Philosophy and theory of education Books

Book SynopsisDrawing on the theories and philosophies of Deleuze and Guattari, this edited collection explores the concept of rhizomatic learning and consolidates recent explorations in theory building and multidisciplinary research to identify new directions in the field.

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Book SynopsisThis book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it. It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness.It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels. It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment. The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views. While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning,Table of ContentsForeword by Prof Vinayagum Chinapah. Preface. 1: School Effectiveness: An Introduction. 2: Understanding Academic Leadership. 3: Discovering the Leader in You 4: School-based Educational Policy Implementation Model (SEPIM) 5: Understanding School as an Organisation 6: Developing School as a Learning Organization 7: Leading Professional Learning 8: Nurturing and Leading the Leaders 9: Resource Planning and Management 10: Networking for Organizational Learning 11: Reorienting Administrative Management for School Effectiveness 12: Student Services and Parental Involvement for School Effectiveness 13: School Effectiveness Audit 14: Towards Quality Culture and Graduation in Leadership

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Book SynopsisThe new edition of Exploring Critical Issues in Gifted Education presents problem-based learning scenarios that explore authentic situations found in K-12 classrooms.The real-world, current issue scenarios and cases described in this text are designed to be read and discussed in a short amount of time, allowing the reader to gain greater understanding through empathy, analyze multiple perspectives, and support the standards of excellence set forth in the 2019 NAGC Pre-K-12 Gifted Programming Standards and the Global Principles for Professional Learning in Gifted Education. This new edition features additional cases focusing on professional learning practices in the areas of equity, thrice exceptionality, psychosocial development, and talent development.An engaging course text and a valuable professional development tool, this book will provide decision-making strategies to analyze cases and personalize solutions â allowing educators to gain the insight needed to

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Book SynopsisThis book explores how the education sector can transition to being truly sustainable and why necessary innovations for educational change are being subverted and undermined when mapped onto the existing industrial educational system.Based on PhD case study research with schools that are modelling and teaching sustainability, action research, and the authorâs 40 years of working in the K-12 system, this volume examines how education continues to perpetuate the status quo, and why education innovations are thus undermined. It shows the importance of redesigning education based on the principles of sustainable living systems and explores how this can be achieved across all levels of the educational system. The first part of the book establishes a new vision of sustainable education, whilst the second brings to light the industrial mechanistic root metaphors in current practice across leadership and administration, buildings and grounds, curriculum design, teaching, and learning that are subverting innovative efforts. From understanding the foundational, influential, problematic root metaphors of our Industrial educational system, it moves to explore how the ecological principles of sustainability can be used to rethink and redesign an educational system, from its administration, leadership, and policy, to curriculum, buildings, grounds and resources, through to teaching and learning, that will support sustainability, innovation, and creativity, developing systems thinking and sustainability as a frame of mind.Exploring how the education sector can transition to being truly sustainable and find new ways to traverse the problematic Industrial world view at this pivotal moment, will appeal to administrators, post-secondary educators, policymakers, and researchers and scholars of sustainability education, educational leadership, curriculum design, and educational philosophy.Trade Review"The planetary ecological crisis begins with how we think and that makes education central to efforts to build a sustainable and decent civilization. Liza Ireland's remarkable book proposes systemic and deep changes across the board to reshape educational institutions to meet the global challenges ahead. It should be read by teachers, administrators, trustees, students, and public officials who need thoughtful answers to vexing problems."-David W. Orr, Arizona State UniversityAs an educator in the Industrial schooling system for over 20 years, I have witnessed first hand the impact such a system has on student learning and teacher resiliency, and the urgency by which change is needed. Ecological Principles for Sustainable Education: Challenging Root Metaphors and the Industrial Schooling System speaks to the barriers encountered by educators including myself in advocating for transformational changes, and provides management and administration with the understandings needed to bring about systemic change. Using real world examples, Dr. Ireland provides us with theory-to-practice ways to initiate the educational transformation required to transition society towards an eco-centric, life-affirming way of being. -Dayna Margetts, B.Kin, M.Sc in Environmental Practice, High School Teacher, Kelowna, BC“Brilliant and timely! Dr. Ireland’s depth of knowledge of living systems and passion for sustainable education offers vital and experienced insights into what is possible when new epistemes recognize emergent properties and practices and we (re)solve the ways we teach and learn to see the whole of education as nested and interconnected. Our graduate students working within tired, outdated factory models of education will surely find inspiration and relief here. To imagine the eyes of the future looking back at us now, it becomes clear that the success of the student requires a profound shift in understanding of how true education is interdependent and concomitant with the health of lands and creatures, patterns and processes, and all people, present and future. This book shows us it is possible to flourish together when we live our learning.”-Dr. Hilary Leighton School of Environment and Sustainability, Royal Roads University“We finally have the blueprint for the education system that is needed for the world we are facing. Spoiler alert: What would nature do? This book not only gives the vision but explains how to implement a new system and shares real-world examples. This book ought to be read by stakeholders at every level of our current education system.” Erich Meyer, Secondary Teacher“Ecological Principles for Sustainable Education recognizes that there is a need for opportunities and challenges to be addressed by multiple stakeholders including teacher training programs, policymakers, and elements of the general community. Case examples are provided where emphasis is placed on describing and providing adequate training and resources to teachers while promoting students with outdoor and hands-on learning experiences that can foster a deeper connection with nature and an enhanced understanding of ecological principles.In sum, this book offers approaches that will support and enable educators to re-think and challenge many of the metaphors and practices that have shaped school systems while also offering inspiring case examples of innovative practices that have moved in new directions for sustainable environmental education. This book should be helpful to School Boards and related organizations as they assess their current situations and needs for action and resources.” -Milt McClaren, Professor Emeritus, Simon Fraser University, Teacher Education “Ecological Principles for Sustainable Education: Challenging Root Metaphors and the Industrial Schooling System is a necessary read for any person involved with educational systems. Most educational change literature focuses on one area of transformation (usually pedagogy), and merely calls for transformation. This book is not that. This book examines the educational system from all leverage points of systemic change, recognizing that the worldview of the stakeholders is of paramount importance, and calls for all educational professionals and stakeholders to examine the "why" of the system they work in, and how their own thinking and understanding of the world and themselves creates the system. It also calls for collaboration beyond a sense of what has previously been touted as "best practice" to create meaningful change, and delves into the practical how of redesigning what school is and how students are educated at every level of the system. Dr. Ireland succinctly elucidates why and how the industrial model of education sabotages previous change models and provides meaningful illumination to a path forward, out of the Anthropocene, into the Symbiocene that reflects how our planetary systems work. This book is a guide to how we need to change education, literally from the grounds up to the policy, procedure, and ways of knowing and interacting with each other and the world around us. I urge everyone to read this, share it with your friends, local school professionals and board members.”-Nicol Suhr, Principal"Every now and then a book comes along that frames complex issues with clarity and resonance while providing insights to guide our way forward. Liza Ireland's Ecological Principles for Sustainable Education: Challenging Root Metaphors and the Industrial Schooling System is such a book. Through analysis and story Ireland leads the reader to better understand how our current approach to schooling is not fit for the purpose of building an eco-centric foundation to support a sustainable future for all living beings on the planet. The author reveals the Industrial provenance of mainstream schooling and demonstrates how a re-design for ecological principles can transform curriculum, teaching and learning, and school governance including the physical classrooms, buildings, and grounds typical for the places we call schools today. Ecological Principles for Sustainable Education is a fascinating and clear-eyed look at where we have been, where we are, and how we can shift course guided by the inspirational stories of innovative educators and school communities who are pointing a hopeful way forward for us all." -Dr. Patrick Howard, Dean of the School of Education, Teacher Education Standing Committee of EECOMTable of ContentsPart 1. Envisioning the Future 1. Visions of a Sustainable Future and the Role of Education Part 2. What is Holding us Back? 2. The Story of School Part 3. Creative Solutions 3. At the Crossroads: Guiding Principles of Sustainable Living Systems 4. Organization, Administration and Leadership to Support Transformative Learning and Systems Thinking 5. The Hidden Curriculum: Buildings, Grounds, and Resources 6. Curriculum: A Living Systems Framework 7. Teaching and Learning: Empowering Change Part 4. Next Steps: Adaptation and Emergence in Transitioning to Sustainable Education 8: Transitioning Organizational Structure, Administration, and Leadership 9. Transitioning Buildings, Grounds, and Resources 10. Transitioning Curriculum 11. Transitioning Teaching and Learning 12. The Whole is Greater than the Sum of Its Parts

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Book SynopsisTeaching Secondary and Middle School Mathematics combines the latest developments in research, technology, and standards with a vibrant writing style to help teachers prepare for the excitement and challenges of teaching secondary and middle school mathematics.The book explores the mathematics teaching profession by examining the processes of planning, teaching, and assessing student progress through practical examples and recommendations. Beginning with an examination of what it means to teach and learn mathematics, the reader is led through the essential components of teaching, concluding with an examination of how teachers continue with professional development throughout their careers. Hundreds of citations are used to support the ideas presented in the text, and specific websites and other resources are presented for future study by the reader. Classroom scenarios are presented to engage the reader in thinking through specific challenges that are common in mathemaTable of ContentsUNIT 1 What Does It Mean to “Do,” “Teach,” and “Learn” Mathematics? 1. Mathematics as a Process 2. Principles of Mathematics Education 3. Learning Theories and Psychology in Mathematics Education UNIT 2 Mathematics Curriculum and Planning 4. Standards, Objectives, and Resources 5. Planning for Instruction UNIT 3 Assessment in Mathematics 6. Assessment: Purposes and Strategies 7. Assessment: Standards, Homework, and Grading UNIT 4 Mathematics Teaching 8. Teaching and Learning: Tasks, Learning 9. Teaching and Learning: Tools and Technology 10. Teaching Number Sense and Algebra 11. Teaching Geometry Statistics/Probability, and Discrete Mathematics UNIT 5 Meeting Individual Student and Teacher Needs 12. Managing a Mathematics Classroom 13. The Teacher of Mathematics in the School Community

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Book SynopsisCase Studies on Diversity and Social Justice Education offers pre- and in-service educators the opportunity to analyze and reflect upon a variety of real-life scenarios related to educational equity and social justice. The accessibly written cases allow educators to practice considering a range of contextual factors, check their own biases, and make immediate and longer-term decisions about how to create and sustain equitable learning environments for all students.Unique to this case study collection is a section of expert insights related to each case and a seven-point process for examining case studies. This framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve inequities and injustice in schools. Features of the third edition include: Ten new case studies and updates to existing cases that reflect societal contexts A series of questions to guide discussions for each case; and A section of facilitator notes called Points for Consideration that provide valuable insight for understanding how inequity is operating in each case The cases themselves present everyday examples of the ways in which racism, sexism, cisgenderism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom, school, and district issues that are relevant to all grade levels and content areas, allowing significant flexibility in how and with whom they are used.Table of ContentsDirectory of Cases by Topic 1. Introduction 2. Analyzing Cases Using the Equity Literacy Framework 3. Cases on Poverty and Socioeconomic Status 4. Cases on Religion and Faith Identity 5. Cases on Ethnicity and Culture 6. Cases on Race 7. Cases on Sex, Gender Identity, and Gender Expression 8. Cases on Disability 9. Cases on Sexual Orientation 10. Cases on Language 11. Cases on Immigrant Status Appendix A: The Equity Literacy Case Analysis Worksheet Appendix B: Points for Consideration References

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Book SynopsisEffective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers.Building on Vygotsky''s (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea.This book wTable of Contents1. WHAT IS COLLECTIVE PEER TEACHING 2. QUALITATIVE REVIEW - FORMAL PEER TEACHING OF THE WHOLE GROUP 3. FIRST CASE STUDY - COLLECTIVE PEER TEACHING IN TEACHER EDUCATION 4. SECOND CASE STUDY–COLLECTIVE PEER TEACHING IN TEACHER EDUCATION 5. PERSPECTIVES ON PEER TEACHER LEARNING 6. PERSPECTIVES ON PEER STUDENT LEARNING 7. PERSPECTIVES ON COLLECTIVE PEER LEARNING 8. CONCLUSION–FINAL REMARKS 9. APPENDIX

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Book SynopsisThis essential book provides a comprehensive introduction to current debates in religious education. Exploring the rich variety of opinions and ideas that constitute and impact upon religious education, both novice and experienced teachers will benefit from deepening their theoretical knowledge and understanding through reading Debates in Religious Education. This second edition has fully updated all chapters and included an additional thirteen new contributions, providing a provocative yet informative introduction to current debates and allowing teachers to reach informed decisions about how they approach this subject.Responding to recent controversy and challenging assumptions about the place of religion in education, expert contributors cover key topics such as: The aims of religious education Religious education in the United Kingdom and Ireland Agreed syllabuses and the role of Standing Advisory CouncTable of Contents Introduction: Entering the Debate; Section 1: History, policy and purposse; 1. Aims of religious education; 2. Religious Education in the United Kingdom and Ireland; 3. Agreed Syllabuses and the role of Standing Advisory Councils on religious education; Section 2: Educational Issues and Religious Education; 4. Compulsion, conscience and the right of withdrawal; 5. Religious education and collective worship: a reconnection?; 6. Faith schools; 7. Religious education and education for democracy; 8. Spiritual and moral development; 9. Can and should religious education promote ‘warmer’ community relations?; 10. Empirical research; 11. Developments in European religious education - between marginalisation and a sustainable perspective; Section 3: Issues in teaching and learning in religious education; 12. Constructing Religion; 13. Religious literacy and/or religious education?; 14. Multi-faith religious education: A theoretical and practical conundrum; 15. Argumentation and religious education; 16. Relating science and religion; 17. Relationships and Sex Education

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Book SynopsisWhile many educational books focus on creative and critical thinking skills, this ground-breaking work is the first to deal specifically with the ability to understand, question and evaluate information presented, broadly speaking, in story form. Story or narrative is central to our understanding of and interaction with the world around us. We only have to think of the mini stories' encapsulated in many advertisements; the way that topics in science the story of human evolution for example, in history and other subjects present themselves; the power of myths and legends to act as guides to moral behaviour; and the pervasive way that gossip, rumour and superstition can spread to recognise the benefits of heightening such awareness in young learners. Understanding the World Through Narrative explores the narrative structure of fiction, but uses this as a template to show how the story form appears in mythology and modern urban folklore, science, history, the media Table of Contents0.Introduction. 1.Narrative Fiction. 2.Myths, Legends, Fairy Tales and Folklore. 3.Scientific Narratives. 4.Historical Narratives. 5.Narratives in the Media. 6.Therapeutic Stories. 7.Stories for Learning.

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Book SynopsisAn Educator''s Guide to Project-Based Learning will inspire practitioners to implement project-based learning effectively and identifies the importance of creative and innovative classrooms for highly successful educational outcomes.Project-based learning is becoming increasingly popular for research and practice. By creating the opportunity to shift from traditional methods of teaching to giving pupils ownership of their learning journey, this highly accessible book takes you through how to implement project-based learning effectively, and identifies the importance of creative and innovative classrooms for successful educational outcomes. Dipping into a range of case studies, chapters in this essential resource encourage students to gain confidence when provided with the opportunity to explore their natural curiosity. This book will also highlight how to use project-based learning across different age groups and subject areas, providing readers with insights into new Table of Contents1. What is project-based learning? 2. Developing a project-based learning culture 3. Growing as an educator through project-based learning 4. Developing spaces that embrace flow and curiosity for learning 5. Scaffolding learning through project-based learning 6. Overcoming barriers when implementing project-based learning 7. Widening students’ community and experiences 8. Project-based learning in Early Years 9. Project-based learning in Primary Schools 10. Project-based learning in Secondary Schools 11. Project-based learning in Further and Higher Education 12. Developing your own sustainable project-based learning experiences 13. Celebrating the successes and achievements that have been made through project-based learning 14. Conclusion

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Book SynopsisWhat makes a good teacher? In 1991, Hartmut von Hentig attempted to answer this when he first formulated a ''Socratic oath'' for the profession, and it is a question which remains relevant today. In The Socratic Oath for Teachers, Klaus Zierer revisits and reframes the concept of a teacher's oath while also addressing challenges currently facing our societal developments in recent didactic-methodological research and fresh perspectives on the goals of the teaching profession. Referencing Socrates throughout, this short think piece proposes a professional oath for teachers that at its core is fully committed to the successful education and well-being of students.Drawing upon key research and his own experiences within education, Zierer answers the following questions, establishing how a professional oath may support teachers: What is a professional oath, and what can it do? What characterises teacher professionalism? What canTable of Contents1. Why this book?; 2. What is a professional oath, and what can it do?; 3. What characterises teacher professionalism?; 4. What can be understood by 'attitudes', and why are they crucial for a professional oath?; 5. Why is Socrates suitable as a guarantor for a professional oath of teachers?; 6. Why is a renewal of the Socratic Oath necessary?; 7. To whom is a commitment necessary and what must it contain?; 8. What happens next?

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Book SynopsisThis collection concerns educational philosophy and post-apocalyptical survival. This 14th volume in the Editor''s Choice series provides insights into the philosophy of education as it relates to the concepts of civilizational collapse, discourses of decline, educating for survival amid climate emergency, cultural apocalypse and the pandemic. It is based on a series of editorials and articles published in the Educational Philosophy and Theory journal through its 55-year history. The articles, written by Editor Michael Peters and colleagues, explore the concept of global apocalypse from the educational philosophy lens. It will be of interest to scholars in philosophy of education and anyone who is working in the field of post-apocalyptic studies.Table of ContentsIntroduction: Global Apocalypse: Educational Philosophy and Post-apocalyptical Survival 1. Western civilization 101 2. Civilizational collapse, eschatological narratives and apocalyptic philosophy 3. ‘Declinism’ and discourses of decline - the end of the war in Afghanistan and the limits of American power 4. Russian apocalypse, Christian fascism and the dangers of a limited nuclear war 5. The threat of nuclear war: Peace studies in an apocalyptic age 6. Life and death in the Anthropocene: Educating for survival amid climate and ecosystem changes and potential civilisation collapse 7. Education for ecological democracy 8. Citizen science and post-normal science in a posttruth era: Democratising knowledge; socialising responsibility 9. Cultural Apocalypse, Western colonial domination and ‘the End of the World’ 10. The coming pandemic era 11. The Armageddon Club: education for the future of humanity 12. Educational philosophy and post-apocalyptic survival 13. Postscript: Zombie Education and Culture in the Global Apocalypse: Pedagogies of the Walking Dead

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Book SynopsisChan and Colloton's book is one of the first to provide a comprehensive examination of the use and impact of ChatGPT and Generative AI (GenAI) in higher education.Since November 2022, every conversation in higher education has involved ChatGPT and its impact on all aspects of teaching and learning. The book explores the necessity of AI literacy tailored to professional contexts, assess the strengths and weaknesses of incorporating ChatGPT in curriculum design, and delve into the transformation of assessment methods in the GenAI era. The authors introduce the Six Assessment Redesign Pivotal Strategies (SARPS) and an AI Assessment Integration Framework, encouraging a learner-centric assessment model. The necessity for well-crafted AI educational policies is explored, as well as a blueprint for policy formulation in academic institutions. Technical enthusiasts are catered to with a deep dive into the mechanics behind GenAI, from the history of neural networks to the latest advan

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Book SynopsisFirst Published in 1929 A Handbook for History Teachers is an attempt on the part of a number of teachers (many of them members of the S. E. London branch of the Historical Association) to offer some practical help in the choice of historical material for children. It discusses themes like schemes of work in elementary junior and senior schools, textbooks for pupils under fifteen, class library books for pupils under fifteen, book lists for teachers, and sources for the preparation of history stories by the teacher. This is an essential read for history teachers and education.

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Book SynopsisBy focusing on the relationships involved, Improving Education Policy Together will change how policy-making in education is approached and showcase alternative models that will lead to more sustainable and effective practices. The authors analyse the state of educational policy-making in England. They particularly reflect on the relationships of the different people and organisations involved policy-makers such as politicians, civil servants, and unions and explain how these interact with the wider world. Building on the experiences of the authors on different sides of the process, the book explores the reasons why education policies fail the very sector they are intended to serve. By considering aspects of policy-making in different countries, the authors highlight more effective ways of building relationships between decision-makers and those affected by educational policy. This book explores, as an alternative, long term, systems-led, and relational policy-Trade Review“Cooperative, iterative, and long-term: that’s what the authors of this fascinating book would like to see much more of in the world of education policymaking, and so say all of us! It is absolutely no surprise that my ex-colleague Gareth - along with Nansi - have written something so thoughtful, engaging and practical.”Jonathan Slater, Former Permanent Secretary at the Department for Education, UK.Table of Contents1. Why do people think what they think?2. How do organisational histories and dynamics shape decisions?3. Navigating wider complexity4. What can we learn from the recent past?5. What can we learn from international examples?6. What can we learn from different ways of thinking?7. Towards a better model8. Better Policy Making Toolkit9. The toolkit in action

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Book SynopsisDrawing on psychology, sociology, pedagogy, and prevention sciences, this book offers a comprehensive perspective on the contemporary and complex experiences of sexually and gender-diverse (SGD) adolescents worldwide.This important book explores adolescent experiences extending to countries worldwide where issues related to LGBTQ+ rights, adolescent mental health, and social acceptance are of concern. It not only uncovers the intricate world of sexually and gender-diverse adolescents and the complexities of resilience, risk, and critical perspectives, but it also explores health and wellbeing, generational dynamics, societal norms, globalization, and transformative pedagogy. Chapters cover topics including the role of family members, in-school victimization, intimate relationships, the role of social media, gender-affirming care and generational differences.Focusing on the latest research and moving beyond theory to provide evidence-based strategies, policies, and inte

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Book SynopsisThere are many students who find philosophy of education difficult, because they have never received teaching in the basic essentials of general philosophy. This book begins by asking the basic question what is philosophy?' and examines a number of possible answers. Step by step the reader is introduced to the modern techniques of linguistic and concept analysis. Whenever a technical term is used it is explained and illustrated by reference to familiar situations in everyday life. Table of ContentsPreface. 1. The Meaning and Function of Philosophy and Educational Philosophy. 2. The Concept ‘Education’. 3. The Concept ‘Training’. 4. The Concept ‘Child-Centred’. 5. The Concept ‘Aims’. 6. The Concept ‘Culture’. 7. The Concept ‘Curriculum’. 8. The Concept ‘Liberal Education’. 9. The Concepts ‘Conditioning’ and ‘Indoctrination’. 10. The Concept ‘Value-Judgments’. 11. The Concept ‘Values’. 12. The Concept ‘Morals’. 13. The Concepts ‘Freedom’ and ‘Authority’. Bibliography. Index.

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Book SynopsisReturning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots.Reflecting on the practice, science and knowledge tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real, becoming and free aspects of educational experiences and events. Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives.Using brand new perspectives as well asTable of ContentsIntroduction Part I: The Global Error 1. The Odour of a False Problem 2. Problems with Freedom Part II: The Great Oblivion 3. Science and Philosophy Revisited, Revivified and Reunited 4. The Syntax and Grammar and Semantics and Sense of Pedagogy Part III: The Creative Contribution 5. Becoming Pedagogue: Intuition & Minor Methods 6. Aesthetics, Ethics & Politics in Early Childhood Education & Care: Minor Gestures

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Book SynopsisThe Model of Domain Learning is the first edited volume to provide a comprehensive overview of the Model of Domain Learning (MDL). Unique in its emphasis on development, this model examines both the cognitive and motivational forces behind expertise in academic domains. Chapters written by a variety of scholars, including those responsible for the model's evolution, are tied together by commentaries that synthesize these varied perspectives. With dedicated sections focused on the foundations, current applications, and future potential of the MDL, this book is indispensable as an introduction to the theory and research associated with this topic and as a cutting-edge resource for established scholars. Trade Review"The Model of Domain Learning is a must-read book for anyone interested in conducting research on, or learning about, learning across contexts and ages. Fives and Dinsmore bring together a set of chapters by leading researchers regarding the research and theoretical base of the Model of Domain Learning (MDL), which is timely and unique, while powerful commentaries supplement the perspectives and knowledge contained in these outstanding chapters. Alexander’s MDL has informed our research for years, and this book further informs not only our work but the work of all researchers interested in how knowledge, strategic processing, and interest develop over time."—Karen R. Harris, Mary Emily Warner Professor of Education at Arizona State University, USA"The Model of Domain Learning provides a shining example of the iterative process of using theory to construct a model and then conducting rigorous, systematic, empirical research to inform revisions to that model. Researchers familiar with the MDL will appreciate the utility of this compendium while those new to the MDL, from areas as diverse as cognitive science, literacy, technology, and discipline-based education, will benefit from the introduction this volume provides."—Gale M. Sinatra, Associate Dean for Research and Professor of Education and Psychology at the University of Southern California, USATable of ContentsForeword (C. Stephen White); Preface (Helenrose Fives and Daniel Dinsmore); I. Foundations of the Model of Domain Learning 1. The Model of Domain Learning (MDL): Stages of Component Interplays in Academic Development (Jonna M. Kulikowich and Michelle Hepfer) 2. Knowledge and the Model of Domain Learning (P. Karen Murphy, Carla Firetto, and Mengyi Li) 3. A Meta-analysis of Strategy Use and Performance in the Model of Domain Learning (Daniel Dinsmore, Courtney Hattan, and Alexandra List) 4. The Development of Interest within the Model of Domain Learning (Tamara Jetton) Commentary 1. Celebrating a Model of Learning in Academic Domains with Family and Friends: A Commentary (Diane L. Schallert and Michelle M. Buehl) II. Domain Explorations with the Model of Domain Learning 5. Domain Explorations of the MDL – Reading (Emily Fox and Meghan Parkinson) 6. Exploring the Model of Domain Learning as a Guide to Understanding Learning With, In, and Through Technology (Kimberly A. Lawless) 7. The Promise of the MDL for Teaching and Learning in Secondary Classrooms (Emily Peterson and Heather Rogers Haverback) Commentary 2. The MDL a Good, Science-based Theory (Ralph E. Reynolds and Dessy Stoycheva) III. Future Directions for the Model of Domain Learning 8. Knowledge and Belief Change in Academic Development (Patricia Alexander, P. Karen Murphy, and Yuting Sun) 9. Examining Teachers’ Professional Learning: The MDL as an Analytic Lens to Examine Exemplary Programs (Tammy Mills and Helenrose Fives) 10. Into the Future: A Prospective Look at the Model of Domain Learning (Patricia Alexander) Commentary 3. Complex but Fascinating: On the Journey to Domain Expertise through the Confluence of Knowledge, Learning Strategies, and Interest (Lucia Mason)

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Book SynopsisAs a result of the Liverpool City Council''s reorganization of its Further Education Service, the South Mersey College was established on September 1, 1986 through the amalgamation of the Riverside College of Technology and the Childwall Hall College of Further Education; two of the city''s eight colleges of further education. This book provides aTable of ContentsAbstract; Preface; List of Figures; 1. Introduction 2. A College and its Environment 3. The Context of Further Education Provision 4.The Formation of South Mersey College 5. The 1986/87 Session 6. The 1987/88 Session 7. The 1988/89 Session 8. The 1989/90 Session 9. 1986-1990: Review and Comment; Appendices; Bibliography; Index

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Book SynopsisThis book examines teaching practices in international education, focusing on two significant meanings of the notion of practice': the concrete activities used by university lecturers and the role of education as a platform for transferring particular skills or approaches. In addition to discussing techniques involved in programme design, curricular development, course activities, multicultural teamwork and examination, the author explores the idea of the lecturer as an actor communicating practices, considering the role and responsibility of academic staff in the development of successful international education. With attention to the importance of the context of internationalisation, the book draws on research from two major research projects, presenting extensive interview material with teaching staff engaged in international education and projects of internationalisation. Combining the approaches of pragmatism' and practice theory, as developed by Bourdieu and SchTrade Review"In a provocative blend of Bourdieu’s sociology and the practice turn in contemporary theory, Hanne Tange reframes the debate over international education. Explicitly taking practices as a category of analysis in the field of international education, Tange writes with insight of the "hidden curriculum" whereby international teaching involves the transfer of practical knowledge from academic staff to students. Her emphasis on tacit as well as formalised types of knowledge is a welcome corrective to the often sterile debate concerning "intercultural competence" which too often occludes critical analysis of the concrete course activities and the socialisation processes involved in the field of international education. Read this book and profit!" Professor Anthony Elliott, Dean of External Engagement and Executive Director of the Jean Monnet Centre of Excellence at the University of South Australia"At last, a book that treats university lecturers as key thinkers and shapers of the internationalisation of higher education! Nested in a scholarly analysis of the linguistic, disciplinary, institutional and policy features of a global learning environment, this book uses rich empirical data from three major studies to give voice to the teachers engaged in curriculum and module design, classroom activities, multicultural teamwork, and assessment – the practices that have transformed international education in the last decades. An added advantage is that the study’s semi-peripheral location in Europe offers a refreshingly critical perspective on the traditional US/UK nexus of ‘globalisation’."Susan Wright, Professor of Educational Anthropology, Danish School of Education, Aarhus University, Denmark"This book provides a substantial tool for understanding internationalisation in higher education in a larger context: its development, incentives, political and institutional backgrounds, essentially by insisting on the role of academic staff as central agents. The author’s historical, social and didactic overview together with a clear methodological approach provides a transdisciplinary analysis of concepts too often left undefined, despite their high strategic value. The author questions the role of macro-level trends such as a global market for higher education, cheap technology and travel, Englishisation, and benchmarking schemes rewarding institutions for international education and research. Based on a thorough understanding of teaching and education, this book places individual actors’ enactment of teaching at the heart of international education.University managers implement a policy of strategic internationalisation in order to raise their institution’s stakes in the global competition, suggesting a rather passive role for academic staff. However, the movement could be the opposite, recognising the role of academic staff as agents driving the globalisation of higher education and research. Internationalisation at two extremes: as a strategic goal, recruiting students for financial reasons and with an understanding of own superiority, fuelling deficit discourses and exam failure; or as a learning process for all, taking inclusion for granted and treating dissonances as learning situations. New pedagogies, variation, collaboration with international office staff and learning consultants: Give back the responsibility to academics for internationalisation.The originality of the book is to provide a more profound understanding of the interaction between policy level, organisational culture, and academic staff and students as agents and co-creators of knowledge." Professor Hanne Leth Andersen, Vice-Chancellor for Roskilde University, Denmark"In a provocative blend of Bourdieu’s sociology and the practice turn in contemporary theory, Hanne Tange reframes the debate over international education. Explicitly taking practices as a category of analysis in the field of international education, Tange writes with insight of the "hidden curriculum" whereby international teaching involves the transfer of practical knowledge from academic staff to students. Her emphasis on tacit as well as formalised types of knowledge is a welcome corrective to the often sterile debate concerning "intercultural competence" which too often occludes critical analysis of the concrete course activities and the socialisation processes involved in the field of international education. Read this book and profit!" Professor Anthony Elliott, Dean of External Engagement and Executive Director of the Jean Monnet Centre of Excellence at the University of South Australia"At last, a book that treats university lecturers as key thinkers and shapers of the internationalisation of higher education! Nested in a scholarly analysis of the linguistic, disciplinary, institutional and policy features of a global learning environment, this book uses rich empirical data from three major studies to give voice to the teachers engaged in curriculum and module design, classroom activities, multicultural teamwork, and assessment – the practices that have transformed international education in the last decades. An added advantage is that the study’s semi-peripheral location in Europe offers a refreshingly critical perspective on the traditional US/UK nexus of ‘globalisation’."Susan Wright, Professor of Educational Anthropology, Danish School of Education, Aarhus University, Denmark"This book provides a substantial tool for understanding internationalisation in higher education in a larger context: its development, incentives, political and institutional backgrounds, essentially by insisting on the role of academic staff as central agents. The author’s historical, social and didactic overview together with a clear methodological approach provides a transdisciplinary analysis of concepts too often left undefined, despite their high strategic value. The author questions the role of macro-level trends such as a global market for higher education, cheap technology and travel, Englishisation, and benchmarking schemes rewarding institutions for international education and research. Based on a thorough understanding of teaching and education, this book places individual actors’ enactment of teaching at the heart of international education.University managers implement a policy of strategic internationalisation in order to raise their institution’s stakes in the global competition, suggesting a rather passive role for academic staff. However, the movement could be the opposite, recognising the role of academic staff as agents driving the globalisation of higher education and research. Internationalisation at two extremes: as a strategic goal, recruiting students for financial reasons and with an understanding of own superiority, fuelling deficit discourses and exam failure; or as a learning process for all, taking inclusion for granted and treating dissonances as learning situations. New pedagogies, variation, collaboration with international office staff and learning consultants: Give back the responsibility to academics for internationalisation.The originality of the book is to provide a more profound understanding of the interaction between policy level, organisational culture, and academic staff and students as agents and co-creators of knowledge." Professor Hanne Leth Andersen, Vice-Chancellor for Roskilde University, DenmarkTable of ContentsPart 1 1. Introduction 2. Researching Teaching Practices 3. Theories and Practices Part 2: Structures in a Global Learning Environment Introduction 4. A Global Field of Higher Education 5. Internationalising The Disciplines 6. Global and Local Teacher 7. The Languages of Internationalisation Part 3: Teaching Practices in International Education Introduction 8. Designing International Education 9. Roles, Rules and Routines 10. Curricular Contexts and Concerns 11. Multicultural Teamwork 12. Exam Successes and Failure Part 4 13. Constructing a Global Practice Scape

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Book SynopsisThrough accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from contemporary movements for change, high school and college classrooms, community building and professional development programs, the book provides tools for examining racism as well as other issues of social Trade ReviewPraise for the First Edition:"Due to its accessibility and adaptability, Storytelling for Social Justice has the potential to alter educational practice and research. In their efforts to create equitable classrooms and curricula, pre- and in-service teachers may reflect upon Bell’s discussions of counter-stories to understand how stories uphold or challenge power relations in their lives and the lives of their students. Newcomers to CRT and social justice would applaud Bell’s ability to make the theories more accessible."--Teachers College Record"Storytelling for Social Justice is a gift to educators, activists, writers and those of us caught in the muck of a profoundly racist society that preaches color-blindness. A wise and experienced storyteller, Lee Anne Bell invites us to speak, write and act with courage, offering stories of hope and a pedagogy for justice."--Michelle Fine, Distinguished Professor of Social Psychology, Women’s Studies, and Urban Education, The Graduate Center, CUNY"This important book provides a theoretical framework and a practical guide for unmasking contentious and uncomfortable discussions of race and class privilege. Using brilliant analysis of storytelling, Lee Anne Bell helps us understand the complex interactions of students’ ethnicity and culture and teachers’ beliefs and attitudes. This is a must read for teachers, teacher educators, and policy makers interested in equity and school reform."--Jacqueline Jordan Irvine, Candler Professor Emerita, Emory UniversityPraise for the First Edition:"Due to its accessibility and adaptability, Storytelling for Social Justice has the potential to alter educational practice and research. In their efforts to create equitable classrooms and curricula, pre-and in-service teachers may reflect upon Bell’s discussions of counter-stories to understand how stories uphold or challenge power relations in their lives and the lives of their students. Newcomers to CRT and social justice would applaud Bell’s ability to make the theories more accessible."--Teachers College Record"Storytelling for Social Justice is a gift to educators, activists, writers and those of us caught in the muck of a profoundly racist society that preaches color-blindness. A wise and experienced storyteller, Lee Anne Bell invites us to speak, write and act with courage, offering stories of hope and a pedagogy for justice."--Michelle Fine, Distinguished Professor of Social Psychology, Women’s Studies, and Urban Education, The Graduate Center, CUNY"This important book provides a theoretical framework and a practical guide for unmasking contentious and uncomfortable discussions of race and class privilege. Using brilliant analysis of storytelling, Lee Anne Bell helps us understand the complex interactions of students’ ethnicity and culture and teachers’ beliefs and attitudes. This is a must read for teachers, teacher educators, and policy makers interested in equity and school reform."--Jacqueline Jordan Irvine, Candler Professor Emerita, Emory UniversityTable of Contents1. Critical Teaching/Learning About Racism Through Story and the Arts: Introducing the Storytelling; 2. Stock Stories: Reproducing Racism and White Advantage; Essay #1: "Resisting Stock Stories and Learning to Teach Courageously", Lauren Anderson; 3. Concealed Stories: Reclaiming Subjugated Memory and Knowledge; Essay #2: "Unpacking History Through Place Based Learning: Concealed Stories of Asian American Resistance" , Kayhan Irani; Essay #3: "Toward Love, Liberation and Abolishing the Single Story", Yolanda Sealey-Ruiz; 4. Resistance Stories: Drawing on Antiracism Legacies to Map the Future; Essay #4: "Community Storytelling for Racial Reconciliation: Telling the Hard Stories That Can Lead to Change" , Susan M. Glisson; 5. Emerging/Transforming Stories: Challenging Racism in Everyday Life; Essay #5: "Reading the World in and Beyond the Classroom" , Vanessa D’Egidio; Essay #6: "Critical Literacy: Imagining Other Ways of Being", Maria Rivera Maulucci; 6. Cultivating a Counter-Storytelling Community: The Storytelling Model in Action; Essay #7: "The Classroom is N: A Structured Approach for Cultivating a Counter-Storytelling Community", John Madura; Essay #8: "Storytelling Gives the School Soul: Creating Counter-Storytelling Community"

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Book SynopsisThis volume offers a deep interpretation of Edward Said's literary thought towards the development of educational criticism. Insofar as Said's academic career was built around the contours of literary analysis, Leonardo demonstrates how Said's work propels scholarship on schooling in ways that enrich our ability to generate insights about the educational enterprise.The book draws from four main themes of Said's work knowledge construction as part of empire, representations and reconstruction of the intellectual, the exile condition, and contrapuntal analysis. These themes cohere in providing the elements of educational criticism and placing them in the wider context of a rapidly changing sociality and educational system. The author reviews key arguments in the field whilst contributing new analyses designed to elicit wide-ranging discussions. Edward Said and Education is a valuable teaching resource for undergraduate and postgraduate students of education studies, pTrade ReviewIn these powerful pages, Zeus Leonardo reminds us why he is one of the leading critical theorists of education of our time. He lucidly grapples with and articulates Edward Said’s field defining post-colonial project for education broadly and curriculum studies specifically. He also develops his articulation toward an educational criticism, one that asserts "our human powers with the ultimate goal of humanization." We would be wise to follow Zeus Leonardo’s contrapuntal lead. Ezekiel J. Dixon-Román, Associate Professor, University of Pennsylvania On a journey with Edward Said, Leonardo reinvigorates the field of education with the urgency of anti-coloniality and anti-imperialism, and with the hope of freedom-seeking study and praxis. This book brings Said in conversation with de/postcolonial, critical race, feminist and educational theorists to engage questions of curriculum and the canon, the intellectual and the educator/expert, and co-existence in difference. Reading Leonardo with educational anthropology and Latina/x Studies, I am inspired by his call for an educational criticism that emerges from the optics of the marginalized – a reading that does not take anything for granted yet fosters a reading of the complimentary in our diverse forms of experience and resistance.Sofia A. Villenas, Associate Professor, Department of Anthropology at Cornell UniversityEdward Said and Education is a brilliant addition to our understanding of how to engage critically the field of education by drawing upon the work of Edward Said. Not only does Leonardo rethink the work of Said in relation to other theorists, and how his work contributes to advancing the field of educational criticism, it also rewrites how a critical understanding and engagement with knowledge, the role of the intellectual, and the politics of exile can help us understand both the crisis of education and its articulation within the larger crisis of a democratic ideal forged under the sign of colonization. This is a book that should be read by everyone interested in education, the work of Edward Said, and the place of theory in rethinking what might be called the politics of education.Henry Giroux holds the Chair for Scholarship in the Public Interest at McMaster University, CanadaTable of Contents1 Dis-orienting Western Knowledge: Coloniality, Curriculum and Crisis; 2 Teachers as Anti-intellectuals: Toward the Reconstruction of Expert(ise); 3 Pedagogies of Exile: Learning in and out of Place; 4 Educational Criticism and Contrapuntal Analysis

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Book SynopsisThe work of Michel Foucault has become a major resource for educational researchers seeking to understand how education makes us what we are. In this book, a group of contributors explore how Foucault's work is used in a variety of ways to explore the hows' and whos' of education policy its technologies and its subjectivities, its oppressions and its freedoms. The book takes full advantage of the opportunities for creativity that Foucault's ideas and methods offer to researchers in deploying genealogy, discourse, and subjectivation as analytic devices. The collection as a whole works to makes us aware that we are freer than we think! This book was originally published as a special issue of the Journal of Education Policy. Table of Contents1. Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state 2. Thriving amid the performative demands of the contemporary audit culture: a matter of school context 3. Discourses of merit. The hot potato of teacher evaluation in Italy 4. A genealogy of the ‘future’: antipodean trajectories and travels of the ‘21st century learner’ 5. The policy dispositif: historical formation and method 6. Opening discourses of citizenship education: a theorization with Foucault 7. Changing policy levers under the neoliberal state: realising coalition policy on education and social mobility

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Book SynopsisThis new book on school attendance and behaviour brings an international flavour to the field, with contributions on some of the latest empirical research and thinking from around the world. It includes contributions from Canada and the USA, Hong Kong, Europe, the United Kingdom and Ireland. Some of the interesting, wide-ranging, and often unique topics covered in the book include: truancy and well-being, disaffection, pupil absenteeism, social mediation, aggression in primary schools, bullying, emotional barriers to learning, behaviour management training, exclusion, reintegration, the role of educational psychologists, and ethnic diversity and classroom disruption in the context of migration policies.The book should prove both helpful and useful for a wide range of professionals, students, and academics, across a wide range of educational, care, and social policy disciplines. This book was originally published as a special issue of Educational Studies. Table of ContentsManaging and improving school attendance and behaviour: new approaches and initiatives Introduction 1. Truancy and well-being among secondary school pupils in England 2. What predicts disaffection in Irish primary schools? 3. Pupil absenteeism and the educational psychologist 4. Truancy: a look at definitions in the USA and other territories 5. Rebuilding attendance practices with youth: the role of social mediation 6. Aggression in primary schools: the predictive power of the school and home environment 7. Constructing bullying in Ontario, Canada: a critical policy analysis 8. Working with schools in identifying and overcoming emotional barriers to learning 9. Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong 10. Promoting resilience through adversity: increasing positive outcomes for expelled students 11. Factors affecting successful reintegration 12. The relationship between ethnic diversity and classroom disruption in the context of migration policies

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In recent decades, there has been a substantial turn towards narrative and life history study. The embrace of narrative and life history work has accompanied the move to postmodernism and post-structuralism across a wide range of disciplines: sociological studies, gender studies, cultural studies, social history; literary theory; and, most recently, psychology. Written by leading international scholars from the main contributing perspectives and disciplines, The Routledge International Handbook on Narrative and Life History seeks to capture the range and scope as well as the considerable complexity of the field of narrative study and life history work by situating these fields of study within the historical and contemporary context. Topics covered include: The historical emergences of life history and narrative study Techniques for conducting life history and narrative study Identity and politics Generational history Social and

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Book SynopsisOriginally published in 1991 this book analyses the input of those who made important contributions to the education of adults in the USA between 1607 and 1920. Examining the historical roots of adult education the book explores commonalities among innovators such as Cotton Mather, Benjamin Franklin, Margaret Fuller Ossoli and Ida Tarbell. It charts the development of important educational programmes including the American Lyceum, Chautauqua and local organizations such as mechanics'' institutes and the Junto in Philadelphia. Table of ContentsPart 1: Introduction 1. Early Innovators in the Education of Adults: Their Lives and Times Part 2: Innovators in the Formative Era (1607-1790) 2. Anne Marbury Hutchinson 3. Cotton Mather 4. Benjamin Franklin Part 3: Innovators in the Establishment Era (1791-1860) 5. Timothy Claxton 6. Josiah Holbrook 7. Margaret Fuller Ossoli Part 4: Innovators in the National Era (1861-1920) 8. Peter Cooper 9. John Heyl Vincent and Lewis Miller 10. Ida Tarbell Part 5: Summary and Conclusions 11. Innovators in the Education of Adults 1607-1920: Summary and Conclusions

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Book SynopsisPhilosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and hoTrade Review"Two elements regarding the construction of the argument of this book are what makes the book of great value to readers beyond Australia and beyond philosophy for children. First, each chapter is a combination of personal stories integrated with educational, philosophical and pedagogical theory that simultaneously focuses on P4wC and COI and broader educational and cultural issues. The second advantage of the structure of the book is the different vantage points of the authors." - Richard Morehouse, Journal of Didactics of Philosophy "This book offers a robust and refined picture of P4C to anyone keen to understand how P4C fits into a specific educational, cultural, and political context. Its contribution is particular timely and important for some countries that try to employ a wholistic approach to P4C intended to create a more supportive environment for P4C practitioners. This book offers a good starting point to realise not only an inquiring school community but an inquiring society/world." - Kei Nishiyama, Philosophical Inquiry in Education Table of ContentsAbout the EditorsList of ContributorsAcknowledgementsEDITORIAL INTRODUCTIONThe Philosophical Classroom: An Australian Story Gilbert Burgh & Simone ThorntonPART I: THE DEVELOPMENT OF PHILOSOPHY FOR CHILDREN IN AUSTRALIAIntroduction Gabrielle MardonChapter 1. Philosophy for Children Comes to Australia Laurance J. Splitter & Jennifer GlaserChapter 2. Getting Started: The Early Use of the IAPC Curriculum Jennifer Glaser & Anita BassChapter 3. The Federation Debate: Creating an Australasian Network Laurance J. Splitter & May LeckeyChapter 4. From Newsletters to An Australasian Journal and Beyond Stephan MillettChapter 5. Australian Practices Go Overseas Megan Jane LavertyPART II: IDEAS INTO BOOKSIntroduction Gabrielle MardonChapter 6. ‘Memo to Harry Stottlemeier And Friends: You Are Not Wanted Here’. Reflections on The Idea of a Philosophy Curriculum in Australia Laurance J. SplitterChapter 7. What’s So Special About A Story? Revisiting the IAPC Text-As-Story Paradigm Jennifer GlaserChapter 8. Resourceful Teachers and Teacher Resources Susan WilksChapter 9. From Picture Books to Science in The Classroom Tim SprodChapter 10. Writing for Children and Teachers: A Philosophical Journey Philip CamChapter 11. Connecting Concepts and Developing Thinking Classrooms Clinton GoldingPART III: PHILOSOPHY IN SCHOOLSIntroduction Gabrielle MardonChapter 12. Teacher Education and Professional Development Janette PoultonChapter 13. Philosophy and The Curriculum Monica Bini, Peter Ellerton, Sue Knight, Stephan Millett & Alan TapperChapter 14. Philosophy in Schools Across Australia Kate Kennedy White with Liz Fynes-Clinton, Lynne Hinton, Jill Howells, Emmanuel Skoutas, Daniel Smith & Matthew Wills. Chapter 15. Philosophy in Public and Other Educational Spaces Selena Prior & Susan WilksChapter 16. Australian Research into The Benefits of Philosophy for Children Stephan Millett, Rosie Scholl & Alan TapperChapter 17. Philosophy for Children Goes to University Jennifer Bleazby & Christina SladeREFLECTIONSChapter 18. Growing Up with Philosophy in Australia: Philosophy as a Cultural Discourse Simone Thornton & Gilbert BurghTributesIndex

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Book SynopsisObject-Based Learning and Well-Being provides the first explicit analysis of the combined learning and well-being benefits of working with material culture and curated collections. Following on from the widely acclaimed Engaging the Senses, this volume explicitly explores the connection between the value of material culture for both learning and well-being. Bringing together experts and practitioners from eight countries on four continents, the book analyses the significance of curated collections for structured cultural interventions that may bring both educational and well-being benefits. Topics covered include the role of material culture in relation to mental health; sensory impairments; and general student and teacher well-being. Contributors also consider how collections can be employed to positively address questions of identity and belonging relating to marginalisation, colonialism and forced displacement. Object-Based Learning and Well-Being shTable of Contents1. Introduction; 2. Pedagogic Prescription: art and design teaching practice and object-based wellbeing; 3. Challenging the self in the museum: examining the development of professional identity and professional wellbeing for contrasting cohorts of clinical and public health students; 4. Inclusive Memory: How to promote social inclusion, wellbeing and critical thinking skills within a museum context; 5. Teaching colonial entanglements: indigenous art as a decolonising strategy; 6. Developing Real Attachments through Virtual Means: examining relations between Cultural Belongings, Digital Connections and Community Well-being; 7. Facilitating student engagement: supporting learning and wellbeing through university museum collections and spaces; 8. Learning and Wellbeing through Objects and Collections in Art Psychotherapy; 9. The Happy Teacher: a Critical Exploration of the Joys of Object Based Learning and Teaching in Higher Education; 10. Experiential and Object-Based Learning in Nature; 11. Getting to Grips with Difficult Histories in Medical Museums; 12. Preserved heritage: Stories and objects for mental health patients; 13. Object-Based Learning Training for Community Leaders

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Book SynopsisThis accessible book provides evidence-based guidelines on dyscalculia, offering a thorough explanation of the science behind the disorder. It combines this theoretical framework with practical recommendations, offering interventions for managing the condition at home and school and avoiding potential behavioural consequences. Written in a straightforward style, this book provides a concise summary of relevant research to empower the reader to take an informed and positive approach to dyscalculia and those who live with it. The internationally based team of contributors examine the different models that explain the construct of dyscalculia, looking at definitions and theories alongside signs, symptoms and diagnosis. Chapters also explore how to communicate diagnosis to peers, possible cultural differences and sensitivities when related to mathematics education and dyscalculia and the importance of maintaining a proactive attitude when working with children with dyscalculia. Understanding Dyscalculia is essential reading for parents and practitioners in clinical and educational psychology, education professionals and students and researchers of special educational needs, educational psychology and counselling psychology.Table of ContentsUnderstanding Atypical Development: a book series for parents and practitioners Introduction What Causes the Disorder: Theories and perspectives Developmental Dyscalculia: Signs and symptoms Intervention Programs for Students with Dyscalculia: Living with the condition 5. Interventions for Children with Developmental Dyscalculia: Parents, teachers and neuropsychologists working together6. Understanding the Impact of Diagnosis: Emotional wellbeing, peers and teachers 7. Socio-Cultural Differences and Sensitivities in the Mathematics Classroom8. ConclusionIndex

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Book SynopsisPublished in 1978, this is a concise and practical guide to the use of linguistic theory and analytical techniques in English language teaching at secondary and tertiary levels of education.Much has been written in this area in the past, but previous emphasis has most often been theoretical. This book is concerned with the realities of teaching, and each technique recommended is explained by reference to actual examples of students' writing and speech. The underlying theory is discussed only when this serves to clarify practice. John Keen demonstrates how students' existing grasp of the uses and processes of English can provide a reliable base from which to develop their language skills in a meaningful and effective way. His own experience has convinced him that the sympathetic use of linguistic insights can help in teaching the conventions of spelling and grammar, developing students' sensitivity to meaning in language and enabling them to use language resourcefully iTable of ContentsIntroduction. 1. Structures and Functions. 2. Understanding your students’ language. 3. Spelling and Grammar: Some Linguistic Implications. 4. Meanings: A Matter of Context. 5. Frameworks for Language Function. 6. Cohesion. 7. Sources.

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Book SynopsisThis volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.From the outset, this book is not only about arts in practice but also about what distinguishes the arts' in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in the twenty-first century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artisTrade ReviewReframing fundamental, enduring issues in arts education, this collection of papers on the arts, artists and pedagogy is fresh, timely, insightful, at times provocative, always compelling.— Liora Bresler, PhD, University of Illinois, Urbana-Champaign, Professor in the College of Education, Curriculum and Instruction, and the School of Art and DesignI find it a useful text for masters students studying early years music as it questions the accepted and challenges us to think about the underlying and often unspoken aspects of arts education in society today... The book calls us to think about our work as music educators as pedagogical artistry…encouraging philosophical discussion and reflection on the role of music education; thereby helping individuals clarify for themselves their role, purpose and identity as music educators.— Jessica Pitt, Honorary Research Fellow University of Roehampton, Music Educator and Researcher"This is a good book. It should be archived in your collection and you should come back to it often. Actually, there’s no other way to be with it. You must come back to it repeatedly. You must read it sequentially sometimes and you should also read it from its last chapter to its introduction."— Jorge Lucero, International Journal of Education & the Arts"…those interested in Deleuzian theories of art, advocacy for the arts in education, and the pedagogical philosophy of Gert Biesta will surely benefit from reading this collection."— Anna Ryoo, University of British Columbia and Samuel D. Rocha, University of British Columbia"Art, Artists and Pedagogy: Philosophy and the Arts in Education invites readers into a lively discussion of current issues in arts education, offering a philosophical ground on which to consider, or re-consider, broad policy questions concerning the nature and purpose of the arts to education and twenty-first century life."—Marissa Nesbit, Arts Education Policy Review"In their book, Naughton, Biesta, Cole, and the other co-authors provide a rich theoretical and philosophical basis where now the individual approaches and ideas can be further developed and transformed into concrete steps."— Annette Ziegenmeyer, University of Wuppertal, Wuppertal, Germany"The book Art, Artists and Pedagogy is a book that highlights philosophical perspectives on art in education. It is a book that references Gert Biesta's educational philosophy, but in dialogue with Deleuze and Guattari's immanent philosophy... Biesta's powerful introductory chapter echoes throughout all 15 chapters." — Anna-Lena Østern, Journal for Research in Arts and Sports EducationTable of ContentsPrefaceAcknowledgementsList of ContributorsChapter 1. Philosophy and pedagogy in arts educationChristopher Naughton & David R. ColeChapter 2. What if? Art education beyond expression and creativity Gert BiestaChapter 3. Dicing the meat: bacon in the middle of an arts-based sandwich David R. ColeChapter 4. Artists, presence and the gift of being unteacherly Mary Ann HunterChapter 5. The implications of ‘percepts, affects and concepts’ for arts educators Christopher NaughtonChapter 6. Jazz departures: sustaining a pedagogy of improvisationDavid LinesChapter 7. Bodily connectedness in motion: a philosophy on intercorporeity and the art of dance in educationNico de VosChapter 8. Thinking school curriculum through Country with Deleuze and Whitehead: a process based synthesisDavid R. Cole & Margaret SomervilleChapter 9. From the artist to the cosmic artisan: the educational task for art in anthropogenic timesjan jagodzinskiChapter 10. Towards ‘grown-up ness in the world’ through the Arts as critical, quality pedagogyRobyn Ann Ewing & John Nicholas SaundersChapter 11. Authentic teaching assessment in graduate teacher education: becomings of pedagogical artistry and leadership Julianne Moss & Anne-Marie MorrisseyChapter 12. Beyond belief: visionary cinema, becoming imperceptible and pedagogical resistance Jessie L. Beier & Jason J. WallinChapter 13. Flight from flight: composing a pedagogy of affectJohn Roder & Sean SturmChapter 14. Weak subjects: on art’s art of forgetting – an interview with John Baldacchino by Gert BiestaJohn Baldacchino & Gert BiestaChapter 15. Walking the museum: art, artists and pedagogy reconsideredGert BiestaIndex

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Book SynopsisWhat kind of people run our schools? What makes them behave as they do? What kind of an example do they set? How can headteachers live up to expectations? What makes them fail? What keeps the profession in good standing in the taxpayer's eye, and what undermines it? Ethical Leadership for a Better Education System: What Kind of People Are We? sets out a new vision for school leadership, moving beyond leadership styles' and best practice', to the motivations of school leaders. It proposes a way for the profession to embrace, develop and maintain ethical standards.Chapters: Explore the 201718 Ethical Leadership Commission, considering the core values and virtues, principles and behaviour we should expect from our school leaders Provide a clear, ethical code for thinking about reinforcing ethical standards among school leaders Look at the tensions between professionalism, accountability and in loco pTable of ContentsAcknowledgements; At the school gate; 1 Introduction; Why you should read this book?; 2 The Framework for Ethical Educational Leadership 2018; Part 1: Professional School Leaders; 3 The Headteacher as professional; 4 The professional for the child; 5 The professional for parents; 6 The professional for the state; Part 2 Ethics and schools; 7 Ethical thinking; 8 Ethics in Public Life; 9 Setting English Standards in Education; Part 3 Why is it difficult to agree about good educational leadership?; 10 Perverse accountability; 11 What should we do? Using ethics to make better decisions; 12 The theatre of education; Part 4 The Framework for Ethical Educational Leadership 2018; 13 A Framework for Ethical Educational Leadership 2018; 14 Using the Framework for Ethical Educational Leadership; 15 Leadership in the leadership group; 16 Governors and trustees; 17 Creating an ethical climate: learning and reflection; 18 Ethics and qualifications; 19. Who decides?; 20 Finally; Bibliography

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Book SynopsisOriginally published in 1991. Compiled by prominent figures in the educational administration field across the Commonwealth for the twentieth anniversary of the foundation of the Commonwealth Council for Educational Administration (CCEA) this imaginative and forward-looking book is for practitioners and academics world-wide. The book illuminates significant issues in educational administration; sensitizes readers to the rapidity and inevitability of change in the field; guides well-informed administrative action; provides a comprehensive overview of emergent developments in the study and practice of educational administration; and demonstrates the leadership of the CCEA as a professional association. Having regard to differences of national context, universal issues of policy and practice are explored and two key leadership roles are described and analysed, namely, that of school principal / head teacher, and that of school superintendent / education officer.Table of ContentsPreface William Walker, Robin Farquhar and Meredydd Hughes Part 1: Introduction 1. The Changing Commonwealth William Walker Part 2: Some Issues of Practice Introduction 2. Centralization and Decentralization in Curriculum and Evaluation: Looking Both Ways at Once Hedley Beare and Andrew Sturman 3. Accountability and Autonomy: Dual Strands for the Administrator Wayne L. Edwards 4. Effective Schools: An International Perspective Larry Sackney 5. The Professionalization of Teachers Kevin A. Wilson 6. Equity and Cultural Diversity M. Kazim Bacchus. Comment Part 3: Key Administrative Roles Introduction. Part A: The School Principal/Headteacher 7. The School Principal in Australia Judith D. Chapman 8. Headteachers in England and Wales Ray Bolam 9. The School Principal in India Chaman L. Sapra 10. The School Headteacher in Kenya Jotham O. Olembo and Samuel S. Maneno 11. The School Principal in Nigeria Nicholas A. Nwagwu Part B: The School Superintendent/Education Officer 12. The School Superintendent in Canada Robin H. Farquhar 13. The State Director of Education in Malaysia Tunku Ismail Jewa 14. The Education Officer in New Zealand Kenneth A. Rae 15. School Supervision in the West Indies: Focus on Trinidad and Tobago Claudia Harvey and Gwendoline Williams Comment Part 4: Resources for Educational Advance Introduction 16. The Selection, Preparation and Professional Development of Educational Administrators Colin Moyle and Bernadette Taylor 17. Theory and Research as Catalysts for Change Meredydd Hughes and Tony Bush 18. CCEA and the Commonwealth: Living Organizations for Development John Weeks

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Book SynopsisThe past two decades have seen exponential growth of urbanisation and migration in China. Emerging from this growth is a population of floating and left-behind children which is estimated to be approaching 100 million. Due to their increasing risks of undesirable educational and social, as well as health and psychological, outcomes, there is a great urgency to help floating children and left-behind children beat the odds. This book offers an analysis of how oscillations of government discourse have come to shape central and local educational policies regarding the schooling of these children. It also delves into child and youth resilience in this unique migration context, examining what can be done to build up resilience of floating and left-behind children. In this vein, the book will complement current knowledge and advance context- and culture-specific understandings of child and youth resilience through both school-based and community-based approaches. The book aims to answer a Table of Contents1. Floating children and left-behind children in a migration context: Policy, power, and participation 2. Conceptualising resilience: Foundational work and paradigmatic shift 3. Measuring resilience: Methodological conundrum and measurement invariance 4. Resilience as a classed socialisation: An intergenerational project 5. School-based approach to resilience: The magic of physical activity 6. Community-based approach to resilience: Peer relations and significant others 7. Transforming vulnerabilities into opportunities: An ecological model 8. Building resilience of floating children and left-behind children: Empirical lessons and sociological implications

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Book SynopsisPublished in 1984. The more we know about young writers, the more we observe them as they write, discuss the composing process with them, talk to them about the sources of their ideas and the difficulties which they encounter as they try to captures thoughts and feelings in words, the greater will be our understanding of imaginative activity and the part it plays in children's personal and social development.This is the essential theme of the book and the contributors stress the importance of sympathetic and sensitive guidance by teachers and parents in encouraging the imaginative process in young children. The personal diaries, stories and conversations with young writers which appear in this book illustrate how children can use imaginative writing as a means of coming to terms with social and emotional issues in their lives.The book presents first a theoretical analysis of the imaginative writing process and then goes on to explore children's growing awareness of theTable of ContentsPart I: Fantasy and Imagination: A Developmental Perspective. Introduction, Cowie. 1. The Relevance of Fantasy Play for Development in Young Children, Smith. 2. The Development of Representational Imagination, Tamburrini. 3. The Value of Imaginative Writing, Cowie. Part II: Children’s Writing and the Development of Awareness. Introduction, Cowie. 4. Sex Role Stereotyping in Children’s Imaginative Writing, Davis. 5. An Exploratory Analysis of Children’s Diaries, Pollock. 6. Images for Life? Ollington. Part III: The Writing Process. Introduction, Cowie. 7. Conformity and commitment in Writing, Wason. 8. Revision in the Writer’s Workshop and in the Classroom, Murray, Graves. 9. Analysing Structure in Children’s Fictional Narratives, Kroll, Anson. Part IV: Writers and Audiences. 10. Children’s Conceptions of Writing, Tamburrini, Willig, Butler. 11. The Writing Community: A Case Study of one Junior School Class, Cowie, Hanrott. 12. Patterns of Child Control in the Writing Process, Graves.

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Book SynopsisUnderstanding Education Research, 2nd Edition is designed to help students learn to read educational research articles carefully, systematically, and critically. Readers will learn how to categorize titles, decode abstracts, find research questions, characterize research arguments, break down methods and procedures, explore references, apply analysis strategies, and interpret findings. This textbook and quick reference guide allows students to easily develop the skills they need to become research literate and the 2nd edition has been updated throughout to offer simple guidelines for qualitative, quantitative, and statistical approaches and up-to-date information on complex and confusing methodologies.Table of Contents1. The Role of Research 2. Research Literacy and the Research Critic 3. Basic Approaches in Educational Research 4. Types of Research Articles 5. Understanding Titles and Abstracts 6. Understanding Rationales and Purposes 7. Understanding Questions and Arguments 8. Understanding References 9. Understanding Methods and Procedures 10. Understanding Quantitative Results and Findings 11. Understanding Qualitative Results and Findings 12. Understanding Discussions and Conclusions 13. Advanced Concepts and Techniques 14. The Research Path Appendix A: Guidelines for Article Evaluation Appendix B: Dissecting an Article

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Book SynopsisFirst published in 1994. Teacher Education throughout Europe is in a process of change. The reform of school structures, changing demographic patterns, technological development and the evolution of social, economic and political structures have all contributed to this process.This handbook, published in conjunction with the Council of Europe, creates a synthesis of these trends, providing both an overview of teacher education across Europe, and detailed explorations of key issues by leading experts in the field.Table of ContentsIntroduction, Moon, Galton. Part I: Teacher Education in Europe: Context. 1. The Council of Europe and Teacher Education, Newman. 2. Teacher Education in Europe – Diversity versus Uniformity, Buchberger. Part II: The Training of Teachers and Teacher Trainers. 3. Training Teachers to Teach Mixed Ability Groups, Wragg. 4. Appraisal of Teachers, Wilson. 5. Teacher Induction: The Great Omission in Education, Vonk. 6. Selecting and Training Teacher Trainers, Wilson. Part III: Teacher Education in Europe: Issues and Trends. 7. Teacher Education and Training for Teachers of Human Rights, Prindezis, Premont. 8. The Media Education Revolution and Teacher Education, Masterman. 9. Teacher Education for Technology Education, De Vries. 10. Teachers and Mobility, Vaniscotte. Part IV: Research on Teacher Education. 11. Teacher Training in Europe: A Research Agenda, Galton.

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Book SynopsisThis book demonstrates how pervasive moral thought can be in educational thought and practice. By analyzing research on the moral and intellectual qualities in curriculum, as well as the integration of personhood and citizenship development in classroom work, this book demonstrates the primacy of the moral in various educational settings. With an additional emphasis on morality as it pertains to teaching as a vocation, Moral Thought in Educational Practice examines the objectives of teacher education and offers an account of moral purposes within the knowledge base for teaching. Table of ContentsPart I: The Moral Framework of Educational Thought and Practice 1. The Primacy of Moral Thought in Educational Practice. 2. Public Knowledge and its Virtues. 3. Personal Knowledge and Its Virtues. Part II: Teaching and Educational Purposes 4. Educational Purpose and Models of Teaching. 5. Dispositions and Character: The Model of the Teacher as Moral Professional. 6. Freedom and Authority in Teaching. Part III: Moral Matters in Education Policy: Parents and Bringing Up Children 7. Parents and Choice of School. 8. Partnerships and Institutions 9. How Should We Bring up our Children?

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Book SynopsisMental health and wellbeing is a hugely important agenda in education, both nationally and internationally. Promoting Positive Mental Health in the Primary School unpacks scientific and psychological research and evidence to explain positive mental health through the lens of a primary classroom in the language of teaching professionals. Chapter by chapter, the book focuses on specific elements fundamental to positive mental health promotion in the classroom, including developing positive relationships, emotional literacy, empowering children as learners as well as the importance of teacher wellbeing, and illustrates how these can be achieved. It offers: An examination into the connection between positive mental health and good teaching Guidance underpinned by evidence for teachers and school leaders who wish to embed a consistent approach to positive mental health promotion Practical suggestions for whole school profeTrade ReviewTina Stones, EdD student at University of Edinburgh Following the introduction of ‘Getting it Right for Every Child’ agenda in Scotland and ‘Every Child Matters’ in England, there has been an increased interest in wellbeing in education. Further, ‘The Good Childhood Inquiry’ raised the profile of the emotional wellbeing of children and schools have a responsibility to develop the wellbeing of the children. Research suggests the implementation has been complex and not all teachers view the promotion of positive mental health as their responsibility. I would suggest that there is a real need for this book and the markets would include schools, FE colleges and HE institutions. Since the introduction of OECD measurements of the wellbeing of young people the international market will also be a possibility. I expect a sustained interest in the field of positive mental health promotion in education. I believe the topic will grow and evolve as the needs and complexities of childhood and youth grow and change. I don’t believe the book will become quickly out of date so long as it does not focus too strongly on the current policy context. Emotional literacy, wellbeing, resilience, positive mental health, nurture and positive relationships are likely to remain important agendas for primary school teachers. The evidence base for nurturing environments is growing and is likely to further expand in the future. Dr Richard Woolley, University of Worcester Mental health is an area very much to the fore in education at the present time, and will continue to be important. In England, Ofsted will focus increasingly on children’s well-being as a part of inspections, which will further raise the profile of positive mental health. A book that explores issues in way that is accessible to primary school teachers will be beneficial. Table of ContentsAcknowledgements Introduction Part I: Theoretical and contextual background Chapter 1 – What is positive mental health Chapter 2 – Positive mental health promotion in schools Part II: How to promote positive mental health in school Introduction to Part 2 Chapter 3 – Positive Relationships Chapter 4 – Ethos Chapter 5 – Emotional literacy Chapter 6 – Empowering children as learners Chapter 7 – Embedded promotion and targeted action Part III: Strategies for developing whole school approaches, including those to promote teacher wellbeing Chapter 8 – The importance of a whole school approach Chapter 9 – Teacher wellbeing Appendix References

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Book SynopsisThe third edition of this essential book presents a comprehensive and accessible overview of contemporary theory and research about young children's developing thinking and understanding. Sue Robson's detailed exploration of the ideas and theories is enlivened by transcripts of children's activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and practice. This new edition brings together up-to-date research into neuroscience and digital learning, combining theory with discussions for best practice. Each chapter also includes ideas for further reading and suggested activities.Key chapters explore the following: Theories of cognitive development The social, emotional and cultural contexts of children's thinking Developments in brain science and young children The central roles of play and language in young children's developing thinkinTable of Contents1. How can we think about young children’s thinking? 2. Theories of cognitive development: learning to think and thinking to learn 3. The social, cultural and emotional contexts of thinking and understanding 4. The brain and the body: neuroscience and embodied cognition 5.Knowing about the mind: executive function, theory of mind, self-regulation and metacognition 6. Observing, describing and documenting children’s thinking and understanding 7. Language, communication and thought 8. Knowing about the world: the development of children’s concepts 9. Young children’s visual thinking 10. Young children’s thinking in music 11. Approaches to developing young children’s thinking and understanding

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Book SynopsisA sense of participation and opportunities to share and participate in activities or groups that are important to them are crucial factors in human wellbeing. This book provides a robust empirical and theoretical analysis of reciprocity and its implications for social work and social policy practices by discussing how ideas of reciprocity can be understood and applied to welfare policy and social care practices, as well as how the act of reciprocity supports the wellbeing of citizens. Contributions from Finland, Germany, Russia, the UK, the USA and Canada illuminate the ways in which socio-political contexts influence the power relations between citizens, practitioners and the state, and the potential (or otherwise) for reciprocity to flourish.It will be essential reading for social care practitioners, researchers and educationalists as well as postgraduate students in social work and related social care and community-oriented professions and social policy makers.Table of ContentsLists of figures and tables; List of contributors; Preface; Acknowledgements; INTRODUCTION; PART I. RECIPROCITY: THEORETICAL CONCEPTUALISATIONS; Chapter 1: Reciprocity and Wellbeing (Antti Karisto); Chapter 2: Creating Wellbeing through Reciprocal Relationships (Maritta Törrönen); Chapter 3: Reciprocity and Normativity in Social Work: A Complex Relationship based on the Capability Approach (Bernhard Babic); PART II. RECIPROCITY: PRACTICE AND COMMUNITY SETTINGS; Chapter 4: Reciprocity in Peer-Led Mutual Aid Groups in the Community: Implications for Social Policy and Social Work Practices (Carol Munn-Giddings and Thomasina Borkman); Chapter 5: Revisions to Client and Professional Self-Categorisations during Reciprocal Support Groups among the Long-Term Unemployed in Finland (Laura Tarkiainen); Chapter 6: Risk and Reciprocity in Residential Care: Some Problems with a Universal Norm (Claire Cameron); Chapter 7: Reciprocity and Relationship-Based Approach in Child Welfare (Riitta Vornanen and Pirjo Pölkki); PART III. RECIPROCITY: METHODOLOGICAL AND EDUCATIONAL ISSUES; Chapter 8: Reciprocity with Graduate Students Fostered through Creativity (Tuula Heinonen); Chapter 9: Narrative Reflection as a Reciprocal Method (Eveliina Heino and Minna Veistilä); Chapter 10: Negotiating the Research Space between Young People and Adults in a PAR Study Exploring School Bullying (Niamh O´Brien, Tina Moules and Carol Munn-Giddings); RECIPROCAL SOCIAL WORK AND SOCIAL POLICY: CONCLUSIONS

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Book SynopsisThe Handbook of Multiple Source Use draws on theory and research within cognitive and educational psychology, the learning sciences, disciplinary education, information literacy, reading psychology, and social psychology, to present the first comprehensive research volume on this topic. Many learners both in and out of school have almost instantaneous access to an enormous range of information sources at present. In this book, broken into six sections, international scholars come together toward understanding factors that influence how individuals cope with the challenge of building knowledge from diverse, often conflicting, information.Trade Review"Understanding, interpreting, and then integrating multiple pieces of information, across multiple formats and sources, is among the most important and difficult tasks facing individuals in the current information age. The editors of this volume have compiled the leading experts on this topic for a must-read handbook for anyone interested in comprehension, learning, critical reasoning, or problem-solving, and in particular, the challenging questions that surround the use of multiple sources: why it is crucial, how it happens, when it fails, and how to improve it."—Danielle McNamara, Professor in the Department of Psychology, Arizona State University, USATable of ContentsChapter 1. Introduction to research on multiple source use (Jason L. G. Braasch, Ivar Bråten, Matthew T. McCrudden) Section 1. Theoretical Frameworks Chapter 2. Representations and processes in multiple source use (M. Anne Britt, Jean-François Rouet, and Amanda Durik) Chapter 3. Cold and warm perspectives on the Cognitive Affective Engagement Model of multiple source use (Alexandra List and Patricia A. Alexander) Chapter 4. Towards a New Literacies perspective of synthesis: Multiple source meaning construction (Douglas K. Hartman, Michelle S. Hagerman, and Donald J. Leu) Chapter 5. A social psychology perspective on multiple source use: Elaboration and persuasion (Duane T. Wegener, Kathleen M. Patton, and Curtis P. Haugtvedt) Section 2. Individual Differences, Cognitive Mechanisms, and Contextual Factors in Multiple Source Use Chapter 6. Individual differences in multiple document comprehension (Sarit Barzilai and Helge I. Strømsø) Chapter 7. Potential challenges of Internet use among readers with dyslexia (Øistein Anmarkrud, Eva Wennås Brante, and Anette Andresen) Chapter 8. Strategic processing in accessing, comprehending, and using multiple sources online (Byeong-Young Cho, Peter Afflerbach, and Hyeju Han)Chapter 9. The role of validation in multiple documents comprehension (Tobias Richter and Johanna Maier) Chapter 10. Text relevance and multiple source use (Matthew T. McCrudden) Chapter 11. The role of conflict in multiple source use (Ivar Bråten and Jason L. G. Braasch) Section 3. Multiple Source Use in Specific Content Areas Chapter 12. Multiple source use in history (Emily Fox and Liliana Maggioni) Chapter 13. Functional scientific literacy: Disciplinary literacy meets multiple source use (Iris Tabak) Chapter 14. The role of sourcing in mathematics (Keith Weber) Chapter 15. Multiple source use when reading and writing in literature/language arts in classroom contexts (David Bloome, Minjeong Kim, Huili Hong, and John Brady) Section 4. Multiple Source Use Beyond the Classroom (section editor: Matt) Chapter 16. The provenance of certainty: Multiple source use and the public engagement with science (Rainer Bromme, Marc Stadtler, Lisa Scharrer) Chapter 17. Non-academic multiple source use on the Internet (Ladislao Salmerón, Yvonne Kammerer, and Pablo Delgado) Chapter 18. Updating of character information when reading multiple sources for pleasure (Amalia M Donovan and David N. Rapp) Chapter 19. Self-regulated learning processes and multiple source use in and out of school (Jeffrey A. Greene, Dana Z. Copeland, Victor M. Deekins, and Rebekah Freed) Section 5. Multiple Source Use Interventions (section editor: Ivar) Chapter 20. Effects of instructional conditions on comprehension from multiple sources in history and science (Jennifer Wiley, Allison J. Jaeger, and Thomas D. Griffin) Chapter 21. Learning to read while reading to learn: The central role of multiple documents in two instructional programs (Lowry Hemphill and Catherine Snow) Chapter 22. Promoting multiple text comprehension through motivation in the classroom (John T. Guthrie) Chapter 23. Instruction to promote information-problem solving on the Internet in primary and secondary education students: A systematic literature review (Saskia Brand-Gruwel and Johan L. H. van Strien) Section 6. Assessment of Multiple Source Use (section editor: Ivar) Chapter 24. Complementary methods for assessing online processing of multiple sources (Lucia Mason and Elena Florit) Chapter 25. Scenario-based assessment of multiple source use (John Sabatini, Tenaha O’Reilly, Zuowei Wang, and Kelsey Dreier) Chapter 26. Assessment of multiple resource comprehension and information problem solving (Susan R. Goldman, Alyssa Blair, and Candice M. Burkett) Chapter 27. Assessing online collaborative inquiry and social deliberation skills as learners navigate multiple sources and perspectives (Julie Coiro, Jesse R. Sparks, and Jonna M. Kulikowich) Chapter 28. Computer-based assessment of essays based on multiple documents: Evaluating the use of sources (Joseph P. Magliano, Peter M. Hastings, Kristopher Kopp, Dylan Blaum, and Simon Hughes) Chapter 29. Reflections and future directions (Jason L. G. Braasch, Matthew T. McCrudden, and Ivar Bråten)

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Book SynopsisNow available in paperback, the sixth edition of this definitive text provides students a strong background in the conceptual, theoretical, and philosophical issues in multicultural education from a leading authority and scholarly leader of the field---James A. Banks. In the opening chapter author Banks presents his well-known and widely used concept of Dimensions of Multicultural Education to help build an understanding of how the various components of multicultural education are interrelated. He then provides an overview on preparing students to function as effective citizens in a global world; discusses the dimensions, history, and goals of multicultural education; presents the conceptual, philosophical, and research issues related to education and diversity; examines the issues involved in curriculum and teaching; looks at gender equity, disability, giftedness, and language diversity; and focuses on intergroup relations and principles for teaching and learning. Table of Contents1. The Dimensions of Multicultural Education2. Education Citizens for Diversity in Global Times3. Multicultural Education: History, Development, Goals, and Approaches4. Culture, Ethnicity, and Education5. Increasing Student Academic Achievement: Paradigms and Explanations6. Pluralism, Ideology, and Educational Reform7. Researching Race, Culture, and Difference8. The Stages of Cultural Identity: Implications for Curriculum Reform9. A Curriculum for Empowerment, Action, and Change10. Teaching Decision-Making and Social Action Skills for Social Change11. Gender Equity and the Social Construction of Disability and Giftedness12. Teaching for Language and Cultural Differences13. Reducing Prejudice in Students: Tehory, Research, and Strategies14. Principles for Teaching and Learning in a Multicultural SocietyAppendix: Essential Principles Checklist

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Book SynopsisUnderstanding Contemporary Education offers an essential exploration of key concepts and issues in education that will allow education studies students, as well as trainee and practising teachers to engage in reflection, not only on work at the classroom level, but on education more broadly. Using detailed examples, the book problematises many popular and taken-for-granted views, allowing the reader to challenge and seriously consider the nature of the education enterprise.In each chapter, a concept is carefully considered, with major features, controversies, and strengths and weaknesses highlighted. Key follow-up questions challenge the reader to reflect on specific issues, and encourage involvement, not just in their own teaching, but in the planning and determination of the total programme of their school, and where possible, that of the nation.The book is divided into seven main parts: The Social Context of Education Education PolicTable of ContentsChapter 1: The Scope of the Book PART ONE: THE SOCIAL CONTEXT OF EDUCATION Chapter 2: The Functions of Education; Chapter 3: Education versus Training; Chapter 4: Stages of Education Development; Chapter 5: Education and National Development; Chapter 6: Globalization and Education. PART TWO: EDUCATION POLICY Chapter 7: Key Foci of Policy Analysis; Chapter 8: Education Policy Orientations; Chapter 9: Models for Analysing Education Policy; Chapter 10: Policy Borrowing; Chapter 11: Policy Changes in Higher Education. PART THREE: CURRICULUM Chapter 12: Orientations to Curriculum; Chapter 13: Approaches to Curriculum Planning; Chapter 14: Outcomes-based Education; Chapter 15: Alternatives to the Objectives Model for Curriculum Planning; Chapter 16: The Curriculum Ideas of Kieran Egan. PART FOUR: TEACHING AND LEARNING Chapter 17: Learning and the Conditions that Enhance Learning; Chapter 18:Questioning Some Taken-for Granted Assumptions about Teaching and Learning; Chapter 19: Approaches to Teaching; Chapter 20: Learning Through Making and Doing; Chapter 21: Direct Instruction. PART FIVE: LEADERSHIP IN EDUCATION Chapter 21: Different Types of Leadership; Chapter 23: Leadership for Learning; Chapter 24: Leadership in Assessment for Learning Chapter 25: Leadership for Change Chapter 26: Some Challenging Positions for Leaders to Consider. PART SIX: TEACHER PREPARATION Chapter 27: The Evolution of Teacher Preparation; Chapter 28: A Model to Inform Planning for Teacher Preparation; Chapter 29: Globalisation, Internationalisation and Teacher Preparation; Chapter 30: Teacher Induction; Chapter 31: Alternative Models of Teacher Preparation. PART SEVEN: International Developments in Education Chapter 32: Standardised Testing; Chapter 33: National Curriculum; Chapter 34: Education in Countries in Transition; Chapter 35: Shadow Education; Chapter 36: The Challenge of ICT in the Classroom.

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Contemporary Debates in Education Studies gives the reader a vital and nuanced understanding of the key debates surrounding the field of education today. Exploring important educational themes such as issues of sexuality, extremism and mental health through a variety of viewpoints, this wide-ranging book questions what the nature and purpose of education are, and how this can be understood in contemporary contexts.From eradicating child poverty in schools, to considering how education should rise to the challenge of the digital world, the book covers an extensive range of topics designed to inspire discussion and debate. Examining a variety of perspectives, each chapter looks at these topics through key research, thinkers, theorists and policies, and, featuring discussion questions and case studies throughout, it forms a truly accessible and interactive guide to the issues that can not only help students access the debates, but also provide lecturers with questions t

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