Philosophy and theory of education Books

Book Synopsis''The foremost work on the key democratic task: helping people to identify and challenge the sources of their oppression ... a transformative text'' George Monbiot, GuardianArguing that ''education is freedom'', Paulo Freire''s radical international classic contends that traditional teaching styles keep the poor powerless by treating them as passive, silent recipients of knowledge. Grounded in Freire''s own experience teaching impoverished and illiterate students in his native Brazil and over the world, this pioneering book instead suggests that through co-operation, dialogue and critical thinking, every human being can develop a sense of self and fulfil their right to be heard.''Truly revolutionary'' Ivan IllichTrade ReviewA transformative text -- George MonbiotTruly revolutionary -- Ivan IllichBrilliant methodology of a highly charged and politically provocative character -- Jonathan Kozol

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

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Book SynopsisThis volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today.About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, conneTrade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA. *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: A Story of Educational Philosophy in Antiquity, Avi I. Mintz 1. The Sophistic Movement and the Frenzy of a New Education, M.R. Engler 2. Plato: Philosophy As Education, Yoshiaki Nakazawa 3. Xenophon the Educator, William H.F. Altman 4. Isocrates: The Founding and Tradition of Liberal Education, Bruce A. Kimball and Sarah M. Iler 5. Educating for Living Life at Its Best: Aristotelian Thought and the Ideal Polis, Marianna Papastephanou 6. Ancient Schools and the Challenge of Cynicism, Ansgar Allen 7. Roman Educational Philosophy: The Legacy of Cicero, James R. Muir 8. Seneca, Epictetus, and Marcus Aurelius: Education and the Philosophical Art of Living, Annie Larivée 9. St. Augustine’s Pedagogy as the New Creation, Yun Lee Too Notes on Contributors Index

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Book SynopsisWhy are our educational institutions and practices such a poor fit for so many students?A Prison Called Schooladdresses the complex issues that place many students at a disadvantage as they try to survive yet another hurdle in lifeschool. Although some students are able to navigate and succeed in the current system, other students struggle to survive a system that is unable to meet their needs. For those students, school can feel like a twelve-year prison sentence.Students who cannot fit the outdated, one-size-fits-all model, are further penalized by a system that blames the struggling student rather than holding the institution accountable. For students to thrive in school, the system, not the students, must change in deep and substantial ways.A Prison Called Schoolis a powerful catalyst for creating the empowering, engaging, and effective learning environments that all students need to succeed in school and life.Trade ReviewMetzger builds this study on multiple sources: interviews with high school students (from her doctoral research and earlier); observations of young adults struggling in schools; literature reviews; and personal experiences in education—as a teacher, psychologist, and youth advocate. Her aim is to raise the visibility of high school students by describing their experiences; pose questions about school effectiveness; suggest changes in schooling; and emphasize the need to value, empower, and engage young adults in educational settings. The four chapters in part 1 describe the struggles, challenges, and attributes of high school students; the six chapters in part 2 discuss the elements, features, and requirements for transforming (versus reforming) schools. Metzger chastises schools—specifically, staff and teachers—for creating and maintaining high school environments and curricula that are sterile, disengaging, marginalizing, outdated, oppressive, disconnected, standardized, impersonal, passive, and devaluing. Metzger suggests that though one can find research and literature that provide the bases to transform schools, the educational system continues to exist for itself and for the adults responsible for educating young adults. In fact, schools ought to exist for the students—for supporting, empowering, engaging, respecting, and trusting them and for fostering inquiry and partnerships using strategies leading to ‘succeeders,’ i.e., skilled graduates with dispositions to be active, participatory citizens. Summing Up: Highly recommended. All readers. * CHOICE *Maure Ann Metzger presents a compelling narrative of the many difficulties encountered in schools by disadvantaged students. Especially effective is her analysis of how poverty affects a student’s ability 'to navigate the system' and find success in school. The use of extensive student anecdotal data provides strong support for her characterization of schools as prisons.... [T]he book is a brilliant and valuable presentation of why disadvantaged students feel imprisoned in school. * School Administrator *Despite 100 plus years of continuous "reform", teenagers still experience high school as something akin to "reform school". Especially the least advantaged. Metzger puts it all together with both eloquence and force. She has the anecdotal detail, empathy for all the actors, and ideas and examples for how it could be different. We'll repeat the same-old reform cycle again unless we pay attention to what's really happened in the past and happens daily in the schools we have at present. Thanks Maure Ann Metzger for this sympathetic, hard-hitting and well-documented account. -- Deborah Meier, McArthur Fellowship recipient, Steinhardt School of Education, New York University, author "In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization"A Prison Called School provides a comprehensive roadmap for school transformation for all students including the complex and frequently unmet needs of the most disempowered, disadvantaged and at-risk learners. Dr. Metzger identifies a variety of critical and empirically supported components of effective educational reform that are currently missing in many of the current school reform movements. Specifically, A Prison Called Schools expertly and passionately articulates the vitally important but frequently overlooked need for student empowerment and engagement in creating effective schools for all. Dr. Metzger weaves the powerfully true stories of disempowered and underserved students with her extensive experience in schools and comprehensive research-based paradigm for school transformation that will profoundly impact schools, educators and students. -- Doug Anderson, PhD, LP, consultant, keynote speaker, professional coach and founder of Solutions and Strengths, LLCI am impressed with A Prison Called School as the author identifies the key causes of problems with our schools today. I know of no other book about schooling so readable, grounded in research and practice, and thoroughly documented. It also suggests directions for a better system. An absolute must read for educators and the public. -- Wayne B. Jennings, PhD, director, International Association for Learning AlternativesA Prison Called School is a must read book for anyone interested in wanting to make school a safe non-corporate inclusive space for all students and end the school to prison pipeline. -- Anthony J. Nocella II, Fort Lewis CollegeA Prison Called School is a dynamic and vigorous examination of America’s oppressive school system. Dr. Metzger, based on her extensive experience within the educational system in a variety of roles, her research examining student leadership, as well as her comprehensive examination of current research in the field of school reform, exhibits a courageous and comprehensive strategy in challenging the status quo of our country’s educational system. The strength in the book, however, rests not only with Dr. Metzger’s expertise and writing skill, but with the voices of students; voices that are often either ignored or not solicited in mainstream education. These students’ voices reflect their pain, confusion, and inherent recognition of the need for school change, not the least of which is for their humanity to be respected, and their need for learning, development, and engagement in becoming productive citizens of the world. Dr. Metzger outlines a holistic strategy to ensure that students are the hub and the catalyst to transform schools. -- Susan Strauss, RN, EdD, harassment and bullying consultant, author "Sexual Harassment and Bullying: A Guide to Keeping Kids Safe and Holding Schools Accountable"Table of ContentsAcknowledgements Introduction Part One 1 Life on the Inside 2 From Idealism to Institutionalism 3 The Prisoners 4 Disempowered to Disengaged Part Two 5 New Form, Not Reform 6 Valuing Our Youth, Valuing Our Future 7 The Power of Empowerment 8 Real Learning for Real Life 9 Engaged for Learning 10 Partnerships that Transform Conclusion Notes Bibliography Resources

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Book SynopsisIt is no secret that educators are overloaded. Constantly juggling the daily demands of the profession often leaves little time for meaningful professional development. One-pagers are super-concise A4 summaries that distil key educational research, helping busy teachers reflect on their practice, build knowledge, and engage in wider reading. Building on the success of Teaching One-Pagers, Jamie Clark returns with his second visual compendium, featuring three fresh and insightful Collections. Inspired by Tom Sherrington''s seminal book The Learning Rainforest, this volume delves into cultivating a thriving school culture while expertly blending Mode A and Mode B teaching practices.

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Book SynopsisThere are few subjects these days that cause parents more stress than their children''s education. In his new book, Peter Hitchens describes the misjudgements made by politicians over the years that have led to the increase of class distinction and privilege in our education system. This is of course the opposite of what was intended, especially by former Minister of Education Shirley Williams and Margaret Thatcher, her successor in that role, who closed down many more Grammar Schools than Williams. Given that the cost of private secondary education is now in the region of 50,000 a year and the best comprehensive schools are now oversubscribed, parents are spending thousands on private tutoring and fee-paying prep schools in order to get their children into these academically excellent schools. Meanwhile hypocritical Labour politicians like Diane Abbott send their children to expensive private day schools. Hitchens argues that in trying to bring about Trade ReviewFascinating. * The New Statesman *...Hitchens provides an accessible and helpful overview of educational history in the UK. * The Tablet *At its heart, though, A Revolution Betrayed is a history book with attitude… and has much to offer about an undeniably fascinating and significant episode. * The Spectator *Table of Contents1 The Nature and History of the Dispute 2 A Chronology of Grammar School Education 3 The Case against Grammar Schools 4 The Case for Grammar Schools 5 The Secondary Moderns 6 From O Level to No Level 7 The Left Dissents from Itself, But Only a Little 8 No Going Back Appendix I: A Grammar School ‘Who’s Who’ Appendix II: Schools Mentioned That Are Still Grammar Schools Appendix III: Former Grammar Schools and Their Later Fates Notes Index

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Book SynopsisCamping in the garden, riding bikes through the woods, climbing trees, collecting bugs, picking wildflowers, running through piles of autumn leaves... These are the things childhood memories are made of. But for a whole generation of today's children the pleasures of a free-range childhood are missing, and their indoor habits contribute to epidemic obesity, attention-deficit disorder, isolation and childhood depression.This timely book shows how our children have become increasingly alienated and distanced from nature, why this matters and how we can make a difference. Last Child in the Woods is a clarion call, brilliantly written, compelling and irresistibly persuasive - a book that will change minds and lives.Trade Review"'This is a hugely important book that should be read by every parent, teacher and politician... It's message is about connection to nature... This restatement of a truth we all know, deep inside, has never been more timely.' Tim Smit, Chief Executive of The Eden Project 'Nature is as important to children as food and sleep... Much like outdoor play itself, Last Child in the Woods actively engages... What Louv certainly persuades of is that in nature a child finds freedom... and genuine creativity...' Rosie Boycott, Literary Review 'A cri de coeur for our children' Margaret Stead, Guardian 'A single sentence explains why Louv's book is so important: "our children", he writes, "are the first generation to be raised without meaningful contact with the natural world." This matters, and Last Child in the Woods makes it patently clear why and lays out a path back.' Ecologist"

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Book SynopsisA jargon-free picture of the key components of a Steiner-Waldorf education, ideal for parents and teachers.Trade Review'The book is convincing without preaching. One has the feeling, "I'd trust Jack Petrash with my children".'-- Martyn Rawson, Steiner Education, March 2004'I've been a Waldorf parent for 4 years but I haven't been able to describe to people who ask about the Waldorf school what makes it so different and so special. I've found Steiner's work to be impenetrable. This book by Jack Petrash, however, I loved. It's written so 21st century mortals can understand it and relate to it.'-- Waldorf parent, California'This is a deeply soulful and intelligent book on child development. If all teachers were like Jack Petrash and more schools followed the Waldorf-Steiner principles, there would be viable alternatives for home educators. This book is about imagination and change in both the child and the educator. It taught me a lot and best of all, left me with the feeling education is FUN.'-- Carolyn McCourt, Education Otherwise'This book is ideal for parents and teachers alike, and Jack Petrash speaks from many years of direct experience as a Class Teacher.'-- Kindling: The Journal for Steiner Waldorf Early Childhood Care and Education, Spring 2004'Understanding Waldorf Education is a look into the creative methods employed for generations at the Waldorf School in Washington. Youth workers and educators, as well as parents, will find some insight into communicating important lessons to children who might balk at the standard delivery of information.'-- Youth Today'Jack Petrash's eloquent, wise and deeply moving book gives me a new found appreciation for Waldorf education. Even though I have been a Waldorf parent for nearly twenty-five years and a Waldorf teacher for nearly two years, I found Petrash's explanation of the curriculum's three-fold approach fresh and illuminating. Whether you are a parent, an educator, a policy maker, or simply a person interested in human growth and learning, read this book. You will learn how relevant education through the 'head, heart, and hands' can be for our children and for the future we hope to create.'-- Eric Utne, Founder of the Utne Reader

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Book SynopsisQueer Girls in Class:. is a compilation of personal essays by lesbian teachers and students who speak about sexual identity and its influence on the teaching and learning process. The mission of this anthology is to provide, through personal stories, an analysis of how sexuality specifically, how identifying as a queer woman can affect classroom dynamics in high school and university settings. Despite a perceived cultural acceptance of the GLBTQ community in the media, many gays and lesbians still suffer from their own internalized homophobia, as well as the homophobia of the outside world. These twenty-six essays give readers the opportunity to recognize, connect with, and critically think about the personal and political challenges and triumphs that queer women, whether out of the closet or not, have experienced in the classroom and beyond.Trade Review«Move over ‘Mädchen in Uniform’! This collection takes us inside the classroom and offers wit, pathos, and wisdom from a diverse group of ‘queer girls’ who get schooled there. Find answers to the questions that don’t show up on any standardized tests: What’s behind the teacher’s enigmatic looks? Who’s that girl over in the back row by the window? Am I the only one? A brave and smart book, filled with invaluable lessons for life.» (Audrey Bilger, Faculty Director of the Writing Center and Associate Professor of Literature, Claremont McKenna College) «Myriad voices tumble across the pages of this collection. From urban high school teachers, to lone lesbians in rural counties, to Queer Studies professors at elite colleges, these stories testify to the courage, uncertainties and risks lesbian and bisexual educators face as they find ways to teach openly (to varying degrees) in the classroom. For all of us who have known that woman, been that woman, or hoped to someday become her, this is a worthwhile read.» (Nancy Wadsworth, Queer Faculty Alliance Chair and Assistant Professor of Political Science, University of Denver) «The contributors to ‘Queer Girls in Class’ demonstrate that just because there may be queer content in the course curriculum does not mean it’s easy for actual queer women – teachers or students – to thrive in the classroom. Decades after the first gender studies classes appeared in universities, the essays in this cogent collection prove there’s still a lot of work to do. Many of the contributors offer helpful and insightful strategies for combating homophobia, whether it comes from other students, the faculty, or the administration and approaches that might be applied to any setting in which people of different backgrounds and belief systems interact.» (Terry Wolverton, author, ‘Insurgent Muse: Life and Art at the Woman’s Building’)«Move over ‘Mädchen in Uniform’! This collection takes us inside the classroom and offers wit, pathos, and wisdom from a diverse group of ‘queer girls’ who get schooled there. Find answers to the questions that don’t show up on any standardized tests: What’s behind the teacher’s enigmatic looks? Who’s that girl over in the back row by the window? Am I the only one? A brave and smart book, filled with invaluable lessons for life.» (Audrey Bilger, Faculty Director of the Writing Center and Associate Professor of Literature, Claremont McKenna College) «Myriad voices tumble across the pages of this collection. From urban high school teachers, to lone lesbians in rural counties, to Queer Studies professors at elite colleges, these stories testify to the courage, uncertainties and risks lesbian and bisexual educators face as they find ways to teach openly (to varying degrees) in the classroom. For all of us who have known that woman, been that woman, or hoped to someday become her, this is a worthwhile read.» (Nancy Wadsworth, Queer Faculty Alliance Chair and Assistant Professor of Political Science, University of Denver) «The contributors to ‘Queer Girls in Class’ demonstrate that just because there may be queer content in the course curriculum does not mean it’s easy for actual queer women – teachers or students – to thrive in the classroom. Decades after the first gender studies classes appeared in universities, the essays in this cogent collection prove there’s still a lot of work to do. Many of the contributors offer helpful and insightful strategies for combating homophobia, whether it comes from other students, the faculty, or the administration and approaches that might be applied to any setting in which people of different backgrounds and belief systems interact.» (Terry Wolverton, author, ‘Insurgent Muse: Life and Art at the Woman’s Building’)Table of ContentsContents: Lori Horvitz: Introduction – Carol Guess: Of Quarterbacks And Quarantine – Lee Ann Roripaugh: Personal, Political, Pedagogical, Performative, and Praxis: Queer in the Classroom - Five Not-So-Easy Pieces – Michelle Spiegel: The Personal as Productive?: Sexual Embodiment and Identity in the Women’s Studies Classroom – Stacy Fox: Dear Diary: A Narrative Journal of My First Years as a ‘Fag Teacher’ – Jennifer Smith: Hey Virginia: What’s the Writing on the Wall? – Sassafras Lowrey: From Classroom to Family – Maureen Seaton: The Queerosphere: Musings on Queer Studies and Creative Writing Classrooms (On Poetry, Creativity, and the Fleetingness of Things) – Liz Matelski: My Battle Armor – Laura M. André: We Weren’t Queer Yet – Jessica Gardner: Mr. Short Hair – Bonnie J. Morris: The Week Matthew Shepard Died – Sarah B. Burghauser: Learning to Be in a Skin – Kristie Soares: «Who Do I Have to Move On From This Place?» Meditations from a Third World Feminist Lesbian – Lori Horvitz: Transitions – Jules Odendaul-James: Dr. ‘Strange’love Or How I Learned to Stop Worrying and Start Loving (in) the Classroom Closet – Mara Hughes: Toward a Practice of Humility – Lissa Brown: A Teacher’s Lesson – Cynthia Tyler: Physical Education – B.J. Epstein: Teaching Out – Barbara DiBernard: «Imagine My Surprise!» Being Out as a Lesbian Teacher, 1990-2000 – Sandy Woodson: Definition – Anne Balay: Playing With Gender for College Credit: Experiencing Gender, Sex and Sexuality – Shannon Weber: What My Women’s College Taught Me About Being Enthusiastically Queer – Mary Clare Powell: Teacher Coming Out to Teachers – Anne Stebbins: Troubling the Coming-Out Discourse: The (Non) Outing of My Buzz Cut – Holly St. Jean: The Two-Step.

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Book SynopsisIn The Rise of Neoliberal Philosophy: Human Capital, Profitable Knowledge, and the Love of Wisdom, Brandon Absher argues that the neoliberal transformation of higher education has resulted in a paradigm shift in philosophy in the United States, leading to the rise of neoliberal philosophy. Neoliberal philosophy seeks to attract investment by demonstrating that it can produce optimal return. Further, philosophers in the neoliberal paradigm internalize and reproduce the values of the prevailing social order in their work, reorienting philosophical desire toward the production of attractive commodities. The aim of philosophy in the neoliberal university, Absher shows, has become the production of human capital and profitable knowledge.Trade Review"This is an important book that should be part of a national conversation at APA conferences and in all philosophy departments. Professional philosophers ought to ask ourselves what kind of philosophy we support and when (not if) will marginalized, especially BIPOC faculty, move to the center to reconceptualize the discipline from below. As someone who hosts a large philosophy for children’s project at various educational sites, including a forest school for unschooled children, I was pleased to learn that such an initiative is validated as 'two-dimensional' philosophizing. In fact, as Brandon Absher argues, the neoliberal university tolerates only one-kind: one-dimensional philosophy that performs its performativity for optimization of ROIs, which, of course, is nothing short of sophistry in our late capitalist era. With a stirring call for action, he deftly critiques the monochromatic content and demographics of most philosophy departments and implores us to engage in a pedagogy of discontent." -- Mechthild Nagel, SUNY Cortland"Brandon Absher offers an important and timely update to John McCumber’s argument that American philosophy sold itself out to the political needs of Cold War America, except now it has succumbed to profit hungry neoliberalism. The author shows how this has fundamentally altered and adulterated what it is to do philosophy, further shifting it away from love and wisdom towards profitable knowledge." -- Justin Pack, CSU Stanislaus"Drawing upon thinkers such as Hebert Marcuse, Wendy Brown, and Jean-François Lyotard , The Rise of Neoliberal Philosophy diagnoses the many ills that have befallen philosophy in the contemporary market-driven university while proposing a radical cure. Returning to the roots of philosophy in the figure of Socrates, Absher argues that philosophy must work together with the oppressed masses that neoliberalism forgot in order to show how another world is possible." -- Corey McCall, Cornell Prison Education Program"Brandon Absher offers a thoughtful treatment of the effects of neoliberalism on the discipline of philosophy. While many in the humanities attempt to make the case for their discipline’s value to neoliberalism, Absher challenges us to chart a new path. After analyzing the transition from Cold War Philosophy to Neoliberal Philosophy, he imagines new possibilities for the practice of philosophy that are more capacious, inclusive of diverse publics, and liberatory. The Rise of Neoliberal Philosophy will be of interest to those outside the field of philosophy, as well, as Absher presents a helpful framework for understanding many of the troubling changes within higher education over the past century." -- Sarah Vitale, Ball State University"Absher rightly argues that neoliberal university has become 'one-dimensional' in adjusting us all to 'the prevailing social order.' We know that our social order has hurled us into global warming and that to stay our course is a 'suicide pact.' We need new philosophies and new theories of the university. A future is only possible if we become different, which begins with thinking differently." -- Tanya Loughead, Canisius CollegeTable of ContentsAcknowledgmentsIntroductionChapter 1: Philosophy in the Neoliberal UniversityChapter 2: The Performativity of Neoliberal PhilosophyChapter 3: The One-Dimensionality of Neoliberal PhilosophyChapter 4: Diversity and Neoliberal PhilosophyChapter 5: Toward an Alternative ParadigmConclusionBibliography

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Book SynopsisAcross the world, universities are more numerous than they have ever been, yet at the same time there is unprecedented confusion about their purpose and scepticism about their value. What Are Universities For? offers a spirited and compelling argument for completely rethinking the way we see our universities, and why we need them. Stefan Collini challenges the common claim that universities need to show that they help to make money in order to justify getting more money. Instead, he argues that we must reflect on the different types of institution and the distinctive roles they play. In particular we must recognize that attempting to extend human understanding, which is at the heart of disciplined intellectual enquiry, can never be wholly harnessed to immediate social purposes - particularly in the case of the humanities, which both attract and puzzle many people and are therefore the most difficult subjects to justify.At a time when the future of higher education lies in the balance, What Are Universities For? offers all of us a better, deeper and more enlightened understanding of why universities matter, to everyone.Trade ReviewAn eloquent and impassioned book * Economist *Collini is astute, analytical, and often killingly funny -- Bevis Hillier * Daily Telegraph *Collini is that rare bird, a don who can be read with pleasure -- Michael Barber * Tablet, Books of the Year *One of Britain's finest essayists and writers -- Ronan McDonald * The Times Higher Education Supplement *[A] timely lecture for the coalition of dunces ... this is a closely argued defence * Independent on Sunday *The book is a bit like some university courses. It is erudite, well argued, carefully researched, a fine addition to the debate about the purpose of university education * Scotsman *[Collini is] stern and splendid in his brief history of the hot debate on useful versus useless knowledge -- Fred Inglis * Times Higher Education *It is extremely well written: Collini's prose is lively, well-reasoned and persuasive. The book is a refreshing example of a faculty member engaging with the wider issues of higher education rather than perceiving them through the narrow prism of his own discipline ... a valuable, timely contribution to the discourse -- Gerry Wrixon * Irish Examiner *A critique both pointed and witty -- Howard Newby * Independent *Collini writes beautifully -- Chris Patten * Financial Times *Collini puts his finger on the nub of the problem facing universities. Collini's book is a must-read -- AC Grayling * Literary Review *

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Book SynopsisIf we do not ensure, first and foremost, that our teachers are feeling physically and mentally well, they cannot be their best for their students. Consequently, a school which does not prioritise staff wellbeing is disadvantaging its own students. 'Students first' is a misplaced sentiment: the best thing for students is a happy, healthy, motivated, well-trained, expert staff. By putting staff first you are providing for students the one thing which will help them make good progress in their learning: truly great teaching. Whilst it is easy to say that schools would not exist if it were not for the students, the glib converse is that without truly great school staff, the students would not be taught. What we need – as recruiting subject specialist teachers, school leaders and specialist support staff becomes increasingly difficult – is a revolution in how we treat our school staff. We have to put our staff before our students because it is the only hope we have of securing what our students need most: a world class education. The longer our schools are populated with hypoxic adults, we imperial all our futures. What follows is a blueprint for the school system which puts our school staff before students.

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Book SynopsisHarness the Power of Unschooling for Your Child’s EducationDiscover a world beyond traditional schooling for your child with The Unschooler’s Educational Dictionary, which takes a lighthearted approach to introducing you to the most essential concepts related to education, schooling, child development, the brain, and education in general.Revolutionize your understanding of education. Delve into the unique world of unschooling, the innovative educational philosophy encouraging child-led learning through natural life experiences and learner chosen activities. This sarcastic yet insightful guide provides new parents and educators with a comprehensive understanding of behavioral biology, child development, important ideas in education, and much more.Empower your approach to parenting and teaching. The Unschooler’s Educational Dictionary offers practical insights into alternative education strategi

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Book SynopsisChange your child''s future starting today: Learn how to use Stephen R. Covey''s proven 7 Habits to create a leadership program for kids of all ages so they can be more effective, more goal oriented, and more successful. In today''s world, we are inundated with information about who to be, what to do, and how to live. But what if there was a way to learn not just what to think about, but how to think? A program that taught how to manage priorities, focus on goals, and be a positive influence? The Leader in Me is that program. In this bestseller, Stephen R. Covey took the 7 Habits that have already changed the lives of millions of readers and showed how even young children can use them as they develop. These habits-be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw-are being adapted by schools around the country in leadership programs, most famously at the A.B Combs Elementary school in Raleigh. Not only does it work, but it works better than anyone could have imaged. This book is full of examples of how the students blossom under the program: the classroom that decided to form a support group for one of their classmates who had behavioural problems; the fourth grader who found a way to overcome his fear of public speaking and wound up taking his class to see him compete in a national story telling competitive, or the seven-year-old who told her father than they needed to go outside and play because they both needed to ''sharpen the saw''. Perfect for individuals and corporations alike, The Leader in Me shows how easy it is to incorporate these skills into daily life. It is atimely answer to many of the challenges facing today''s young people,businesses, parents, and educators-one that is perfectly matched tothe growing demands of our certain future.

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

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Book SynopsisMaking Sense of Mass Educationprovides a contemporary analysis of the ideas and issues that have traditionally dominated education research, challenging outdated preconceptions with fundamental theory and discussion. It takes a demythologising approach in assessing these issues and their relevance to schooling and education in Australia. This text examines the cultural context of education and the influence of external media and new technologies, and highlights the many forms of discrimination in education, including social class, race and gender. It looks at alternative approaches to education, including the repercussions of gathering data to measure school performance, and considers the intersection of ethics and philosophy in classroom teaching. The fourth edition expands on these issues with three new chapters: on sexuality, children''s rights, and neoliberalism and the marketisation of education. Each chapter challenges and breaks down common myths surrounding these topics, encouraging pre-service teachers to think critically and reflect on their own beliefs.

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Book Synopsis Stop treating education like a political football! Think long term! Follow the evidence!Calls like these echo across society. Yet governments continue to swerve, u-turn and spit decisions out as if at random. Policy-making therefore remains an impenetrable black box to those who live with the consequences.This book opens up that black box. It shows how policy really gets made â not in tidy theories or ministerial press lines, but in time-pressured collisions between convictions, evidence and conflicting demands. Each chapter takes a real episode from the last four decades of education reform â from grammar schools and academisation, to curriculum and funding â and uses it to uncover one of the funnels or forces that pushes policy down a particular track.Combining anecdotes from the corridors of power with academic theory, and extensive interviews with senior policy-makers and former ministers, this book offers an engaging but rigorous account of how ideas become decisions.'How Policy Happens: Understanding the decisions that shape our education system' will be an eye-opening read for anyone interested in how government's cogs turn, and is an essential guide for professionals working in the education and policy sectors including teachers, civil servants, politicians and academics.

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Book SynopsisThis book draws connections between Paulo Freire and some of the most influential critical scholars of the 20th century. Each chapter pairs Freire with one of eleven critical scholars, giving a biographical summary and expanding the shared themes in their work. The critical theorists covered are: Mikhail Bakhtin, Pierre Bourdieu, Enrique Dussel, Frantz Fanon, Michel Foucault, Nancy Fraser, Erich Fromm, Antonio Gramsci, Jürgen Habermas, bell hooks and Iris Young. The book takes up Freire's invitation to use his perspective as a lens into different contexts and offers an expanded look at Freire's contribution to critical theory. While introducing the connections between Freire and other critical scholars the book reveals the importance of Freire's work to political sociology, critical race theory, decolonial theory, feminist theories and critical linguistics.Trade ReviewA book containing Paulo Freire’s primary educational thoughts about dialogue invariably provides renewed insights into his epistemological-cum-political proffering. By connecting Freirean educational praxis to the seminal thoughts of prominent critical educational theorists, this book opens a reflexive and dyadic pathway through which Freire’s understandings of educational and deliberative engagement can be reimagined. * Yusef Waghid, PhD, Distinguished Professor of Philosophy of Education, Stellenbosch University, South Africa *Table of ContentsIntroduction 1. Freire and Fromm 2. Freire and hooks 3. Freire and Dussel 4. Freire and Fanon 5. Freire and Gramsci 6. Freire and Habermas 7. Freire and Fraser 8. Freire and Bakhtin 9. Freire and Foucault 10. Freire and Bourdieu 11. Freire and Young 12. Unfinished Conversations References Index

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Book SynopsisChildren are born full of curiosity, eager to participate in the world. They learn as they live, with enthusiasm and joy. Then we send them to school. We stop them from playing and actively exploring their interests, telling them it''s more important to sit still and listen. The result is that for many children, their motivation to learn drops dramatically. The joy of the early years is replaced with apathy and anxiety.This is not inevitable. We are socialised to believe that schooling is synonymous with education, but it''s only one approach. Self-directed education puts the child back in control of their learning. This enables children, including those diagnosed with special educational needs, to flourish in their own time and on their own terms. It enables us to put wellbeing at the centre of education.Changing Our Minds brings together research, theory and practice on learning. It includes interviews with influential thinkers in the field of self-directed Trade ReviewIf your child doesn't mesh well with school, this is the book you've been waiting for. Naomi expertly guides you through the wide world of learning, motivation, child behaviour, parenting culture, alternative schools and home education. Written in punchy, short and easily digestible sections, Changing Our Minds combines practical guidance, research-backed insights and reassuring stories that address parents' most frequent concerns about self-directed learning. Naomi writes with the precision of a scientist, the breadth of a journalist, the empathy of a mother, and the curiosity of a life-long learner. You will not be disappointed * Blake Boles, author of Why Are You Still Sending Your Kids to School? and founder of Unschool Adventures *Naomi Fisher seamlessly brings together scientific research, life experience and her own extensive personal and professional observations. She walks us gently through both the psychology and adventure of self-directed education. An essential book for anyone with children who reject the confines of the school system, which will leave you exhilarated about the possibilities before you * Heidi Steel, former teacher turned unschooling parent, mentor and coach for unschooling families, www.liveplaylearn.org *Dr Fisher has produced a readable, accessible and powerful call-to-arms for all those who know there must be another way when it comes to educating our children. Whether you are an educator or a parent, this book highlights not only the damage we are doing to children in the name of educating them, but also how things can be done differently. If the events of 2020 have taught us anything, it is that the process of education can change quickly and massively when it has to. This book will serve as further ammunition to those who want that revolution to keep going * Ian Gilbert, founder of Independent Thinking *This book ought finally to put paid to the defence of the existing paradigm of modern schooling. Naomi Fisher draws on her extensive psychological knowledge, as well as her experience as a mother of two children, to show that there is an alternative to the damaging effects of current educational practice. Children can - and do - take charge of their own learning and, with the right adult support, experience real education as opposed to narrow, test-driven schooling. Change is necessary and urgent - schooling is not fit for purpose and there are working exemplars of another way. And as Naomi shows, there is no use in patching up the current approaches - only radical, root-and-branch change will do. All parents need to pay attention to this message. * Dr Ian Cunningham, Founder of Self Managed Learning College, Sussex *If you're feeling uncertain about SDE [self-directed education], this book will dispel any fears. This book is helping to pave the way for a self-directed education for more children. I can't wait to share it with our network of families and educators who are thinking differently about education. It is one of the first books out there to describe self-directed education step-by-step. Naomi is helping to lay the groundwork for an education revolution. * Sally Hall, Freedom to Learn Network Lead, Phoenix Education *Naomi Fisher's book is gold dust. It is written for the growing number of parents who feel that 'school' is doing their children more harm than good. It reassures that in most cases the problem lies not with their child but with the controlling, coercive, competitive, test-driven, anxiety inducing experience of school. Fisher sets out, accessibly but with academic authenticity, the science that explains the inhibiting effect of many school regimes on the natural desire of children to learn. She gives courage to parents who conclude that enough is enough and who decide to withdraw their child - either to create a more self-directing environment at home or in a different kind of school. The book concludes with convincing case studies that show that 'education' and 'schooling' are not synonymous. * Derry Hannam, Retired Deputy Head, Inspector and Consultant in Education for Democracy and Human Rights *Changing Our Minds, by Dr Naomi Fisher, is an invitation to all of us to deschool ourselves and think anew about what is best for children. Touching on a range of topics from schooling to parenting to diversity, this clearly argued and compellingly written book is a must read for anyone who wants to conceptualise how schools can better meet children's needs. * Dr Rebecca English (PhD), Senior Lecturer in Education, Queensland University of Technology *As the parent of a child that didn't fit a one-size-fits-all system, and the founder of an organisation set up to effect change, I am well aware of the level of anxiety which can be triggered by traditional schooling. However, this book has clearly demonstrated the extent to which the system conflicts with basic human behaviour and the way we learn. It's also shone a light on the fear and conditioning which keeps alternative education (with a small 'a') niche, and I sincerely hope that it fuels the current groundswell for change. It's a wonderfully accessible and persuasive read, with personal experience of Dr Fisher's own family interwoven with academic research and anecdotal evidence. It does many things: builds a compelling argument for alternative education and explores the coercive nature of the current mainstream system and the way in which it's integrally and historically linked to social norms, developed over decades; reminds us that we should be questioning, not simply accepting, the education status quo; and prepares parents for 'deschooling' in order to provide the right environment for self-directed learning. It opens our eyes to the way in which the education system fights basic human nature and the psychology of learning, all too often manifesting in a level of anxiety which actively prevents attendance. That in itself should be signal enough that change is desperately needed. * Fran Morgan, founder of Square Peg *Changing Our Minds is densely packed with studies and information from across cognitive psychology, biology and sociology yet woven together in a warm and conversational way. Much like self-directed learning, it is somehow effortless yet deeply enriching and full of 'aha' moments. As well as a grounding in theory, the book provides a roadmap to help self-directed learning become a reality for families. Changing Our Minds blows apart the myths and assumptions underpinning not just compulsory schooling but also wider societal attitudes to topics such as mental health, children's rights and ideas about what constitutes a fulfilling life. * Rose Arnold, founder of Suitable Education *Dr Naomi Fisher's book Changing Our Minds eloquently and persuasively makes the case for the importance of choice, autonomy and self-direction in education. Her conclusions are thoroughly grounded in research, and synthesize the latest advances in the fields of education, evolutionary psychology and human motivation. In the process, Dr Fisher asks us to reconsider our fundamental assumptions and views about how learning takes place, advocating for a more student-centred and strengths-based approach to education. The time to reimagine education is now, and this book makes an important and valuable contribution to this conversation. * Gina Riley, educational psychologist and clinical professor in adolescent special education, City University of New York *Why settle for diminishing the human spirit and minimal competencies when our wonderful, unique children and young people can take control of their own lives and learning. Naomi's book shows us how SDE can cultivate the kinds of human beings we'd all like to be and perhaps a brighter vision for society at large. * Peter Humphreys. Former: Headteacher, educational adviser, consultant, researcher, Visiting Lecturer in Teacher Education, Co-founder and Chair Centre for Personalised Education *We tend to parent and teach the way we were raised and taught, which is why changing our minds about how children learn and grow is so hard to do. Naomi Fisher's book, Changing Our Minds, shows us why and how we can use other ways of living, learning and sharing knowledge with children besides the usual method: Sit down. Shut up. Do as I say. Using her personal experiences as a clinical psychologist and a mother, Fisher presents us with educational and parenting pathways that empower learning for everyone. * Patrick Farenga, co-author of Teach Your Own: The John Holt Book of Homeschooling, www.johnholtgws.com *In this eminently readable book, Dr Fisher takes a wide-ranging approach to exploring and explaining self-directed education, from the philosophical to the practical, the pedagogical to the psychological. With its easy-going approach, everyday language and homely examples it will surprise many a reader how deeply we are asked to question the current orthodoxies of education and confront the accepted canons of modern childhood. Dr Fisher argues cogently yet quietly that education is not a standalone issue based on some esoteric science of learning and teaching but rather an expression of our relationships, identity, place in the world and, ultimately, humanity. From this platform Dr Fisher advances the meaning of self-directed education as a fulfilment not just of the individual but also of society and an answer to the question of who we want to be. * Dr Harriet Parrison, Senior Lecturer in Early Childhood Studies at Liverpool Hope University *'Being a writer, I'm supposed to believe in the power of books to change your life. But I've never had a good answer to the question of which book has changed mine. Now I do: Changing Our Minds by Naomi Fisher' - Nick Asbury

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Book SynopsisBuilding on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.Table of ContentsPart One: The Roles of Artisty in Professional Education Part Two: The Architectural Studio: A Prototype of Education for Reflection-in-Action Part Three: Examples and Experiments Part Four: Implications for Professional Education

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Book SynopsisThe leading experts in system change and learning, with their school-based partners around the world, have created this essential companion to their runaway best-seller, Deep Learning: Engage the World Change the World. This hands-on guide provides a roadmap for building capacity in teachers, schools, districts, and systems to design deep learning, measure progress, and assess conditions needed to activate and sustain innovation. Dive Into Deep Learning: Tools for Engagement is rich with resources educators need to construct and drive meaningful deep learning experiences in order to develop the kind of mindset and know-how that is crucial to becoming a problem-solving change agent in our global society. Designed in full color, this easy-to-use guide is loaded with tools, tips, protocols, and real-world examples. It includes: • A framework for deep learning that provides a pathway to develop the six global competencies needed to flourish in a complex world — character, citizenship, collaboration, communication, creativity, and critical thinking. • Learning progressions to help educators analyze student work and measure progress. • Learning design rubrics, templates and examples for incorporating the four elements of learning design: learning partnerships, pedagogical practices, learning environments, and leveraging digital. • Conditions rubrics, teacher self-assessment tools, and planning guides to help educators build, mobilize, and sustain deep learning in schools and districts. Learn about, improve, and expand your world of learning. Put the joy back into learning for students and adults alike. Dive into deep learning to create learning experiences that give purpose, unleash student potential, and transform not only learning, but life itself. Trade ReviewSlow down to go fast. Joanne Quinn and her colleagues take the guess work out of Deep Learning by showing how we can transform our schools into Deep Learning cultures steeped in rigor and joy. This is the rare book that concretely shows how to build classrooms and schools infused with Deep Learning. Chock-full with resources, tips, rubrics, and more, this book provides both a road map and a set of tools that will accelerate the work of educators around the world who are transforming our industrial-age structures into passion-filled deeper learning environments. -- Jal MehtaAt a time when many schools are searching for ways to ensure equity in academic and developmental outcomes, this book will be a helpful guide and an invaluable resource. Dive Into Deep Learning provides educators with practical insights that can be applied at the classroom, school, and district level, to assess the impact of strategies aimed at developing the higher-order thinking skills of students. Written in a clear, accessible manner, this book will be a helpful guide to educators who seek to ensure that they are meeting the needs of all of their students. -- Pedro NogueraDrawing on experiences, expertise, and evidence from a "living laboratory" consisting of educators from across the globe, Quinn and her colleagues paint a clear picture of how to construct Deep Learning in ways that impact all students. The examples shared throughout this book not only demonstrate the different ways in which Deep Learning can be realized, but they also provide evidence of impact in places where it’s actually occurring. This book is a must-read for teams who are collaborating in an effort to make significant improvements in educational settings. -- Jenni DonohooJoanne Quinn, Joanne McEachen, Michael Fullan, Mag Gardner, and Max Drummy have created a critical companion to Deep Learning: Engage the World Change the World. Having done a masterful job laying out the need for educators, schools, and districts to embrace and move to a continuous improving system that embraces deeper learning, the authors have now have taken the critical next step in the process. It’s one thing to document the need; the real trick is providing practical solutions. In this companion, Quinn and her colleagues have given educators a practical guide to implementing lasting change for improvement. This should be required reading (and implementing) in districts throughout the country. -- Rich MillerThe perennial question of school and system improvement is how do we do this work? We’re convinced of the why—yes, we want to make a profound difference in the learning lives of young people—and we know the what—a knowledge-rich curriculum that attends to the needs of diverse learners—but please explain how to do this work well. This is a page turner for leaders and teachers, laying out with clarity and precision how to create powerful learning environments for deeper learning. -- Bruce ArmstrongTable of ContentsSection One. Diving Into Deep Learning Chapter 01. GOOD AT LEARNING AND GOOD AT LIFE The Urgency What Is Deep Learning? Why Deep Learning Works Systems Change and the Way Forward Getting Started Chapter 02. HOW TO USE THIS GUIDE Getting Started Organization of the Guide Building Capacity for Deep Learning Section Two. A Framework for Deep Learning Chapter 03. THE DEEP LEARNING FRAMEWORK The Deep Learning Framework Final Thoughts Chapter 04. THE GLOBAL COMPETENCIES FOR DEEP LEARNING Defining the Competencies Unique Characteristics of the Global Competencies (6Cs) Global Competencies in Action Emerging Insights Getting Started Final Thoughts Chapter 05. THE FOUR ELEMENTS OF LEARNING DESIGN Learning Partnerships Learning Environments Leveraging Digital Pedagogical Practices Final Thoughts Chapter 06. THE COLLABORATIVE INQUIRY PROCESS What Is Collaborative Inquiry? Collaborative Inquiry in Learning Design Collaborative Assessment Collaborative Assessment of School and District Conditions Final Thoughts Section Three. Learning Progressions Chapter 07. USING LEARNING PROGRESSIONS Organization Designing Learning Assessing Learning Feedback Final Thoughts Section Four. Designing Deep Learning Chapter 08. DEEP LEARNING DESIGN Learning Design: The Key Components Backward Design The Learning Design Rubric Final Thoughts Section Five. Assessment Practices Chapter 09. COLLABORATIVE ASSESSMENT The Collaborative Assessment Process Establishing Norms Managing the Process Final Thoughts Section Six. Building Capacity for Deep Learning Chapter 10. TEACHER CAPACITY FOR DEEP LEARNING Reflective Practice Coaching for Success Final Thoughts Chapter 11. SCHOOL CAPACITY FOR DEEP LEARNING The School Conditions Rubric Getting Started With Deep Learning Planning for Deep Learning Final Thoughts Chapter 12. DISTRICT CAPACITY FOR DEEP LEARNING The District Conditions Rubric Developing a District Deep Learning Plan Leveraging the Power of School Visits Final Thoughts Epilogue: Act Now References Acknowledgments About the Authors

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Book SynopsisIn this newly revised edition of Understanding Research in Early Education, Margaret Clark demonstrates the continuing relevance of research in the homes of young children and in preschool units. Through rigorous yet understandable language, the text stresses the importance of research, acknowledging how easy it can be, amidst the change and flood of documents on early education and care, to overlook the insights to be gained from past research. The author draws on her own studies, and those of others, to illustrate how to avoid common pitfalls, ask the right questions to inform students' research projects, and critically apply findings in the classroom or nursery. The book is one of the few texts for students to bring research alive, analysing key research to consider its limitations and the extent to which results are relevant to policy and practice. Without requiring any prior expertise in research and research methodologies, the third edition wTrade Review'This book not only helps students to review key early years studies past and present, but also helps them to think critically about how and why particular approaches are best suited to particular research. It is invaluable in helping students at all levels to become critical consumers and reflective contributors to early education research.' - Jane Payler, Professor, Open University.'Professor Clark continues to make a powerful contribution to our understanding of children`s learning. Her clear and rigorous exposition of research should influence policy as well as practice.' - Wendy Scott OBE, President, TACTYC.'The third edition of Professor Clark`s book highlights the obstacles to attempts to reconcile links among policy, research and practice, and raises some uncomfortable questions about the processes of dissemination, application and implementation of research findings.' - Carol Aubrey, Emeritus Professor, Warwick University. 'This new edition will be warmly welcomed by those interested in early years research. Professor Clark`s ability to articulate clearly the lessons to be learnt from research makes this book an ideal resource for undergraduate and postgraduate students.' - Louise Wormwell, Senior Lecturer, Primary and Early Years Education, Newman University.'Professor Clark has written an enabling and empowering book, of use to all practitioners who work with children. She highlights a range of approaches critical to our understanding of how research findings are reached and their potential strengths and limits in the development of policy and practice.' - Dr Morag M MacNeil, Previous joint lead evaluator within the Getting it Right for Every Child Development Team. 'In this informative and engaging book Professor Clark draws attention to relevant and important aspects of carrying out research in early childhood. As a student supervised by her for my own doctoral research I was fortunate to have benefitted from her rigorous and systematic approach to the challenges faced by student researchers.' - Dr Lone Hattingh, Senior Lecturer, Bath Spa University.Table of ContentsAbout the author Acknowledgments Preface 1. Introduction Part I Language and the homes of young children 2. The language of young children: the continuing relevance of the issues from the 1970s 3. Research evidence on language and the homes of young children: look back and looking forward Part II Research in preschool units: what lessons can we learn? 4. Researches in early education set in context 5. Studies of preschool education in Scotland: lessons from the past 6. Language and interaction in preschool units in England: looking back and looking forward Part III Continuity, communication and learning in early education 7. Research studies on transition and continuity in early education: lessons from the past 8. Communication in the early education of children from different ethnic backgrounds: part I of a DES-funded study 9. Reception classrooms as contexts for learning: part II of a DES-funded study 10. Baseline and readiness assessments of young children on starting primary school: where now? Part IV Two contrasting researches on learning to read: different aims so different designs 11. Reading and learning to read: setting the scene 12. Children wtih difficulties and young fluent readers: two contrasting research approaches 13. Better beginnings

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Book SynopsisProvide quality curriculum-linked outdoor education in sustainability and climate change for pupils aged 7-11 with the authors of the bestselling National Curriculum Outdoors series.Designed to bring contemporary issues to life, this book contains everything you need to embed sustainability and climate change into your science curriculum, including key subject knowledge, case studies and a complete set of progressions for Key Stage 2. The detailed lesson plans are based around outdoor activities and are all in line with the Science National Curriculum. The book covers the following:- essential curriculum concepts- how to teach species identification- how to encourage pupils to care for the natural world- full curriculum-aligned lesson plans of outdoor activities, crafted to engage children in their local and global environments- ways to progress pupil''s learning through leadership, both in a model science curriculum and through the reformat

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Book SynopsisTeacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.

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Book SynopsisBetween the State and the Schoolhouse examines the Common Core State Standards from the initiative’s promising beginnings to its disappointing outcomes. Situating the standards in the long history of state and federal efforts to shape education, the book describes a series of critical lessons that highlight the political and structural challenges of large-scale, top-down reforms. Education policy expert Tom Loveless argues that there are too many layers between the state and the classroom for a national standards approach to be effective. Specifically, he emphasizes the significant gap between states’ roles in designing education policy and teachers’ roles as implementers of policy. In addition, he asserts that top-down policies are unpredictable, subject to political and ideological pressures, and vulnerable to the pendulum effect as new reforms emerge in response to previous ones. One of the most ambitious education reforms of the past century, the Common Core aimed to raise student success, prepare larger numbers of students for both college and careers, and close achievement gaps. Yet, as Loveless documents, a decade later there remains a lack of significant positive impact on student learning.Between the State and the Schoolhouse marks an important contribution to the debate over the standards movement and the role of federal and state governments in education reform.

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Book SynopsisWhy do even well-educated people often understand so little about maths - or take a perverse pride in not being a ''numbers person''?In his now-classic book Innumeracy, John Allen Paulos answers questions such as: Why is following the stock market exactly like flipping a coin? How big is a trillion? How fast does human hair grow in mph? Can you calculate the chances that a party includes two people who have the same birthday? Paulos shows us that by arming yourself with some simple maths, you don''t have to let numbers get the better of you.Trade ReviewJohn Allen Paulos is the maths teacher I found twenty-five years too late -- Sean French * Independent *Innumeracy would improve the quality of thinking of virtually anyone * Isaac Asimov *Paulos provides much in this book that is thought-provoking and informative. Markets can sucker even a maths professor. At least he can explain why * Financial Times *Paulos mixes high mathematics with the kind of stories that make you laugh * Daily Telegraph *Taught me more about the handling of numbers in real life than a thousand hours of maths teaching -- Simon Jenkins * The Times *This elegant little survival manual is brief, witty and full of practical applications -- Stefan Kanfer * Time *

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

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Book SynopsisGames-based teaching offers an engaging way for students and adult learners to interact with concepts and build their problem-solving and communication skills. This exciting book will help educators integrate games into their classes and shows how this method of teaching improves motivation, as well as diversifies and solidifies learners' skill sets.Bringing together expert contributors from the Professors Without Borders' global network who have effectively used interactive games-based approaches in their teaching, the book features 13 unique games that teach a wide variety of skills across a range of difficulty levels. The chapters highlight the skills of strategy, decision-making, communication, teamwork, problem-solving, reflective thinking and empathy being used by participants alongside the pedagogical principles that underpin each game. Suitable for online and in-person teaching, this book will be valuable reading for educators working with studentTable of Contents1: Introduction; 2: Playing ‘against and with’: learning IR theories by gaming the Prisoner’s dilemma; 3: Using Role Play to Teach Learners How to Negotiate Using Different Strategies; 4: Toffeconomy: creating a fictional society to illustrate economic concepts; 5: Pandemics, Popular Culture and Problem-Based Gaming: Teaching state responses to disease control the "Undead Way"; 6: Playful Mocktails Competition©: Developing Empathy; 7: Developing a strategy to play Monopoly™ using mathematical techniques and explore various analytical methods; 8: Reclamation: Game-based Critical Re-thinking of Historical First & Bests; 9: Using Role Play to Understand the Impacts of Social Media through Action Research; 10: Games On A Grid (I): Noughts And Crosses; 11: Games On A Grid (II): Hotspot; 12: A fantasy game to illustrate the psychology of power and information asymmetry; 13: Building up Trust and Rapport with Neuroscience Insights; 14: Design Thinking for communication, planning and problem solving; 15: Using an Experiential Activity to Teach Customer Discovery in Entrepreneurship; 16: Teaching students how to network: goal-setting, maintenance and technology; 17: Conclusion

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

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Book SynopsisStudents, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leaders and policy makers. Using a critical pragmatist framing of the concept of responsibility, Stengel shows how greater attention to responsibility allows for a deeper understanding of diversity and equity as well as individual and common goods. It enables a deeper understanding of the moral dimensions of teaching and learning prospectively in growth rather than retrospectively in blame. The philosophical discussion of responsibility is coupled with discussion of the lived experiences of students, teachers, aides, and administrators and draws eviTrade ReviewResponsibility offers an accessible entry point for practitioners who are dissatisfied with the factory model of public schooling and want to create schools with heart, but don’t know where to start. Stengel’s philosophical discussion, together with narratives from Bailey Middle School staff, provide a compelling account of how response-ability can positively shape a whole school’s culture. -- Ann Chinnery, Associate Professor in the Faculty of Education, Simon Fraser University, CanadaA leading authority on pragmatism and education, Barbara Stengel expertly theorizes from her real-life experience in a so called failing school to show the difference responsibility (rather than accountability) makes in education. Her account is convincing and illuminating, exemplifying the potential of pragmatic philosophy in reckoning with the educational challenges of our times. -- Liz Jackson, Professor of International Education, Education University of Hong Kong, Hong KongTable of ContentsSeries Editors Preface Introduction 1. Responsibility as Response-ability 2. Recognizing Response-ability 3. “OK, What Do We Have Control Over?” Cultivating the Critical in Response-ability 4. “We Can Make Mistakes and We Can Fix Them”: Interpreting-Responding in Community 5. “Everything was Intentional”: Attending to Relation and Responsiveness 6. “Let’s Remember Who We Are”: Making and Taking Responsibility 7. Embracing Uncertainty and Staying Open: Critical Pragmatist Optimism Conclusion References Index

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Book SynopsisLearning is the soul of our species. From our first steps to our last words, we are what we learn. But for all its obvious importance, learning has lost touch with human progress. We live in an information age, work in a knowledge economy, yet our schools are relics of an industrial era. Education insider Alex Beard takes us on a dazzling tour of the future of learning to show how we can - and why we must - do better. Tackling everything from artificial intelligence to our growing understanding of the infant brain, Natural Born Learners is a user''s guide to transforming learning in the twenty-first century and roadmap to accessing our better future selves.Trade ReviewReaders should accompany Beard on his travels - not only because the subject of his inquiry is so important, but because after myriad engaging anecdotes and encounters, he arrives at some conclusions with universal relevance -- Miranda Green * FINANCIAL TIMES *Invigorating...one of the most optimistic, thought-provoking and ambitious educational books of recent years. Natural Born Learners is audacious, sassy, unafraid of big questions about what our children deserve and what our culture needs from education...bold and exuberant -- Geoff Barton, general secretary of the Association of School and College Leaders * TES *In this vital and vitalising exploration of the future of education, Alex Beard has written a compelling work of non-fiction. A meditation, a rallying cry and an inspirational call to cut a new educational path, this is an incredibly important book. As Beard powerfully illustrates, if we get education right for everyone then we'll be well on the way to solving so many of our other problems -- Owen Sheers * METRO *A timely and passionate book on the need for a global educational renaissance -- Jane Shilling * MAIL ON SUNDAY *Lively and provocative ... Beard is inspirational on the capabilities of the brain. Fizzing through the neuroscience he encourages readers to admire the potential for learning in even a lowly slug, and makes a powerful case against the old ideas of fixed or hereditary intelligence -- Helen Brown * DAILY TELEGRAPH *Fascinating -- Fiona Millar * GUARDIAN *A grand tour, looking for what works in an era in which traditional educational models bump up against acute societal change * TLS *A dazzlingly fast-paced journey through the classrooms and laboratories of the globe in an attempt to tackle the Big Questions of our age . . . This is a book that sets out to explore our deepest dreams and most profound possibilities -- Melissa Benn * NEW STATESMAN *Wide-ranging, often humorous and consistently fascinating, this is a book for all those interested in learning - a process that, as the author stresses, should be lifelong -- Stephanie Cross * THE LADY *By learning from educators on the vanguard all over the world, Alex Beard helps us understand what we need to do to ensure that today's children can shape a better future for themselves and all of us. We must prioritise and approach education in a totally different way to achieve this end, and Natural Born Learners helps us see the path forward * WENDY KOPP, CEO & Co-founder Teach For All *

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Book SynopsisThe last two decades have seen a significant rise in the number of children being diagnosed with mental and behavioural disorders. As yet there is no definitive consensus as to why this is, or what it means about the world in which we live. Neverthless, parents and educators are being faced with challenges they did not foresee, and are often ill-equipped to address. Steiner-Waldorf education is based on the principle of seeing every child as an individual -- nothing is 'normal' or 'abnormal'; labelling children doesn't help. Drawing on the ideas of Rudolf Steiner's pioneering Curative Education course, this book goes back to basics and examines the potential benefits of this unique educational approach in today's classrooms. Robyn Brown, an experienced teacher, argues that it can lead to calmer, more productive learning spaces and children who develop into rounded individuals, ready to become responsible and creative citizens.At a time when even longtime experienced educators are struck by how the dynamics of their classrooms have changed, this is a much needed reminder of a tried and tested approach which can work for every child, and ultimately for a society.

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Book SynopsisThis is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because students are not to be seen as objects to be moulded and disciplined, but as subjects of action and responsibility. The Beautiful Risk of Education is organised around a critical discussion of seven key educational concepts: creativity, communication, teaching, learning, emancipation, democracy, and virtuosity. By opposing the risk aversion that characterises many contemporary educational policies and practices, Gert J.J. Biesta makes a strong argument for giving risk a central place in our educational endeavours and brings risk taking to the forefront of a critical pedagogical practice.Trade Review"Beautiful Risk of Education is rhetorically ingenious and ironically quite powerful. Biesta's intellectual project does not just bid us to think differently about education, but suggests a more aspiring motivation to educate." —Teachers College Record “In his latest book, The Beautiful Risk of Education, Gert Biesta calls for a weak education. Instead of arguing for education to become stronger, more secure, more predictable, and risk-free, he returns to precisely those qualities of education that are bemoaned by current standardized testing and measurement trends as defects to be overcome. Indeed, Biesta makes the claim that the stronger education becomes, the more we lose sight of what education actually is: a practice that is slow, difficult, insecure, unpredictable, and full of risks and uncertainties...the clarity, exactitude, and formal rigor of his presentation embody a kind of philosophical beauty in its own right. The prose is nothing less than elegant.” —Educational Theory “This us a carefully crafted work that rewards an equally considered effort by the reader. Gert Biesta presents an elaborate, thoroughly referenced and researched critique of assumptions currently embedded in contemporary education. It’s a book of several unexpected twists and turns, wonderfully woven and often intensely rich. Frequently from a single paragraph a range of avenues emerge, each worth pursuing in its own right.” —Resurgence & Ecologist “Penned by a brilliant scholar with a generous heart, Beautiful Risk solidifies Biesta’s place as an international leader in philosophy of education.” —Lynda Stone, University of North Carolina “The Beautiful Risk of Education is a thought-provoking and riveting book by Gert Biesta, a book that gives education back to schools, colleges, universities, and adult or community education. Against the risk aversion of policy makers and politicians, in which education more or less evaporates from the practical settings, Biesta makes an argument for giving risk a central place in educational endeavors, hence preventing the subjects involved from turning into machine-like beings. The Beautiful Risk of Education will be read and re-read for decades to come as education is seen from new and unexpected angles.” —Dr. Herner Saeverot, University of BergenTable of ContentsPrologue On the Weakness of Education Chapter One Creativity Chapter Two Communication Chapter Three Teaching Chapter Four Learning Chapter Five Emancipation Chapter Six Democracy Chapter Seven Virtuosity, Epilogue For a Pedagogy of the Event

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Book Synopsis________________________________'Esther Wojcicki is leading a revolution . . . [She] shows us how to be our best so our children can be their best.' ARIANNA HUFFINGTON'A brilliant book. It should be on the bookshelf of every parent.' FROST MAGAZINEBeing a parent is complicated - but the trick to succeed is simpler than you think Known as the Godmother of Silicon Valley, Esther Wojcicki's three daughters are all hugely successful in both their professional and personal lives. What's her parenting secret? As we face an epidemic of parental and childhood anxiety, Woj has the advice every parent wants to hear: climb out of that helicopter and relax. Her tried and tested TRICK approach will help you: · Let your child discover their own passions · Move on from past parenting mistakes · Build rock-solid foundations for a lifelong relationship · Be brave enough to give your child freedom · Work with your children, not against them · Set healthy relationships with technology Your children are the future. If you change your parenting, you can change the world.Trade ReviewEsther Wojcicki is leading a revolution not only in how we prepare our children to succeed, but how we nurture the health and well-being of parents across the world. How to Raise Successful People shows us how to be our best so our children can be their best. -- Arianna HuffingtonA brilliant book. It should be on the bookshelf of every parent. * Frost Magazine *It's great advice offered in an unpatronising way. -- Edoardo Mapelli Mozzi’s best book * Financial Times *

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