Philosophy and theory of education Books

Book SynopsisAlmost every day you read that a fundamental change is needed in schools in education. This book is a plea for radically aligning upbringing and education with what is needed for healthy development and well-being of children and adolescents. It gives experiences and perspectives from the global Steiner Waldorf School movement the 21st century.

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Book SynopsisHigher education is broken, and we haven’t been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what’s ailing American higher education and a prescription for how it might still heal itself.Trade Review"Any administrator who wants to distinguish his or her institution from others, can and should do so by creating a truly learning-centered educational program. In this book, Tagg lays out the challenges that will have to be dealt with in such an endeavor, and describes several tools for achieving the changes needed." -- L. Dee Fink * author of Creating Significant Learning Experiences *"The Instruction Myth is among the most well thought out and well-researched studies on the issues related to students’ learning in higher education and the continuing struggles higher ed has to move from being teacher and course centered to learner centered. John Tagg details the problems and offers solutions that every college should be interested in adopting. Everyone who works in higher education should read this book." -- Terry Doyle * author of Learner Centered Teaching: Putting the Research on Learning into Practice *"As a higher education diagnostician, John Tagg writes with wry acumen to prescribe the needed solutions, including some bitter pills that are clearly necessary given the logic presented in this important book." -- Jeff King * executive director, CETTL *"John Tagg boldly declares the emperor has no clothes. He lays out the myths and hidden assumptions that impede reform in higher education and offers key points of leverage change." -- Anton Tolman * coeditor of Why Students Resist Learning: A Practical Model for Understanding and Helping Students *"Many readers will be familiar with—and fans of—John Tagg’s work, as I am, and this new volume draws on and extends that work in fresh and generative ways. It’s full of big ideas, captivating examples, and a powerful vision of what it takes to create change in the complex ecology of higher education." -- Pat Hutchings * Senior Scholar at the National Institute for Learning Outcome Assessment (NILOA) *"Teaching quality in US higher education is a myth," by John Tagg * Times Higher Education *'The Chronicle of Higher Education 'Selected New Books in Higher Education' roundup" compiled by Ruth Hammondhttps://www.chronicle.com/article/Selected-New-Books-on-Higher/246484?key=M4Uz02RD-3jerweavC_IPHDsdSj4sLkLIhfQSzDWsVxUs6OvR_d7rFjljkbHmAI7Wi0zZzk5OC0tb1FnZjRGYmJYOXlHd05ZNDJxLVJXUGNlNWR2MmxSMVVaVQ * Chronicle of Higher Education *"The pandemic 'break' we have just experienced provides the opportunity for institutions to rethink evaluation. [The Instruction Myth] provide[s] [a] powerful lenses for that reflection." * Change: The Magazine of Higher Learning. *Table of ContentsContents IntroductionPart I: Where Are We and How Did We Get Here? 1 The Chronic Crisis 2 How Did It Get This Way?Part II: Why Is Change So Hard? 3 The Status Quo Bias 4 How the Status Quo Bias Defends Itself in Organizations 5 The Design of Colleges and the Myths of Quality 6 Framing the Faculty Role: Graduate School, Departments, and the Price of Change 7 The Myth of Unity and the Paradox of Effort 8 Faculty Expertise and the Myth of Teacher Professionalism 9 Trial Run: Changing the College, the Case of the Degree Qualifications ProfilePart III: Learning to Change, Changing to Learn 10 Seeds of Change 11 How Do People Learn to Change? 12 Diffusing Innovation by Making Peer Groups 13 Promoting Innovation Through Scholarly Teaching 14 Information Flow and Feedback—The Teaching Inventory and Portfolio 15 Information Flow and Feedback: The Outcomes Transcript and Portfolio 16 Changing the Faculty Endowment 17 Creating a Market for Education 18 Levers for Change: A New Accountability Acknowledgments Bibliography Index

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Book SynopsisIn Climbing Parnassus, Tracy Lee Simmons presents a defense and vindication of the formative power of Greek and Latin. He also shows how these languages have played a crucial role in the development of authentic Humanism, the foundation of the West’s cultural order and America’s understanding of itself as a union of citizens. Simmons’s persuasive witness to the unique, now all-but-forgotten advantages of study in and of the classical languages constitutes a bracing reminder of the genuine aims of a truly liberal education.Trade Review“This luminous book shows that writing precisely and clearly demonstrates an allegiance to civilization itself.”—Jeffrey Hart, professor of English emeritus, Dartmouth College“The author elucidates the values inherent in a classical education, i.e., the Greek and Latin languages and literatures, and these ideals shape this intelligent, passionate, and articulate book.”—Choice

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Book SynopsisHow do adults learn? What is the task of the adult educator in adult education? What can adults do to take charge of their learning process? Learning means change and transformation. But in order to learn, argues Coenraad van Houten, we must first awaken our will. True adult education, he says, enables our spiritual ego to accomplish this. He describes the forms in which learning can be meaningfully structured, and offers advice and ideas to help overcome specific learning blockages. The book regards the business of adult education as a full profession, and it provides a theoretical and practical basis for its true task: an awakening of the will.

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Book SynopsisHigher education has seen better days. Harsh budget cuts, the precarious nature of employment in colleague teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practice — the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice. Kevin Gannon asks that the contemporary university's manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus 'free speech crisis'. Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers' essential role in the discourse of higher education.Trade ReviewA must-read for pedagogues and theorists alike. Gannon's explorations into history, power, and academia place students and the environments in which they learn front and center for the rest of us to consider. This work isn't about reform, but transformation, and Gannon's book pushes us in the right direction." — JosÉ Luis Vilson, author of This Is Not A Test: A New Narrative on Race, Class, and Education"This is the book I needed to read—it was a fresh drink of water in a time of turmoil and despair in education. Gannon grounds his calls for radical hope in the work of educational scholars like Freire, hooks, and Giroux, and offers helpful examples and recommendations based on his years of teaching experience. He tackles real issues we are facing at our institutions head-on without capitulating to clichÉs or trendy solutions often offered in books about higher education." — Amy Collier, Middlebury CollegeTable of Contents Acknowledgments Introduction 1. Classrooms of Death 2. The Things We Tell Our Students 3. Cultivating Transformative Teaching 4. Teaching and Learning Inclusively 5. Making Access Mean Something 6. Encouraging Choice, Collaboration, and Agency 7. A Syllabus Worth Reading 8. Pedagogy Is Not a Weapon 9. Platforms and Power 10. I Don’t Know . . . Yet. Coda: Radical Hope, Even When It Seems Hopeless Notes Index

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Book SynopsisTrade Review"Germano and Nicholls’s gently polemical, deeply romantic book regards the syllabus, and the work that goes into constructing one, as an opportunity to ponder the possibilities and pathways of the classroom. . . . As such, their book is filled with useful insights about teaching and how, under ideal circumstances, what is transferred isn’t a body of knowledge but a kind of ‘craft,’ a way of reading and taking in the world. . . . The authors of Syllabus come across like fantastic and committed teachers."---Hua Hsu, New Yorker"Germano and Nicholls show how constructing the syllabus can facilitate self-reflection that fuels powerful pedagogy in every subject area. . . . Above all, Syllabus offers prompts for doing the thinking about teaching that will empower readers to create learning communities."---Koritha Mitchell, Public Books"An inspiring exhortation to make the standard college syllabus work harder and better. . . . A thoughtful, provocative collection of well-tested teaching strategies and philosophies that work across the curriculum." * Kirkus, starred review *"A passionate book about teaching well, using the syllabus as a framework within which to discuss how to embark with students on the joint endeavour of learning. I like its philosophy. . . . One for all who value teaching."---Diane Coyle, Enlightened Economist

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Book SynopsisExciting new lessons for activists from those struggling in the Global SouthTrade Review'In social movements, people remake themselves and re-imagine their worlds - and learn how to do so. This powerful and inspiring book shows that movement education is not a luxury but a central part of effective struggle.' -- Laurence Cox, author of 'Why Social Movements Matter''Grounded in an impressive record of scholar-activism, the authors take us on a rich and fascinating journey about the power of collective knowledge and learnings produced by social movements in Turkey, Colombia, Nepal and South Africa. It is a valuable, refreshingly accessible example of inter-movement solidarity and a much-needed tribute to the 'spaces of learning' offered by social movements, including alternatives, through praxes and in the ferment of social struggles.' -- Salim Vally, co-editor of 'Against Racial Capitalism''This major intervention provides a fascinating account of how social movements in the Global South produce crucial learning and knowledge in moments of struggle. Important lessons to be learned for every activist in the Global North about ways of building peace with social justice.' -- Andreas Bieler, author of 'Fighting for Water''Social movements struggling to overcome the injustices and inequalities of capitalist globalization, and its enforcer state repression, require the continuous construction and reconstruction of learning and other knowledge-making processes. This remarkable book draws on experiences from Colombia, Turkey, Nepal and South Africa, showing us that movements can become veritable schools where new strategies and ideas are tested and framed.' -- Fatma Gök, Boğaziçi University'A groundbreaking, accessible account of activist learning, transformative pedagogies, movement knowledge making and transnational research coproduction situated in the Two Thirds World. Given the global rise of authoritarian, ethnoreligious nationalisms, the situated insights into how these activists construct participatory and inclusive activist subjectivities, solidarities and organising practices across differences of gender, ethnicity and caste are particularly compelling.' -- Nisha Thapliyal, School of Education, University of Newcastle AustraliaTable of ContentsPrologue Introduction 1. Social movements theory, learning and knowledge-making in conflict contexts 2. Background to the social movements 3. How do social movements learn and make knowledge? 4. What types of knowledge do social movements produce and what are they learning? 5. The effects of these learning and knowledge-making processes on peace with social justice Conclusion References Acknowledgements Index

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Book SynopsisApartheid, ironically, provided Grant Farred with the optimal conditions for thinking. He describes South Africa’s apartheid regime as an intellectual force that, “Made thinking apartheid, more than anything else, an absolute necessity.” The Perversity of Gratitude is a provocative book in which Farred reflects on an upbringing resisting apartheid. Although he is still inclined to struggle viscerally against apartheid, he acknowledges, “It is me.” Unsentimental about his education, Farred’s critique recognizes the impact of four exceptional teachers—all engaging pedagogical figures who cultivated a great sense of possibility in how thinking could be learned through a disenfranchised South African education.The Perversity of Gratitude brings to bear the work of influential philosophers such as Martin Heidegger and Jacques Derrida. The book tackles broad philosophical concepts—transgression, withdrawal,Trade Review“Farred offers readers who dare a perverse anthropology of ‘the surprising intellectual processes that were put into motion precisely because of the violence that the apartheid regime intended its policies to enact on the disenfranchised mind.’ Both loving tribute to his intellectual influences and unsparing theorizing of the conditions of his education, Farred brings apartheid thinking, as a ‘primal scene,’ home to Heidegger and Derrida. Relentless in its audacity, dizzying in its intellectual reach and range, this book thinks—with rigor, ferocity, and grace—the unthinkable.”—Dana D. Nelson, Nancy Perot Chair of English and Professor of American Studies at Vanderbilt University, and author of Bad for Democracy: How the Presidency Undermines the Power of the People“Existential, confessional, deconstructive, self-reflexive, linguistically fraught, restlessly philosophic, The Perversity of Gratitude is autopoetic theorizing at its best, connecting worldliness with self, the word with the world, and meditative serenity with political turbulence. Grant Farred’s situated and grateful thinking transforms the ugly and given context of apartheid into a rich pretext for the only kind of learning that is worth the effort: learning against the grain.”—R. Radhakrishnan, Distinguished Professor of English, Comparative Literature, and African American Studies at the University of California, Irvine, and author of History, the Human, and the World Between

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Book SynopsisA call to action for school and community leaders to reframe educational institutions as open systems that are adaptable and responsive to the needs of students, families, and communities.Landon MascareÑaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy.In The Open System, MascareÑaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing equity, bolstering public trust, and making room for co-creation and co-production driven by community partnerships and family engagement.Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and the Burlington Education Coalition, MascareÑaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking.Trade Review“Despite decades of well-meaning reform efforts, educators remain frustrated that we have not met our promise of better and more equitable outcomes for our students. It is refreshing to read a breakthrough piece that has the potential for dramatic systemic improvement. The book brings hope supported with direction. It is a must-read for education leaders.”—Gene Wilhoit, former executive director, Council of Chief State School Officers, and founder, Center for Innovation in Education“The Open System is a rare combination of concrete, practical strategies on how school systems can much more effectively work together with families and communities to improve policies and outcomes, and ambitious, idealistic arguments for how these strategies can help bolster our democracy.”—Hanseul Kang, assistant dean and Anita and Joshua Bekenstein ’80 B.A. Executive Director, The Broad Center at the Yale School of Management

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Book SynopsisThe chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education. This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, PubliTable of ContentsIntroduction: The metamorphosis of early childhood theorists and pioneers Part I: Developmental Theories in Early Childhood Education 1. Theorists and their developmental theories 2. Revisiting Piaget, his contribution to South African early childhood education 3. Continuing the heritage of Vygotsky as a complexivist: insights from a research project among pre-primary learners in Mauritius 4. Vygotsky’s contributions to understandings of emotional development through early childhood play 5. Vygotsky’s theory in- play: early childhood education 6. Contemporary principles to lead understandings of children’s learning: synthesizing Vygotsky, Rogoff, Wells and Lindfors 7. A review of Kohlberg’s theory and its applicability in the South African context through the lens of early childhood development and violence 8. The promise and the practice of early childhood educare in the writings of Urie Bronfenbrenner 9. The impact of B. F. Skinner’s science of operant learning on early childhood research, theory, treatment, and care 10. The psychosocial development theory of Erik Erikson: critical overview 11. Bruno Bettelheim: contradictions, controversies and continuities 12. The contributions of Alfred Adler (1870–1937) to the understanding of early childhood development Part II: Pioneers and their Curriculum Programs 13. Early childhood education pioneers and their curriculum programs 14. Pestalozzi and pedagogies of love: pathways to educational reform 15. Froebel’s kindergarten and its movement in Germany and the United States 16. Friedrich Froebel: a path least trodden 17. Friedrich Froebel: interpolation, extrapolation 18. Montessori as an alternative early childhood education 19. Math achievement outcomes associated with Montessori education 20. A study on the effect of Montessori Education on self- regulation skills in preschoolers 21. How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next 22. Sustaining curiosity: Reggio-Emilia inspired learning 23. How teachers, peers, and classroom materials support children’s inquiry in a Reggio Emilia- inspired preschool 24. Mikhail Bakhtin: a two- faced encounter with child becoming(s) through dialogue 25. Waldorf inspired hyper- imaginative learning trajectories: developing new media literacies in elementary education 26. Seeing infants differently: Magda Gerber’s contributions to the early care and education field and their continuing relevance 27. A potpourri of philosophical and child development research- based perspectives as a way forward for early childhood curricula and pedagogy: reconcilable schism or irreconcilable severance? 28. Early childhood theories, ideals and social- political movements, an oral history study of pioneers in the second half of the twentieth century

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Book SynopsisTable of ContentsDedication About the Author Acknowledgments Foreword Introduction Chapter 1: Planning for Variability Chapter 2: Emotionally Safe Environments Chapter 3: Options for Expression Chapter 4: Engaging Classrooms Chapter 5: Developing Expert Learners Chapter 6: Flexible Support and Intervention Chapter 7: Mastery Assessment and Grading Chapter 8: Looking Forward References

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Book Synopsis ★ Starred selection for CCBC's Best Books Ideal for Teachers 2023! Now a National Best Seller! How can Indigenous knowledge systems inform our teaching practices and enhance education? How do we create an education system that embodies an anti-racist approach and equity for all learners? This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning. Some educators may come to this work with some trepidation. You may feel that you are not equipped to engage in Indigenous education, reconciliation, or anti-racism work. You may be anxious about perpetuating misconceptions or stereotypes, making mistakes, or giving offence. In these chapters, I invite you to take a walk and have a conversation with a good mind and a good heart. With over two decades in Indigenous education, author Jo Chrona encourages readers to acknowledge and challenge assumptions, reflect on their own experiences, and envision a more equitable education system for all. Each chapter includes reflection questions to help process the ideas in each chapter suggestions for taking action in both personal and professional spheres of influence recommended resources to read, watch, or listen to for further learning personal reflections and anecdotes from the author on her own learning journey voices of non-Indigenous educators who share their learning and model how to move into, and sit, in places of unknowing and discomfort, so we can examine our own biases and engage in this work in a good way Grounded in the First Peoples Principles of Learning, this comprehensive guide builds on Chrona’s own experiences in British Columbia’s education system to explore how to shape anti-racist and equitable education systems for all. Perfect for reading on your own or with your professional learning community!

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Book SynopsisEducational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom.Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: Evidence-based education and the science of learning Basics of human cognitive processes Strategies for effective learnTrade Review"This book is incredibly useful for students, parents, and teachers alike. As a high school teacher, the information provided will only serve to better my classroom and my student’s understanding of learning. The content, both word and illustrations, creates an easily accessible text packed with material. I highly recommend Understanding How We Learn. I may order two copies because I’m sure I’ll be using and sharing the book often with my fellow teachers." - Blake Harvard, James Clemens High School, USA "Many educators are today advocating for evidence-based education. This book is an excellent source for the current evidence on ways to improve learning, as well as practical tips on how to use the strategies. The authors write for teachers, students, and parents. I highly recommend this book for all three groups." - Henry L. Roediger III, James S. McDonnell Distinguished University Professor of Psychology, Washington University, USA "In Understanding How We Learn Sumeracki and Weinstein urge educators, students and parents to pay less attention to intuition and pay more attention to research. The book then enables them to do that. As a result, they synthesise a huge wealth of research literature on cognitive science into a readable, practical guide that serves as a tool to transform teaching, and hence learning. Laced with anecdotes and examples that make this an essential read, the wealth of academic references mean that this book will be invaluable in transforming your institution, and the educators and students within it, to be more effective. An absolute must-read for all educators, teachers, and students." - Stuart Lock, Executive Principal of Bedford Free School and Director at Northampton Primary Academy Trust, UK"An accessible, fascinating journey through research methods, findings and application. If every teacher across our multi-academy trust could apply these findings (and there’s nothing so complicated here that this couldn’t be done), the benefits to student learning could be enormous." — Linda Ferris, Schools Week "Understanding how we learn: a visual guide should be recommended to every student, and for that matter their teachers. It draws on scientific research in psychology to explain what works and what doesn’t work when it comes to learning and recall."— Terry Freedman, ICT & Computing in Education Table of ContentsAcknowledgments Author Profile Illustrator Profile Part 1 Evidence-Based Education and the Science of Learning Chapter 1: Communication Breakdown Between Science and Practice in Education Chapter 2: Different Types of Evidence in Education Chapter 3: Is Intuition the Enemy of Teaching and Learning? Chapter 4: Pervasive Misunderstandings About Learning: How They Arise, and What We Can Do Part 2 Basics of Human Cognitive Processes Chapter 5: Perception Chapter 6: Attention Chapter 7: Memory Part 3 Strategies for Effective Learning Introduction Chapter 8: Planning Learning: Spaced Practice and Interleaving Chapter 9: Development of Understanding Chapter 10: Reinforcement of Learning: Retrieval Practice Part 4 Tips for Teachers, Students, and Parents Chapter 11: Tips for Teachers Chapter 12: Tips for Students Chapter 13: Tips for Parents Glossary

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Book SynopsisFamous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed. This edition includes a substantial new introduction by Carlos Alberto Torres, Distinguished Professor and Founding Director of the Paulo Freire Institute, UCLA, USA. Translated by Myra Bergman Ramos.Trade ReviewFreire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man. * Times Higher Educational Supplement *Table of ContentsEducation for Critical Consciousness and Deliberative Democracy: A Critical Reading of Paulo Freire’s Hermeneutic Contributions, Introduction by Carlos Alberto Torres, 2021 Introduction by Denis Goulet, 1973 Preface by Jacques Chonchol, 1968 Part I: Education as the Practice of Freedom 1. Society in Transition 2. Closed Society and Democratic Inexperience 3. Education versus Massification 4. Education and Conscientização 5. Postscript 6. Appendix Part II: Extension or Communication Chapter I Chapter II Chapter III

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Book SynopsisRey Chow rearticulates the plight of the humanities in the age of global finance and neoliberal mores through a focus on Foucault's concept outside. She foregrounds a nonutilitarian approach, stressing anew the intellectual and pedagogical objectives fundamental to humanistic inquiry.Trade ReviewIn this lucid, concise, and passionate book, Rey Chow theorizes the dire effects of entrepreneurial capitalism in our digital age while showing how a humanistic intellectual should confront the essential problems created and obscured by that capitalism. This recovery of Foucault is brilliant, timely, and liberating. -- Paul A. Bové, author of Love's ShadowIn A Face Drawn in Sand, Rey Chow not only offers a provocative and original reading of Foucault but also mobilizes this reading to analyze some of the most important oppositions in literary studies today: close reading versus distant reading, surface reading with its re-aestheticization of the text versus STEM-inspired social science approaches, identity versus racialization, among others. Rather than attempt simply to adjudicate these conflicts in the interests of compromise, Chow reconstructs their theoretical and historical conditions of possibility to determine how these oppositions came to be posed in their current form. In doing so, she allows us to rethink them and perhaps better articulate the problems they seek to address. This is a much-needed book. -- Warren Montag, coauthor of The Other Adam SmithIf, as Foucault said, we have yet to cut off the head of the king, Chow offers the sharpest blade yet: critique forged in immanence. With the equanimity of a saint and the tenacity of a battle-scarred scholar, she puts a point on Foucault’s productive hypothesis: to denounce power is not to say no to it. The result is a compelling series of interventions into the fields of study that matter most for humanistic inquiry today: critical race studies, sound studies, media studies, transnational and global studies. Chow’s gift is a vision of what these fields might be, beheaded. -- Thomas Lamarre, author of The Anime Ecology: A Genealogy of Television, Animation, and Game MediaA Face Drawn in Sand cuts into the present with breathtaking clarity. Redeploying Foucault’s work in startling new ways, Chow engages everything from humanistic study in the neoliberal university to racism, sound theory, the digitized smart self, and sand painting. As brilliant as it is courageous, this book not only changes how we read Foucault. It teaches us how to think: how to press against the limits of our contemporary order. A tour de force! -- Lynne Huffer, author of Foucault's Strange ErosChow’s text accomplishes something rare these days: an original reading of Foucault that crackles with insight. * Critical Inquiry *Table of ContentsPart I. Humanistic Inquiry in the Era of the Moralist-EntrepreneurIntroduction: Rearticulating “Outside”Part II. Exercises in the Unthought1. Literary Study’s Biopolitics2. “There Is a ‘There Is’ of Light”; or, Foucault’s (In)visibilities3. Thinking “Race” with Foucault4. “Fragments at Once Random and Necessary”: The Énoncé Revisited, Alongside Acousmatic Listening5. From the Confessing Animal to the SmartselfCoda: Intimations from a Series of Faces Drawn in SandAcknowledgmentsNotesIndex

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Book SynopsisLawrence Edwards' clear and artistic exploration of the fascinating qualities of projective geometry illustrated with over 200 diagrams and exercises.

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Book SynopsisTeaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), Democratic Discord in Schools provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times.

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Book SynopsisIn this book George Marsden responds to critics of his The Soul of the American University (OUP 1994), and attempts to explain how, without heavy-handed dogmatism or moralizing, Christian faith can be of great relevance to contemporary scholarship of the highest standards.Trade Review"A frank assertion that religious faith does indeed have a place in academia."--Kirkus Reviews "A lucid, thoughtful book even his toughest critics will find compelling."--Publishers Weekly "An exciting and thought-provoking work."--Commonweal "Marsden's arguments need to be read both off and on the campus."--Fort Worth Star-Telegram "Marsden's earlier book...established him as an astute student of today's academic culture. In The Outrageous Idea, Marsden expands his former inquiry into basic ideas about scholarship that create a climate that is pervasively hostile to religion....The book is not an instance of special pleading for Christians. The gravamen of Marsden's case is that the academy's hostility to religion undermines the very idea of the university as an institution dedicated to honest intellectual engagement. Academics both junior and senior should want to check out Marden's diagnosis and explore what they together might do about it, even at the risk of appearing outrageous."--First Things "Marsden presents his 'outrageous idea' with such calm, persuasive power and fundamental decency that it is hard to imagine any person of good will taking exception. He here reaffirms his status as one of our leading interpreters of religion and contemporary American culture."--Jean Bethke Elshtain, Professor of Social and Political Ethics, The University of Chicago, author of Augustine and the Limits of Politics." "A masterly explanation and defense of Christian learning in the contemporary world, displaying the learning it advocates."--Nicholas Wolterstorff, Noah Porter Professor of Philosophical Theology, Yale University "A frank assertion that religious faith does indeed have a place in academia."--Kirkus Reviews "In a lucid, thoughtful book even his toughest critics will find compelling, Marsden outlines specific ways that a scholarship informed by faith can, within the accepted rules of academic discourse, contribute new insights to the most sharply debated issues of the day, such as how to assert moral claims and affirm pluralism without lapsing into relativism."--Publishers Weekly "An exciting and thought-provoking work for anyone who cares about the future of the university and education today."--Commonweal "Marsden's arguments need to be read both off and on the campus."--Fort Worth Star-Telegram "For all those who take seriously the command to 'love the Lord your God...with all your mind,' Marsden's book is essential reading."--Christianity Today "Much is at stake in Mr. Marsden's program--not only the truth about the past, but a way of getting at issues often excluded in the present."--Robert Royal, The Washington Times "The Outrageous Idea of Christian Scholarship is a heavenward glance. The scholarly community, secular and Christian alike, cannot but be the better for it."--Glenn Tinder, The Christian Century "This study combines the virtues of competence in historical analysis with personal commitment and experience....This is a book that should be pondered by all thoughtful Christians, and should be read by ministers and seminary professors, as well as Christians working in colleges and universities."--Theology Today "Marsden paints the canvas of Academia with the foundational tools of faith, purpose, and meaning. To be a scholar (a true scholar) one must be Christian."--Eric Pratt, Anderson College "Excellent text. Marsden surveys the academic landscape and summarizes it well. His characterization is apt."--Mark Discher, Ottawa University, Kansas "Marsden's work provides an excellent and accurate overview of the status of the modern academy with its operating, theoretical frameworks. He offers carefully poised responses and critiques from a Christian perspective."--The Master's Seminary Journal

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Book SynopsisThis primer on authentic education explores how mind and heart can work together in the learning process. Moving beyond the bankruptcy of our current model of education, Parker Palmer finds the soul of education through a lifelong cultivation of the wisdom each of us possesses and can share to benefit others.

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Book SynopsisArgues that schools, and children, can only be saved by radically retooling teaching methods. Based on his work on choice theory, this work offers teaching techniques which emphasize co-operation and creativity. It provides ideas for improving the success of teachers and the enthusiasm of students.

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Book SynopsisTrade Review"Ainsley Arment has emerged as one of the most prominent voices in a grass-roots community that, long before social distancing, decided to reject mainstream schooling and rather educate within the family…. The Call of the Wild and Free, part memoir and part manifesto, encourages mothers who are considering home-schooling and those who are ready to give up… suggesting that parents are the most intuitive educators of their kids." — The New York Times "If you’re curious about homeschooling or wondering if it’s something you might be able to do, this is a low-pressure, easy read that’s also super inspiring." — Book Riot

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Book Synopsis“Profound, vital and correct. Hirsch highlights the essence of our American being and the radical changes in education necessary to sustain that essence. Concerned citizens, teachers, and parents take note!  We ignore this book at our peril.— Joel Klein, former Chancellor of New York City Public SchoolsNow in paperback, the bestselling author of Cultural Literacy delivers a powerful manifesto on the failures of America’s early education system and its impact on our current national malaise, advocating for a shared knowledge curriculum students everywhere can be taught—an educational foundation that can help improve and strengthen America’s unity, identity, and democracy.In How to Educate a Citizen, E.D. Hirsch continues the conversation he began thirty years ago with his classic bestseller Cultural Literacy, urging America’s public schools, particularly at the elementary level, to educate our children more effectively to help heal and preserve the nation. Since the 1960s, our schools have been relying on “child-centered learning.” History, geography, science, civics, and other essential knowledge have been dumbed down by vacuous learning “techniques” and “values-based” curricula; indoctrinated by graduate schools of education, administrators and educators have believed they are teaching reading and critical thinking skills. Yet these cannot be taught in the absence of strong content, Hirsch argues.The consequence is a loss of shared knowledge that would enable us to work together, understand one another, and make coherent, informed decisions. A broken approach to school not only leaves our children under-prepared and erodes the American dream but also loosens the spiritual bonds and unity that hold the nation together. Drawing on early schoolmasters and educational reformers such as Noah Webster and Horace Mann, Hirsch charts the rise and fall of the American early education system and provides a blueprint for closing the national gap in knowledge, communications, and allegiance. Critical and compelling, How to Educate a Citizen galvanizes our schools to equip children with the power of shared knowledge.

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Book SynopsisAims to collect papers on learning declarative knowledge and problem solving skills that involve multiple representations such as graphical and mathematical representations, knowledge at different levels of abstraction. This book covers approaches to this topic from different perspectives: educational, cognitive modelling and machine learning.Trade ReviewArthur B. Markman, Department of Psychology, University of Texas ...the volume explores a wide range of important topics that deal with multiple representations, and thus provides a nice introduction to research in this area. This strength must be emphasized, as the coordination of multiple representations is topic that has not received as much attention in cognitive science as it deserves...the book will be of value for researchers who are already well-versed in general issues of representation and are interested in the state of the art in research on the role of multiple representations in education and expert performance...it is clear that expert performance requires the coordination of multiple representations and that the education of future expert performance requires the coordination of multiple representations and that the education of future experts will require understanding of how to teach people to carry out this coordination. There is clearly a gap that must be bridged between current educational systems, in which the use of multiple external representations may actually hamper learning, and expert performance, which is characterised by the ability to shift among different internal representations of a situation. This book will be a valuable resource for psychologists (and educational psychologists) who are interested in these issues. British Journal of Educational Psychology, Vol 70, Part 1Table of ContentsIntroduction (M.W. van Someren et al.). Multiple Representations in Learning Concepts from Physics and Mathematics. Acquiring knowledge in science and mathematics: the use of multiple representations in technology-based learning environments (T. de Jong et al.). Reasoning with multiple representations when acquiring the particulate model of matter (M. Rohr, P. Reinmann). How beginning students use graphs of motion (E. Scanlon). Toward decision support for multiple representations in teaching early logic (M. Dobson). The role of prior qualitative knowledge in inductive learning (M.W. van Someren, H. Tabbers). Analysing the costs and benefits of multi-representational learning environments (S.E. Ainsworth et al.). Problem Solving and Learning with Multiple Representations. Problem solving with multiple representations by multiple and single agents: an analysis of the issues involved (H.P.A. Boshuizen, H.J.M. (Tabachneck-) Schiff). Accidentology: an example of problem solving by multiple agents with multiple representations (L. Alpay et al.). Perspective-taking between medical doctors and nurses: a study of multiple representations of different experts with common tasks (R. Bromme, M. Nuckles). One person, multiple representations: an analysis of a simple, realistic multiple representation learning task (H.J.M. (Tabachneck-) Schiff, H.A. Simon). Using multiple representations in medicine: how students struggle with them (H.P.A. Boshuizen, M.W.J. van de Wiel). Competence-related differences in problem representations: a study in physics problem solving (E.R. Savelsbergh et al.). A utility-based approach to speedup learning with multiple representations (M.W. van Someren et al.). General Issues and Implications for Education. Multiple representations and their implications for learning (A. Lesgold). Representation and conceptualisation in educational communication (K. Stenning).

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Book SynopsisProvides readers with an overview of the state of higher education research and its relationship to policy and practice. This work draws upon developments in higher education research in Australia, Canada, Japan and Latin America to provide a comparative perspective on the state of higher education research.Table of ContentsPart 1: Introduction. The relationships between higher education research and higher education policy and practice: the researcher's perspective (U. Teichler). Part 2: Major Issues in Comparative Perspective. Research, policy and practice: assessing their actual and potential linkages (E. El-Khawas). Higher education research, policy and practice: contexts, conflicts and the new horizon (Motohisa Kaneko). Higher education research: the hourglass structure and its implications (P.A.M. Maassen). Part 3: Experiences from Individual Countries and Regions. Higher education research and policy in Canada (G.A. Jones). Higher education policy research in Australia (M. Hayden). Recent developments of higher education research and higher education policy in Japan (Akira Arimoto). Latin America: higher education research in a transformation context (C. Garcia-Guadilla). Part 4: A Synthesis. Higher education research in the light of a dialogue between policy makers and practitioners (P. Scott). Annex 1. Higher education and the World Bank: from policy to practice. Annex 2. Academic social science research and policy-making in Chile (R. Urza).Annex 3. Select Bibliography on higher education research and policy-making.

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Book SynopsisThis book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts. The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following: the historical development of learning theories, the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfTable of ContentsBoundary Crossing as a Theoretical Basis for Research on Transfer. Learning and Transfer in Vocational Education. Learning in Workplaces.

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Book SynopsisAn urgent manifesto for re-defining human potential in our turbulent times, from the bestselling author of The Element ''As we face an increasingly febrile future, the answer is not to do better what we''ve done before. We have to do something else . . . We must urgently re-imagine education and schools'' Imagination and creativity are at the root of every uniquely human achievement and those achievements have brought us to this present moment. As we reckon with the extractive practices that have depleted our natural resources and threaten our survival as a species, Sir Ken Robinson argues that we must also find a better way of cultivating human potential in order to navigate our uncertain future. This incisive book distills the thought and expertise that underpinned Sir Ken''s influential work as educator, speaker and adviser; grounded in his unwavering belief in the indispensable value of human potential. Imagine If . . .Trade ReviewA change-maker . . . for forty years he persuasively made the case for more creativity in teaching and the curriculum * Guardian *He makes us rethink what real schooling, learning and creativity means -- Malala YousafzaiThe world's most well-known education luminary * Forbes *

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Book SynopsisIndian parents prioritize children's education, investing heavily. Many students lack quality schooling. Y. S. Rajan calls for major education reforms to better equip students for the job market.

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Book SynopsisPhilip Kitcher''s The Main Enterprise of the World offers a sweeping vision of the goals of education. Kitcher considers the ways in which schools and universities should advance their goals, explores the social changes required to make high-quality education available to all, and argues that these reforms are economically sustainable. Kitcher build his arguments from three broad goals of education as an institution: career development and professionalization, civic participation, and human fulfilment. He shows that shifts in the workplace provide opportunities to focus on the latter two goals, and to liberate education from supposed economic constraints. By tying education to the strengthening of both individual lives and the foundations of democracy, he offers a humanistic rethinking of what education should try to achieve. Drawing on figures like Dewey, Mill, Atkinson, and others who have written deeply on education, both in theory and in practice, Kitcher offers an extensive reconsideration of how we might change our educational institutions to respond not just to the twenty-first century economy, but to the deeper need for lifelong human flourishing. The Main Enterprise of the World renews classical Pragmatism: with one eye on the ideal, and the other on the world, it presents a picture of education appropriate for our century.Trade ReviewA towering achievement, worthy of a place beside the classic works of John Dewey, J. S. Mill, and Rabindranath Tagore. Kitcher's radical and compelling idea is that contemporary societies have been designing education to suit jobs that currently exist, when instead we should be imagining an education system that serves the needs of personal fulfillment and interactive democratic citizenship, and designing other social institutions to support those goals. This is ideal theory in the very best sense: a clear-eyed road map of a difficult destination, together with practical proposals for reaching it, articulated with both clarity and an inclusive love of human beings. * Martha C. Nussbaum, University of Chicago *Philosophy of education, so vital and so neglected, receives a shot in the arm from Philip Kitcher's foundational, radical, and absolutely essential The Main Enterprise of the World. It also invigorates political theory, ethics, and wide range of other questions, as education—the building of a person—takes its place at the centre of human life. * Cheryl Misak, University of Toronto *A remarkable achievement that will attract the attention of philosophers of all stripes, including but not limited to philosophers of education, as well as economists, psychologists, and other social scientists and policy experts. Arguing for a radical reconceptualization of both educational practice and its philosophical, economic, and social underpinnings, Kitcher's Deweyan vision insists that educational activities must aim at the improvement of both individual and collective lives, and reconceives educational ideals as tools of diagnosis and improvement rather than utopian goals to be imperfectly approximated. Kitcher defends that vision artfully and brilliantly. His call for serious educational experimentation, and the several proposed experiments, are important and potentially game changing. The Main Enterprise of the World is a masterful book. * Harvey Siegel, University of Miami *Table of ContentsContents List of Abbreviations Preface Introduction Part I Chapter 1. Overload Chapter 2. Individuality Chapter 3. Fulfillment Chapter 4. Citizens Chapter 5. Moral Development Chapter 6. A Role for Religion? Part II Chapter 7. The Natural Sciences Chapter 8. The Arts Chapter 9. Understanding Ourselves Part III Chapter 10. Social Change Chapter 11. Utopia? Appendix 1 Appendix 2

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Book SynopsisPeter Elbow''s widely acclaimed and original theories on the writing process, set forth in Writing without Teachers and Writing with Power, have earned him a reputation as a leading educational innovator. For this book Elbow has drawn together twelve of his essays on the nature of learning and teaching to suggest a comprehensive philosophy of education.

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Book SynopsisIn this new book, author Russell McCutcheon offers a powerful critique of traditional scholarship on religion, focusing on multiple interrelated targets. Most prominent among these are the History of Religions as a discipline; Mircea Eliade, one of the founders of the modern discipline; recent scholarship on Eliade''s life and politics; contemporary textbooks on world religions; and the oft-repeated bromide that religion is a sui generis phenomenon. McCutcheon skillfully analyzes the ideological basis for and service of the sui generis argument, demonstrating that it has been used to constitute the field''s object of study in a form that is ahistoric, apolitical, fetishized, and sacrosanct. As such, he charges, it has helped to create departments, jobs, and publication outlets for those who are comfortable with such a suspect construction, while establishing a disciplinary ethos of astounding theoretical naivete and a body of scholarship to match. Surveying the textbooks available for introductory courses in comparative religion, the author finds that they uniformly adopt the sui generis line and all that comes with it. As a result, he argues, they are not just uncritical (which helps keep them popular among the audiences for which they are intended, but badly disserve), but actively inhibit the emergence of critical perspectives and capacities. And on the geo-political scale, he contends, the study of religion as an ahistorical category participates in a larger system of political domination and economic and cultural imperialism.Trade Review"[McCutcheon] stands in a long tradition of excellent company that goes back at least as far as classical Greek dramatists and philosphers who inquired persistently into the prevailing mythos....This book's likely to provoke very fruitful debate for many years."--Choice"...McCutcheon's book is a sharp, sustained critique of the way religion is studied in North America, with an alternative proposal for a naturalist, materialist method of studying religion."--The Cresser Trinity"McCutcheon's book is a formidable critique of its subject and should be widely read and debated. It will repay close critical attention from those interested in theory and method."--British Association for the Study of Religions"...the book is fascinating and thought-provoking."--eligious Studies Review

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Book SynopsisRethinking Music Education and Social Change asseses music education's relation to societal transformation and offers an imaginative, yet critical, vision for music education as utopian theory and practice.Trade ReviewUnlike any other author, Alexandra Kertz-Welzel has a unique, distinctive way of advocating for music education as an agent of social change that, within limits, holds the potential for developing more just and imaginative societies. Embracing philosophical, sociological, and political perspectives, the insights she presents redefine music education's goals in ways that will stimulate and challenge music educators internationally. * Gary McPherson, University of Melbourne *With this compelling, if sometimes startling, work, Alexandra Kertz-Welzel has staked her place among leading scholars internationally in calling for a reconceptualization of music education in ways that are nested in utopian thinking that is both imaginative yet honest, visionary yet realistic. It is a brilliant assessment of music's complement of social and artistic-aesthetic dimensions, and it lands squarely on an imperative for professional musician-educators to harness their utopian energies to rethink, refine and reinvent music education's societal mission. * Patricia Shehan Campbell, University of Washington *Table of ContentsPreface 1 Introduction 2 The arts and social change 2.1 What is social change? 2.2 The social impact of the arts 2.3 Music education and social change 3 The power of utopian thinking 3.1 What is utopia? 3.2 Political thinking and utopia 3.3 The arts and utopia 4 Transforming society 4.1 The sociology of social change 4.2 The politics of change 4.3 The utopian power of education 5 Music education and utopia 5.1 Utopia as method in music education 5.2 Music education as utopian theory and practice 5.2.1 Politically and socially responsive music education 5.2.2 Esthetic music education 5.3 Challenges of music education, social change and utopia 6 Conclusion Bibliography Index

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Book SynopsisThe Ideology of Competition in School Music explores competition as a structuring force in school music and provides critiques of that system from multiple philosophical and theoretical perspectives. Competition is seen by many music teachers, students, and supporters as natural and inevitable--a taken-for-granted aspect of music education or an irresistible force, rather than a choice. This book uncovers this ideological nature of competition and examines its effect on student learning, teacher agency, and equity within music education. It considers ways in which music educators might reconsider the role of competition in their teaching practice and offers alternative frameworks for organizing school music.In this book, author Sean Robert Powell views competition as a microcosm of the wider neoliberal capitalist society, in which subjects are interpolated in an antagonistic competitive field as market logic dictates a system of accountability, reduction, and audit culture. Music teachTable of ContentsChapter 1. Introduction Chapter 2. It's Easier to Imagine the End of Music Education Than the End of Competition Chapter 3. The One-Dimensional Music Program Chapter 4. Cynicism Chapter 5. The Lost Trophy Chapter 6. Contingency | Agency | Act Chapter 7. Solidarity Bibliography Index

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Book SynopsisTrade ReviewMartin's carefully argued book is a welcome contribution to helping us reimagine the place of higher education in an increasingly unequal and fractured world. * Jennifer Morton, Jennifer Morton, Ethics *Martin's The Right to Higher Education is sure to become a touchstone text in higher education research. Though many theorists and advocates increasingly support thinking of higher education as a right, few offer arguments for this claim. Martin's careful, tightly argued book does just that. But perhaps the most significant contribution this book makes is shifting the debate in higher education away from inequality and economic mobility. Instead, Martin asks us to consider what role higher education should play in our lives. * Jennifer Morton, University of Pennsylvania *In this remarkable book, Christopher Martin argues that there is a robust, universal right to higher education and that vindicating this right requires reimagining the role of higher education in our lives. Drawing expertly on the tradition of perfectionist liberalism, Martin makes the case that the state has the authority-and the duty-to arrange higher educational institutions in a way that guarantees, to each citizen, the opportunity to live autonomously over the full course of a life. Few readers will come away unmoved by this inspiring vision of the place of higher education in a free society. * David O'Brien, Tulane University *Christopher Martin's book provides an original and comprehensive justification of higher education, which shapes a compelling vision of what universities and colleges should be doing. A major contribution to the philosophy of education, that should be read not just by philosophers, but by higher education teachers and leaders. * Harry Brighouse, University of Wisconsin-Madison *Martin's political theory of higher education introduces significant aspects that the ongoing conversations have largely overlooked. Recommended. Graduate students; faculty; general readers. * Choice *Table of ContentsIntroduction: Changing the Conversation about the Value of Higher Education Chapter 1: Values and Aims of Higher Education Chapter 2: Citizenship as an Aim of Higher Education Chapter 3: Adulthood and the Right to Education Chapter 4: The Right to Higher Education Chapter 5: The Right to Higher Education and Political Authority Chapter 6: The Right to Higher Education and the Problem of Unequal Benefits Chapter 7: What Should the Right to Higher Education Look Like?

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Book SynopsisDesigned to be used as a primary text in introductory research methods courses, Music Education Research: An Introduction aims to orient even the most novice researchers toward basic concepts and methodologies. Offering sustained attention to historical, philosophical, qualitative, quantitative, and action research approaches, the book includes overviews of how to read, interpret, design, and implement research within each framework. Readers will also find advice for conducting a review of research literature, scholarly writing, and disseminating research. All in all, the book serves as an invitation to consider how conducting research can serve to satisfy curiosities while also contributing to our collective professional knowledge. Drawing from classroom-tested material and the authors'' many collective years of experience as instructors of research method courses and mentors to music education graduate students, this book is a must-have resource for masters and doctoral students in sTrade ReviewThis fresh, new book captures the remarkable diversification and advancement of music education research that has taken place over the last several years. Concise yet comprehensive, Miksza et al.'s resource should be required reading for each and every one of our graduate students. * Martin J. Bergee, Professor of Music Education, University of Kansas *Music Education Research: An Introduction is the perfect text for music educators interested in studying the important issues of teaching and learning in their classrooms. Authors in the text write in an accessible way and highlight the key concepts that relate to research design when referencing music education studies. I can't wait to use it as a text with my Summers-only Master of Music Education students who are curious and want to know more, in practitioner terms, how to design, implement, and interpret their own research projects as well as understand the research of others. * Colleen Conway, Professor of Music Education, University of Michigan - Ann Arbor *This comprehensive and approachable volume promises to be the 'household text' for the next generation of music education researchers. The book is rich with recent examples of music education scholarship from a wide range of methods and perspectives. Complex topics are presented thoughtfully and pedagogically, with ample practical applications and how-to steps for students who are new to the world of research. At the same time, the text provides such a thorough and thoughtful treatment of more recent trends in music education scholarship that it deserves a place on the bookshelf of every active music education researcher. * Karin S. Hendricks, Associate Professor and Chair of Music Education, Boston University *As the authors suggest, research moves a profession forward, but without a solid background in research methodologies, no aspiring researcher will ever be equipped to undertake studies of lasting value. Music Education Research: An Introduction provides a timely, comprehensive and authoritative resource upon which to hone one's craft as a researcher, as well as a resource that will inspire the next generation of music education researchers. * Gary E. McPherson, Professor of Music, Ormond Chair of Music, Melbourne Conservatorium of Music, University of Melbourne *I have been teaching an introductory music education research class for over 30 years, and finally my search for an ideal text is over! The authors of this excellent book clearly understand the needs of students who are learning to consume, conduct and disseminate research. Students will benefit from the balanced approach to various research paradigms, clear explanations of complex ideas, and excellent use of examples drawn from music education literature. Instructors will appreciate the action-oriented activities suggested at the end of each chapter. This text was written by a team of first-rate scholars, each with an impressive record of exemplary music education research and mentorship, through their roles as teachers and reviewers/editors for professional journals. It is no wonder that this is a high-quality book that makes a much-needed contribution to the profession. * Wendy Sims, Curators' Distinguished Teaching Professor of Music Education, University of Missouri *This book provides a comprehensive guide to research methodology and practice with particular emphasis upon music education. * Ellie Dabell, Educational Review *Table of ContentsPreface 1. The Role of Research in Music Education 2. The Typical Components of Music Education Research 3. Conducting a Review of Related Literature 4. Historical Research 5. Philosophical Researchers' Aims and Processes 6. Conducting Philosophical Research: Additional Considerations 7. Characteristics of Qualitative Inquiry 8. Common Elements of Qualitative Research Reports 9. Qualitative Case Study Research 10. Additional Qualitative Approaches: Ethnography, Grounded Theory, Narrative, and Phenomenology 11. Quality and Rigor in Qualitative Research 12. Quantitative, Descriptive, and Correlational Research 13. Experimental Research 14. Designing Experimental Research 15. Measurement 16. Descriptive Statistics 17. Correlational Statistics 18. Determining Differences with Inferential Statistics 19. Action Research 20. Scholarly Writing: Practice, Patience, and Passion 21. Disseminating Research Index

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Book SynopsisThis practical book provides researchers with strategies for conducting socially just school-based research. This comprehensive text provides a resource for those interested in conducting school counseling research within school settings. The volume includes a wealth of knowledge from expert scholars in the field to equip researchers with the conceptual knowledge and practical skills to conduct rigorous intervention research with schools. School counseling researchers, counselor education doctoral students, district personnel, and those that review research will have a deep and rich source to support their evolving collaborative research in schools. The editors organize the book to walk readers through the process of creating successful research partnerships with schools that will result in ethical outcomes from their research efforts. Readers are guided through the process of conceptualizing ethical and socially just research in partnership with schools, how to create strong research Table of ContentsChapter 1: A Framework for Conducting School Counseling Research in the Current Educational Environment Chapter 2: Access to Schools: Relationships with Stakeholders and Systems Chapter 3: Ethical Research in Schools: Navigating the IRB Process at the District and University Levels Chapter 4: Research Questions that Contribute to Sound Study Designs for School Counseling Chapter 5: Developmental and Social Considerations When Conducting Research with Children and Adolescents Chapter 6: Using Assessment Instruments in School-Based Research Chapter 7: Research Design: Quantitative Approaches Chapter 8: Research Design: Qualitative Approaches Chapter 9: Research Designs: Action Research Chapter 10: Single Case Research Design: A Practical Option in School Counseling Research Chapter 11: Program Evaluation in Professional School Counseling Chapter 12: Ensuring Treatment Fidelity and Clean Data Collection Chapter 13: Data Analysis Procedures in School Counseling Research Chapter 14: Bridging the Research to Practice Gap

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Book SynopsisSince the early Egyptians human beings have formalised the business of learning, setting up a designated environment of some form to pass knowledge and learning on to groups of students. In this second edition of his Very Short Introduction, Gary Thomas explores how and why education has evolved as it has, examining the ways in which it has responded over the centuries to various influences in politics, philosophy, and the social sciences. Focussing on education today, he considers especially the controversies over progressive versus formal teaching, and also examines education worldwide, assessing the accelerating trend on both sides of the Atlantic of the move to charter, academy, and ''free'' schools.The COVID-19 pandemic has dramatically accelerated moves to online learning in schools and universities, and in this new edition Thomas looks again at curriculums and what shape they should take in a rapidly changing world. He asks why action on race, gender and social inequality has borne so little fruit thus far, questioning the oft-made claim of education to be a force for social mobility, and offering an analysis on how education may develop over the coming century.Very Short Introductions: Brilliant, Sharp, Inspiring ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Trade ReviewIts stimulating, readable approach...make[s] sense of the principles, themes and connections in the continuing complex story of how contested ideas around education are put into policy and realised in practice. * William Scott, Professor Emeritus, University of Bath *Table of ContentsPreface 1: Beginnings 2: Oil and water: the formal and the progressive 3: The traditions unfold: ideas into practice 4: Big ideas from the 20th century 5: Analysts and theorists: what did they ever do for us? 6: The curriculum 7: School's out! References and further reading Index

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Book SynopsisOne hundred and ten years ago, Maria Montessori, the first female physician in Italy, devised a very different method of educating children, based on her observations of how they naturally learn. In Montessori, Angeline Stoll Lillard shows that science has finally caught up with Maria Montessori. Lillard presents the research behind nine insights that are foundations of Montessori education, describing how each of these insights is applied in the Montessori classroom. In reading this book, parents and teachers alike will develop a clear understanding of what happens in a Montessori classroom and, more important, why it happens and why it works. Lillard explains the scientific basis for Montessori''s system and the distinctions between practices in traditional, Montessomething, and authentic Montessori education. Furthermore, in this new edition, she presents recent studies showing evidence that this alternative to traditional schooling does indeed make a difference. Montessori is indisTrade ReviewA stimulating evaluation of Montessori philosophy and practice, exploring some of the basic principles in relation to modern scientific research. . . . In particular, anyone wanting to take a detailed and critical look at Montessori education would surely benefit from reading this book. * Montessori International *Angeline Lillard may have changed the rules of engagement for debates on educational reform. * Dennis Schapiro, Editor, The Public Montessorian *Dr. Angeline Stoll Lillard has clearly summarized the research that explains why, after 100 years, the Montessori approach to education continues to be a phenomenal worldwide success. * Tim Seldin, President, The Montessori Foundation, and Chair, The International Montessori Council *Lillard provides a visionary framework for those currently working to advance Montessori education and those committed to furthering school reform initiatives. This is an illuminating, thoughtful, and extremely important book. * Richard A. Ungerer, Executive Director, American Montessori Society *Lillard has masterfully explored the basic tenets of Montessori education and how they are validated with todays scientific findings. The result is a long-awaited and important contribution that contrasts with traditional education and offers evidence in support of a method that works. A stunning achievement! * Virginia McHugh Goodwin, Executive Director, Association Montessori Internationale, USA *Table of ContentsPreface 1. An Answer to the Crisis in Education 2. The Impact of Movement on Learning and Cognition 3. Choice and Perceived Control 4. Executive Function 5. Interest in Human Learning 6. Extrinsic Rewards and Motivation 7. Learning from Peers 8. Learning in Meaningful Contexts 9. Adult Interaction Styles and Child Outcomes 10. Order in Environment and Mind 11. Recent Research on Montessori Education 12. Education for Children Works Cited Name Index Subject Index

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Book SynopsisIt is truly an ancient debate: Is it better to be active or contemplative? With Action vs. Contemplation, Jennifer Summit and Blakey Vermeule address the question in a refreshingly unexpected way: by refusing to take sides.Trade Review"A fascinating and inspiring tour of big ideas--worth both contemplating and acting on."--Sarah Bakewell, author of At the Existentialist Cafe "Action versus Contemplation brings a cooling sense of balance to a whole range of important and often highly polarized arguments about technology, work, education, and more. How liberating to discover that we don't need to choose between nostalgia and philistinism, Captain Ludd and Dr. Pangloss. Even better, the authors give us not just historical elaborations of the theoretical complementarity of action and contemplation, but actual, already-existing examples of the middle position at work today. They show us that, no matter how 'soulless' society seems to become, meaning-seeking behavior does and always will continue."--William Deresiewicz, author of Excellent Sheep "This is a very subtle and surprising book that nevertheless goes down easy because you expect it to take a side in a binary (i.e., to take your side), but instead it seeks to transcend that binary. There's great generosity of spirit in their writing and thinking, and that generosity will have a salutary effect on all those whose thinking this book will touch. Action versus Contemplation is itself a contemplative document meant to intervene in the world it addresses, to get us to rethink practical matters, and to act in ways that will promote thinking. It urges action as a way of thinking, and thinking as a way of acting, and is a model of what it advocates for." --William Flesch, Brandeis University

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Book SynopsisAddresses the question: Why should Africa be studied in the American university? Put to scholars in the social sciences and humanities, prominent Africanists who are also leaders in their various disciplines, their responses make a strong case for the research on Africa.

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Book SynopsisRaymond Callahan's lively study exposes the alarming lengths to which school administrators went, particularly in the period from 1910 to 1930, in sacrificing educational goals to the demands of business procedures. He suggests that even today the question still asked is: How can we operate our schools? Society has not yet learned to ask: How can we provide an excellent education for our children?

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Book SynopsisIn this collection, Reginald D. Archambault has assembled John Dewey's major writings on education. He has also included basic statements of Dewey's philosophic position that are relevant to understanding his educational views. These selections are useful not only for understanding Dewey's pedagogical principles, but for illustrating the important relation between his educational theory and the principles of his general philosophy.

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Book SynopsisLooking beyond the arguments over how universities should be financed, how they should be run, and what their contributions to the economy are, the contributors to this book set their sights on higher issues: ones of moral and political value. What are the proper aims of the university? What role do the liberal arts play in fulfilling those aims?Trade Review"This is an ambitious volume, providing valuable philosophical tools to tackle three critical policy questions within higher education: What should the content of curricula and pedagogies be? Who should have access to college education? And what should be the relationship between higher education and broader society?" Danielle Allen, coeditor of Education, Justice, and Democracy)

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