Philosophy and theory of education Books
Taylor & Francis Ltd Bildung in the Digital Age
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Taylor & Francis Ltd Transformative Sustainability Education
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Taylor & Francis Ltd Professional Learning and Identities in Teaching
Book SynopsisThis book explores the reflective potentialities offered by analyses of teachers' professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers' narratives globally.Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher's idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes tTrade Review"The publication of this book is a relief. Scholarly as well as ethically. An international group of authors stands up against the worldwide dominance of standardized, de-contextualised comparative approaches in educational policies and research agendas in which their meaning is reduced to a narrow idea of effectiveness. The authors in this book don't deny the importance of effectiveness in education. Yet, they rightfully stress that this concern needs be addressed -conceptually as well as empirically- in ways that acknowledge the inevitable contextualised nature of teaching, as well as the crucial issue of purpose in education (and the ethical, normative choices it implies). Replacing effective teaching by the broader and more appropriate concept of successful teaching, the different contributions in the book seek to build a stronger research-based understanding of teacher professionalism and identity, as well as their development in the particularities of a time-space context. Narrative approaches once more demonstrate their theoretical and methodological power for this scholarly endeavor." - Geert Kelchtermans, Professor of Education, University of Leuven, Belgium (KULeuven); Chair of the Centre for Innovation and the Development of Teacher and School."This book, Professional Learning and Identities in Teaching: International Narratives of Successful Teachers, is a volume to savor due to the vast international insights it offers. Editors Cendel Karaman and Silvia Edling are to be commended for inviting a broad range of international scholars to share narratives of teacher success in their home countries. Stories of experience are arguably the only way to show what teachers know and do. Such narratives unavoidably include contextual factors that bound teachers’ knowing, doing and being. They offer windows into teachers’ professional learning trajectories and identities-in-the-making. Such matters are never conclusive; rather, they repeatedly play out as time passes and new interactions unfurl. The teacher narratives in this volume are vivid and particularistic. Equally revealing is the extent to which neo-liberal agendas are grippingly present in international systems of education. Personal experience methods (i.e., narrative inquiry, autoethnography) are the only way to unleash teachers’ voices in socially engineered educational milieus rife with propositional knowledge claims and instrumentalist thinking. Reading this book is a profound experience. Like Cendel Karaman and Silvia Edling, I recommend that readers think with the many stories that follow. I also invite readers to imagine contextual shifts that could more fully support successful teachers’ practices. The editors and authors provide plentiful clues concerning how things could be otherwise. Because teachers are the only ones who meet students in flesh-and-blood moments, the future is in their hands regardless of the views of those external to classrooms and schools." - Cheryl J. Craig, PhD, Professor, Houston Endowment Endowed Chair of Urban Education and American Educational Research Fellow, Texas A&M University, USA"This book provides the reader with a clear and rich account of how professional learning and identities are central to teaching and teacher education. Drawing upon case studies from various contexts, the book demonstrates vividly the importance of looking at the complexity of teaching from the inside. It should be read by teachers, teacher educators, policy makers, researchers and all those interested in learning more about the process of becoming a teacher." - Maria Assunção Flores, Professor, Institute of Education, University of Minho, Portugal; Portugal Editor, European Journal of Teacher Education"Karaman and Edling have compiled various narratives that connect to the ways in which teachers discuss their identity formation through professional stories and how they situated themselves within the context of teaching. [...] There is a diverse array of teacher narratives from different countries such as Brazil, Japan, Australia, Portugal, Ireland, Sweden, Turkey, and the United States. The authors connect the teachers in their study to the meaning of successful teaching within their context." - Hanadi Shatara, PhD, is an assistant professor at California State University, Sacramento.Table of ContentsIntroductionA. CENDEL KARAMAN AND SILVIA EDLING1. Remaining a student of teaching forever: Critical reflexive insights from a lifetime of multiple teacher identities in the Republic of Ireland GERALDINE MOONEY SIMMIE2. From success/failure binaries to teaching for justice: Conceptualizing education as access, responsibility, dignity, and transparency WALTER S. GERSHON3. Teacher narratives as counter-narratives of successful teaching MARIA ALFREDO MOREIRA, ROSA MARIA MORAES ANUNCIATO AND MARIA APARECIDA P. VIANA4. “If I can do it at this school, you can put me anywhere”: Case studies from Australian graduate teachers in diverse and challenging schoolsLYNETTE LONGARETTI AND DIANNE TOE5. Professional development of EFL teachers through reflective practice in a supportive community of practiceCHITOSE ASAOKA6. Looking back with pride—looking forward in hope: The narratives of a transformative teacherFATMA GÜMÜŞOK7. Understanding a teacher’s professional identity through pedagogical rhythmSÖREN HÖGBERG8. Revisiting selves through a “success” perspective: An autoethnographic quest of a language teacher across intercultural spacesTUGAY ELMAS9. Path toward the construction of a professional identity: A narrative inquiry into a language teacher’s experiencesPINAR YENİ-PALABIYIK10. “Successful teaching”: Neoliberal influences and emerging counter-narrativesEMRULLAH YASIN ÇİFTÇİ AND A. CENDEL KARAMANConclusion: Context, interconnectedness, balance, and risk in teachers’ narrativesSILVIA EDLING AND A. CENDEL KARAMAN
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Taylor & Francis Ltd Further Education in England and Wales
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Taylor & Francis Ltd Further Education in England and Wales Routledge Revivals
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Taylor & Francis Ltd Experiential Learning
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Taylor & Francis Ltd Experiential Learning Assessment and Accreditation Routledge Revivals
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Taylor & Francis Ltd Teaching Early Algebra through ExampleBased Problem Solving
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Taylor & Francis Ltd Better Law for a Better World
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Taylor & Francis Ltd Literature and Character Education in Universities
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Taylor & Francis Ltd Literature and Character Education in Universities
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Taylor & Francis Ltd Intellectual Dependability
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Taylor & Francis Ltd Teacher Quality and Education Policy in India
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Taylor & Francis Ltd On Educational Leadership as Emancipatory Practice
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Taylor & Francis Ltd On Educational Leadership as Emancipatory Practice
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Taylor & Francis Ltd Tools of the Mind
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Taylor & Francis Ltd Theatre Pedagogy in the Era of Climate Crisis
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Taylor & Francis Ltd Evaluating Early Learning in Museums
Book SynopsisEvaluating Early Learning in Museums presents developmentally appropriate and culturally relevant practices for engaging early learners and their families in informal arts settings.Written by early childhood education researchers and a museum practitioner, the book showcases what high-quality educational programs can offer young children and their families through the case study of a program at the High Museum of Art in Atlanta, Georgia. Providing strategies for building strong community partnerships and audience relationships, the authors also survey evaluation tools for early learning programs and offer strategies to help museums around the world to engage young children. At the center of this narrative is the seminal partnership that developed between researchers and museum educators during the evaluation of a program for toddlers. Illuminating key components of the partnership and the resulting evolution of family offerings at the museum, the book also draws paraTable of ContentsIntroduction: Early Learning in the Context of the Museum 1.Young Children in Museums Today 2. Families and the High Museum of Art 3. Improving the Museum for Families: Program Evaluation 4. Reshaping Early Learning and Experiences in High Museum 5. Building and Improving Early Learning in Your Museum Conclusion: What’s Next?
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Taylor & Francis Accountability and Culture of School Teachers and Principals
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Taylor & Francis Ltd The Lean Education Manifesto
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Taylor & Francis Ltd Contextualising Educational Studies in India
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Taylor & Francis Ltd Primary Mathematics Pedagogy at the Intersection of Education Reform Policy and Culture
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Taylor & Francis Ltd JeanJacques Rousseau
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Taylor & Francis Ltd JeanJacques Rousseau
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Taylor & Francis Ltd The Childrens Play Centre
Book SynopsisFirst published in 1937, The Children's Play Centre is an account of Gardner's Play Centre and her work in assessing its value in the education of children and the training of teachers. The book puts forward the value of play in the development of children and provides a detailed report of Gardner's experiment. It also explores the significance of the Play Centre to the technique of training students. It will have lasting relevance for those interested in the history of education and the psychology of education. Table of Contents1: Beginning and General Development of the Play Centre; 2: Typical Evenings and Types of Play; 3: Accounts of Certain Group Play Activities Through-Out a Term; 4: Short Studies of Some Children; 5: Parents; 6: The Students;
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Taylor & Francis The Childrens Play Centre Its Psychological Value and its Place in the Training of Teachers Routledge Revivals
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Taylor & Francis Ltd Schools Out Learnings In HomeLearning Activities to Keep Children Engaged Curious and Thoughtful
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Taylor & Francis Ltd Schools Out Learnings In HomeLearning Activities to Keep Children Engaged Curious and Thoughtful
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Taylor & Francis Ltd Experiment and Tradition in Primary Schools
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Taylor & Francis Ltd Experiment and Tradition in Primary Schools Routledge Revivals
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Taylor & Francis Ltd The Education of Young Children
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Taylor & Francis Ltd The Education of Young Children Routledge Revivals
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Taylor & Francis Ltd New Thinking New Scholarship and New Research in Catholic Education
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Taylor & Francis Ltd Biopolitics and Resistance in Legal Education
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Taylor & Francis Neoliberalism Globalization and Elite Education in China
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Taylor & Francis Affect Embodiment and Place in Critical Literacy
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Taylor & Francis Ltd Exploring the Affective Dimensions of Educational Leadership
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Taylor & Francis Ltd PostRecession Community College Reform
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Taylor & Francis Ltd Epistemology and the Predicates of Education
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Taylor & Francis Experiential Learning and Outdoor Education Traditions of practice and philosophical perspectives
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Taylor & Francis Ltd Outdoor Learning Across the Curriculum
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Taylor & Francis Ltd Education Reform Policy at a Japanese Super Global University
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Taylor & Francis Ltd World Yearbook of Education 2021 Accountability and Datafication in the Governance of Education
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Taylor & Francis The Authority of Virtue
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Taylor & Francis Ltd An Introduction to Theories of Learning
Book SynopsisSince its first edition, An Introduction to Theories of Learning has provided a uniquely sweeping review of the major learning theories from the 20th century that profoundly influenced the field of psychology. In this tenth edition, the authors present further experimental evidence that tests many of the fundamental ideas presented in these classic theories, as well as explore many of the advances in psychological science and neuroscience that have yielded greater insight into the processes that underlie learning in human beings and animals. The four main goals of this text are to define learning and to show how the learning process is studied (Chapters 1 and 2), to place learning theory in historical perspective (Chapter 3), and to present essential features of the major theories of learning with implications for educational practices (Chapters 4 through 16). The authors retained the best features of earlier editions while making revisions that reflect current Trade Review"An essential resource for all those who seek to understand more about the nature of learning, An Introduction to Theories of Learning provides the reader with a wealth of information about this vital characteristic of nervous systems: to change based on experience. Examining the contributions of such historic figures as Darwin, Thorndike, Piaget, Hebb and many others, no other text achieves what this text does: inform the student of behavior through the stories of those who have come before, and those working now in this field. Clearly written and well-structured with chapter outlines, summaries and thought questions, this is a natural text for adoption in psychology and education curricula." - Eric P Wiertelak, Macalester College, USATable of ContentsPART I Introduction to LearningChapter 1: What Is Learning?Chapter 2: Approaches to the Study of Learning Chapter 3: Early Notions about Learning Chapter 4: Edward Lee Thorndike PART II Predominantly Functionalistic TheoriesChapter 5: Burrhus Frederic Skinner Chapter 6: Clark Leonard Hull PART III Predominantly Associationistic TheoriesChapter 7: Ivan Petrovich Pavlov Chapter 8: Edwin Ray Guthrie Chapter 9: William Kaye Estes PART IV Predominantly Cognitive TheoriesChapter 10: Gestalt Theory Chapter 11: Jean Piaget Chapter 12: Edward Chace Tolman Chapter 13: Albert Bandura PART V A Predominantly Neurophysiological TheoryChapter 14: Donald Olding Hebb Chapter 15: Robert C. Bolles and Evolutionary Psychology Chapter 16: A Final Word
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Taylor & Francis Ltd Teaching Mathematics Through ProblemSolving A Pedagogical Approach from Japan Studies in Mathematical Thinking and Learning Series
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Taylor & Francis Perspectives on Language Assessment Literacy Challenges for Improved Student Learning
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Taylor & Francis Ltd International Perspectives on Inclusion within Society and Education Routledge Research in Educational Equality and Diversity
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