Philosophy and theory of education Books
Taylor & Francis Colonial Education and India 17811945 Volume V
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£128.25
Taylor & Francis Poppers Approach to Education
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£31.99
Taylor & Francis Critical Feminism and Critical Education
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£35.14
Taylor & Francis Nationalism and History Education Curricula and Textbooks in the United States and France Routledge Research in International and Comparative Education
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£31.99
Taylor & Francis Global Perspectives on Developing Professional Learning Communities
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£128.25
Taylor & Francis The Clinical Experience Second edition 1997 The Construction and Reconstrucion of Medical Reality Routledge Revivals
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£114.00
Taylor & Francis A Womans Place in Education 1996 Historical and Sociological Perspectives on Gender and Education Routledge Revivals
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£92.00
Taylor & Francis Education for Purposeful Teaching Around the World
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£128.25
Taylor & Francis 21st Century Preschool Bilingual Education
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£128.25
Taylor & Francis Education Ethics and Experience
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£42.99
Taylor & Francis Using Narrative Inquiry for Educational Research in the Asia Pacific
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£44.64
Taylor & Francis Making the Difference
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£35.14
Taylor & Francis Power and Privilege at an African University
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£128.25
Taylor & Francis The Foundation
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£128.25
Taylor & Francis Learner Managed Learning
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£44.64
Taylor & Francis Ltd Towards Student Mobility in Asia
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£137.75
Taylor & Francis Ltd Science and Technology Teacher Education in the
Book SynopsisThis unique book compares anthropogenic challenges in science and technology teacher education between the northern and southern contexts of Sweden and South Africa, respectively. Presenting the results of a three-year research collaboration between science and technology teacher education researchers from South Africa and Sweden, the book explores theoretical perspectives and pedagogical experiences in response to challenges in the Anthropocene. It discusses research-informed practice in teacher education to address sustainable development. Chapters in the book collectively investigate the influence of current environmental and societal changes on the education of teachers, answering the question of how science and technology teacher education can adjust to current changes in the world and prepare new teachers for work in their future profession. Touching on issues such as climate change, global warming and pandemic diseases, the book uses a comparative apprTable of ContentsIntroduction to the book Part I: Theoretical Perspectives, Policies and Curricula in Science and Technology Teacher Education 1. Sustainability and science and technology teacher education: A review of the literature 2. Science and technology teacher education in South Africa and Sweden: A comparison of linked policies and curricula 3. (Re)thinking teacher education in the Anthropocene: Perspectives from South Africa and Sweden 4. Linguistic opportunities and challenges of teaching science for sustainability in multilingual contexts Part II: Experiences and Pedagogical Practices in Science and Technology Teacher Education 5. Application of the design process in the light of the Anthropocene: A conceptual study 6. Discussing pedagogical content knowledge and ESD for science teaching: Bridging theory and practice in the Anthropocene 7. Exploring a South African and Swedish teacher-education programme of Biology teachers for ESD: A comparative study 8. Culturally embodied learning as instructional practices in science education: Different contexts and different meanings 9. Digital competence with respect to ESD for science and technology student teachers: A study of a South African and a Swedish university 10. Science and technology teacher education in a global world: Concluding remarks
£128.25
Taylor & Francis Ltd Indirect Education
Book SynopsisIndirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academTable of ContentsIntroduction. Expanding the forms of education1 Justification. Education is indirect by nature—so what’s the problem?2 Teaching. Four forms of teaching. Excerpts from observations at a secondary school 3 Communication. Janus-faced forms of indirect communication. Teacher interview and thought experiments 4 Ethics. Where is the boundary between the ethical and the unethical regarding teachers’ indirect actions? A case study 5 Time. How may ‘genuine time’ be an integral element in student’s existence? A case study6 Education research. The direct and indirect paths of education research 7.The educational researcher. Ironic indirection and the 'I' in education research Afterword. The wisdom of teachers. A conversation with three teachers
£37.04
Taylor & Francis Ltd The Routledge Handbook of Landscape Architecture
Book SynopsisIn this handbook, 60 authors, senior and junior educators, and researchers from six continents provide an overview of 200 years of landscape architectural education. They tell the stories of schools and people, of visions, and of experiments that constitute landscape architecture education heritage. Through taking an international perspective, the handbook centers inclusivity with an appreciation for how education develops in different political and societal contexts. Part I introduces the field of education history research, including research approaches and international research exchange. Spanning more than 100 years, Parts II and III investigate and compare early and recent histories of landscape architecture education in different countries and schools. In Part IV, the book offers new perspectives for landscape architecture education. Education research presents a substantial opportunity for challenging studies to increase the pedagogic and didactic, the academic and hisTrade Review"This book provides welcome perspectives on the education of landscape professionals that generate both a starting point for a more profound understanding of the historical position of landscape architecture, as well as ideas of where the profession might take us in view of the contemporary environmental and social challenges facing humanity."Jan Woudstra, Department of Landscape Architecture, University of Sheffield, UK"This comprehensive handbook shares insights into landscape architecture education that are unprecedented in extent and depth. It describes and compares concepts and practices of education that are applied during the last two hundred years and addresses a wide range of perspectives by examining cases from around the world. The book lays the foundation for education studies into the character, commonalities and future of landscape architecture education."Hiroyuki Shimizu, Emeritus Professor, Nagoya University, Japan"This handbook makes an invaluable contribution to the present and future university education of landscape architects. It offers fascinating insights of both the discipline’s historical development and of its current teaching and learning praxis in many countries around the world: a panorama of today’s remarkable international diversity in landscape architecture education that unveils its implicit learning potential, not only for landscape architecture but also for other planning disciplines and environmental sciences."Joachim Wolschke-Bulmahn, Professor Emeritus, Instutute for Landscape Architecture, Leibniz University Hannover, GermanyTable of Contents1. Broadening the outlook, expanding horizonsDiedrich Bruns and Stefanie HenneckePART I: Challenges and perspectives 2. Introducing the field of landscape architecture education research: challenges and perspectivesDiedrich Bruns and Stefanie Hennecke3. ‘A thing in movement’: landscape history in professional curricula M. Elen Deming4. Tracing discourses: learning from the past for future landscape architecture Mattias Qviström and Märit Jansson5. European cooperation between educators and landscape architecture schools Richard Stiles6. Building up historical continuity: landscape architecture archives in education Lilli Lička, Bernadette Blanchon, Luca Csepely-Knorr, Annegreth Dietze-Schirdewahn, Ulrike Krippner, Katalin Tákács, Sophie von Schwerin and Roland Tusch7. Joining forces: landscape architecture and education for sustainable development Ellen Fetzer8. Creating vital teaching communities through curriculum development Anne Katrine Geelmuyden 9. Conceptual thinking and relational models in landscape architecture pedagogyJuanjo Galán10. Pedagogy for sustainability in landscape architectural education Dan Li PART II: Agendas and standards 11. Chronicling education history: agendas and standards Diedrich Bruns and Stefanie Hennecke12. Early landscape architectural education in Europe Barbara Birli, Diedrich Bruns and Karsten Jørgensen (†)13. Landscape gardening, outdoor art, and landscape architecture: the beginning of landscape architectural education in the United States, 1862–1920 Sonja Dümpelmann14. Hundred years of landscape architecture education in Ås, Norway: the pioneering work of Olav Leif Moen Karsten Jørgensen (†)15. German garden design education in the early 20th century Lars Hopstock16. Landscape architecture university education under National Socialism in Germany Gert Gröning17. ‘To broaden the outlook of training’: the first landscape course in Manchester Luca Csepely-Knorr18. Landscape architecture education history in Portugal: the pioneering roles of Francisco Caldeira Cabral and Francisco Simões Margiochi Ana Duarte Rodrigues19. Dutch landscape architecture education in the first half of the twentieth century: the pioneering roles of Hartogh Heys Van Zouteveen and Bijhouwer. Patricia Debie20. Early history of landscape architecture education initiatives in Romania: the pioneering work of Friedrich Rebhuhn Alexandru Mexi 21. Landscape architectural education in Croatia Petra Pereković and Monika Kamenečki22. Landscape architectural education in Hungary: the pioneering work of Béla Rerrich, Imre Ormos and Mihály Mőcsényi. Albert Fekete23. Landscape architecture education history in Slovakia and the Czech Republic Attila Tóth, Ján Supuka, Katarína Kristiánová, Jan Vaněk, Alena Salašová, and Vladimír Sitta24. A long, yet successful journey: 114 years to implement a landscape architecture programme in Austria, 1877–1991 Ulrike Krippner and Lilli Lička 25. Landscape architecture education history in the German speaking part of Switzerland Sophie von Schwerin 26. The history of higher landscape architecture education at ETH Zurich, Switzerland Dunja RichterPART III: Broadening the common ground 27. Broadening the common ground: education for the design of human environmentsDiedrich Bruns and Stefanie Hennecke28. Landscape architecture education in Italy: fragmented patterns Bianca Maria Rinaldi and Francesca Mazzino29. The training of landscape architects in France: from the horticultural engineer to the landscape architect, 1876-2016 Bernadette Blanchon, Chiara Santini and Pierre Donadieu, with Yves Petit-Berghem30. Reflections on landscape and landscape architecture education in the Arab Middle EastJala Makhzoumi31. Landscape Architecture Education in China: the pioneering work of Sun Xiaoxiang Lei Gao and Guangsi Lin32. Landscape design education in Japan: the Meiji, Taisho, and Showa Periods Chika Takatori PART IV: Aiming for justice, reconciliation and decolonization 33. Innovating education policy: justice, reconciliation and decolonization Diedrich Bruns and Stefanie Hennecke34. Landscape architecture education in Albania after the fall of the Iron Curtain Zydi Teqja35. Landscape architectural education, knowledge, and application Agnieszka Cieśla and Katarzyna Rędzińska 36. Landscape @Lincoln: place and context in the development of an antipodean landscape architecture programme. Simon Swaffield, Jacky Bowring and Gill Lawson37. Learning to practice creatively: emergent techniques in the climate emergency Alice Lewis, Sue Anne Ware, Martin Bryant, Jen Lynch, Penny Allan and Katrina Simon38. Landscape architecture education in Africa Graham A. Young39. Educational ecosystem on landscape in Latin América Gloria Aponte-García, Cristina Felsenhardt, Lucas Períes and Karla María Hinojosa De la Garza 40. Conclusions and hopeful perspectives Diedrich Bruns and Stefanie Hennecke
£185.25
Taylor & Francis The Routledge Handbook of Social Epistemology
Book SynopsisEdited by an international team of leading scholars, The Routledge Handbook of Social Epistemology is the first major reference work devoted to this growing field. The Handbookâs 46 chapters, all appearing in print here for the first time, and written by philosophers and social theorists from around the world, are organized into eight main parts: Historical Backgrounds The Epistemology of Testimony Disagreement, Diversity, and Relativism Science and Social Epistemology The Epistemology of Groups Feminist Epistemology The Epistemology of Democracy Further Horizons for Social Epistemology With lists of references after each chapter and a comprehensive index, this volume will
£43.99
Taylor & Francis Ltd Workplace Learning for Changing Social and
Book SynopsisAt the heart of this book is the rapid pace of change, the need to invest in and create good jobs and support the learning that this entails. It brings together a range of socio-cultural perspectives to examine the hard issues in relation to digitalisation, identity, work design and affordances for learning, mediated by the ecosystems within which work, and the workplace is positioned.The contributors take a strong social justice perspective that seeks to uncover commonly held assumptions about where the responsibility for workplace learning lies, how to understand workplace learning from a range of different perspectives and what it all means for practitioners and researchers in the field. The first section sets the scene in its theorisation of the role and place of workplace learning in the context of changing circumstances. The second section brings together a rich collection of investigations into workplace learning that address the challenges of rapidly changing circumstTrade Review'This collection, curated by internationally renowned academics, brings together contributions from world-leading scholars to identify, theorise, evidence and illuminate the pressing contemporary challenges in workplace learning and vocational education and training research. This highly recommended book offers researchers, policymakers and practitioners in different countries a refreshing range of perspectives and insights that will enrich and augment their own interests and work.'Alison Fuller, Professor of Vocational Education and Work, University College London, UK'This is a refreshing book for where human intervention increasingly shapes and conflates the socio-cultural and environmental spheres. The contributing authors problematise central workplace learning themes within this context of uncertainty in which participants act both as agents and supplicants within such theoretically and practice-based informed spaces as digitisation, shifting identities, group collaboration, increasing knowledge and skill complexity, and rapidly changing definitions of work. The book is a ‘must-read’ for researchers, educators and policy makers.'Peter Rushbrook, Adjunct Associate Professor (VET), Charles Sturt UniversityTable of ContentsSection 1: Theoretical framing 1. Complexity theory: a key to understanding emergent learning and judgements in workplaces 2. Liminality, uncertainty and troublesome knowledge in learning at work 3. Datafication of work and learning: what it is, why it matters and how we can deal with it 4. New interpretations of class and power in work and learning: contributions of a mind, culture and occupation perspective 5. Cultural-historical understandings of transitions in changing workplaces 6. Socratic ignorance in processes of learning with technology Section 2: Investigating workplace learning for changing circumstances 7. Utilising pedagogically rich activities to meet emerging workplace learning challenges 8. Shaping the relationship between working and learning in digitalised working environments 9. Equipping and assessing learners for the ever-changing workplace: practices, assessment and evaluative judgement 10. Vocational teachers’ identity construction at the interface of work and education: workplace-oriented VET teacher training 11. Meaning-making in a trial of sector wide change 12. Workplace learning for fair work on digital labour platforms Section 3: Implications for practice 13. How do public policy professionals work and learn? Exploring a missing dimension in workplace learning research 14. Problem identification in Change Laboratories: workplace learning to eradicate homelessness 15. Working and learning in client-facing interprofessional project teams as 'fractional ontological performance': Insights from consulting engineering 16. Innovations and learning at work: local factors and contributions 17. Leadership in crisis: learning to lead beyond command and control
£35.14
Taylor & Francis Ltd Action Research for Change and Development
Book SynopsisFirst Published in 1991, Action Research for Change and Development presents a collection of papers evolved from an international symposium on Action Research in Higher Education, Government and Industry held in Brisbane in 1989. The book is structured in three parts. Part one consists of reflections on the meaning and theoretical foundation of action research. Part two discusses various aspects of action research methodology; and Part three presents case studies of action research. The aim of the book is to bring together international experts in action research in higher education in order to present and discuss a variety of models of action research which have been developed in parallel in many parts of the world. This book will be an essential read for scholars and researchers of education, higher education, business, industry, and community development. Table of ContentsNew Preface Acknowledgements Foreword Introduction Part I: Reflections on the Foundations of Action Research 1. Defining, Confining or Refining Action Research? 2. Towards Action Research Systems 3. From Action Research to Collaborative Enquiry: The Processing of an Innovation 4. Improving Education Through Action Research Part II: Methodology 5. Do we need an Alternative Methodology for Doing Alternative Research? 6. Developing Constructive Action: Personal Construct Psychology, Action Research and Professional Development 7. Action Research as a Model of Professional Development Part III: Case Studies 8. Action Research in Teacher Education 9. Action Research for Aboriginal Pedagogy: Beyond ‘Both-ways’ Education? 10. Action Research in Medical Education: Improving Teaching via Investigating Learning 11. Action Research in Facilitating Change in Institutional Practice Notes on Contributors Appendix One: List of Symposium Participants Appendix Two: Symposium Program
£99.75
Taylor & Francis Ltd Exploring Communities of Practice in Further and
Book SynopsisDrawing on international research and professional practice, this book provides a rich, detailed, and accessible guide to Communities of Practice (CoP) theory, with information on how the theory is constructed, the research that it rests on, and the ways that it has been used in thinking about learning and teaching in the further and adult education sectors. Exploring Communities of Practice in Further and Adult Education introduces CoP theory and the theory of learning that goes with it. It provides empirical examples of CoP research from a range of settings, including further and adult education, to illustrate how CoPs form and work within educational settings, including thinking about assessment and evaluation. It also explores how different CoPs work together and can learn from each other. With these key elements described, this book demonstrates how CoPs can be used in further and adult education settings to help understand more about how students and staffTable of ContentsContentsAcknowledgementsIntroductionChapter One:What is a community of practice, and why do I need to know?Chapter TwoWhere is the learning in a Community of Practice, and how does it happen?Chapter ThreeCommunities of Practice in further and adult education: what can we learn from the research?Chapter FourSetting up a Learning ArchitectureChapter FiveWhat Can Communities of Practice Actually Do? And What Can’t They Do?Chapter SixConstellations, boundaries, and brokersChapter SevenAssessment within a Community of PracticeChapter EightCommunities of Practice: opportunities and challenges for the further and adult education sectorsReferencesIndex
£24.99
Taylor & Francis Concept Mapping as an Assessment Tool for
Book SynopsisThis book investigates the practicability and effectiveness of the concept map as a tool for assessing studentsâ conceptual understanding in mathematics.The author first introduces concept mapping and then employs it to investigate studentsâ conceptual understanding of four different mathematical topics. Alongside traditional scoring methods, she adopts Social Network Analysis, a new technique, to interpret student-constructed concept maps, which reveals fresh insights into the graphic features of the concept map and into how students connect mathematical concepts. By comparing two traditional school tests with the concept map, she examines its concurrent validity and discusses its strengths and drawbacks from the viewpoint of assessing conceptual understanding. With self-designed questionnaires, interviews, and open-ended writing tasks, she also investigates students and teachersâ attitudes toward concept mapping and describes the implications these findings may have for con
£37.04
Taylor & Francis In Search of Education Participation and
Book SynopsisIn Search of Education, Participation and Inclusion offers an original, coherent and inspiring approach to the delivery of education for all. Jonathan Rix, backed by extensive research, builds upon his wide-ranging professional and personal experiences to explore three conceptual innovations â models of certainty and uncertainty, the while of participation and communities of provision. Through these innovations, the reader examines the challenges faced by school systems in delivering inclusive and participatory experiences of learning. Topics explored include: theories of education, participation and inclusion the constraints on our education systems as they struggle to deliver certainty in a world of uncertainty how the challenges of our systems collaborate with inequality to produce marginalised experiences of participation the exclusionary nature of our communities of provision how we can understand andTrade ReviewI have found the book that I wish I had written. Written to be read, considered and reread, In Search of Education, Participation and Inclusion: Embrace the Uncertain is the most refreshing and thought-full text in our field that I have read for some time. At the outset it is a thoroughly engaging, provocative and scholarly work that presses the reader to account for their own educational thinking and practices. Rix offers absorbing narratives to lead us into very accessible explanations of the assumptions we hold that direct our thinking about and practices in education. Using the metaphor of “embrace” we are invited to explore and analyse our own beliefs and sets of relationships, conceptual and practical, with education and schooling. Drawing on Dewey, amongst many others (I did say this is a meticulously scholarly book), we are presented with education as a means for applying certitude in an increasingly uncertain world. Jonathan Rix lithely exposes obviously ridiculous foundations of the way we have gone about the business of educating and schooling while reassuring the reader that we can, by “embracing the uncertain” do it another way. In doing so, we will untether ourselves from the misadventure of schooling in its present form and create opportunities for children and young people free from the very thin identities we have bestowed upon them that hinder learning. Those around me will certainly be urged to procure and read this thought-changing book. Roger Slee, PhD, Professor in Disability and Inclusion, University of Leeds, Founder and Editor-in-Chief, International Journal of Inclusive Education At a time when educational outcomes are the tail wagging the dog, when research gurus promote off-the-shelf solutions and top-down approaches to solve educational inequities, when curriculum means follow a textbook, and when research fetishize certainty through experimental designs and big data analysis, Jonathan Rix challenges the reader to do the opposite: Embrace uncertainty. In Search of Education, Participation and Inclusion offers a fresh look at educational exclusion and its possible solutions. This book, filled with intimate stories and thoughtful reflections, argues that uncertainty led us to an unimagined path that can be more expansive and inclusive than those we imagine in the first place. Those looking for easy (certain) solutions to complex educational exclusions search elsewhere; those who have the courage to embrace the uncertain and serpentine path towards a more just and inclusive education, look no further. Federico R. Waitoller, PhD, Associate Professor, Department of Special Education at The University of Illinois at Chicago, Associate Editor, Review of Educational Research In Search of Education, Participation and Inclusion provides the reader with an excellent critical overview of current theories and practices concerning inclusive education. It looks at this relevant subject from multiple perspectives. It navigates the complex and often conflictual debate about inclusive education by developing an exciting dialogue with other disciplines that helps review and expand our frame of reference regarding this topic. In addition, it goes straight to the point in addressing some of the most pressing questions that researchers and practitioners usually struggle with when they aim to secure all children more equal and fair opportunities for education. Finally, the author effectively supports reflection on educational research and practices with powerful examples taken from his wide professional and personal experience. Accordingly, while the book helps the reader achieve a thorough understanding of the complex problems inclusive education faces today, it also provides an authoritative guide to those working in this crucial field. Fabio Dovigo, PhD, Professor, Educational Psychology Department, Danish School of Education, Aarhus University, Founding Editor, European Journal of Inclusive Education I found this book absorbing, funny, moving and thought provoking. As educationalists, the book challenges us to stop wanting, needing, planning for and expecting certainty, and it calls on us to resist fixedness in our pursuit of a “better” way. I have learned to question my own dependence on certainty because as Jonathan Rix explains so eloquently, we can keep education open to possibilities if we go where uncertainty leads us. In this book we also learn that uncertainty (rather than certainty) is the substrate for developing more inclusive and participative ways of being through education. The author employs anecdote, theory, philosophy, drawings, diagrams, models and polemic to support and entertain us in our journey toward relinquishing certainty in favour of more fluid ways of being. Most of all, the book reminds us that singular, monolithic, authoritarian and fixed positions on what education is and how it should unfold, are useless. Please read the book. It will inspire you! Deborah Robinson, EdD (SFHEA), Professor of Special Educational Needs and Inclusion, Institute of Education, University of Derby Table of Contents1. What does it take to embrace? Part 1 – Being apart; 2. The embrace of certainty; 3. Where uncertainty leads? 4. Participating with inequality; 5. Seeking fairer participation; 6. Building exculsionary communities; 7. Including ourselves; 8. What does it take to embrace?; Part 2 – Being a-part
£35.99
Taylor & Francis Governance of Higher Education
Book SynopsisThe new edition of Governance of Higher Education explores the work of traditional and contemporary higher education scholarship, providing readers with an understanding of the assumptions, historical traditions, and paradigms that have shaped the scholarship on governance worldwide.Updated throughout to reflect current higher education governance research and with expanded discussion of key theories and new relevant concepts, this book brings together vast and disparate writings, including frameworks drawn from a wide range of disciplines and newly bolstered case studies. Coverage includes the structures of governance, cultures and practices, the collegial tradition, as well as newfound critique of outdated organizational theory, leadership concepts, quality assurance and accountability, and system governance. Furthermore, this work synthesizes the significant theoretical, conceptual, and empirical scholarship to advance research and practice of governance.As u
£38.99
Taylor & Francis Ltd Nature Art and Education in East Asia
Book SynopsisThis volume explores the deeply interwoven connection of education, art and nature in the context of East Asia. With contributions from authors in South Korea, Japan and Taiwan, the book considers unnoticed but significant themes involved in the interplay of nature, art, and education. It manifests how nature and art can educate, and how education and nature play the role of art. The chapters explore a range of themes relevant to East Asian characteristics, including skill acquisition, Japanese calendar arts and ritual of feelings, garden architecture, the ritualised body, collaborative poetry art, translational language between humans and nature, the Confucian classical Six Arts, the artistic embodiment of the Kyoto School, and the heritage art based education in Korea. The authors examine these themes in novel ways to bring to light the relevance of the East Asian insights to the contemporary global world. This book is an outstanding resource to all researchers, schoTable of Contents1. Zhuangzi’s Edu-Dào and Dàoful Well-being: Cook Ding and other Craftsmen Revisited 2. Calendar Arts and the Ritual of Feeling 3. The Katsura Imperial Villa and the Educational Function of Japanese Garden Architecture 4. Arts Education for a Translational Experience from Language of Nature into Language of Man: Walter Benjamin’s Theory of Mimesis and Traditional Ink-wash Painting in East Asia 5. From Co-operation to Co-creation: Renga (連歌), Renku (連句), Renshi (連詩), and the Possibility of the ‘Inoperative Community’ 6. The Vision of Nature and Human Beings in Kinji Imanishi’s The World of Living Things: An Anthropological Study of Human Approach to the Environment 7. Sojourning in the Arts: Considering the Implications of the Confucian "Six Arts" in a Contemporary Educational Context 8. Communication through Art: A Perspective on the Embodiment Theory of the Kyoto School 9. Project HANA: Working with Korean Heritage Art in a Museum-School Partnership
£34.99
Taylor & Francis Teaching and Assessing Writing in the Primary School
The capacity to write well is fundamental to success in school and beyond. Yet many children struggle to become proficient writers. Teaching and Assessing Writing in the Primary School provides a comprehensive guide to the theory, practice and pedagogical research behind teaching children to write. Supported by case studies and real-world examples of teaching and learning writing in the classroom, this practical book proposes a whole-school, research-informed writing framework that engages children while building their writing skills. Readers will benefit from building their knowledge of the theory and research behind learning how to write successfully while discovering how they may apply this effectively to their classroom practice.Firmly grounded in the theory of writing and with clear links to practical application, chapters explore: Effective pedagogies for teaching children aged 4â12 how to write The planned and received curriculum f
£24.99
Taylor & Francis Ltd Teaching Family Law
Book SynopsisThis book provides a comprehensive analysis of the teaching of an eclectic range of family law topics and the unique opportunities and challenges of teaching family law in different jurisdictions from a varied international perspective.Written by leading legal scholars, the book addresses a gap in the scholarship to comprehensively and systematically analyse the teaching of family law. The first part of the book explores ways of teaching the varied range of topics under the heading of family law and captures the diverse approaches to the discipline. Chapters illustrate how the subject can be best taught in an interdisciplinary way that considers feminist perspectives and the philosophy of teaching, while encompassing legal positivism, empirical research and critical legal theory. The second part of the book examines teaching in different jurisdictions and illustrates policy and practice in Australia, New Zealand, the United States, Canada, the United Kingdom, Hong Kong and SoTable of ContentsIntroduction Part 1: Teaching Family Law Topics 1. Ideologies of Family Law 2. Family Property Law: Learning from Best Practice in Teaching Controversial Topics 3. The Use of Family Law Assessments as a Vehicle for Skills Development 4. Comparative Family Law and Family Law Teaching 5. Family Dispute Resolution: Teaching the Benefits and Challenges 6. Practical Legal Training in ‘Child Law’: Lessons in Collaboration, Emotion and Relationships Part 2: Teaching in Different Jurisdictions 7. Australian Family Law Going Round the Twist: Teaching Opportunities and Challenges 8. Canadian Challenges and Initiatives in Teaching Family Law 9. Three Pillars: Articulating A Family Law Pedagogy For Hong Kong 10. Teaching Parenting Law and Culture in Aotearoa New Zealand 11. Teaching Family Law in South Africa: Family Law in Flux of Substance and Form 12. Teaching Family Law in England and Wales: The Challenge of Expanding Content and Perspectives 13. Teaching Family Law in the United States: Riding the Rollercoaster Conclusion
£128.25
Taylor & Francis Power Politics and the Playground
Book SynopsisPresented as a series of case studies, this book offers the reader an insider's account of the power dynamics in Australian education and how the application of that power influences education policymaking.The authors, Adrian Piccoli and Don Carter, have been in the room when some of the biggest decisions in Australian education have been made. This book traverses various theories of power and authority to explore the selected experiences of the authors who come from opposing sides of the political spectrum (a former National Party minister for education and a former teacher, union member and left-leaning academic) to share a behind-the-scenes story of education in Australia not readily available to the public. The chapters capture their personal experiences in senior education leadership roles, where they made key decisions on diverse topics such as how to allocate multibillion-dollar education budgets, the split of school funding between education sectors, contentious curri
£24.99
Taylor & Francis Ltd How to Create Autonomous Learners
Book SynopsisTo achieve their full potential, it is essential that children develop skills to become autonomous learners, yet this skill does not come naturally to many learners. This book is a practical teaching and planning guide to the theory, practice and the implementation of evidence-based approaches to develop essential metacognitive and self-study skills. How to Create Autonomous Learners explains how to get students, parents and partners on board and how to implement these ideas across a class, school, or consortium. Areas covered include: How to get children and young people ready to learn. Why it is important to teach learning strategies. Encouraging children to become more active in the process of learning while also nurturing the development of creativity. How to harness learner motivation as metacognition and motivation are highly linked.Easily applicable in any classroom, this essential resource supports children's development ofTrade ReviewA welcome resource for practitioners that combines theory, practice and implementation or the why, how and what of how to develop autonomous learners. This book will help you identify your starting point, navigate implementation at a time of hyper change and to know that you’ve had an impact.Sarah Philp, Psychologist, Coach and EducatorThis book is brilliant – an overview of metacognition, study skills and regulation. Lots of research, reflection questions, templates and strategy for school/colleges. I will be dipping in and out of this throughout 2023.Ross Morrison McGill, aka @TeacherToolkit, and Deputy HeadThis is an essential text for all those who are in the business of raising attainment and narrowing the poverty related attainment gap. It is thoroughly researched and full of evidence-based practice, yet highly accessible and practical. It will be equally useful for teachers, school leaders, senior officers and educational psychologists. The book is very well structured and each chapter is focused, well explained and supports deepened understanding through reflective practice. Readers will find the clear and very accessible articulations of strategies, and the chapter-by-chapter self-reflection especially useful and engaging.Sam March, Principal Psychologist, South Lanarkshire Council ‘This volume reviews theory and research linking metacognition, strategy instruction, active learning and student motivation and examines the self-regulated learning strategies necessary to help children become autonomous learners, enhance life-long learning and improve outcomes in areas such as literacy and study skills. With tools for self-reflection and audit in each chapter and practical guidance on implementing the learning strategies at school and local authority levels, this book will be of interest to teachers, school leaders, educational psychologists and policy makers.’James Boyle, Emeritus Professor of Psychology, University of StrathclydeTable of ContentsChapter 1: Introduction and orientationPART 1: Theory Chapter 2: Theoretical modelsChapter 3: Research into strategy instructionChapter 4: UK researchPART 2: Practice and pedagogyChapter 5: Metacognition and MindsetChapter 6: Metacognition and MotivationChapter 7: How should I teach a strategy?Chapter 8: Metacognitive strategies and how to teach themChapter 9: What cognitive strategies should I teach?Chapter 10: Successful study skillsPART 3: Implementation at the whole school or authority levelChapter 11: Whole school implementation Chapter 12: Pupil participationChapter 13: Parental EngagementChapter 14: Professional collaboration and a shout out for Educational PsychologistsChapter 15: Some Final ThoughtsAcknowledgements
£22.99
Taylor & Francis Ltd Contemporary Issues in Primary Education
This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 313, which has always had primary education as its main focus. The journal has been published by Routledge since 2007 and is the most important academic publication in the field internationally.This book has been edited by a team of academics and senior practitioners, all of whom are members of the Board of the journal or the Association for the Study of Primary Education (which is the owning body of the journal). It will serve as an excellent resource to researchers and students of primary education. Topics include major contemporary issues such as key challenges in the field, learning and teaching, wellbeing, teachers' work and professionalism, and outdoor learning. The chapters in this book comprise articles published in Education 313 in the last ten years.
£37.04
Taylor & Francis The Knowledge of Inclusive Education
Book SynopsisThe Knowledge of Inclusive Education is a paradigm-shifting exploration of inclusive education as a dynamic knowledge practice. The knowledge that underpins the practice is understood through the metaphor of an ecology, with valuable contributions from educators, researchers, parents, students, policymakers, and international organisations.By examining the knowledge of policy, research, teacher education, and activism, Elizabeth Walton constructs a future for inclusive education that affirms different material-discursive places, inquiry and possibility, and replaces traditional research hierarchies with a life-affirming ecology. Readers will gain a novel perspective on the knowledge/s of inclusive education across multiple interacting domains.With theoretical resources ranging from the work of Lorraine Code and Basil Bernstein to concepts from Legitimation Code Theory, Decolonial theory, and Posthumanism, this book offers a unique and innovative approach to th
£37.99
Taylor & Francis The Ethics of Participation in Environmental
Book SynopsisThis book provokes important new discussions about ethical participation in environmental field research by bringing to the fore the fluid nature of both ethics and participation.Local participation is increasingly seen as a central and ethical part of environmental research; as such, many environmental efforts are becoming increasingly participatory. Participation, as a string of literature has shown, has many political, economic, social, and epistemic consequences, and ethics is fluid, polyvalent, and contextual. âœRight is right, wrong is wrongâ is dangerous rhetoric that centres western experiences and forecloses the myriad realities and relations bundled within and forced upon marginalised experiences. Both participation and ethics â as concepts and praxis â cast decades-long shadows over field research (particularly in anthropology), yet much of these discussions are left at the threshold of interdisciplinary spaces, where participation, traditional and Indigenous knowledge, co-production are brought in to sanitise and legitimise environmental actions. Where are our lessons learned and what ought we to make of their absence? The first half of this volume offers ethnographic examples that allow us to begin to ask whether participation (in the capitalist machinery and colonial legacies of academic knowledge) is ever even ethical. The second half of the book is dedicated to anti-solutions: refusals to define problems and approaches in fixed, closed terms from which equations, calculations, and solutions can be derived.This book will be of great interest to all students and researchers across natural and social sciences whose fieldwork includes engagement with local communities and stakeholders, as well as conservation policymakers and practitioners who consult and work with local communities.
£34.19
Taylor & Francis Ltd Weaving Wellbeing into the Literacy Curriculum
Book SynopsisCombining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher.The book is divided into five chapters, each one focused on an area that creates positive foundations for mental health and wellbeing: relationships, emotional literacy, sense of self, skills for learning and understanding how our brain effects our learning and our behaviour. Popular children's books are used to develop a series of lesson plans that link to the literacy curriculum and include activities that focus on wellbeing to compliment the literacy work being undertaken. Using a range of teaching techniques that develop the key areas that impact mental health and wellbeing, this is the perfect resource for KS2 teachers looking to incorporate wellbeing into the literacy curriculum.Table of ContentsChapter 1: Relationships KS2; One by Kathryn Otoshi; Dandylion by Lizzie Finlay; Troofriend by Kirsty Applebaum; Assembly; Phileas’s Fortune by Agnes de Lestrade and Valeria Docampo; Chapter 2: Emotional Literacy KS2; It’s All about Bod by Linda Wheeler and Tom Lawley; What do you do with a Problem by Kobi Yamada; The Worry Tree by Marianne Musgrove; Assembly; The Invisible by Tom Percival; Chapter 3: Understanding Self KS2; Can I Build Another Me by Shinsuke Yoshitake; The Map of Good Memories by Fran Numo; Maybe by Kobi Yamada; Assembly; Your Thoughts Matter by Esther Pia Cordova; Chapter 4: The Brain Learning and Behaviour KS2; A Tale of Two Beasts by Fiona Roberton; Thinking Traps by Jessica Cortez; Silly Limbic by Naomi Harvey; Assembly; A Little Spot of Anxiety by Diane Alber; Chapter 5: Skills for Learning KS2; Inside my Imagination by Marta Arteaga and Zuzanna Celej; The Tale of Two Fishes by Juliette Ttofa; Going Places by Peter and Paul Reynolds; Assembly; What to do with a Chance by Kobi Yamada
£34.99
Taylor & Francis Ltd The Status of the Teaching Profession
Book SynopsisFocusing on the historical development of the teaching profession, this book explores how the relationship between education and the formation of modern nation states has influenced both the status of the profession as a whole and the differential status accorded to different kinds of teachers within it.Addressing different national and international contexts with seven distinct case studies, the book provides a comparative analysis of the long-term trajectories that illuminate the nature of teaching as a public profession, and demonstrates the variety of forms that labour markets have taken in different contexts.Offering new and up-to-date international analysis at a critical time for the field of teacher research, when recruitment into the profession and retention are major challenges, the volume will be of interest to scholars, researchers and doctoral students engaged in teacher research and comparative and international education more broadly. Those involved with
£37.04
Taylor & Francis Nordic Perspectives on Human Rights Education
Book SynopsisBacked by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools.In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights.Divided into three distinct sections, chapters invite readers to consider: The context behind human rights education (HRE) Rights-based approaches to teaching and education
£38.99
Taylor & Francis Early Years Practice
Book SynopsisThis fully revised edition of Early Years Practice: Getting It Right From the Start integrates theory and practice and expands on the topics of early childhood practice as located within the context of international curriculum frameworks including Aistear, the Irish framework.With two new chapters it introduces readers to the complexities and possibilities of a play-based pedagogy and the importance of pedagogical leadership. Drawing on recent international scholarship, the book pays particular attention to the role of outdoor play and learning and the impact of digital technologies. It considers how best to manage the competing demands, challenges and tensions that affect the daily experiences of educators and children in contemporary society. This new edition also revises the original text with expanded references on topics such as the ecology of early childhood settings, education for sustainability, developmental psychology, education and neuroscience. This timelTable of Contents1. Considering Practice in early years settings 2. Understanding Early Years Practice 3. Enhancing quality practice 4. Well-being, identity and belonging 5. Communicating, Exploring and Thinking 6. Play, pedagogy and pedagogical leadership 7. Sustaining quality early years practice
£27.99
Taylor & Francis Ltd Bodying Postqualitative Research
Book SynopsisBodying Postqualitative Research posits the question of what happens when lived, fleshy human bodies engage in postqualitative research in education. It takes as its central concern research propositions aimed at dismantling the structures of humanism that typically govern research in education and uses postqualitative conceptions of data, methodology, and clarity in conjunction with insights from feminist science studies scholars to imagine how we might body' postqualitative work.This book uses the provocations offered by postqualitative research and takes these touchpoints to dismantle dominant logics of research, born of neoliberalism and ongoing settler colonialism to offer alternative perspectives. Importantly, this book stays near to the body by proposing caffeine shakes, antipsychotic medications, and scars as moments to take seriously how bodies do researching practices. After each chapter, the book turns to poetry as a fracture or a moment of disruption to tTable of ContentsIntroduction to the SeriesWritten by Dr. Simone Fullagar, Series Co-editorIntroductionWhere we are HeadedFour Critical Moves to Hold NearBodyingFissures and FracturesPhysiologiesPostqualitative ProvocationsMoving into the Body of the BookChapter One: Biocultural Creatures, Postqualitative Data, and Caffeine ShakesBiocultural CreaturesComposite-in-TensionPostqualitative DataBodying Postqualitative Research: Caffeine ShakesFracture One: MinnowsChapter Two: Biomedical Imaginaries, Methodology, and Antipsychotic MedicationsBiomedical ImaginariesNeurobiological BodiesPostqualitative MethodologiesBodying Postqualitative Research: Antipsychotic MedicationsFracture Two: Turing Test_LoveChapter Three: Biopossibility, Clarity, and ScarsBiopossibilityA Topological Sense of BiopoliticsPostqualitative ClarityBodying Postqualitative Research: ScarsFracture Three: FermentationChapter Four: Pedagogical Inquiry Work, Proprioception, and a Sweaty QuadProprioceptionA Sweaty Quad Fracture Four: Childless OffspringConclusion: Bodying Postqualitative ResearchProposition One: Imagine how postqualitative relations with the biosciences might proceedProposition Two: Build otherwise imaginaries and lexicons for doing bodies with postqualitative proposalsProposition Three: Craft ways to intentionally, but not anthropocentrically, body postqualitative researchFinal Gesture: On Education ResearchReferences
£36.99
Taylor & Francis Ltd Educational Research Practice in Southern
Book SynopsisBringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes which decentre, reframe, and reimagine conventional educational research strategies and operationalise the tenets of decolonising theory.This anthology represents a valuable teaching resource. It provides readers with the chance to read high-quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia, and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity, and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborationTrade Review"Many universities are now exploring how to decolonise their curricula. But how can we transform the North-South hierarchies often taken as ‘given’ within educational research? This book brings together a stimulating collection of methodological and theoretical reflections by educational researchers working in diverse contexts in the Global South. Moving beyond the familiar ‘insider-outsider’ debates in educational research, these writers engage with the political, cultural and institutional aspects of knowledge construction. This exciting collection will prove invaluable to educational researchers committed to addressing inequalities in cultural values, voice, identities and knowledges."Anna Robinson-Pant, Professor/UNESCO Chair in Adult Literacy and Learning for Social Transformation, School of Education and Lifelong Learning, University of East Anglia, UK "Researching research itself – how knowledge is produced, what methodologies are deployed, what research practices are at play – in the context of resurgent and insurgent decolonisation of the 21st century is urgent and very necessary. This well-curated volume does just this very well from diverse vantage points, covering various aspects of ethics, gender, responsibility, reflexivity, spirituality, sovereignty, visuality, polyvocality, and inequality as they impinge on research itself. The field of education is the departure point in the agenda to critique hegemonic knowledge paradigms and articulation of submerged Southern epistemologies."Sabelo J. Ndlovu-Gatsheni, Professor/Chair of Epistemologies of the Global South and Vice-Dean of Research in the Africa Multiple Cluster of Excellence, University of Bayreuth, Germany "There's much talk now of decolonizing knowledge. What does that mean for education, and specifically for research in education? Sharlene Swartz, Nidhi Singal and Madeleine Arnot have put together a unique and wide-ranging collection, across continents and cultures. This book gives us distinctive perspectives on conceptual debates, hands-on research experience, and a remarkable range of research methods, from statistics to poetry, all considered from global South positions." Raewyn Connell, Professor Emerita, University of Sydney, AustraliaTable of Contents1. Recentring, reframing and reimagining the canons of educational research PART 1: RECENTRING SOUTHERN EXPERIENCES OF EDUCATION, KNOWLEDGE AND POWER 2. Towards a postcolonial research ethics in comparative and international education 3. Researching disability and education: Rigour, respect, and responsibility 4. Decentring hegemonic gender theory: The implications for educational research 5. Indigenous anti-colonial knowledge as ‘heritage knowledge’ for promoting Black/African education in diasporic contexts 6. Postcolonial models, cultural transfers and transnational perspectives in Latin America: A research agenda PART 2: REFRAMING THE CODES, RULES, AND RITUALS OF EDUCATIONAL RESEARCH PRACTICE 7. Reflexivity and the politics of knowledge: Researchers as ‘brokers’ and ‘translators’ of educational development 8. Non-Chinese researchers conducting research in Chinese cultures: Critical reflections 9. (Re)Centering the spirit: A spiritual black feminist take on cultivating right relationships in qualitative research 10. Fieldwork for language education research in rural Bangladesh: Ethical issues and dilemmas 11. Informed consent in educational research in the South: Tensions and accommodations PART 3: RE-IMAGINING EDUCATIONAL RESEARCH APPROACHES FOR EMANCIPATION 12. Indigenous data, indigenous methodologies and indigenous data sovereignty 13. Focus groups and methodological rigour outside the minority world: Making the method work to its strengths in Tanzania 14. Social Network Interviewing as an emancipatory Southern methodological innovation 15. Getting the picture and changing the picture: Visual methodologies and educational research in South Africa 16. Entering an ambiguous space: Evoking polyvocality in educational research through collective poetic inquiry 17. Researching family lives, schooling and structural inequality in rural Punjab: The power of a habitus listening guide 18. Pedagogy of absence, conflict, and emergence: Contributions to the decolonisation of education from the Native American, Afro-Portuguese and Romani experiences
£38.99
Taylor & Francis Ltd Theoretical and Historical Evolutions of
Book SynopsisThis book analyzes the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of self-directed learning.It utilizes philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that self-directed learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed Eudemonic Self-Directed Learning, for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and itTable of ContentsPart I: Whose Education Is It Anyway? 1. The Other Pandemic: Dependent Learners in the Age of Autonomy Part II: A Brief History of Self-Directed Learning: Looking Back to Move Forward: Tracing Self-Directed Learning Through Western Civilization 2. "All Men by Nature Desire to Know": Aristotle’s First Premise, Natural Curiosity, and the Rise of the Sophists 3. Learning to Do, Learning to Learn: Apprenticeships and the Printing Press 4. Rousseau, Pestalozzi, and Froebel: Nature, Freedom, and Play 5. The Great Equalizer: Horace Mann, the Chautauqua Movement, and W.E.B. Du Bois 6. Dewey, Montessori, and Progressive Reformers 7. Education as Revolutionary: Summerhill, Sudbury, Free Schools, and Citizenship Schools 8. Illich and Holt: Deschooling, Homeschooling, and Unschooling 9. The Field of Self-Directed Learning Part III: Exploring Self-Directed Learning Environments 10. Ready to Learn: The Skills of Self-Directed Learning 11. Experience and Environment: The Role of School in Self-Directed Learning 12. Where’s the Teacher?: Guides, Facilitators, and the Role of Adults in Self-Directed Learning 13. Equity, Freedom, and Responsibility 14. "Staying Competitive": Self-Directed Learning and Market Forces Part IV: Eudaimonia and Democratic Schooling 15. Learning as a Pursuit of Happiness: Education for Individual Flourishing 16. Learning to Live Together: Self-Directed Learning and Social Responsibility 17. Bringing It Together: Learning for the Self and the Other 18. Eudemonic Self-Directed Learning Part V: The Future of Education 19. A Summary of Arguments and Implications for Future Research
£118.75
Taylor & Francis Ltd Towards a Socially Just Mathematics Curriculum
Book SynopsisDrawing from many years of shared experiences in mathematics teaching and teacher education, the authors of Towards a Socially Just Mathematics Curriculum offer a pedagogical model that incorporates and introduces learners to new cultures, challenges stereotypes, uses mathematics to discuss and act for social justice, and develops a well-rounded and socially just pedagogy. Readers will be encouraged to reflect on their own teaching practice and to identify areas for development, creating a more inclusive and equal mathematics experience for all learners.Split into three distinct parts and filled with practical applications for the classroom, this essential book explores: Translating theory into practice by engaging in education for social justice; Applying this theory to teaching and learning across the Early Years, primary education and secondary education; and Reflecting on professional practice and identifying ways forward to continue prov
£27.10
Taylor & Francis Ltd Education Equality and Society
Book SynopsisOriginally published in 1975, the essays in this book explore a particular level at which the concept of equality must be applied if educational equality is to be realised. Whilst each stands independently of the others, there are points of convergence and overlap in the perspectives of the writers, each of whom represents a different discipline: education, sociology, psychology, philosophy and politics. The relationship between equality and unity, uniformity and justice are discussed, and at every level false assumptions are revealed.
£27.99
Taylor & Francis Ltd Helping Students Become Powerful Mathematics Thinkers
This book supports teacher educators, teachers, coaches, administrators, math-ed faculty, and researchers in understanding and using the Teaching for Robust Understanding (TRU) Framework to improve instruction. Detailed case studies take readers on deep dives into five essential dimensions of classroom practice: The Mathematics; Cognitive Demand; Equitable Access; Agency, Ownership, and Identity; and Formative Assessment.Three case studies form the core of the book. Each case uses the TRU framework to pose conversational questions to the reader on different aspects of the lessons, focusing on the ways that students are led to engage with mathematics and how they make sense of it. These include What's important in this classroom episode?, What might students be experiencing?, or What might the impact of alternative teaching decisions have been in this situation?. The book concludes with guides for planning, observation, and reflection that readers can use in their own work, co
£48.99
Taylor & Francis Teacher Professional Vision Theoretical and
Book SynopsisResearch has shown that although teachersâ knowledge about the subject or pedagogy is important, a teacherâs professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice.Firmly grounded in the long-standing field of teacher professional vision research, this two-volume edited book explores new theoretical models, emerging methods, and empirical findings, highlighting areas to explore within future research and insights into the design of teacher education and teacher professional development.Volume 1 of this book, Teacher Professional Vision: Theoretical and Methodological Advances, examines cutting-edge international research on the theoretical models and methods used to study the crucial subject of teacher professional vision.Written by a diverse team of leading experts in the field, this volume and its companion volume cover theoretical and methodological advances in
£37.04
Taylor & Francis Ltd The Paradoxes of Interculturality
Book SynopsisOffering a unique reading experience, this book examines the epistemologies of interculturality and explores potential routes to review and revisit the notion anew.Grounded in different sociocultural, economic and political perspectives around the world, interculturality in education and research bears a paradoxical attribute of ''contradictions'' and ''inconsistencies'', making it a polysemous and flexible notion that has no definitive diagnosis and requires constant unthinking and rethinking. The author provides a toolbox of ''out-of-box ideas'' in the form of fragmental yet standalone writings and follow-up questions concerning stereotypes about the very notion of interculturality and conceptual and methodological flaws in the way it is used. Readers are encouraged to critically reflect about interculturality as it stands today in global research and education. In identifying the paradoxes of interculturality and proposing alternative directions, the book stimulates a diverTable of Contents1. Introduction Part I: Becoming aware of the paradoxes of interculturality 2. The doxa of interculturality 3. Stances towards alternative knowledge 4. The Achilles’ heels of interculturality Part II: Dealing with paradoxes of interculturality 5. Towards a diversity of thoughts 6. Criticality (of criticality) 7. Unthink and rethink 8. Conclusion
£43.69
Taylor & Francis Ltd Life Skills and Adolescent Mental Health
Book SynopsisCan school teach us to master life? This book confronts what the author sees as an ongoing trend in many Western democracies where citizens are increasingly being held accountable for their health and happiness.The author believes that the introduction of life skills in school shows a tendency to place more responsibility on the individual rather than address fundamental societal flaws that really should be solved politically. It examines how such responsibility to psychologically deal with these problems affects our mental health and quality of life. This book questions the fundamentals of the life mastery curriculum where we might be risking the creation of just another arena where children have to perform, challenging readers to evaluate more closely the premises, consequences and limitations of life mastery.The book, one of the first to question life mastery' as an achievable goal with critical reviews of the 21st century skills movement, will be of interest to psyTrade Review‘Around the world, governments are now considering introducing life skills as a subject for children in schools. Norway has been a first mover, and, in this important new book, Ole Jacob Madsen critically discusses the dilemmas related to this development. This book is significant not just for readers interested in life skills curricula, but for anyone who wonders about the current replacement of political solutions to societal problems with psychological ones. Strongly recommended!’Svend Brinkmann, Professor of psychology, Aalborg University, Denmark and Author of Stand Firm: Resisting the Self-Improvement Craze.Table of ContentsPreface Introduction The case of Sweden Look to Finland Something is rotten in the state of Denmark Back in the UK Life skills around the world Conclusion References Chapter 1 - Life mastery: A user handbook What is life mastery? Coping as a public health measure Major and minor victories and defeats How is mastery of life accomplished? Research shows that ... Chapter 2 - Life mastery in context Life mastery as prevention The will to master life Psychological will Political will – a seed is sown Pastoral care Processing by the Storting Early intervention Paedagogical will The Ludvigsen Committee Ideological will Therapeutic learning Individualisation Neoliberalism You are supposed to regulate yourself Metacognition Self-regulation Don’t eat the marshmallow yet! Chapter 3 - Between risk and resilience Being young is hell Life is to be endured, after all Stressed by stress The pressure paradox Who will profit from life mastery? Risk society Accountability Is life mastery apolitical? History of the fall of prevention Which edition of psychology represents life mastery? Lack of emotional intelligence Another psychology is possible It doesn't have to be so bad But of course, children and young people want it Building a ‛psyche’ Thanks Notes
£46.54
Taylor & Francis Ltd AI and Education in China
Book SynopsisThis book explores the relationships between artificial intelligence (AI) and education in China. It examines educational activity in the context of profound technological interventions, far-reaching national policy, and multifaceted cultural settings. By standing at the intersection of three foundational topics AI and the recent proliferation of data-driven technologies; education, the most foundational of our social institutions in terms of actively shaping societies and individuals; and, finally, China, which is a frequent subject for dramatic media reports about both technology and education this book offers an insightful view of the contexts that underpin the use of AI in education, and promotes a more in-depth understanding of China. Scholars of educational technology and digital education will find this book an indispensable guide to the ways new technologies are imagined to transform the future, while being firmly grounded in the past.Trade Review"Western commentators often talk about the rise of AI in Chinese education with a mixture of fascination and horror. Jeremy Knox moves beyond the usual techno-orientalist stereotypes, and offers a clear-eyed appraisal of what China can teach us about the fast-changing relationships between AI, education, society and culture."Neil Selwyn, Monash University, AustraliaTable of Contents1 Introduction 2. Policy, governance, and the state 3. Innovation, entrepreneurialism, and private enterprise 4. ‘Double reduction’ and the return of the state 5. Cities, regions, and rural divides 6. ‘Talent’ and the international flow of AI expertise 7. Personalisation, subjectivity, and the Chinese ‘self’ 8. Conclusions
£118.75