Philosophy and theory of education Books

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

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

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Book SynopsisThe first edition of Nel Noddings'' Philosophy of Education was acclaimed as the ''best overview in the field'' by the journal Teaching Philosophy and predicted to ''become the standard textbook in philosophy of education'' by Educational Theory. This classic text, originally designed to give the education student a comprehensive look at philosophical thought in relation to teaching, learning, research, and educational policy, has now been updated to reflect the most current thinking in the field. A revised chapter on Logic and Critical Thinking makes the topic more accessible to students and examines how critical thinking plays a role in light of the new Common Core standards.Philosophy of Education introduces students to the evolution of educational thought, from the founding fathers to contemporary theorists, with consideration of both analytic and continental traditions. This is an essential text not only for teachers and future teachers, but also for an

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Book SynopsisThis book considers the origins of Froebelian early childhood education providing context to the development of his theories and ideas, critically examines the key themes of this philosophy of education and explores the relevance of Froebelian practice today. Tina Bruce reflects on central aspects of Froebelian philosophy of education: the importance of family, highly trained teachers, engagement with nature, mother songs, movement games, play and self-activity of the child, the whole child and the Froebelian concept of unity. In exploring each element Bruce considers the implications for Froebelian practice and research today, and addresses the views of critics and supporters, Each aspect is considered within an international context, drawing on research and practice from across the world. The final chapter gathers together the next steps for Froebelian early childhood education, providing navigational tools and suggestions for what needs to be addressed if Froebel is to remaiTrade ReviewTina Bruce writes for everyone who cares to nurture and understand young children’s thirst for learning. This book is a superbly comprehensive and persuasive account of how the life and ideas of an educationalist working in the 19th century connect to contemporary early childhood education in diverse cultures and contexts. * Sacha Powell, Chief Executive Officer of The Froebel Trust, UK and Honorary Professor of Early Childhood Care and Education, Hong Kong Education University, Hong Kong *In this scholarly and practice-focused book Tina Bruce has provided early childhood practitioners with a contemporary account of Froebel’s theories and principles, making a powerful case for reconnecting these with professional practice in a way that celebrates the Unity of thought and action that is so central to Froebel’s philosophy. I believe anyone who reads this book will be inspired and motivated to challenge and extend their thinking and professional practice to reflect the coherent whole of Froebel’s philosophy. In the Unity comes strength and this book has the power to transform practice to better serve our young children through these challenging times. * Chris Pascal, Professor, Centre for Research in Early Childhood, Birmingham, UK *There is a growing interest in Friedrich Froebel in early childhood practice. This book will be a welcome introduction for some and an opportunity to critically re-examine and re-connect for others. Tina Bruce’s writing style and authority as an educator makes her the perfect author of this book. * Jane Whinnett MBE, Tutor at the University of Edinburgh and Trustee of the Froebel Trust, UK *Tina Bruce has written an innovative, must-read account for anyone interested in the work of Friedrich Froebel. This book is an accessible, yet philosophical guide full of important information for practitioners and academics. Throughout there are valuable personal and practical insights into the key themes of both Froebel’s life and educational ideas. Interwoven scatterings of ‘reconnecting’ Froebelians can be found which anchors Froebel’s work in contemporary times. * Lynn J. McNair, Senior Teaching Fellow in Education, University of Edinburgh, UK *Bruce’s book is a helpful primer on Froebelian thought, woven through with illuminating historical and recent examples, compelling critiques and meaningful reflections regarding the realization of Froebelian principles in practice. It’s a source those working with children will want to re-read throughout their careers, gleaning new insights each time they do. * Kristen Nawrotzki, Lecturer at the University of Education, Heidelberg, Germany *Tina Bruce has made a major contribution to our understanding of Frobelian principles in practice. This book is, without a doubt, a critical text for all who are concerned with working from a Froebelian framework, reconnecting the philosophy with the practice in an interrelated way. * Stella Louis, Lead Travelling Tutor, Froebel Trust, UK *A very strong introduction to Froebel from an expert in the field. * Peter Flew, Director at the School of Education, University of Roehampton, UK *Table of ContentsIntroduction 1. Life and Historic Context of Froebel 2. The Whole Child and the Concept of Unity 3. The Importance of Nature 4. Play 5. Finger Plays, Mother Songs and Movement Games 6. Self-activity of the Child 7. The Importance of Observation 8. The Importance of Family and Community: Highly trained, Mature and Educated Teachers Conclusion: Summary of Key Elements Bibliography Definitions of Key Froebelian Terms Index

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Book SynopsisThe work of environmental educators and activists in India and South Africa offers new models for schooling and environmental activism.Education has never played as critical a role in determining humanity’s future as it does in the Anthropocene, an era marked by humankind’s unprecedented control over the natural environment. Drawing on a multisited ethnographic project among schools and activist groups in India and South Africa, Peter Sutoris explores education practices in the context of impoverished, marginal communities where environmental crises intersect with colonial and racist histories and unsustainable practices. He exposes the depoliticizing effects of schooling and examines cross-generational knowledge transfer within and beyond formal education. Finally, he calls for the bridging of schooling and environmental activism, to find answers to the global environmental crisis.The onset of the Anthropocene challenges the very definition of educat

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

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

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

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Book SynopsisOffering a sobering view of what may lie ahead, this title explains the reasons for the financial crisis in higher education today and boldly addresses the challenges that remain ignored, including changing demographics both on campus and across the country and the accelerating globalisation of higher education and advanced research.Trade Review“Annette Kolodny has turned her articulate mind and her marvelous imagination to the world of academic leadership. Failing the Future is personally moving, with a sharp and honest focus, and it should be read by all those who care about the future of higher education.”—Barry Munitz, President and Chief Executive Officer of the J. Paul Getty Trust and former Chancellor of the California State University System“This book should lead to an opening of the American mind. It is possibly the best book on higher education in the last decade. It is full of ideas that one needs to wrestle with, discuss, and chew over in faculty lounges, over e-mail, in journals, and in faculty senates. Failing the Future shows us not only what we must do, but explains HOW.”—Emily Toth, author of Ms. Mentor’s Impeccable Advice for Women in Academia“This is a welcome and outstanding work. Particularly at this time, with the avalanche of right-wing and largely mindless criticism of universities, this book clearly sets forth the actual situation, the real problems, and suggests useful and possible solutions to the complex situation of higher education in our country today.”—Carolyn Heilbrun, Avalon Professor in the Humanities Emerita, Columbia UniversityTable of ContentsAcknowledgments ix A Personal Preface: Reflections on Five Years in a Dean’s Office I 1. Facing the Future: An Introduction 33 2. “60 Minutes” at the University of Arizona: The Polemic against Tenure 53 3. Raising Standards While Lowering Anxieties: Rethinking the Promotion and Tenure Process 81 4. Paying the Price of Antifeminist Intellectual Harassment 98 5. Creating the Family-Friendly Campus 131 6. Teaching and Learning in a World of Cognitive Diversity 159 7. Setting an Agenda for Change 173 8. Failing the Future; or, How to Commit National Suicide at the End of the Twentieth Century 214 A Closing Refrain: Reflections at a Graduation 249 Appendix 1. University of Arizona College of Humanities Promotion and Tenure Procedures 257 Appendix 2. Summary Checklist of Selected Family-Friendly Initiatives and Programs 269 Notes 273 Works Cited 281 Index 291

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Book SynopsisEngages a neglected dimension of Charles S Peirce's philosophy, human embodiment, to highlight the compatibility between Peirce's ideas and contemporary work in social criticism focusing on feminism and race theory.Trade Review"This is a brave book balancing strong scholarship, clear organization, and a provocative reading of Peirce." -- -Roger Ward Georgetown College "Examines what is termed a neglected element of embodiment in the philosophy of Charles Sanders Pierce." -The Chronicle of Higher Education "The Politics of Survival provides a lucid, compelling, and exceptionally accessible account of the relevance of Peirce and pragmatism to contemporary discussions of social justice. Trout demonstrates how Peirce's philosophy rises above his personal prejudices to provide a unique set of tools for analyzing and criticizing the nonconscious biases of those who believe that they are free from prejudice. The Politics of Survival is unmatched in the manner in which it makes Peirce and pragmatism relevant to recent literature on racism and sexism." -- -Mitchell Aboulafia The Juilliard School

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Book SynopsisThe education of marginalised peoples and communities is a topic of great contemporary importance. Closing the Gap in Education? increases our understanding of the nature and challenges of marginalisation in southern world societies. The book also canvasses possible directions for change that might improve the social participation of young people. It is both timely and distinctive. Closing the Gap in Education? emanates from a conference organised by the Monash Institute for the Study of Global Movements, in partnership with Monash South Africa, held in 2009 at Monash's Johannesburg campus. Leading scholars and public figures from Australia, South Africa and New Zealand participated. The authors provide illuminating accounts of marginalisation which point to the inadequacy of many current educational policies. Several contributors question the usefulness of notions of closing gaps and bridging divides, suggesting alternative ways to frame the debates. In explaining the key terms margi

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Book SynopsisPresenting a range of data obtained from secondary schools in the UK and US, this path-breaking book explores the role played by language in constructing sexual identities. Analysing the often complex ways in which homophobia, heterosexism and heteronormativity are enacted within school contexts, it shows that by analysing language, we can discover much about how educators and students experience sexual diversity in their schools, how sexual identities are constructed through language, and how different statuses are ascribed to different sexual identities.Trade Review'An outstanding piece of scholarship. Her meticulous, queer linguistically informed analyses of communicative practices in educational contexts reveal graphically that sexuality-related discrimination and invisibility still form harmful discourses that systematically affect learners and learning in negative ways. A seminal text for queer applied linguistics and an important addition to the field of language and sexuality studies.' Heiko Motschenbacher, Western Norway University of Applied Sciences, BergenTable of ContentsIntroduction; 1. Confronting the context; 2. Researching language and sexuality in educational settings; 3. Using sociolinguistic frameworks to explore the school experiences of LGBT+ Yyouth; 4. Educators' perspectives on language and sexual diversity in schools; 5. Exploring ideologies of sexuality in curriculum documents; 6. SRE classroom interaction analysis and the construction of sexual identities; Closing remarks; References; Index.

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Book SynopsisThis new book is a wide-ranging, contemporary and accessible analysis of familiar and recurring myths about mass education in the United Kingdom. Looking at a variety of important issues and problems, each chapter begins by dispelling myths and assumptions about the classroom, going beyond class, race and gender, to offer analysis of topics such as discipline, youth cultures, information technology and globalisation. Utilising an interdisciplinary lens, this book offers knowledge from disciplines as diverse as sociology, philosophy, jurisprudence and cultural studies. Gordon Tait examines the strengths and weaknesses of different theoretical approaches to education, from critical theory to postmodernism, and Foucaultian governance to post-colonialism. Analysing the many assumptions about education taken for granted in British public discourse, important conclusions are drawn about which of these assumptions are fair and reasonable, and which we should challenge. This book is an essentiTrade Review'Professor Tait sets an ambitious agenda for Schooling and Society: Myths of Mass Education. The result is a ready reckoner of the myths that form the overall illusion of modern schooling. His forensic exposition of these myths, provides a genuine opportunity for the reform of both teacher education and of schooling itself. I hope people take up Tait's counsel.' Roger Slee, School of Education, University of South Australia'This book is a really great resource for undergraduates studying sociology of education. Presenting myths and then debunking them in a clear and accessible writing style is exactly what many students need to develop a more sociological understanding of a phenomenon that they often take for granted.' Peter Hemming, Cardiff UniversityTable of ContentsIntroduction; Part I. Re-Assessing the Three Pillars: Modern and Postmodern Sociologies of Education: 1. Social class; 2. Gender; 3. Race/ethnicity; Part II. The Foundations of an Alternative Approach: Education and Governance: 4. Governance; 5. Subjectivity; 6. Pre-adulthood; 7. Big data; Part III. Cultural Contexts of Contemporary Education: 8. The media; 9. Popular culture; 10. Technology; 11. Globalisation; Part IV. Philosophy and Mass Education: 12. Philosophy; 13. Ethics, disability and the law; 14. Truth and postcolonialism; Conclusion: the central aims of this book.

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Book SynopsisUnderstanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer 'positive rules' that will assist educators in their classroom practice.Table of ContentsIntroduction: positive rules for your life as a teacher; 1. Promoting positive behaviour in the classroom; 2. Theory: scaffolds for understanding the behaviour of children and young people; 3. 'Thinking it through': responding to children who present with SEBD; 4. Wider contexts: the role of assessment, working with allied professionals and policy; 5. Teacher expertise; 6. Research-informed teaching: questioning 'rules for living' in schools; 7. Putting teachers in the picture: teacher behaviour and wellbeing; Conclusion: principles to guide practice in the classroom.

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Book SynopsisThis book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Theoretically grounded and practically focused, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years.Table of Contents1. The importance of language in our lives; 2. Learning how to mean: exploring the dimensions of early language development; 3. Playing with language: imaginative play, language development and technology; 4. Talking to learn: listening to young children's language; 5. Difference and diversity in language and literacy development; 6. Aboriginal perspectives in the early childhood literacy classroom; 7. Reading with children: quality literature and language development; 8. Supporting the emergent reader; 9. Storying and the emergent storyteller and writer; 10. Making meaning with image and text in picture books; 11. Digital literacies in the lives of young children; 12. Language literacy assessment in early childhood contexts and classrooms.

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Book SynopsisThis Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.Trade Review'What does cognitive psychology have to offer for those who want to make instruction and education more effective? This Handbook provides expert and up-to-date analyses of the many strands in this complex interdisciplinary field. Edited by two of the most dynamic and respected researchers working in the area, the Handbook should be very useful for those working in this burgeoning field and for those hoping to join the field.' Hal Pashler, University of California, San Diego'Cognitive factors are critical in determining the effectiveness of our teaching. With a stellar cast of researchers within its pages, The Cambridge Handbook of Cognition and Education edited by Dunlosky and Rawson, two leaders in our field, provides comprehensive coverage. This Handbook will remain current for many years. It deserves pride of place in any library committed to educational excellence.' John Sweller, Emeritus Professor of Educational Psychology, University of New South Wales, Australia'This volume imparts a magnificent overview of current research on many topics bridging between cognitive psychology and education. The chapters provide authoritative summaries of central issues written by leaders in the field. The book will be of great interest to researchers and educators - and should be widely read.' Henry L. Roediger, III, James S. McDonnell Distinguished University Professor, Washington University, St LouisTable of ContentsHow cognitive psychology can inform evidence-based education reform: an overview of The Cambridge Handbook of Cognition and Education John Dunlosky and Katherine A. Rawson; Part I. Foundations: 1. How the learning sciences can inform cognitive psychology Keith Sawyer and John Dunlosky; 2. Quackery in educational research Daniel H. Robinson and Joel R. Levin; Part II. Science and Math: 3. Teaching critical thinking as if our future depends on it, because it does Diane F. Halpern and Heather A. Butler; 4. Improving students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J. Matlen; 5. Spatial skills, reasoning, and mathematics Nora S. Newcombe, Julie L. Booth and Elizabeth Gunderson; 6. Iterative development of conceptual and procedural knowledge in mathematics learning and instruction Bethany Rittle-Johnson; 7. Development of fraction understanding Pooja G. Sidney, Clarissa A. Thompson and John E. Opfer; 8. Learning how to solve problems by studying examples Tamara van Gog, Nikol Rummel and Alexander Renkl; 9. Harnessing our hands to teach mathematics: how gesture can be used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan Goldin-Meadow; Part III. Reading and Writing: 10. Fundamental components of reading comprehension Anne E. Cook and Edward J. O'Brien; 11. Writing as a learning activity Perry D. Klein and Aartje van Dijk; 12. Bilingualism and education: connecting cognitive science research to language learning Gigi Luk and Judith F. Kroll; 13. Note-taking Stephen T. Peverly and Amie D. Wolf; 14. Multiple text comprehension Jean-François Rouet, M. Anne Britt and Anna Potocki; 15. Interventions to promote reading for understanding: current evidence and future directions Elizabeth A. Stevens and Sharon Vaughn; Part IV. General Learning Strategies: 16. When does interleaving practice improve learning? Paulo F. Carvalho and Robert L. Goldstone; 17. Correcting student errors and misconceptions Elizabeth J. Marsh and Emmaline E. Drew; 18. How multimedia can improve learning and instruction Richard E. Mayer; 19. Multiple-choice and short-answer quizzing on equal footing in the classroom: potential indirect effects of testing Mark A. McDaniel and Jeri L. Little; 20. Collaborative learning: the benefits and costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and Soniya Gadgil; 21. Self-explaining: learning about principles and their application Alexander Renkl and Alexander Eitel; 22. Enhancing the quality of student learning using distributed practice Melody Wiseheart, Carolina E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa Foot; Part V. Metacognition: 23. Self-regulation in computer-assisted learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and Amanda E. Bradbury; 24. Improving students' metacomprehension accuracy Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley; 25. Calibration and self-regulated learning: making the connections Douglas J. Hacker and Linda Bol; 26. Teachers' judgments of student learning of mathematics Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and Richard D. Osguthorpe; 27. Learning strategies and self-regulated learning Philip H. Winne and Zahia Marzouk.

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Book SynopsisUnderstanding Curriculum is a critical introduction to contemporary curriculum theory and practice. Substantially revised, the second edition includes more detailed consideration of the ideological underpinnings of curriculum development, features new chapters on assessment and reporting, and updated vignettes and extracts. These features, combined with all the elements of the previous edition, encourages readers to reflect on how curriculum theory can inform and enhance classroom practice.Table of Contents1. The landscape of curriculum theory; 2. Introducing conservative ideological approaches to curriculum; 3. Social efficiency ideology; 4. Neoliberal ideology in curriculum; 5. Progressive approaches to curriculum; 6. Social reconstruction ideology; 7. Pedagogy; 8. Equity and (critical) diversity; 9. Exploring implications of the construction of the girl/boy binary in curriculum Claire Charles; 10. Indigenous issues and a curriculum for social justice; 11. How educational technology influences curriculum work; 12. Assessing what we value; 13. Designing assessment; 14. Unit planning and design; 15. Reflecting on how you can bring education to the curriculum.

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Book SynopsisToday, more people want to know how to make a meaningful difference to what they care about. But for that, traditional approaches to learning often fall short. In this book, we offer a theoretical and practical way forward. We introduce the concept of social learning spaces for developing both new capabilities and a sense of agency. We provide a rich framework for focusing on the value of social learning spaces: how to generate this value, monitor it, and learn iteratively through the process. The book is a useful extension and refinement of ''communities of practice'' for those familiar with the theory. For those who are not, the chapters will lay out a new way to approach learning. This volume is written to serve the needs of readers across fields, including researchers, educators, and leaders in business, government, healthcare, and international development.Trade Review'This book is written by two authors, whom I regard as the internationally most competent specialists in the field of adults' learning for professional practice!' Knud Illeris, author of How We Learn and editor of Contemporary Theories of Learning'Whether you are a teacher looking for new ideas or a social justice activist facilitating lifelong learning, this book provides the theory, and more importantly, the practice of social learning. With examples, footnotes, and reflection summaries, the concept of social learning is made accessible to all.' Malathi Raghavan, Clinical Associate Professor and Director, Purdue University College of Veterinary Medicine, USA'Another tour de force by the authors, marking the expansion of their seminal work in COPs. This work provides for a broader impact through the development of practical concepts in social learning. It is a must-read for all of us who are seeking to liberate the potential of organizations and teams.' Michael Fung-Kee-Fung, Medical Director Champlain of the Regional Cancer Program and Professor of Obstetrics, Gynecology, and Surgery, University of Ottawa, Canada'What this book offers is a language to talk about, reflect on, and be more intentional about, enabling learning that happens in interactions between people … For those with a scholarly interest in social learning this is … a must-read.' Dirk Roux, SAJS IssueTable of ContentsPrologue: The Difference We Care to Make; Introduction: How to Read this Book; Part I. Foundation: Value Creation in Social Learning Spaces: Part I Section 1. Social Learning Spaces: 1. Social Learning Spaces; 2. What About Communities of Practice?; 3. Social Learning Spaces and Other Structures; Part I Section 2. Value Creation: Agency and Social Learning Modes: 4. The Perspective of Value Creation; 5. Agency and Social Learning Modes; Part II. Framework: Part II Section 1. Generating Value: Value-Creation Cycles: 6. Immediate and Potential; 7. Applied and Realized Value; 8. Enabling and Strategic Value; 9. Orienting and Transformative Value; Part II Section 2. Translating Value: Flows and Loops: 10. Flows into Learning Loops; 11. Flows into Other Social Learning Spaces; Part II Section 3. Framing: Aspirations and Uncertainties: 12. Framing Participation; 13. Framing Value Creation; 14. Conducting a Framing Event; Part II Section 4. Evaluating: Effect and Contribution:15. Effect Data: Deriving and Monitoring Indicators; 16. Contribution Data: Collecting Value-Creation Stories; 17. Consolidating and Integrating the Dataset; 18. The Art of Making Value Visible; Epilogue: An Ongoing Journey.

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Book SynopsisToo many boys do not like to read, are choosing not to read, and are suffering academically as a result. All concerned adults need to redouble their efforts to ensure that boys who bring the greatest challenges to our classrooms and schools receive responsive literacy texts and practices to increase their chances for academic, personal, and occupational success. This book is more than a compendium of techniques, it also provides an analysis of the research literature on central issues and related aspects of literacy and learning for boys. The author identifies issues that impinge on boys'' literacy development and explores what the research literature has to say about these issues. The descriptions of how teachers have used engaging texts and practices to help boys overcome low literacy engagement and skill in order to stay on course as readers and writers are highly informative and practical as models of best practice.Trade Review'Debates about boys falling behind in school, mostly due to poor literacy skills, tend to become shrill - a boys versus girls quarrel. That's why William G. Brozo's voice is so valuable. He brings scientific light, not polemic heat, to the discussion and lays out valuable and unique advice for both parents and educators.' Richard Whitmire, author of Why Boys Fail'William G. Brozo has written a wonderfully nuanced book about the complex relationship between school-aged boys and reading. I commend him for his insightful work and recommend this book to school administrators, librarians, teachers, and parents, who have boys in their schools, their families, and their lives.' Peg Tyre, education journalist, author of two books on education and Director of Strategy for The Edwin Gould Foundation'Acknowledging the multiple identities that shape the lives of adolescent boys, this book provides a roadmap and call to arms to advance their literacy development using engaging texts, practices, and programs. William G. Brozo has given the field of literacy another gift.' Alfred W. Tatum, Dean of the College of Education, University of Illinois, Chicago'There are clear goals at the beginning of each chapter, followed by a theoretical framing of the issue under discussion. A 'Boys in the Real World' section of each chapter provides a case study, along with prompts for discussion. Chapters provide rich description of 'promising programs and practices', offering practical insight on research-based teaching methodologies in an engaging narrative voice. Each chapter ends with significant points for educators to bear in mind.' M. B. Hopkins, Choice'Chapters provide rich description of 'promising programs and practices,' offering practical insight on research-based teaching methodologies in an engaging narrative voice. Each chapter ends with significant points for educators to bear in mind.' M. B. Hopkins, Choice'Brozo's book would be of particular interest to teachers, researchers, policy makers and others who are concerned about improving literacy skills in boys, thus preparing them to better engage in our twenty-first-century global society.' Cheryl Jamison, Gender and Education'Engaging Boys in Active Literacy adds research-based knowledge and practice-based strategies to the toolkit for educators and researchers in the search for more effective ways of supporting boys to find meaning in reading - both in the act of reading and in the content of the reading.' So Yeon Shin, Harvard Educational ReviewTable of ContentsIntroduction; 1. Boys' reading and learning: identifying the issues; 2. Boys and literacy: a closer look; 3. Boys' masculinities and identities: evidence and practice; 4. Socio-economics and boys: evidence and practice; 5. Immigrant and new language learner boys: evidence and practice; 6. Literacy engagement and boys: evidence and practice; 7. Boys and new literacies: evidence and practice; 8. Boys and writing: evidence and practice.

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Book SynopsisTeachers, Schools, and Society: A Brief Introduction to Education, 6th Edition, offers a broad, diverse, and stimulating view of education. Written in an engaging, student-friendly style, readers are immersed in an inspiring world of the teacher where current education headlines are brought to life. The text provides broad yet precise exposure to the realities of teaching and the role of education in our society. The text helps to answer important questions such as: Do I want to become a teacher? How do I become the best teacher possible? What should a professional in the field of education know? How are schools and teaching changing? The authors have added key findings from the research on how people learn, how to think critically about information, and how this research translates to the classroom. Focus Questions continue to provide a roadmap to the chapter content. And, McGraw Hill Connect for Teachers, Schools, and Society is an interactive learning environment where you caTable of ContentsPREFACEPART 1: TEACHERS AND STUDENTSCHAPTER 1 THE TEACHING PROFESSION AND YOU CHAPTER 2 DIFFERENT WAYS OF LEARNING CHAPTER 3 TEACHING YOUR DIVERSE STUDENTS CHAPTER 4 STUDENT LIFE IN SCHOOL AND AT HOME PART 2: FOUNDATIONSCHAPTER 5 THE MULTICULTURAL HISTORY OF AMERICAN EDUCATION CHAPTER 6 PHILOSOPHY OF EDUCATION CHAPTER 7 FINANCING AND GOVERNING AMERICA’S SCHOOLS PART 3: SCHOOLS AND CLASSROOMSCHAPTER 9 PURPOSES OF AMERICA’S SCHOOLS AND THE CURRENT REFORM MOVEMENT CHAPTER 10 CURRICULUM, STANDARDS, AND TESTING CHAPTER 11 BECOMING AN EFFECTIVE TEACHER GLOSSARYINDEX

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Book SynopsisThere are few subjects these days that cause parents more stress than the education of their children. 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 cream of Comprehensive Schools are now oversubscribed (William Ellis, Camden School for Girls, The Oratory, Cardinal Vaughan), 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 schoTrade 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 SynopsisProgress in Education. Volume 57 opens with a study wherein the aim is to investigate long-term effects on motor skills and scholastic performance of increased physical education and adapted motor skills training according to the Motor skills Development as Ground for Learning (MUGI) model. Additionally, the author sets out to describe the implementation and societal gains of the Swedish Bunkeflo Project-A Healthy Way of Living. The authors offer a theoretical and practical approach regarding gamification in physical education. For this, the different types of gamification are analyzed, particularly focusing on the origin of gamification in the field of business. The original method of distance learning by exam is discussed, principally the way students can revise their exam papers many times in order to increase their grades, suggesting that didactic encouragement included in the feedback has a motivating function. The following study presents an exercise designed to support the understanding of green roofs as urban ecosystems through a conceptual model, acting as a facilitator for communication across different disciplines. This study shows how conceptual modelling may promote a better-integrated solution for socio-ecological problems. Also presented in this compilation are the results of research concerning tutoring technology for physical education in special needs children. Technologies are employed for correcting motion and psycho-functional and physical capabilities, as well as for the diagnosis and monitoring of psycho-functional conditions. In the 21st century, technological innovations have become increasingly important as we face the benefits and challenges of globalization and a knowledge-based economy. To succeed in this new information-based society, the authors propose that all students need to develop their capabilities in science, technology, engineering, and mathematics (STEM) to levels beyond what was considered acceptable in the past. In closing, the authors present arguments supporting how academic development enhances teaching and learning in rural universities. Scholars argue that staff development helps enhance the learners' performance, in addition to improving the university teaching and learning environment. (Imprint: Nova)Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/progress-in-education-volume-57/

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Book SynopsisThe proposed book moves away from a special education course, reflecting a broad consideration of social justice and inclusion that encompasses a variety of concerns about the lived experience of domination, oppression and injustice, and seeks to understand the complex intersections of a number of often overlapping categories of social identity and conflict, including cultural, ethnic, and racialised identities, gender sexual orientation, class and disability.

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Book SynopsisNo longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students reflections, exercises for students, and other instructional materials for teaching core concepts and practices.

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Book SynopsisTroubling Truth and Reconciliation in Canadian Education offers a series of critical perspectives concerning reconciliation and reconciliatory efforts between Canadian and Indigenous peoples. Indigenous and non-Indigenous scholars address both theoretical and practical aspects of troubling reconciliation in education across various contexts with significant diversity of thought, approach, and socio-political location. Throughout, the work challenges mainstream reconciliation discourses. This timely, unflinching analysis will be invaluable to scholars and students of Indigenous studies, sociology, and education. Foreword by Jan Hare. Contributors: Daniela Bascuñán, Jennifer Brant, Liza Brechbill, Shawna Carroll, Frank Deer, George J. Sefa Dei (Nana Adusei Sefa Tweneboah), Lucy El-Sherif, Rachel yacaaʔał George, Ruth Green, Celia Haig-Brown, Arlo Kempf, Jeannie Kerr, David Newhouse, Amy Parent, Michelle Pidgeon, Robin Quantick, Jean-Paul Restoule, Toby Rollo, Mark Sinke, Sandra D. Styres, Lynne Wiltse, Dawn ZingaTrade Review"This is crucially important work at this time, as universities, provincial education boards, and school districts grapple with their responses to the TRC. The contributors to Troubling Truth and Reconciliation in Canadian Education continue dialogues around reconciliation, decolonization, and Indigenization in schools at every level across Canada and offer real and actionable insights for educational leaders and teachers.” Shannon C. Leddy, University of British Columbia“Troubling Truth and Reconciliation in Canadian Education is a significant contribution in this era of the post-TRC, the Calls to Action, the MMIWG inquiry report, and the ongoing difficulties and legacies of systemic racism/colonialism against Indigenous peoples in Canadian institutions.” Lisa Korteweg, Lakehead University"Troubling Truth and Reconciliation in Canadian Education is both practical and highly sophisticated in its collective approach to examining and evaluating factual and authentic teaching surrounding Indigenous history, culture, and shared generational settler responsibility. At times the truths being explored can be uncomfortable, but the pain associated with analyzing these inconvenient realities speaks to the necessity for confronting them actively. As Canadians continue to wrestle with the larger implications of ‘reconciliation,’ this is an engaging and provocative read that adds texture and nuance to an integral and fundamental part of defining a Canadian national identity." Regan Treewater, Alberta Native News, September 27, 2022"Following the words of editors Styres and Kempf, the 22 contributors examine whether current efforts at reconciliation are real or just 'hype.' Part 1 of the book looks at the theoretical approaches to reconciliation and part 2 at actual efforts being made, mainly in teacher education programs in several Canadian universities... Summing Up: Recommended. Graduate students and faculty." J. A. Reyhner, CHOICE Magazine, January 2023Table of Contentsvii Foreword JAN HARE xiii Acknowledgements xv A Troubling Place to Start: Reconciliation in Collapse ARLO KEMPF, SANDRA D. STYRES, LIZA BRECHBILL AND LUCY EL-SHERIF I Theoretical Perspectives on (Ir)reconciliation: Polishing the Silver Covenant Chain 1 | Discovering Truth in the Post-TRC Era: Morality and Spirituality Discourses in the Reconciliatory Journeys of Schools FRANK DEER 2 | Indigenous Resiliency, Renewal, and Resurgence in Decolonizing Canadian Higher Education MICHELLE PIDGEON 3 | Uncomfortable Realities: Reconciliation in Higher Education DAWN ZINGA 4 | Contested Knowledges: Indigeneity, Resistance, and Black Theorizing in Academia GEORGE J. SEFA DEI (NANA ADUSEI SEFA TWENEBOAH) 5 | Some of Us Are More Canadian Than Others: Pedagogies of Citizenship and Learning Racialized Settlerhood LUCY EL-SHERIF AND MARK SINKE 6 | The Performativity of Reconciliation: Illusory Justice and the Site C Dam RACHEL YACAAʔAŁ GEORGE 7 | Beyond Curricula: Colonial Pedagogies in Public Schooling TOBY ROLLO II Reconceptualizing Reconciliation in Education: Teaching and Learning in Right Relation 8 | Reconciliation and Relational Ethics in Education SANDRA D. STYRES AND ARLO KEMPF 9 | Exploring Tensions in Taking Up the Call for Reconciliation in Teacher Education LYNNE WILTSE 10 | Troubling Trespass: Moving Settler Teachers Toward Decolonization DANIELA BASCUÑÁN, MARK SINKE, SHAWNA M. CARROLL, AND JEAN-PAUL RESTOULE 11 | Talking It Through, Talking Through It: A Dialogue on Indigenizing Education CELIA HAIG-BROWN AND RUTH GREEN 12 | Recalling the Spirit and Intent of Indigenous Literatures JENNIFER BRANT 13 | Teaching Indigenous Studies in a Time of Reconciliation: An Anticolonial Approach Toward Postcolonial Awareness DAVID NEWHOUSE AND ROBIN QUANTICK 14 | Contemporary Colonialism and Reconciliation in Higher Education: A Decolonial Response Through Relationality JEANNIE KERR AND AMY PARENT Contributors"

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Book SynopsisThere are a great many children and young people in our classrooms struggling with a range of social and emotional problems across what teacher and interim Virtual Head Sheila Mulvenney describes as 'the spectrum of trouble'. At one end, the pupil may have experienced severe difficulties, such as neglect, trauma and abuse, the death or imprisonment of a parent; at the other, the pupil may have experienced parental or sibling ill health, separation through parents being posted overseas, having financial difficulties. Such 'troubles' may be long or short term, but coming into school, these pupils are unlikely to be in a state of readiness for learning. Their distress may not only prevent them from being curious, engaged and open, but expressed in challenging behaviour, can quickly disrupt others learning too. Mulvenny shows how relationships with staff in school are critical to enabling pupils and students to feel secure; how essential a 'culture of care' of both staff and pupils is to creating the right environment for concentration and good learning, and how it can be improved; how staff managing their own emotional experience can both reduce the likelihood 'collisions in the classroom' and also provide modelling for pupils and students on how to mitigate the worse effects of the distress they are experiencing. She also addresses how language used in school can be modified to challenge the 'scripts' our pupils carry with them in more constructive direction. In short, a blue print to overcome barriers to learning.

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Book SynopsisIn the context of critical museology, museums are questioning their social role, defining the museum as a site for knowledge exchange and participation in creating links between past and present. Museum education has evolved as a practice in its own right, questioning, expanding and transforming exhibitions and institutions. How does museum work change if we conceive of curating and education as an integrated practice? This question is addressed by international contributors from different types of museums. For anyone interested in the future of museums, it offers insights into the diversity of positions and experiences of translating the "grand designs" of museology into practice.

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Book SynopsisAfter years of military interventions, the current situation in Afghanistan is highly ambivalent and partially contradictory - especially regarding the interplay of development, peace, security, education, and economy. Despite numerous initiatives, Afghanistan is still confronted with a poor security and economic condition. At the same time, enrollment numbers in schools and universities as well as the rate of academics reached a historical peak. This volume investigates the tension between these ambivalent developments. Sociologists, political and cultural scientists along with development workers, educators, and artists from Germany and Afghanistan discuss the idea that education is primary for rebuilding a stable Afghan state and government.

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Book SynopsisDue to global processes of transformation and the social challenges posed by demographic change, rural areas increasingly demand attention from politics and the public sphere. The contributions in this volume demonstrate how in different European countries it is mainly the cultural players who offer suggestions for an organization of the changing forms of communal life that is keeping with the times. The arts in particular have proven to be able of providing fresh impetus and new insights.This compendium of theory and practice combines outcomes of studies in cultural policy, introduces exemplary models and thus constitutes a first attempt at determining the position of innovative cultural work in rural areas. All essays both in English and German.Durch globale Transformationsprozesse und die gesellschaftlichen Herausforderungen des demographischen Wandels rücken ländliche Räume immer mehr in den Fokus von Politik und Öffentlichkeit. Die Beiträge des Bandes zeigen für verschiedene europäische Länder, dass vor allem Kulturakteure relevante Anregungen für die zeitgemäße Gestaltung des sich verändernden Zusammenlebens geben. Insbesondere die Künste stellen dabei einen Nährboden für weiterführende Impulse dar.Dieses Handbuch für Theorie und Praxis führt Ergebnisse der Kulturpolitikforschung zusammen, stellt beispielhafte Modelle vor und wagt somit erstmals eine Positionsbestimmung innovativer Kulturarbeit in ländlichen Räumen. Alle Beiträge sind in Englisch und Deutsch enthalten.

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Book SynopsisThis first comprehensive study of Norwegian humanities education employs systems theory to analyze its transformation from a form of teacher training to its modern status as research-oriented generalist education.Using historical documents and statistical analyses, Vidar Grøtta shows that the expansion of the post-war research system in Norway led to an increase in admissions to humanities education in the 1960s and an ensuing research drift in humanities curricula. Interacting with certain political dynamics and the knowledge economy that has emerged since the 1970s, this research drift resulted in a shift in humanists' career patterns and a transformation of the societal functions of the humanities.The most recent developments in Norwegian humanities education, from 2000 to 2018, are outlined and discussed in the afterword to this volume.

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Book SynopsisThis book is an attempt to highlight the issues that need to be addressed in facing the challenges in higher education. This book will meet the increasing demands of higher education in India, where the younger population is also growing amazingly fast.

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