Moral and social purpose of education Books
Taylor & Francis Surveillance Education
Book SynopsisSurveillance Education explores the pervasive use of digital surveillance technologies in schools and assesses its pernicious effects on students. Recognizing that the use of digital technologies will persist, the authors instead offer practical ways to ameliorate their impact.In our era of surveillance capitalism, digital media technologies are ever more intertwined into the educational process. Schools are presented with digital technologies as tools of convenience for gathering and grading student work, as tools of support to foster a more equitable learning environment, and as tools of safety for predicting or preventing violence or monitoring mental, emotional, and physical health. Despite a dearth of evidence to confirm their effectiveness, digital data collection and tracking is often presented as a way to improve educational outcomes and safety. This book challenges these fallacious assumptions and argues that the use of digital media technologies has caused
£34.99
Taylor & Francis Reframing Learning
Book SynopsisDisrupting the individualism of much conventional psychological research into learning, this book presents a situated, practice-based understanding of learning, based on the theories of situated learning and practice architectures, conceptualising learning as ontological transformation.While accepting that learning is consequential for learners, this book explores how learning matters for and in the world. The authors present a view of learning not just in the context of the lives of learners and those around them, but as part of the dynamic and organic site-ontological processes of world-historical and ecological change. While learners may be stars in their own lives and learning, they are also living, agentic beings who are part of Earthâs community of life and who respond to the changing world in ways that are consequential beyond their own lives. The book explores the place of learning from the point of view of the world as much as from the point of view of the learner. D
£47.49
Taylor & Francis Transforming Your Tutor Time Curriculum
Book SynopsisThis accessible book is a trusted companion for every teacher who has found themselves in charge of a tutor group. Inside, youâll find a treasure trove of activities that require little to no planning but will have a positive and engaging impact on your pupils.Bursting with creativity and actionable tips, the book recognises the myriad demands on a teacherâs time and is centred around making tutor time meaningful and giving students the best start to the day. Divided into three key sections - School Culture and Community, Health and Wellbeing, and Academic Improvement â a variety of activities are provided, each with helpful background context as well as clear instructions and discussion prompts. The activities cover diverse topics, from SEND support to forming habits, and will create a tutor time curriculum which strengthens your understanding of each pupil in your care and facilitates positive relationships and support amongst students and staff.Transforming your
£19.99
Taylor & Francis The New Social Contract Between Generations
Book SynopsisThe cornerstone of this book is the innovative concept of profiguration, a term coined by Fidel Molina-Luque to encapsulate the essential agreement and recognition required between generations in contemporary society.Profiguration emphasises the intrinsic value of interdependence across all age groups, fostering a holistic life experience for the young, adults, and the elderly. Rooted in our social nature, especially crucial amid the current crisis, profiguration becomes a poignant antidote to loneliness. The imperative of mutual love and care is heightened, illuminating the path to a fulfilled existence. This book advocates a paradigm shift through the lenses of sociology and social sciences, stressing the urgency of a mindset overhaul. It calls for a new social contract grounded in altruism for both current and future generations, highlighting the importance of love, solidarity, and dialogue. Beyond interpersonal dynamics, it underscores the pivotal roles of education, sustainability, and environmental stewardship, aspiring to shape a more promising present and future within a conscientious societal framework.Tailored to engage scholars, professionals, and students alike, its accessible concepts are easily comprehensible and applicable across the following fields: Sociology, Anthropology, Social Work, Education, Law and Business Administration and Health studies (Medicine, Nursing, Physiotherapy), amongst others.
£50.34
Taylor & Francis Twentyfive Years of PISA in Southeast Asia
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£137.75
Taylor & Francis The Adoption of Artificial Intelligence and Inertia in Higher Education
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£137.75
Taylor & Francis Learning Liberation Womens Response to Mens Education Routledge Library Editions Education and Gender
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£74.09
Taylor & Francis Ltd Doing Sex Education
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£99.75
Taylor & Francis Sexuality Education
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£156.66
Taylor & Francis Making a Man of Him Parents and Their Sons Education at an English Public School 192950 Routledge Library Editions Education and Gender
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£110.00
Taylor & Francis New Futures Changing Womens Education Routledge Library Editions Education and Gender
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£66.49
Taylor & Francis The Boys Grammar School Today and Tomorrow Routledge Library Editions Education and Gender
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£122.01
Taylor & Francis Mixed or Singlesex School A Research Study in PupilTeacher Relationships 1 Routledge Library Editions Education and Gender
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£110.00
Taylor & Francis Mixed or Singlesex School Volume 2 Some Social Aspects Routledge Library Editions Education and Gender
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£141.81
Taylor & Francis Ltd Gender and the Politics of Schooling 18 Routledge Library Editions Education and Gender
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£156.66
Taylor & Francis Teaching Gender Sex Education and Sexual Stereotypes 21 Routledge Library Editions Education and Gender
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£122.01
Taylor & Francis Portrait of a Moral Agent Teacher
Book SynopsisTeaching morally and teaching morality are understood as mutually dependent processes necessary for providing moral education, or the communication of messages and lessons on what is right, good and virtuous in a studentâs character. This comprehensive and contextualized volume offers anecdotes and experiences on how an elementary schoolteacher envisions, enacts, and reflects on the ethical teaching and learning of her students. By employing a personally developed form of moral education that is not defined by any particular philosophical or theoretical orientation, this volume relates that classroom-based moral education can, therefore, be conceived of and promoted as moral agency.Accentuated by the teacherâs voice to offer the experience of being in the classroom, this volume enables others to transfer relevant practices to their own teaching contexts.Table of ContentsForeword Elizabeth Campbell 1. Spending the Year: A Micro-Ethnographic Study 2. The Shoulders I Stand On: Theoretical Framework 3. Situating Terry’s Practices: School Context and Personal Ideology 4. Teaching Morally: Practices That Are Good and Right 5. Teaching Morality: Practices That Are Overtly Instructive 6. Moral Agency: The Science and Art of Moral Education
£38.40
Taylor & Francis Ltd The Digital Academic
Book SynopsisAcademic work, like many other professional occupations, has increasingly become digitised. This book brings together leading scholars who examine the impacts, possibilities, politics and drawbacks of working in the contemporary university, using digital technologies. Contributors take a critical perspective in identifying the implications of digitisation for the future of higher education, academic publishing protocols and platforms and academic employment conditions, the ways in which academics engage in their everyday work and as public scholars and relationships with students and other academics. The book includes accounts of using digital media and technologies as part of academic practice across teaching, research administration and scholarship endeavours, as well as theoretical perspectives. The contributors span the spectrum of early to established career academics and are based in education, research administration, sociology, digital humanities, media and communicatioTrade Review‘If you care about the future of academic work (… and academic workers) then this is a "must read" collection of chapters. These are some of the biggest names in the digital social sciences, and it is wonderful to see their ideas and arguments extended well beyond the usual 140 characters!’– Neil Selwyn, Professor, Faculty of Education, Monash University‘The growing use of social media in academia, and the increasing importance of maintaining a digital profile and professional online identity, should be recognised, acknowledged and discussed. The Digital Academic brings together leading participants in the online academic environment, and we see through their analyses how multifaceted, complex and beneficial online experiences, reputation and identities are within the modern higher education context.’– Melissa Terras, Professor of Digital Humanities, Department of Information Studies, University College London ‘Lupton, Mewburn and Thomson have brought together an international team of renowned scholars to think critically about the use of digital media in higher education. The many issues raised in The Digital Academic are not only notable and engaging, but necessary for us all to explore as our institutions become more digitised, more networked and more global. A highly recommended read!’– George Veletsianos, Professor and Canada Research Chair of Innovative Learning and Technology, School of Education and Technology, Royal Roads University‘From using Twitter to running MOOCs or writing on open platforms, the modern academic identity is increasingly constructed online. While many books write of the positive or negative possibilities this offers, few offer a balanced, critical perspective of the issues involved. Drawing on a wide range of the leading academics in this field, this book is an invaluable contribution to helping us understand what it means to be an academic in the 21st century.’– Martin Weller, Professor of Educational Technology, Learning and Teaching Innovation, The Open UniversityTable of Contents1. The digital academic: identities, contexts and politics 2. Towards an academic self? Blogging during the doctorate 3. Going from PhD to platform 4. Academic persona: the construction of online reputation in the modern academy 5. Academic Twitter and academic capital: collapsing orality and literacy in scholarly publics 6. Intersections online: academics who tweet 7. Sustaining Asian Australian scholarly activism online 8. Digital backgrounds, active foregrounds: student and teacher experiences with ‘flipping the classroom’ 9. A labour of love: a critical examination of the ‘labour icebergs’ of massive open online courses 10. Digital methods and data labs: the redistribution of educational research to education data science 11. Interview 12. Interview
£36.99
Taylor & Francis Sociology for Music Teachers
Book SynopsisTable of ContentsIntroduction: Why Sociology for Music Teachers? Premises, Purpose, Themes, and ObjectivesA Brief Chapter Synopsis The Book’s Bibliographical ContentChapter 1 The Performer and Teacher in You—A Matter of IdentityIntroduction Occupational Identities in Music Some Basics about the Aspiring Music Teacher in Different CountriesQuestions for Class Discussions and Project ProposalsChapter 2 Music Teaching as WorkBecoming Socialized to an OccupationA Teacher’s Norms, Values, and Roles as Subject Matter Expert and School EmployeeMusic Teaching as WorkQuestions for Class Discussions and Project ProposalsChapter 3 Music Learning and Teaching as Socially Situated Acts IntroductionMusic as a Subject in the Social Realities of School Music Teachers as Bridge Builders between Different CommunitiesQuestions for Class Discussions and Project ProposalsChapter 4 Music in Social Theories: Voices from Ethno-Musicology, Music Sociology, Cultural Theory, and Music EducationMusic as a Social Construct: From Earlier Thoughts to the Present Social Constructs Informing the Study of Music Practices Questions for Class Discussions and Project ProposalsChapter 5 Sociology of Education: Social Constructs with Relevance for Music Teachers IntroductionOpportunity and Achievement Gaps Among Learners "The Hidden Curriculum" Teachers as Curriculum Experts and Pedagogues Questions for Class Discussions and Project ProposalsChapter 6 The Music Teacher as Value EducatorIntroduction It Matters Who Does What, Where, When, and How Teaching to Ask Questions, Question Values, and Value Diversity Questions for Class Discussions and ProjectsChapter 7 The Sociologically Savvy Music EducatorIntroductionThinking in Interdisciplinary Terms and Looking for ConnectionsEmbracing Musical and Social Realities Embracing Theory to Improve on Practice Questions for Class Discussions and Review of Project Proposals
£45.99
Taylor & Francis Ltd ChicanaLatina Testimonios as Pedagogical
Book SynopsisWhile the genre of testimonio has deep roots in oral cultures and in Latin American human rights struggles, the publication and subsequent adoption of This Bridge Called My Back (Moraga & Anzaldúa, 1983) and, more recently, Telling to Live: Latina Feminist Testimonios (Latina Feminist Group, 2001), have demonstrated the power of testimonio as a genre that exposes brutality, disrupts silencing, and builds solidarity among women of colour. Within the field of education, scholars are increasingly taking up testimonio as a pedagogical, methodological, and activist approach to social justice, which transgresses traditional paradigms in academia. Unlike the more usual approach of researchers producing unbiased knowledge, the testimonio challenges objectivity by situating the individual in communion with a collective experience marked by marginalization, oppression, or resistance. This approach has resulted in new understandings about how maTable of ContentsIntroduction – Chicana/Latina Testimonios: Mapping the Methodological, Pedagogical, and Political 1. Testimonios of Life and Learning in the Borderlands: Subaltern Juárez Girls Speak 2. Chicana/Latina Testimonios on Effects and Responses to Microaggressions 3. Pedagogies from Nepantla: Testimonio, Chicana/Latina Feminisms and Teacher Education Classrooms 4. Chicana and Black Feminisms: Testimonios of Theory, Identity, and Multiculturalism 5. The Process of Reflexión in Bridging Testimonios Across Lived Experience 6. Making Curriculum from Scratch: Testimonio in an Urban Classroom 7. Getting There Cuando No Hay Cuando (When There Is No Path): Paths to Discovery Testimonios by Chicanas in STEM 8. Testimonio as Praxis for a Reimagined Journalism Model and Pedagogy 9. Digital Testimonio as a Signature Pedagogy for Latin@ Studies 10. Testimonio: Origins, Terms, and Resources
£44.99
Taylor & Francis Ltd (Sales) Decolonizing Place in Early Childhood Education
Book SynopsisThis book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the authorâs multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.Trade Review"In this groundbreaking work, Dr. Fikile Nxumalo invites critical thinkers, educators, and activists into a series of unsettling pedagogies of resistance and geographies of radical kinship. Dr. Nxumalo asks us to reimagine the practices of early childhood education, and environmental education in historically contextualized, politically demystified, and ethically-reflexive ways. Through interrogations of anthropogenic, anti-Black and settler colonial complicities in early childhood education, Dr. Nxumalo opens up new possibilities for ethical living and learning– a radically relational kinship with all of our relations. Situated in a compelling critical analysis of environmental degradation, precariousness, and exploitation, Dr. Nxumalo offers a timely intervention in the field of education. In contrast to preoccupation with psychocentric notions of complex trauma and damage-centered narratives of childhood, Dr. Nxumalo calls educators to take seriously the structural materiality of violence and alterities to it. To chart these unknown futures, Dr. Nxumalo brilliantly theorizes with Black, Indigenous, post-humanist, and feminist studies¬; and invites us to consider refiguring presence, witnessing, friction, and the super-complexity of ethical entanglements with one another and more-than-human life. This book is nothing short of strong medicine–to affirm Black and Indigenous life, futures and freedoms; and to call us to action towards different ways of being and doing with, and of land, water, and more than human life. This book should be required reading in studies in education, not only for its incredible theoretical contribution, but for the ways it will enliven radical imagination and movements of resistance." —Jeffrey P. Ansloos, Assistant Professor of Indigenous Mental Health and Education, University of Toronto–Ontario Institute for Studies in Education, Canada"Decolonizing Place in Early Childhood Education by Dr. Fikile Nxumalo should be required reading for educators, researchers and students concerned with the most salient challenges facing early childhood education in the age of the Anthropocene. Dr. Nxumalo builds on decades of experience as an early years scholar, pedagogista, and early years practitioner to offer boldly reimagined theoretical work that disrupts the compromised white anthropocentric anchors of traditional early years education. The volume draws from Nxumalo’s sustained engagement with early years research sites and practice in settler colonial contexts. A lively transdisciplinary dialogue is enacted through concrete examples that reconfigure children’s messy entanglements with the more than human, including mountains, fallen trees, bees, worms and gardens. Chapters are anchored around new theoretical and methodological frames, such as refiguring presence, geotheorizing, and testifying-witnessing. Each frame is a call to action to meticulously destabilize the damaging logics of settler colonial anthropocentrism. While holding space for the many promises of posthumanist and more-than-human perspectives, Nxumalo confronts their limitations for resolving the persistent Western appropriation of Indigenous world making and place relations. The standout final chapter proposes an ethico-ontological framework for nuanced, contingent alliances among Black and Indigenous pedagogies that tackles questions of (de)coloniality across transits of empire.This vibrant volume brings a provocative and resoundingly productive vision to bear on the thick ethical conundrum of early childhood education in settler states."—Sandrina de Finney, Associate Professor, School of Child and Youth Care, University of Victoria, CanadaTable of ContentsSeries Editors’ Introduction 1. Situating orientations 2. Storying practices of witnessing: Refiguring quality in everyday encounters 3. Refiguring presences 4. Unsettling forest encounters 5. Restorying garden relations 6. Geotheorizing place relations 7. Living with bee death 8. Inhabiting a Black Anthropocene Moving forward: Toward decolonial place encounters in early childhood education
£39.99
Taylor & Francis Ltd Lets Talk Social Skills
Book SynopsisThe second edition of these bestselling cards remains focused on building stronger communication skills in children and young adults. The social skills topics can be used as a therapeutic activity, a warm-up exercise, or a closing game. Partners practise conversing with peers and adults by addressing statements or asking questions typically discussed in a variety of social settings. Topics include: negotiation and conversation skills, self-perception, physical and verbal reactions, friendship and personal responsibilities. These cards will help build valuable social interaction skills and have been revised and extended to reflect changes in the field of communication science and disorders.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of ContentsSelf-Perception and Knowledge; Friendships; Social Responsibility & Interaction; Conversational Skills; Non-Verbal Skills; Social Negotiation, Flexibility & Emotions
£28.79
Bloomsbury Publishing PLC Storying our Relationship with Nature
Book SynopsisThis book takes readers on a journey that is part storytelling, part academic analysis, and part spiritual exploration. The authors identify the climate emergency as a breakdown in spiritual consciousness which fails to recognize our deep interconnection with Nature. To meet this crisis of spirit, Storying Our Relationship with Nature serves as a guide for transforming ourselves and our lives through story and highlights the importance of social and emotional aspects of environmental education.The authors introduce the philosophical and historical foundations of our objectification of Nature as a commodity and describe the effect this view has on our lives. They detail a path forward through storytelling, contemplative practice, Eastern philosophy, and the transformative power of education. Throughout the book, reflective activities provide a space for the reader to personalize their learning, leading the reader towards the book's central message: once we learn
£20.89
Bloomsbury Publishing (UK) Comparative and International Education
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£23.74
Bloomsbury Publishing (UK) Education for Social Change
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£23.74
Bloomsbury Publishing PLC Education Policy Unravelled
Book SynopsisGillian Forrester is Associate Professor of Education at Staffordshire University, UK. Dean Garratt is Professor and Head of School of Education at York St John University, UK.Trade ReviewEducation policy is an increasingly complex arena and this book – extensive in its historical and geographical perspective, detailed in its examination of policy contexts and enactments, and critical in its insistence on digging beneath the status quo and challenging the platitudes of politicians and policy makers – lives up to its promise to unravel policy. I cannot think of a better guide for students, teachers and researchers. * Matthew Clarke, Chair Professor in Education, York St John University, UK *The inclusive education chapter is one of the best I have seen. * Anne Ferguson, University of Glasgow, UK *This book has always been well received by a number of academic tutors in teacher education. This book offers interesting analysis of education policy and fits nicely into modules that look at the nature of the curriculum in this country including policy/statutory review and changes. This book also allows you to see many of the bigger ideas associated with a curriculum and this serves to extend student perspectives on a curriculum, leading them into more political and social justice spheres. * Claire Morse, University of Winchester, UK *Does exactly as the title suggests ... This is an excellent book for those attempting to understand education in light of recent policy initiatives with a critical lens. * Kamal Ahmed, University of Cumbria, UK *Table of ContentsAcknowledgements 1. Introduction: The Development of Education Policy in the Modern Era 2. Education: Improvement or Control? 3. Policy and Social Justice 4. The Evolving Primary Curriculum 5. Developments in Early Childhood Education and Care 6. Post-compulsory Education 7. Economics of Education 8. Inclusive Schools: Special Educational Needs and Disability 9. Globalization and Policy-borrowing 10. Possibilities for Education Policy References Index
£26.99
Jessica Kingsley Publishers For Flourishing's Sake: Using Positive Education
Book SynopsisPositive and character education are increasingly recognised as providing valuable ways for schools to improve the individual and social development and academic attainment of all students. Introducing new approaches for whole school implementation can be a daunting task as all aspects of school life can be affected by adopting a new philosophy.Frederika Roberts provides clear thinking, guidance and inspiration to help you introduce enhance or expand positive education in your school. Drawing on interviews with pioneering school leaders and teachers from across the globe, Roberts weaves real life examples with research backed expert advice on all aspects of integrating character education in schools, including chapters on cultural context, leadership, and staff training. This empowering, strengths-based book is a friendly companion providing the encouragement you need, along with a healthy dose of practical ideas, to help your school and each individual in its community to flourish.Trade ReviewIf you want the children and teachers to flourish in your school, then you need to read this book! -- Adrian Bethune, Teacher and author of Wellbeing In The Primary ClassroomAnyone wishing to get a flying start in exploring how to have a lasting impact on the achievements and individual growth of their students, For Flourishing's Sake: Using Positive Education to Support Character Development and Wellbeing is a great place to start. Frederika Roberts has put the key elements with some enlightening approaches in use now in schools, all in one place. -- Mike Buchanan, Chair of the International Positive Education Network (IPEN) UKEuropeEvery page of this brilliant book spills over with the joy, hope, passion and positivity of the author, Frederika Roberts.In a world where the social, emotional and mental wellbeing of students is often compromised, Frederika has given us a shining light to guide our paths as we seek to transform the educational journey of every student we teach. 'For Flourishing's Sake' offers us a fabulous character education road map that teachers can confidently refer to each and every day. Let's pop Frederika's LeAF model poster up in every classroom and let the flourishing begin. -- Vanessa Gamack, Mission and Education Advisor Anglican Schools Commission Southern QueenslandFrederika Roberts takes us on exciting learning journeys using international case studies and equipping us with practical strategies to use in our education communities. All of the schools and leaders cited in the book have one thing in common: they are on a journey to enable staff and pupils to flourish personally and academically. You can't help but start your own personal and professional flourishing journey as a result. -- Maria O’Neill, Advanced Skills Teacher and Pastoral Leader. CEO Pastoral Support Ltd.For Flourishing's Sake: Using Positive Education to Support Character Development and Wellbeing is a highly readable book that would be helpful to anyone who wants to bring Positive Education into their school. Chock full of real life examples from all over the world, it contains a wealth of information. For Flourishing Sake is a must read and has inspired me to grow and expand Positive Education in my school! -- Caren Baruch-Feldman, Ph.D., Author of The Grit Guide for Teens and PsychologistFor Flourishing's Sake asks us why we wanted to be teachers. I'm hopeful that Positive Education has the potential to embed learning and happiness at the heart of all educational organisations: that's why I became a teacher. Do read and put the principles of Positive Education into practice so that everyone working in education really does flourish and, for all our sakes, our future citizens both learn and are happy. -- Vivienne Porritt, Leadership consultant, Co-founder and Strategic Leader of #WomenEd, Vice President of Chartered College of TeachingIf you want to know how to implement Positive Education in your school, this is the right book. Fredericka's natural and comprehensive way of showcasing practical tools bridges the gap between research and practice. This is exactly the kind of knowledge-based and educationally reflecting support school leaders, students and parents need. -- Gilda Scarfe, CEO and Founder of Positive Ed.What a joy to read! For anyone who thinks we have lost our way in education in recent times you only have to read Frederika's fantastic analysis of schools and school leaders whose approach to creating a climate of positive education, coupled with a focus on character and a passion for the curriculum can allow children not only to grow, but to flourish! Delighted to see the brilliant work of CMAT's Claire Probert at Lancot Challenger Academy showcased alongside so many other talented educators in this amazing book. -- Stephen Chamberlain, Chief Executive Officer, Active Learning Trust. National Leader of Governance, Former CEO, Challenger Multi Academy TrustThe author (and my former MAPP student) Frederika Roberts succeeds in providing the reader with eye-opening information about the essential ingredients for transforming any school into a positive education institution. Congratulations for the LeAF model creation and making positive education so tangible! -- Professor Ilona Boniwell, Anglia Ruskin University, Cambridge and CEO of Positran, FranceTable of ContentsAcknowledgements; Foreword; Introduction; 1. Aims of Positive Education; 2. Unique Cultural Context; 3. Geelong Grammar School; 4. Goals Assessment; 5. Evaluation; 6. Leadership; 7. Lancot Challenger Academy; 8. Ethos & Policies; 9. Visibility & Physical Environment; 10. Staff CPD (and initial teacher training); 11. Wellbeing / character curriculum; 12. Embedded wellbeing / character learning; 13. Targeted interventions; 14. Ownership, community & parents; 15. How does it feel to run a school like this?; 16. What strengths do you need? ; 17. Dreams; References; Suggested Reading
£15.99
John Catt Educational Ltd Educating with Purpose: The heart of what matters
Book SynopsisIf the last decade focused on what works, the decade ahead must focus on what matters. In his second book, Tierney argues that the purpose of education must move to the heart of the educational debate. Purpose will significantly influence what schools and the education system as a whole will do next. Why we educate is a question from which all other aspects evolve. A question for all times, it will resonate with those who have experienced the Great Pause. Using four main philosophies of education - personal empowerment, cultural transmission, preparation for work and preparation for citizenship - he provides the underpinning theory and seminal works alongside a powerful critique. Using the impact of these different philosophies on a school's curriculum he challenges the current orthodoxy, allowing the reader to consider alternative views and approaches. Proposing that the telos of education must be a life well lived, he argues for a re-purposing of education, with a preferential option for the poor at its heart. Educative and challenging this will be read by all those interested and involved in education.
£999.99
Bloomsbury Publishing PLC Give Children the Vote
Book SynopsisThroughout history, the right to vote has been extended to landowning men, the poor, minorities, women, and young adults. In each case, the meaning of democracy itself has been transformed. The one major group still denied suffrage is the third of humanity who are under 18 years of age. However, children are becoming increasingly active in political movements for climate regulation, labor rights, gun control, transexual identity, and racial justice. And these have led to a growing global movement to eliminate minimum ages of enfranchisement. This book argues that it is time to give children the vote. Using political theory and drawing on childhood studies, it shows why suffrage cannot legitimately be limited according to age, as well as why truly universal voting is beneficial to all and can help save today's crumbling democratic norms. It carefully responds to a wide range of objections concerning competence, knowledge, adult rights, power relations, harms to children, and much morTrade Review[T]he book is written in such a way that it makes it easy for readers to weigh up the various proposals for children's right to vote and to come to their own judgment. It is also a creative contribution to counteract the still prevalent adultism in today's societies. * socialnet (Bloomsbury translation) *Future generations will ponder why children were for so long denied the right to have their views represented at the ballot box, just as we wonder why societies argued against the right of women and people of colour to vote. Professor John Wall has written a scholarly work that is also a gripping read. * Neena Modi, Professor of Neonatal Medicine, Imperial College London, UK *Is it time to give children the vote? In a nuanced, deeply thought and challenging way, this book combines political theory and childhood studies and demonstrates why the constraining of suffrage rights according to age can be profoundly problematic. It undercuts simplistic comprehensions about adult voting rights, competence, knowledge and how age structure power relations. John Wall extends the argument to a claim for proxy voting for all children. It contains both a vision of how proxy voting can help to redeem deteriorating democratic values and an insightful and novel social critique. This book will stimulate new thinking in a wide range of areas and deserves a broad audience among academic scholars, politicians, activists for extension of voting rights – simply anyone interested in the future of our democracies. * Bengt Sandin, Professor Emeritus of Child Studies, Linköping University, Sweden *Table of ContentsList of Illustrations Acknowledgements Introduction 1. Voting over History 2. Competence 3. Knowledge 4. Power 5. Outcomes for Children 6. Outcomes for Societies 7. The Proxy-Claim Vote Manifesto References Index
£18.04
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.
£81.60
Taylor & Francis Emotionally Intelligent School Leadership
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£26.99
WW Norton & Co In Defense of a Liberal Education
Book SynopsisFareed Zakaria argues for a renewed commitment to the world's most valuable educational tradition.Trade Review"In Defense of a Liberal Education brilliantly and provocatively argues that the university is much more than a vocational school. The flight from the liberal arts is leaving us impoverished. Zakaria’s book couldn’t have come at a more valuable ti" -- Malcolm Gladwell
£12.34
Princeton University Press You Are What You Read A Practical Guide to
Book Synopsis"Robert DiYanni's You Are What You Read is a guide for readers that seeks to restore the pleasures of reading lost in the digital age (and accounted for most eloquently by Sven Birkerts in The Gutenberg Elegies)"--Trade Review"A Choice Outstanding Academic Title of the Year"
£16.14
Taylor & Francis The Idea of the University
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£39.99
Saint Andrew Press Time for Reflection
Book SynopsisTime for Reflection is a comprehensive handbook for school chaplains and all with responsibility for ensuring the spiritual development of children and young people.
£20.42
Taylor & Francis Ltd Teaching Toward a Decolonizing Pedagogy
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£39.99
Taylor & Francis Ltd Transformative Approaches to Social Justice Education
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£31.99
Princeton University Press You Are What You Read
Book Synopsis"Robert DiYanni's You Are What You Read is a guide for readers that seeks to restore the pleasures of reading lost in the digital age (and accounted for most eloquently by Sven Birkerts in The Gutenberg Elegies)"--Trade Review"A Choice Outstanding Academic Title of the Year"
£18.00
Taylor & Francis Retheorizing Literacy Practices
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£42.99
Taylor & Francis Instructional Strategies for Middle and High
Book SynopsisInstructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies for pre-service social studies teachers. This fully updated text includes new topics and assessment examples, expanded discussions of the teaching methods, and guidance on differentiating lessons for multiple learning levels. Part 1 offers the foundations for teaching and learning in a social studies classroom and explores contextual, theoretical, and policy factors that all teachers need to consider before entering the learning environment. Part 2 delivers a range of comprehensive strategies for providing instruction that is appropriate for meeting learning targets, helping all students learn, and fostering a classroom learning environment.Features of the third edition include: A list of goals before each ch
£56.04
Taylor & Francis Ltd (Sales) Boys Dont Try Rethinking Masculinity in Schools
Book SynopsisThere is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track.Boys Don't Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book: offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens; highlights key areas of pastoral care that need to be recognised by schools; exposes how popular approaches to engaging boys are actually misguided and damaging; details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys' perceptions of masculinity and how teachers can challenge these.With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls.Trade Review"What do we want for our boys?" Matt and Mark explode myths, challenge some of our preconceptions and suggest alternative routes to success in our raising and educating of boys. And they don't dodge the most sensitive issues.This is a thoughtful, balanced, thoroughly-researched, eminently sensible and practical consideration of how we can support boys to be their best in the classroom and beyond it. It recognises and addresses the pressures boys are under as they make their journey towards manhood. Mark and Matt skilfully demonstrate that if we help boys in schools we will improve education for girls, too.Each chapter is structured according to the story, the research, the solutions: this is positive and forward-looking, asking not only "what’s not wanted?" but "what’s wanted instead?" and so focusses on the future rather than only the past and present.The authors explain honestly, courageously and with humility how and why they have rethought their own perceptions of "the boy problem" to come to a more nuanced and carefully considered understanding of why boys behave in certain stereotypical ways and how they can be encouraged, motivated and inspired to be their best selves. I learnt a huge amount from this book, and I suggest you will, too.- Jill Berry, Former head, now leadership consultantThis is a fabulous book. It's going to be a must-read for any teacher, leader or parents who have ever had concerns or questions about boys' attitudes to school, to learning, to sex, to each other. Boys Don’t Try? Rethinking Masculinity in Schools is impressively ambitious in its scope, tackling a range of key issues with a brilliant blend of the personal and the analytical with a clear, helpful repeating structure: the story, the research, the solutions. Matt and Mark speak from experience, acknowledging their biases and changes of heart; both have voices of conviction and an absolutely authentic desire to find real answers to difficult problems. The final 'other voices' chapter illustrates this perfectly.I loved reading this book and I know thousands of others will too.- Tom Sherrington, Author and education consultantHaving just read Boys Don’t Try? Rethinking Masculinity in Schools by Matt Pinkett and Mark Roberts, I have found myself with a sore neck. Why? Because I found myself nodding in agreement page after page. Like many teachers, at various stages in my career, I have been given really bad advice such as ‘introduce competition into your lessons to engage the boys’ or ‘don’t worry if the boys’ work is a bit untidy, that’s just the way it is with boys’. Matt and Mark address myths like this and use the research evidence, alongside their own experience in schools, to break down many of these widely held beliefs, which serve to do nothing else but compound the problem of gender inequality in schools. Furthermore, they challenge us as educators to reflect on our own gender biases which, whilst uncomfortable at times, is the first step to addressing this problem.The world of education has needed a book like this for a long time. Evidence informed, written by practitioners and not pulling any punches. It gets to the heart of a really serious issue that permeates our education system and should be read by anybody who works in a school.- Shaun Allison, Author, deputy head, and Director of Durrington Research SchoolWe desperately need this book – and more like it. In a data-obsessed education system, the statistics are stark: too many boys, particularly from disadvantaged backgrounds, are falling behind... In Boys Don’t Try? Matt Pinkett and Mark Roberts directly link boys’ relative educational underachievement to mistaken attempts to aspire to an “outdated, but nonetheless widespread idea” about what it means to be a “real man” and “a brand of masculinity that leaves many boys floundering” – and make no mistake, it is a brand, sold hard yet often unthinkingly, with very real casualties. The message is clear: we have a lot of work to do.- Stephanie Keenan, TESThere is something for everyone here, whether you read this as a classroom teacher, determined to do better for all the students in every class, or as a headteacher more worried about whole-school strategy, vision and ethos. This is a call to action, to a brave new world where boys are nurtured and developed. Without putting the blame on schools for the current situation, the authors are clear about just how much good we can do for society if we can do better with our boys in school.- Peter Hall, Schools WeekThe problems identified within this book will be applicable for many schools, and the solutions offered are a fantastic starting point to address many challenging issues to ensure that the opportunities and experiences of all those attending education remain as positive and possible, no matter what your race, gender, religion or cultural background is.- Colin Hill, UKEdChatI’ll be honest and say that I didn’t think I’d learn much from this book. I have always felt that helping boys to achieve was something I knew quite a bit about. After all I have been one, I went to an all boys school and I have a teenage son. However, from the first chapter I realised that I had fallen foul of the ‘myths’ on many occasions. The ‘boy problem’ is not a new phenomenon and is cited as a major challenge to the improvement of our education system and society so it is time to think differently and ‘Boys Don’t Try?’ throws down that gauntlet to all of us.When you read this book you will find yourself with a furrowed brow regularly as you think back through your own school and life experiences; a good book does that – it makes you think. I haven’t been able to walk past a textbook without noticing all of the gender stereotypes that run through so many of them.‘Boys Don’t Try?’ will have an impact on my thinking for a long time to come and has helped me look at my school through a different lens."-Vic Goddard, Principal of Passmores AcademyAs a PGCE student, I was taught about the impact of gendered language on our students, about careful book choices and our own unconscious bias. These lessons stayed with me and helped me to be a better teacher of boys and girls. If these aspects have not been part of your learning as a teacher or a leader, then you need this book.The authors explore, in frank and detailed ways, the myths that surround the education of boys and explain how we need to widen our own expectations of boys as well as their cultural capital. It is uncomfortable to hear of the experiences of some students and teachers which is why this is an important topic. The key message I take away is that boys need the same as girls and that is great teaching and teachers. I particularly applaud the refusal to accept the stereotypes that diminish both genders which means ditching the engagement strategies that we hope motivate boys to learn and yet only succeed in further limiting both genders. Instead the book offers teachers, leaders and parents ways to ensure that all students, whatever gender, achieve and exceed. -Vivienne Porritt, Education and Leadership consultant and National Leader of #WomenEd'Boy's eh?' Our society appears intent on solving our perennial 'boy problem'. Male stereotypes abound about our troublesome boys, from their school disengagement to their violence fuelled pursuits. Mark and Matt, two well respected school teachers, informed by research evidence and personal insights, smash through the simplistic stereotypes and offer a compelling and nuanced exploration of boys, masculinity and much more. This is a highly recommended read for teachers and more.'-Alex Quigley, author of Closing the Vocabulary Gap, The Confident Teacher and Teach Now! EnglishIn their new book Boys Don’t Try? Rethinking Masculinity in Schools, English teachers Matt Pinkett and Mark Roberts unpack a range of reasons why boys are struggling in school. They also debunk some common myths surrounding engagement and behaviour management and provide useful alternatives for the future. Most importantly, they contend that the “problem” with boys is deeply rooted in a toxic idea of masculinity.- Wade Zaglas, Education Review"What do we want for our boys?" Matt and Mark explode myths, challenge some of our preconceptions and suggest alternative routes to success in our raising and educating of boys. And they don't dodge the most sensitive issues.This is a thoughtful, balanced, thoroughly-researched, eminently sensible and practical consideration of how we can support boys to be their best in the classroom and beyond it. It recognises and addresses the pressures boys are under as they make their journey towards manhood. Mark and Matt skilfully demonstrate that if we help boys in schools we will improve education for girls, too.Each chapter is structured according to the story, the research, the solutions: this is positive and forward-looking, asking not only "what’s not wanted?" but "what’s wanted instead?" and so focusses on the future rather than only the past and present.The authors explain honestly, courageously and with humility how and why they have rethought their own perceptions of "the boy problem" to come to a more nuanced and carefully considered understanding of why boys behave in certain stereotypical ways and how they can be encouraged, motivated and inspired to be their best selves. I learnt a huge amount from this book, and I suggest you will, too.- Jill Berry, Former head, now leadership consultantThis is a fabulous book. It's going to be a must-read for any teacher, leader or parents who have ever had concerns or questions about boys' attitudes to school, to learning, to sex, to each other. Boys Don’t Try? Rethinking Masculinity in Schools is impressively ambitious in its scope, tackling a range of key issues with a brilliant blend of the personal and the analytical with a clear, helpful repeating structure: the story, the research, the solutions. Matt and Mark speak from experience, acknowledging their biases and changes of heart; both have voices of conviction and an absolutely authentic desire to find real answers to difficult problems. The final 'other voices' chapter illustrates this perfectly.I loved reading this book and I know thousands of others will too.- Tom Sherrington, Author and education consultantHaving just read Boys Don’t Try? Rethinking Masculinity in Schools by Matt Pinkett and Mark Roberts, I have found myself with a sore neck. Why? Because I found myself nodding in agreement page after page. Like many teachers, at various stages in my career, I have been given really bad advice such as ‘introduce competition into your lessons to engage the boys’ or ‘don’t worry if the boys’ work is a bit untidy, that’s just the way it is with boys’. Matt and Mark address myths like this and use the research evidence, alongside their own experience in schools, to break down many of these widely held beliefs, which serve to do nothing else but compound the problem of gender inequality in schools. Furthermore, they challenge us as educators to reflect on our own gender biases which, whilst uncomfortable at times, is the first step to addressing this problem.The world of education has needed a book like this for a long time. Evidence informed, written by practitioners and not pulling any punches. It gets to the heart of a really serious issue that permeates our education system and should be read by anybody who works in a school.- Shaun Allison, Author, deputy head, and Director of Durrington Research SchoolWe desperately need this book – and more like it. In a data-obsessed education system, the statistics are stark: too many boys, particularly from disadvantaged backgrounds, are falling behind... In Boys Don’t Try? Matt Pinkett and Mark Roberts directly link boys’ relative educational underachievement to mistaken attempts to aspire to an “outdated, but nonetheless widespread idea” about what it means to be a “real man” and “a brand of masculinity that leaves many boys floundering” – and make no mistake, it is a brand, sold hard yet often unthinkingly, with very real casualties. The message is clear: we have a lot of work to do.- Stephanie Keenan, TESThere is something for everyone here, whether you read this as a classroom teacher, determined to do better for all the students in every class, or as a headteacher more worried about whole-school strategy, vision and ethos. This is a call to action, to a brave new world where boys are nurtured and developed. Without putting the blame on schools for the current situation, the authors are clear about just how much good we can do for society if we can do better with our boys in school.- Peter Hall, Schools WeekThe problems identified within this book will be applicable for many schools, and the solutions offered are a fantastic starting point to address many challenging issues to ensure that the opportunities and experiences of all those attending education remain as positive and possible, no matter what your race, gender, religion or cultural background is.- Colin Hill, UKEdChatI’ll be honest and say that I didn’t think I’d learn much from this book. I have always felt that helping boys to achieve was something I knew quite a bit about. After all I have been one, I went to an all boys school and I have a teenage son. However, from the first chapter I realised that I had fallen foul of the ‘myths’ on many occasions. The ‘boy problem’ is not a new phenomenon and is cited as a major challenge to the improvement of our education system and society so it is time to think differently and ‘Boys Don’t Try?’ throws down that gauntlet to all of us.When you read this book you will find yourself with a furrowed brow regularly as you think back through your own school and life experiences; a good book does that – it makes you think. I haven’t been able to walk past a textbook without noticing all of the gender stereotypes that run through so many of them.‘Boys Don’t Try?’ will have an impact on my thinking for a long time to come and has helped me look at my school through a different lens."-Vic Goddard, Principal of Passmores AcademyAs a PGCE student, I was taught about the impact of gendered language on our students, about careful book choices and our own unconscious bias. These lessons stayed with me and helped me to be a better teacher of boys and girls. If these aspects have not been part of your learning as a teacher or a leader, then you need this book.The authors explore, in frank and detailed ways, the myths that surround the education of boys and explain how we need to widen our own expectations of boys as well as their cultural capital. It is uncomfortable to hear of the experiences of some students and teachers which is why this is an important topic. The key message I take away is that boys need the same as girls and that is great teaching and teachers. I particularly applaud the refusal to accept the stereotypes that diminish both genders which means ditching the engagement strategies that we hope motivate boys to learn and yet only succeed in further limiting both genders. Instead the book offers teachers, leaders and parents ways to ensure that all students, whatever gender, achieve and exceed. -Vivienne Porritt, Education and Leadership consultant and National Leader of #WomenEd'Boy's eh?' Our society appears intent on solving our perennial 'boy problem'. Male stereotypes abound about our troublesome boys, from their school disengagement to their violence fuelled pursuits. Mark and Matt, two well respected school teachers, informed by research evidence and personal insights, smash through the simplistic stereotypes and offer a compelling and nuanced exploration of boys, masculinity and much more. This is a highly recommended read for teachers and more.'-Alex Quigley, author of Closing the Vocabulary Gap, The Confident Teacher and Teach Now! EnglishIn their new book Boys Don’t Try? Rethinking Masculinity in Schools, English teachers Matt Pinkett and Mark Roberts unpack a range of reasons why boys are struggling in school. They also debunk some common myths surrounding engagement and behaviour management and provide useful alternatives for the future. Most importantly, they contend that the “problem” with boys is deeply rooted in a toxic idea of masculinity.- Wade Zaglas, Education ReviewUndoubtedly, this text will be most useful for teachers and school leaders seeking ways in which they can challenge forms of non-tender masculinity and promote a more inclusive culture within their own schools. However, within Boys Don’t Try? Pinkett and Roberts provide a broad, accessible introduction to the challenges that face young men in their efforts to become educationally successful and, as such, will be a useful addition to the bookshelves of educational practitioners and researchers alike.- Alex Blower, Boyhood Studies"This is an invigorating call to break out of gender stereotyping and fight hard for every learner to go as far and fast as they can."- Neil Jones, NACETable of Contents1. The Engagement Myth 2. Disadvantaged Students 3. Peer Pressure 4. Mental Health 5. Expectations 6. Sex and Sexism 7. In the Classroom 8. Violence 9. Relationships 10. Other Voices
£999.99
Taylor & Francis Ltd InsideOutside A NatureThemed Resource Book for
Book SynopsisInside/Outside is a unique educational resource for those working with young people of secondary school age, providing a variety of tried-and-tested indoor and outdoor lessons and activities to promote and embed emotional literacy.The book is divided into three accessible sections: emotions and feelings; self and situation; and mental health and wellbeing; which each cover a variety of themes, from anxiety and depression, to happiness, communication, and confidence. For each theme, inside' and outside' activities are offered, with inside activities inspiring students to self-reflect and develop empathy for others, and those outside drawing heavily on nature and learning outside the classroom. The outside' activities are adaptable and have been designed to work in any available outdoor space, and all activities can be used either in standalone lessons or sequentially, with introductory tasks, group activities, and circle time discussions.With a focus on equippiTrade Review"I couldn’t wait to start trying out Joe’s ideas which take personal development beyond the classroom and make it possible to engage a wide range of learners for whom chalk, and talk is not their preferred modality. Joe’s breadth, depth and clear ‘how tos’ make this book indispensable." - Pooky Knightsmith, Mental Health Ambassador and Educator"There are so many fantastic ideas in Inside/Outside that Schools can implement and embed across all subjects in their Curriculum. Teachers can use these creative ideas with resources to instil the importance and benefits of learning outside in nature, helping to support, boost young people’s health and wellbeing." - Edd Moore, Multi Award Winning Primary School Teacher and Eco Coordinator"Joe Harkness is a force of nature. Full stop. This book is a prerequisite read for any educationalist working within the complex world of emotional intelligence. By reliving his own experience, Joe forges a connection between the outdoors and positive learning experiences. From Maslow’s hierarchy of needs to the ever more prevalent awareness of mental health, he challenges the reader to identify their own triggers to an emotional response. Joe uses a level of psychology to encourage a level of self-reflection that is seldom seen in education. He has opened my eyes. A must read." - Darren Hollingsworth, Principal, Cromer Academy"They say, if you’re lucky when you’re at school, you’ll have one teacher who will change your life. I was lucky. Mr Carnegie was an incredible teacher who, besides officially teaching me English in the classroom, outdoors kindled a lifelong love and appreciation of the natural world. Quite unnoticed by me at the time, he gave me the tools to be a better person, a more thoughtful and calmer young man. This was decades ago. How many people now are so fortunate to find such a teacher? Perhaps now, thanks to Joe Harkness, a great many more may do so. Inside/Outside is written with insight on so many levels - it is perceptive, intuitive, and shines with his love for the natural world and the power it contains for positive change." - Jon Dunn – Author of Orchid Summer and The Glitter in the GreenTable of ContentsIntroduction What is emotional literacy? Why emotional literacy? Why outside? How to use this book Section 1 – Feelings and emotions What are feelings? Sonic sit-space Regulating emotions Counting birds Self-care and coping Design-a-duck What do we need? Natural colours Fear and phobias Counting bugs Anger Sensory sit-spot Happiness Gratitude scavenger hunt Section 2 – Self and situation Self-awareness Texture bingo Identity Sense of place - street-work Conflict Our habitats Communication Mindfulness in nature – bird sounds SWOT Signs of sustainability Respect Counting wildflowers Friendships Bling up a butterfly Section 3 – Mental health and wellbeing Mental health Have-a-go-at-Haiku Poor mental health The A-Z of noticing nature Depression Nest building Anxiety Nature mandalas OCD Fashion a feather Stress Regulation - outdoors An active mind Nature calm jars Appendices
£25.38
Cambridge University Press Badges and Incidents
Book SynopsisIn Badges and Incidents, Michael J. Kaufman undertakes an interdisciplinary investigation of American education law and pedagogy. By weaving together the invaluable insights of law, education, history, political science, economics, psychology, and neuroscience, this book illuminates the ways in which the design of the American educational system does not reflect how human beings live and learn. It examines the principles of the nation''s Founders and demonstrates how a distorted presentation of the Founders'' views curtailed the development of a truly democratic educational system. The influence of this distortion on several critical Supreme Court decisions is exposed, and these decisions have largely failed to facilitate the educational system the Founders envisioned. By placing contemporary challenges in context and endorsing social constructivist pedagogy as the best path forward, Kaufman''s study will prove invaluable to advocates of equity in education, helping them navigate a contentious political climate with an eye toward future reform efforts.Trade Review'Kaufman's extensive quotations from philosophical and historical sources are this slim volume's central strength. These foundational groundings in educational theory and philosophy qualify Badges and Incidents as a sine qua non for graduate classes in US educational history. General readers interested in the history of civil rights will also find this text appealing.' J. H. O'Donnell III, ChoiceTable of Contents1. The political philosophy of American education; 2. American education from independence to reconstruction and the stamp of slavery; 3. Older but not wiser: America industrializes and embraces the flawed philosophy of behaviorism in education; 4. Brown and resegregation; 5. Voluntary race-conscious admissions policies in higher education; 6. San Antonio, inequity, and the human struggle; 7. Gender discrimination in education; 8. Special education and inclusion; 9. Civil rights in the educational environment and student discipline; 10. Current reform initiatives and a better way forward; Index.
£95.00
Nova Science Publishers Inc Moral Development and Behavior: New Research
Book SynopsisThe aim of this book is to discuss the concepts, challenges, and successes related to developing character and moral decision making in students of a variety of ages. This book is intended to reach an audience of teachers and teacher educators - partiality physical educators and youth coaches. Readers of this book will be enlightened to new practices and research methodologies to measure the moral climate of their learning environments and the moral and character trends in their classrooms and learning spaces. The editor''s hope is that readers use the information and suggestions shared in this book to improve their practice by emphasizing the elements which advances the moral decision making skills, social interaction skills, and intrapersonal development of students in their care. This book presents leading-edge research and discusses moral development concepts from the perspectives of both grade-school and university instruction. It considers the unique learning needs of elementary-age children and the diverse learning environments of college-aged students, providing approaches to both contexts. This book is authored by several expert university faculty members specializing in such disciplines as business, kinesiology, teacher education, and educational psychology. The main topics in-line with the theme of this book are: defining moral character; university business student moral expression trends; the systematic observation and quantification of positive moral behavior during sport and physical education; youth character development programs; pedagogical curriculum models; and moral development within inclusive physical education.
£999.99
Nova Science Publishers Inc A University AssistedCommunitySchools Approach to
Book SynopsisAs this book cogently states this is an eclectic examination of current social problems using the lenses of literature, whether fiction or non-fiction, to open doors to understanding the potential for new and creative interventions that have the potential for transformative change. The beginning quote from Toni Morrison bringing light to those who don't always find themselves true ownership to the land to which they are rooted in is a climate system for readers of this book. James Agee and Walker Evans provide a clear and yet complex vision of how they came to study three families in Hale County, Alabama. Their work gives excellent details on how to enter cultures different from their own. Hillbilly Elegy, Appalachian Reckoning and Nickel Boys all written in the past three years yield description and rhetoric that inform social scientists of the human condition. Appalachian Reckoning disputes much of what J.D. Vance wrote. Furious Hours is an excellent source for data collection and analysis. Literature is not new to social commentary but these are contemporary works that can help scholar activists and public researchers who are doing research and publishing for the public. This is a major goal of this book. Educational issues and their intersection with crime and mental issues are key topics of this cogent book. Opportunity gaps, school to prison pipeline, anxiety and many more issues are fodder for scholar activists that are adumbrated in this forceful book. The community school is proffered as a hub of services for those thorny issues. The school is the place to offer services because so many are fractured in this country today and very likely to become more so. Systemic thinking is a key part of the interventions applied currently. A plus on this topic is that systems thinking is presented in a demystifying way. Vignettes are a strength of this book in that they are what happened and they give readers insight into what worked and what didn't. If you are a bridge player, one peak is worth two finesses. The people in these vignettes are as alive today as they were when these events took place.Table of ContentsAcknowledgementsIntroduction: On the Relevancy of Toni MorrisonPrologueArt, Science, and Value: University Assisted Community SchoolsOn Making Let Us Now Praise Famous Men a Valuable Social Science Tool for Understanding Poor People and PovertyCommunity Schools: What Are They? Important Scholar Activists SpeakA Novel Way to Examine Social Science Questions: Casey Cep and Colson Whitehead, Following the Tradition of James Agee and Walker EvansThe Past, Present, and Future of the Goals of Education for All: Some Personal AsidesHistorical Antecedents: What Roles for Universities in Community ChangeAppendixEpilogueReferencesIndex.
£72.24
Taylor & Francis Ltd Catholic Schools
a huge range and FREE tracked UK delivery on ALL orders.
£209.53
Taylor & Francis Ltd The Complete Classroom Issues and Solutions for
Book SynopsisBased on the acclaimed series 'The Issue' in the Times Educational Supplement, this book brings together Steven Hastings' vast experience and offers a comprehensive overview of the challenges and concerns facing modern schools. Everything from tackling truancy to teaching children to write, from teenage suicide to pets in the classroom, this easy-to-digest guide cuts through the jargon to offer professional advice, expert opinion and practical ideas for better teaching.Divided into three themed sections, the book proves a comprehensive and accessible introduction to the main issues affecting contemporary schools: the healthy classroom, including dealing with junk food and bereavement, the thinking classroom, from emotional intelligence to personalized learning the well-rounded classroom, covering everything from going green to pupil power. Both informative and practical, the book provides a coherent synthesis of the current key topics in teaching, illustrates each topic with firsthand case studies, provides follow-up resources and shows how each topic inter-relates.Whether youâre an NQT or an experienced classroom teacher, a governor or a school manager, this is the essential guide to life in schools today.Table of ContentsIntroduction. The Healthy Classroom 1. The Teaching Voice 2. Truancy 3. Nits 4. Bereavement 5. Junk Food 6. Homophobia 7. Self Harm 8. Teenage Suicide 9. When You're Sick 10. Teacher's Sabbaticals The Thinking Classroom 11. Using Questions 12. Handwriting 13. Emotional Intelligence 14. Thinking Skills 15. Personalized Learning 16. Teaching Children to Read 17. Promoting Creativity The Well-Rounded Classroom 18. Going Green 19. Using Volunteers 20. Artists in Residence 21. The Learning Environment 22. Schoool Links 23. Classroom Pets 24. Pupil Power. Resources
£34.88
Taylor & Francis Ltd Race Class and Gender in Exclusion From School
Book SynopsisThis book explores the impact of ''race'', class and gender on the interaction of pupils and their teachers in the classroom setting. It seeks to examine the extent to which these variables can account for differential rates of school exclusion between pupils from different ethnic/racial groups, socio-economic classes and genders.Table of ContentsSeries Editor Preface 1. Theoretical Overview 2. School Ethos and the 'Value' of Exclusion 3. Teachers and Pupils - Relationships of Power and Resistance 4. Interrelations of 'Race' and Gender in School 5. Gendering 'Race' 6. 'Race' and the Social Consequences of Exclusion 7. Future Prospects - Towards Inclusive Education for All
£181.72
