Moral and social purpose of education Books
Canadian Scholars Professional Ethics and Law in Education: A
Book SynopsisDesigned as a guide for pre-service education students and in-service teachers, Professional Ethics and Law in Education: A Canadian Guidebook provides an accessible and accurate source of information on the ethical and legal frameworks of the teaching profession while encouraging the examination of fundamental issues that underpin key debates in Canadian schooling and education.Divided into four sections, this guidebook is grounded in the idea that teacher professionalism requires a solid understanding of the ethical and legal expectations that society has of teachers. Written for both the student and the professional, this text is an essential companion to both aspiring and active teachers. It provides clear guidance on how to navigate the complex regulatory framework of contemporary teaching while highlighting the indispensable contribution that individual judgment and shared values make to thoughtful, informed, and well-reasoned decision making in teaching, making it necessary reading for educators in Canada.Table of Contents Preface and Dedication Introduction Section I: Teacher Ethics beyond Common Sense Chapter 1. Ethical Values and the Practice of Teaching Chapter 2. Teaching, a Profession? Chapter 3. Practicing Professional Judgement Section II: Ethical and Legal Sources of Teacher Professionalism Chapter 4. Good Teachers, Professional Values, and Codes of Ethics Chapter 5. Legal and Regulatory Frameworks for Education in Canada Section III: Responsibilities to Students and Their Families Chapter 6. Student Safety and Well-Being Chapter 7. Treating Students Fairly Chapter 8. Treating Students Respectfully Chapter 9. Professional Distance in Teacher–Student Relations Chapter 10. Physical Touch in Schools Section IV: Responsibilities to Colleagues and the Profession Chapter 11. Teacher Accountability between Professional Autonomy and Academic Freedom Chapter 12. Navigating Disagreements, Complaints, and Teacher Free Speech in Schools Chapter 13. Off-Duty Conduct and Being a Teacher 24/7 References Acknowledgements Index
£54.00
ISTE Ltd and John Wiley & Sons Inc Competence and Program-based Approach in
Book SynopsisThe controversies that have developed in recent years in the field of education and training around program and competency-based approaches are not without reminiscent of those which are at the origin of a reflection on the question of methods to monitor, control, organize and shape innovation in science and technology "and led to the emergence of the notion of responsibility for innovation and research "(Pellé & Reber, 2015). This book is clearly part of this type of approach. Starting from a current state of play on the issues and controversies raised by curricular and competency-based approaches (Chapters 1 and 2), this book aims at presenting new theoretical frameworks, allowing to account for the processes implied by the implementation of these pedagogical innovations and, in particular, those which, at the very heart of the skills mobilized, promote a "responsibility" dimension. Based on a developmental approach to individual and collective competencies and their evaluation (Chapters 3, 4 and 5), it attempts to show how this approach can mobilize educational practices on strong societal issues, such as "sustainable development "(Chapter 5). Lastly, it aims to provide theoretical and practical benchmarks to help engage educational teams and institutions in these innovative and responsible approaches by providing a coherent framework for doing so (Chapters 6, 7 and 8).Table of ContentsForeword xiBernard REBER Preamble xviiCatherine LOISY and Jean-Claude COULET Introduction xixCatherine LOISY and Jean-Claude COULET Chapter 1 Program-based Approach, Curriculum and Competency-based Approach: Sense and Nonsense in the Light of Neoliberalism 1Yves LENOIR 1 1 Introduction 1 1 2 The program-based approach 2 1 2 1 Its origins and context of its deployment in international assistance 2 1 2 2 The transfer of the concept to education 5 1 3 The PBA, the course of study and curriculum: differences and similarities 6 1 3 1 The PBA: a rejection of the concept of course of study 6 1 3 2 The PBA and the curriculum 7 1 3 3 Two distinct socio-educational logics 10 1 4 Attributes of the program-based approach 15 1 4 1 Positive attributes 15 1 4 2 A program-based approach for what school education purposes? 21 1 5 Conclusion 34 1 6 References 36 Chapter 2 Can a Competency-based Curriculum be a Humanistic Curriculum? 57Xavier ROEGIERS 2 1 Introduction: challenges 57 2 2 Competency: a polysemic term 57 2 3 What is a humanistic curriculum? 59 2 3 1 Empowerment goals 61 2 3 2 Work for common good 63 2 4 What is a humanistic curriculum? 63 2 4 1 Awareness level of school challenges 63 2 4 2 Promotion of citizen awareness, rather than citizen submission 65 2 4 3 Progressive changes rather than radical changes 66 2 4 4 Explicit rather than implicit course of study 66 2 4 5 Choice, implicit or explicit, of graduate attributes 67 2 4 6 Prioritize the issue of meaning 67 2 4 7 Prioritize actions over speeches 68 2 4 8 Being clear with the status of innovations introduced 70 2 4 9 A consistent and long-term evaluation consideration for reform rather than a short-term, diffuse evaluation policy 71 2 5 Can a competency-based curriculum be humanistic? 72 2 5 1 Effectiveness at the benefit of meaning 73 2 5 2 Equity for itself, but also for more efficiency 75 2 5 3 What can be done for a humanistic curriculum? 77 2 6 Conclusion 78 2 7 References 78 Chapter 3 Developing Competencies: Theoretical Detour in Favor of a Humanistic-based Competency Approach 81Jean-Claude COULET 3 1 Introduction 81 3 2 A competency model 82 3 2 1 Main limitations of the literature data 82 3 2 2 Presentation of MADDEC 83 3 3 MADDEC's interest in the implementation of a CBA 85 3 3 1 Elucidating the relationships between competencies and knowledge 85 3 3 2 The formalization of competencies 86 3 3 3 Procedures for guiding the development of competencies 90 3 4 Towards the building of a collective competency 93 3 4 1 Implementation of the CBA: a productive activity 94 3 4 2 Implementation of the CBA: a constructive activity 96 3 5 Conclusion 96 3 6 References 97 Chapter 4 A Developmental Perspective of Competency Assessment 101Christian CHAUVIGNÉ 4 1 Introduction 101 4 2 Competency: an assessment object that is difficult to grasp 102 4 2 1 Convergence in the concepts of competency 102 4 2 2 Scheme as a model of intelligibility 103 4 2 3 Competency: its properties and resources 104 4 2 4 Subtle assessment of an elusive and changing object 105 4 3 The need for a reference system characterized by its incompleteness 106 4 3 1 Identification and description of reference competencies 107 4 3 2 Co-developed reference system 110 4 3 3 Non-exhaustive and scalable reference system 111 4 4 Building a cluster of relevant indicators 112 4 4 1 Observable fields 112 4 4 2 Methodological conjugation 114 4 4 3 Qualitative approach 115 4 5 Adaptability, main focus of competency assessment 116 4 5 1 Adaptability assessment 116 4 5 2 From the analysis of uncertainty to acceptability judgment 117 4 6 Development, challenge and end purpose of assessment 118 4 6 1 Classifying versus dynamic use of value attribution 119 4 6 2 An assessment participating in learning 120 4 7 Conclusion 121 4 8 References 122 Chapter 5 Anchoring Social and Environmental Responsibilities in Educational and Training Practices 125Jean-Claude COULET 5 1 Introduction 125 5 2 Reference theoretical models 128 5 2 1 Need to define the concept of competency 128 5 2 2 Modeling the dynamics of the evolution of competencies within organizations and territories 134 5 3 Operational tools 138 5 3 1 Implementing change within the activity of organizations and territories 138 5 3 2 Initiating change within education and training activities 145 5 4 Conclusion 151 5 5 References 153 Chapter 6 Program-based Approach in Teacher Development Perspective 157Catherine LOISY 6 1 Introduction 157 6 2 Implementation of the PBA in France 159 6 2 1 The Bologna process and its translation into French national politics 160 6 2 2 Pedagogical transformation in educational policy discourses 161 6 2 3 DevSup: case study of a training system 163 6 3 Potential learning and development of teachers involved in the PBA clarification based on development theories 167 6 3 1 What do teachers involved in a PBA do? 167 6 3 2 Learning made possible for teachers 169 6 3 3 Potential development of teachers involved in a PBA 172 6 4 Research watch points and perspectives 176 6 4 1 Watch points 176 6 4 2 Research perspectives 179 6 5 Conclusion 181 6 6 References 182 Chapter 7 Implementing the Program-based Approach: a Development Perspective of the Quality of University Education 189Mariane FRENAY, Philippe PARMENTIER, Léticia WARNIER and Pascale WOUTERS 7 1 Introduction 189 7 2 PBA at UCL: presentation and context 190 7 2 1 Bologna phase (2004–2010) 191 7 2 2 EQF phase – adoption of the European qualifications framework (2011–2014) 192 7 2 3 “Paysage” decree phase (since 2014) 193 7 3 What institutional levers supported PBA implementation? 194 7 4 Supporting PBA as a strategy for educational development at the institutional level? 197 7 5 PBA involved in the current trends of curriculum models? 198 7 6 The Louvain-Laval Collaborative Research Project on PBA, or how to view the project through a sustainability perspective 199 7 7 Conclusion 201 7 8 References 202 Chapter 8 Benchmarks for Operationalizing Program-based and Competency-based Approaches in Universities 205Catherine LOISY, Émilie CAROSIN and Jean-Claude COULET 8 1 Introduction 205 8 2 Benchmarking between program-based and competency-based approaches 206 8 2 1 Transition to an articulation between program-based and competency-based approaches 207 8 2 2 Some pitfalls to be avoided 211 8 3 Articulating program-based and competency-based approaches from the diachronic perspective of competency 213 8 3 1 Targeted, effective and explicated competencies 214 8 3 2 The backbone of the articulation between program-based and competency-based approaches 220 8 4 General approach to be implemented 222 8 5 References 223 Conclusion 227Catherine LOISY and Jean-Claude COULET Postface 233Jean-Paul BRONCKART List of Authors 249 Index 251
£125.06
Liverpool University Press Livres d’école et littérature de jeunesse en
Book SynopsisRiche de ses éditeurs scolaires et de ses collections enfantines, le dix-neuvième siècle a-t-il inventé le marché du livre pour enfants? Dans la France du dix-huitième siècle, de nombreux acteurs s’efforcent déjà de séparer, au sein de la librairie, les lectures adaptées aux enfants et aux jeunes gens. Les rituels pédagogiques des collèges et des petites écoles, les stratégies commerciales des libraires, les préoccupations des Églises, les projets et les politiques de réforme scolaire, tous poussés par la fièvre éducative de la noblesse et de la bourgeoisie, produisent alors d’innombrables bibliothèques enfantines, plurielles et plastiques, avec ou sans murs. Cet ouvrage montre comment, à un ordre des livres dominé par les logiques des institutions scolaires et des métiers du livre, se surimpose à partir des années 1760 une nouvelle catégorie, celle du « livre d’éducation », qui ne s’identifie plus à un lieu, mais à un projet de lecture, et s’accompagne de l’émergence de nouvelles figures d’auteurs.Alors que les études sur la littérature de jeunesse poursuivent partout leur développement et leur structuration, ce livre dialogue avec les dernières recherches européennes sur la question. À l’inverse des travaux littéraires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalité est d’apporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de l’éducation, histoire des milieux littéraires et de la condition d’auteur.---With its wealth of educational publishers and children's collections, did the nineteenth century invent the children's book market? In eighteenth-century France, many people were already trying to separate the literature suitable for children and young people within the bookstore. The pedagogical rituals of colleges and small schools, the commercial strategies of booksellers, the concerns of the churches, the projects and policies of school reform, all driven by the educational fever of the nobility and the bourgeoisie, produced countless children’s libraries, plural and plastic, with or without walls. At the beginning of the century, the ordering of books was dominated by the rationale of educational institutions and the book trade: this book shows how a new category emerged from the 1760s onwards, that of the "educational book", which was no longer identified with a place, but with a literacy project, and which was accompanied by the emergence of new authors.As studies on children's literature continue to be developed and shaped in many areas, this book is in dialogue with the latest European research on the subject. In contrast to literary studies, this research does not start from authors and texts, but from objects and their uses. Its originality lies in the fact that it provides a historical perspective on these issues, articulating the history of books and bookshops, the history of education, the history of literary circles and the status of the author.
£98.30
Edward Elgar Publishing Ltd Handbook of Civic Engagement and Education
Book SynopsisUnderscoring the complex relationship between civic engagement and education at all stages of life, this innovative Handbook identifies the contemporary challenges and best approaches and practices to encourage civic engagement within education.Chapters cover the theoretical and historical background of civic engagement and education, ideological and social movements, civic-oriented education, curriculum, and outcomes. Using empirical comparative data and unique context-specific studies, the Handbook explores ecopedagogy, education in emergencies, and the novel concept of social contract pedagogy. Addressing contemporary challenges to civic engagement in education, it examines polarization and extremism, accelerating planetary and societal changes, environmental crises, the digital divide, and post-Covid civic education. Ultimately, it finds that civic engagement is best supported by education practices that are characterized by humanizing, negotiated, collaborative, and dialogical approaches which encourage students to develop civic knowledge, critical thinking skills, and moral and ethical values.Interdisciplinary and international in scope, this Handbook will prove vital to students and scholars of sociology and education studies. Its holistic understanding of how civic engagement and education interrelate at local, regional, and global levels will also be useful to policymakers concerned with improving civic and student support, engagement, and participation in education.Trade Review‘A thought-provoking and significant contribution to the thinking on civic engagement and education that successfully integrates empirical knowledge with sophisticated theoretical perspectives. The editors should be congratulated for assembling such a stellar collection of authors. This book is an indispensable source for established scholars as well as students new to the field.’ -- Kjell Rubenson, University of British Columbia, Canada‘Since the Enlightenment, education’s influence on citizenship has been a constant topic of policy debate, theoretical reflection, and empirical research. As well as taking stock of our current understanding, this stimulating, interdisciplinary collection by outstanding scholars sheds new light on this complex relationship in a changing and often challenging global context.’ -- John Field, University of Stirling, UKTable of ContentsContents: Introduction: civic engagement and education 1 Richard Desjardins and Susan Wiksten PART I BACKGROUND AND THEORY 1 Civic education agendas: from popular education and nationalism to global efforts 12 Susan Wiksten 2 Habermas and civic education 28 Raymond A. Morrow 3 Seeking moral high ground – global citizenship education: the quest for a global planetarian ethics 42 Carlos Alberto Torres 4 Social contract pedagogy: enabling communication and governance for the negotiation of balanced outcomes 56 Richard Desjardins PART II SOCIAL MOVEMENTS AND ORIENTATIONS FOR SOCIAL CHANGE 5 Education as social movement tactic, target, context, and outcome 68 Tricia Niesz 6 Community engagement, feminist movements, and academia: the development of women’s studies in the United States 83 Sondra Hale 7 Ecopedagogy: teaching for socio-environmental civic actions through local, global and planetary lenses 94 Greg William Misiaszek and Syed Nitas Iftekhar 8 Global citizenship education to disrupt neo-nationalism 106 Amy Pojar, Yuqing Hou and Jason Nunzio Dorio PART III CIVIC-ORIENTED EDUCATION, CURRICULUM AND OUTCOMES 9 Civic education and voting 123 David E. Campbell 10 Education and tolerance: a review of recent research 133 Jan Germen Janmaat 11 Youth civic engagement 152 Xavier Mellet 12 Critical media literacy for civic engagement in the United States 162 Jeff Share and Trent M. C. McBride 13 Aims, concepts, and assessment of the citizenship education curriculum in northern Europe 173 Najat Ouakrim-Soivio and Jan Löfström 14 Politics and ethics of civic and citizenship education curricula in Denmark, Finland, Iceland, Norway and Sweden 182 Jan Löfström and Najat Ouakrim-Soivio 15 Intercultural citizenship education in university settings 191 Irina Golubeva PART IV STUDIES USING COMPARATIVE DATA 16 The IEA International Civic and Citizenship Education Study 211 Wolfram Schulz and Ralph Carstens 17 Review of International Civic and Citizenship Survey data analyses of student political efficacy 234 Eva Kosberg and Tessa Eriksen Grevle 18 Volunteer participation, STEM background, and basic skills among adults in the United States 247 Takashi Yamashita, Wonmai Punksungka and Phyllis A. Cummins PART V STUDIES IN SPECIFIC CONTEXTS 19 Civic and social engagement outcomes of education in emergencies: perspectives from varied contexts 265 Andrew Swindell, Brian McCommons and Kathlyn Elliot 20 Learning for change in health and social care: expertise by experience as a new form of civic engagement 279 Hanna Toiviainen and Elina Weiste 21 Civic engagement during the biographical transition to retirement in Germany 294 Bernhard Schmidt-Hertha and Veronika Thalhammer 22 Integral education in Brazil: the main elements of the debate applied to an adult and youth school in São Paulo 305 Aline Zero Soares Index
£187.00
Emerald Publishing Limited International perspectives in social justice
Book SynopsisUniversities and faculty members play a vital role in providing education that helps build a strong foundation for a society where people are respected, treated equally, and get equal opportunities for upward social mobility. This book addresses the role of education in uplifting people out of poverty and oppression by imparting social justice education at the institution and community level. Including chapters dedicated to human rights education, the authors consider how educators can help to foster a sense of awareness among learners about the dignity of human life through various interventional programmes. Discussing human rights with respect to migrant workers, foster youth and prisoners in different countries, the chapters demonstrate how students from all levels can benefit from social justice education.Trade Review'The book is comprised of excellent papers on one of the most crucial concepts, that is, social justice, for humanity in a global context. The chapters show the value of equity, activism, gender equality and humanity from the views of not one part of the world, but Global South, Europe, Australia and North America. Social justice is stressed to be taught in different educational contexts, even in prisons. A great book with very-well practiced approaches to the needs of the world!' -- Serpil Meri̇ Yilan, PhD, Assistant Professor, School of Foreign Languages, Department of Interpretation and Translation, AICU, TurkeyTable of ContentsPART I. EDUCATION AS A FUNDAMENTAL RIGHTChapter 1. Introduction to international perspectives in social justice programs at the institutional and community level; Enakshi Sengupta and Patrick Blessinger Chapter 2. Education in human rights: changing the way we think and how we feel; Alan Vogelfanger Chapter 3. Bridges to Zambia–teaching human rights through immersion experience; Alia Sheety, Erin McLaughlin, and Susan Pierson Chapter 4. What next? Skill development for livelihood – a study of Bangladeshi immigrant workers in Kurdistan; Enakshi Sengupta Chapter 5. Prison education through open and distance learning: experiences from India; Umesh Chandra Pandey Chapter 6. Widening participation in service learning; Faith Valencia–Forrester and Bridget Backhaus PART II. PROMOTING SOCIAL JUSTICE AMONG STUDENTS Chapter 7. Flux of digital activism to leverage peace and human rights; Anil Shukla and Kshama Pandey Chapter 8. Promoting international human rights values through reflective practice in clinical legal education: a perspective from England and Wales; Irene Antonopoulos and Omar Madhloom Chapter 9. Bridging the gap: the case for implementing equity–minded academic and mentoring support services for foster youth within university writing programs; Paul Beehler and Rory Moore Chapter 10. Promoting gender equality in colleges of education in Ghana using a gender– responsive scorecard; Wisdom Kwaku Agbevanu, Hope Pius Nudzor, Sharon Tao, and Francis Ansah Chapter 11. Ethical issues and the Nordic education model: learning–driven ecosystems applied to international cohorts; Bruno F. Abrantes, Thomas D. Eatmon, and Charlotte Forsberg
£73.99
Collective Ink In the Small Places
Book SynopsisA compelling, heartwarming case for teachers as global changemakers in everyone's backyard - nothing short of a lesson plan for hope.
£14.99
Emerald Publishing Limited Heart Work
£71.25
Emerald Publishing Limited Heart Work
£40.00
Emerald Publishing Limited Social Innovation and Welfare State Retrenchment
Book SynopsisNavigating the context of welfare regimes undergoing transformation, Social Innovation and Welfare State Retrenchment examines the evidence and questions the capacity of Social Innovation initiatives to tackle social inequalities, especially when it comes to the domain of early childhood education and care.
£76.00
Springer International Publishing AG Transforming Education for Sustainability:
Book SynopsisThis book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field.This is an open access book.Table of ContentsIntroductionPart I: Framing and reframing sustainabilityChapter 1: Sustainability, research, and the undergraduate science curriculumMaria S. Rivera Maulucci, Barnard College, Education Chapter 2: Ecology’s White nationalism problemRalph Ghoche, Barnard College, Architecture; Unyimeabasi Udoh, School of the Art Institute of Chicago Part II: Environmental justice and the undergraduate science curriculumChapter 3: Teaching chemistry in context: Environmental lead exposure – quantification and interpretation. Rachel Narehood Austin1, Ann McDermott2, Katrina Korfmacher3, Laura Arbelaez1, Jamie Bousleiman1, Arminda Downey-Mavromatis1, Rahma Elsiesy1, Sohee Ki1, Meena Rao1, Shoshana Williams1 (1: Department of Chemistry, Barnard College; 2: Department of Chemistry, Columbia University; 3: Department of Environmental Medicine, University of Rochester Medical Center) Chapter 4: What does cell biology have to do with saving pollinators?Jonathan Snow, Barnard College, Biology Chapter 5: Finding the most important places on Earth for birdsTerryanne Maenza-Gmelch, Barnard College, Environmental Science Chapter 6: Brownfield action: A web-based active learning simulationPeter Bower, Barnard College, Environmental Science; Sedelia Rodriguez, Barnard College, Environmental Science Part III: Undergraduate students, sustainability, and health in the urban environmentChapter 7: What We Make and What We Use: Environmental Impacts of Reuse in Design and ProductionSandra Goldmark, Barnard College, Theater Chapter 8: It turned into a BioBlitz: urban data collection for understanding and connectionKelly O’Donnell, Macaulay Honors College, CUNY; Lisa Brundage, Macaulay Honors College, CUNY Chapter 9: Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory coursesMatthew Rhodes; Krista McGuire, Chapter 10: The everyday action project: Teaching hygiene through artEmma Ruskin, Barnard College; Tal Danino, Columbia University Part IV: Climate change, politics, students, and the undergraduate curriculumChapter 11: Perspectives on teaching climate change: Two decades of evolving approachesStephanie Pfirman, Barnard College, Environmental Science; Gisela Winckler, Columbia University, Lamont–Doherty Earth Observatory Chapter 12: Moved to teach beyond political and geographic polarizationDeborah Becher, Barnard College, Sociology Chapter 13: Volcanoes, climate change, and societySedelia Rodriguez, Barnard College Chapter 14: Teaching about climate change from an astronomical perspectiveLaura Kay, Barnard College, Physics and Astronomy Chapter 15: Barnard’s fossil fuel divestment decision: Aligning endowments with institutional valuesRobert Goldberg, Barnard College, Chief Operating Officer; Stephanie Pfirman, Barnard College, Environmental Science; Rajiv Sethi,, Barnard College, Economics; Sandra Goldmark, Barnard College, Theatre Part V: Ecojustice pedagogies and enhancing college accessChapter 16: The UNPAK project: fostering friendships in scienceHilary Callahan, Barnard College, Biology; Michael Wolyniak, Hampden-Sydney College, Biology Chapter 17: Inclusive Pedagogy: Marching from Classroom to CommunityJoshua Drew, Columbia University, Ecology, Evolution and Environmental Biology; Jonathan Richardson Providence College, Biology; Laura Williams, Providence College, Biology Chapter 18: Collaboration, communication, and creativity: Practicing scientific values and skills in Environmental Science classroomsMary Heskel, Woods Hole Marine Biological Laboratory Chapter 19: Lamont-Doherty Secondary School Field Research ProgramRobert Newton, Columbia University, Lamont-Doherty Earth Observatory; Susan Vincent, Columbia University, Lamont-Doherty Earth Observatory Chapter 20: The Intercollegiate Partnership: Fostering Future Scientists and Responsible Citizenship through Experiential and Collaborative Learning in SciencePaul E. Hertz, Barnard College; Kyoko M. Toyama, LaGuardia Community College, City University of New York
£42.74
Information Age Publishing Conceptualizing Truth: Implications for Teaching
Book SynopsisIt has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the year, defined as: 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. Living in a world that is post-truth has direct implications on the education of a society's youth.This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one's conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples.Table of Contents Introduction CHAPTER 1: Truth and Broad Truth Profiles CHAPTER 2: The Role of Truth in Education CHAPTER 3: Who Decides? Truth and the Curriculum CHAPTER 4: Learning and Truth CHAPTER 5: Instructional Priorities and Truth CHAPTER 6: Instructional Practice and Truth CHAPTER 7: Equipping Learners to Engage in a Post-Truth World References About the Author
£45.60
Information Age Publishing Conceptualizing Truth: Implications for Teaching
Book SynopsisIt has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the year, defined as: 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. Living in a world that is post-truth has direct implications on the education of a society's youth.This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one's conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples.Table of Contents Introduction CHAPTER 1: Truth and Broad Truth Profiles CHAPTER 2: The Role of Truth in Education CHAPTER 3: Who Decides? Truth and the Curriculum CHAPTER 4: Learning and Truth CHAPTER 5: Instructional Priorities and Truth CHAPTER 6: Instructional Practice and Truth CHAPTER 7: Equipping Learners to Engage in a Post-Truth World References About the Author
£81.60
Information Age Publishing How We Take Action: Social Justice in PK-16
Book SynopsisHow We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.
£62.40
Information Age Publishing How We Take Action: Social Justice in PK-16
Book SynopsisHow We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.
£101.70
Information Age Publishing I'll See You in Court: Supporting Social Justice,
Book SynopsisCreating and managing an effective classroom management and discipline system in today's urban classroom can be an arduous task for even the most competent teacher, let alone those who are new to the classroom. Urban teachers are faced with unique challenges, (poor working conditions, limited administrative support, and under resourced environments), that impact implementation and supervision of an effective classroom management plan, and often influences the teacher to transfer to another school or district or leave the profession all together.The basis of "I'll See You in Court": Supporting Social Justice, Diversity, Equity, and Critical Thinking Through Classroom Management and Discipline in Urban Schools, is to provide aspiring and veteran teachers with a classroom model that highlights an instructional and relational approach for managing the urban classroom. Authentic learning opportunities are centered, and provide the means to integrate social justice, cultural responsiveness, problem solving, and communication skills.This classroom management text is using a legal framework in order to catch the reader's attention, and to get the reader and in turn, classroom students, to understand that just as "societal management" has rules and consequences, it also includes the promise of due process which hopefully leads to equitable and fair outcomes. "I'll See You In Court" is a fun way for teachers and students to make sense of classroom management in a practical and analogous application.
£45.60
Information Age Publishing I'll See You in Court: Supporting Social Justice,
Book SynopsisCreating and managing an effective classroom management and discipline system in today's urban classroom can be an arduous task for even the most competent teacher, let alone those who are new to the classroom. Urban teachers are faced with unique challenges, (poor working conditions, limited administrative support, and under resourced environments), that impact implementation and supervision of an effective classroom management plan, and often influences the teacher to transfer to another school or district or leave the profession all together.The basis of "I'll See You in Court": Supporting Social Justice, Diversity, Equity, and Critical Thinking Through Classroom Management and Discipline in Urban Schools, is to provide aspiring and veteran teachers with a classroom model that highlights an instructional and relational approach for managing the urban classroom. Authentic learning opportunities are centered, and provide the means to integrate social justice, cultural responsiveness, problem solving, and communication skills.This classroom management text is using a legal framework in order to catch the reader's attention, and to get the reader and in turn, classroom students, to understand that just as "societal management" has rules and consequences, it also includes the promise of due process which hopefully leads to equitable and fair outcomes. "I'll See You In Court" is a fun way for teachers and students to make sense of classroom management in a practical and analogous application.
£81.60
Information Age Publishing Transterradas: Child and Youth Exile as a Place
Book SynopsisThis book provides a set of testimonies that bring into focus the children and adolescents who have been driven from their lands as subjects with rights who have different ways of envisioning the world. For that reason, this book may be of interest to those experiencing childhood or adolescence in this way; similarly, it may offer insight for those who--for professional or family reasons--are in touch with these young people, including teachers, psychologists, parents, classmates and teens, counselors, social workers and others. Yet within these pages, the landscapes we sketch are also, in some sense, reflections of past atmospheres. And for this reason, historians, sociologists, anthropologists, and other scholars will also find material for academic investigation herein. As values and beliefs come into play in this book, it can inform perspectives on ethics or political philosophy as well.The relationship with others, the behaviors unique to children and adolescents--and the corresponding social sanctions of these behaviors--and the relationship between public and private during this period of life could be other areas to explore. Like the indecipherable Swiss army knife, the genre of this book is difficult to pinpoint. It is an essay but also a piece of literature and the discerning reader will also find historiographical, philosophical, and political reflections in these pages. One more book. Another book. Books are almost always an adventure and what is written therein is, like a map, only part of the journey. An important part, no doubt, but still merely a part. Experience--the true challenge--is up to the reader.
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