Philosophy and theory of education Books

Book SynopsisTable of Contents1 Front Matter; 2 Executive Summary; 3 1.0 The Gathering Storm, Revisited; 4 2.0 Efforts to Avert the Storm; 5 3.0 Changing Circumstances; 6 4.0 The Ingredients of Innovation; 7 5.0 A Category 5 Storm; 8 Appendix A: Some Perspectives; 9 Appendix B: Report Reviewers; 10 Appendix C: Project Staff; 11 Appendix D: Bibliography

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Book SynopsisFrom the time Courtney E. Martin strapped her daughter, Maya, to her chest for long walks, she was curious about Emerson Elementary, a public school down the street from her Oakland home. She learned that White families in their gentrifying neighborhood largely avoided the majority-Black, poorly-rated school. As she began asking why, a journey of a thousand moral miles began.Learning in Public is the story, not just Courtney''s journey, but a whole country''s. Many of us are newly awakened to the continuing racial injustice all around us, but unsure of how to go beyond hashtags and yard signs to be a part of transforming the country. Courtney discovers that her public school, the foundation of our fragile democracy, is a powerful place to dig deeper. Courtney E. Martin examines her own fears, assumptions, and conversations with other moms and dads as they navigate school choice. A vivid portrait of integration''s virtues and complexities, and yes, the palpabl

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Book Synopsis"This book is a welcome addition to the "What's Worth Fighting For?" series by two highly respected authors. It contains practical advice to help prepare the teaching profession for a future which is already here and in which the context for teaching and learning will shed the 19th century factory model on which our schools are based. Headteachers and their teacher colleagues will want to be at the forefront of preparing consciously for the future rather than finding themselves as passive recipients of change and this book provides a guide for that journey."- Rowie Shaw, NAHTIn this book, Andy Hargreaves and Michael Fullan argue that in a world of growing complexity and rapid change, it is vital to forge strong, open and interactive relationships with communities beyond schools in order to bring about significant improvements in teaching and learning within schools. Now, more than ever, it is necessary to rediscover the passion and moral purpose that makes teaching and lTrade Review"This book is a welcome addition to the "What's WorthFighting For?" series by two highly respected authors. It contains practical advice to help prepare the teaching profession for a future which is already here and in which the context for teaching and learning will shed the 19th century factory model on which our schools are based. Teachers will want to be at the forefront of preparing consciously for the future rather than finding themselves as passive recipients of change and this book provides a guide for that journey." - Rowie Shaw, NAHTTable of ContentsPrefaceAcknowledgementsWhat's out theredefining the problemGoing deeperpurpose, passion and hopeGoing widerreframing relationships beyond the schoolGetting out thereguidelines for actionReferences.

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Book Synopsis'... a masterpiece ... long overdue' Professor Judy Sebba, University of Sussex and member of 2008 RAE panel for Education "This is an exceptional book - and one that should be essential reading for anyone seriously thinking about educational practice - for two reasons. First, it is one of the few books on thinking about education which is written with the wit and humour which makes compulsive reading. Second, the approach to theory (or thinking systematically, philosophically and evidentially) is through the author's own attempt to understand what appears to many as a mystery. In this personal journey, the author provides a comprehensive and critical review of different theoretical positions."Professor Richard Pring, University of Oxford What is the role of theory in education? Does the pursuit of theory in education always lead to improvements in practice? What is the alternative to theory? Theory holds a central place inTable of ContentsPrefaceJourneys to understanding theoryWhat’s the use of theory in education?Where’s the Theory? Behind you! (Oh no it isn’t!)Theory and the rational mindTheory’s spell – on qualitative inquiry and educational research The use and abuse of ‘theory’: grounded theory Less theory: fewer rules, more thinkingReferences

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Book SynopsisThinking about early childhood education will offer an academic and critical approach to the wealth of theories that underpin elements of current practice in early childhood care and education. It will focus on analyzing the rise and interconnectedness of theories of learning and development. It will range from key nineteenth century movements to progressive ideas of the twentieth century, encompassing psychoanalytic theories, deconstructing theories and constructivism and behaviourism.Table of ContentsIntroductionPart 1 Thinking about early childhood in the nineteenth centuryRobert Owen (1771-1858)Friedrich Froebel (1782-1852)Part 2 Progressive ideas of the twentieth centuryMargaret McMillan (1860-1931)Rudolf Steiner (1861-1925)Maria Montessori (1870-1952)Susan Isaacs (1885-1948)Part 3 Psychoanalytic theories and their impactSigmund Freud (1856-1939) and psychoanalytic theoriesChild-focused psychodynamic theories John Bowlby (1907-1990) and theories of attachmentEmotions and learning Part 4Constructivism and behaviourismBurrhus Skinner (1904-1990), behaviourist theories and approachesJean Piaget(1896-1980) and constructivism Lev Vygotsky (1896-1934) and social constructivismPart 5Challenging theories and practiceDe(constructing) schoolingDeconstructing early childhoodDeconstructing developmentPart 6Weighing up the evidence?Final thoughtsReferences

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Book SynopsisWhilst recognition of the role and nature of creativity and interest in creative pedagogical practice has grown, tensions persist at several levels, particularly in accountability cultures, where international comparisons of literacy, numeracy and science frame, shape and often limit policy, practice and curricula. Responding to this context, the book draws together the work of a number of eminent scholars of creativity and creative pedagogies. It offers diverse perspectives from Colombia, Denmark, England, France, Poland, Hong Kong, and the USA and highlights differences as well as similarities across cultural contexts. Individually and collectively, the authors reveal both the complexities and the possibilities of creative pedagogies. While some focus more upon conceptual challenges, others examine classroom practice, both that of teachers and visiting artists, and identify difficulties as well as potential possibilities. In offering hope as well as challenge, creative approaches Table of ContentsIntroduction: Perspectives on creative pedagogy: exploring challenges, possibilities and potential 1. Widening our understanding of creative pedagogy: a North–South dialogue 2. Creative potential in educational settings: its nature, measure, and nurture 3. Development of children’s creative visual imagination: a theoretical model and enhancement programmes 4. Creativity in Hong Kong classrooms: transition from a seriously formal pedagogy to informally playful learning 5. Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science6. ‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classroom 7. ‘It’s a real journey – a life changing experience.’ A comparison case study of Creative Partnership and other primary schools

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Book SynopsisThe story of an academic discipline is usually conveyed in grand movements and long spans, but it can also be told through the lives of individual scholars, through the development of specialties, through the creation and change of departments, and through the formation and transformation of organizations. Using twelve histories of micro-dimensions of communication studies, this volume shows how sometimes small decisions, single scholars, individual departments, and marginalized voices can have dramatic roles in the history and future of an academic discipline. As a compilation of micro-histories with macro-lessons this volume stands alone in communication studies. Read as a companion to A Century of Communication Studies, the National Communication Associationâs centennial volume, it offers rich detail, missing links, and local narratives that fully flesh out the discipline. In either case, no education in communication studies is complete without an understanding of the themes, challenges, and triumphs embodied by the twelve micro-histories offered in this book. This book was originally published as two special issues of Review of Communication. Table of ContentsIntroduction: A Hundred Paths, a Shared Journey 1. A Well-Trained Tongue: The Origins of the Public Speaking Curriculum at the University of Minnesota, 1890-1910 2. Herbert A. Wichelns at the Discipline’s Centennial Mark: Re-Reading a Prospectus for Rhetoric As an Independent Discipline 3. Lambda Pi Eta: The Founding and Evolution of Communication’s Undergraduate Honor Society from a Systems Perspective 4. The Rhetoric of James J. Murphy: Continuity, Commitment, Community 5. Anonymity, Confidentiality, Privacy, and Identity: The Ties That Bind and Break in Communication Research 6. Narrative Theory and Criticism: An Overview Toward Clusters and Empathy 7. Exploring Organizational Communication (Micro) History Through Network Connections 8. Mapping a History of Applied Communication Research: Themes and Concepts in the Journal of Applied Communication Research 9. Forging a Path: Past and Present Scope of Critical Race Theory and Latina/o Critical Race Theory in Communication Studies 10. An LCSD & La Raza Microhistory: The Latina/o Communication Studies Division & La Raza Caucus of the National Communication Association 11. Experience Is the Best Teacher: the NCA Experiential Learning in Communication Division 12. Disciplining Communication Study at the University of Illinois at Chicago, 1973-2007

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Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning.

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Book SynopsisFirst published in 1978. The world religions movement gave way to a new form of religious education which was wide ranging in content and open in approach. This development raised a number of issues. How broad should the syllabus be? Should Humanism and Marxism be included? How should Christianity be taught? What role has the believer of any one faith in the teaching of RE? As curriculum development gathers momentum so the need to discuss such questions becomes urgent. This book is devoted to examining the place of world faiths in education by members of a variety of faiths. It will help students and teachers to think their way through the many challenges facing RE today. The book argues a new framework for the subject. The contributors hope that they have provided a sign-post pointing to a future in which all who are concerned that children should grow up with an understanding of the ultimate meaning of life, whatever their own faiths, may be able to work together to make the subject vital and worthwhile. Table of ContentsIntroduction; Part One; 1. Towards a Total View of Religion in School Owen Cole 2. Approaching Someone Else’s Beliefs – Some Criteria Owen Cole 3. The Problem of Commitment Edward Hulmes 4. Please, Sir, Do You Believe in God? Brian Gates; Part Two; 5. Why World Religions – and Which? A Beginning, a Middle and an End Owen Cole 6. Bangles, Beads and Fairy Tales: The Use of Ritual Objects outside their Faith Context Owen Cole 7. A Thematic Approach to Teaching World Religions Roy Pitcher 8. World Religions in the Multi-Faith School Owen Cole 9. Dialogue and Religious Education Owen Cole 10. Teaching about Buddhism Dave Williams 11. Teaching about Marxism David Naylor and Jaroslav Krejci 12. What about Christianity? Owen Cole; Part Three; 13. Religious Education: A Humanist Insight Harry Stopes-Roe 14. Religious Education: A Jewish Insight Douglas Charing 15. Religious Education: A Muslim Insight Riadhe el-Droubie 16. Removing the Illogicalities Owen Cole; Appendix: Teaching World Religions in England and Wales Brian Gates; Booklist; Index

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Book SynopsisFirst published in 1987. The book is intended for class teachers (and trainee teachers) in primary schools who wish to teach religious education well but are unclear as to how they might. Overall the book sets out to be a straightforward, practical guide to the primary classroom teacher. Table of ContentsAcknowledgements; 1. Introduction 2. What Are We Trying To Do: Some Aims and Objectives 3. Children and Religion: Age and Understanding 4. What Do We Mean by Religion? 5. An Implicit Approach Through Themes 6. An Introduction to Five Religions 7. Teaching World Religions 8. An Extended Topic: Pilgrimage 9. Christian Festivals 10. Teaching Festivals 11. The Bible 12. An Approach Through Bible Background 13. Understanding the Bible 14. Teaching About Jesus 15. An Extended Topic: The Dead Sea Scrolls and Masada 16. Belief in Action 17. Resources; Index

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Book SynopsisThis book discusses the role of gesture painting and the sculpture related to the painting in the development of distinctive artistic tendencies by the members of the second generation of the New York School during the second part of the fifties.Table of ContentsIntroduction 1. The Milieu of the New York School in the Early Fifties 2. The Community of the New York School 3. The Colonization of Gesture Painting 4. Frankenthaler, Mitchell, Leslie, Resnick, Francis, and Other Gesture Painters 5. Gestural Realism 6. Rivers, Hartigan, Goodnough, Muller, Johnson, Porter, Katz, Pearlstein, and Other Gestural Realists 7. Assemblage: Stankiewicz, Chamberlain, di Suvero, and Other Junk Sculptors 8. The Duchamp-Cage Aesthetic 9. Rauschenberg and Johns 10. Environments and Happenings: Kaprow, Grooms, Oldenburg, Dine, and Whitman 11. Hard-edge and Stained Color-field Abstraction, and Other Non-gestural Styles: Kelly, Smith, Louis, Noland, Parker, Held, and Others 12. The Recognition of the Second Generation 13. The New Academy 14. Circa 1960: A Change in Sensibility

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Book SynopsisInstead of simply following the current neoliberal mantra of proclaiming economic growth as the single most important factor for maintaining well-being, Education and Schmidâs Art of Living revisits the idea of an education focused on personal development and the well-being of human beings. Drawing on philosophical ideas concerning the good life and recent research in positive psychology, Teschers argues in favour of shifting the focus in education and schooling towards a beautiful life and an art of living for today's students. Containing a thorough discussion of the ideas of contemporary German philosopher Wilhelm Schmid, this book considers the possible implications of developing a more humanistic and life-centred approach to educational policy, research and practice, showing that Schmidâs concept of Lebenskunst provides a firm philosophical basis for this endeavour. Among others, this book draws on analytical and continental traditions to challenge current views and assumptions in regard to education and the role of schooling for contemporary societies. As a result, Teschersâ work is sure to spark a debate about the direction of educational policy and practice in the 21st century. Education and Schmidâs Art of Living is essential reading for academics and students with an interest in education. Given the importance of such topics as the relationship between education and society, teacher education and how best to structure schools and learning environments, Teschersâ work will appeal to academics and students in a diverse range of fields, including education, philosophy, sociology and psychology.Trade Review‘Teschers introduces the reader to the work of Wilhelm Schmid, a German theorist who urges us to develop our own art of living in order to live a beautiful life. With this pedagogical aspiration in mind, Teschers takes seriously the idea that we are individuals living in a social context and that learning is something we do throughout our lives, and not solely in the classroom. Using a clear and accessible writing style, Teschers offers practical and theoretical suggestions as to what a contemporary education should look like, and invites us to reflect upon individual and societal values as we aim at developing practical wisdom. This book will be of interest to a wide audience, particularly those interested in philosophy, education, psychology and well-being.’ – Laura D’Olimpio, Senior Lecturer in Philosophy, The University of Notre Dame, Australia. ‘Teschers’ Education and Schmid’s Art of Living is a welcomed perspective to education at a time that tends to be dominated by narrow economic interests. Teschers’ book reinvigorates the ancient but perennial quest to seek a happy and good life – or in today’s terms, a sense of well-being. This rich and holistic notion of the good life involves engaging philosophically with emotions, feelings, attitudes, cognition, meaning-making, purposefulness, wisdom and spirituality, both for individuals and for society more generally. He explores these mainly through a dialogue between positive psychology and Schmid’s approach to a beautiful life. The result is a formulation of an art of living for education which is able to empower individual persons and all of society. Not only does an art of living require students to take a responsible role, but Teschers also explains how teachers might be able to offer a pedagogy that is able to educate for such an artful enterprise. I thoroughly recommend this book for those who are seeking how to make human life more meaningful and how education may once again serve this quest.’ – Scott Webster, Senior Lecturer in Curriculum and Pedagogy, Deakin University, Australia‘In this scholarly and readable work, Christoph Teschers brings the thoughts and ideas of contemporary German philosopher Wilhelm Schmid to an English–speaking audience. Drawing on rich philosophical traditions, which include the classical thinkers, Kant, and Foucault, Teschers argues that an education for the art of life is valuable, as it challenges the instrumentalist and economistic discourses dominating education, particularly at school level. Teschers builds a convincing case for showing that suffering and despair are part of human life, and can indeed be educative. The context of twenty-first century life that challenges traditional approaches to knowledge, opens the way to thinking differently about how to live life. How one may wish to live, rather than what it is one will do in life, is a central concern for Christoph Teschers, and this book makes a commendable contribution to addressing that concern.’ – Leon W. Benade, Senior Lecturer and Coordinator of Research, School of Education, AUT University, New ZealandTable of ContentsList of Figures Acknowledgements Preface 1. Introduction 2. Philosophical Concepts of the Art of Living 3. Emotions and the Good Life 4. Positive Psychology and the Art of Living 5. “Lebenskunst” - Schmid’s Concept of the Art of Living 6. Lebenskunst and Positive Psychology in Dialogue 7. An Educational Approach to the Art of Living 8. Beyond Schooling 9. Life-Pedagogy - An Education for Life Concept 10. Conclusion Bibliography

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Book SynopsisThis book pushes the boundaries in the way we approach people with profound intellectual and multiple disabilities, and in how we work with them in education and research. While it is grounded in diverse theoretical frameworks and disciplines, the book coheres around a commitment to seeing people with profound intellectual and multiple disabilities as equal citizens who belong in our classrooms, research projects and community lives. Each section covers policy contexts, key ideas and recent research. Featuring contributions from around the world, the book incorporates established and new voices, different disciplines and experiences. Additionally, it includes pieces from family members of people with profound intellectual and multiple disabilities. Divided into three parts, the book explores three main topics: Belonging in education Belonging in research Belonging in communities Belonging for People with Profound Intellectual and Multiple Disabilities is an invaluable resource for scholars, professionals and postgraduate research students with an interest in children or adults with profound intellectual and multiple disabilities. Trade Review"This book gives a glimpse into the lives of people with profound intellectual and multiple disabilities. It is a reality of many obstacles and challenges. In contrast, the focus of this book is on the positive possibilities. The message is that if we are willing, people in this situation can have playful lives, agency, choices and feel the joy of belonging."- Dr. Kjartan Skogly Kversøy, Journal of Educational ThoughtTable of Contents1 Changes in the lives of people with profound intellectual and multiple disabilities Part I Belonging in education Fellow Traveller Account 1: Belonging and segregation – the oxymoron of the special school 2 Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: A study of belonging 3 Inclusion and participation of students with profound intellectual and multiple disabilities 4 On "being" together as belonging: Inside Golden Tent Part II Belonging in research Fellow Traveller Account 2: Siblings belonging together 5 Crossing the wobbly bridge: An inclusive approach to researching playfulness and children with profound and multiple learning difficulties 6 A trip to the caves: Making life story work inclusive and accessible 7 Shifting the gaze: The use of wearable cameras in research Part III Belonging in communities Fellow Traveller Account 3: Are people with profound and multiple learning disabilities and their families welcome in the wider learning disability community? 8 Approaching a person with profound intellectual and multiple disabilities: What do you think, what do you do? 9 Singing together: Friends’ and families’ perspectives of possible ways to be included in society 10 Enabling people with profound and multiple learning disabilities to belong in public and community archive collections 11 Belonging and people with profound intellectual and multiple disabilities: Pushing the boundaries

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Book SynopsisDiverse international perspectives on the ways in which young childrenâs learning and care may be supported converge in this book. Traversing the field of early childhood education and care from its established philosophical underpinnings to 21st century research, policies, and practices, the contributions to this volume draw together past and present discourses as a basis for shaping future trajectories. In spite of a growing international consensus on the strong influence of early childhood experiences on lifetime outcomes, the nineteen chapters reveal contemporary early childhood pedagogy as a collection of spaces characterised by plurality, complexity, and dissonance. These characteristics signal the importance of recognising early childhood pedagogies: multiple models of practice for the many diverse learning and care contexts that have the capacity to value young children as individuals and enable each to flourish now and throughout their lives. Moreover, such characteristics disrupt notions that a single âoptimalâ early childhood pedagogy is either possible or desirable. This exciting global collection of empirical research reports and discursive papers provides inspiration to spark new reflections, fresh debates, and innovative endeavours among early childhood students, practitioners, researchers, and policymakers around the world. This book was originally published as a special issue of Early Child Development and Care. Table of Contents1. Early childhood pedagogies: spaces for young children to flourish 2. Who cares? Infant educators’ responses to professional discourses of care 3. Maternal thinking and beyond: towards a care-full pedagogy for early childhood 4. Pedagogy with babies: perspectives of eight nursery managers 5. Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter 6. Pedagogical positioning in play – teachers being inside and outside of children’s imaginary play 7. Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions 8. Children’s agentive orientations in play-based and academically focused preschools in Hong Kong 9. Estonian preschool teachers’ aspirations for curricular autonomy – the gap between an ideal and professional practice 10. Can we have an international approach to child-centred early childhood practice? 11. Developmentally universal practice: visioning innovative early childhood pedagogy for meeting the needs of diverse learners 12. An international perspective on value learning in the kindergarten – exemplified by the value forgiveness 13. Integrating praxeology: engaging early childhood students in service-learning pedagogy 14. Being a tour guide or travel companion on the children’s knowledge journey 15. Family pedagogy: parent–child interaction in shared book reading 16. Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary 17. ‘Pedagogic Strategies’: a conceptual framework for effective parent and practitioner strategies when working with children under five 18. Preschool teachers’ perceptions of children’s rough-and-tumble play (R&T) in indoor and outdoor environments 19. Outdoor play in preschools in England and South Korea: learning from polyvocal methods

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Book SynopsisIt is now widely acknowledged that play is central to our lives. As a phenomenon, play poses important questions of reality, subjectivity, competition, inclusion and exclusion. This international collection is the third in a series of books (including The Philosophy of Play and Philosophical Perspectives on Play) that aims to build paradigmatic bridges between scholars of philosophy and scholars of play. Divided into four sections (Play as Life, Play as Games, Play as Art and Play as Politics), this book sheds new light on the significance of play for both children and adults in a variety of cultural settings. Its chapters encompass a range of philosophical areas of enquiry such as metaphysics, aesthetics and ethics, and the spectrum of topics explored includes games, jokes, sport and our social relationship with the Internet. With contributions from established and emerging scholars from around the world, The Philosophy of Play as Life is fascinating reading for all those with an interest in playwork, the ethics and philosophy of sport, childhood studies or the philosophy of education. Trade Review"I am sure that many other scholars and practitioners of play may be enchanted by reading here and there in this much welcome and highly commendable, and recommendable, work of play and play of work. The Philosophy at Play conference organizers and book editors, Emily Ryall, Wendy Russell, and Malcolm Maclean deserve high praise in deed for their great efforts in reviving play." – Ejgil Jespersen, Jozef Pilsudski University of Physical Education, idrottsforum.orgTable of ContentsIntroduction Part 1: Play as Life 1. Bringing Play to Life and Life to Play: A Vitalist Line of Enquiry 2. Play as Portal to Awakening in the Blithesome Wanderings of Chuang Tzu 3. Life-as-play from East to West: A Comparative Analysis of Play in Aurobindo and Schlick 4. Playing in the Web: New Babylon and the Internet Part 2: Play as Games 5. Five Millennia of Player Practices 6. On the Relationship Between Philosophy and Game-Playing 7. Gags and Games: Wittgenstein and His Relation to Jokes Part 3: Play as Art 8. Staying with the In-Between: Arts Practice as a Form of Thinking about Play and Everyday Encounters in a Public Square 9. The Role of Competition in Musical Play 10. The Ambiguity of Reality: Towards an Awareness of the Significant Role of Play in Higher Arts 11. Art as Play: A Philosophical Comparison of Adults’ and Children’s Art 12. The Artwork as a Perpetual Re-enactment Part 4: Play as Politics 13. The Flow of Play Among Toddlers in Kindergarten 14. Between Utopia and Arcadia: How the Playground Epitomizes Visions of Play, Childhood and Societal Longings 15. Play Against Alienation? 16. Playing Your Self: Modern Rhetorics of Play and Subjectivity

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Book SynopsisDesigning a research project is possibly the most difficult task a dissertation writer faces. It is fraught with uncertainty: what is the best subject? What is the best method? For every answer found, there are often multiple subsequent questions, so it's easy to get lost in theoretical debates and buried under a mountain of literature. This book looks at literature review in the process of research design, and how to develop a research practice that will build skills in reading and writing about research literatureskills that remain valuable in both academic and professional careers. Literature review is approached as a process of engaging with the discourse of scholarly communities that will help graduate researchers refine, define, and express their own scholarly vision and voice. This orientation on research as an exploratory practice, rather than merely a series of predetermined steps in a systematic method, allows the researcher to deal with the uncertainties andTrade ReviewUnlike other books on research, this book does not prescribe methods or recipes. Rather, it feels like one is sitting with an experienced dissertation coach, having a series of short conversations about the tacit knowledge that underlies the various aspects of research practice. After reading this book, novice researchers will have a better understanding of how the literature supports and brings out a researcher’s own voiceArnold Wentzel, author of Creative Research in Economics (Routledge, 2016) and A Guide to Argumentative Research Writing and Thinking (Routledge, 2017)Table of ContentsIntroductionAcknowledgementsPart One: On ResearchChapter 1. Research PhilosophyChapter 2. Research PracticePart Two: Reading LiteratureChapter 3. AttitudeChapter 4. Managing the LiteratureChapter 5. Deep ReadingPart Three: Writing About LiteratureChapter 6. Writing with LiteratureChapter 7. Writing a Literature ReviewConclusionSelect References, Annotated

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Book SynopsisThis book examines the issues of theorizing citizenship education research in non-Western societies that have embarked on democratic development after the fall of authoritarianism and colonialism.Despite a proliferation of studies on citizenship and citizenship education in non-Western contexts, there has been limited theorization of this research and little discussion of the applicability to such contexts of Western theoretical frameworks. This volume addresses these issues through empirical case studies of citizenship conceptions, practices, and education in South and West Africa, Latin America, Central Europe, and the Middle East. The contributors to the volume call into question the uncritical application of Western theoretical frameworks to non-Western societies and advocate for the development and wider application of new paradigms rooted in local processes and indigenous knowledge to better understand and theorize citizenship and citizenship education in such societies.This volume will be of interest to scholars, researchers, and practitioners working in the field of comparative and international citizenship education. It was originally published as a special issue of Compare: A Journal of Comparative and International Education.Table of Contents1. Democratic citizenship education in non-Western contexts: implications for theory and research 2. Exploring Western and non-Western epistemological influences in South Africa: theorising a critical democratic citizenship education 3. Remembering West African indigenous knowledges and practices in citizenship education research 4. Wait-citizenship: youth civic development in transition 5. Obstacles and opportunities for global citizenship education under intractable conflict: the case of Israel 6. Reframing approaches to narrating young people’s conceptualisations of citizenship in education research 7. Citizenship education discourses in Latin America: multilateral institutions and the decolonial challenge 8. Rendering technical the responsible citizen: implementing citizenship education reform in Kosovo

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Book SynopsisActor-network theory (ANT) is enjoying a notable surge of interest in educational research. New directions and questions are emerging along with new empirical approaches, as educators bring unique sensibilities and commitments to the ongoing debates and reconfigurations that characterise ANT-inspired research. Ethics and politics are now figuring more prominently in ANT-related educational publications, as are educational policy and the critical studies of assessment practices. Research on digital technology in education has also attracted critical exploration with ANT approaches.This book gathers together articles that address important educational issues while showing creative theoretical and methodological possibilities for ANT studies in education. This book aims to locate these contributions within broader trajectories of inquiry in education and sociomaterial approaches considered worthy of attention, given the challenges facing educators today. It also raises critical questions about what appear to be certain oversights or less helpful ideas in what is emerging in the field.Table of ContentsIntroduction: How is actor-network theory contributing to educational research? A critical revisitation 1. We Have Never Been Latourian: Archaeological Ethics and the Posthuman Condition 2. Critique and Politics: A sociomaterialist intervention 3. Resettling notions of social mobility: locating refugees as ‘educable’ and ‘employable’ 4. Globalising assessment: an ethnography of literacy assessment, camels and fast food in the Mongolian Gobi 5. Policy matters: de/re/territorialising spaces of learning in Victorian government schools 6. Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development 7. Multiple enactments of method, divergent hinterlands and production of multiple realities in educational research 8. Short Cuts and Extended Techniques: Rethinking relations between technology and educational theory

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Book SynopsisReform of the public examination system for sixteen-year-olds presented a considerable challenge to secondary schools. The new General Certification of Secondary Education, introduced in 1988, was more than a continuation of the G.C.E. O' level and C.S.E. examinations at the time. The introduction of national criteria by the Department of Education, the part played by the Secondary Schools Examination Council, the emergence of new examining bodies were new dimensions faced by schools accustomed to exercising considerable autonomy in designing a curriculum. How far would the new examination reflect what was actually taught in our classrooms? What were its new features? Which pupils would be entered, and with what prospect of success? Above all, how would schools meet a tight time schedule, which required study of new syllabuses to be ready by 1986 for the first examinations held in 1988? Originally published in 1986 this book was intended to answer some of these questions and provideTable of ContentsPreface. 1. Introduction: Past, Present and Future 2. Subjects and Syllabuses: The National Criteria 3. Assessment and Certification 4. G.C.S.E.: – Inside the School 5. The New Examining Groups 6. G.C.S.E. – Through Students’ Eyes 7. A Plan for Action. Appendix: G.C.S.E. Examining Groups in England and Wales. Index.

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Book SynopsisThis book offers a comprehensive exploration of Steiner or Waldorf pedagogy and practice in schools. Drawing on key research, it traces the origins of Steiner education from the original Waldorf school and shows how this approach has since been adapted and applied in educational settings around the world. Outlining the educational philosophy of Steiner education, the book considers its unique features, such as its commitment to a pedagogical anthropology that takes the whole developing human being into account body, mind and spirit and the developmental approach that arises out of this. It sets out the specific curriculum and teaching approach alongside vignettes of teaching and learning situations adopted in Steiner educational settings to show how the approach works in practice. Offering a critical perspective on this teaching style, Rawson examines the contributions that Steiner education has made in different cultures and looks towards future developments inTrade Review"This book is very informative in its penetration of the complex ideas that constitutes the grounds for Waldorf pedagogical practice(s). Furthermore, it opens up the relatively unknown world of Waldorf schools by pointing out many mainstream (more or less) academic theories and perspectives, from which Waldorf pedagogy can also – at least partly – be understood." - Bo Dahlin, The Philosophy of Education Society of Great BritainTable of ContentsForeword (Gert Biesta). Acknowledgements. About the Author. Introduction. Birthdays. Good practice-dubious theory. The authors position. Steiner and/or Waldorf. References. Part 1 Rudolf Steiner and the origins of his educational ideas . Rudolf Steiner: "Stranger in a strange land". Biography and biographical mythos. Key stages in a varied career What motivated Steiner? Grand narrative or grand narratives? An epistemological and philosophical basis for Waldorf education. Who thinks? Knowledge as a productive activity. Working with a spiritual perspective. Steiner’s experiences as a teacher and tutor. Education as part of the cultural domain, free from political or economic determination. The Education of the Child 1907. Steiner’s spiritual anthropology. References. Part 2 Generative principles of teaching and learning. Generative principles and how to work with them. Five vignettes: The lower school main lesson. Optics in grade 7. A craft project. Art history grade 10. A foreign language lesson in grade 12. Generative principles for teaching and learning. 1.Waldorf education takes the spiritual dimension seriously. 2. Sense of coherence is the basis for healthy learning and well-being. 3. The quality of learning depends on the quality of the teacher’s preparation. 4. Children and young people need to be ready to learn and they need time to learn. 5. Learning is a rhythmical process. 6. The learning processes are structured over time. 7. Block teaching strengthens learning dispositions. 8. Direct experience is the basis for good learning. 9. Activating the imagination through vivid pictorial descriptions and images is another powerful starting point for learning. 10. A phenomenological approach enables the organic growth of knowledge. 11. The teaching must be artistic. 12. The self-activity of the students is essential to learning. 13. Good teaching and learning depends on the development of the senses. References. Part 3 Communities of Learning: generative principles. 14. The Waldorf class is a learning community. 15. Teachers support their pupils’ learning and development by generating knowledge of them using assessment for learning. 16. The teachers are a collegial learning community with responsibility for the educational leadership of the school. 17. Curriculum presents the entire pedagogy including content, methods and learning outcomes in the form of competences. 18. There are a number of pathways to becoming a Waldorf teacher. References. Part 4 Waldorf education and the academy: positions, research and outlook. Introduction. Reception problems. Critique as polemic. Some key perspectives on Waldorf education. Alumni research. Studies of pupils in schools. References. Part 5 Waldorf schools around the world. The literature. Overview of the phases. After the wall came down. Waldorf inspired ideas in the world. Emergency education. References. Conclusions. References. Index.

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This book examines the ways in which well-being affects educational outcomes. Using an ecological approach, the book defines what we mean by well-being and resilience in education and how this relates to policy and children and young people's rights. The book considers strategies utilised by the education, health, voluntary and private sectors which promote well-being and resilience for children and young people from the early years to adulthood. This book also explores societal factors such as poverty and family well-being. Childhood Well-being and Resilience goes on to provide examples of practice interventions inside and outside the classroom. It represents a sea change in professional approaches to well-being and resilience as protective factors against poor mental health. It includes chapters on key topics such as: The concept of child well-being, resilience and the rights of the child Peer interaction and well-being <

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Book SynopsisPart of a growing group of works that addresses the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations, but also to methodological and philosophical considerations at the intersection of sound and education. Gershon theoretically advances the rapidly expanding field of sound studies and simultaneously deepens conceptualizations and educational understandings across the fields of curriculum studies and foundations of education. A feature of this work is the novel use of audio files aligned with the arguments within the book as well as the discussion and application of cutting-edge qualitative research methods. Table of Contents1 Introduction: Sound Curriculum: Breaking Frames and Opening Ears2 Sounds as Educational Systems of Being and Knowing3 Resonances and Reverberations: A Sonic Educational Philosophy4 Silencing Students: Wishing the Hearing Deaf and the Deaf Hearing5 Sound Methods in Education: Ethnographic, Cartographic, Narrative, and Otherwise6 Songs to Nowhere: When Critically Creative Processes Meet Impotent Curricular Products7 Students as Improvisers: The Extra-ordinary Negotiations of Daily Life in Schools8 Sound Art, Social Justice: Black Lives Matter/Aural Response 9 Conclusion

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Book SynopsisWhat are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learning and educational philosophy, these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging and informative book offers fundamental propositions about the nature of education. It maps out in fascinating detail a coming together of Hattie's empirical data and world-famous Visible Learning paradigm with the rich heritage of educational philosophy. Additionally, it explores the inevitable questions of the purpose of education and the development of students in a learning society. Part clash of cultures, part meeting of minds, always fascinating and illuminating, this intriguing book will inspire teachers, students, and parents at all levels of the educational system from kindergarten through school to university. ConTrade Review"This book offers a mind-stretching breadth of content, a refreshingly respectful approach to debate, and an insightful analysis of the perennial 'purposes' question." - Steve Turnbull, Schools Week"The book has good section divisions, with small illustrative comics woven in and good summarizing questions after the chapters. All in all, it is a book with a very inviting and readable form." - Lark Grandjean, folkeskolen"If you are yet to read Visible Learning, I would recommend starting here. Many of the chapters can be used at teacher training colleges and other areas of higher education. I myself plan to use chapters from the book in my teaching. It comes highly recommended." - Kirsten Hyldgaard, Unge Pædagoger"It is well-edited, lively and contains many interesting conversations, which partly follow the main thematic tracks, but which also include numerous concrete experiences and examples from completely different contexts, which are interesting in themselves." - Peter Østergaard Andersen, Dansk pædagogisk TidsskriftTable of ContentsIntroductionI The encounterII Does educational data speak for itself?III Is learning a visible phenomenon? IV Is it important to teach and learn specific subjects?V How not to objectify the students and pupils you are studyingVI What is the role of the teacher?VII What is the relationship between educational research and educational politics? VIII Is it possible to revitalize the German concept Bildung (i.e., the formation of character and the higher ideas and ideals of education)? IX How to differentiate between the how, what, and why of educationX Is there a purpose of education?XI Is it possible to understand pedagogy as an art of decentering? XII How to deal with neuroscienceXIII How to deal with critiqueXIV If schools didn’t exist – would we miss them?XV Why are we longing for predictability and security?XVI The conversation stops but must continueReferencesList of abbreviationsGlossaryIndex

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Book SynopsisOriginally published in 1984, the articles presented here explore such matters as how teachers maintain order, how they treat their pupils and how they cope with pressure; they examine the ways in which teachers relate to their colleagues, what goes on in staffrooms, how they engage in educational debate, and what their ambitions are. The contributors get to grips with what it is really like to be a teacher, to make sense of the everyday rewards and penalties, opportunities and problems.This is the hallmark of the ethnographic method of educational inquiry. It brings to life (by close observation and/or in-depth interview) the internal workings of an institution or culture, revealing the perspectives of its members, their roles and adaptations and making explicit the routine or taken-for-granted features of institutional life.All the papers in the volume are to one degree or another located within this methodological tradition they all begin with what liTable of ContentsAcknowledgements. Introduction. Part 1: Teachers and Classroom Management 1. The Organization of Pupil Participation M. Hammersley 2. Rules in Play D.H. Hargreaves, S.K. Hester and F.J. Mellor 3. Mock-ups and Cock-ups: The Stage-Management of Guided Discovery Instruction P. Atkinson and S. Delamont 4. Teaching for Survival P. Woods 5. The Significance of Classroom Coping Strategies A. Hargreaves 6. Teaching and Learning in English Primary Schools A.C. Berlak, H. Berlak, N.T. Bagenstos and E.R. Mikel Part 2: Teachers as Differentiators 7. Social-class Variations in the Teacher-Pupil Relationship H.S. Becker 8. Classroom Knowledge N. Keddie 9. Social Stratification in the Classroom R. Sharp and A. Green 10. One Spell of Ten Minutes or Five Spells of Two…? Teacher-pupil Encounters in Art and Design Education L. Tickle 11. Girls on the Margins: A Study of Gender Divisions in the Classroom M. Stanworth Part 3: Teacher Cultures and Careers 12. What Teaching Does to Teachers: Determinants of the Occupational Type W. Waller 13. Teacher Career and Work Rewards D. Lortie 14. The Meaning of Staffroom Humour P. Woods 15. Staffroom News M. Hammersley 16. Contrastive Rhetoric and Extremist Talk A. Hargreaves 17. Subject Disciplines as the Opportunity for Group Action: A Measured Critique of Subject Sub-Cultures S. Ball and C. Lacey 18. Teacher Careers and Comprehensive Schooling: An Empirical Study G.F. Riseborough. Index.

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Book SynopsisThere can be little doubt that pupils' own interpretations of what happens in their schools represent a crucial link in the educational chain. We need to understand how pupils respond to different forms of pedagogy and school organization, and why they respond in the ways they do, in order to increase the effectiveness of our schooling.In the ten years prior to first publication ethnographic studies of pupils in schools had increased in number and importance. They had come to represent a leading area of inquiry which is still of relevance to practising and student teachers today. However, this material was not easily accessible, being widely distributed across educational and sociological journals and books. Originally published in 1984, this book collects together significant contributions to the field in a single volume, and will still be of relevance to practising and trainee teachers, and students of sociology and education.Table of ContentsAcknowledgements. Editors’ Introduction. Part 1: School Organization and Social Divisions 1. Differentiation and Sub-Cultural Polarisation C. Lacey 2. Banding, Identity and Experience S. Ball 3. The Myth of Subject Choice P. Woods 4. Elements of a Culture P. Willis 5. Black Girls in a London Comprehensive School M. Fuller 6. Gender and the Sciences: Pupils’ Gender-Based Conceptions of School Subjects L. Measor Part 2: Pupil Adaptations 7. Initial Encounters in the Classroom and the Process of Establishment S. Ball 8. ‘Sussing Out’ Teachers: Pupils as Data Gatherers J. Benyon 9. Interaction Sets in the Classroom: Towards a Study of Pupil Knowledge V.J. Furlong 10. Conformist Pupils? M. Hammersley and G. Turner Part 3: Pupil Perspectives 11. The Delinquent Group D.H. Hargreaves 12. Making Sense of School H. Gannaway 13. The Meaning of Trouble E. Rosser and R. Harré 14. Delinquents in Schools: A Test for the Legitimacy of Authority C. Werthman 15. Negotiating the Demands of Schoolwork P. Woods 16. Goodies, Jokers and Gangs A. Pollard 17. Friends and Fights B. Davies. Index.

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Book SynopsisReggio Emilia's educational services for 0-6 year olds are widely acclaimed as one of the best systems in the world.Now in an updated second edition, In Dialogue with Reggio Emilia offers a collection of the most important articles, lectures and interviews given by Carlina Rinaldi, who was President of Reggio Children for a decade, and pedagogical director of the Reggio Emilia Infant-toddler Centres and Preschools after working closely with Loris Malaguzzi, Reggio Children founder and inspirer of the Reggio Emilia Approach. She is currently President of Fondazione Reggio Children Centro Loris Malaguzzi.With a full introduction contextualising each piece of work, it offers a unique insight into many of the themes that characterise the early childhood curriculum of Reggio Emilia: participation, documentation and assessment; professional development; organisation; research; creativity; spaces and environments in education, and more. This second edition includes brTable of ContentsIntroduction: our Reggio Emilia Carlina Rinaldi: writings, speeches and interviews, 1984-2004 Staying by the children’s side: the knowledge of educators Participation as communication Malaguzzi and the teachers Documentation and assessment: what is the relationship? Dialogues The space of childhood Issues in educating today Documentation and research Continuity in children’s services Creativity as a quality of thought The construction of the educational project: an interview with Carlina Rinaldi Teachers as researchers: formation and professional development in a school of education The organisation, the method: a conversation with Carlina Rinaldi Crossing boundaries: reflections on Loris Malaguzzi and Reggio Emilia In dialogue with Carlina Rinaldi: a discussion between Carlina Rinaldi, Gunilla Dahlberg and Peter Moss Carlina Rinaldi: writings and speeches, 2007 – 2016 The Loris Malaguzzi International Centre. A metaproject The natural complexity of becoming children LEGO, Reggio Emilia. A Story, a Prize The city of Jerome Bruner A system

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Book SynopsisThe 20th anniversary edition of this groundbreaking and bestselling volume offers powerful examples of the mathematics that can develop the thinking of elementary school children.Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. Along with the original studies of U.S. and Chinese teachersâ mathematical understanding, this 20th anniversary edition includes a new preface and a 2013 journal article by Ma, A Critique of the Structure of U.S. Elementary School Mathematics that describe differences in U.S. and Chinese elementary mathematics. These are augmented by a new series editorâs introduction and two key journal articles that frame and contextualize this seminal work. Trade Review"Both sides in the math wars claim Dr. Ma as their own. Districts have distributed her book to teachers. Its broad appeal offers some hope for common ground in math education….we will continue fights over whether children should be taught arithmetic rules or theory. What Dr. Ma shows is that we need both."—The New York Times"Ma's book is a significant contribution to mathematics education because it begins to tackle the important and complex question of 'what is mathematical knowledge for elementary teaching'. In doing so, she helps us to understand elementary mathematics as a complex and demanding subject that is to be taken seriously."—Contemporary Psychology"Elementary school teachers need as deep an understanding of the mathematics they teach as high school teachers need of what they teach. Both need a deep knowledge of the mathematics which comes in later grades, at least three or four, for this knowledge should influence how topics are taught."—Mathematicians and Educational Reform"Must reading for those who call for more mathematics and those who champion reform pedagogy in teacher education."—CHOICE"…Ma has done a masterful job of showing how the conceptual approach of Chinese elementary school teachers succeeds where the procedural approach of their American counterparts flounders….I highly recommend this brief volume to elementary school teachers who wish to improve their teaching of mathematics. I also recommend it to all university teacher educators who want their students to develop that 'profound understanding of fundamental mathematics' that allows Chinese students to outscore their American counterparts in international assessments."—Mathematics Teaching in the Middle Schools"The contributions of this book are multifaceted….This book is an excellent resource and will interest anyone involved in teaching preservice teachers, as well as researchers concerned with teachers' knowledge of content and methods."—Teaching Children Mathematics"Even beyond education, the book supports the need for, and indeed the educational benefits of, changing professional teaching conditions for U.S. teachers….it provides some food for thought for everyone involved in improving mathematics education. And it supports the necessity, highlighted in NCTM's Standards documents, that even at the elementary school level, students can, and should, learn challenging mathematics."—NCTM News Bulletin"For all who are concerned with mathematics education…Knowing and Teaching Elementary Mathematics is an important book. For those who are skeptical that mathematics education research can say much of value, it can serve as a counterexample. For those interested in improving precollege mathematics education in the U.S., it provides important clues to the nature of the problem. An added bonus is that, despite the somewhat forbidding educationese of its title, the book is quite readable….I recommend this book!"—Notices of the AMS"Ma's work has been well received on both sides of the so-called math wars….Supporters of the National Council of Teachers of Mathematics (NCTM) reform agenda are pleased by her stress on real understanding as opposed to mere computational competence."—American Scientist"…a book that is becoming a stealth hit for math junkies on both sides of the 'math wars,' and a must read for anyone interested in solving the problems of public schools."—The Christian Science Monitor Electronic Edition"The book is earning praise both from some of those who support changes proposed in the NCTM Standards and from some of those who oppose them, and it is sparking discussion. It is also helping to unify some disparate forces in mathematics education on at least a few ideas for continuing positive changes….[the book] provides some food for thought for everyone involved in improving mathematics education."—NCTM News Bulletin"Mathematical performance of children in countries in the west like the USA and the UK is a constant source of concern when comparisons are made with achievements in countries in the Far East and Eastern Europe. Liping Ma's book provides valuable insights into possible explanations for this disparity--and these have obvious implications for the training of mathematics teachers in any country."—British Journal of Educational Technology"Liping Ma's work has given me hope about what can be done to improve mathematics education."—Richard Askey, University of Wisconsin-Madison"This is indeed a valuable, enlightening book. It attests to the talent of its author, and to the Chinese and American learning environments that have nurtured that talent. It attests to the value of welcoming scholars from other nations to study in the United States. I urge all those who are seriously concerned about the quality of mathematics education in the United States to read this book, and to take its lessons seriously."—Lee Shulman, President, Carnegie Foundation for the Advancement of Teaching, From the Foreword"For all who are concerned with mathematics education in the U.S., Liping Ma has written an important book. It provides valuable clues to the nature of the problem of improving our K-12 mathematics education. An added bonus is that, despite the somewhat foreboding educationese of its title, it is quite readable. I recommend this book."—Roger Howe, Yale University"Must reading for those who call for more mathematics and those who champion reform pedagogy in teacher education."—Anna O. Graeber, University of Maryland-College Park"…both a graceful introduction (for mathematicians and other neophytes) to an important area of mathematics education and an interesting theoretical work in its own right. I recommend it highly."—Judith Roitman, University of KansasTable of ContentsA Note about the 20th Anniversary Edition; Author’s Preface to the 20th Anniversary Edition (Liping Ma); Series Editor’s Introduction to the 20th Anniversary Edition (Alan Schoenfeld); Foreword (Lee Shulman); Acknowledgments; Introduction; 1. Subtraction with Regrouping: Approaches to Teaching a Topic; 2. Multidigit Number Multiplication: Dealing with Students’ Mistakes; 3. Generating Representations: Division by Fractions; 4. Exploring New Knowledge: The Relationship Between Perimeter and Area; 5. Teachers’ Subject Matter Knowledge: Profound Understanding of Fundamental Mathematics; 6. Profound Understanding of Fundamental Mathematics: When and How Is it Attained?; 7. Conclusion; Appendix; References; “Bridging Polarities: How Liping Ma’s Knowing and Teaching Elementary Mathematics Entered the U.S. Mathematics and Mathematics Education Discourses” (Yanping Fang and Lynn Paine, Pedagogies); Response to “Bridging Polarities” (Liping Ma, Pedagogies); New to the 20th Anniversary edition: “A Critique of the Structure of U.S. Elementary School Mathematics” (Liping Ma, Notices of the American Mathematical Society); Index

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Teaching for Learning is a comprehensive, practical resource for instructors that highlights and synthesizes proven teaching methods and active learning strategies. Each of the 101 entries describes an approach and lists its essential features and elements, demonstrates how the approach may be used in various educational contexts, reviews findings from the research literature, and describes techniques to improve effectiveness. Fully revised and updated to reflect the latest research and innovations in the field, this second edition also features critical new content on adapting techniques for use in online courses.

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Book SynopsisProviding a wide-ranging, critical and up-to-date introduction to the history of education, this book explores its true meaning and value for education studies. With no assumption of prior knowledge, it considers key themes, individuals and situations in depth, highlighting the specific ways in which current educational practice is historically conditioned or, conversely, has been very different in other times and places and, by implication, might be different in the future. Chapters cover a diverse range of key topics, such as: the history of big ideas', such as liberal education the impact of state intervention on education the effects of imperialism the education of orators in ancient Rome the impact of Covid policies on British education the history of individual subjects, such as Geography the development of educational sectors Accessible and engaging chapters model a range of critical approaches to the pastTable of ContentsIntroduction: Some dry bones for an evolving discipline Why study the history of education? Liberal education How concepts of femininity have influenced the education of girls and women in England, 1800 to 1988 Mass education The transformation of scientific and geographical education in eighteenth century England The Lax family of Staindrop and the making of a teaching dynasty Quintilian’s educational impact Imperialism and English schools: Education for, about, and because of empire Documentary visions of the secondary modern school Independent schools The history of Special Education in England: Divisions, divergences, and coalitions Adult to adult in loco parentis: The changing roles of the university from 1968 to 2018 Index

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Book SynopsisThis exciting new book illustrates and analyses the complexities of children''s and young people's everyday lived experiences throughout childhood. Taking an interdisciplinary approach, it provides theoretical frameworks and case studies to critically examine assumptions in the field and explore emerging perspectives. Considering different stages throughout childhood and youth, chapters cover key topics such as eating practices, gender, play, digital media and the environment.Drawing upon insights from cultural studies, sociology, social anthropology, psychology, health and education, this book focuses on four key areas: Bodies and minds Space, place and belonging Inequalities and inclusion Childhood in the past, present and future Essential reading for students on childhood and youth and education courses, Exploring Childhood and Youth is an important resource for pracTrade Review'Exploring Childhood and Youth adds to a growing list of overview texts designed for students of childhood and youth studies. In their short introduction, editors Victoria Cooper and Naomi Holford frame the collection as an overview of core and emerging ideas relating to the study of childhood and youth, providing critical reflections on what they suggest is “now a firmly established academic field” (p. 1)... A core strength of the collection is the depth of engagement with disability across multiple chapters and from diverse perspectives.' - Kate Cairns, Teachers College RecordTable of Contents1. Fluid identities 2. Understanding the Unborn (or Becoming a Child) 3. Critical mental health 4. Everyday experiences of food 5. Everyday violence 6. Spaces for learning 7. Play 8. Young people, children and voluntourism 9. Experiences of poverty 10. How gender hurts, how gender matters 11.: Disability 12. Inequalities in further and higher education 13. The history of disabilities 14. Changing environments: plastic childhoods

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Book SynopsisHome Schooling and Home Education provides an original account of home education and examines ways in which the discourses of home education are understood and contextualised in different countries, such as the UK and USA. By exploring home education in the global and local context of traditional schooling, the book bridges a much-needed gap in educational and social scientific research. The authors explore home education from two related perspectives: firstly how and why home education is accessed by different social groups; and secondly, how these groups are perceived as home educators. The book draws upon empirical case study research with those who use home education to address issues of inequality, difference and inclusion, before offering suggestions for viable policy shifts in this area, as well as broadening understandings of risk and marginality. It engages and initiates debates about alternatives to the standard schooling model within a critical sociologicaTrade Review"This original text brings together for the first time discussion of how different identity categories are articulated in experiences of home education. Based upon detailed research with families who home educate their children, its focus upon risk is conceptually innovative and illuminates striking differences in the motivations and experiences of diverse home-educating families. The book’s findings – particularly in terms of race, religion and special educational needs – provide a much-needed stimulus for academic and policy debate about educational provision, social justice, and children’s rights."Professor Peter Kraftl, University of Birmingham, UK"Over the years, there has been very little on the subject of home education, especially in the UK. ‘Home Schooling and Home Education’ therefore provides an essential contribution to the field. Moreover, home education is a very sensitive subject and many have avoided addressing the topic. For this reason, this book is particularly helpful as it brings to the forefront and addresses the risks in relation to home educated children. The reader is provided with a comprehensive overview of the different issues at play across the global and local context of traditional schooling. A compelling and fascinating read."Dr. Kate D’Arcy, University of Bedfordshire."Its innovative focus is on concepts of risk, both from the point of view of society as a whole and from the subjects in the detailed case studies. By examining home education from the point of view of risk, this book is successful in giving a voice to home educators choosing the approach specifically to manage risks within their children’s lives."Wendy Charles-Warner. PEN Journal "The purpose of this study is neither to promote nor criticize home education, but rather to explore the experiences of very different types of home education families, with a particular focus on their reasons for home education. The book draws on 33 case studies from home educating failies in England."— Family Education Trust BulletinTable of Contents1 Introduction2 Global Perspectives of Home Education3 Situating Home education in global education economies4 Middle class families: ‘our children do better at home’5 Gypsies and Travellers: ‘we have always educated our children at home’6 Religion: ‘we want our children to learn specific values’7 Special educational needs and disability: ‘most schools don’t want and have never wanted our children’8 Race and ethnicity: local, global or cosmopolitan identities?9 Conclusions: home education, risk and belonging

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Book SynopsisSemiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology and sexuality.The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in Trade Review"An increasingly important and complex concept in society, "learning" is raising new questions and challenges within research. As partial as I may be, here, I feel that semiotics is properly equipped to crack at least a few answers – which, alone, is a good reason to engage into the reading of this monograph. But there is more. The five authors reflect the current landscape of edusemiotics in diverse yet complementary ways, producing a "pentagon" of approaches that is convincing in terms of competence, originality and argumentation. An excellent piece of work!"Prof. Dr. Dario Martinelli, Director of the International Semiotics Institute."[In this review] we do hope to convey at least a sense of the multiform, complex, and insightful nature of this multivoiced editorial enterprise. Each of the five authors investigates different aspects of learning and education, at times even differing in their interpretation of major semiotic perspectives, but complementing each other and reflecting the live nature of current debate in this domain, united in their common quest for a semiotic grounding of learning and education, without hesitating to challenge traditional approaches from other disciplines such as psychology and sociology, when deemed necessary."Susan Petrilli, 'Learning and education in the global sign network', Semiotica 2020; 234: 317-420.Table of ContentsIntroductionAndrew Stables, Winfried Nöth, Alin Olteanu, Sebastien Pesce and Eetu PikkarainenSection 1: Andrew Stables The Limits of Learning Andrew Stables The Semiotic Encounter Andrew Stables Semiosis, Education and Society: Affecting Encounters Andrew Stables Section 2: Winfried Nöth Education in the Domain of Thirdness Winfried Nöth Education in the Domain of Secondness Winfried Nöth Education in the Domain of Firstness Winfried Nöth Section 3: Alin Olteanu Ecosemiotics as a Theory of Learning Alin Olteanu Ecology, Love and Learning Alin Olteanu Sexuality as a Case of Ecological Learning Alin Olteanu Section 4: Sebastien Pesce From Comprehensive Research to Semiotic Approaches to Education: A Subjective Genealogy of Educational Semiotics Sebastien Pesce Signs, Significance and Semioses in the classroom: Multimodality, Narrativity, Dialogism and Rhetoric as Cornerstones of a Fully Semiotic Perspective on Teaching and Learning Sebastien Pesce Training Semiotically Wise Teachers: Rhetoric of Inquiry, Epistemology of Action and Habit Change Sebastien Pesce Section 5: Eetu Pikkarainen Learning and Semiotic Theory Eetu Pikkarainen Ontology of Learning (and Semiotics) Eetu Pikkarainen Human Learning: Education and Bildung Eetu Pikkarainen

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Book SynopsisIn Visible Learning: Lesson Planning Hattie and Zierer make explicit how to implement the world-famous Visible Learning research into the bedrock of teaching and preparation â lesson planning.By implementing the Visible Learning data in everyday teaching, this book provides a practical guide to lesson planning that is unique and objective. Important planning steps are explained and described using example lessons in several different subjects. Success criteria are described, and simple strategies to implement, intervene and evaluate lessons effectively are provided including, critically how to switch from surface to deep learning and back again. This book: combines the largest body of empirical educational research to date (now informed by more than 2,100 meta-analyses and implementation in thousands of classrooms globally) with the everyday task of lesson planning includes empirical research on teaching and learning as well as theoretical studies

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Book SynopsisBased on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for reseTable of Contents1. Assessment-as-Learning in the Global Assessment Reforms Part I Revisiting Assessment-as-Learning from New Perspectives 2. Conceptualising Assessment-as-Learning 3. Assessment-as-Learning for the Development of Students’ Evaluative Judgement 4. Assessments Cause and Contribute to Learning: If Only We Let Them 5. The Role of Feedback Orientation in Converting External Feedback to Learning Opportunities for Implementing Assessment-as-Learning in the Context of Feedback Part II Meeting the Challenge of Implementation 6. Interplay between Students’ Perceived Utility, Accountability, Self-Efficacy and Social Awareness when Engaged with Peer Feedback: A Qualitative Interpretation 7. Designing Nested Tasks to Facilitate Students’ Mega-Cognitive Development: Assessment-as-Learning Practice from Two Award-Winning University Teachers 8. Dancing with Chains: How Does Assessment-as-Learning Fit in China? 9. Fostering Student Evaluative Judgement through Assessment-as-Learning in Tertiary English Language Classroom 10. The Conceptualisation of Student Self-Assessment Literacy: A Case Study of Chinese Undergraduates 11. Assessment-as-Learning through the Lens of Self-Regulated Learning: The Role of Normative Competence 12. Involved and Autonomy-Supportive Teachers Make Reflective Students: Linking Need-Supportive Teacher Practices to Student Self-Assessment Practices 13. Changing External Feedback to Learning Opportunities: A Study on Filipino University Students’ Feedback Orientation 14. Harnessing the Learning Potential of Feedback: Dedicated Improvement and Reflection Time (DIRT) in Classroom Practice 15. Synchronous Self-Assessment: Assessment from the Other Side of the Mirror 16. Supporting Quality of Learning by Letting Students Give their Own Grades – An Innovative Self-Assessment Model in University Mathematics 17. Supporting Students to Use Assessment-as-Learning 18. The Reciprocal Nature of Assessment-as-Learning and Feedback Literacy: Case Studies from Higher Education in Australia

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Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels. This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education.Offering a unique contribution that combines policy analyses, cur

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Book SynopsisThis book presents recent international research on how teacher educators, institutions and policy makers perceive, act on and experience the dual responsibility that teacher educators are required to develop. Teacher educators are both teachers and researchers, a hybrid position which might be challenging to fulfil.Teacher education has attracted much research over the years. It has also been subject to national and international debates about its goals and core features as well as issues of quality and effectiveness. More recently, attention has been given to the work, identity and professional development of teacher educators. The various chapters in the book address the topic of teacher educators as teachers and researchers in diverse countries and contexts, namely Australia, Belgium, England, Ireland, Israel, Portugal, Norway and the USA. Collectively, the authors examine the work of teacher educators considering their core mission, their professional development opportuTable of ContentsIntroduction: Teacher educators as teachers and as researchers1. The Janus faced teacher educator2. Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators3. Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition4. Articulating, reclaiming and celebrating the professionalism of teacher educators in England5. Challenges for Irish teacher educators in being active users and producers of research6. Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership7. Redesign in teacher education: the roles of teacher educators

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Book SynopsisMaking and Relational Creativity explores the developing relationships that arise between art teachers and students through creative practices outside of the secondary school arts curriculum. The author offers a powerful account of both her own and student experiences, exposing the complexities and problematic nature of creative practices emerging outside of the curriculum framework.The book specifically explores relationships that develop in informal making spaces and argues for the significance of democratic creativity within art education. Examining the processes of making and the narratives arising within the A/R/Tography Collective, the lived experiences of both students and educator are revealed, providing a unique insight into their lives. The book explores the impact such spaces have on teachers' professional relationships with students together with the impact on student relationships and urges educators to inhabit a more holistic role and tailor theiTable of Contents1 Research Design and Methodology. 2. Theoretical Landscape. 3. Introduction to A/R/Tographers. 4. The Life Cycle of A/R/Tography. 5 A Search for Understanding. Conclusion: Creative Acts, Collective Empowerment

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Book SynopsisEducation and Elitism discusses polemical debates around privilege, private schools, elitist universities, equal access to education and underlying notions of fairness. The overarching question that runs through the book is about the future of education worldwide: how can schools and universities tread the tightrope between access and quality?This book investigates the philosophical positions that characterize elitism and anti-elitism to establish three types: meritocratic, plutocratic and cultural. These types of elitism (and their counter-positions) are used as reference points throughout the book's analysis of successive educational themes. The conclusion leads to suggestions that bridge the worlds of elitism and egalitarianism worldwide. The book covers critical questions related to the sociology and philosophy of education with particular focus on contemporary disruptors to education such as the COVID-19 pandemic and protest movements for social justice. With an attempt to offer readers an objective overview, this book will be an excellent compendium for students, academics, and researchers of the sociology of education, education policy and comparative education. It will also be of interest toschool leaders, university provosts and professionals working in curriculum design.Trade Review"A thoughtful exploration of the ethics of contemporary education, that provides, on the way, a great deal of fascinating information about the state of education in a range of English-speaking countries around the world today."Kwame Anthony Appiah, Professor of Philosophy and Law at New York UniversityTable of ContentsChapter 1: Introduction to education & elitism Chapter 2: philosophies of elitism and anti-elitism Chapter 3: A short history of access to schooling Chapter 4: A short history of selective schools Chapter 5: Massification Chapter 6: International schools and elitism Chapter 7: Universities and elitism Chapter 8: 2020 as a turning point for education and elitism Chapter 9: Reconciling egalitarianism and elitism

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Book SynopsisThe importance of the early years in young childrenâs lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young childrenâs language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the studyâs methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parentsâ and teachersâ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe â a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care. Table of ContentsIntroduction – Literacy and language: new developments in research, theory, and practice 1. Research, policy, and practice in early childhood literacy 2. Early reading and practice-inspired research 3. Creating mathematicians and scientists: disciplinary literacy in the early childhood classroom 4. Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL 5. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1 6. Young dual language learners’ emergent writing development 7. Quality standards matter: a comparative case study examining interactive writing in the preschool setting 8. Understanding influences on writing instruction: cases of two kindergarten teachers 9. Scaffolded writing and early literacy development with children who are deaf: a case study 10. Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders 11. The effects of the Language for Learning programme on the social adjustment of kindergarten children 12. Are young children’s utterances affected by characteristics of their learning environments? A multiple case study 13. Translanguaging in a Reggio-inspired Spanish dual-language immersion programme 14. Conversation Compass© Communication Screener: a conversation screener for teachers 15. Talking about talk: reviewing oracy in English primary education 16. Talking the talk: translating research to practice 17. Language insights for caregivers with young children 18. Investigating predictors of fidelity of implementation for a preschool vocabulary and language curriculum 19. Parents’ shared storybook reading – learning to read 20. Multimodal play–literacy: a preschooler’s storytelling, drawing, and performing of dinosaur extinction theories 21. Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study 22. Informational and fictional books: young children’s book preferences and teachers’ perspectives 23. A small-scale, feasibility study of academic language time in primary grade language arts 24. Literacy in the twenty-first century: children, families and policy 25. Family literacy programmes and young children’s language and literacy development: paying attention to families’ home language 26. Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia 27. Early literacy programme as support for immigrant children and as transfer to early numeracy 28. Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States 29. Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration 30. The relative importance of English versus Spanish language skills for low-income Latino English language learners’ early language and literacy development 31. Assessing the early literacy skills of toddlers: the development of four foundational measures 32. Development of the language proficiency of five- to seven-year-olds in rural areas 33. Evidence-based reform: enhancing language and literacy in early childhood education

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Book SynopsisThis collection focuses on education policy in the context of globalisation and draws together influential research dealing with the interplay between education policy and globalisation. Globalisation and neo-liberalism in relation to education policy are addressed, as is the impact of the global financial crisis, the recent rise of ethno-nationalism and progressive challenges to neo-liberal hegemony. A number of chapters deal with the new spatialities instantiated by globalisation''s new technology, and consider the implications for education policy. Also discussed are global policy actors (such as the OECD, EU and edu-businesses) in education policy; the significance of international large scale assessments to an emergent global policy field; refugees and education; English language policy and globalisation; off-shore schools; and the importance of affect in policy in the context of globalisation. The collection closes with two methodological contributions that consiTable of ContentsGlobalization and Education: theorising and researching changing imbrications in education policy1. Neoliberalism, globalisation, democracy: challenges for education 2. All that is global is not world culture: accountability systems and educational apparatuses 3. Becoming-topologies of education: deformations, networks and the database effect4. Towards a ‘critical cultural political economy’ account of the globalising of education5. Following policy: networks, network ethnography and education policy mobilities 6. OECD as a site of coproduction: European education governance and the new politics of ‘policy mobilization’7. The rise of international large-scale assessments and rationales for participation 8. The emerging global education industry: analysing market-making in education through market sociology9. The refugee crisis, non-citizens, border politics and education10. Globalisation, English for everyone and English teacher capacity: language policy discourses and realities in Bangladesh11. Canadian offshore schools in China: a comparative policy analysis12. Affect theory and policy mobility: challenges and possibilities for critical policy research13. Policy mobilities and methodology: a proposition for inventive methods in education policy studies14. Network ethnography and the cyberflâneur: evolving policy sociology in education

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Book SynopsisThis comprehensive volume explores the origins, development, and applications for FranÃoys GagnÃâs Differentiating Model of Giftedness and Talent (DMGT).In an authoritative yet accessible style, Professor Gagnà offers a holistic coverage of the DMGT, including its implications for the field, and its main divergent points with competing theories of talent development. Chapters guide readers through each of the five DMGT components, addressing the diversity of gifts, the contributions of Nature and Nurture, the most important personal qualities, the overemphasized power of outside agents, the key role of chance, and more.Filled with illustrative examples and vignettes from the authorâs estimable career, this book is the authoritative resource for researchers and students looking to understand the DMGT and its unique role in shaping gifted education as we know it today.Table of Contents1. Origins of the DMGT and Quick Owner’s Tour 2. Competencies and Aptitudes 3. The “How Many?” Question 4. About Talents and Gifts 5. The Nature and Nurture of Aptitudes 6. The Developmental Process 7. Intrapersonal Catalysts. 8. Environmental Catalysts 9. Developmental Dynamics 10. The DMGT Applied 11. A Self-extolling Finale

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Book SynopsisFuture-oriented education needs to invest in the connectivity between learning and working in order to realise its full potential. This book presents guiding principles on how to build these successful connections. By taking an educational perspective and enriching it with insights from human resource development, this book explores the why, how and what of designing for connectivity.This edited volume presents the current knowledge about educational practices and principles that help to realise connectivity between learning and working experiences. Introducing the central perspectives of workplace learning and learning environments at the boundary of school and work, this book presents key research that examines how educators and professionals from organisations and schools can come together with the purpose of realising connectivity in educational programmes. Empirical research showcasing both theoretical and practical insights from real life cases are at the heart of this Table of ContentsPreface Section 1: Setting the stage 1.1 Connectivity between education and work: Theoretical Models and Insights 1.2 Rethinking the Connective Typology of Work Experience: the challenge of learning through internship 1.3 Integrating workplace learning in formal educational programmes Section 2: Designing across boundaries 2.1 Teacher externships: designing a boundary crossing professional development initiative in higher education 2.2 Learning at the Interface of Higher Education and Work: Experiences of Students, Teachers and Workplace partners 2.3 Boundary crossing in vocational education and research: the case of Regional Learning Section 3: Boundary objects for connectivity 3.1 Teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education 3.2 Digital tools as boundary objects to support connectivity in dual vocational education: Towards a definition of design principles Section 4: Guidance for connectivity 4.1 Fostering students’ reflection and employability competences through a mentoring programme in higher education 4.2 Collaborative Communication between Teachers and Company Supervisors for Integrative Teaching: An Exploratory Study in Australia, Germany and Switzerland. 4.3 Pedagogic strategies at the boundary of school and work Conclusion: On principles for connectivity

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Book SynopsisGlobal Directions in Inclusive Education pushes the conceptual boundaries of inclusive education' and explores new ways to research and envision inclusion and diversity in education for all children. This pioneering book problematizes inclusive education' as a global currency, as another form of deficit-thinking, and as a universal application.The expert team of international contributors argue that much of the field of inclusive education needs a reinvigoration of new ideas, critical introspection, and ways of knowing that can overcome the well-worn deficit paths of inclusive education study, namely: barriers' to inclusion, teacher attitudes, policy-practice gaps, lack of resources, and lack of teacher training. Seeking diverse ways forward that represent new visions and innovations from around the world, this text features voices and ideas from both early career and established scholars, to enliven debate and promote a more positive and productive dialogue. Table of ContentsTable of Contents Innovative and global directions for inclusive education in the 21st century - Matthew J. Schuelka and Suzanne Carrington Part I: Conceptual Innovation International perspectives on inclusive education in rural contexts: Finding (un)common ground - Julie Dillon-Wallace Beginning with language: Inclusive education strategies with sign languages in Rwanda, Singapore, United States, and Việt Nam - Audrey Cooper, Sonia Holzman, Maegan Shanks, and Phoebe Tay Affects and materiality in Santiago de Chile’s schools: The importance of relationality in the co-enactment of inclusion - Rosario Palacios Conceptualising inclusion within Indonesian contexts - Nur Azizah, Elga Andriana, and David Evans Is inclusive education enough for Australian Aboriginal students? Making the case for belonging education to disrupt the normalised agenda of assimilation - Sheelagh Daniels-Mayes, Gary Fry, and Karen Sinclair Part II: Pragmatic Innovation Visibly rewarding learners for academic achievement: The guise of excellence - Shakira Akabor Diagnosis, integration, and inclusion: The experiences of schools and families in Cambodian policy and practice - Anne E. Crylen Talking about self: Exploring the potential of teacher’s talk in professional learning communities for inclusive pedagogy - Wacango Kimani Localizing a universal claim: Applying universal design strategies to support inclusion in Armenia - Armenuhi Avagyan, Christopher Johnstone, Ofelia Asatryan, Lilia Khachatryan, and Aleksandr Shagafyan Critical reflexivity as a pedagogy for inclusivity in teacher education - Levan Lim and Thana Thaver Re-turning insights on belonging: An international collaboration between Flanders and New Zealand - Hanne Vandenbussche, Elisabeth De Schauwer, Evelyn Christina, Missy Morton, and Geert Van Hove Part III: Methodological Innovation Being seen and heard: Using Photovoice methodology in inclusive education research - Alisha M.B. Braun Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment - Silvia Romero-Conteras, Ismael Garcia-Cedillo, and Gabriela Silva-Maceda Into the mesa: A case study of Jordanian inclusion policy - Sarah K. Benson Becoming an activist: A story of parental advocacy for inclusive education - Glenys Mann and the Queensland Collective for Inclusive Education Exploring the congruence between Bhutanese teachers’ views about inclusion, Gross National Happiness, and Buddhism - Dawa Dukpa, Suzanne Carrington, Sofia Mavropoulou, and Matthew J. Schuelka

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Book SynopsisPhilosophy of Education in Action: An Inquiry-Based Approach (Second Edition) is an innovative introductory text that invites readers to explore philosophy of education through the lens of their own observations and experiences. Using the Wonder Model of Inquiry, readers investigate the purposes of education, how schools are designed to fulfill those purposes, and the influence of philosophy on educational practices.Grounded in authentic classroom vignettes and supported by examples from actual schools and educational programs, readers think critically and creatively about philosophical issues. Probing questions analyze the curriculum, examine pedagogy, conceptualize the role of the teacher and student in the learning process, and explore the role of school organization and design. Readers are guided to reflect upon their own practices and articulate their own philosophical beliefs. Readers also imagine and design a hypothetical school using project-bTrade ReviewPhilosophy of Education in Action: An Inquiry-Based Approach is a practical and holistic introductory guide to creating, articulating, and implementing your educational philosophy. A philosophy of education statement represents the teacher candidate’s first attempt to put their fundamental thoughts and attitudes into words that will form the foundation for future classroom decisions. Dr. Nicholson's text allows the reader to explore their philosophical leanings through observation and experience. Authentic, real-world examples encourage readers to reflect on practice and articulate their philosophical beliefs. My students have benefited from Dr. Nicholson's practical yet skilled approach to crafting their first educational philosophy.Thomas Brewster, Ed.D.Dean of the School of EducationBluefield College, VirginiaThis innovative book introduces philosophy of education by inviting readers to wonder "what if…" about the purpose of education, to explore related historical, philosophical, and pedagogical ideas, and evaluate multiple educational scenarios from the lens of one’s own perspective and experience. Nicholson’s approach fosters reflection that guides readers to examine and refine their views about teaching and learning and align those with classroom practices and the design of schools. The second edition contributes "other voices" for further critical engagement. This is a much-needed text in the field of teacher education. Justine M. Kane, Ph.D.Associate Professor of EducationAquinas CollegePhilosophy of Education in Action: An Inquiry-Based Approach (2nd edition) truly personalizes philosophy of education as readers analyze the influence and impact of philosophy on educational practices – at any level. This book engages teacher candidates, experienced teachers, school and district-based leaders, community members, and others in exploring philosophy of education through their educational experiences. Considering, understanding, and acting upon the connections between an educator’s philosophy of education and the philosophic basis of what occurs in schooling is most important. This book makes philosophy of education genuinely accessible and connected to all aspects of the teaching and learning process. Francis (Skip) Fennell, Ph.D.; D.H.L.L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies EmeritusMcDaniel College, Westminster, MDPast-President, National Council of Teachers of Mathematics (NCTM)Past-President, Association of Mathematics Teacher Educators (AMTE)Past-President, Research Council on Mathematics Learning (RCML)Past-Chair, U.S. National Commission on Mathematics InstructionThank you for Philosophy of Education in Action, 2nd edition. I just finished reading your absolutely wonderful text and I KNOW that this book will brilliantly fit the needs of my students in a graduate philosophy course that I teach, Educational Practices. I have been teaching such a course for many years. Through the years, the needs of my students have evolved. Currently, my students are in need of what this book delivers: a philosophical-based text grounded in solid scholarship with practical experience and thought-provoking questions. Thanks again for this wonderful read and sparking such creative thought.Steven W. Mackie, PhDProfessor of EducationJohn K. Martin Endowed ChairNorthwestern Oklahoma State UniversityTable of ContentsPreface; Part I: How Does Philosophy Influence Education?; 1. Why Study Philosophy of Education?; 2. How Do I Conduct Inquiry into Philosophies of Education?; Part II: What If … The Purpose of Education Were to Learn Objective, Universal Knowledge?; 3. What If … The Purpose of Education Were to Learn Enduring Ideas and Eternal Truths?; 4. What if … The Purpose of Education Were to Learn Structure and Principles?; 5. What if … the Purpose of Education were to Learn Essential Knowledge?; 6. Voices from Outside: What Do Others Wonder about the Perspectives?; Part III: What If … The Purpose of Education Were to Learn Subjective, Changing Knowledge?; 7. What If … The Purpose of Education Were to Learn According to Natural Development?; 8. What If … The Purpose of Education Were to Learn According to Feeling and Imagination?; 9. What If … The Purpose of Education Were to Learn to Solve Practical Problems?; 10. What If … The Purpose of Education Were to Learn as a Community?; 11. What If … The Purpose of Education Were to Learn to Transform Society?; 12. What If … The Purpose of Education Were to Learn to Develop Individual Identity and Personal Freedom?; 13. More Voices: What Do Others Wonder about the Perspectives?; Part IV: How Do I Synthesize What I Have Learned into My Own Philosophy of Education?; 14. What If … I Could Design My Own School?

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Book SynopsisThis practical resource is designed to support children and young people as they develop an understanding of the basic rights that we are all entitled to as humans. Diverse and inclusive, Blob figures have proven themselves to be a valuable way of sparking discussion of difficult topics through the universal means of body language and feelings. Based upon the UN Convention on the Rights of the Child, this book introduces ''Blob Trees'', lines and images with prompt questions and activities to help children to consider concepts such as freedom of movement and speech, safety and equality. It encourages children to think about the ways in which they can apply human rights articles to their own lives, by treating others with kindness, fairness and respect.Key features include: How to use' guides and prompt questions for each topic Simplified and child-friendly versions of all 42 human rights articles Photocopiable and downlTable of ContentsBlob Trees Drawing the Line Children’s Human Rights Articles General Sheets Blob World Sheets Blob Priority Sheets Reflective Images for Human Rights

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Book SynopsisThis book makes an intervention in a long-standing discussion by arguing that education should be world-centred rather than child-centred or curriculum-centred. This is not just because education should provide students with the knowledge and skills to act effectively in the world, but is first and foremost because the world is the place where our existence as human beings takes place.In the seven chapters in this book Gert Biesta explores in detail what an existential orientation to education entails and why this should be an urgent concern for education today. He highlights the importance of teaching, not understood as the transmission of knowledge and skills but as an act of (re)directing the attention of students to the world, so that they may encounter what the world is asking from them. The book thus shows why teaching matters for education. It also highlights the unique position of the school as the place where the new generation is given the time to meet the world andTrade ReviewWith theoretical beauty and practical elegance, Gert Biesta continues to regale us with an approach to education which, while sustaining its immanence and autonomy, remains open to new possibilities and innovative spaces. He does this by putting a spot-light on education’s existential(ist) questions; questions that matter for what those who live through education, and will continue to take with them throughout their life. Indeed, what is taken is not a product but an art and ability to sustain one’s own being in the world; indeed, a way of becoming the world itself. In this book Biesta completes a wider project where, without unnecessarily antagonizing the educational establishment, he robustly critiques the paradigmatic status quo by which education has become paralyzed between the four angles of conservative, liberal, progressive and critical educationalism. Biesta’s originality is found in how he chooses to stay away from this impasse. Instead, he offers new horizons over which we are empowered to do education associatively and convivially.John Baldacchino, Professor, School of Education, University of Wisconsin-MadisonEducational life should never just be about adapting to circumstances, neither about looking out for the future. Life is here and now, and so is education…In this now-or-never-space, education should bring in the world to ´speak´ to the children. Gert Biesta´s call, with Bertolt Brecht, is not to serve the children nor satisfy them, but to interest them in the world. World-Centered Education is not just another scholarly book speaking in theoretical language to, and with, other scholars. Gert Biesta is speaking directly to the reader – pointing at the world, pedagogy and education, in an exciting, electrifying and personal style.Laerke Grandjean (https://www.laerkegrandjean.dk/)Table of Contents1 - WHAT SHALL WE DO WITH THE CHILDREN?; 2 - WHAT KIND OF SOCIETY DOES THE SCHOOL NEED?; 3 - THE PARKS-EICHMANN PARADOX AND THE TWO PARADIGMS OF EDUCATION; 4 - SUBJECTIFICATION REVISITED; 5 - LEARNIFICATION, GIVENNESS, AND THE GIFTS OF TEACHING; 6 - FORM MATTERS: ON THE POINT(ING) OF EDUCATION; 7 - WORLD-CENTRED EDUCATION

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