Philosophy and theory of education Books

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Book SynopsisThe last two decades have seen a significant rise in the number of children being diagnosed with mental and behavioural disorders. As yet there is no definitive consensus as to why this is, or what it means about the world in which we live. Neverthless, parents and educators are being faced with challenges they did not foresee, and are often ill-equipped to address. Steiner-Waldorf education is based on the principle of seeing every child as an individual -- nothing is 'normal' or 'abnormal'; labelling children doesn't help. Drawing on the ideas of Rudolf Steiner's pioneering Curative Education course, this book goes back to basics and examines the potential benefits of this unique educational approach in today's classrooms. Robyn Brown, an experienced teacher, argues that it can lead to calmer, more productive learning spaces and children who develop into rounded individuals, ready to become responsible and creative citizens.At a time when even longtime experienced educators are struck by how the dynamics of their classrooms have changed, this is a much needed reminder of a tried and tested approach which can work for every child, and ultimately for a society.

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Book Synopsis''This is a deep and rewarding exploration of human motivation'' The Financial Times ''Powerful and profound'' - Matthew Syed This book will change your outlook on everything.' - Clare Balding Reimagining success in sport, business, education, politics and life. In this compelling examination of our obsession with winning, Cath Bishop draws on her extraordinary mix of experience to trace how increasingly narrow concepts of winning constrain our personal and professional lives. How do we redefine success in order to explore our potential more effectively over the long- term? In this second edition, Cath adds fresh insight from working with leaders who are putting The Long Win into practice and offers additional tips and strategies to leaders looking to unlock sustainable high performance. Cath is a triple Olympian, World Champion and Olympic silver medalist in rowing. In her career as a diplomat, she specialized in stabilization policy for conflict-affected parts of the world. She now works as a coach and consultant, advising on leadership, performance and culture across business, sport and education, and teaches on Executive Education programmes at the Judge Business School, Cambridge University. She is a globally sought-after speaker. It's not often you can say a book will change your life, but this certainly could.' Daily Mail Anyone interested in motivation should read this book and think deeply.' Margaret Heffernan Chosen by the Financial Times as one of its Best Business Books 2020

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Book SynopsisEcologizing Education explores how we can reenvision education to meet the demands of an unjust and rapidly changing world. Going beyond green schooling programs that aim only to shape behavior, Sean Blenkinsop and Estella Kuchta advance a pedagogical approach that seeks to instills eco-conscious and socially just change at the cultural level. Ecologizing education, as this approach is called, involves identifying and working to overcome anti-ecological features of contemporary education. This approach, called ecologizing education, aims to develop a classroom culture in sync with the more-than-human world where diversity and interdependency are intrinsic.Blenkinsop and Kuchta illustrate this educational paradigm shift through the real-world stories of two public elementary schools located in British Columbia. They show that this approach to learning starts with recognizing the environmental and social injustices that pervade our industrialized societies.

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Book SynopsisIn Diverse Families, Desirable Schools, Mira Debs offers a richly detailed study of public Montessori schools, which make up the largest group of progressive schools in the public sector. As public Montessori schools expand rapidly as alternatives to traditional public schools, the story of these schools, Debs points out, is a microcosm of the broader conflicts around public school choice. Drawing on historical research, interviews with public Montessori educators, and ethnographic case studies, Debs explores the forces that pull intentionally diverse, progressive schools toward elitism. At the heart of Debs's book is a thoughtful analysis of the notion of ""fit"" between parents and schools—an idea that is central to school choice, which is often marketed as an opportunity for parents to find the perfect fit for their kids. By exploring parents' varied motivations in choosing these schools and observing how families experience—or fail to experience—a ""good fit"" after having chosen a particular school, Debs makes an original contribution to the literature on school choice and sheds light on the dilemmas entailed in maintaining diversity in progressive charter and magnet schools.

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Book SynopsisIn Districts That Succeed, long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement. Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts’ successes, including leadership, processes, and systems. Districts That Succeed reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture. Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts. With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, “change the path of poverty.”

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Book SynopsisTeacher Toolkit Guides transform the theory of education into practical ideas for your classroom.From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, this book illustrates how to give excellent feedback and maximise your pupils' learning, all while reducing teacher workloads.This book explores formative assessment, focusing on feed-up (comparing with the goal), feedback (responding to student progress) and feed-forward (clarifying the instruction). It includes strategies for nine types of feedback in the categories of verbal, non-verbal and written, which are supported by the latest research and brand new case studies from a range of schools and colleges. ''An eye-opening must-read for any teacher or leader.' Dr Martin Rigby, Deputy Principal, Runshaw College''Could this be the start of a feedback revolution? I believe it is!'' Marie Sweetlove-Smyth, CEO, Fortis Trust---------

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Book SynopsisFeaturing new illustrations and updated references, Spelling It Out Revised edition is an indispensable guide for anyone who lacks confidence in spelling, and an essential resource for parents and teachers of children at all stages of their spelling journey.Table of Contents1. Redefining spelling; 2. How do words work? Unravelling the threads; 3. How do we learn to spell?; 4. Planning a spelling program; 5. Assessing spelling; Appendix 1. Some stories about words; Appendix 2. Common English morphemes; Appendix 3. Ways into words; Appendix 4. Spelling scope and sequence.

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Book SynopsisSchools and systems face unprecedented challenges, such as falling attendance, recruitment, and retention issues; the validity of external monitoring of schools; and the advent of artificial intelligence (AI). In The Awkward Questions in Education, Al Kingsley tackles the tough, often-avoided issues plaguing the sector today.Drawing on over 35 years of experience, Kingsley explores the deep-seated challenges that many in education encounter daily and opens critical conversations that we need to have if weâre to enact real, sustainable change. Chapters address key questions such as the following: Are we teaching students the right skills for the future? Do we need more and different spaces to improve attendance and engagement? Is the system truly inclusive? How should we handle the integration of AI in classrooms? What can be done to solve the ongoing teacher recruitment and retention crisis? Featuring interviews with key stakeholders, including school leaders, policy-makers, teachers, and governors, this is a must-read for school leaders, multi-academy trusts (MATs), teachers, governors, trustees, and anyone passionate about the future of education.

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Book SynopsisSocial Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.

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Book SynopsisMerging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how ill-suited our minds and natural patterns of learning are to the prevailing modes of education. This reissue includes a new introduction by the author.

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Book SynopsisThe world’s most renowned critical theorist—who defined the field of postcolonial studies—has radically reoriented her thinking. Finding the neat polarities of tradition and modernity, colonial and postcolonial, no longer sufficient, she argues that aesthetic education is the last available instrument for implementing global justice and democracy.Trade ReviewGayatri Chakravorty Spivak’s latest collection of essays offers a timely reminder of what the real and powerful ends of education might be… [The essays] cover the breadth of an extraordinary intellectual career… The essays, for all their diversity, have the quality of a cumulative, long retrospection, a slow-burning consideration of what it means to teach, how faultily we do it and how we might do better by those who most want to learn and have least opportunity… It is, though, Spivak’s assertion, after Schiller, that an aesthetic education remains the strongest resource available for the cause of global justice and democracy. The homogenizing and pacifying effects of globalization, which Spivak so routinely lambasts, here, she argues, can never extend ‘to the sensory equipment of the experiencing being.’ And here she has never sounded more persuasive, identifying in arts education the evocation of a phenomenology at feeling and the engendering of critical thinking that are posited beyond the logic of capital. -- Shahidha Bari * Times Higher Education *Spivak is one of the most creative and influential scholars of the humanities of the past four decades; this volume shows the range and variety of her interests in topics ranging from Jacques Derrida, postcolonial studies, women in the Global South, migration in a global (arguably ‘planetary’) era, translation, and aesthetic education… She brings a profound knowledge of literary and cultural theory to her studies of ‘culture on the run, the vanishing present.’ Some of the essays here are classics, others will become so. -- K. Tölölyan * Choice *[A] rewarding series of meditations on the possibility of reading, learning, and teaching that would encourage the full flowering of cultural, sexual, and linguistic diversity and resist the homogenizing force of globalization… The gathered texts are a testament to a fundamental faith in the power of literature that is never less than inspiring. * Publishers Weekly *This captivating collection of lectures delivered over the course of a quarter century asks us to attend to the profoundly democratic possibilities of the imagination. Aesthetic education empowers us to apprehend and negotiate what Spivak calls the ‘double bind at the heart of democracy.’ At a time when the humanities are expected to genuflect before the sciences and privatization and professionalization displace knowledge, Spivak urges us not only to stand tall but to insist that ethical solidarities are only possible through the rigorous training of the imagination. -- Angela Y. Davis, University of California, Santa CruzSpivak remains an indispensable leader and guide in the exhilarating conceptual adventure—the trip—which, since the late sixties, we’ve called theory. Aesthetic Education presents us with lessons that she has learnt on the way—difficult, defiant, sober lessons for these unpromising times. They demand our attention. -- Simon During, University of Queensland

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Book SynopsisTable of ContentsDedication About the Author Acknowledgments Foreword Introduction Chapter 1: Planning for Variability Chapter 2: Emotionally Safe Environments Chapter 3: Options for Expression Chapter 4: Engaging Classrooms Chapter 5: Developing Expert Learners Chapter 6: Flexible Support and Intervention Chapter 7: Mastery Assessment and Grading Chapter 8: Looking Forward References

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Book SynopsisEducational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom.Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: Evidence-based education and the science of learning Basics of human cognitive processes Strategies for effective learnTrade Review"This book is incredibly useful for students, parents, and teachers alike. As a high school teacher, the information provided will only serve to better my classroom and my student’s understanding of learning. The content, both word and illustrations, creates an easily accessible text packed with material. I highly recommend Understanding How We Learn. I may order two copies because I’m sure I’ll be using and sharing the book often with my fellow teachers." - Blake Harvard, James Clemens High School, USA "Many educators are today advocating for evidence-based education. This book is an excellent source for the current evidence on ways to improve learning, as well as practical tips on how to use the strategies. The authors write for teachers, students, and parents. I highly recommend this book for all three groups." - Henry L. Roediger III, James S. McDonnell Distinguished University Professor of Psychology, Washington University, USA "In Understanding How We Learn Sumeracki and Weinstein urge educators, students and parents to pay less attention to intuition and pay more attention to research. The book then enables them to do that. As a result, they synthesise a huge wealth of research literature on cognitive science into a readable, practical guide that serves as a tool to transform teaching, and hence learning. Laced with anecdotes and examples that make this an essential read, the wealth of academic references mean that this book will be invaluable in transforming your institution, and the educators and students within it, to be more effective. An absolute must-read for all educators, teachers, and students." - Stuart Lock, Executive Principal of Bedford Free School and Director at Northampton Primary Academy Trust, UK"An accessible, fascinating journey through research methods, findings and application. If every teacher across our multi-academy trust could apply these findings (and there’s nothing so complicated here that this couldn’t be done), the benefits to student learning could be enormous." — Linda Ferris, Schools Week "Understanding how we learn: a visual guide should be recommended to every student, and for that matter their teachers. It draws on scientific research in psychology to explain what works and what doesn’t work when it comes to learning and recall."— Terry Freedman, ICT & Computing in Education Table of ContentsAcknowledgments Author Profile Illustrator Profile Part 1 Evidence-Based Education and the Science of Learning Chapter 1: Communication Breakdown Between Science and Practice in Education Chapter 2: Different Types of Evidence in Education Chapter 3: Is Intuition the Enemy of Teaching and Learning? Chapter 4: Pervasive Misunderstandings About Learning: How They Arise, and What We Can Do Part 2 Basics of Human Cognitive Processes Chapter 5: Perception Chapter 6: Attention Chapter 7: Memory Part 3 Strategies for Effective Learning Introduction Chapter 8: Planning Learning: Spaced Practice and Interleaving Chapter 9: Development of Understanding Chapter 10: Reinforcement of Learning: Retrieval Practice Part 4 Tips for Teachers, Students, and Parents Chapter 11: Tips for Teachers Chapter 12: Tips for Students Chapter 13: Tips for Parents Glossary

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Book SynopsisFamous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed. This edition includes a substantial new introduction by Carlos Alberto Torres, Distinguished Professor and Founding Director of the Paulo Freire Institute, UCLA, USA. Translated by Myra Bergman Ramos.Trade ReviewFreire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man. * Times Higher Educational Supplement *Table of ContentsEducation for Critical Consciousness and Deliberative Democracy: A Critical Reading of Paulo Freire’s Hermeneutic Contributions, Introduction by Carlos Alberto Torres, 2021 Introduction by Denis Goulet, 1973 Preface by Jacques Chonchol, 1968 Part I: Education as the Practice of Freedom 1. Society in Transition 2. Closed Society and Democratic Inexperience 3. Education versus Massification 4. Education and Conscientização 5. Postscript 6. Appendix Part II: Extension or Communication Chapter I Chapter II Chapter III

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Book SynopsisLawrence Edwards' clear and artistic exploration of the fascinating qualities of projective geometry illustrated with over 200 diagrams and exercises.

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Book SynopsisPhilip Kitcher''s The Main Enterprise of the World offers a sweeping vision of the goals of education. Kitcher considers the ways in which schools and universities should advance their goals, explores the social changes required to make high-quality education available to all, and argues that these reforms are economically sustainable. Kitcher build his arguments from three broad goals of education as an institution: career development and professionalization, civic participation, and human fulfilment. He shows that shifts in the workplace provide opportunities to focus on the latter two goals, and to liberate education from supposed economic constraints. By tying education to the strengthening of both individual lives and the foundations of democracy, he offers a humanistic rethinking of what education should try to achieve. Drawing on figures like Dewey, Mill, Atkinson, and others who have written deeply on education, both in theory and in practice, Kitcher offers an extensive reconsideration of how we might change our educational institutions to respond not just to the twenty-first century economy, but to the deeper need for lifelong human flourishing. The Main Enterprise of the World renews classical Pragmatism: with one eye on the ideal, and the other on the world, it presents a picture of education appropriate for our century.Trade ReviewA towering achievement, worthy of a place beside the classic works of John Dewey, J. S. Mill, and Rabindranath Tagore. Kitcher's radical and compelling idea is that contemporary societies have been designing education to suit jobs that currently exist, when instead we should be imagining an education system that serves the needs of personal fulfillment and interactive democratic citizenship, and designing other social institutions to support those goals. This is ideal theory in the very best sense: a clear-eyed road map of a difficult destination, together with practical proposals for reaching it, articulated with both clarity and an inclusive love of human beings. * Martha C. Nussbaum, University of Chicago *Philosophy of education, so vital and so neglected, receives a shot in the arm from Philip Kitcher's foundational, radical, and absolutely essential The Main Enterprise of the World. It also invigorates political theory, ethics, and wide range of other questions, as education—the building of a person—takes its place at the centre of human life. * Cheryl Misak, University of Toronto *A remarkable achievement that will attract the attention of philosophers of all stripes, including but not limited to philosophers of education, as well as economists, psychologists, and other social scientists and policy experts. Arguing for a radical reconceptualization of both educational practice and its philosophical, economic, and social underpinnings, Kitcher's Deweyan vision insists that educational activities must aim at the improvement of both individual and collective lives, and reconceives educational ideals as tools of diagnosis and improvement rather than utopian goals to be imperfectly approximated. Kitcher defends that vision artfully and brilliantly. His call for serious educational experimentation, and the several proposed experiments, are important and potentially game changing. The Main Enterprise of the World is a masterful book. * Harvey Siegel, University of Miami *Table of ContentsContents List of Abbreviations Preface Introduction Part I Chapter 1. Overload Chapter 2. Individuality Chapter 3. Fulfillment Chapter 4. Citizens Chapter 5. Moral Development Chapter 6. A Role for Religion? Part II Chapter 7. The Natural Sciences Chapter 8. The Arts Chapter 9. Understanding Ourselves Part III Chapter 10. Social Change Chapter 11. Utopia? Appendix 1 Appendix 2

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Book SynopsisSince the early Egyptians human beings have formalised the business of learning, setting up a designated environment of some form to pass knowledge and learning on to groups of students. In this second edition of his Very Short Introduction, Gary Thomas explores how and why education has evolved as it has, examining the ways in which it has responded over the centuries to various influences in politics, philosophy, and the social sciences. Focussing on education today, he considers especially the controversies over progressive versus formal teaching, and also examines education worldwide, assessing the accelerating trend on both sides of the Atlantic of the move to charter, academy, and ''free'' schools.The COVID-19 pandemic has dramatically accelerated moves to online learning in schools and universities, and in this new edition Thomas looks again at curriculums and what shape they should take in a rapidly changing world. He asks why action on race, gender and social inequality has borne so little fruit thus far, questioning the oft-made claim of education to be a force for social mobility, and offering an analysis on how education may develop over the coming century.Very Short Introductions: Brilliant, Sharp, Inspiring ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Trade ReviewIts stimulating, readable approach...make[s] sense of the principles, themes and connections in the continuing complex story of how contested ideas around education are put into policy and realised in practice. * William Scott, Professor Emeritus, University of Bath *Table of ContentsPreface 1: Beginnings 2: Oil and water: the formal and the progressive 3: The traditions unfold: ideas into practice 4: Big ideas from the 20th century 5: Analysts and theorists: what did they ever do for us? 6: The curriculum 7: School's out! References and further reading Index

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Book SynopsisDiverse international perspectives on the ways in which young childrenâs learning and care may be supported converge in this book. Traversing the field of early childhood education and care from its established philosophical underpinnings to 21st century research, policies, and practices, the contributions to this volume draw together past and present discourses as a basis for shaping future trajectories. In spite of a growing international consensus on the strong influence of early childhood experiences on lifetime outcomes, the nineteen chapters reveal contemporary early childhood pedagogy as a collection of spaces characterised by plurality, complexity, and dissonance. These characteristics signal the importance of recognising early childhood pedagogies: multiple models of practice for the many diverse learning and care contexts that have the capacity to value young children as individuals and enable each to flourish now and throughout their lives. Moreover, such characteristics disrupt notions that a single âoptimalâ early childhood pedagogy is either possible or desirable. This exciting global collection of empirical research reports and discursive papers provides inspiration to spark new reflections, fresh debates, and innovative endeavours among early childhood students, practitioners, researchers, and policymakers around the world. This book was originally published as a special issue of Early Child Development and Care. Table of Contents1. Early childhood pedagogies: spaces for young children to flourish 2. Who cares? Infant educators’ responses to professional discourses of care 3. Maternal thinking and beyond: towards a care-full pedagogy for early childhood 4. Pedagogy with babies: perspectives of eight nursery managers 5. Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter 6. Pedagogical positioning in play – teachers being inside and outside of children’s imaginary play 7. Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions 8. Children’s agentive orientations in play-based and academically focused preschools in Hong Kong 9. Estonian preschool teachers’ aspirations for curricular autonomy – the gap between an ideal and professional practice 10. Can we have an international approach to child-centred early childhood practice? 11. Developmentally universal practice: visioning innovative early childhood pedagogy for meeting the needs of diverse learners 12. An international perspective on value learning in the kindergarten – exemplified by the value forgiveness 13. Integrating praxeology: engaging early childhood students in service-learning pedagogy 14. Being a tour guide or travel companion on the children’s knowledge journey 15. Family pedagogy: parent–child interaction in shared book reading 16. Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary 17. ‘Pedagogic Strategies’: a conceptual framework for effective parent and practitioner strategies when working with children under five 18. Preschool teachers’ perceptions of children’s rough-and-tumble play (R&T) in indoor and outdoor environments 19. Outdoor play in preschools in England and South Korea: learning from polyvocal methods

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Book SynopsisActor-network theory (ANT) is enjoying a notable surge of interest in educational research. New directions and questions are emerging along with new empirical approaches, as educators bring unique sensibilities and commitments to the ongoing debates and reconfigurations that characterise ANT-inspired research. Ethics and politics are now figuring more prominently in ANT-related educational publications, as are educational policy and the critical studies of assessment practices. Research on digital technology in education has also attracted critical exploration with ANT approaches.This book gathers together articles that address important educational issues while showing creative theoretical and methodological possibilities for ANT studies in education. This book aims to locate these contributions within broader trajectories of inquiry in education and sociomaterial approaches considered worthy of attention, given the challenges facing educators today. It also raises critical questions about what appear to be certain oversights or less helpful ideas in what is emerging in the field.Table of ContentsIntroduction: How is actor-network theory contributing to educational research? A critical revisitation 1. We Have Never Been Latourian: Archaeological Ethics and the Posthuman Condition 2. Critique and Politics: A sociomaterialist intervention 3. Resettling notions of social mobility: locating refugees as ‘educable’ and ‘employable’ 4. Globalising assessment: an ethnography of literacy assessment, camels and fast food in the Mongolian Gobi 5. Policy matters: de/re/territorialising spaces of learning in Victorian government schools 6. Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development 7. Multiple enactments of method, divergent hinterlands and production of multiple realities in educational research 8. Short Cuts and Extended Techniques: Rethinking relations between technology and educational theory

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Book SynopsisThis book offers a comprehensive exploration of Steiner or Waldorf pedagogy and practice in schools. Drawing on key research, it traces the origins of Steiner education from the original Waldorf school and shows how this approach has since been adapted and applied in educational settings around the world. Outlining the educational philosophy of Steiner education, the book considers its unique features, such as its commitment to a pedagogical anthropology that takes the whole developing human being into account body, mind and spirit and the developmental approach that arises out of this. It sets out the specific curriculum and teaching approach alongside vignettes of teaching and learning situations adopted in Steiner educational settings to show how the approach works in practice. Offering a critical perspective on this teaching style, Rawson examines the contributions that Steiner education has made in different cultures and looks towards future developments inTrade Review"This book is very informative in its penetration of the complex ideas that constitutes the grounds for Waldorf pedagogical practice(s). Furthermore, it opens up the relatively unknown world of Waldorf schools by pointing out many mainstream (more or less) academic theories and perspectives, from which Waldorf pedagogy can also – at least partly – be understood." - Bo Dahlin, The Philosophy of Education Society of Great BritainTable of ContentsForeword (Gert Biesta). Acknowledgements. About the Author. Introduction. Birthdays. Good practice-dubious theory. The authors position. Steiner and/or Waldorf. References. Part 1 Rudolf Steiner and the origins of his educational ideas . Rudolf Steiner: "Stranger in a strange land". Biography and biographical mythos. Key stages in a varied career What motivated Steiner? Grand narrative or grand narratives? An epistemological and philosophical basis for Waldorf education. Who thinks? Knowledge as a productive activity. Working with a spiritual perspective. Steiner’s experiences as a teacher and tutor. Education as part of the cultural domain, free from political or economic determination. The Education of the Child 1907. Steiner’s spiritual anthropology. References. Part 2 Generative principles of teaching and learning. Generative principles and how to work with them. Five vignettes: The lower school main lesson. Optics in grade 7. A craft project. Art history grade 10. A foreign language lesson in grade 12. Generative principles for teaching and learning. 1.Waldorf education takes the spiritual dimension seriously. 2. Sense of coherence is the basis for healthy learning and well-being. 3. The quality of learning depends on the quality of the teacher’s preparation. 4. Children and young people need to be ready to learn and they need time to learn. 5. Learning is a rhythmical process. 6. The learning processes are structured over time. 7. Block teaching strengthens learning dispositions. 8. Direct experience is the basis for good learning. 9. Activating the imagination through vivid pictorial descriptions and images is another powerful starting point for learning. 10. A phenomenological approach enables the organic growth of knowledge. 11. The teaching must be artistic. 12. The self-activity of the students is essential to learning. 13. Good teaching and learning depends on the development of the senses. References. Part 3 Communities of Learning: generative principles. 14. The Waldorf class is a learning community. 15. Teachers support their pupils’ learning and development by generating knowledge of them using assessment for learning. 16. The teachers are a collegial learning community with responsibility for the educational leadership of the school. 17. Curriculum presents the entire pedagogy including content, methods and learning outcomes in the form of competences. 18. There are a number of pathways to becoming a Waldorf teacher. References. Part 4 Waldorf education and the academy: positions, research and outlook. Introduction. Reception problems. Critique as polemic. Some key perspectives on Waldorf education. Alumni research. Studies of pupils in schools. References. Part 5 Waldorf schools around the world. The literature. Overview of the phases. After the wall came down. Waldorf inspired ideas in the world. Emergency education. References. Conclusions. References. Index.

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Book SynopsisHome Schooling and Home Education provides an original account of home education and examines ways in which the discourses of home education are understood and contextualised in different countries, such as the UK and USA. By exploring home education in the global and local context of traditional schooling, the book bridges a much-needed gap in educational and social scientific research. The authors explore home education from two related perspectives: firstly how and why home education is accessed by different social groups; and secondly, how these groups are perceived as home educators. The book draws upon empirical case study research with those who use home education to address issues of inequality, difference and inclusion, before offering suggestions for viable policy shifts in this area, as well as broadening understandings of risk and marginality. It engages and initiates debates about alternatives to the standard schooling model within a critical sociologicaTrade Review"This original text brings together for the first time discussion of how different identity categories are articulated in experiences of home education. Based upon detailed research with families who home educate their children, its focus upon risk is conceptually innovative and illuminates striking differences in the motivations and experiences of diverse home-educating families. The book’s findings – particularly in terms of race, religion and special educational needs – provide a much-needed stimulus for academic and policy debate about educational provision, social justice, and children’s rights."Professor Peter Kraftl, University of Birmingham, UK"Over the years, there has been very little on the subject of home education, especially in the UK. ‘Home Schooling and Home Education’ therefore provides an essential contribution to the field. Moreover, home education is a very sensitive subject and many have avoided addressing the topic. For this reason, this book is particularly helpful as it brings to the forefront and addresses the risks in relation to home educated children. The reader is provided with a comprehensive overview of the different issues at play across the global and local context of traditional schooling. A compelling and fascinating read."Dr. Kate D’Arcy, University of Bedfordshire."Its innovative focus is on concepts of risk, both from the point of view of society as a whole and from the subjects in the detailed case studies. By examining home education from the point of view of risk, this book is successful in giving a voice to home educators choosing the approach specifically to manage risks within their children’s lives."Wendy Charles-Warner. PEN Journal "The purpose of this study is neither to promote nor criticize home education, but rather to explore the experiences of very different types of home education families, with a particular focus on their reasons for home education. The book draws on 33 case studies from home educating failies in England."— Family Education Trust BulletinTable of Contents1 Introduction2 Global Perspectives of Home Education3 Situating Home education in global education economies4 Middle class families: ‘our children do better at home’5 Gypsies and Travellers: ‘we have always educated our children at home’6 Religion: ‘we want our children to learn specific values’7 Special educational needs and disability: ‘most schools don’t want and have never wanted our children’8 Race and ethnicity: local, global or cosmopolitan identities?9 Conclusions: home education, risk and belonging

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Book SynopsisFuture-oriented education needs to invest in the connectivity between learning and working in order to realise its full potential. This book presents guiding principles on how to build these successful connections. By taking an educational perspective and enriching it with insights from human resource development, this book explores the why, how and what of designing for connectivity.This edited volume presents the current knowledge about educational practices and principles that help to realise connectivity between learning and working experiences. Introducing the central perspectives of workplace learning and learning environments at the boundary of school and work, this book presents key research that examines how educators and professionals from organisations and schools can come together with the purpose of realising connectivity in educational programmes. Empirical research showcasing both theoretical and practical insights from real life cases are at the heart of this Table of ContentsPreface Section 1: Setting the stage 1.1 Connectivity between education and work: Theoretical Models and Insights 1.2 Rethinking the Connective Typology of Work Experience: the challenge of learning through internship 1.3 Integrating workplace learning in formal educational programmes Section 2: Designing across boundaries 2.1 Teacher externships: designing a boundary crossing professional development initiative in higher education 2.2 Learning at the Interface of Higher Education and Work: Experiences of Students, Teachers and Workplace partners 2.3 Boundary crossing in vocational education and research: the case of Regional Learning Section 3: Boundary objects for connectivity 3.1 Teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education 3.2 Digital tools as boundary objects to support connectivity in dual vocational education: Towards a definition of design principles Section 4: Guidance for connectivity 4.1 Fostering students’ reflection and employability competences through a mentoring programme in higher education 4.2 Collaborative Communication between Teachers and Company Supervisors for Integrative Teaching: An Exploratory Study in Australia, Germany and Switzerland. 4.3 Pedagogic strategies at the boundary of school and work Conclusion: On principles for connectivity

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Book SynopsisThis book makes an intervention in a long-standing discussion by arguing that education should be world-centred rather than child-centred or curriculum-centred. This is not just because education should provide students with the knowledge and skills to act effectively in the world, but is first and foremost because the world is the place where our existence as human beings takes place.In the seven chapters in this book Gert Biesta explores in detail what an existential orientation to education entails and why this should be an urgent concern for education today. He highlights the importance of teaching, not understood as the transmission of knowledge and skills but as an act of (re)directing the attention of students to the world, so that they may encounter what the world is asking from them. The book thus shows why teaching matters for education. It also highlights the unique position of the school as the place where the new generation is given the time to meet the world andTrade ReviewWith theoretical beauty and practical elegance, Gert Biesta continues to regale us with an approach to education which, while sustaining its immanence and autonomy, remains open to new possibilities and innovative spaces. He does this by putting a spot-light on education’s existential(ist) questions; questions that matter for what those who live through education, and will continue to take with them throughout their life. Indeed, what is taken is not a product but an art and ability to sustain one’s own being in the world; indeed, a way of becoming the world itself. In this book Biesta completes a wider project where, without unnecessarily antagonizing the educational establishment, he robustly critiques the paradigmatic status quo by which education has become paralyzed between the four angles of conservative, liberal, progressive and critical educationalism. Biesta’s originality is found in how he chooses to stay away from this impasse. Instead, he offers new horizons over which we are empowered to do education associatively and convivially.John Baldacchino, Professor, School of Education, University of Wisconsin-MadisonEducational life should never just be about adapting to circumstances, neither about looking out for the future. Life is here and now, and so is education…In this now-or-never-space, education should bring in the world to ´speak´ to the children. Gert Biesta´s call, with Bertolt Brecht, is not to serve the children nor satisfy them, but to interest them in the world. World-Centered Education is not just another scholarly book speaking in theoretical language to, and with, other scholars. Gert Biesta is speaking directly to the reader – pointing at the world, pedagogy and education, in an exciting, electrifying and personal style.Laerke Grandjean (https://www.laerkegrandjean.dk/)Table of Contents1 - WHAT SHALL WE DO WITH THE CHILDREN?; 2 - WHAT KIND OF SOCIETY DOES THE SCHOOL NEED?; 3 - THE PARKS-EICHMANN PARADOX AND THE TWO PARADIGMS OF EDUCATION; 4 - SUBJECTIFICATION REVISITED; 5 - LEARNIFICATION, GIVENNESS, AND THE GIFTS OF TEACHING; 6 - FORM MATTERS: ON THE POINT(ING) OF EDUCATION; 7 - WORLD-CENTRED EDUCATION

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Book SynopsisConcerns over affordability and accountability have tended to direct focus away from the central aims of liberal learning, such as preparing minds for free inquiry and inculcating the habits of mind, practical skills, and values necessary for effective participation in civil society. The contributors to this volume seek to understand better what it is that can be done on a day-to-day basis within institutions of liberal learning that shape the habits and practices of civil society.The central argument of this volume is that institutions of liberal learning are critical to a developing and flourishing civil society. It is within these civil society incubators that the habits of open discourse are practiced and honed; that a collaborative (often contentious) commitment to truth seeking serves as the rules that govern our work together; that the rules of personal and widespread social cooperation are established, practiced, and refined. Many have made this argument as it relates to community based learning, and we explore that theme here as well. But acquiring and practicing the habits of civil society recur within and throughout the college contextâin the classrooms, in college governance structures, in professional associations, in collaborative research, in the residence halls, and on the playing field. To put it another way, when they are at their best, institutions of liberal learning are contexts in which students learn how to live in a free society and learn the art of self-governance.Table of ContentsPart I: Cultivating the Habits of Self-Governance in the Classroom 1. Knowledge and Community in the Undergraduate Classroom 2. On "Strongly Fortified Minds": Self-restraint and cooperation in the discussion tradition 3. Teaching the Art of Speaking Across Ideological Paradigms Part II: Place, Community and Context: Cultivating the habits of self-governance beyond the traditional classroom 4. More than Community-Based Learning: Practicing the liberal arts 5. Developing the Art of Self-Governance: Teaching the role of place in associative life Part III: The Generative Power of Social Abrasion and Social Spaces 6. The Essential Role of Abrasion in Developing Healthy Institutions of Liberal Learning 7. Communities of Liberal Learning and Social Spaces Part IV: Self-Governing Norms and Practices Across the Academy 8. Polycentricity and the Principles of Effective Co-Governance: What the Bloomington School can teach us 9. Meaningful Change Comes from the Shop Floor: Generating, growing and governing in liberal education 10. Academic Freedom as a Basis for Self-Governance

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Book SynopsisAttainment and Executive Functioning in the Early Years combines knowledge and understanding from research with operational skills from practice in the early years. It presents the development of a sense of self which occurs between birth and five years, the effect of adverse childhood experiences, and the link to executive functioning in adulthood.The book supports the development of expertise which can be applied to enhance inclusive pedagogy, to nurture attainment and to contribute to life-long learning. It explores practice approaches which support children to gain a sense of self, to recognise the needs of others and to achieve fulfilment by operating with purpose. Research is accessed to gain knowledge and understanding of the complex processes which result in a demonstration of executive functioning in childhood.Attainment and Executive Functioning in the Early Years will be of great interest to academics, researchers and postTrade Review"This experienced and knowledgeable author once again provides a stimulating and insightful read aimed at Early Years practitioners but with relevance to educators in all fields given the focus on lifelong learning. This publication highlights the importance of applying theory and research in everyday practice in order to enhance inclusive pedagogy. The level of knowledge and understanding of theory and research in practice is demonstrated within this publication through examples from the authors’ extensive personal experience.The concepts of executive functioning not only in relation to attainment but importantly to an individual’s lifelong learning journey highlights the unique contribution each child brings to the world. This publication is an important contribution to developing practitioners’ expertise in providing inclusive lifelong learning." Tracey Murray, Community Learning and Development Practitioner and Doctoral Researcher, The University of the West of Scotland.Table of Contents1. The Autobiographical Sense of Self2. Implementation Gap and Professional Development3. Intra-personal and Inter-personal Communication4. Attainment and Executive Functioning5. Intergenerational Impact and Executive Functioning

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Book SynopsisThe emerging field of Data Science has had a large impact on science and society. This book explores how one distinguishing feature of Data Science its focus on data collected from social and environmental contexts within which learners often find themselves deeply embedded suggests serious implications for learning and education.Drawing from theories of learning and identity development in the learning sciences, this volume investigates the impacts of these complex relationships on how learners think about, use, and share data, including their understandings of data in light of history, race, geography, and politics. More than just using real world examples' to motivate students to work with data, this book demonstrates how learners' relationships to data shape how they approach those data with agency, as part of their social and cultural lives. Together, the contributions offer a vision of how the learning sciences can contribute to a more expansive, socially awareTable of Contents1. Introduction: Situating Data Science—Exploring How Relationships to Data Shape Learning 2. At Home with Data: Family Engagements with Data Involved in Type 1 Diabetes Management 3. Examining Spontaneous Perspective Taking and Fluid Self-to-Data Relationships in Informal Open-Ended Data Exploration 4. Learning at the Intersection of Self and Society: The Family Geobiography as a Context for Data Science Education 5. Authoring Data Stories in a Media Makerspace: Adolescents Developing Critical Data Literacies 6. From Data Collectors to Data Producers: Shifting Students’ Relationship to Data, Lisa Hardy 7. Scripts and Counterscripts in Community-Based Data Science: Participatory Digital Mapping and the Pursuit of a Third Space 8. Learning to Reason with Data: How Did We Get Here and What Do We Know? 9. Educating Data Scientists and Data Literate Citizens for a New Generation of Data

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Book SynopsisThe Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly.The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how âgoodâ education functions as an âenabling rightâ, impacting positively on many other areas. The bookâs scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs. Table of ContentsForeword Wolfgang Lutz Introduction: Education in, through and for sustainable development 1. People: Enabling physical, mental, and socioemotional wellbeing 2. Planet: Ensuring environmental sustainability and equity 3. Prosperity: Building inclusive, sustainable communities 4. Peace: Establishing positive peace and stable societies 5. Partnership: Promoting equitable networks for sustainable development Conclusion: Looking within, across, and beyond the five Ps of sustainable development

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Book SynopsisThis engaging book offers an in-depth introduction to teaching mathematics through problem-solving, providing lessons and techniques that can be used in classrooms for both primary and lower secondary grades. Based on the innovative and successful Japanese approaches of Teaching Through Problem-solving (TTP) and Collaborative Lesson Research (CLR), renowned mathematics education scholar Akihiko Takahashi demonstrates how these teaching methods can be successfully adapted in schools outside of Japan. TTP encourages students to try and solve a problem independently, rather than relying on the format of lectures and walkthroughs provided in classrooms across the world. Teaching Mathematics Through Problem-Solving gives educators the tools to restructure their lesson and curriculum design to make creative and adaptive problem-solving the main way students learn new procedures. Takahashi showcases TTP lessons for elementary and secondary classrooms, showing how teachTrade Review"Akihiko Takahashi has been at the heart of Teaching Through Problem-Solving (TTP) from its very beginnings in Japan, first as a master teacher, and then as a researcher and coach. In this volume he brings the central ideas of TTP to Western readers. If you’ve wondered why Japanese teachers and students do so well at mathematics, this book will show you why and show you how." - Alan Schoenfeld, Series Editor, from the ForewordTable of ContentsForeword by Alan Schoenfeld, Series Editor Preface Chapter 1 Development and Major Concepts of Japanese "Teaching Through Problem-Solving" (TTP) 1.1 The Need to Move Beyond the Lecture Method1.2 What is Japanese TTP?1.3 Progression of TTP in Japan1.4 The TTP Classroom1.5 The Four Kinds of Whole Class Discussions (Neriage) in TTP1.6 Types of TTP lessonsChapter 2 TTP Lessons You Can Use2.1 TTP Lessons to Develop Conceptual and Procedural Understandings2.2 TTP Lessons to Expand Understanding2.3 TTP Lessons with Multiple Correct SolutionsChapter 3 Designing Your Own TTP Lessons3.1 Kyouzai Kenkyuu, the Necessary Groundwork3.2 Modify Existing Problems to Create TTP Lessons3.3 How to Write a TTP Lesson PlanChapter 4 How TTP and Collaborative Lesson Research Can Change Your School4.1 Jyugyou Kenkyuu, Japan’s Professional Development Program4.2 Using CLR at Your School to Implement TTP4.3 Advantages of CLRIndex

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Book SynopsisThis book explores the contribution of and art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970.Part memoir, part conversation and part reflection, the book provides a unique insider perspective on the pedagogical work of this extraordinary local project, which continues to be a source of inspiration to early childhood practitioners and policy makers worldwide.Vea's writing, full of beautiful examples, draws the reader in as she explains the history of the atelier and the evolving role of the atelierista. Key themes of the book include: processes of learning and knowledge construction the theory of the hundred languages of childhood and the role of poetic Table of ContentsSeries Editors' Introduction: Invitation to the Dance 1. Introduction 2. Aesthetics/Poetics 3. A General Overview 4. The Bicycle Metaphor 5. The Long View of Organisation 6. An Ethic Community 7. Environments 8. Professional Marvellers 9. Visible Learning 10. We Take Up the Walk Again 11. The Loris Malaguzzi International Centre 12. Blue Flowers, Bitter Leaves

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Book SynopsisSince its first publication, Action Research: Principles and Practice has become a key text in its field. This new updated edition clearly describes and explains the practices of action research and its underlying values, and introduces important new ideas, including: all professionals should be reflective practitioners; they should produce their personal theories of practice to show how they are holding themselves accountable for their educational influences in learning; the stories they produce become a new people's history of action research, with potential for influencing new futures. This new edition has expanded in scope, to contribute to diverse fields including professional development across the sectors and the disciplines. It considers the current field, including its problems as well as its considerable hopes and prospects for new thinking and practices. Now fully updated, this book contains:<Trade Review"Action Research: Principles and Practice clearly, and passionately, addresses the questions ‘how?’ and ‘why?’ adopt an action research approach to ones practice. McNiff demonstrates throughout the book that she lives the values that she is espousing. The way she brings together her passion for creating positive change through action research with the need for rigour in the way the research is carried out reminds us that she is, at the same time, advocate, campaigner, educator and academic."- Mark Robson, York St John UniversityTable of ContentsPart I. What do we know? The principles of action research Chapter 1. What do we know? The principles of action research Chapter 2. How do we come to know it? Linking theory and practice Chapter 3. Who has influenced our thinking? Key theorists, old and new Chapter 4. What do we need to know? How can we develop the work? Part II. What do we do? The practices of action research Chapter 5. How to do action research Chapter 6. Practical issues Chapter 7. Making sense of the data and generating evidence Chapter 8. Validating and legitimating claims to knowledge Part III. How do we share our knowledge? Stories from the field Chapter 9. Action research across the disciplines and professions Chapter 10. Action research for social change Chapter 11. Action research and communities and cultures of enquiry Chapter 12. Action research for global sustainability Part IV. What is the significance of our knowledge? How do we communicate it? Chapter 13. Producing and presenting action research reports Chapter 14. Demonstrating impact: Explaining the significance of our action research Part V. Whither action research? Chapter 15. New directions in action research Chapter 16. So …what do we know now? What do we need to know?

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Book SynopsisThis fully updated, fourth edition of An Introduction to the Study of Education provides a comprehensive and reflective introduction to the study of education, inviting students to question what education is, who it is for and what purpose it serves. Taking the reader from the early years through to lifelong learning, it examines all forms of education and learning.This new edition includes ten completely new chapters and a step-by-step guide to essay writing. There is also a companion website to accompany the book, featuring additional chapters which can be visited at www.routledge.com/cw/matheson.This fully updated, fourth edition provides: a full exploration of the historical, sociological, philosophical and psychological roots of education; a clear focus on the individual levels of education preschool, compulsory, post-compulsory and lifelong learning; the latest debates wiTable of Contents1. What is education? David Matheson 2. Ideology in education in the United Kingdom Catherine Matheson 3. Theories of learning: constructive experience Reg Dennick 4. Thinking philosophically about education; thinking educationally about philosophy Gert Biesta 5. Psychology in education Graham Mitchell 6. Learning styles: implications for teaching and learning John Pelley 7. Assessment Tim Heywood 8. Social and spatial disparity in the history of school provision in England from the 1750s to the 1950s Colin Brock 9. Schooling in Ireland: policy and practice from penal times to the present day Deirdre Raftery and Martina Relihan 10. Education in Scotland David Matheson 11. Education in Wales Alison Murphy 12. Early childhood education and care in the UK Alice Mongiello 13. Compulsory education in the United Kingdom Ian Menter, Carmel Gallagher, Louise Hayward and Dominic Wyse 14. Post-compulsory education (further and higher education) Catherine Matheson and Philip Woodward 15. Lifelong learning Catherine Matheson and David Matheson 16. Comparing educational systems Trevor Corner and Nigel Grant 17. Education and development: the contribution of comparative education Dominique Groux 18. Special educational needs in context: a historical overview Mary Kellett 19. ‘Race’, ethnicity and education: the English experience John Stanley 20. Schooling and social class Michael Wyness 21. Gender in education Jane Martin 22. Debates in educational research Abdeljalil Akkari and Bernard Wentzel 23. Research in professional contexts Catherine Matheson and David Matheson 24. Afterword: now that I have read about education, how do I write about it? David Matheson Online. Global health education: a transformative learning challenge in undergraduate medical education Raúl Pardíñaz-Solís and Adrian Hastings Online. Accidentally learning to play the violin; or what use is my autobiography in researching lifelong learning? David Matheson Online. E-Learning Heather Rai Online. Learning from mistakes: the Barrowfield Project in Glasgow, Scotland Online Catherine Matheson and David Matheson

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Book SynopsisThis was the first book which globally surveyed the impact of the Second World War on schooling. It offers fascinating comparisons of the impact of total war, both in terms of physical disruption and its effects on the ideology of schooling. By analysing the effects on the education systems of each of the participant nations the contributors throw new light on the responses made in different parts of the globe to the challenge of world-wide conflict. Table of ContentsEducation in England during World War II, Roy Lowe; schooling for little soldiers - German education in World War II, Geoffrey Giles; Soviet schools in the great patriotic war, John Dunstan; schooling Uncle Sam's children - education in the USA, 1941-45, Ronald D. Cohen; education in wartime Japan, 1937-45, Richard Rubinger; Italian education during World War II - remnants of failed Fascist education, seeds of the new schools, Richard J. Wolff; war and educational reconstruction in Belgium, France and the Netherlands, 1940-47, Guy Neave; education as resistance - the Polish experience of schooling during the war, Jozef Krasuski; war and peace - the effects of World War II on Hungarian education, Attila Horvath; the impact of World War II on education in Britain's colonial empire, Clive Whitehead; World War II and the secondary school curriculum - a comparative study of the USA and Australia, Andrew Spaull; the Scottish school system, educational reform and World War II, John Lloyd; "Our dear Channel Islands" - a survey of education in Jersey during the German occupation, 1940-45, Janet Likeman; re-education - remedial training in democratic modes of thought and behaviour - the re-education scheme of the British military government in the administrative district of Cologne (1946), Hans Jurgen Apel.

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Book SynopsisJohn Dewey (1859 - 1952) was the dominant voice in American philosophy through the World Wars, the Great Depression, and the nascent years of the Cold War. With a professional career spanning three generations and a profile that no public intellectual has operated on in the U.S. since, Dewey''s biographer Robert Westbrook accurately describes him as the most important philosopher in modern American history.In this superb and engaging introduction, Steven Fesmire begins with a chapter on Dewey's life and works, before discussing and assessing Dewey''s key ideas across the major disciplines in philosophy; including metaphysics, epistemology, aesthetics, ethics, educational philosophy, social-political philosophy, and religious philosophy.This is an invaluable introduction and guide to this deeply influential philosopher and his legacy, and essential reading for anyone coming to Dewey''s work for the first time.Trade ReviewA CHOICE Outstanding Academic Title, 2015'Evenhanded and charitable throughout, this introduction avoids the easy dismissal and well-intentioned adulation that often plagued assessments of Dewey’s work throughout the 20th century. … This book is superb in showing the interconnectedness of Dewey’s philosophy, with each chapter building on the ideas developed in previous ones. … In summary, this introduction is a rich and thought-provoking walk through the philosophy of Dewey, which will surely benefit both students and scholars alike. Summing Up: Essential. All readers.' - J. A. Fischel, CHOICE'Fesmire demonstrates the vital relevance of Dewey’s ideas today, not only for philosophers but for anyone willing to think hard about the problems of our times. Lucid, informed, and admirably wide-ranging, this book is a superb introduction to the many-sided reflections of America’s greatest philosopher.' - Philip Kitcher, Columbia University, USA'Fesmire has done an exemplary job of making Dewey accessible to readers who may have little or no background in philosophy. His account is highly accessible and rich in relevant, contemporary examples.' - Larry A. Hickman, Director: Center for Dewey Studies, Southern Illinois University - Carbondale, USA'Students of Dewey who read this book will come away with an understanding of his philosophy in the round. The key concepts that bring coherence to his writing over seventy years are communicated in an approachable, yet nuanced way which provides a fresh and masterful analysis for all those interested in Dewey studies, the new and the well-initiated alike.' - Molly Cochran, Oxford Brookes University, UK'A fresh interpretation that combines accurate scholarship with exceptionally imaginative illustrations of Dewey’s theories. Fesmire’s account is both appreciative and critical, willing to test Dewey’s ideas against contemporary examples drawn from art, technology, economics, environmentalism, Eastern philosophy, and education.' - David L. Hildebrand, University of Colorado Denver, USA'A crisply written, deftly argued introduction to the thought of John Dewey. Fesmire has taken Dewey's oceanic philosophy and presented it with the clarity of constellations in the winter night sky. He balances a broadly informed historical perspective with keen concerns for contemporary social and ecological issues revealing the bearing and limitations of Dewey for our times.' - Thomas Alexander, Southern Illinois University - Carbondale, USA'Fesmire provides an exploration of Dewey’s philosophy that the novices will prize as a clear, concise and comprehensive introduction, and that experts will respect for its depth of insight and understanding.' - Jim Garrison, Virginia Tech, USA'This book fills an important role in making Dewey teachable in a variety of contexts. Not only will it be informative to students of American philosophy, it also provides a way to include Dewey in more general philosophy courses. Fesmire does an admirable job of presenting Dewey in a way that allows the reader to see how Dewey's views on central philosophical issues compare with other more commonly read philosophers. This is a valuable resource.' - Erin McKenna , Pacific Lutheran University, USAA CHOICE Outstanding Academic Title, 2015'Evenhanded and charitable throughout, this introduction avoids the easy dismissal and well-intentioned adulation that often plagued assessments of Dewey’s work throughout the 20th century. … This book is superb in showing the interconnectedness of Dewey’s philosophy, with each chapter building on the ideas developed in previous ones. … In summary, this introduction is a rich and thought-provoking walk through the philosophy of Dewey, which will surely benefit both students and scholars alike. Summing Up: Essential. All readers.' - J. A. Fischel, CHOICE'Fesmire demonstrates the vital relevance of Dewey’s ideas today, not only for philosophers but for anyone willing to think hard about the problems of our times. Lucid, informed, and admirably wide-ranging, this book is a superb introduction to the many-sided reflections of America’s greatest philosopher.' - Philip Kitcher, Columbia University, USA'Fesmire has done an exemplary job of making Dewey accessible to readers who may have little or no background in philosophy. His account is highly accessible and rich in relevant, contemporary examples.' - Larry A. Hickman, Director: Center for Dewey Studies, Southern Illinois University - Carbondale, USA'Students of Dewey who read this book will come away with an understanding of his philosophy in the round. The key concepts that bring coherence to his writing over seventy years are communicated in an approachable, yet nuanced way which provides a fresh and masterful analysis for all those interested in Dewey studies, the new and the well-initiated alike.' - Molly Cochran, Oxford Brookes University, UK'A fresh interpretation that combines accurate scholarship with exceptionally imaginative illustrations of Dewey’s theories. Fesmire’s account is both appreciative and critical, willing to test Dewey’s ideas against contemporary examples drawn from art, technology, economics, environmentalism, Eastern philosophy, and education.' - David L. Hildebrand, University of Colorado Denver, USA'A crisply written, deftly argued introduction to the thought of John Dewey. Fesmire has taken Dewey's oceanic philosophy and presented it with the clarity of constellations in the winter night sky. He balances a broadly informed historical perspective with keen concerns for contemporary social and ecological issues revealing the bearing and limitations of Dewey for our times.' - Thomas Alexander, Southern Illinois University - Carbondale, USA'Fesmire provides an exploration of Dewey’s philosophy that the novices will prize as a clear, concise and comprehensive introduction, and that experts will respect for its depth of insight and understanding.' - Jim Garrison, Virginia Tech, USA'This book fills an important role in making Dewey teachable in a variety of contexts. Not only will it be informative to students of American philosophy, it also provides a way to include Dewey in more general philosophy courses. Fesmire does an admirable job of presenting Dewey in a way that allows the reader to see how Dewey's views on central philosophical issues compare with other more commonly read philosophers. This is a valuable resource.' - Erin McKenna , Pacific Lutheran University, USATable of ContentsIntroduction 1. Life and Works 2. Metaphysics Reconstructed 3. Epistemology Reconstructed 4. Ethics Reconstructed 5. Social-Political and Educational Philosophy Reconstructed 6. Aesthetics and Technology Reconstructed 7. Religious Philosophy Reconstructed 8. Influence and Legacy. Index

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Book SynopsisA democratic, ethical leader integrates democracy, social justice, and school reform through dialogue and is guided by a sense of responsibility to students, families, and the community. Democratic Ethical Educational Leadership presents a cohesive framework for aspiring and practicing leaders to explore the complex nature of leadership that can support democratic citizenry and social responsibility.Organized around the 5 New DEEL visions for leadership, chapters illustrate real people who embody these principles. This compelling vision for educational leadership, combined with diverse and vibrant examples of leadership in action, will serve as a critical guide for the rising generation of democratic ethical educational leaders in the US and abroad. Presenting contextualized, practical instances of this approach to leadership, this book will inspire educational leaders to reflect upon their practice and reach their potential as democratic leaders.Special FeatureTrade Review"This book is a powerful example of how a committed group of scholars can explore, advocate, and illustrate what democratic, ethical educational leadership means for students, teachers, leaders, and communities. I cannot imagine a more relevant and powerful response to our time; these editors and authors help us to ‘reclaim educational reform by advocating democratic, ethical educational leadership.’"--Gary M. Crow, Professor of Educational Leadership, Indiana University"This book is for anyone who is concerned about the moral aims of education today. With stories about inspired, ethical, democratic and courageous leaders, Gross and Shapiro remind us that doing the right thing as a leader is always a choice, regardless of circumstances or conditions. This book challenges readers to reassess what we may believe to be insurmountable obstacles to inclusive, ethical, caring, and socially just leadership practices in today's schools. Gross and Shapiro offer new hope to all leaders who struggle to do the right thing in education."--Colleen L. Larson, Chair of the Department of Administration of Leadership and Technology and Associate Professor of Educational Administration, NYU Steinhardt School of Culture, Education and Human DevelopmentTable of ContentsDedication Preface Chapter 1: Introduction Section One: ResponsibilityChapter 2: Maintaining a Commitment to Democracy (in spite of High Stake Standardized Testing)Donnan StoicovyChapter 3: A Leader Embodied Ethics, Equitable Policies, and a Community of CareJudith Aiken, Cynthia Gerstl-Pepin, and Jill Mattuck TaruleChapter 4: A Co-operative Response to Entrepreneurial and Competitive Pressures Philip A. WoodsChapter 5: The Transformational Leader as a Thought Criminal Fenwick W. EnglishSection Two: Community-Building Leaders amidst Turbulence Chapter 6: The Importance of Building Community: A Preschool Director's Experiences on 9/11/01Susan Shapiro Chapter 7: The Transformation of a School District from Energy Hog to Energy Star Lisa Kensler and Cynthia UlineChapter 8: On Leadership for Community Schooling Peter V. Lisenfeld and William C. FrickChapter 9: How Turbulence Can Be Used to Shield or Facilitate Change: A Dean’s ExperienceBarbara S. Di ToroSection Three: Democracy, Social Justice, and School ReformChapter 10: Sturm und Drang: Building "The Most Elegant Financing System in the Country."William J. MathisChapter 11: Rebecca Davis: Using the Arts to Make People Think and Remember Issues of Global SustenanceJoseph Polizzi Chapter 12: Student Voice in School Reform: The Madison High School Youth Governance Model Marc BrasofChapter 13: Daanaa Abdullah: Exemplar of Community Leadership Quisar Abdullah Section Four: Ethical Decision-MakingChapter 14: Rachel’s Challenge: A Caring ConnectionLynne Blair Chapter 15: Reclaiming School Reform from Duty to CareValerie A. StoreyChapter 16: The Limits of a Single CandlePatricia A.L. EhrensalChapter 17: Mr. Murray vs. Merit PayPeter Brigg Section Five: Career as a CallingChapter 18: Moral Courage of Viktor E. Frankl: An Exemplary LeaderAnthony H. Normore and Jeffrey S. BrooksChapter 19: A Question of resources: How Should Public Education Funds Be Spent?Marla IsraelChapter 20: In Search of Seamless EducationChristopher M. Branson, Michele Morrison, and Rachel McNaeChapter 21: A Bullied Boy Who Grew Up to Change School ClimateRoger Barascout Conclusion: Sharing Values, Theories, Praxis, Curriculum and PedagogyContributor Biographies

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Book SynopsisThe Hidden History of Early Childhood Education provides an understandable and manageable exploration of the history of early childhood education in the United States. Covering historical, philosophical, and sociological underpinnings that reach from the 1800s to today, contributors explore groups and topics that have traditionally been marginalized or ignored in early childhood education literature. Chapters include topics such as home-schooling, early childhood education in Japanese-American internment camps, James Jimmy Hymes, the Eisenhower legacy, Constance Kamii, and African-American leaders of the field. This engaging book examines a range of new primary sources to be shared with the field for the first time, including personal narratives, interviews, and letters. The Hidden History of Early Childhood Education is a valuable resource for every early childhood education scholar, student, and practitioner.Trade Review"The various contributions here offer glimpses of the interesting and uneven history of early childhood education...A constant theme is the ongoing stuggle of early childhood educators to gain respect for young children's abilities to construct knowledge from their own interests and interaction with materials. Re- visioning what education can be and who children are as learners is the challenge. Summing up: Recommended."— S. Sugarman, Emerita, Bennington College, Vermont State Colleges, for CHOICE, December 2013Table of ContentsAcknowledgements Blythe Farb HinitzContributorsIntroductionPart I: Glimpses of Past PracticeChapter 2: The Light Within: Glimpses into the Lives and Education of Young Quaker Children (1820-1860)Chapter 3: A History of Homeschooling and Memories of Kindergarten in 1942-1943Chapter 4: The Internment and Education of Japanese-American Nursery School Children During World War II: Antecedents and UnderstandingChapter 5: A Memoir of an Exemplary EducationChapter 6: Early Care and Education in the 1950s: The Thorny Path When Public Issues Confront Passionately-Held BeliefsPart II: Portraits of Early Childhood Education LeadersChapter 7: Selected African-American Pioneers of Early Childhood EducationChapter 8: Patty Smith Hill and the Case Study of Betty KirbyChapter 9: The Impact of Margaret Naumburg and Walden School on Early Childhood Education in the United States Chapter 10: Child Champion, Professionals’ Mentor, Hothead— Substance of a ‘Giant in the Field’Chapter 11: Playing with Numbers: Constance Kamii and Reinventing Arithmetic in Early Childhood Education ConclusionAppendix A: How the Early Childhood Field Has Honored Its History: NAEYC History Seminar and Our Proud Heritage

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

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Book SynopsisLooks at contemporary debates on teaching and learning across the broad territory of educational theory and philosophy of education. This title addresses contemporary debates on ethics, social experience & educational futures, subjectivity & creativity, pedagogy and literacy, mathematics, arts & science education.Table of ContentsIntroduction: Unfolding Deleuze, Inna Semetsky and Diana Masny; Assemblage I: The art of teaching/teaching the arts; 1. The Master Apprentice, Ronald Bogue; 2. Staged interventions: Deleuze, arts and education, Julie Allen; Assemblage II: Inside/Outside classroom; 3. "We're tired of trees": Machinic University Geography Teaching After Deleuze, Mark Bonta; 4. Multiple Literacies Theory: Exploring Spaces, Diana Masny; 5. Affective literacies: Deleuze, discipline, and power, David Cole; 6. Deleuze and the Virtual Classroom, Christopher M. Drohan; Assemblage III: Mathematics and Science; 7. Philosophical Problematization and Mathematical Solution: Learning Science with Gilles Deleuze, David Holdsworth; 8. From Brackets to Arrows: Sets, Categories and the Deleuzian Pedagogy of Mathematics, Rocco Gangle; Assemblage IV: Life, Sign, Time; 9. Learning the Uncanny, Joshua Ramey; 10. Morphologies for a Pedagogical Life, Jason Wallin; 11. Deleuze, edusemiotics, and the logic of affects, Inna Semetsky; 12. Time and education in the philosophy of Gilles Deleuze, James Williams.

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Book SynopsisFirst published in 1997. This book illuminates contemporary educational reform discussions regarding teacher education programs and pre-K-12 schools by providing a clear analysis and application of John Dewey''s relevant educational writings and ideas. The volume addresses issues of how future teachers should be liberally educated as well as prepared to be professional educators. Pre-K-12 education is evaluated through a Deweyan lens, involving a discussion of such topics as the teacher''s responsibilities, charter schools, a common curriculum, professional development schools, new curricula, school administration, and cooperative learning. In the concluding chapter, the authors point out many of the questions and concerns that those who are interested in educational reform are well-advised to ask and discuss.Trade Review"This is a very good book...The great strength of Educational Reform - one that shines brightly...is the emphasis on Dewey's 'method of intelligence'." -- Studiesin Philosophy and Education"Simpson and Jackson capture the essence of Dewey's ideals. Simpson and Jackson provide a well-balanced, thoughtful narrative as they weave through those concerns most directly related to educational reform. They reflect on what we must do and what we must ask. They maintain that the guiding principles for reform are democracy, education, and thinking; they evoke a Deweyan spirit." -- The Educational ForumTable of ContentsSpecial Features Provides a theoretical and philosophical framework for exploring and implementing contemporary education reform; Relates current concerns and efforts in school policy to the historical continuum of U.S. education; Underscores the importance of teacher preparation in effective school reform Index. Bibliography.

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Book SynopsisThis book is an instructional guide for designing and implementing mentoring programs that support clinically-based teacher education. Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam C. Beam outline a developmental approach for supporting mentees as they grow in their careers from teacher candidates to early-career teachers and teacher leaders. Mentors will learn how professional development occurs and how to create the conditions to foster and accelerate it. In Part I, chapters outline key components of the mentoring process, including strategies for engaging, coaching, co-teaching, and encouraging reflection. Part II demonstrates how those strategies can support mentees at different stages of their development. Included throughout are case studies, activities, and discussion questions to facilitate learning. Table of ContentsList of Tools List of Figures Preface Acknowledgements Definition of Terms Part I: Mentoring for Clinically-Based Teacher Education 1. Teacher Development 1.1 Introduction 1.2 The Role of Mentoring 1.3 Mentoring to Promote Teacher Development in Clinical Settings 1.4 Teacher Development in Context 1.5 Fostering Development in Context 1.6 The Development of Practice Towards Complexity 1.7 Fostering Development in Towards Complexity 1.8 The Development of Teacher Thinking 1.9 Fostering Development in Thinking 1.10 Organization of Chapters 1.11 Summary 1.12 Activity 2. Establishing the Mentoring Relationship 2.1 Introduction 2.3 Selecting the Mentor 2.4 Matching the Mentor and Mentee 2.5 Interview 2.6 Orienting the Teacher Candidate 2.7 The Teacher Candidate Questionnaire 2.8 Mismatch 2.9 Summary 2.10 Activities 3. Engaging Teacher Candidates 3.1 Introduction 3.2 Teacher Development 3.3 High Leverage Teaching Practices 3.4 The Developmental Curriculum for Clinical Experiences 3.5 Benefits of the Developmental Curriculum for Clinical Experiences 3.6 The Interactions Matrix 3.7 High Leverage Teaching Tasks 3.8 Summary 3.9 Activities 4. Co-Teaching 4.1 Introduction 4.2 Co-Teaching Benefits 4.3 Teacher Candidate Development through Co-Teaching 4.4 A Case Study of Co-teaching 4.5 Conceptual Framework for Co-Teaching 4.6 Summary 4.7 Activities 5. Coaching 5.1 Introduction 5.2 Teacher Development 5.3 Coaching Opportunities 5.4 Beyond Questions 5.5 The Language of Coaching 5.6 Coaching Dispositions 5.7 Modeling: Mentors Talk about Their Teaching 5.8 Summary 5.9 Activities 6. Reflection 6.1 Introduction 6.2 Teacher Development 6.3 Two Types of Reflection: Reflection-in-Action and Reflection-on-Action 6.4 Facilitating Reflection through Systematic Thinking: The DIJS Model 6.5 Fostering Critical Reflection 6.6 Summary 6.7 Activities Part II: Building a Mentoring Culture 7. Initial Phase of Clinical Experience 7.1 Introduction 7.2 Teacher Development 7.3 Engagement 7.4 Co-Teaching 7.5 Coaching 7.6 Reflection 7.7 Summary 7.8 Activities 8. Intermediate Phase of Clinical Experience 8.1 Introduction 8.2 Teacher Development 8.3 Engagement 8.4 Co-Teaching 8.5 Coaching 8.6 Reflection 8.7 Summary 8.8 Activities 9. Continuous Phase of Clinical Experience 9.1 Introduction 9.2 Teacher Development 9.3 Engagement 9.4 Co-Teaching 9.5 Coaching 9.6 Reflection 9.7 Summary 9.8 Activities 10. Early Career Teachers 10.1 Introduction 10.2 Teacher Development 10.3 Engagement 10.4 Co-Teaching 10.5 Coaching 10.6 Reflection 10.7 Summary 10.8 Activities 11. Teacher Leaders 11.1 Introduction 11.2 Teacher Development 11.3 Engagement 11.4 Co-Teaching 11.5 Coaching 11.6 Reflection 11.7 Summary 11.8 Activities 12. Building a Mentoring Culture 12.1 Introduction 12.2 Challenges 12.3 Develop Your Vision 12.4 Building a Mentoring Culture 12.5 Summary 12.6 Activities References Appendix: High Leverage Teaching Tasks Index

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