£113.99
Springer Nature Switzerland AG The Impact of Finnish Teacher Education on
Book SynopsisThis book explores the partnership between Finnish universities and the university-affiliated teacher training schools known as 'normal schools'. It examines the benefits of school-based learning combined with Master’s-level teacher education, uncovering the advantages of this unique school-university partnership. This book also explores the possibility of Finnish teacher education, and more specifically, the normaalikoulu, and its potential as an international export product. Although policy borrowing theory has long warned about the difficulties in successful transfer, interest in Finnish teacher education continues to rise. Therefore, this book investigates, in depth, the historical, cultural, and current context of Finnish teacher education and the normal schools, and the potential to move this policy abroad.Table of Contents1. Setting the Stage: Finland’s Teachers and the Programme for International Student Assessment.2. In the Spotlight: Finnish Teacher Education and the Normaalikoulu.3. Effective Preparation? Finnish Teacher Educators and Student Teachers Critically Examine the Normaalikoulu.4. The Nexus of Theory, Policy, and Practice? A Critical Examination of the Normaalikoulu by Education Professors and Principals.5. Conclusion: The Possibilities and Pitfalls of Normaalikoulu Export.
£52.24
Springer Nature Switzerland AG International Higher Education in Citizen
Book SynopsisThis volume presents the impacts of international higher education on citizen diplomacy. Based on the assumption that international higher education is a key driving factor of citizen diplomacy, the empirical studies in this book examine the learning outcomes of five mobility programs of international higher education(inbound study abroad, outbound study abroad, international service-learning, international internship, and online study abroad) in cultivating students’ intercultural competence, empathy and goodwill towards people in the host country. It contributes to increasing awareness of international higher education by providing insights about its functions in citizen diplomacy.Table of Contents1 Introduction 2 A Review of International Higher Education in Diplomacy 3 A Review of International Higher Education 4 Research Methodology and Method 5 Outbound Study Abroad Programs 6 Inbound Study Abroad Programs 7 International Service-Learning Programs 8 International Internship Programs 9 Online Study Abroad Program
£85.49
Springer Nature Switzerland AG Mental Health Assessment, Prevention, and
Book SynopsisThis book presents and integrates innovative ways in which the disciplines of school, clinical, and counseling psychology conceptualize and approach mental health assessment, prevention, and intervention for promoting child and youth well-being. It describes a synthesized model of clinical reasoning across school, clinical, and counseling psychology that demonstrates how decisions are made with respect to assessment, prevention, and intervention across situational contexts to ensure successful outcomes for children and youth. In addition, the volume examines theoretical,empirical, and practical frameworks and methods with respect to addressing the mental health and well-being needs of children and adolescents within and across school, clinical, and counseling psychology disciplines. In addition, the book presents transformative, constructivist, multicultural, innovative, and evidenced-based approaches for working with children and youth as well as their families relative to the identification of mental health concerns, enhanced service system integration, social justice and advocacy.This book is an essential resource for researchers, clinicians, therapists, practitioners, and graduate students in clinical , counselling,and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, pediatrics and all interrelated disciplines.Table of ContentsChapter 1. Psychological Process and Product of Mental Health Practice for Child and Youth Well-Being.- Section 1. Mental Health Assessment, Prevention, and Intervention in School Psychology.- Chapter 2. Theory and Research-Based School Psychology Practice.- Chapter 3. Cultural Adaptations to Evidence-Based Clinical Treatments.- Chapter 4. Integrated Assessment-to-Intervention Approach to Enhance Mental Health Screening in School.- Chapter 5. Skill-by-Treatment Interaction.- Chapter 6. Assessment of Culturally and Linguistically Diverse Children and Adolescents.- Chapter 7. Thematic Integration of Child and Youth Mental Health Practice in School Psychology.- Section 2. Mental Health Assessment, Prevention, and Intervention in Clinical Psychology.- Chapter 8. Mobilizing Evidence-Based Practices and Programs.- Chapter 9. Value of Practice Guidelines for Mental Health Assessment, Prevention, and Intervention.- Chapter 10. Psychosocial Interventions for Peer Relationship Problems in Youth with Attention Deficit/Hyperactivity Disorder.- Chapter 11. Parenting, Child Temperament, and Risk for Mood and Anxiety Disorders.- Chapter 12. Attachment Relationship and Externalizing Behaviours.- Chapter 13. Thematic Integration of Child and Youth Mental Health Practice in Clinical Psychology.- Section 3. Mental Health Assessment, Prevention and Intervention in Counseling Psychology.- Chapter 14. Counseling Psychology Practice, Social Justice, and Advocacy.- Chapter 15. Assessment as a Therapeutic Intervention in Counseling Psychology.- Chapter 16. Promoting Mental Health and Well-Being in Children and Adolescents.- Chapter 17. Enhancing Mental Health Assessment in Counseling Psychology.- Chapter 18. Vocational Psychology and Mental Health Assessment, Prevention, and Intervention.- Chapter 19. Thematic Integration of Child and Youth Mental Health Practice in Counseling Psychology.- Chapter 20. Future Directions for Research and Practice in Child and Youth Mental Health: Insights and Recommendations from across School, Clinical, and Counselling Psychology.
£142.49
Springer Nature Switzerland AG Detroit and the New Political Economy of
Book SynopsisThis edited volume analyzes a little-known but important juncture in the history of racial integration and public education during the Obama administration through the advent of the Trump administration, which also marks a significant transition of US racial politics and race relations from its foundations in civil rights movements of the 1950s/60s. Focusing on the City of Detroit, which via the historic Supreme Court case, Milliken v. Bradley, stands as the central site of analysis for these broader national dynamics of race, education, and integration—what we term as a “new political economy of integration”—this volume offers a multidisciplinary perspective on the critical role integration must play in the project of America becoming a multiracial democracy as US populations continue to grow more diverse and will soon transform the nation into a multiracial majority for the first time in its history. Table of Contents1.Introduction and Theoretical Overview2.Embracing “Choice” Policies, Embracing Segregation?3. A Tale of Two Cities: Paradoxes and Promises of School Integration4. Charter School Segregation in Detroit5. Lessons and Questions on Diversity from Detroit: Detroit as Microcosm6. Making Diversity a Source of Prosperity: Intentional Integration and the Reimagining of Fair Housing7. Reporter's Notebook: Race Reporting in the Trump Era8. On Integrating Public Schools Under Obama and Trump9. The Constitution and Racial Integration in the Public Schools: A Retrospective10. Back to the Future: Revising Old Critiques to Find a Culturally Sustaining Form of School Integration
£85.49
Springer International Publishing AG Perspectives on Lifelong Learning and Global
Book SynopsisThis book lays the groundwork for the future of global citizenship, and it discusses where we are now, where to go from here, and how all of this fits into a lifelong learning context. It incorporates case studies, meta-narratives, and empirical studies to support cosmopolitanism through a lifelong learning lens and is a must read for educators, activists, non-governmental organizations, civil society, and community organizations. The framing for this book is with the United Nations Sustainable Development Goal 4 in mind: ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, with the intent that all learners will acquire the knowledge, skills, and attitudes necessary to promote “sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (UN Sustainable Development Goal, target 4.7). It is through this lens that this book showcases the work of researchers, practitioners, civil society, and thought leaders in global citizenship for lifelong learning. While this tension between nationalism and cosmopolitanism exists, the wheels of globalization still turn and shape our local, national, and global connections. Through this exploration, this book lifts up examples of global citizenship education done well, across the age spectrum, and in a variety of contexts. The binding factor is the core values, ethics, and moral structure of a world in collaboration toward its larger human and ecological thriving. It unpacks complex topics such as ethical and cultural relativism, accountability and responsibility in a global world, decolonial education and unmaking ideas of “development”, and ethical models for community-based global learning and engagement. What voices are missing in the discussion of global learning and global citizenship education?Table of ContentsPreface; Sharon D. Welch.- Introduction; Whitney Szmodis and Sarah Stanlick.- The Educator in Global Citizenship Education: Centering Context and Enabling Being; Janice MacMillan and Janine Carlse.- Beyond Borders: Employing Empathic Global Citizenship as a Framework for Enhancing Critical Community Engagement; José D. Villalobos, Azuri L. Gonzalez, Guillermina G. Núñez, and Cigdem V. Sirin.- Creating a Fourth Space for Social Impact Collaborations across Boundaries: Active Project-based Learning and Internships for GC Education; Faith Valencia-Forrester and Heather Stewart.- Women’s Human Rights Teaching, Learning and Advocacy Resource: Integrating Global Citizenship Frameworks into Feminist Curricula; Jessica Pierson and Erica Higbie.- A Feminist Socio-ecological Framework for Transforming Early Learning Programs in Low- and Middle-income Countries; Kelly Grace and Emily Anderson.- Exploring Social Cognitive Outcomes of a Multiphase Mentoring Program for Girls in Armenia; Marissa Hastings and Shoghik Mikayelyan.- The Nexus of Global Citizenship and Community-Controlled Health; Emma Santini and Kevin Smith.- Growing, Learning, Sharing, and Healing Together: Home Garden Networks as a Learning City and Movement to Global Citizenship and Life-long learning; Sothy Eng and Tricia Khun.- A Civics of Interdependence: Advancing Global Solidarity through Communities of Inquiry and Action; Samantha Brandauer, Erin Sabato, Nora Reynolds, and Eric Hartman.- Active Experimentation, Embodiment, and High-impact Practices in GCE: Diving in and Letting go; Sarah Stanlick and Whitney Szmodis
£42.74
Springer International Publishing AG Arts-based Practices with Young People at the
Book SynopsisThis book explores how arts-based programs designed to reconnect young people with learning and work provide brief, sometimes profound, re-engagements and productive identity shifts. It aims to support youth pushed to the edge of formal education and entangled in structural social and cultural inequality. The researchers, artists, activists, and youth organizations developed process-oriented practices with young people, enacting new creative methodologies building on agentive possibilities to disrupt misrepresentation and invisibility. The book positions arts-based practices at the edge, examining complex systemic issues around youth disengagement and possibilities of collective creativity to navigate broken systems and inform futures. Enacting arts-based methodologies with young people at the edge through co-design shares navigation out of locked trajectories in collaboration with those who listen deeply as allies in their journey of re-presenting themselves to the world. The final section reflects on arts-based practices at the edge eliciting standpoints of young people at the edge.https://link.springer.com/Trade Review“A key strength of this book is the clarity with which it advocates for greater consideration of the agentive and transformative possibilities opened up by creative methodologies that involve young people. The contributions offer inspiration for researchers and topics for further discussion and debate. … this work has utility for critical analysis and dialogue about the challenges in countering negative and homogenising representations, while at the same time inviting readers to consider transferable methodological models.” (Naomi Berman, Journal of Applied Youth Studies, Vol. 6, 2023)Table of ContentsPart I Positioning Arts-Based Practices at the Edge.- Chapter 1. Young People: Navigating the Edge of Society Through the Arts—Creating in the Border Zones.- Chapter 2. Imagining an Education System Responsive to Young People’s Needs: Past, Present and Future Positioning of Youth and Young People.- Part II Enacting Arts-Based Methodologies with Young People at the Edge through Co-design.- Chapter 3. Against Binaries: Images, Affects and Sites of Engagement.- Chapter 4. Students Researching Inequality: Perplexities and Potentialities of Arts-Informed Research Methods for Students-as-Researchers.- Chapter 5. Inner-City Youth ‘Building Their Own Foundation’: From Art Appreciation to Enterprise.- Chapter 6. Media Arts in Aṉangu Education: A Culturally Responsive Approach for Developing Digital and Media Literacies.- Part III Reflecting on Arts-Based Practices at the Edge 125.- Chapter 7. Negotiating Capabilities: A New School Design for Transition to Work.- Chapter 8. ‘It’s Not My Story’: Revitalising Young People’s Learning Lives.- Chapter 9. An Arts-Led Recovery in ‘Disadvantaged’ Schools!.- Chapter 10. Pre-Enchanting Young People in Learning and Employment: Building Safe Relations for Diverse Students./
£104.49
Springer International Publishing AG Reconceptualising Power in Language Policy:
Book SynopsisThis book aims to expand the theoretical framework of and counter the Eurocentric narratives in language policy research, by comparing policies of EU and India and demonstrating the importance of taking a comparative perspective while studying language policies. This book challenges the notion of macro-level power in language policy research and offers evidence that, in democratic frameworks, macro-level power is not absolute. It is not uniform across policy domains, but rather susceptible to pressure, especially in the domains of healthcare and social welfare.This book makes three important contributions to the theory of language policy by: Arguing for the need to reconceptualise macro-level power Proposing ‘Categories of Differentiation’ as a new analytical tool for policy research Demonstrating that socio-political changes are reflected at the textual level This book is of interest to researchers working on language policies and those investigating language related legislation across different policy domains, to practitioners and policymakers in language policy, as well as to graduate students conducting comparative policy research.“This is a much valued and timely book making a strong case for the subject of language policy across Europe and India. The large comparative case studies of four distinctive states across Europe and India in a simple descriptive mode makes the reading of this book enjoyable. The domains of administration, legislation, healthcare and social welfare are undoubtedly novel ways to deal within the concept of language policy in a wider sense. The author uses discourse analysis to bring out the relationship between intention, explanation and interpretation of a phenomenon like language policy and its implementation. The social diversity as expressed in linguistic mapping is well captured in the novel idea of “categories of differentiation” both as a normative methodological tool and its historical-empirical manifestation.” — Asha Sarangi, Jawaharlal Nehru University, New Delhi.Trade Review“In this ambitious book, Abhimanyu Sharma takes readers on an insightful and thought-provoking journey through the complex landscape of language policy in the European Union (EU) and India … . the key strengths of this book lies in the level of detail that is explored … . Sharma takes a holistic view and delivers on the promise of the title through the innovative comparative analysis that challenges existing frameworks and deepens our understanding of power dynamics in language policy.” (Veronica Costea, Language Policy, November 9, 2023)“The systematically designed comparative analysis with accessible language will enlighten scholars in the field of language policy as well as sociolinguists, language planners, and others interested in the topic.” (Yanyu Wang, Language in Society, Vol. 52 (2), 2023)Table of ContentsSeries ForewordDedicationBook AbstractAcknowledgmentPrefacePart I: IntroductionChapter 1. IntroductionPart II. European Union, Luxembourg and WalesChapter 2. Power and language policies in the EUChapter 3. Power and language policies in LuxembourgChapter 4. Power and language policies in WalesPart III. India, Manipur, and Tamil NaduChapter 5. Power and language policies in IndiaChapter 6. Power and language policies in ManipurChapter 7. Language Policies in Tamil NaduPart IV. ConclusionChapter 8. Conclusions and future prospects.
£80.99
Springer International Publishing AG Interface between English Language Education
Book SynopsisThis book is about the policy-practice praxis in English language education, and draws on research from a diverse range of under-explored international settings to showcase the importance of contextual realities on how policy and practice interact. The case studies covered in the volume come from five continents (Africa, Europe, Asia, and South and North America) and cover 11 countries in total. The authors cover a wide range of themes and identify a number of issues at the interface between policy and practice. In some cases they also highlight local initiatives for navigating these issues, providing contextually-grounded guidance and experience which will be of use to teachers and teacher trainers in other settings. This book will be of interest to policy makers, EMI researchers, ELT practitioners, teacher trainers and trainees, and the broader Applied Linguistics research community.Table of Contents1. English Language Policies and Practice into the World: From Problems Towards Solutions (Eric Enogene Ekembe, Justina Njika, and Alan Mackenzie).- Part I: Change Process in ELT Policy.- 2. Teaching at—not to—the middle in Japan: Examining how ELT policies aimed at extremes influence mid-tier institutions (Giancarla Unser-Schutz, Beni Kudo, and Samuel Rose).- 3. The implementation of the 4+4+4 educational policy in Turkey: Reflections from English classrooms (Tuğba Birdal and Seniye Vural).- 4. Teachers’ appreciation of ELT policies and practices in Egypt (Islam M. Farag and Mohamed Yacoub).- 5. ELT policies in multilingual contexts: An analysis of rural-urban experience in Ghana (Raymond Karikari Owusu and Andrea Sterzuk).- Part II: Practice Steering the Wheel.- 6. Integrating communicative language teaching activities in overcrowded classrooms: Policy and practice issues in South Sudan secondary schools (Alex D. D. Morjakole).- 7. ELT policies and practices in superdiverse Central Ohio: From “flexible” to “English-centric” (Brian Seilstad).- 8. English Language Teaching in Colombia: From policy to reality (Daniel Ramírez Lamus).- 9. Broken promises? The Florida Consent Decree, emergent bilingual students in mainstream classes, and assimilationist practice (Eric Dwyer and Carolyn O’Gorman-Fazzolari).- Part III: Teachers’ Position in Policy Innovation.- 10. Policy on Global Issues in Sub-Saharan Africa: A possible role for ELT from examples in Guinea Bissau, Senegal and DRC (Linda Ruas and Ali Djau).- 11. English language proficiency for all university graduates stipulated by law—a realistic or idealistic goal? An appraisal of a tertiary ELT policy from Montenegro (Vesna Bratić and Milica Vuković-Stamatović).- 12. Assessing teachers’ perceptions of relevant ELT Policies in Cameroon (Eric Enogene Ekembe).- Part IV: Conclusion.- 13. What’s the Interface? The specter of smush and poof (Eric Dwyer).
£104.49
Springer International Publishing AG Reframing the Civic University: An Agenda for
Book SynopsisThis book addresses the need for a comprehensive reappraisal of what it means to be a ‘civic university’. For two decades the ‘civic’ agenda has been driven by a concern with economic impact and regional economic development. While recognising the importance of these aspects of universities’ civic influence, there is a need to more comprehensively outline how universities can and should make a difference across a wide spectrum of place-based activity, against a background of intensifying global social and environmental challenges. Rooted in collaborative work by the Civic University Network and community-based partners, the book provides a clear logical framework that universities and their partners can use to examine the extent of their civic activities, but also challenges them to use that framework as a starting point for deeper reflection and engagement. It celebrates the actions universities have taken to respond to communities’ needs, and encourages them to think more rigorously about what they can do in the future, and how they can become more accountable to the communities they serve. The book is an essential read for university leaders, academics involved in public engagement, and civic leaders and representatives who wish to develop closer engagement with their local universities.Table of Contents1. Why the Time Is Right for a Civic Turn2. A Question of Leadership3. How should universities understand their social impact?4. Can Universities be Climate Leaders?5. How Universities Can Help to Build a Healthier Society6. Civic Universities and Culture: A Tilted View7. More-Than-Civic: Higher Education and Civil Society in Post-Industrial Localities8. Placemaking for the Civic University: Interface Sites as Spaces of Tension and Translation9. Bringing Civic Impact to Life
£999.99
Springer International Publishing AG Politics of Quality Improvement in English
Book SynopsisThis book offers a rich account of how quality improvement agendas, informed by neoliberalism, create contradictory and complex contexts in which teachers produce different types of practices for specific purposes. Drawing on Michel Foucault’s analytical tools, archaeology and genealogy, this book weaves together findings from classroom observations, field notes and interviews to explore the dichotomies between practices focussing on day-to-day pedagogies and practices concerned with performance management and accountability initiatives. By attending to a Foucauldian conception of power and counter conduct, it explores new means of defining quality in teaching spaces. After considering existing quality assurance judgements, the book illuminates the significance of moving slightly away from an institutionalised enterprise culture and loosing relations with reductionist approaches as a starting point. While doing so, it reworks the idea of quality by presenting other ways of looking at the complex character of pedagogical real(s) with new insights into an emergentist and process-oriented conception of teaching practices. The book argues that we need to unlearn our existing knowledge of quality that overlooks contextual constraints and opportunities enmeshed in teaching practices. It questions the assumptions that the existing methods of observation are capable of quantifying the quality of education in a classroom or in a college in toto. By introducing the idea of documentisation, the book breaks new theoretical ground to show that this so-called system of robust accountabilities is not as self-evident as we believe and why we must rethink quality by unthinking our current common sense. Written for researchers in educational studies, practising teachers and policy makers, this book combines profound insights from theory and contemporary teaching practices with clear guidelines as to how educational policy making should be approached.Table of Contents1.- Introduction 2.- Neoliberalisation of education, observation practices and complexity theory 3.- Foucault and Complexity theory: using transversal directions for analysis 4.- Discursive practices in FE: analytic framework 5.- The world of Northland College6.- Sustaining the neoliberal ideology: modes of regulation, control and evaluation in FE inspection policy 7.- Neoliberalism in the interpretation of teaching practices 8.- Complexity of teaching practices and transversality of hierarchies 9.- Quality dispositif: Documentisation and multiplicities of power relations10.- Recapitulation, implications and recommendations.
£104.49
Springer International Publishing AG Data Cultures in Higher Education
Book SynopsisThis collection focuses on the role of higher education institutions concerning datafication as a complex phenomenon. It explores how the universities can develop data literac(ies) shaping tomorrow skills and formae mentis to face the most deleterious effects of datafication, but also to engage in creative and constructive ways with data. Notably, the book spots data practices within the two most relevant sides of academics' professional practice, namely, research and teaching. Hence, the collection seeks to reflect on faculty's professional learning about data infrastructures and practices.The book draws on a range of studies covering the higher education response to the several facets of data in society, from data surveillance and the algorithmic control of human behaviour to empowerment through the use of open data. The research reported ranges from literature overviews to multi-case and in-depth case studies illustrating institutional and educational responses to different problems
£123.49
Springer International Publishing AG Teacher Education in the Nordic Region:
Book SynopsisThis open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.This is an open access book.Table of ContentsList of figures.- List of tables.- About the authors.- Why should people outside the Nordic region be interested in teacher education in the Nordic region?; Eyvind Elstad.- Part I: The evolution of teacher education in the North.- Chapter 1 An overture: A historical overview of political and cultural precursors of the Nordic school system and its variety of teacher education programmes; Eyvind Elstad.- Chapter 2 The evolution of the extended comprehensive school model and the modern profession-oriented teacher education after World War II; Eyvind Elstad.- Part II: Teacher education in Nordic countries and autonomous areas.- Chapter 3 The education of teachers in Sweden: An endeavour struggling with academic demands and professional relevance; Björn Åstrand.- Chapter 4 Tension patterns in Finnish teacher education – recruitment, reform and relevance; Sven-Erik Hansén, Jari Lavonen, Jan Sjöberg, Jessica Aspfors, Tom Wikman & Inger Eriksson.- Chapter 5 Teacher education in Norway; Kaare Skagen & Eyvind Elstad.- Chapter 6 Teacher education in Denmark; Lis Madsen & Elsebeth Jensen.- Chapter 7 Five-year teacher education for compulsory school in Iceland: Retreat from research-based to practice-oriented?; Baldur Sigurðsson, Amalía Björnsdóttir & Thurídur Jóna Jóhannsdóttir.- Chapter 8 Teacher education in the Faroe Islands; Hans Harryson.- Chapter 9 Teacher education in Greenland; Lars Demant-Poort & Eyvind Elstad.- Chapter 10 The long road to Sámi teacher education; Eyvind Elstad.- Part III: Crossnational and comparative studies of teacher education.- Chapter 11 Nordic student teachers’ evaluation of educational theory, subject didactics, practice training, time-on-task and turnover intentions; Eyvind Elstad, Knut-Andreas Abben Christophersen & Are Turmo.- Chapter 12 Bringing a global teacher education model to Scandinavia: Examining Teach First in Norway; Katrine Nesje.- Chapter 13 Teacher education: How transnational and national policymaking intersects and remakes Nordic collaboration; John Benedicto Krejsler.- Chapter 14 Teacher education of the future: Trends and possible scenarios in the Nordic context; Eyvind Elstad.
£42.74
Springer International Publishing AG Best Practices for Acknowledging and Addressing
Book SynopsisThis manual is an instructional guide to provide healthcare educators with best practices for acknowledging and addressing racial and ethnic health disparities (REHD) in medical education. As a collaborative effort written by both medical students and educators, this manual examines the impact of race, racism, and ethnic biases on medical care and health outcomes. This book enables readers to understand and apply key terms encompassing health disparities, bias, and cultural humility as an approach to demystify stereotypes, social assumptions and long-held misperceptions that influence the misuse of race in medical teachings. By examining the construct of race, differences between race-based and race-conscious medicine are distinguished. As such, medical educators will be guided to consider the effects of socioeconomic differences, environmental factors, and institutional racism between population categories with regard to healthcare compliance and outcomes. Supported by evidence-based recommendations, this manual provides medical educators, curriculum managers, and institutions with strategies and checklists to improve their medical curricula to ensure a well-defined understanding of race and ethnicity in medicine. This book serves as a resource for medical educators and students as they aspire to become more culturally competent, equity-minded, and inclusive healthcare professionals. Table of ContentsChapter 1. An Introductory Framework for Acknowledging and Addressing Racial and Ethnic Health Disparities in Medical Education.- Chapter 2. What are Health Disparities?.- Chapter 3. The State of Current Integration of Race and Ethnicity in Medical Education.- Chapter 4. Cultural Humility: An Approach to Mitigate the Challenges of Teaching About Race and Racism.- Chapter 5. Best Practices and Strategies for Medical Educators to Acknowledge and Address REHD in Educational Materials.- Chapter 6. Acknowledging and Addressing REHD in Medical Education: Best Practices and Strategies for Curriculum Managers and Institutions.- Chapter 7. Charting the Path Toward Health Equity by Acknowledging and Addressing REHD in Medical Education.- Index.
£52.24
Springer International Publishing AG From Education Policy to Education Practice:
Book SynopsisThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.Table of Contents
£42.74
Springer International Publishing AG Language Education Programs: Perspectives on
Book SynopsisThis book delves into the realm of effective language education programs, examining them from both macro and micro-policy-making perspectives. It unravels the distinguishing features of exemplary language programs and explores how these programs are implemented in diverse international contexts. The book comprehensively explores various facets of language education programs, encompassing well-crafted language education policies, robust curriculum and syllabus design, impactful teaching materials, effective approaches to English for specific purposes (ESP), English as a medium of instruction (EMI), content and language integrated learning (CLIL), and English as a Lingua Franca (ELF)-informed instruction. The book also delves into fruitful school/institute-university partnerships, the judicious use of technology, strategies for teacher recruitment and professional development, as well as efficient policies for learner assessment, among other topics of significance. The contributions within this book are firmly grounded in data, incorporating findings from empirical studies. The insights provided draw upon valuable data obtained from a range of diverse contexts in which effective language education programs have been implemented.Table of ContentsSECTION ONE: POLICIES.- University-School Partnerships; Kayoko Hashimoto and Samantha Disbray.- State Language Education Systems; David Hayes.- Language Curriculum Evaluation; Jason Loh and Willy Renandya.- Teacher Education; Zia Tajeddin and Samaneh Eslamdoost.- Plurilingualism; Sarah Moore.- Intercultural Language Teaching; Zia Tajeddin and Neda Khanlarzadeh.- Minority Language Learners’ Needs; Eun Sung Park.- Language Assessment; Hassan Mohebbi.- SECTION TWO: PRACTICES.- English for Specific Purposes (ESP); Helen Basturkmen.- Content and Language Integrated Learning (CLIL); Ronald Kemsies and Georg Hellmayr .- English-Medium Instruction (EMI); Vildan İnci Kavak & Yasemin Kirkgöz.- English as a Lingua Franca Pedagogy; Paul McBride and Glenn Toh.- Learner Agency Empowerment; Thuy Thi Ngoc Bui and Thom Thom Thi Nguyen.- Online Language Education Courses; Lu Yunru and Qing Ma.- Digital Technology in Language Teaching; I.G.A. Lokita Purnamika Utami and Sarah Prestridge.
£113.99
Springer International Publishing AG Schools and Society During the COVID-19 Pandemic:
Book SynopsisThis open access book provides an analysis of the effects of the COVID-19 Pandemic on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history.The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic.The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States. Table of ContentsChapter 1. From Loss to Hope. Paradoxical educational effects of the COVID-19 pandemic (Fernando M. Reimers).- Chapter 2. Brazil. How two municipalities achieved above-average results in reading in the early years of elementary school during the Covid-19 pandemic (Carlos Palacios, Alicia Bonamino).- Chapter 3. Post-pandemic crisis in Chilean education.The challenge of re-institutionalizing school education.(Cristián Bellei).- Chapter 4. The Switch toDistance Teaching and Learning in Finland During the COVID-19 Pandemic(2020–2022) Went Technically Well but was Emotionally Challenging (Katariina Salmela-Aro and Jari Lavonen).- Chapter 5. What Japan's education has lost and gained after almost succeeding in preventing the spread of infection and guaranteeing academic achievement？(Kan Hiroshi).- Chapter 6. Understanding potential causes of learning loss in Mexico: Teachers´ perceptions regarding educational challenges during the COVID-19 pandemic (SergioCárdenas, Ignacio Ruelas, and Edson Sánchez).- Chapter 7. The Fragility of the Norwegian Policy Response: How Relying on Digital Infrastructure and Local Autonomy Led to an Increase in Inequality in Education(Marte Blikstad-Balas).- Chapter 8. Re-framing schools: what has been learned and remains in the post-covid period(Estela Costa & Mónica Baptista).- Chapter 9. Pandemic lessons: Story of cooperation and competition in Russian education(Anastasia A. Andreeva, Diana O. Koroleva, Sergei G. Kosaretsky, and Isaak D. Frumin).- Chapter 10. Singapore’s endemic approach to education: Re-envisioning schools and learning(Oon Seng Tan, Jallene Jia En Chua).- Chapter 11. Reforming education in times of pandemic: The case of Spain(Alejandro Tiana-Ferrer).- Chapter 12. Fragility compounded: the state of the south african educational system in the aftermath of covid-19(Crain Soudien, Vijay Reddy and Jaqueline Harvey).- Chapter 13. Leaning into the Leapfrog Moment: Redesigning American Schools in a Post-Pandemic World(R. Lennon Audrain & Carole G. Basile).
£33.24
Springer International Publishing AG Public Education in Turbulent Times: Innovative
Book SynopsisPublic Education in Turbulent Times communicates a bold vision for the future of education, addressing the evolving purpose of American public education and the structural innovations schools are using to meet the needs of a rapidly transforming world. Highlighting key challenges that emerged during the immense economic and social disruptions of recent years, the book leverages case studies of four unique school districts where school communities overcame concerns high in the public consciousness – trauma, danger, economic inequality, and racial injustice. These obstacles have hampered efforts to reclaim lost learning opportunities that could define the educational experiences of a generation of students. If educators revert to business as usual, they risk dismissing essential lessons from resilient schools that thrived in the chaos of a global pandemic and its fallout. This book provides rich insights to refocus readers’ attention on achieving a more equitable and safe education system for the future.Table of ContentsPart I Looking Back to Look Ahead1. Introduction2. Giving Voice to the ChallengesPart II Stories of Education in Trying Times3. Education in a Time of Trauma: A Story of Resilience4. Education in a Time of Danger: A Story of Choice5. Education in a Time of Need: A Story of Community6. Education in a Time of Change: A Story of JusticePart III On Reimagining Education7. The Circle Model8. Reimagine Where Schools Fit: Purpose and Context9. Reimagine How Schools Work: Structures and Personnel10. Conclusion: Innovation and Inclusion
£23.74
Palgrave Macmillan Creating Successful Community and Academic Partnerships in ServiceLearning
Book SynopsisCh 1: Introduction.- Ch 2: Service-Learning: The University's Mission in Action.- Ch 3: Bridging Academia and Communities through Service Learning Praxis at Christ University.- Ch 4: Mushroom Cultivation Practice: Empowering Women and Unemployed Youth while Introducing Science Students to Service Learning.- Ch 5: Swabalamban: A Skill Development Program for Youth to Increase Employment.- Ch 6: An interventional approach to reducing use Tobacco Use Among Students of An Indian University.- Ch 7: Teaching Sustainable Menstruation Hygiene Practices: Addressing Challenges to Health and Gender Well-Being through Service Learning in Assam, India.- Ch 8: Promoting Activity Based Self-Learning Techniques Among Primary School Teachers, Students and Children in Assam.- Ch 9: International Service-Learning in Psychology: Sustaining Service-Learning Partnerships between Nepal and the United States.- Ch 10: Promoting Mental Health and Resilience in School Children in Assam.- Ch 11: Training Teachers and Community Health Workers to Identify Children with Learning Disabilities.- Ch 12: Model of a Short-Term Study Abroad in Health Sciences.- Ch 13: A Student View of an International, Interdisciplinary, and Intercollegiate Service Learning Experience.- Ch 14: Implementing a Service-Learning Participatory Action Research Project in Public High Schools in Manila: Developing Doctoral Student Competencies.- Ch 15: Empowering Communities Through Service Learning: Revitalizing Tai Languages and Preserving Cultural Identities in Northeast India.- Ch 16: Conclusion: Service Learning and Preparing Students for the Challenges of a Global World.
£104.49
De Gruyter Zur Reproduktion des Qualifikationsniveaus der
Book Synopsis
£116.10
Springer Fachmedien Wiesbaden Ganztagsschulen in lokalen Bildungsnetzwerken
Book SynopsisMit der Einrichtung von Ganztagsschulen verbindet sich ein enormes Potenzial: Schulen könnten mit ihren Kompetenzen und Kapazitäten zur Aufwertung von Stadtteilen beitragen, könnten Bildungsverständnis und soziales Kapital verstärken und moderne Lebensstile und Lebensformen unterstützen. Umgekehrt könnten die Öffnung für die Nachbarschaft und die Vernetzung mit anderen Institutionen die Schule von erdrückender Überforderung entlasten und dazu beitragen, dass sie ihrem Bildungsauftrag wieder gerecht werden kann. Zahlreiche Probleme verhindern jedoch in der Praxis die Ausschöpfung dieses Potentials. Die AutorInnen haben an sechs verschiedenen Schulstandorten untersucht, welche Schwierigkeiten die positiven Effekte von vernetzten Ganztagsschulen bisher behindern und zeigen auf, welche Chancen in Schulentwicklung und Stadtteilvernetzung liegen.Table of ContentsSchulen im Stadtteil.- Institutionelle Rahmenbedingungen für Ganztagsschulen und ihre Partner.- Kooperation und Vernetzung von Ganztagsschulen und Partnern im Stadtteil.- Stadtteilvernetzung von Ganztagsschulen: Potenziale und Probleme.- Schulentwicklung und Stadtteilvernetzung: Aussichten und Perspektiven.
£31.34
Springer Fachmedien Wiesbaden Schulsozialarbeit steuern: Vorschläge für eine
Book SynopsisObwohl Soziale Arbeit an Schulen ein aktuell rasch anwachsendes Handlungsfeld ist, gibt es nach wie vor wenig systematisches Wissen über Strukturen, Themenfelder und das Personal. Will man fachlich mit den tatsächlichen Entwicklungen Schritt halten und Schulsozialarbeit sowohl sozialpolitisch als auch professionspolitisch steuern, benötigt Schulsozialarbeit in Zukunft besseres Faktenwissen und fundierte Daten. Das Forschungsprojekt der (Fach)Hochschulen München, Dortmund und Frankfurt im Auftrag der GEW hat sich zum Ziel gesetzt, die Grundlage für eine Schulsozialarbeitsstatistik zu schaffen. Dazu wurden an drei Standorten in Deutschland Befragungen durchgeführt und methodische Herangehensweisen an das komplexe Handlungsfeld getestet. Auf der Grundlage dieser beisspielhaften Erhebungen werden Vorschläge für die Erarbeitung einer Statistik zur Schulsozialarbeit und die Entwicklung von Grundlagen fachlicher Steuerung gemacht.Trade ReviewAus den Rezensionen: “... Das Werk richtet sich an Fachwissenschaftler/innen der Sozialen Arbeit, Erziehungswissenschaft und Schulforschung, Fachkräfte der Schulsozialarbeit, Kinder- und Jugendhilfe, Lehrkräfte, Jugendhilfeplanung und Steuerung, Ausbildungsund Bildungsverantwortliche in Kommunen und Schuladministration,Studierende und Lehrende der Sozialen Arbeit, Erziehungs- und Bildungswissenschaft.” (in: Das Jugendamt, Heft 4, 2014)Table of ContentsSteuerung und Statistik der Sozialen Arbeit an Schulen.- Modellerhebungen in einem Verbundprojekt.- Schulsozialarbeit am Beispiel von fünf Bundeländern
£36.09
Springer Fachmedien Wiesbaden Schieflagen im Bildungssystem: Die
Book SynopsisPISA-Studien haben unübersehbar verdeutlicht, wie selektiv das deutsche Bildungssystem ist und wie stark es soziale Ungleichheit reproduziert. Kinder mit schlechten Startbedingungen, insbesondere Migrantenkinder, werden nicht ausreichend gefördert, wie der Leistungsstand von 15-Jährigen zeigt. Die 'Schieflagen im Bildungssystem', Interpretationen der PISA-Studien und bildungspolitische Schlussfolgerungen, werden in dieser Textsammlung diskutiert. Vor allem die Bildungssituation von Migrantenkindern wird ergänzend beleuchtet und verschiedene Erklärungsansätze geboten, um bildungspolitische und pädagogische Handlungsalternativen aufzuzeigen.Table of ContentsDie PISA-Studien: Herausforderung und Chance.- Strukturelle Aspekte der Bildungssituation von Migrantenkindern.- Über Schul- und Unterrichtsqualität, Sprach- und Lesekompetenz.- Bildungsbeteiligung und Förderung von jungen Migranten in Fallstudien.Mit Beiträgen von Georg Auernheimer, Dorothea Bender-Szymanski, Ingrid Gogolin, Mechtild Gomolla, Mona Granato, Uwe Hunger, Bettina Hurrelmann, Reimer Kornmann, Astrid Neumann, Rainer Peek, Anne Ratzki, Erika Schulze, Gesa Siebert-Ott, Eva-Maria Soja, Dietrich Thränhardt und Karin Weiß.
£36.09
Springer Fachmedien Wiesbaden Wettlauf um internationale Studierende:
Book SynopsisInternationale Studierende sind mittlerweile als Zielgruppe ins Zentrum des Wettbewerbs um „the Best and Brightest“ gerückt. Niels Klabunde analysiert die internationale Ausgangslage sowie die Integrationspolitik und -praxis in Deutschland und Kanada. Er zeigt Herausforderungen und Chancen einer auf Gegenseitigkeit beruhenden Integration internationaler Studierender auf. Die Untersuchung beruht vor allem auf breitangelegten qualitativen Interviews mit Experten/innen aus Wirtschaft, Gesellschaft und Hochschule sowie mit einheimischen und internationalen Studierenden.Table of ContentsWettlauf um junge Talente.- Internationale Studierende: Politik und Mobilität.- Integration internationaler Studierender.- Integration in Deutschland und Kanada.
£49.49
Springer Fachmedien Wiesbaden Empirische Forschung in
Book SynopsisDie Fachdidaktiken sollen verstärkt empirisch forschen und sichtbar werden. Vor allem die Umstellung auf die Kompetenzorientierung hat einschneidende Veränderungen in den Forschungsdesigns und -leistungen mit sich gebracht. Die gesellschaftswissenschaftlichen Fachdidaktiken sind in den letzten Jahren forschungsintensiver geworden. Dieser Band will aktuelle Diskussionsstände dokumentieren und gleichzeitig in den fachdidaktischen Austausch zwischen unterschiedlichen methodischen Zugängen und ihren Standards eintreten. Es geht um ein Aufzeigen von Entwicklungslinien zur methodischen Profilierung der gesellschaftswissenschaftlichen Fachdidaktiken und ihrer Wahrnehmung als Fachdisziplinen.Table of ContentsQualitative Forschungsmethoden.- quantitative Forschungsmethoden.- Studien zum Politikunterricht und zur professionellen Kompetenz.- Berichte aus den Fachdidaktiken Ökonomie, Geschichte, Geographie.- Theorie.
£37.99
Springer Fachmedien Wiesbaden Bildungsqualen: Kritische Einwürfe wider den
Book SynopsisDie Bildungswirklichkeit bleibt weit hinter den an sie gerichteten Erwartungen zurück. Das weiß auch die „Bildungswissenschaft“. Aber statt diesen Problemkomplex freizulegen, befeuert sie ihn. Sie hat sich in einer Arbeitsteilung zwischen technokratischen Steuerungsfantasien und emphatischen Bildungssemantiken behaglich eingerichtet hat. Der Band will sich dem widersetzen. Die Einwürfe eröffnen in empirischer und theoretischer Hinsicht Perspektiven jenseits des Mainstreams. Zu Ehren Elisabeth Flitners haben Sandra Rademacher und Andreas Wernet namhafte Wissenschaftlerinnen und Wissenschaftler mit Beiträgen in einem ebenso provozierenden wie weiterführenden Band zusammengebracht.Table of ContentsSchule als Tatort.- Schüler als Beruf.- Schulzeit zwischen Freude und Verdrossenheit.- Lehre und Unterricht und ihre Verschränkung in der Schule.- Das "Equity-Paradox”.- Mathematikaufgaben zwischen Bildung und Standards.- Zur Kritik empirischer Unvernunft.- Pädagogik zwischen Selbsterhöhung, Missachtung und Verklärung.- Exzellenzcluster in Exzellenzinitiativen.- „Exklusive Hochschulen“.- Lebenslanges Lernen: Anthropologische Wirklichkeit, soziale Notwendigkeit und gesellschaftliche Ideologie.- Wie Adorno zum Pädagogen, die Soziologie zur Bildungswissenschaft und die Pädagogik zur kritischen Erziehungswissenschaft wurde.- Irrwege der psychiatrischen Versorgung und Perspektiven einer unkonventionellen Psychiatrie.- Autonomie und Symbiose als kulturelle Leitbilder. Familienideale in Deutschland und Frankreich.- Strukturelle Tendenzen der Geisteswissenschaften im Umkreis Bolognas.
£49.49
Springer Fachmedien Wiesbaden Expansive Bildungspolitik – Expansive Bildung?
Book SynopsisDie Expansion des Bildungssystems und der allgemeine Wettlauf um höhere Bildungsabschlüsse stehen im Widerspruch zur anhaltenden Produktion von Bildungsverlierern. Dabei wird immer ungewisser, ob höhere Bildungsabschlüsse überhaupt zu entsprechenden Berufspositionen führen. Die zunehmend marktgesteuerte Segmentierung des Bildungssystems lässt Bildung zum starken Hebel der Reproduktion längst vergangen geglaubter sozialer Ungleichheitsverhältnisse geraten, anstatt Chancenungleichheit abzubauen, wie es einst gesellschaftlicher Konsens war. Die Beiträge dieses Bandes analysieren die Entwicklung aus kritischer Distanz gegenüber einer Bildungspolitik, deren alleiniges Maß die Ökonomie ist.Trade Review“... eine interessante Melange von Studien und Überlegungen, zumeist gestützt auf neuere Untersuchungen zu den verschiedenen Bereichen des Bildungssystems zusammenzuführen ... “ (P. Gonon, in: ZfW Zeitschrift für Weiterbildungsforschung - Report , April 2015)Table of ContentsBildungsexpansion, Reformpolitik und -geschichte.- Chancen(un)gleichheit.- Entwicklungsperspektiven von Bildung und Arbeit.- Ökonomie und Bildungssystemstruktur.
£49.49
Springer Fachmedien Wiesbaden Arbeitszufriedenheit und Beanspruchung von
Book SynopsisAuf Basis einer empirischen Studie untersucht Iris Hohberg die Arbeitssituation von Grundschulleiterinnen und Grundschulleitern in Nordrhein-Westfalen. Sie stellt die Ergebnisse in kategorialer Form wie auch in Form ausgewählter Fallportraits vor. Im Zentrum stehen Arbeitszufriedenheit und Beanspruchung sowie Beanspruchungsfolgen und Bewältigungsstrategien. Ausgehend von thematisch relevanten Theorien verschiedener Disziplinen werden die subjektiven Wahrnehmungen der Interviewpartnerinnen und Interviewpartner strukturiert und rekonstruiert. Deutlich wird, dass Faktoren wie unterschiedliche Ressourcen oder das eigene Rollenverständnis und das Bewältigungsverhalten maßgeblichen Einfluss auf das Beanspruchungsempfinden haben. Aus ihren Ergebnissen leitet die Autorin Handlungsempfehlungen an verschiedene Akteure ab.Table of ContentsEntwicklungen im System Schule und ihre Auswirkungen auf die Profession des Schulleiters.- Arbeitszufriedenheit.- Belastung, Beanspruchung, Stress und deren Bewältigung.
£37.99
Springer Fachmedien Wiesbaden Jugend und Politik: Politische Bildung und
Book SynopsisSelten wird ein Thema seit Ende der 1990er Jahre so intensiv diskutiert wie die politische Bildung und Beteiligung von Jugendlichen. Seither wird der Frage nachgegangen, welche Möglichkeiten der politischen Partizipation Jugendlichen eingeräumt werden sollen. Die ‚Bilanzierung‘ und ‚Perspektiven‘ der politischen Bildung und Beteiligung Jugendlicher bilden den Schwerpunkt des Bandes, um sowohl das Verhältnis Jugendlicher zur Politik heute neu zu bestimmen als auch einen systematischen Vergleich vorzunehmen und damit weitere Impulse für die Entwicklung der künftigen Jugendpolitik zu gewinnen.Table of ContentsJugend und Politik im Wandel.- Theoretische Ansätze: psychologische, soziologische, erziehungswissenschaftliche, schuldemokratische, medienwissenschaftliche und verfassungsrechtliche Aspekte.- Forschungsergebnisse.- Beteiligungsmodelle: Kinder- und Jugendwahlrecht, Kinder- und Jugendbeiräte, -foren und -parlamente, Kinder- und Jugendbeauftragte.- Bilanz.- Perspektiven der Jugendpolitik.
£66.49
Springer Fachmedien Wiesbaden Organisation und Theorie: Beiträge der Kommission
Book SynopsisZwei grundlegende Perspektiven organisationspädagogischer Theoriebildung bilden den Gegenstand des Bandes: solche, die organisationspädagogische Fragestellungen mittels Rückgriff auf Theorien anderer disziplinärer Herkunft (Soziologie, Managementwissenschaft, Psychologie) beantworten und jene, die dieses im Anschluss an eine pädagogische Theorietradition unternehmen. Das organisationspädagogische Kernthema – organisationales Lernen im engen Sinne – wird hierbei ebenso angesprochen wie auch die damit verbundenen Aspekte der Teilbereiche Organisationsberatung, Organisations- und Personalentwicklung, Führungskräfteentwicklung, Qualitätsentwicklung, Diversitätsmanagement, Partizipationsentwicklung und Evaluation organisationalen Lernens. Neben der Adressierung organisationspädagogischer Teilfragen wird auch eine grundlegende Theoretisierung von „Organisation“ aus organisationspädagogischer und erziehungswissenschaftlicher Perspektive geleistet.Table of ContentsVon der Pädagogik zur Organisationspädagogik.- Von der Organisationstheorie zur Organisationspädagogik.- Zwischen Organisationstheorie und Pädagogik.- Organisationspädagogische Methodologie.
£44.99
Springer Fachmedien Wiesbaden Kompetenzorientiert prüfen in der
Book SynopsisLuisa Weidauer beschäftigt sich vor dem Hintergrund wachsender Anforderungen an den Pflegeberuf mit innovativen Prüfungskonzeptionen. Sie entwickelt eine Form der kompetenzorientierten Zwischenprüfung und nutzt hierfür bestehende Ansätze, wie die Performanzprüfung oder den Einsatz von standardisierten Patienten. Im Zentrum der kompetenzorientierten Zwischenprüfung steht die vollständige Pflegehandlung, die auch die Problemerkennung, Planung und Reflexion berücksichtigt. Dabei werden neben kurativen Maßnahmen präventive, rehabilitative und palliative Aspekte aufgegriffen, Adressaten aller Altersgruppen und in allen Lebenslagen mit einbezogen und ein besonderer Fokus auf Pflegeprozess und -qualität sowie Anleitung, Schulung und Beratung gelegt. Differenzierte Prüfungsmaterialien ermöglichen eine Operationalisierung sowie die Implementierung in vielfältigen Bereichen und Einrichtungen der Gesundheitsberufe.Table of ContentsRahmenbedingungen der Gesundheits- und Krankenpflege(-ausbildung).- Didaktische und qualitative Aspekte von Prüfungen.- Konzept einer kompetenzorientierten Zwischenprüfung.
£66.49
Springer Fachmedien Wiesbaden Die Exzellenzinitiative: Deutungsmacht und Wandel
Book SynopsisWie lässt sich die Exzellenzinitiative, die für einen umfangreichen Wandel des deutschen Wissenschaftssystems steht, erklären? Dieses Buch skizziert die Genese dieses Programms von Bund und Ländern zur Förderung der Spitzenforschung, in dem es die Deutungskämpfe in Politik und Wissenschaft um Leitideen und Ordnungsvorstellungen für das Wissenschaftssystem seit Beginn der 1980er Jahre untersucht. Die Analyse wird von einem neuen Modell angeleitet, in dem die Theorie des Diskursiven Institutionalismus, die Theorie der Deutungsmacht und die diskursanalytische Hegemonietheorie zusammengeführt werden. Das Buch kennzeichnet die Exzellenzinitiative als Ergebnis von Machtkämpfen ohne Beteiligung der Wissenschaft selbst und gibt Empfehlungen für künftige Wettbewerbe. Trade Review“… ist insgesamt lesenswert, verfügt über eine solide theoretische Basis, eine überzeugende Forschungsheuristik und zeichnet in empirischer Detailarbeit die historische Genese der Exzellenzinitiative nach. … Im Ganzen stellt das vorliegende Buch … eine ausgezeichnete und sehr gut lesbare empirische Studie zu den historischen Wandlungsprozessen im deutschen Wissenschaftssystem dar und kann interessierten Leserinnen und Lesern mit Forschungsinteressen auf diesem Gebiet guten Gewissens empfohlen werden.” (Dr. Alexander Lenger, in: Kölner Zeitschrift für Soziologie und Sozialpsychologie, Jg. 69, 2017, S. 149 f.)Table of ContentsInstitutionen und Wandel.- Institutionen und Macht.- Institutionen, Diskurse und Hegemonien.- Forschungsheuristik und Forschungsdesign.- Deutungskämpfe und Wandel im institutionellen Diskurs des Wissenschaftssystems.- Ergebnisse und Empfehlungen.
£37.99
Springer Fachmedien Wiesbaden Bildung und Menschenrechte: Interdisziplinäre
Book SynopsisDie Menschenrechte stellen eine zentrale Grundlage von Erziehung und Bildung dar und sind zu einem pädagogischen Leitbegriff geworden. Viele Fragen sind jedoch umstritten oder ungeklärt. Dies betrifft den Geltungsanspruch der Menschenrechte, die Bedingungen ihrer Verwirklichung, aber auch ihre Bedeutung im Hinblick auf Bildung, Erziehung und Sozialisation. In der Menschenrechtsbildung besteht bislang ein großes Theorie- und Forschungsdefizit. An dieses Desiderat knüpft der Band an, um die theoretische und empirische Weiterentwicklung des Themenbereichs anzuregen. Beiträge aus unterschiedlichen Disziplinen stellen Grundlagen, Konzepte und empirische Befunde zur Menschenrechtsbildung dar, beleuchten aber auch Schwierigkeiten, Kontroversen und Desiderata.Table of ContentsHistorisch-systematische Grundlagen der Menschenrechtsbildung: Janusz Korczak als Pionier der Menschenrechtsbildung.- Philosophische Grundlagen der Menschenrechtsbildung.- Empirische Studien zur Genese von Menschenrechtsbewusstsein: Die Entwicklung individueller sozial-moralischer Landkarten.- Identität, Wertbindung und Weltanschauung.- Handlungsfelder der Menschenrechtsbildung: Kinderechte im Erziehungs- und Bildungssystem.- Menschenrechte in der Bildung.- Menschenrechte in der Sozialen Arbeit.
£37.99
Springer Fachmedien Wiesbaden Wissen und Reflexion: Der Alltag in
Book SynopsisIn dem Band werden Ergebnisse des Forschungsprojektes „Wissensbasierte Deutungs- und Handlungskompetenzen von pädagogischen MitarbeiterInnen in Kindertageseinrichtungen“ vorgestellt. Die PädagogInnen reflektieren ihren Alltag unter Rückgriff auf unterschiedliche Ordnungs- und Orientierungsmuster und verweisen nicht explizit auf methodisch-didaktisches oder fachliches Wissen. Keineswegs kann daraus jedoch gefolgert werden, dass solches nicht vorliegt. Skepsis ist somit gegenüber Vorstellungen angebracht, die Wissen individuell gespeichert vermuten, das über einfache Transferprozesse praxiswirksam wird. Vielmehr scheint es sich um sedimentiertes Wissen zu handeln, das kaum zu versprachlichen ist.Table of ContentsWissen im Diskurs.- Thematisierungsweisen des pädagogischen Alltags.- Ordnungen und Differenzierungen des pädagogischen Alltags.- Weiterbildung pädagogischer Fachkräfte in Kindertageseinrichtungen.- Wissen und Reflexion in Kindertageseinrichtungen.- Wissen empirisch erfassen – methodologische und forschungspraktische Überlegungen.
£37.99
Springer Fachmedien Wiesbaden Bildungskarrieren von Jugendlichen und ihre Peers
Book SynopsisIn diesem Buch werden zentrale Ergebnisse einer qualitativen Längsschnittstudievorgestellt, die die Bildungsbiografien und den Peeralltag von Jugendlichenan Schulen mit exklusiven Bildungsansprüchen untersucht. In denBeiträgen geht es unter anderem um die Frage, welchen Einfluss die Peersauf die Bildungskarrieren von jugendlichen LeistungssportlerInnen, TänzerInnen,KünstlerInnen und internationalen SchülerInnen haben.Trade Review“... Insgesamt gibt das Buch einen guten Einblick in die Vielfalt der Formen der Ausgestaltung von Bildungs- und Berufswünschen von Jugendlichen an exklusiven Schulen und berücksichtigt dabei auch die Unterschiedlichkeit der jeweiligen Herkunftsmilieus ...” (Christine Schmid, in: Erziehungswissenschaftliche Revue - EWR, klinkhardt.de, Jg. 16, Heft 1, Januar-Februar 2017)Table of ContentsPositionierungen von Schulleitungen im bildungspolitischen Elite- und Exzellenzdiskurs.- (Duale) Bildungskarrieren.- Berufsbiografische Lebensentwürfe von SchülerInnen einer Internationalen Schule.- Körperrepräsentationen.- Internetnutzung in Peerkontexten.
£37.99
Springer Fachmedien Wiesbaden Kitas interkulturell gedacht
Book SynopsisDie Autorin stellt in diesem Buch zum ersten Mal ein Konzept für Kitas vor, welches die wesentlichsten Aspekte der interkulturellen Öffnung mit denen des Situationsansatzes verbindet. Aufbauend auf wissenschaftlichen Erkenntnissen zu Integrations- und Entwicklungsprozessen von Kindern mit Migrationshintergrund werden Thesen über die Vorteile der interkulturellen Kompetenz von pädagogischen Fachkräften aufgestellt und begründet. Die interkulturelle Kompetenz ist ein wesentlicher Beitrag von Mitgliedern der Mehrheitsgesellschaft und pädagogischen Fachkräften für gelingende Integrationsprozesse und wird in diesem Buch ausführlich auf ihren Nutzen hin analysiert.Table of ContentsEntwicklung von Kindern mit Migrationshintergrund.- Interkulturelle Öffnung in Kitas.- Der Situationsansatz und die interkulturelle Kompetenz.- Chancen und Grenzen der interkulturellen Öffnung in Kitas.
£37.99
