Educational systems and structures Books

Book SynopsisSince 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. Reflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part B explores research-to-practice, area studies and regional development, and diversification of the field. The Annual Review of Comparative and International Education serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.Table of Contents10 Years of Reflection on the Field of Comparative and International Education: What’s Difference Does it Make?; Alexander W. Wiseman Part 1. Research-to-Practice Chapter 1. Introduction to Part 1: Research-to-Practice; Alexander W. Wiseman Chapter 2. Stakeholder Perspectives on Barriers for Equitable Higher Education Admissions: Cases of Turkey and China; Burcu Erdemir and Qiuxiang Wu Chapter 3. Learning for Sustainability Action Model: Lessons Learnt from Community Living Labs; Chanita Rukspollmuang, Jaratdao Reynolds, and Praphan Chansema Chapter 4. A Comparative Inquiry of Teaching Strategies in New Zealand and Canadian High Schools: A Global Quest for Improved Educational Outcomes for Indigenous Students; Theresa A. Papp Part 2. Area Studies and Regional Developments Chapter 5. Introduction to Part 2: Area Studies and Regional Developments; Alexander W. Wiseman Chapter 6. The Conflict between Centralization and Decentralization of Higher Education: The Case of Educational Development in Japan; Keiichiro Yoshinaga Chapter 7. Inclusive Education as a Challenge for German School Systems. An Analysis on the Example of the Federal State of Schleswig-Holstein; Robert Kruschel Chapter 8. Tracking the Research on the Internationalization of Higher Education in Turkey: A Bibliometric Analysis; Cahit Erdem and Mustafa Polat Chapter 9. Emerging Geopolitical Barriers to the Realization of International Policies for Collaboration in Higher Education and Research: The (Critical) Case of Scandinavia; Agnete Vabø and Evanthia Kalpazidou Schmidt Chapter 10. Education for Securitization and Neoliberalization: A Cultural Political Economy Analysis of Pakistan’s Single National Curriculum; Syed Amir Shah and Tavis D. Jules Part 3. Diversification of the Field Chapter 11. What Happened to Diversification of the Field in Comparative and International Education?; Alexander W. Wiseman

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Book SynopsisThis open access book explores the nexus between knowledge and space with a particular emphasis on the role of educational settings that are, both, shaping and being reshaped by socio-economic and political processes. It gives insight into the complex interplay of educational inequalities and practices of educational governance in the neighborhood and at larger geographical scales. The book adopts quantitative and qualitative methodologies and explores a wide range of theoretical perspectives by drawing upon empirical cases and examples from France, Germany, Italy, the UK and North America, and presents and reflects ongoing research of international scholars from various disciplinary backgrounds such as education, human geography, public policy, sociology, and urban and regional planning. As such, it provides an interesting read for scholars, students and professionals in the broader field of social, cultural and educational studies, as well as policy makers and practitioners in the fields of education, pedagogy, social work, and urban and regional planning.Table of ContentsChapter 1. Space, Place, and Educational Settings: An Introduction.- Chapter 2. Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective.- Chapter 3. Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design.- Chapter 4. Bringing the Full Picture Into Focus: A Consideration of the Internal and External Validity of Charter School Effects.- Chapter 5. Neighborhood Effects, the Life Course, and Educational Outcomes: Four Theoretical Models of Effect Heterogeneity.- Chapter 6. Space, Marginality, and Youth in Urban Spaces: Pedagogical Practices in the Quartieri Spagnoli.- Chapter 7. Fragmented Geographies of Education: Institutions, Policies, and the Neighborhood.- Chapter 8. When School Comes to Community: Considering the Socioethnic Environment in Educational Reform for Gypsy Populations in a French City.- Chapter 9. Bringing the Local Back In: How Schools Work Differently in Different Neighborhood Contexts.- Chapter 10. Setting Aside Settings: On the Contradictory Dynamics of “Flat Earth”, “Ordinalization” and “Cold Spot” Education Governing Projects.

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Book SynopsisThis open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020). The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy. Table of ContentsEducation in Crisis. Transforming schools for a post-Covid-19 Renaissance.- Multi-Skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning.- Education 2.0: A Vision for Educational Transformation in Egypt.- On the Path Toward Lifelong Learning: An Early Analysis of Taiwan’s 12-Year Basic Education Reform.- An Emerging Dragon: Vietnamese Education after Resolution 29.- Case des Tout-Petits: Reforming Early Childhood Education in Senegal.- Middle School Climate Change Mitigation and Adaptation Curriculum Peers Lead Peers through Change and Action.- Creating Brighter Futures: Building Climate Leaders through a Community-Focused Curriculum.- Conclusions.

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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

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Book SynopsisThis book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.Table of Contents1. International Perspectives on the Pedagogies of Educational Transitions; Nadine Ballam, Bob Perry and Anders Garpelin.- Part I: Diversity and Inclusion in Transition to School.- 2. Diversity and Pedagogies in Educational Transitions; Tina Hellblom-Thibblin and Helen Marwick.- 3. Bridging Transitions Through Cultural Understanding and Identity; Linda Mitchell, Amanda Bateman, Robyn Gerrity and Htwe Htwe Myint.- 4. Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives; Tina Hellblom-Thibblin, Gunilla Sandberg and Anders Garpelin.- 5. Collaboration in Transitions from Preschool: Young Children with Intellectual Disabilities; Jenny Wilder and Anne Lillvist.- Part II: Transition to School for Indigenous Children.- 6. Transition to School for Indigenous Children; Margie Hohepa and Leonie McIntosh.- 7. Māori Medium Education and Transition to School; Margie Hohepa and Vanessa Paki.- 8. A Social Justice View of Educators’ Conceptions of Aboriginal Children Starting School; Lysa Dealtry, Bob Perry and Sue Dockett.- Part III: Continuity and Change as Children Start School.- 9. Continuity and Change as Children Start School; Sue Dockett and Jóhanna Einarsdóttir.- 10. Educators’ Views on Transition: Influence on Daily Practice and Children’s Well-being in Preschool; Bryndís Garðarsdóttir and Sara Margrét Ólafsdóttir.- 11. Creating Continuity Through Children’s Participation: Evidence From Two Preschool Contexts; Kristin Karlsdóttir and Bob Perry.- 12. Contexts of Influence: Australian Approaches to Early Years Curriculum; Sue Dockett, Bob Perry and Jessamy Davies.- 13. Mathematics Learning Through Play: Educators’ Journeys; Bryndís Garðarsdóttir, Guðbjörg Pálsdóttir and Jóhanna Einarsdóttir.- Part IV: Borderlands, Bridges and Rites of Passage.- 14. Borderlands, Bridges and Rites of Passage; Sally Peters and Gunilla Sandberg.- 15. Educational Practices and Children’s Learning Journeys From Preschool to Primary School; Gunilla Sandberg, Kenneth Ekström, Tina Hellblom-Thibblin, Pernilla Kallberg and Anders Garpelin.- Part V: Into the Future.- 16. Transitions as a Tool for Change; Aline-Wendy Dunlop.- 17. Pedagogies of Educational Transitions: Current Emphases and Future Directions; Sue Dockett, Bob Perry, Anders Garpelin, Johanna Einarsdóttir, Sally Peters and Aline-Wendy Dunlop.

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Book SynopsisDer Band befasst sich mit pädagogischen Konzepten der Holocaust Education, die aufgrund gesellschaftlicher Veränderungen einem Wandel unterworfen sind. Historische Orte werden um- und neu gestaltet sowie Geschichte an die Medienvorlieben der Lernenden angepasst. Solchermaßen soll eine nachhaltige Auseinandersetzung mit dem Themenfeld Holocaust und NS-Verbrechen initiiert werden. Im 21. Jahrhundert sind die Fragen nach dem Warum, Wie und Wo von Holocaust Education neu zu stellen und vorliegender Band bietet Antworten darauf.Trade Review“... Der überaus empfehlenswerte Sammelband zeichnet sich ganz besonders durch seine thematische Bandbreite aus, die auch Spezialinteressen und gesellschaftliche Veränderungen der Gegenwart angemessen berücksichtigt.” (Lesen in Tirol, lesen.tibs.at, 2. Dezember 2022)Table of ContentsIncorporating Campus-Based Cultural resources into the Humanties Curriculum.- Das Konzept der ‘NS-Volksgemeinschaft’: ein Schlüssel zum historischen Lernen und Gegenentwurf zur Holocaust Education.- Holocaust Education in Catalonia.- Holocaust-Didaktik in Bulgarien.- Digitizing Willi Graf of the White Rose: A Role Model for the Millennials.- Was bedeutet Teilhabe in inklusiven Settings in NS-Gedenkstätten?

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Book SynopsisThe volume provides a unique view on multidimensional crises, their interplay, and possible resolutions for sustainable life patterns and is therefore broadly related to the Sustainable Development Goals. Traditional unidimensional and technocratic strategies often fall short. Ultimately, people, their behavior and their habits are at the source of many problems. Therefore, it is imperative to take people, their multifaceted nature and the necessary learning and educational processes into account when striving towards a better life for everyone.Table of ContentsSustainability challenges in cities, communities and regions.- Sustainability learning in schools and other educational institutions.- Actors for learning and implementing sustainability.

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Book SynopsisThis volume offers an alternative vision for education and has been written for those who are passionate about teaching and learning, in schools, universities and in the community, and providing people with the values, knowledge and skills needed to face complex social and environmental challenges. Working across boundaries the socio-ecological educator is a visionary who strives to build community connections and strengthen relationships with the natural world. The ideas and real-world case studies presented in this book will bring that vision a step closer to reality.​Table of Contents1. Starting with stories: The power of socio-ecological narrative.-2. Social ecology as education.-3. Becoming a socio-ecological educator.- 4. The ambitions, processes and politics of socio-ecological curriculum reform: An Aotearoa-New Zealand case study.- 5. Through coaching: Examining sports coaching using a socio-ecological framework.- 6. Through community: Connecting classrooms to community.-7. Through belonging: An early childhood perspective from a New Zealand preschool.-8. Through adventure education: Using the socio-ecological model in adventure education to solve environmental problems.-9. Through school: Ecologising schooling – a tale of two educators.-10. Outdoor education on Scotland’s River Spey: A sense of place.-11. Through Physical Education: What teachers know and understand about children’s movement experiences.-12. Conclusions and future directions: A socio-ecological renewal.​

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Book SynopsisThis 544-page book has 22 chapters prepared by experienced and renowned scholars and researchers from different parts of the world. Grouped into three sections- "Information Technology, Science and Mathematics", "Social Sciences and General Studies", and "Languages" - the chapters represent an important collection of international endeavours committed to facilitate the much needed paradigm shift in subject curriculum and pedagogy and reinforce the quest for a new knowledge base that can support the search for new conceptions, models, perspectives, innovations, and practices for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education in the new century.Table of ContentsPreface. 1. Searching for Paradigm Shift in Subject Teaching and Teacher Education. 2. Technology and Design Education: Are We Developing Professionals or Technicians? M. Fleer. 3. Integration of Information Technology into Teaching: The Complexity and Challenges of Implementation of Curricular Changes in Singapore; Z. Deng, S. Gopinathan. 4. Information Technology in Education: The Challenge of Adopting World Wide Web as Learning Resources; E.M.W. Ng, R.M.W. Leung. 5. IT Training for Science Teachers Through a Subject-based Approach: Framework and Needs Analysis; Y.Y. Yeung, et al. 6. Teacher's Attitudes on the Use of Information Technology in Primary Science Education; W.W.M. So. 7. Introducing IT in Mathematics Education: Prospects for Curriculum Revision and Teacher Training; G. Dettori. 8. A Framework to Facilitate Professional Growth in Mathematics Teaching Through Action Research; M. Taplin. 9. In-service Training of Mathematics Teachers in Ashram Schools; S.C. Agarkar, H.C. Pradhan. 10. Pre-service Primary Teacher's Affective Characteristics Towards Mathematics and Mathematics Education; H.K. Leung. 11. Preparing Teachers for the New Civics Education; K.J. Kennedy. 12. Preparing Future Secondary Teachers for Citizenship Educator Roles: A Possible Direction for Pre-service Education in the New Century; P.K. Kubow. 13. An Inclusive Curriculum Proposal for Teacher Education in the 21st Century; C.Y.M. Yuen. 14. Implementation of Sex Education in Secondary Schools and Implications for Teacher Education and Development; S.C. Fok. 15. Interdisciplinary Curriculum: A Case Study of General Studies Teaching; N.Y. Cheng, Y.W. Lo-Fu. 16. Teaching Through a Lens: The Role of Subject Expertise in the Teaching of Geography; D. Lambert. 17. Marginal Subjects: Towards a Site of Possibility in the Teaching of Home Economics; D. Pendergast. 18. `Why Does She Call Me `Darling'?' &endash; and Affect in Overseas Language Immersion Programs; V. Crew, P. Bodycott. 19. Teacher Education for TESOL in Malaysia: The Pursuance of Conformity in the Context of Cultural Diversity; M. Nalliah, R. Thiyagarajah. 20. An Alternative Team Teaching Model for Content-based Instruction; T. Stewart, et al. 21. The Native-speaking English Teacher Scheme in Hong Kong; D.H. Lu, B.F. Wong. 22. The Effectiveness of Developing Pre-service Foreign Language Teachers Through a School-University Partnership; D.W. Robinson.

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Book SynopsisThis is the first ever handbook on giftedness and talent development for the Asia-Pacific region. It discusses important issues for an important group of students, addresses a gap in the current understanding of gifted students in the region, traverses substantial intellectual terrain, and draws on past and present research literature.The handbook brings together contributions from 18 countries, providing a diverse, unique and comprehensive contemporary research and practice on giftedness and talent development in the Asia-Pacific region. It highlights contemporary issues and incorporates important topics such as conceptions, identification, curriculum, and programs. Chapters in the book will include a stronger focus on pedagogy that could assist researchers, academics and educators, post-graduate students, families, advocates, teachers and practitioners, and other stakeholders to support gifted students. It also informs pre-service education programs in gifted education, in-service professional learning programs, and future research and practice in this region of the world. Table of ContentsSection I Socio-cultural conceptions.- 1 Theoretical and practical advantages of using differentiated labels representing potentialities and achievements: The DMGT and IMTD.- 2 Being of like-mind: Giftedness in the New Zealand context.- 3 Understanding the views of the gifted and talented education of Columbian schools: A secondary data analysis.- 4 Gifted children at the south of the world: Chilean students' experiences within regular classroom.- 5 Gifted education, talent development and high ability in Mexico.- 6 Innovative practices to support high achieving deprived young scholars in an ethnic-linguistic diverse Latin-American country.- 7 Creativity development: Trends and challenges among selected Asian countries.- 8 Spirituality and giftedness: Independent or interdependent?.- Section II Social and emotional learning and needs.- 9 Dabrowski's theory of positive disintegration: More than overexcitability.- 10 Put them together and see how they learn! Ability grouping and/or Acceleration effects on the self-esteem of academically gifted high school students.- 11 Supporting the social emotional learning of gifted Australian children.- 12 Fostering resilience in 'At-risk' gifted and talented young people.- 13 Of grit and gumption, Sass and verve: What gifted students can learn from multicultural picture book biographies.- Section III Diversity in giftedness and talent.- 14 Identification of gifted students: A developmental process for underrepresented students.- 15 Perceptions of academically gifted English langauge learners.- 16 Multi-processes in identification for the gifted and talented.- 17 Identification and curricular place-based adaptations for gifted students in rural communities.- 18 Understandings of twice exceptionality across Australia.- 19 Creativity talent development: Learning from the experiences of creatively gifted students.- 20 Underachiever or selective consumer? A new look at an old topic.- 21 No... Maybe... Yes, but just for myself: Building identity in highly-able/gifted women.- 22 Exploring diverse conceptions of wisdom: Focusing on gender differences in Korea.- 23 The achievements and lives of extraordinary Australians: A master, a maker, an introspector and an influencer.- 24 Identifying gifted learning in the regular classroom: Seeking intuitive theories.- Section IV Interdisciplinary assessment, pedagogic, and curriculum innovations.- 25 Listening to students with gifts and talents: What makes for an effective teacher of the gifted and talented learner?.- 26 Inquiry learning: Challenging the gifted to be knowledge producers.- 27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis.- 28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual.- 29 Differentiation: 'How' versus 'What'.- 30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students.- 31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program.- 32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design.- 33 How do teachers meet the academic needs of high-ability students' in Science.- 34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students.- 35 Differentiated instruction strategies in English language teaching for gifted students.- 36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning.- 37 Research on teacher use of differentiation: What conditions support success.- Section V Talent development, creativity, and other dimensions of gifted education.- 38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school.- 39 How does gifted education foster students' creativity in Korea?.- 40 Giftedness: The fourth dimension - The ethical nature of the gifted individual.- 41 Rural gifted adolescent girls and popular culture: Supporting talent development in a world of image and media.- 41 Growing teacher talent scouts: A model for teacher growth based on talent development.- Section VI Educational contexts and developmental transitions.- 42 Research on and education of migrant supernormal children in Mainland China.- 43 Potential challenges and barriers to talent development for high-ability Australasian-Pacific adolescents in the 21st century.- 44 Superkids 2: Contemproary reflections on gifted education.- 45 Gifted and talented education in an inclusive environment.- 46 Lifting leadership minds for gifted adolescents.- 47 Rural voices: Challenges for teachers in remote locations in meeting the needs of their high performing and high potential students.- 48 Highly able students in international schools.- 49 The gifted student in the higher educational context.- 50 The choice of career: Gifted students.- 51 Transitioning to career: Talented musician's identity development.- Section VII Community-engagement and partnerships.- 51 Counseling provision to support talent development among Malaysian gifted learners.- 52 Becoming gifted and talented in Taiwan: Contests and competitions as Bricolage.- 53 Children's development of literary talent: A multiple-case analysis of winners of the Columbian national contest of tales writings.- 54 Science learning styles for the gifted in the 21st century: Analysis of trends of Nobel Laureates in Science from 1901 to 2015.- 55 Addressing giftedness at the pre-service teacher level: Rewards and challenges.- 56 Mentor's perspectives on fostering the development of scientific talent.-

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Book SynopsisThis book introduces Chinese educational reforms and developments rolled out in the year 2014, examining them from both macro and micro perspectives and pursuing a mixed-methods approach.This book depicts the current landscape of the Chinese education system and institutions on different educational levels and in a variety of educational types, covering the development and reform status, issues, causes and effects, strategy plans and trends in the specific areas of schooling, financing, educator development and student development. Based on policy analysis, case studies, surveys and big data analysis, it combines the perspectives of both officials and grass-root stakeholders. Presenting contributions by scholars from over 10 Chinese and international higher education institutions and research institutes, as well as administrators and educators from over 20 provinces and regions throughout the nation, the book offers the most comprehensive, up-to-date and solidly fact-based scholarly representation of Chinese education reform and development on the market.Table of ContentsPart One History of Educational System Reforms and Educational Development.- Chapter one History of Higher Education System Reforms and Development.- Chapter two History of Vocational Education System Reforms and Development.- Chapter Three History of Obligatory Education System Reforms and Development.- Chapter Four History of Preschool Education System Reforms and Development.- Chapter Five History of Private Education System Reforms and Development.- Part Two Reforms of Inner and Outer Educational Systems and Educational Development.- Chapter one Reforms of Inner and Outer Educational Systems and Higher Education Development.- Chapter two Reforms of Inner and Outer Educational Systems and Vocational Education Development.- Chapter Three Reforms of Inner and Outer Educational Systems and Obligatory Education Development.- Chapter Four Reforms of Inner and Outer Educational Systems and Preschool Education Development.- Chapter Five Reforms of Inner and Outer Educational Systems and Private Education Development.- Part Three Case Studies on Experimental Sites of Educational System Reform.- Chapter One Adaptability of Majors of Higher Institution to Industrial Structure in CM.- Chapter Two Secondary Vocational Education Reform in GY.- Chapter Three Compulsory Education Reform in Different Functional Areas in CX.- Chapter Four Early Childhood Education Reform in XM.- Chapter Five Private Education Reform in WH.- Part Four Milestones in Education Reform in China in 2013.- Chapter 1 Accomplishments, Features and Issues of Education Reform in 2013.- Chapter 2 Milestones in Education Reform in 2013.

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Book SynopsisThis book is open access under a CC BY 4.0 license.This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea. It describes how open and distance education is evolving in a digital age to reflect the needs and circumstances of the national higher education systems in these countries. It also explores the similarities and differences between how their open and distance higher education systems are managed and structured. This book is the second in a series, following Open and Distance Education in Australia, Europe and the Americas (Springer 2018). Both books compare and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era characterized by the growing use of online, open and distance education, this book will prove particularly valuable for policy-makers and senior administrators who want to learn about establishing or expanding open and distance education services. In addition, it offers a valuable reference guide for researchers, academics and students interested in understanding the different approaches to open and distance education.Table of Contents1 Introduction.- 2 China.- 3 China: Commentary.- 4 India.- 5 India: Commentary.- 6 Russia.- 7 Russia: Commentary.- 8 South Africa.- 9 Commentary on Open and Distance Education in South Africa.- 10 South Korea.- 11 Commentary on Open and Distance Education in South Korea.- 12 Turkey.- 13 Commentary on Open and Dsitance Education in Turkey.- 14 The Current State of Open and Distance Education.

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Book SynopsisThis book explores a range of educational issues in the Pacific Islands, from school leadership in various contexts to the importance of forging cordial school and community partnerships. By presenting perspectives from a wide range of stakeholders, including community leaders, teachers, parents and students, it adds to the ongoing dialogue on educational issues in the Pacific Islands. Moreover, it promotes the forging of healthy school ecosystems that value equality, diversity, community engagement, fruitful citizenship, proactive school leadership, and valuable student learning, to drive an educated Pacific Islands population into the future.Table of Contents1 Introduction: Contributing to Dialogue about Pacific Islands Educational Issues.- 2 Teachers' Perspectives on Leadership Model in Practice: The Case of Niuean School Leaders.- 3 School Leadership Development for Managing Educational Change: The Case of School Improvement Planning.- 4 The Partnership between School Leaders and Parents: Views of Solomon Islands Parents.- 5 Re-visiting the Social Studies Curriculum of Solomon Islands.- 6 Student Teachers' Perception of Citizenship Education at a Fiji Teachers' College.- 7 Fijian Secondary Mathematics Teachers' Beliefs about the Nature of Mathematics and their Self-Reported Teaching Practices.- 8 Gender Differences in Recess Play in Five Fiji Primary Schools.- 9 Critical Reflection and the Question of Epistemology: Is Fiji 'on the ball'?.- 10 The Importance of Co-authorship and Disciplined Research.- 11 Developing Numeracy Skills using Technology-enhanced Learning Activities in Fiji.- 12 Leading in Early Childhood Education Centres in the Solomon Islands: Issues and Challenges.- 13 School-generated Innovative and Creative Ideas in two Choiseul Schools, Solomon Islands.- 14 Strengthening Collaboration with the Community of Sustainable Development: Implications for School Leadership.- 15 Conclusion: A Collection and Collective Effort.

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Book SynopsisThe unwritten rules of success that every student must follow to thrive in collegeThe Secret Syllabus equips students with the tools they need to succeed, revealing the unwritten rules and cultural norms and expectations not included in the official curriculum. Left to figure out on their own how the academic world works, students frequently stumble, underperform, and miss opportunities. Without mastery of the secret syllabus, too many miss out on the full, rich experience available to them in college. Jay Phelan and Terry Burnham share the essential lessons they have learned from struggling, unfocused students as well as award-winning college instructors and researchers. The Secret Syllabus draws on Phelan and Burnham's experiences with thousands of undergraduate and graduate students. Weaving engaging storytelling with practical, actionable advice, they illustrate both productive and counterproductive approaches to achieving academic excellence, and highlight the importance of sett

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Book SynopsisThis accessible text will show students and class teachers how they can enable their pupils to become critical thinkers through the medium of picturebooks. By introducing children to the notion of making-meaning together through thinking and discussion, Roche focuses on carefully chosen picturebooks as a stimulus for discussion, and shows how they can constitute an accessible, multimodal resource for adding to literacy skills, while at the same time developing in pupils a far wider range of literary understanding.By allowing time for thinking about and digesting the pictures as well as the text, and then engaging pupils in classroom discussion, this book highlights a powerful means of developing children's oral language ability, critical thinking, and visual literacy, while also acting as a rich resource for developing children's literary understanding. Throughout, Roche provides rich data and examples from real classroom practice.This book also provides an overview ofTrade Review"This book is exactly what it claims to be on the cover – it is a well-mapped guide for classroom teachers, students or parents who are looking for ways to engage young students in reading activities that will develop their critical literacy and their critical thinking skills. […] I would recommend this book to all primary school teachers, as well as to second-level English and SEN teachers."– Jean Johnston, ILSA Quarterly"The voices of children and teachers, richly engaged with picturebooks, resound enthrallingly in this enthusiastic, thoughtful and superbly well-informed account of productive classroom practice." - UKLA Academic Book Award Panel"This book is exactly what it claims to be on the cover – it is a well-mapped guide for classroom teachers, students or parents who are looking for ways to engage young students in reading activities that will develop their critical literacy and their critical thinking skills. […] I would recommend this book to all primary school teachers, as well as to second-level English and SEN teachers." – Jean Johnston, ILSA Quarterly "The voices of children and teachers, richly engaged with picturebooks, resound enthrallingly in this enthusiastic, thoughtful and superbly well-informed account of productive classroom practice." - UKLA Academic Book Award Panel"This book brings together into one voice the best of an academic, scholar and educational practitioner working to develop the quality of the educational experience for children in circumstances where values of humanity often seem to be, at best ignored, and at worst felt to be voilating contradictions" - Mary Huxtable, Educational Journal of Living Theories"I would cerntainly recommend this book for teachers eager to put their students at the heart of an authentic learning environment where teachers and pupils create and negotiate meaning together" - Duncan McCarthy, InTouch Magazine "Mary Roche has created a bright, engaging, and academically rigorous study of the powerful role that picture books play in the primary classroom. She has just been highly commended for its significant contribution to the teaching of English at the UKLA academic book awards. " - Martin Galway, Herts for LearningTable of Contents1. Critical Thinking and Book Talk’ - The ‘why’ factor 2. Comprehension, making meaning, literacy, critical thinking and critical literacy 3. Interactive, or dialogic, reading aloud 4. A focus on oral language development 5. Some picturebook theory 6. Critical Thinking and Book Talk in the Classroom 7. Practical advice 8. Conclusion

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Book SynopsisA thorough revision of the essential guide to using play therapy in schools Fully updated and revised, School-Based Play Therapy, Second Edition presents an A-to-Z guide for using play therapy in preschool and elementary school settings. Coedited by noted experts in the field, Athena Drewes and Charles Schaefer, the Second Edition offers school counselors, psychologists, social workers, and teachers the latest techniques in developing creative approaches to utilize the therapeutic powers of play in schools. The Second Edition includes coverage on how to implement a play therapy program in school settings; play-based prevention programs; individual play therapy approaches as well as group play; and play therapywith special populations, such as selectively mute, homeless, and autistic children. In addition, nine new chapters have been added with new material covering: Cognitive-behavioral play therapy Trauma-focused group workTable of ContentsPreface xi Contributors xiii Part I Play Therapy: Its Therapeutic Power and Research Effects 1 The Therapeutic Powers of Play and Play Therapy 3Charles E. Schaefer and Athena A. Drewes 2 Meeting the Early Mental Health Needs of Children Through School-Based Play Therapy: A Review of Outcome Research 17Sue C. Bratton Part II Implementing Play Therapy In the Schools 3 Guidelines for Incorporating Play Therapy in the Schools 61Kristi Perryman and Judy Doran 4 Challenges and Barriers to Implementing Play Therapy in Schools 87Dee C. Ray Part III Play-Based Assessments 5 Using Play Therapy Assessment in an Elementary and Intermediate School Setting 107Mary May Schmidt 6 Transdisciplinary Play-Based Assessment and Intervention in the Primary Years 123Toni Linder and Brittney Bixby Part IV Play-Based Prevention Programs With Paraprofessionals and Teachers 7 Helping Preschool and Kindergarten Teachers Foster Play in the Classroom 145Karen Stagnitti 8 Primary Project: An Evidenced-Based Approach 163Mary Anne Peabody, Deborah Johnson, and A. Dirk Hightower 9 Child–Teacher Relationship Training: Using the Power of the Child–Teacher Relationship as a School-Based Mental Health Intervention 181Mary O. Morrison and Wendy Pretz Helker 10 Treating Disruptive Classroom Behaviors of Preschoolers through Teacher–Child Interaction Therapy 197David McIntosh Part V Individual and Group Play Therapy Approaches 11 LEGO®-Based Play Therapy for Autistic Spectrum Children 221Daniel B. LeGoff, G. W. Krauss, and Sarah Allen Levin 12 Trauma-Focused Group Play Therapy in the Schools 237Yih-Jiun Shen 13 Group Sandplay in Elementary Schools 257Theresa Kestly 14 Play Therapy for Anger Management in the Schools 283Barbara A. Fischetti 15 Group Play Interventions for Children with Attention Deficit/Hyperactivity Disorder 307Linda A. Reddy Part VI Special Populations and Special Issues 16 Play Therapy for Children of Alcoholics 333Laura Jacobus-Kantor and James G. Emshoff 17 Understanding and Generalizing Communication Patterns in Children with Selective Mutism 359Laurie Zelinger 18 Play, Create, Express, Understand: Bereavement Groups in Schools 379Ruthellen Griffin 19 Redrawing the Front Line: A Play Therapy Service for Meeting the Psychosocial Needs of Children and Families in School 407Geraldine Thomas 20 The Nana’s Model: School-Based Play Therapy with Children Who Are Homeless or Severely Impoverished 435Ana Maria Sutton 21 Better Playtimes: A School-Based Therapeutic Play Intervention for Staff and Children 467Alison Woolf Author Index 485 Subject Index 499

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Book SynopsisPaley introduces a new rule—“You can't say you can't play”—to her kindergarten students and solicits the opinions of older children regarding the fairness of such a rule. The struggle that ensues presents a great teacher with her greatest challenge and speaks to some of our most deeply held beliefs.Trade ReviewVivian Gussin Paley’s book You Can’t Say You Can’t Play is arresting in its title, magical in its appeal, and inspiring in its message… [It] illustrates how the teacher’s art can attack the evil of exclusion at its childhood root. Now, Mrs. Paley, we need your help in weeding out the pernicious practices that afflict the adults of our exclusionary society. -- Derrick Bell * New York Times Book Review *In instituting the [‘you can’t say you can’t play’] rule, Paley was challenging the assumption that cruelty in childhood is to be expected and that children should fend for themselves when it happens—notions she believes unfairly relieve adults of their duty to intervene. And she rejects the idea that children could benefit from such experiences. -- Theresa Defino * Washington Post *[Paley] is an esteemed kindergarten teacher whose previous writing has been about using children’s stories and fantasies as vehicles for learning. Here she interweaves her private reflections, her conversations with children, and a story she spins, to tell what happened when she instituted a radical new order in her classroom. Her new rule prohibited children from excluding someone who wanted to play. The implications of such a non-exclusion rule are profound; most of the children resisted at first, but with discussion began to adjust their behavior and truly experience the benefits of making no one a stranger. Paley makes a powerful statement in this slim book: to teachers, parents, and society at large. * Booknews *In this brief, ethereal and tender account of social relations among children, Paley…explores how to keep students from being ignored by their classmates. Woven throughout Paley’s lessons is a parable about loneliness and rejection, which enables readers to share a child’s view of the world. What the kids have to say is enchanting and surprisingly wise. * Publishers Weekly *Table of ContentsYou Can't Play: The Habit of Rejection The Inquiry: Is It Fair? Will It Work? The New Order Begins It Is Easier to Open the Door

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Book SynopsisFrom award-winning higher education journalist and New York Times bestselling author Jeffrey Selingo comes a revealing look from inside the admissions office—one that identifies surprising strategies that will aid in the college search. Getting into a top-ranked college has never seemed more impossible, with acceptance rates at some elite universities dipping into the single digits. In Who Gets In and Why, journalist and higher education expert Jeffrey Selingo dispels entrenched notions of how to compete and win at the admissions game, and reveals that teenagers and parents have much to gain by broadening their notion of what qualifies as a “good college.” Hint: it’s not all about the sticker on the car window. Selingo, who was embedded in three different admissions offices—a selective private university, a leading liberal arts college, and a flagship public campus—closely observed gatekeepers as they made their often agonizing and sometimes life-changing decisions. He also followed select students and their parents, and he traveled around the country meeting with high school counselors, marketers, behind-the-scenes consultants, and college rankers. While many have long believed that admissions is merit-based, rewarding the best students, Who Gets In and Why presents a more complicated truth, showing that “who gets in” is frequently more about the college’s agenda than the applicant. In a world where thousands of equally qualified students vie for a fixed number of spots at elite institutions, admissions officers often make split-second decisions based on a variety of factors—like diversity, money, and, ultimately, whether a student will enroll if accepted. One of the most insightful books ever about “getting in” and what higher education has become, Who Gets In and Why not only provides an unusually intimate look at how admissions decisions get made, but guides prospective students on how to honestly assess their strengths and match with the schools that will best serve their interests.Trade ReviewA New York Times Book Review Editors' Choice and a New York Times Notable Book “A rare inside look… It’s amazing.” —CBS This Morning“[A] widely anticipated new book…Selingo was given extraordinary access to the selection process and the selectors at Emory University, Davidson College and the University of Washington. He uses it in his book to present one of the most nuanced, coolheaded examinations of the admission process that I’ve read. He explodes certain myths — for example, that SAT and ACT scores are absolutely pivotal — and confirms other suspicions, such as the ridiculous advantage conferred on middling students who play arcane sports.” —Frank Bruni, New York Times“In this meticulously researched and evenhanded book, the author provides a unique mix of in-depth reporting, insight, and advice that may save readers needless frustration and thousands of dollars. One of the best books on college admissions in recent memory.” —Kirkus Reviews (starred)“This absorbing book delves into the sometimes enigmatic world of college admissions…an invaluable tool for college-bound students and their families, guidance counselors, and college admissions personnel.” —Library Journal (starred review) “An illuminating and multisided view of admissions work…eye-opening and insightful.” —Booklist“Comprehensive and ultimately reassuring…Anxious parents and students will be buoyed by this richly detailed and lucidly written guide.” —Publishers Weekly“The college admissions process can seem like a locked vault, but Jeff Selingo has found the key. He unleashes the full force of his reporting and storytelling skills to demystify—and humanize—the journey from high school applicant to college freshman. Whether you’re a student, parent, or educator, this book is an illuminating and essential read.” —Daniel H. Pink, New York Times bestselling author of When, Drive, and A Whole New Mind“A fascinating, useful, and important book—fascinating because of its wealth of vividly reported detail on how the college-admission system works (for instance, why little Amherst College admits more athletes than mighty University of Alabama), useful because of its clear-eyed view of how students and families can calmly get through the winnowing process, and important because higher education has become so central to American opportunity and mobility.” —James Fallows, National Correspondent for The Atlantic“For nearly twenty years, Jeff Selingo has been one of America's most trusted voices on higher education. This is his finest work. He pulls back the curtain on all the code words, awkward secrets, and noble hopes associated with college admissions today. Each chapter can help college-bound families turn confusion into clarity.” —George Anders, Pulitzer Prize-winning author of You Can Do Anything and The Rare Find“In his fascinating and timely book Who Gets in and Why Jeff Selingo breaks the seal on college admissions to reveal what really goes on, who gets a special look and why, what the colleges have at stake, and how a student can put their best foot forward. Frank and reassuring, Selingo presents a thoughtful critique of an outmoded system along with sound advice for students and parents who have little choice but to play by these rules.” —Julie Lythcott-Haims, author of How to Raise an Adult“Jeff Selingo has done it again. Amid increasingly loud calls for transparency in college admissions, and a growing suspicion among the public that the process is unfair, Selingo has managed to lift the veil from the ‘inner sanctum,’ showing how admission officers deal with the challenges presented by talented and diverse applicants. From the committee rooms that Selingo has penetrated come stories of compassion for students balanced by institutional priorities and mandates. Who Gets In and Why offers a great insider’s view, making a complex process much easier to understand.” —Robert Massa, former Dean of Enrollment, Johns Hopkins University“A valuable outsider-as-insider’s eye view of the college admission process, spotlighting what applicants will never see. Pushing past the fairy tale of how a student's application is reviewed, Selingo finds more. For the dedicated professionals who do this tireless work, the students and parents trying to understand it, and anyone in between, there are great lessons to be learned here.” —Emmi Harward, Executive Director of the Association of College Counselors in Independent Schools“In Who Gets in and Why, Jeff Selingo addresses the tyranny of selective admissions and its inordinate social and emotional impact on the more than 90% of students who enroll in non-selective schools. He depicts the agony and the ecstasy of the selective admissions process, questions why we’re all hostage to it, and offers insightful ways to avoid getting caught in the madness. Bravo!” —Deborah Quazzo, Managing Partner of GSV Advisors“An important book that shines a clarifying light into the mystifying corners of the college admissions process. Jeff Selingo gives students and their families much-needed perspective on how things really work behind the scenes.” —Jill Madenberg, author of Love the Journey to College“Very accessible and quite accurate…Selingo’s backstage view of the process at Emory is particularly strong. He adeptly pinpoints how an institution's priorities, goals, and needs cause equally deserving applicants to frequently meet with different outcomes. This book will be a great resource for parents.” —Rick Hazelton, Director of College Advising, The Hotchkiss School

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Book SynopsisHow to help your kid navigate the college admissions process, month by month, girlfriend's-guide style.

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Book SynopsisThis book is concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a "cultural innovation" with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher training.Trade Review"This is a most stimulating book which should be prescribed reading for any serious student of education and those involved in the management of policy and effective schooling." - Educational Research "Elliott...sticks to the enduring issues of teachers needing to research their own classrooms and schools, using a variety of approaches, so that they can base changes on a proper study of purpose and process, after considering the documents, the strategies, the real and apparent precepts on which decisions are being made. It is much more timeless and less transient. Good for him." - T.E.S. "Anybody interested in reading an antidote to presently received wisdom on the 'self evaluating' school, should read John Elliott's book." - Journal of Education for Teaching: International Research and Pedagogy "This book is essential reading for teachers." - Journal of Teacher Development "For the research teacher-student this book is invaluable." - Headlines: Journal of the Secondary Heads AssociationTable of ContentsPart 1 Action research and professional learningteachers as researchers - an historical and biographical contextsupporting professional learning through action research - three case studiesPart 2 Action research - dilemmas and innovationthe theory/practice problemthe fundamental characteristics of action researchthe dilemmas and temptations of the reflective practitionera practical guide to action researchPart 3 Action research in policy contextsaction research and the emergence of teacher appraisal in the UKcompetency based training and the education of the professions - is a happy marriage possible ?the national curriculum and models of curriculum development

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Book Synopsis* What do young children from different cultural backgrounds learn about reading and writing before they come to school?* How can schools work with parents to incorporate children's pre-school literacy learning into policies for the development of literacy?* What strategies can early years' teachers use to support young children's understanding of the reading process?Read It To Me Now! charts the emergent literacy learning of five four-year old children from different cultural backgrounds in their crucial move from home to school, and demonstrates how children's early understanding of reading and writing is learnt socially and culturally within their family and community. Drawing the children's stories together, Hilary Minns discusses the role of the school in recognizing and developing children's literacy learning, including that of emergent bilingual learners, and in developing genuine home-school links with families. This edition of Read It To Me Now! makesTrade Review"The central message of the book is that it is only by gaining knowledge of children's pre-school experiences with books and print and an idea of how a child 'views the task of learning to read' that schools will then be able to provide the most appropriate support tochildren and parents." -English 4-11Table of ContentsIntroductionPart one: Five childrenGurdeepGemmaAnthonyGeetaReidPart two: Further considerationsLearning to readThe role of story in young children's livesa child's sense of storyReading partnershipsPathways to readingBibliographyIndex.

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Book Synopsis"The style and language used by the authors make the book readable and therefore a book that practising teachers can actively use as a guide to improve their practice ...it is amply demonstrated that teaching can and should be an activity whose primary focus is to enhance students' learning capacity and not limit it." Journal of Inservice Education Why do some teachers insist on teaching without recourse to judgements about ability? What are the key principles on which they draw as they organize and provide for learning? What is the significance of their alternative approach for classrooms in the 21st century? This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project aTable of ContentsForeword by Clyde Chitty Acknowledgements Part one: Beyond ability-based teaching and learningChapter 1: Ability, educability and the current improvement agendaChapter 2: What's wrong with ability labelling?Chapter 3: The Learning Without Limits project: methods and approaches.Part two: Accounts of the teachers' practicesIntroductionChapter 4: Anne's approach: 'They all have their different ways to go'.Chapter 5: Claire's approach: 'a thinking classroom'.Chapter 6: Alison's approach: 'an open invitation.'Chapter 7: Narinder's approach: 'the promise of tomorrow.'Chapter 8: Patrick's approach: 'only connect.'Chapter 9: Nicky's approach: 'Step back and look at the children.'Chapter 10: Yahi's approach: 'raising the level of trust.'Chapter 11: Julie's approach: 'access, security, success.'Chapter 12: Non's approach: 'the bridge between values and practice.'Part three: the core idea of transformability.Chapter 13: Transforming the capacity to learn.Chapter 14: Purposes and principles in practice.Chapter 15: Young people's perspectives on learning without limits.Chapter 16: Framing learning without limits teaching: contexts and retrospectives.Chapter 17: Towards an alternative improvement agenda. Bibliography.

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Book SynopsisDavid Solway's The Turtle Hypodermic of Sickenpods is an eye-opening polemic against technology in the classroom and pedagogical theory as furthered by current administrative policy. He dissects the way computers have affected the learning process and students' ability to understand material presented to them in books.Trade Review"David Solway is a genius. He has things to say of the utmost significance. The Turtle Hypodermic of Sickenpods is a highly important and timely work that tackles the subject of computers and their impact on the learning process. These are wise, bold words whose sentiments desperately need to be heard and disseminated" W.J. Keith, emeritus, professor of English, University College, University of Toronto

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Book SynopsisTheorising Play in the Early Years is a theoretical and empirical exploration of the concept of pedagogy and play in early childhood education. The book provides an in-depth examination of classical and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory. In this book, Marilyn Fleer draws on a range of cross-cultural research in order to challenge Western perspectives and to move beyond a universal view of the construct of play. Culture and context are central to the understanding of how play is valued, expressed and used as a pedagogical approach in early childhood education across the international community. Designed as a companion to the textbook Play in the Early Years, but also useful on its own, Theorising Play in the Early Years provides indispensable support to academics and TAFE lecturers in early childhood education in their course development and research.Table of Contents1. A psychological reading of play; 2. How role-play is learnt in families; 3. Role-play as cultural expression and as a cultural form of development; 4. Collective play; 5. Digital placeholders and virtual pivots in meta-imaginary situations; 6. Unity of emotion and cognition - perezhivanie; 7. Understanding the politics of play through a holistic perspective.

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Book SynopsisJohn Dewey''s Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey''s text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey''s chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today.Table of ContentsForeword David Hansen; Acknowledgments; Note on abbreviations; Introduction Leonard J. Waks and Andrea R. English; Part I. Companion Chapters: Introduction to Part I Leonard J. Waks; 1. Learning by doing and communicating Leonard J. Waks; 2. Learning and its environments Loren Goldman; 3. Giving form and structure to experience A. G. Rud; 4. Growth, habits, and plasticity in education Sarah M. Stitzlein; 5. Democracy without telos: education for a future uncertain Gonzalo Obelleiro; 6. What is the role of the past in education? Andrea R. English; 7. 'A mode of associated living': the distinctiveness of Deweyan democracy Kathleen Knight Abowitz; 8. A democratic theory of aims Leonard J. Waks; 9. What is the purpose of education?: Dewey's challenge to his contemporaries Avi I. Mintz; 10. Shaping and sharing democratic aims: reconstructing interest and discipline Terri S. Wilson; 11. Experience and thinking: transforming our perspective on learning Andrea R. English; 12. The role of thinking in education: why Dewey still raises the bar on educators Jack P. Smith, III and Spencer P. Greenhalgh; 13. Method: intelligent engagement with subject matter Doris A. Santoro; 14. Subject matter: combining 'learning by doing' with past collective experience Meinert Meyer; 15. Work, play and learning Christopher Winch; 16. Boundaries as limits and possibilities Scott L. Pratt; 17. Knowing scientifically is essential for democratic society Christine McCarthy; 18. Educational values: schools as cultures of imagination, growth, and fulfillment Steven Fesmire; 19. The value of the present: rethinking labor and leisure through education Scott R. Stroud; 20. An old story: Dewey's account of the opposition between the intellectual and the practical David I. Waddington; 21. Nature and human life in an education for democracy Martin A. Coleman; 22. Individuality and a flourishing society: a reciprocal relationship Hongmei Peng; 23. Autonomy, occupation and vocational education Christopher Winch; 24. Philosophy of education Richard Pring; 25. Healing splits: Dewey's theory of knowing Barbara Thayer-Bacon; 26. The consciously growing and refreshing life Douglas J. Simpson; Part II. Democracy and Education in Context: Introduction to Part II Andrea R. English; 27. The dialogue of death and life: education, civilization, and growth Thomas Alexander; 28. John Dewey, a modern thinker: on education (as Bildung and Erziehung) and democracy (as a political system and a mode of associated living) Dietrich Benner; 29. John Dewey's refutation of classical educational thinking Jürgen Oelkers; 30. The social as the 'inclusive philosophic idea' of democracy and education: some constructivists' reflections Jim Garrison, Stefan Neubert and Kersten Reich; 31. John Dewey and the analytic paradigm in philosophy of education: conceptual analysis as a social aim? Christopher Martin; 32. Dewey, care ethics, and education Nel Noddings; 33. Technologies for democracy and education in the 21st century Craig A. Cunningham; 34. Inviting Dewey to an online forum: using technology to deepen student understanding of democracy and education Rosetta Marantz Cohen; 35. John Dewey: philosopher of education for our time Richard Pring; Index.

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Book Synopsis'Beautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable.' - DAVID LAMMY~~~~~~~~~~~~You're in at 7am, there until 7pm and marking into the late hours. You've got one student who's a full time carer, another who's pregnant, and a third who's just joined a gang. You haven't got enough textbooks to go around, and one of the parents just called you an 'extremist'. You've just gone through a devastating heartbreak and you have to teach Romeo and Juliet to 30 hormonal 14 year olds.Welcome to life as a teacher.This is a world that all of us know, but most of us have completely forgotten. It's a world where you're working 50 hour weeks, but you're still just a part-time teacher because the rest of the time you're a security guard, a nurse, a counsellor, or a friend. It's also a world where you spend all day with some of the most interesting people you know. And even when the lesson plan has been abandoned, you're still learning.Mehreen started teaching at 21, and by the time she left 10 years later she'd learnt a bit about teenagers and a lot about life. This is her story.Baig's book reminds us that teachers are not just at the frontline of education, but they are also at the frontline of social mobility and racial justice. In a narrative that has you in tears at times, and at other times has you punching the air in triumph, Baig reveals the disastrous consequences of this nation not valuing teachers enough. A wake-call. - Sathnam SangheraMehreen writes with energy and enthusiasm about the highs and lows she experienced in her five years of teaching in an inner London high school. In Hidden Lessons Mehreen's passion and dedication for teaching some of the most underprivileged youth of today is palpable. - Jeremy CorbynFull of insight, wit, wisdom and warmth. A fascinating guide to what teaching is really like. - Katy BrandThis book is hilarious, frank and so much fun. Makes me feel very guilty about all my teachers though... - Grace CampbellDeep, dark, hilarious and full of heart. - Greg RutherfordHilarious, heart-warming and utterly compelling, Hidden Lessons lets us in on the joy and heartache that all teachers know. - Carlisle LivingTrade ReviewA really lovely book -- Adam KayBeautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable. -- David Lammy

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Book SynopsisAccording to the children's charity Barnados (report 2008), more than half the UK population believe that teenagers behave like monsters, using words like feral, animal and vermin in referring to young people. Even if they don't share this belief, therapists, teachers, youth workers and foster parents still struggle to work effectively with challenging adolescents on a daily basis. Jargo free and engaging, You think I'm Evil. takes the reader on a fascinating journey into the hidden inner territory of troubled and troubling adolescents. It offers new perspectives to help professionals reframe our ideas about what is driving their behaviour and attitude. In recognising the limitations of everyday language, the book suggests new forms of creative expression, drawn from teenage preferences, allowing both adult and adolescent to safelt explore the young person's inner and outer world together.

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Book Synopsis“Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform. It might appear that there is a world-wide “tsunami” of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context. That’s what makes this volume so valuable. Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process. What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I’m sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.” (Lorna Earl) Table of ContentsPART I: INTRODUCTION: 1. Educational Reform, Standards, and School Leadership; Louis Volante.- PART II: INTERNATIONAL PERSPECTIVES: 2. Responsibility in a High-Accountability System: Leading Schools in England; Daniel Muijs.- 3. Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States; Anthony H. Normore and Jeffrey S. Brooks.- 4. Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspective; Don Klinger and Hana Saab.- 5. Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia; Patrick Griffin and Esther Care.- 6. The Shape and Shaping of School Leadership in Aotearoa New Zealand; Lester Flockton.- 7. Policy and Practice in Swedish Education, Assessment, and School Leadership; Christina Wikström.- 8: Standardization, Deregulation, and School Administration Reform in Japan; Jun Hirata.- 9. School Leadership, Accountability, and Assessment Reform in Hong Kong; Huen Yu and Wai Ming Yu.- 10. Leadership in Qatar’s Educational Reform; Sonia Ben Jaafar.- PART III: CONCLUSION: 11. Thoughts on School Leadership Policy, Practice, and Future Inquiry; Louis Volante and Lorna Earl. Index.

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Book SynopsisCreativity: A Handbook for Teachers covers topics related to creativity research, development, theories and practices. It serves as a reference for academics, teacher educators, teachers, and scientists to stimulate further “dialogue” on ways to enhance creativity.Table of ContentsDevelopment: Creativity: Historical Overview; Creativity Research: Pitfalls and Directions; Biological Basis of Creativity; Theories: Creativity as a Habit: Investment Theory of Creativity; Computational Creativity; Creativity and Self-Organization; Creativity and Emotional Intelligence; Education: Identification of Talents; Nurturing Creativity: Possibility Thinking in Primary Schools; Creativity and Psycho-Education; Creativity in Special Education; Creativity and Rehabilitation; Practice and Pedagogy: Creative Techniques; Creativity Programs; Creativity and Information Technology; Modelling, Furthering and Assessing Creativity; Teaching of Creativity.

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Book SynopsisInterpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) is a program that teaches communication and interpersonal problem-solving skills to improve relationships and prevent the development of depression in adolescents. IPT-AST was developed to be delivered in schools and other community settings where adolescents are most likely to receive services, with the hope that IPT-AST can help prevent depression and other problem behaviors before they become more severe.Preventing Adolescent Depression: Interpersonal Psychotherapy-Adolescent Skills Training provides a detailed description of the program to guide mental health practitioners to implement IPT-AST. Session-by-session descriptions specify the structure and content of each session. Examples of how group leaders can discuss specific topics are provided throughout the book, and the appendix includes session outlines, communication notecards, cue cards, and more. Chapters also outline key issues related to implementation of IPTrade Review"Young and colleagues have built on the impressive evidence base for IPT treatment of adolescent depression to create a brief, empirically supported depression prevention program. The focus on interpersonal relations in the IPT model is intuitively appealing to many adolescents at risk for depression, which increases engagement. This well-written and practical book provides the reader with all she or he needs to deliver the intervention." --Paul Rohde, PhD, Senior Research Scientist, Oregon Research Institute "This stellar guide, written by the leaders in the field and the developers of IPT-AST, provides an insightful, clear rationale for the significance of the problem, treatment model, and then step-by-step instructions on how to implement interpersonal therapy skills to prevent adolescent depression. This volume is especially helpful as IPT-AST is grounded in theory, research, and years of clinical experience with adolescents... Helpful, detailed session outlines and important handouts alongside descriptive case vignettes provide the reader with clear examples of how IPT-AST can be implemented in an effective manner for clinicians of varying experience levels." --Benjamin L. Hankin, PhD, Professor, Department of Psychology, University of Denver "This thorough, go-to guide for conducting IPT-AST depression prevention sessions is a must-have reference for any mental health professionals who work with adolescents at risk for depression. I highly recommend this timely and important book for its significance to the field and for taking a bold new step in the direction of depression prevention for adolescents." -Doodys Health Science "a comprehensive manual that provides detailed information about the rationale for IPT-AST and a clear framework for administering the intervention. This manual will be of interest to a range of readers, including mental References health professionals, teachers, and school counselors." -- PsycCRITIQUES (February 2017)Table of ContentsPreface 1. Importance of depression prevention 2. IPT-AST overview 3. Selecting adolescents to participate in IPT-AST 4. IPT-AST Individual Pre-Group Sessions 5. IPT-AST Initial Phase 6. IPT-AST Middle Phase 7. IPT-AST Mid-Group Session 8. IPT-AST Termination Phase 9. IPT-AST Booster Sessions 10. Conducting IPT-AST in schools 11. IPT-AST with adolescents at varying levels of risk and in diverse settings 12. Common clinical issues 13. Review of empirical evidence for IPT-AST Appendix References About the Authors Index

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Book SynopsisHow do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children''s thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children''s thinking appears to depend on mechanisms to fulfill these same functions. Siegler''s theory is consistent with a great dealTrade ReviewThis is one of those rare books that promises to change the way that psychologists view the central problem of developmental psychology. . .Siegler provides a cogent and convincing argument that variability is a constant in thought at all levels and provides the key to cutting through to the problem of cognitive change. In addition to providing a wide range of examples showing the centrality of adaptive variability in children's thinking at all levels, Siegler describes a methodology for describing developmental change as it progresses. Few will be able to read it without considering how to apply this model and methods to their own domain of interest. This book will serve as a handbook for anyone who wants to take up the challenge of taking development seriously. * Kevin Miller, Dept. of Psychology, University of Illinois at Urbana-Champaign *Table of Contents1. Whose Children are we Talking About? ; 2. Evolution and Cognitive Development ; 3. Cognitive Variability: The Ubiquity of Multiplicity ; 4. Strategic Development: Trudging up the Staircase or Swimming with the Tide ; 5. The Adaptivity of Multiplicity ; 6. Formal Models of Strategy Choice or Plasterers and Professors ; 7. How Children Generate New Ways of Thinking ; 8. A New Agenda for Cognitive Development

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Book SynopsisMany parents delight in their child''s imaginary companion as evidence of a lively imagination and creative mind. At the same time, parents sometimes wonder if the imaginary companion might be a sign that something is wrong. Does having a pretend friend mean that the child is in emotional distress? That he or she has difficulty communicating with other children? In this fascinating book, Marjorie Taylor provides an informed look at current thinking about pretend friends, dispelling many myths about them. In the past a child with an imaginary companion might have been considered peculiar, shy, or even troubled, but according to Taylor the reality is much more positive--and interesting. Not only are imaginary companions surprisingly common, the children who have them tend to be less shy than other children. They also are better able to focus their attention and to see things from another person''s perspective. In addition to describing imaginary companions and the reasons children creatTrade ReviewIt's a lovely introduction into the fantasy life of a child. * Washington Post *Table of ContentsPreface ; 1. Introduction ; 2. What Are Imaginary Companions Like? ; 3. The Characteristics of Children Who Create Imaginary Companions ; 4. Why Do Children Create Imaginary Companions? ; 5. Do Children Think Their Imaginary Companions Are Real? ; 6. What Happens to the Imaginary Companions Created in Early Childhood? ; 7. Do Older Children and Adults Create Imaginary Companions? ; 8. Fantasy in the Lives of Children and Adults ; Notes ; References ; Acknowledgments ; Permissions ; Index

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Book SynopsisThe essential nature of learning is primarily thought of as a verbal process or function, but this notion conveys that pre-linguistic infants do not learn. Far from being blank slates that passively absorb environmental stimuli, infants are active learners who perceptually engage their environments and extract information from them before language is available. The ecological approach to perceiving-defined as a theory about perceiving by active creatures who look and listen and move around was spearheaded by Eleanor and James Gibson in the 1950s and culminated in James Gibson''s last book in 1979. Until now, no comprehensive theoretical statement of ecological development has been published since Eleanor Gibson''s Principles of Perceptual Learning and Development (1969).In An Ecological Approach to Perceptual Learning and Development, distinguished experimental psychologists Eleanor J. Gibson and Anne D. Pick provide a unique theoretical framework for the ecological approach to understTrade ReviewThis is a beautifully written book, and a most welcome addition to the field of perceptual development, indeed to the whole discipline of child development. For years I have taught a graduate course in perceptual development and never had a text that I felt I could assign in its entirety. Now I do, because this book brings a lucid introduction that is crystal clear in its explication of the complex ideas encompassed by this field. The scholarship is deep, accurate, and thorough. * Rachel K. Clifton, University of Massachusetts, Amherst *Table of Contents1. Historical Perspectives and Present-Day Confrontations ; 2. An Ecological Approach to Perceptual Development ; 3. Studying Perceptual Development in Preverbal Infants: Tasks, Methods, and Motivation ; 4. Development and Learning in Infancy ; 5. What Infants Learn About: Communication ; 6. What Infants Learn About: Interaction with Objects ; 7. What Infants Learn About: Locomotion and the Spatial Layout ; 8. The Learning Process in Infancy: Facts and Theory ; 9. Hallmarks of Human Behaviour ; 10. The Role of Perception in Development beyond Infancy ; References ; Index

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Book SynopsisPresenting Mayan history from the perspective of Mayan women--whose voices until now have not been documented--David Carey allows these women to present their worldviews in their native language, adding a rich layer to recent Latin American historiography, and increasing our comprehension of indigenous perspectives of the past.Drawing on years of research among the Maya that specifically documents women's oral histories, Carey gives Mayan women a platform to discuss their views on education, migrant labor, work in the home, female leadership, and globalization. These oral histories present an ideal opportunity to understand indigenous women's approach to history, the apparent contradictions in gender roles in Mayan communities, and provide a distinct conceptual framework for analyzing Guatamalan, Mayan, and Latin American history.Table of ContentsAcknowledgements A Note on Mayan Orthography List of Illustrations Introduction: Mayan Women as History 1. Our Star and a Vision for Us: A Midwife's Tale of Social Change and Control, 1931-1966 2. And All the Men Could Do Was Work in the Fields: Feminine Perspectives on Guatemala's International Export Economy, 1875-1965 3. From Quotidian Tasks to Entrepreneurial Opportunities: Mayan Women and Labor in Highland Guatemala, 1890-1965 4. What Is Indio, If the Nation Is Indigenous?: Ethnic Violence, Gender, and Nationalism in Guatemala, 1944 to 1967 5. Degrees of Education: Mayan Women and Public Schools, 1900-1965 Conclusion: (Re)Positioning Mayan Women in the Past Epilogue: Resurrecting Reconciliation Glossary Appendix: Description of Oral History Informants by Town or Aldea Notes Bibliography

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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