Philosophy and theory of education Books
Taylor & Francis Ltd Intercultural Communicative Competence in Educational Exchange A Multinational Perspective
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Taylor & Francis Ltd Philosophy as Translation and the Understanding of Other Cultures
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Taylor & Francis Ltd Democratic Education and the TeacherAsProphet Exploring the Religious Work of Schools
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Taylor & Francis Chinaâs Education Curriculum Knowledge and Cultural Inscriptions
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Taylor & Francis Screens and Scenes Multimodal Communication in Online Intercultural Encounters
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Taylor & Francis Ltd The Learning Adult
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Taylor & Francis Fostering Imagination in Higher Education Disciplinary and Professional Practices
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Taylor & Francis Ltd Classroom Change in Developing Countries
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Taylor & Francis Ltd (Sales) Education in a Federal UK
Book SynopsisBritainâs two recent referenda - on Brexit (2016) and on Scottish independence (2014) - have raised in the public mind fundamental questions about the future of the UK. It seems that for the first time, the public, the media and the political elite have woken up to the fact that in different parts of the UK, there are different histories, different aspirations and different imagined futures in relation to a whole range of vitally important political issues. But what the public debate often fails to recognise is that in many areas of public life â perhaps especially education â the UK is already a federal state and in key respects has been so for many years. The aim of this volume is therefore to take stock: to try and capture what the current state of educational policy and practice is across the whole of the UK. This has been achieved by commissioning two different papers from each of the four countries â Wales, Scotland, Northern Ireland and England. The first is an overview, exploring the distinctive history, principles and current policies of each country. The second paper has been specifically chosen as a case study of a key policy that highlights the distinctiveness of each country â the Foundation Phase for Wales, assessment policy in Scotland, âshared educationâ initiatives in Northern Ireland and higher education policy in England. Taken together these eight papers give an important insight into the complexities of educational policy and practice across the whole of the UK today. This volume was originally published as a special issue of Oxford Review of Education.Table of ContentsIntroduction. Education in a Federal UK 1. Education and nationalism in Scotland: governing a ‘learning nation’ 2. The meaning of curriculum-related examination standards in Scotland and England: a home–international comparison 3. The politics of education and the misrecognition of Wales 4. Implementing curriculum reform in Wales: the case of the Foundation Phase 5. Education in England – a testbed for network governance? 6. The Coalition’s higher education reforms in England 7. Education in Northern Ireland since the Good Friday Agreement: Kabuki theatre meets danse macabre 8. Shared education in Northern Ireland: school collaboration in divided societies
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Taylor & Francis Ltd Group Care for Infants Toddlers and Twos
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Taylor & Francis Vocabulary and English for Specific Purposes Research Quantitative and Qualitative Perspectives Routledge Researchin English for Specific Purposes
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Taylor & Francis Ltd Moral Panics and School Educational Policy
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Taylor & Francis Ltd Education Mobilities and Migration
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Taylor & Francis Critical Realism for Marxist Sociology of Education
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Taylor & Francis Ltd Inquiry Data and Understanding A Search for Meaning in Educational Research
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Taylor & Francis Ltd Reshaping the Landscape of School Leadership Development A Global Perspective
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Taylor & Francis Reimagining Graduate Supervision in Developing Contexts
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Taylor & Francis Ltd Research Through With and As Storying
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Taylor & Francis Ltd Students Experiences of Teaching and Learning Reforms in Vietnamese Higher Education
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Taylor & Francis Democracy and Mathematics Education Rethinking School Math for Our Troubled Times
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£128.25
Taylor & Francis Ltd The University and its Boundaries
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Taylor & Francis Ltd Education in an Age of Lies and Fake News
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Taylor & Francis Ltd Internationalization of Teacher Education and the Nation State
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Taylor & Francis Ltd Islamic Schooling and the Identities of Muslim Youth in Quebec
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Taylor & Francis Ltd Reclaiming Freedom in Education
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Taylor & Francis Ltd Pioneering Perspectives in Cooperative Learning
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Taylor & Francis Ltd Educational Leadership Management and Administration through ActorNetwork Theory
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Taylor & Francis Ltd Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies
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Taylor & Francis Ltd The Science of Learning
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Taylor & Francis Ltd Historical and Moral Consciousness in Education
Book SynopsisHistorical and Moral Consciousness highlights how ethics can be understood in the context of History education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education. Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research. It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship. The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students' moral understandings of historical dilemmas.Raising important questions about how our learning from the past is interTrade Review"In many countries, teachers struggle with polarized debates in their classrooms about moral issues related to present interpretations of the past, about what was right and wrong then and now. This book provides a fascinating and much-needed theoretical and empirical study of how historical consciousness and moral consciousness are intersected. Focusing on third-order concepts that stimulate self-reflection on personal values and emotions, the authors offer new theoretical tools for research on history teaching and citizenship education. Historical and Moral Consciousness in Education is well written and cogently argued."Maria Grever, em. professor Theory of Historical Culture, Erasmus University Rotterdam, the Netherlands"A great and fascinating contribution. This is what the fields of history education and civic education really need. New and suggesting ideas about and how representations about the past and the problems of the present are connected."Mario Carretero, is Professor in psychology at Autonoma University of Madrid "Historical and Moral Consciousness in Education makes an important and welcome contribution to studies in historical consciousness and democratic education. The authors reject the perceived separation between historical consciousness and moral consciousness, arguing instead that learning about the past is an inescapably moral endeavor. Drawing on empirical studies with students in Australia, Finland, and Sweden, the book explores how our understanding of what went on in other times and places shapes our moral identity in the present, and our sense of responsibility to both the past and future. This book will be of interest to scholars of historical consciousness, history teachers, and teacher educators alike."Ann Chinnery is a professor in the Education department at Simon Fraser University"At a time when polarized societies struggle with issues of right and wrong, good and evil, and desirable and undesirable, this timely book provides a roadmap for using history and civics instruction to enrich students’ engagement with issues of morality. The authors explore the complex and abstract theories associated with historical consciousness and moral consciousness within the concrete settings of classrooms in international contexts. They investigate how history and civics education might nurture in young people a commitment to human rights, preparing them for morally-responsible citizenship. Researchers and educators will find this work an indispensable contribution in defining and exploring the intersections between historical consciousness and moral consciousness, topics that are gaining importance in a morally-disoriented world."Jeffery D Nokes is a professor in the History Department at Brigham Young University.Human life is diverse both within and across times. Fostering young students' abilities to really partake in social life characterized by this multi-dimensional diversity, therefore, requires to not only endow them with a historical knowledge and moral principles separately, but to enable them to actively, independently and critically develop their own abilities to perceive and reflect on and to rationally (inter)act at the intersections of these two dimensions of human life. Drawing on the concept of "historical consciousness" for the spectrum of making sense of time and exploring different theories for conceptualising a counterpart of 'moral consciousness', this book both reports on empirical findings in studies from different countries on students' conceptualisations and argumentations, theoretically develops a set of insights and concepts by which the intersecting of the two dimensions can and should be further explored, and draws a set of highly recommendable conclusions for integrating this dimension of young students' personal development in school curricula.Andreas Körber, professor in history education, University of Hamburg, GermanyTable of Contents1: Introduction. PART I: Reflections in research. 2: Historical consciousness and the human condition – revisiting moral motivations and their implications for education. 3: Language as a means to broaden horizons of perception: third order concepts in research about Historical Consciousness. 4: Systematic review of historical consciousness and moral consciousness (mapping the material but understanding the field theoretically). 5: Discourses of historical consciousness and moral consciousness in Australian doctoral theses. 6: Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness. PART II: Young people’s perceptions / Concepts applied. 7: In search for intersections of historical and moral consciousness in students’ answers: how a research instrument was designed and used. 8: Temporal orientation and moral reflections. 9: Exploring moral sensitivity and historical empathy in students’ response to a historical moral dilemma. 10: History interactions: Students pose questions to a difficult past. 11: Students on moral judgment making in History and the place of moral questions in the History Classroom. PART III: Conclusions and implications for teaching. 12: Conclusions – a new theoretical framework
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Taylor & Francis Ltd Glimpses into Primary School Teacher Education in South Africa
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Taylor & Francis Ltd The Cultural Legacies of Chinese Schools in Singapore and Malaysia
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Taylor & Francis The Education of Arabic Speaking Refugee Children and Young Adults
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Taylor & Francis Ltd The Education of Arabic Speaking Refugee Children and Young Adults
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Taylor & Francis Ltd Integrated Programmes for Handicapped Adolescents and Adults
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Taylor & Francis Ltd Integrated Programmes for Handicapped Adolescents and Adults
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Taylor & Francis Ltd Appraising Teachers in Schools
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Taylor & Francis Ltd Appraising Teachers in Schools A Practical Guide Routledge Revivals
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Taylor & Francis Ltd Decolonizing Transcultural Teacher Education through Participatory Action Research
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Taylor & Francis Ltd Decolonizing Transcultural Teacher Education through Participatory Action Research
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Taylor & Francis Ltd Playwork Practice at the Margins
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Taylor & Francis Ltd Self and Wisdom in ArtsBased Contemplative Inquiry in Education
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Taylor & Francis Ltd Schools and National Identities in Frenchspeaking Africa
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Taylor & Francis Bernard Stiegler and the Philosophy of Education
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Taylor & Francis Ltd Pandemic Education and Viral Politics
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Taylor & Francis Ltd Schooling for Democracy in a Time of Global Crisis
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Taylor & Francis Ltd Schooling for Democracy in a Time of Global Crisis
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Taylor & Francis Ltd The Influence of Theorists and Pioneers on Early Childhood Education
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