Philosophy and theory of education Books

Book SynopsisThrough a series of exquisite encounters with children, and through a lucid opening up of new aspects of poststructuralist theorizing, Bronwyn Davies opens up new ways of thinking about, and intra-acting with, children. This book carefully guides the reader through a wave of thought that turns the known into the unknown, and then slowly, carefully, makes new forms of thought comprehensible, opening, through all the senses, a deep understanding of our embeddedness in encounters with each other and with the material world. This book takes us into Reggio-Emilia-inspired Swedish preschools in Sweden, into the author's own community in Australia, into poignant memories of childhood, and offers the reader insights into: new ways of thinking about children and their communities; the act of listening as emergent and alive; ourselves as mobile and multiple subjects; the importance of remaining open to the noTable of Contents1. Children and community 2. Emergent listening as creative evolution 3. Being-knowing-becoming in relation to the other 4. Reading anger in early childhood intra-actions 5. The affective flows of art-making 6. Lines of flight in stories for children.

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Book SynopsisThe Routledge Handbook of Chicana/o Studies is a unique interdisciplinary resource for students, libraries, and researchers interested in the largest and most rapidly growing racial-ethnic community in the United States and elsewhere which can either be identified as Chicano, Latino, Hispanic, or Mexican-American. Structured around seven comprehensive themes, the volume is for students of American studies, the Social Sciences, and the Humanities. The volume is organized around seven critical domains in Chicana/o Studies: Chicana/o History and Social Movements Borderlands, Global Migrations, Employment, and Citizenship Cultural Production in Global and Local Settings Chicana/o Identities Schooling, Language, and Literacy Violence, Resistance, and Empowerment International Perspectives The Handbook will stress the importance of the historical origins of the Chicana/o Studies field. StartingTable of ContentsIntroduction: Handbook of Chicana/o Studies, Francisco A. Lomelí, Denise A. Segura and Elyette Benjamin-LabarthePart I. Chicana/o History and Social MovementsIntroduction to Chicana/o History and Social Movements1. What is Aztlán?: Homeland, Quest, Female Place, David Carrasco2. Chicano History- A General Approach, Mario T. García3. Recent Chicana/o Historiography: Advances, Shortcoming, and Challenges, Alex M. Saragoza4. The Chicano Movement, Ramón A. Gutiérrez5. A Genealogy of Chicana History, the Chicana Movement, and Chicana Studies, Miroslava Chávez-García6. Bilingual Education: History, Policy, and Insights from Critical Race Theory, Grace P. McFieldPart II. Borderlands: Contested (Im)migrations, Culture and CitizenshipIntroduction to Borderlands: Contested (Im)migrations, Culture and Citizenship7. México y lo Mexicano in Aztlán: Transborder Economic, Cultural and Political Links, David R. Maciel and María Rosa García-Acevedo8. Immigration, Latinos, and the Media, Leo R. Chávez9. Mobilizing for Life: Illegality, Organ Transplants, and Migrant Biosociality, Jonathan Xavier Inda10. Discourses of Violence and Peace: About and On the U.S.-Mexico Border, María-Socorro Tabuenca 11. Reconstructing Home in the Borderlands, Patricia ZavellaPart III. Cultural Production in Local and Global SettingsIntroduction to Cultural Production in Local and Global Settings12. Colonial, De-colonial, and Transnational Choreographies in Ritual Danzas and Popular Bailes of Greater Mexico, Enrique R. Lamadrid13. The Challenge of Chicana/o Music, Steven Loza14. Chicana/o Literature’s Multi-Spatiotemporal Projections & Impacts; or Back to the Future, Frederick Luis Aldama15. From Don Juan to Dolores Huerta: Foundational Chicana/o Films, Catherine Leen16. Origins and Evolution of Homies as Hip Rasquache Cultural Artifacts: Taking the Homies Out of the Barrio or the Barrio Out of the Homies, Francisco A. LomelíPart IV. Indigeneity, Mestizaje, Postnationalism, and Transnationalism: Overarching Phenomena of InterdisciplinarityIntroduction to Indigeneity, Mestizaje, Postnationalism, and Transnationalism: Overarching Phenomena of Interdisciplinarity17. The Embodied Epistemology of Chicano Mestizaje, Rafael Pérez-Torres18. New Tribalism and Chicana/o Indigeneity in the Work of Gloria Anzaldúa, Domino Renee Pérez19. "Aztlán es una fábula": Navigating Postnational Spaces in Chicana/o Culture, Marc Priewe20. Regional Singularity and Decolonial Chicana/o Studies, Lene M. Johannessen21. Transnationalism Chicana/o Style, Karin IkasPart V. Chicana/o Identities and Political ExpressionsIntroduction to Chicana/o Identities and Political Expressions22. Narrative Identity and the Dialectics of Selfhood in Chicana/o Writing, Sophia Emmanouilidou23. The Challenge of Colorism in the Chicana/o Community, Margaret Hunter24. Bilingualism and Biculturalism: Spanish, English, Spanglish?, Cecilia Montes-Alcalá25. The Landscapes and Languaging of Chicana Feminisms, Aída Hurtado26. The Aesthetics of Healing and Love: An Epistemic Geneaology of Jota/o Aesthetic Traditions, William A. Calvo-QuirósPart VI. Violence, Resistance and EmpowermentIntroduction to Violence, Resistance and Empowerment27. The Art of Disruption: Chicana/o Art’s Politicized Strategies for Aesthetic Innovation, Guisela Latorre28. Resisting the Dominant Anglo-American Discourse: Political Activism and the Art of Protest, Astrid M. Fellner and Claire M. Massey29. Spanish Language Media: From Politics of Resistance to Politics of Pan-ethnicity, Xavier Medina Vidal and Federico Subervi-Vélez30. Transnational Incest: Sexual Violence and Migration in Mexican Families, Gloria González-LópezPart VII. International Perspectives on Chicana/o Studies: From Aztlán to Shores AbroadIntroduction to International Perspectives on Chicana/o Studies: From Aztlán to Shores Abroad31. Chicana/o Studies in France: Emergence and Development, Elyette Benjamin-Labarthe32. Chicano Studies and Inter-American Studies in Germany, Gabriele Pisarz-Ramírez33. Reception of Chicano Literature and Culture in Italy: A Survey, Erminio Corti34. A Trans-Atlantic Look at Chicano Culture and Literature from a Spanish Perspective, José Antonio Gurpegui

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Book SynopsisDesigning Schools explores the close connections between the design of school buildings and educational practices throughout the twentieth century to today. Through international cases studies that span the Americas, Europe, Africa and Australia, this volume examines historical innovations in school architecture and situates these within changing pedagogical ideas about the best' ways to educate children. It also investigates the challenges posed by new technologies and the digital age to the design and use of school places. Set around three interlinked themes school buildings, school spaces and school cultures this book argues that education is mediated or framed by the spaces in which it takes place, and that those spaces are in turn influenced by cultural, political and social concerns about teaching, learning and the child.Trade Review'An excellent contribution to the school design literature, the book is especially suited to readers interested in the history of open-plan schools and in different methodological approaches. Since many of the essays address the open-plan school, readers can explore how these schools embodied Cold War values of individualism and freedom, how teaching conventions challenged their success, and how national contexts produced variations in the rise and fall of this model.' - Rachel Remmel, History of Education Quarterly, University of Rochester'Discerning and indispensible, Designing Schools: Space, Place and Pedagogy takes us to Australia, Europe, the United States, Africa, and Latin America to learn about school buildings in the twentieth century. This thematically organized and generously illustrated book, written by experts in the field, tracks changes in architectural design, pedagogy, childhood, space, place, technology, and nationality. Designing Schools also introduces the teachers, architects, and other adults who wanted to build better schools for an astonishing array of boys and girls--rich and poor, rural and urban, white, Aboriginal, African American, and African children— although the outcomes were not always praiseworthy. A welcome addition to the new and exciting field of children, space, and schools.' - Marta Gutman, PhD, Professor of Architecture (History & Theory), The City College of New York/CUNY and The Graduate Center/CUNY'The wealth of evidence and argument in Designing Schools for the cultural significance of school architecture is overwhelming. This book puts the materiality of schooling back into the centre of our efforts to understand how teaching and learning have changed over the last century. Relationships between modernism in school design and efforts to develop progressive pedagogies are only part of the argument. The chapters in this book explore new dimensions of old questions such as the significance of the school in the making of populations conceived in racial, gender and class terms. Designing Schools challenges its readers to imagine schools as spaces as much as places, and the meanings they develop within a variety of geographical, cultural and temporal settings that include urban, suburban and rural—national, colonial and post colonial. Designing Schools is significant enough to change the ways we think about schooling.' - Craig Campbell, Editor, History of Education Review, University of SydneyTable of Contents1. Architecture and the School in the Twentieth Century Julie Willis Part 1: Lessons from History 2. From Looking to Seeing, or This Was the Future ... Ian Grosvenor 3. Building Ruins: Abandoned Ideas of the School Martin Lawn 4. Postwar Schools: A Personal History Elain Harwood Part 2: School Buildings 5. The Classroom is Another Place? Ernest J. Kump’s ‘Ideal’ Learning Environments for Californian Schools, 1937–1962 Philip Goad 6. Educational Facilities Laboratories: Debating and Designing the Postwar American Schoolhouse Amy F. Ogata 7. Creating Friendly School Environments: ‘Casual’ High Schools, Progressive Education and Child-Centred Culture in Postwar America Dale Allen Gyure 8. Open Shut Them: Open Classrooms in Australian Schools, 1967–1983 Cameron Logan 9. The Balance between Intimacy and Interchange: Swiss Schools During the 1960s Marco di Nallo Part 3: School Cultures 10. Making Schools and Thinking through Materialities: Denmark, 1890–1960 Ning de Coninck-Smith 11. Domestic Spaces and School Places: Vocational Education and Gender in Modern Australia Kate Darian-Smith 12. ‘We Make No Discrimination’: Aboriginal Education and the Socio-spatial Arrangements of the Australian Classroom Julie McLeod and Sianan Healy 13. Model Schools for Model Cities: Educational Facilities as Monuments to Planning Reform Amber Wiley 14. The Nigerian ‘Unity Schools’: The UNESCO-IDA School Building Programme in Africa Ola Uduku Part 4: School Spaces 15. Quiet Stories of Educational Design Catherine Burke 16. Hans Coper and Paul Ritter: Tactile Environments for Children in Postwar Britain and Australia Geraint Franklin and David Nichols 17. Bristling with Opportunity: Audio-visual Technology in Australian Schools from the 1930s to the 1980s David Nichols and Hannah Lewi 18. Digital Classrooms and the New Economies of Attention: Reflections on the End of Schooling as Confinement Inés Dussel Index

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Book SynopsisChildhood looms large in our understanding of human life, as a phase through which all adults have passed. Childhood is foundational to the development of selfhood, the formation of interests, values and skills and to the lifespan as a whole. Understanding what it is like to be a child, and what differences childhood makes, are thus essential for any broader understanding of the human condition. The Routledge Handbook of the Philosophy of Childhood and Children is an outstanding reference source for the key topics, problems and debates in this crucial and exciting field and is the first collection of its kind. Comprising over thirty chapters by a team of international contributors the Handbook is divided into five parts: Being a child Childhood and moral status Parents and children Children in society Children and the state.Questions covered include: What is a child? Is childhood a uniquely valuable state, and if soTrade Review"An excellent and timely collection. Individually the thirty-six chapters are authoritative and state of the art. Together they provide a comprehensive overview of the huge amount of recent philosophical work on children."Adam Swift, University of Warwick, UK. "This volume provides an extraordinarily helpful starting point for philosophically informed conversations about children and childhood. The five sections are easily navigable, and the thirty-six original essays cover a remarkably broad domain of questions. Anyone teaching or writing on children will find this book to be an essential resource."Tamar Schapiro, Massachusetts Institute of Technology, USATable of ContentsList of contributors. Introduction, Anca Gheaus. PART I Being a child. Chapter 1 Epistemology: knowledge in childhood, Fabrice Clément and Melissa Koenig. Chapter 2 Language and communication: evidence from studying children, M. J. Cain. Chapter 3 The science of the adolescent brain and its cultural implications, Suparna Choudhury and Nancy Ferranti. Chapter 4 Art and creativity, Jonathan Fineberg. Chapter 5 Philosophical thinking in childhood, Jana Mohr Lone. PART II Childhood and moral status. Chapter 6 The moral status of children, Agnieszka Jaworska and Julie Tannenbaum. Chapter 7 The value of childhood, Patrick Tomlin. Chapter 8 Childhood and well-being, Anthony Skelton. Chapter 9 Children’s rights, Robert Noggle. Chapter 10 Childhood and autonomy, Sarah Hannan. Chapter 11 Paternalism towards children, Kalle Grill. Chapter 12 The age of consent, David Archard. PART III Parents and children. Chapter 13 Reasons to have children – or not, Christine Overall. Chapter 14 The right to parent, Anca Gheaus. Chapter 15 The good parent, Colin Macleod. Chapter 16 Parental partiality, Jonathan Seglow. Chapter 17 The composition of the family, Daniela Cutas. Chapter 18 Parental licensing and discrimination, Carolyn McLeod and Andrew Botterell. Chapter 19 Ethical challenges for adoption regimes Jurgen De Wispelaere and Daniel Weinstock. Chapter 20 Gender and the family, Amy Mullin. Chapter 20 Filial duties, Diane Jeske. PART IV Children in society. Chapter 22 Childhood and race, Albert Atkin. Chapter 23 Childhood and disability, Gideon Calder and Amy Mullin. Chapter 24 Childhood and sexuality, Samantha Brennan and Jennifer Epp. Chapter 25 Children and animals, Sue Donaldson and Will Kymlicka. Chapter 26 What’s wrong with child labor? Philip Cook. Chapter 27 The vulnerable child, Mianna Lotz. PART V Children and the state. Chapter 28 Childhood and the metric of justice, Lars Lindblom. Chapter 29 Children and political neutrality, Matthew Clayton. Chapter 30 The costs of children, Serena Olsaretti. Chapter 31 Schooling, Gina Schouten. Chapter 32 Children and the care system, Gideon Calder. Chapter 33 Children and health, Havi Carel, Gene Feder and Gita Gyorffy. Chapter 34 Children and the right to vote, Ludvig Beckman. Chapter 35 Children, crime and punishment, Christopher Bennett. Chapter 36 Children and war, Cecile Fabre. Index.

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Book SynopsisWhile applied epistemology has been neglected for much of the twentieth century, it has seen emerging interest in recent years, with key thinkers in the field helping to put it on the philosophical map. Although it is an old tradition, current technological and social developments have dramatically changed both the questions it faces and the methodology required to answer those questions. Recent developments also make it a particularly important and exciting area for research and teaching in the twenty-first century. The Routledge Handbook of Applied Epistemology is an outstanding reference source to this exciting subject and the first collection of its kind. Comprising entries by a team of international contributors, the Handbook is divided into six main parts: The Internet Politics Science Epistemic institutions Individual investigators Theory and practiceTrade Review"With rich philosophical discussions on such diverse topics as Wikipedia, Google, conspiracy theories, climate science, medical research, gossip, and global finance, this pioneering collection shows just how important the study of knowledge is today in our complex, hyper-connected, and relentlessly advancing world." Kimberley Brownlee, University of Warwick, UK "The Routledge Handbook of Applied Epistemology offers a brilliant overview of the discipline and some excellent and timely case studies within the field, e.g., the epistemology of the internet, conspiracy theories, and the nature of expertise in climate science. I recommend it strongly to anyone interested in how epistemology can deepen our understanding of contemporary societal phenomena and challenges." Kasper Lippert-Rasmussen, University of Aarhus, Denmark "With rich philosophical discussions on such diverse topics as Wikipedia, Google, conspiracy theories, climate science, medical research, gossip, and global finance, this pioneering collection shows just how important the study of knowledge is today in our complex, hyper-connected, and relentlessly advancing world." Kimberley Brownlee, University of Warwick, UK "The Routledge Handbook of Applied Epistemology offers a brilliant overview of the discipline and some excellent and timely case studies within the field, e.g., the epistemology of the internet, conspiracy theories, and the nature of expertise in climate science. I recommend it strongly to anyone interested in how epistemology can deepen our understanding of contemporary societal phenomena and challenges." Kasper Lippert-Rasmussen, University of Aarhus, Denmark Table of ContentsNotes on contributors. PART I Introduction 1. The return of applied epistemology, James Chase and David Coady. PART II The internet. 2. The World Wide Web, Paul Smart and Nigel Shadbolt. 3. Wikipedia, Karen Frost-Arnold. 4. Googling, Hanna Kiri Gunn and Michael P. Lynch. 5. Adversarial epistemology on the internet, Don Fallis. PART III Politics. 6. John Stuart Mill on free speech, Daniel Halliday and Helen McCabe. 7. Epistemic democracy, Jason Brennan. 8. Epistemic injustice and feminist epistemology, Andrea Pitts. 9. Propaganda and ideology, Randal Marlin. PART IV Science. 10. Expertise in climate science, Stephen John. 11. Evidence-based medicine, Robyn Bluhm and Kirstin Borgerson. 12. The precautionary principle in medical research and policy: the case of sponsorship bias, Daniel Steel. 13 Psychology and conspiracy theories, David Coady. PART V Epistemic institutions. 14 Legal burdens of proof and statistical evidence, Georgi Gardiner. 15. Banking and finance: disentangling the epistemic failings of the 2008 financial crisis, Lisa Warenski. 16. Applied epistemology of education, Ben Kotzee. PART VI Individual investigators. 17. Disagreement, Tim Kenyon. 18. Forecasting, Steve Fuller. 19. Rumor, Axel Gelfert. 20. Gossip, Tommaso Bertolotti and Lorenzo Magnani. 21. The applied epistemology of conspiracy theories: an overview, M R.X Dentith and Brian L. Keeley. PART VII Theory and practice in philosophy. 22. Philosophical expertise, Bryan Frances, 23. Ethical expertise, Christopher Cowley. 24. The demise of grand narratives? Postmodernism, power-knowledge, and applied epistemology, Matthew Sharpe. Index.

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Book SynopsisDespite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as: What roles do students' unions play in politics today? How successful are students in bringing about change? <Trade Review In many parts of the world it has become a commonplace to decry young people’s lack of political engagement, and especially to lament the decline of student-led political and social movements. Student Politics and Protest offers a most welcome insight into the presence, vibrancy and impact of contemporary student politics around the globe, and shows how higher education participation, policy and associational life profoundly shape young people as political actors today. Brooks’ outstanding collection is just the conversation changer we need in the debate about youth politics. Professor Anita Harris, Alfred Deakin Institute for Citizenship and Globalisation, Deakin University, Australia Student Politics and Protest brings together research from 19 countries to provide an extraordinarily rich reflection of how politics is enacted by students across the globe today. Each contribution is rooted in original empirical research – covering participation in formal organisations such as students’ unions through to informal activism in mass campaigns and protest movements – while the editor’s illuminating concluding reflections provide fresh insight into the commonalities and differences in student activism across both space and time. Professor Hilary Pilkington, School of Social Sciences, University of Manchester, UK Student Politics and Protest provides a much-needed analysis of the ways in which higher education students have engaged politically over the past few years. By drawing on a wide variety of empirical examples from across the world, it explores the different ways in which students have mobilised, the causes they have championed and how wider society has responded to their actions. It is an important and engaging text for scholars of contemporary higher education. Professor Claire Callender, Birkbeck and UCL-Institute of Education, University of London, UK While most important in providing activists as well as ideas for contentious politics, student movements have rarely been studied. Proposing innovative theoretical frameworks and covering a broad range of empirical cases of contemporary protests in institutions of higher education, this important volume contributes to our knowledge on politics and policies in times of austerity. Professor Donatella della Porta, Scuola Normale Superiore, Florence Table of Contents1. Student Politics and Protest: an Introduction. 2. Campaigning for a Movement 3. Student Struggles and Power Relations in Contemporary Universities. 4. Neoliberal Discourses and the Emergence of an Agentic Field: the Chilean Student Movement 5. Affinities and Barricades. 6. Student Politics and the Value(s) of Public Welfare 7. The Politics of Higher Education Funding in the UK Student Movement 1996-2010 8. Student Power in 21st Century Africa 9. Students’ Associations 10. ‘If Not Now, Then When? If Not Us, Who?’ Understanding the Student Protest Movement in Hong Kong 11. Student Mobilization during Turkey’s Gezi Resistance: From the Politics of Change to the Politics of Lifestyle 12. Network Formation in Student Political Worlds 13. Conclusion

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Book SynopsisThe terms wellbeing', empowerment' and agency' are common parlance in policy and practice with children, young people and families (CYPF), yet are often misused or not fully understood. Further, there is a disconnect between these abstract concepts and tangible practice with CYPF. This book bridges the theory-practice divide, offering a clear and definitive guide to concepts and practical ways to develop CYPF wellbeing. It examines the concept of wellbeing and its intrinsic relationship to social justice both theoretically and through case study material, and locates these practices within critical pedagogy. The book highlights a range of practice with CYPF of various ages, in formal and non-formal learning situations, engaged in a range of different programmes including learning, reduction from offending, social action and tackling targeted needs. Each chapter highlights relevant policy, research and practice examples to ensure that the book is relevant to a varietTable of ContentsIntroductionPART ONE: MAPPING THE TERRITORY1: Wellbeing and social justice2: Wellbeing from multi-disciplinary perspectives 3: Wellbeing from global perspectives4: Wellbeing and critical pedagogy5: Wellbeing, structures and post-structuralism6: Wellbeing and agency7: Wellbeing, empowerment and oppressionPART TWO: PRACTICE8: A critical pedagogical approach to tackling sexual exploitation9: A critical pedagogical approach to reducing re-offending10: A critical pedagogical approach to learning and employability11: A critical pedagogical approach to homelessness12: A critical pedagogical approach to social action and leadership13: A critical pedagogical approach to family work14: A critical pedagogical approach to practitioner development15: Critically pedagogical practicesConclusion

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Book SynopsisDisability Studies is an area of study which examines social, political, cultural, and economic factors that define ''disability'' and establish personal and collective responses to difference. This insightful new text will introduce readers to the discipline of Disability Studies and enable them to engage in the lively debates within the field. By offering an accessible yet rigorous approach to Disability Studies, the authors provide a critical analysis of key current issues and consider ways in which the subject can be studied through national and international perspectives, policies, culture and history.Key debates include: The relationship between activism and the academy Ways to study cultural and media representations of disability The importance of disability history and how societies can change National and international perspectives on children, childhood and education Table of Contents1. Approaching disability: foundational perspectives 2. Approaching disability: global perspectives 3. Critical perspectives on disability and childhood 4. Critical perspectives on disability and culture 5. Critical perspectives on disability and history 6. Critical perspectives on disability and identity politics 7. Critical issues: researching disabled children in the social world 8. Critical issues: Theorising Bodies in the Social World 9. Conclusion: Final Thoughts and Future Directions

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Book SynopsisEnhanced and updated, this Fourth Edition of Richard E. Smith's highly successful text examines the growing role of the principal in planning, hiring, staff development, supervision, and other human resource functions. The Fourth Edition includes new sections on ethics, induction, and the role of the mentor teacher. This edition also introduces From the Desk of a Principal, a feature which connects the book's content and applications to the experiences of real school principals.Table of ContentsChapter 1 Introducing Human Resources Administration; Chapter 2 Strategic Human Resources Planning; Chapter 3 Recruitment; Chapter 4 Selection; Chapter 5 Orientation and Induction; Chapter 6 Supervision and Evaluation; Chapter 7 Assisting the Marginal Teacher; Chapter 8 Staff Development; Chapter 9 Collective Bargaining and Contract Management; Part 1 Continuity and Legal Issues; Chapter 11 A Glance into the Future of Human Resources;

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Book SynopsisThis series responds to the increasing awareness of role play as an exciting and effective approach to enhance children's learning. Each book provides a selection of themed drama activities that develop a range of skills while drawing on children's natural ability to play. Through their imaginative engagement with fictional worlds, children acquire new knowledge and understanding.Pirates and Other Adventures includes activities on: pirate adventures Cinderella Jack and the Beanstalk. User-friendly, visual and easy to read, this series is a must for classroom teachers, nursery nurses, playgroup leaders and learning support assistants within pre-school and Key Stage 1 settings who are unfamiliar or wary of role play but want to incorporate it into their teaching.Table of ContentsChapter 1 In the Jungle; Chapter 2 Baby Bunting; Chapter 3 Pirate Adventure; Chapter 4 Jack and the Beanstalk; Chapter 5 Helping at the Pet Shop; Chapter 6 All for One and One for All; Chapter 7 Farmer Roberts’ Farm; Chapter 8 Mary Mary and the Giant; Chapter 9 Cinderella; Chapter 10 Under the Sea;

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Book SynopsisMeeting the Needs of Your Most Able Pupils: English provides specific guidance on: Recognising high ability and multiple intelligences Planning, differentiation and extension/enrichment in English Teacher questioning skills Support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) Homework Recording and assessment Beyond the classroom: Visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations This book includes comprehensive appendices with linked resources available online that feature: Useful contacts and resources Lesson plans Liaison sheets for Teaching Assistants Homework activities Monitoring sheets This book is an essential resources for secondary teachers, subject heads of departments, leading teachers for G&T Education (Gifted and Talented co-ordinators), SENCos and LA advisers.Table of ContentsIntroduction 1. The National Picture 2. Departmental Policy and Approach 3. Recognising High Ability or Potential 4. Classroom Provision 5. Supporting the Learning of More Able Pupils 6. Beyond the Classroom

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Book SynopsisIn an important contribution to educational policy, Daniele Checchi offers an economic perspective on the demand and supply for education. Using an international data set, he explores the reasons why, beyond a certain point, investment in education has not resulted in reductions in social inequalities.Trade Review'An excellent book; up-to-date and well organised. It brings together modern theoretical and empirical developments, and presents them lucidly. I learned a lot from it.' Gianni De Fraja, University of Leicester and CEPR'This book is set to become a major reference in the field.' Thomas Piketty, Ecole Normale Supérieure, Ecole des Hautes Etudes en Sciences Sociales, Paris'Daniele Checchi has done us a great favour with this extraordinarily comprehensive, thorough and, indeed, magisterial panorama of the economics of education. Being comprehensive implies the need to tackle some very complex and difficult issues and this he does with authority and plenty of generous guidance when the going gets tough. And Checchi leaves no doubts that economists have a lot of important things to say on the dilemmas of educational choices. This book is unmatched - simply the best there is of its kind.' Gosta Esping-Andersen, Universitat Pompeu Fabra'Daniele Checchi provides an insightful and comprehensive treatment of the economics of education, bringing together up-to-date theory and evidence. The book provides an invaluable stepping stone for research in the field of human capital, inequality and economic growth.' Omer Moav, Hebrew University, Jerusalem'The economics of education has undergone a major revival in recent years and this book provides a timely discussion of many of the key areas in this thriving research field. Daniele Checchi has written a first rate book on this subject, offering the reader a masterful blend of theoretical work accompanied by empirical evidence. The material in the book covers important policy relevant areas like the demand and supply of education, education financing, the economic returns to education and the extent of intergenerational mobility. The book is an essential read for anyone interested in contemporary issues in the economics of education.' Stephen Machin, University College London'… a treasure trove of impartial scholarship. Thanks to Checchi, the numerate reader will be empowered to construct educational policies based on the best analyses available.' The Times Higher Education SupplementTable of ContentsList of figures; List of tables; Preface; 1. The relevance of education; 2. The demand for education; 3. Liquidity constraints and access to education; 4. The supply of education; 5. Education financing; 6. The return on education; 7. Intergenerational persistence; References; Subject index; Author index.

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Book SynopsisHow can we take happiness seriously as an aim of education? Noddings discusses the contributions of making a home, parenting, cherishing a place, the development of character, interpersonal growth, finding work that one loves, and participating in a democratic way of life. She explores ways to make schools happy places.Trade Review'Nel Noddings' beautiful book, Happiness and Education, is an incandescent joy to read. The educational landscape of the past ten years would be a very different one if voices as humane and wise as hers had been more widely heard. I have been hungering for a book like this and am grateful to Nel Noddings for providing it.' Jonathan Kozol, author of Savage Inequalitites and Ordinary Resurrections'Noddings' thesis and argument that happiness and education not only can but should coexist must be taken seriously by everyone concerned about preparing children and young adults for a truly satisfying life in our democratic society.' Catholic Library World'Happiness and Education is ultimately a critique of American culture, not just its educational system. But Noddings shows how the narrow curriculum found in most classrooms helps shape a culture with some misguided priorities. Perhaps today's educational leaders would benefit from reading her book and exercising some critical thinking of their own.' Greater Good'The most important and influential philosopher on the concept of caring in education, Noddings beautifully synthesizes her admirable corpus in this new book … In sum, reading Noddings is akin to earning a condensed, invigorating form of liberal education in philosophy, psychology, literature, and theology. Highly recommended.' Choice'The result is a thesis that can offer all those who work with young people the opportunity to re-evaluate the nature of children's educational experiences and how these can impact on later experiences in life.' The Psychologist'[Noddings'] book should be required reading for anyone interested in education and politicians should be made to read it and pass an appropriate test before they are ever let loose on any of our educational institutions. There is a substantial rage of good references to allow the interested reader to pursue the debate, and many of these seem to have been chosen also for their ability to interest and engage the reader. The book is highly recommended as a stimulating read for anyone interested in education or working with children and young people. However, the book has a much wider importance than this. It is a humane, wise and invigorating reminder of the older and broader question of how we ought to live. It is also written in a style that encourages enjoyment and celebrates learning for its own sake.' Youth & Policy'this is a revolutionary book. If educators were to accept its premise and be guided by its arguments, those involved in educating children and youth would have to dramatically rethink what they need and want to accomplish with their students. they would restructure what they do in the class room, not only the content but also the interactions they have with students.' American Journal of PsychologyTable of ContentsPart I. Happiness as an Aim of Life and Education: 1. Happiness; 2. Suffering and unhappiness; 3. Needs and wants; 4. The aims of education; Part II. Educating for Personal Life: 5. Making a home; 6. Places and nature; 7. Parenting; 8. Character and spirituality; 9. Interpersonal growth; Part III. Educating for Public Life: 10. Preparing for work; 11. Community, democracy, and service; 12. Happiness in schools and classrooms; Notes; Bibliography; Index.

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Book SynopsisSir Karl Popper was a major thinker of the twentieth century, one who ? as Anthony O''Hear writes in his new Foreword ? ''has had a beneficent influence on those who have come under the spell of his thought and of the inimitable prose in which he articulates it''. It is now twenty-five years since Popper died, and thus seems ? after a quarter of a century ? an apposite moment to revaluate his impact, significance, and influence. The several chapters in this classic volume focus on many key elements of Popper''s thought and philosophy. They are by no means uncritical, but afford Popper the respect due to a philosopher who wrote always with a degree of clarity, precision, and directness rare in the academic world of his time, and ? as O''Hear puts it ? ''even rarer subsequently''. This important book constitutes an essential introduction to some of the most esteemed philosophical writing of our times.Table of ContentsIntroduction Anthony O' Hear; 1. Popper, science and rationality W. H. Newto-Smith; 2. Popper and reliabilism Peter Lipton; 3. The problem of the empirical basis E.G. Zahar; 4. 'Revolution in permanence': Popper on theory-change in science John Worrall; 5. Popper's contribution to the philosophy of probability Donald Gillies; 6. Propensities and indeterminism David Miller; 7. Popper on determinism Peter Clark; 8. Popper and the quantum theory Michael Redhead; 9. The uses of Karl Popper Gunter Wachtershauser; 10. Popper and Darwinism John Watkins; 11. Popper and the scepticism of evolutionary epistemology, or, what were human beings made for? Michael Smithurst; 12. Does Popper explain historical explanation? Kenneth Minogue; 13. The grounds for anti-historicism Graham Macdonald; 14. What use is Popper to a politician? Bryan Magee.

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Book SynopsisThis volume offers a comprehensive set of approaches to understanding the changing dimensions of higher education governance, the structural, institutional, and regional-national drivers precipitating convergence and divergence in governance approaches, and maps the directions of change, their consequences and outcomes.Table of ContentsPart I. Theorizing Governance in Higher Education: 1. Theorizing the governance of higher education: beyond the 'Republic of Scholars' Ontology Giliberto Capano and Darryl S. L. Jarvis; Part II. Systems, Processes, and Dynamics of Governance in Higher Education: 2. The regulatory state and the labour process Kanishka Jayasuriya, Greg Mccarthy and Xianlin Song; 3. Systemic governance: convergence or hybridization? Giliberto Capano; 4. Institutional governance: factors, actors, and consequences of attempting to converge on the Anglo–American model Marino Regini; 5. Capture and drift in emerging international governance arrangements: the role of meta-organizations in higher education quality assurance Ase Gornitzka, Peter Maassen and Bjørn Stensaker; 6. Understanding convergence and divergence in the internationalization of higher education from a world society perspective Renze Kolster and Don F. Westerheijden; 7. Convergence through research performance measurement? Comparing talk and practices in Australia, Canada, and the United Kingdom Jenny M. Lewis; 8. Accountability and governance in European higher education Michael Dobbins and Jens Jungblut; 9. Towards new models of decision making within university governance in anglophone nations Julie Rowlands; 10. Governance in public and private higher education in Europe: patterns, divergences, and convergences Pedro N. Teixeira and Robin Middlehurst; Part III. Geographies of Governance: 11. Higher education governance in North America Giliberto Capano and Jun Jie Woo; 12. Governance trends in European higher education Harry F. De Boer and Jeroen Huisman; 13. Governance and corruption in east and southeast Asian higher education: close cousins, close encounters Anthony Welch; 14. Fixing the system? Trends in African higher education governance Rose Amazan and Kassahun Kebede Dawo; 15. Neoliberals versus post-neoliberals in the formation of governance regimes in Latin America's higher education Miguel Alejandro Gonzalez-Ledesma and German Alvarez-Mendiola; Index.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisOriginally published in 1948, this book contains personal reminiscences by Frederick Blagden Malim on the various schools he attended, taught at or visited from 1895 to 1939. Malim discusses a number of schools in the UK and elsewhere in the English-speaking world, including several schools in Australia and New Zealand. The text is illustrated with photographs of several of the schools mentioned in Malim's account. This book will be of value to anyone with an interest in the history of education in the British Empire.Table of ContentsPreface; 1. Marlborough 1895; 2. Sedbergh 1907; 3. Haileybury 1912; 4. Wellington 1921; 5. South Africa 1938; 6. Australia 1939; 7. New Zealand 1939; 8. Canada 1939; Index.

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Book SynopsisOriginally published in 1959, this book examines the history of classical education in Britain, beginning in the sixteenth century with the rise of humanism, which emphasized the importance of reading only the best Latin authors and re-introduced Roman structures of education in the form of grammar schools.Table of ContentsPreface; Introduction; 1. The sixteenth-century grammar school; 2. The universities in the sixteenth century; 3. The schools in the seventeenth century; 4. The unreformed grammar school; 5. The universities in the seventeenth and eighteenth centuries; 6. The schools in the nineteenth century I; 7. The schools in the nineteenth century II; 8. The universities, 1800–50; 9. The universities, 1850–1900; 10. New universities; 11. Scotland from the sixteenth to the eighteenth century; 12. Scotland: the nineteenth century; 13. Trinity College, Dublin; 14. Conclusion; Notes; Appendix; Index.

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Book SynopsisThis innovative aid to the study of Italian was published in 1867 by Maria Francesca Rossetti (1827â76), the older sister of Dante Gabriel, William Michael and Christina. A scholar and teacher of Italian, she was later to publish A Shadow of Dante, a guide to the Divine Comedy, also reissued in the Cambridge Library Collection. Her purpose here, as she explains in her preface, is to demonstrate idiomatic Italian usage by providing short passages translated very literally into English, so that the 'unnatural' English phraseology demonstrates the correct Italian construction. The passages are to be translated back into Italian, with the help of some supplied vocabulary and an opening chapter which elucidates some of the more difficult aspects of Italian grammar, often by comparing Italian with French usage. The technique had long been used for Latin and Greek prose composition, but was innovatory for modern languages.Table of ContentsPreface; A chapter supplementary to the grammar; Exercises 1-100; Proper names; Index to the notes; Index to rules.

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Book SynopsisThis short book of improving tales by the physician and medical reformer Thomas Percival, originally written for his own children, first published in 1777 and revised and enlarged in 1779, contains lessons on obedience to parents, family affection, and kindness to animals, among many other examples of moral instruction.Table of ContentsPreface; Part I; Part II.

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This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.

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Book SynopsisHumanities and Social Science (HASS) education is integral in the development of active and informed citizens, and encourages learners to think critically, solve problems and adapt to change. Making Humanities and Social Sciences Come Alive: Early Years and Primary Education prepares pre-service educators to become high quality HASS educators who can unlock the potential of all students. Closely aligned with the Australian Curriculum and Early Years Learning Framework, this text is designed to enhance teaching practices in history, geography, economics and business, and civics and citizenship. The text provides readers with an in-depth understanding of the curriculum structure, the individual disciplines, pedagogical approaches to teaching HASS, inclusivity, global connections and the transition to practice. Examples are provided for early childhood and primary education, making this an inclusive, versatile and comprehensive text. This book is an invaluable resource that provides pre-sTable of ContentsPart I. Humanities and Social Sciences Curriculum: 1. Making humanities and social sciences come alive: the significance of curriculum in education Deborah Green and Deborah Price; 2. A guided tour of the HASS Australian Curriculum: planning and integrating learning Deborah Green and Deborah Price; 3. HASS in the early years: connecting the Early Years Learning Framework and the Australian Curriculum Helen Ovsienko; 4. Humanities and social sciences in the early childhood and primary years Mallihai Tambyah, Deborah Green and Deborah Price; Part II. HASS Concepts and Sub-strands: 5. Conceptual thinking in HASS Malcolm McInerney; 6. The past in the present: bringing history and citizenship education to life in early years settings Peter Brett and Katia Duff; 7. History and historical inquiry Deborah Henderson; 8. Making geography come alive by teaching geographical thinking Malcolm McInerney; 9. Civics and citizenship in the twenty-first century Andrew Peterson and Grace Emanuele; 10. Bringing economics and business into educational settings Anne Glamuzina; Part III. Teaching and Learning in HASS: 11. Inquiry learning – the process is essential to the product Kim Porter and Madeline Fussell; 12. Engaging with ethical understanding in the early years and beyond: the community of inquiry approach Martyn Mills-Bayne; 13. The power of play to engage and nurture creative, independent learners Jane Webb-Williams; 14. Using picture books to develop language and literacies in HASS Jann Carroll; 15. Effective assessment practices Sue Jones and Carmel Dineen; Part IV. Integration across Cross-Curriculum Priorities: 16. The General Capabilities' synergy with HASS Malcolm McInerney, Deborah Green and Deborah Price; 17. Authentic engagement with Aboriginal and Torres Strait Islander content in P–6 education Kevin Lowe and Janet Cairncross; 18. Studies of Asia and Australia's involvement with Asia Deborah Henderson; 19. Educating for sustainability: theoretical and practical insights for preservice teachers Kathryn Paige, David Lloyd and Samuel Osborne; Part V. HASS for All Learners: 20. Values education and social justice Tace Vigilante; 21. Culturally responsive pedagogy: respecting the diversity of learners studying humanities and social sciences Dylan Chown; 22. Humanities and social sciences for everyone: inclusive approaches respectful of learner diversity Deborah Green and Deborah Price; Part VI. Community and Global Connections: 23. Using community resources to develop active and informed citizens Jann Carroll; 24. Uncovering hidden gems in the community Mandi Dimitriadis; 25. Enhancing HASS learning with technology Mandi Dimitriadis; 26. Libraries and librarians: at home with HASS Katie Silva; 27. Global education Andrew Peterson and Zea Perrotta; Part VII. Getting Started: 28. Early career teaching in the early years Steven Cameron; 29. Early career teaching in the primary years Deana Cuconits.

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Book SynopsisThe analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored situatedness, identity practices, and investment and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors'' consideration of ''multilingualism-as-resource'' challenges the conception of ''multilingualism-as-problem'', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valTable of Contents1. Towards interdisciplinarity in multilingual identity research: Differing perspectives and common ground Wendy Ayres-Bennett and Linda Fisher; Part I. Situated Multilingualism and Identity: 2. 'Every line is a lie': The geographical and cognitive mapping of multilingualism and identity John E. Joseph; 3. Beyond 'narrating the nation': Cultural producers and multilingualism in wartime Ukraine Rory Finnin and Ivan Kozachenko; 4. Metrolingual practices and distributed identities: People, places, things and languages Alastair Pennycook and Emi Otsuji; 5. Migrants' identities in multilingual cities: Plurilingualism as transformative social asset Cécile Sabatier Bullock; 6. Indexicalities in the multilingual city: Listeners' perceptions of urban vernacular French Janice Carruthers and Daniel McAuley; 7. Multilingualism and identity in Ningbo, China: A case study Hui Zhao; Part II. Multilingual Identity Practices: 8. Decolonizing languages in rural settings: Towards equatorial epistemologies Alison Phipps; 9. Seeking methodological rigour in language and identity research: Applying a version of positioning theory to a research interview excerpt David Block; 10. Translation, identity and translanguaging: Perspectives from a global literacy initiative Liam Doherty, Bonny Norton and Espen Stranger-Johannessen; 11. The complexity of identities: Insights from EMI educators' multilingual identities Sarah Mercer and Kyle Read Talbot; 12. Narrating heterogeneous identities in multilingual communities Sabina Perrino and Stanton Wortham; Part III. Multilingual Identity And Investment: 13. Multilingualism(s), globalization, and identity: Learning 'Chinese' as an additional language Patricia A. Duff; 14. Who are the multilinguals?: Pupils' definitions, self-perceptions and the public debate Asta Haukas; 15. Multilingual identity construction through participative reflective practice in the languages classroom Angela Gayton and Linda Fisher; 16. Young children's language attitudes with implications for identity in a US dual-language immersion classroom Alison L. Bailey; 17. Language, identity and empowerment in endangered language contexts: Māori and guernesiais Julia Sallabank and Jeanette King; 18. Afterword: The complementarity of multilingualist and 4T approaches John E. Joseph.

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Book SynopsisBy integrating research from psychology, philosophy, sociology, and feminist theory about educating emotions, this book covers a range of pedagogies and practices in schools. Suitable for teachers, school leaders, and educational researchers, it explores the cultural aspects of teaching about emotions, character education, and related strategies.Trade Review'Recommended.' D. L. Norland, Choice ConnectTable of ContentsForeword Judith Suissa; Preface; 1. Introduction; 2. Psychology and the politics of educating emotions; 3. Views of emotions in moral philosophy; 4. Happiness, eudemonia, and well-being; 5. Caring, compassion, and altruism; 6. Gratitude; 7. Resilience and mindfulness; 8. Vulnerability, courage, and grit; 9. Anger; 10. Sadness, fear, and anxiety; 11. Conclusion.

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Book SynopsisPartnerships with Families and Communities: Building Dynamic Relationships is a comprehensive and accessible resource that provides pre-service teachers with the tools required to build effective, sustainable and proactive partnerships in both early childhood and primary educational settings.Table of Contents1. Exploring partnerships with families and communities; 2. Diversity in partnership work; 3. Exploring models of partnerships; 4. Skills for engagement in effective partnership work; 5. Plans for implementing effective partnerships; 6. Strategies and challenges for implementing partnerships; 7. Reflective practice in partnership work; 8. Tools for evaluation of partnership work; 9. Leading effective partnerships.

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Book Synopsis

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Book Synopsis

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