Philosophy and theory of education Books

Book SynopsisAt a time when the public, researchers, and policymakers are losing confidence in public schooling, this presentation of case studies of four schools offers solutions and concrete models of diverse ways in which excellence can be attained in middle-grade schoolsTable of ContentsPart I Expanding the Definition of Effectiveness, Part II Case Studies of Successful Middle-Grade Schools, Part III Recurrent Themes in Successful Middle-Grade Schools.

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Book SynopsisThese talks were given in 1923-three and a half years after the founding of the first Waldorf school-to an audience of Swiss school teachers, most of whom have little knowledge of anthroposophy. This is the context of these lectures, among Steiner''s most accessible on education.A teacher who attended the lectures wrote in the Berne School Paper: Every morning, as we listened anew to Dr. Steiner, we felt we had come closer to him and understood better what he had to say and how he had to say it. Daily, we newcomers gathered, asking ourselves, Why are more of our colleagues not here? It is untrue that anthroposophy limits a person, develops blinkers, or avoids real life.... For step-by-step Dr. Steiner shows its application to life ... illuminating the details, disclosing their connection with profound questions of life and existence. I came to the conference to stimulate my school work. I found benefit in abundance. But also, I unexpectedly received a greater richness for heart and soul-and, from this in turn shall stream richness for my classes. In other words, these lectures are ideal for anyone first approaching Waldorf education. Using language that any teacher or parent can understand, Steiner goes into the essentials of his educational philosophy, providing many examples and anecdotes to convey his meaning. In this way, against the background of the developing child, he allows the curriculum and the method of teaching to emerge as the commonsense conclusion of practical experience.

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Book SynopsisThese five lectures on Waldorf education were given as a course during Easter week in Bern in 1924. Although they were delivered more than seventy years ago, they are remarkably contemporary. Every word still resonates with passion and dedication to the human adventure. We must develop an art of education that can lead us out of the social chaos into which we have fallen during the last few years and decades. . . . there is no escaping this chaos unless we can find a way to bring spirituality into human souls through education, so that human beings may find a way to progress and to further the evolution of civilization out of the spirit itself.When he gave these lectures, Rudolf Steiner had only eleven months left to live. The first Waldorf School had been founded five years before and the intervening period had seen Steiner active in every aspect of school life. Now, in a sense, it was time to bring the ripe fruit of this work before the public.Together with its companion course The

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Book SynopsisThe trials, tribulations and occasional successes of a newly qualified teacher in the early 1970s at an urban school in West Yorkshire, the characters she comes across in the classroom and staffroom accompanied by a series of letters to and from parentsTable of ContentsIntroduction Chapter One - Yorkshire Roots Chapter Two - Yorkshire Terriers Chapter Three - Yorkshire Dialect Chapter Four - Yorkshire Grit Chapter Five - Yorkshire Regiment Chapter Six - Yorkshire Ridings...and Beyond Chapter Seven - A Yorkshire Rose Chapter Eight - Yorkshire Lads and Lasses Chapter Nine - Yorkshire Life Chapter Ten - Yorkshire Relish Chapter Eleven - Yorkshire Puddings Chapter Twelve - Yorkshire Folk Chapter Thirteen - A Right Yorkshire Mixture Chapter Fourteen - Yorkshire Tykes Chapter Fifteen - Yorkshire Days Chapter Sixteen - Yorkshire Post

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Book SynopsisIntentional Practice with Infants and Toddlers focuses on purposeful pedagogical approaches, equipping pre-service and practising early childhood teachers and educators with the professional knowledge and strategies required to implement effective infant and toddler pedagogies in early childhood education settings.

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Book SynopsisThe fifth edition of the market-leading Education, Equality and Human Rights has been fully updated to reflect economic, political and cultural changes in the UK, including the impacts of Brexit and Covid-19. It considers the great changes we are witnessing in recent years, such as climate change emergency, pandemics, the Fourth Industrial Revolution and their interrelationships. Written by world experts in their respective fields, each of the five equality issues of gender, race, sexuality, disability and social class is covered in their own right as well as in relation to education.Key issues explored include: human rights, equality and education women and equalityhistorically and now gender, education and social change race and racism through history and today racism and education from Empire to Johnson sexualities, identities and equality challenges in teaching and learning about sexuality and homo- and tTable of ContentsForeword, Introduction, 1. Women and equality in the UK: the struggle for freedom and justice for all, 2. Gender, education and social change, 3. 'Race' and racism in the UK: through history and today, 4. Racism and education: from Empire to Johnson, 5. The making of sexualities: sexualities, identities and equality, 6. Straight talking: challenges in teaching and learning about sexuality and homo- and trans-phobia in schools, 7. Disability Equality: the last Civil Right?, 8. Developing inclusive education: why do governments find it so hard?, 9. Social class, neoliberalism and the Marxist alternative, 10. Selective schooling for mystifying social class, neoliberalism, and alternatives, Index

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Book SynopsisWinner of the 2022 Book Award of the Philosophy of Education Society of Australasia, Gareth B. Matthews, The Child''s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children's literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews' pioneering efforts and his legacy. Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews' scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews' scholarship, showing where he brokeTrade ReviewHead to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Head to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Table of ContentsSeries editors' introduction AcknowledgementsContributors About the EditorsINTRODUCTIONGareth B. Matthews: A Philosopher's Life with Children Megan Jane Laverty and Maughn Rollins GregoryTime and Place for PhilosophyStanley CavellPART IGareth B. Matthews on Philosophy and Children’s Literature1 Age-Transgressive Philosophizing with Children’s Literature Karin Murris2 Philosophy and Children’s LiteratureGareth B. Matthews3 The Philosophical Imagination in Children’s LiteratureGareth B. Matthews4 Thinking in StoriesGareth B. MatthewsThe Little Prince by Antoine de Saint-Exupery Not Now, Bernard by David McKee The Mountains of Tibet by Mordecai Gerstein PART IIGareth B. Matthews on Children’s Philosophical Thinking5 Gareth B. Matthews on the Child as Philosopher Stephanie Burdick-Shepherd and Cristina Cammarano6 HolinessGareth B. Matthews7 Creativity in the Philosophical Thinking of ChildrenGareth B. MatthewsPART IIIGareth B. Matthews on the Socratic Teacher8 Socratic Teaching, What Can it Be? Peter Shea9 Socrates’ ChildrenGareth B. Matthews10 Whatever Became of the Socratic Elenchus? Philosophical Analysis in PlatoGareth B. MatthewsPART IVGareth B. Matthews on Philosophy of Developmental Psychology11 Gareth B. Matthews’ Philosophy of PsychologyJennifer Glaser12 Concept Formation and Moral DevelopmentGareth B. Matthews13 Children, Irony and PhilosophyGareth B. MatthewsPART VGareth B. Matthews on Philosophy of Childhood14 Gareth B. Matthews: Philosophy of Childhood or Children?Walter Omar Kohan and Claire Cassidy15 A Philosophy of ChildhoodGareth B. Matthews16 Introduction to The Philosopher's Child: Critical Perspectives in the Western TraditionSusan M. Turner and Gareth B. Matthews17 Children as Philosophers: Interview with Gareth MatthewsGareth B. Matthews and Susannah ShefferAfterwordJana Mohr Lone Index

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Book SynopsisThe Soul of Learning is a groundbreaking book that bridges together cultural work, contemplative practices, and ancient scriptures. Inside each chapter, readers are challenged and inspired to come face-to-face with themselves as they encounter teachers in all formsfrom spiritual sages to critical theorists, from prophets to poets, from hip-hop rappers to reggae artists. This book is multifaceted and multidisciplinary. It models the essence of education by offering multiple entry points into holistic learning: somatic, aesthetic, emotional, intellectual, ethical, relational, and spiritual. The Soul of Learning embodies a pedagogical disruption in pursuit of personal sovereignty. What process must we go through to reimagine ourselves in relation to each other and the world around us? This book offers a semblance of an answer. As a way to bring the sacred into schooling, Keator and Watson courageously connect spirituality, activism, and education thTrade ReviewThe Soul of Learning is a beautifully conceived project that rightfully urges educators to consider matters beyond that of the mind and intellect to ways of being and knowing that give meaning and importance to students' spirits and the wisdom of their ancestors' spiritual communities. While putting their work in conversation with relevant educational research, Keator and Watson masterfully integrate the words and sentiments from a truly diverse set of spiritual intellectuals and leaders into their analysis ranging from Rumi to June Jordan to Kahlil Gibran to Tupac. The book is made even more impactful by the practical activities that Keator and Watson integrate into each chapter to bring key concepts like silence, healing, and sovereignty to life. This book is essential for educators looking to meaningfully cultivate the spiritual lives and capabilities of their students.Dr. Daren Graves, Associate Professor of Education and Social Work, Simmons UniversityCo-author of Schooling for Critical Consciousness (Harvard Ed Press), www.darengraves.com We are often telling educators to find time to care for themselves; however, we seldom offer them tools. Soul of Learning captures what our teacher, Dr. Chelsea Jackson Roberts, always reminds us to do: Drink as we pour. This meditation invites us into the other side of justice and equity work—self-love and unapologetic self-care that is essential when doing the heavy lifting of this work. Educators, please keep this book close to you at all times." Maisha & Lawrence Winn, Co-Founders and Co-Directors, Transformative Justice in Education (TJE) Center, School of Education, University of California, DavisOur hunt for perfection consists of a deep instinct to discover eternal truth, the desire to manifest the fullness of our hidden potentialities and a longing for unending freedom. These are examples of humanity’s inevitable search for meaning. Without a higher consciousness, life will forever remain imperfect and incomplete. Without knowing who I really am and what my aim in this vast existence is, everything that I yearn, learn or earn will be unfulfilling and futile. The Soul of Learning takes us into the heart of this learning. People tend to evaluate personalities based on outward accomplishments, but those shallow triumphs could never add glow to one’s disposition. What we radiate comes from within and from knowing what we truly are – the path that this book is talking about! Dr. Keator and Dr. Watson offers us a way to hone in on our individual light as a way to shine brighter together.Dr. Chinmay Pandya, BSc, MBBS, PGDipl, MRCPsych Pro Vice Chancellor, Dev Sanskriti University, Haridwar Uttarakhand, India The Soul of Learning is a courageous work. Courage is a virtue indigenous to all spiritual-philosophical teachings in world wisdom traditions. The Soul of Learning inspires and encourages us to move from being scarred and scared to sacred, inviting us to live out our days as a sacred act of sacrifice—that is, to sanctify self and world, to become holy by becoming whole. This book is a serious corrective to contemporary mainstream education that still bears the signature of soul-extinguishing and world-destroying delusional views and interpretation of who we are as human beings. The Soul of Learning is an activist manifesto for those who believe in soul-making as an educational direction. Heesoon Bai, PhD, RCC Professor, Philosophy of Education, Simon Fraser University | Burnaby Campus, Burnaby, B.C. Table of ContentsForeword by Charles Scott; Preface: Collective Belonging; 1: Meditation on Education; 2: Silence; 3: Just Breathe; 4: Mental Emancipation; 5: Expanding Perspectives; 6: The Journey into Truth; 7: Into the Heart of Healing; 8: Teaching towards Sovereignty; 9: Beloved Community; 10: Ancient Futures; Afterword by Hodari B. Davis

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Book SynopsisRe-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers aTable of Contents1 Researching the learning of knowledge transformation; 2 Ecological perspectives on learning and methodological implications for research; 3 Dialogic learning with the ‘more-than-human world’: Insights from posthuman theorising; 4 Learning in dialogues through aesthetic experiences. Some theoretical and methodological issues; 5 Analytical-methodological entanglements. On learning to (re)notice what, where, when, why and by whom in the re-search enterprise; 6 Commentary on Section A: Theoretical research driving methodological development; 7 The dynamics of social networks: Towards a better understanding of selection and influence mechanisms in social capital building; 8 Making visible what seems to be invisible in mathematical problem-solving: Integrating qualitative methods; 9 Towards a cognitive theory of visual expertise: Methods of inquiry; 10 The multi-method autobiographical approach and its contribution to the Funds of Identity theory; 11 Methodological explorations of the study of access, inclusion and participation in and across digital/physical space and time boundaries.; 12 Untangling sociomateriality: Tracing socio-discursive and materially embodied aspects of knowledge-creating learning through Making-Process Rugs; 13 Reflection – How methodological innovation contributes to theory development: A new materialist approach; 14 Learning analytics and societal challenges: capturing value for education and learning ; 15 Distributed design: Learning to work with novel potentialities of digital 3D technology; 16 Hybridizing in and out-of-school learning; 18 Using mixed methods social network analysis to study teacher collaboration for migrant inclusion in a Swedish school; 19 Utopian Methodologies to Address the Social and Ecological Crises Through Educational Research; 20 Research on learning during times of crisis

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Book SynopsisCombining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher. Using popular children's books to explore themes such as relationships, friendship, listening, anxiety, sadness, resilience and confidence, each book focuses on the key areas shown to impact mental health and wellbeing to enable children to explore and think about difficult things. Divided into five chapters, each chapter focuses on an area that creates positive foundations for mental health and wellbeing: relationships, emotional literacy, sense of self, skills for learning and understanding how our brain influences our learning and behaviour. Developed into a series of lesson plans for teachers and links to the literacy curriculum, each story contains a range of teaching techniques that develop the key areas impacting mental health and wellbeing. This invaluable resource will enable KSTable of ContentsChapter 1: Relationships KS1; Scardy Squirel Makes a Friend by Melanie Watt; Something Else by Kathryn Cave; Two by Kathryn Otoshi; Assembly; Phileas’s Fortune by Agnes de Lestrade and Valeria Docampo; Chapter 2: Emotional Literacy KS1; Visiting Feelings by Lauren Rubenstein; Too Many Pants by Ruth Drury; The Brain Storm by Linda Ragsdale; Assembly; The Invisible by Tom Percival; Chapter 3: Understanding Self KS1; The Problem with Problems by Rachel Rooney and Zehra Hicks; My Body Sends a Signal by Natalie Maguire; Be You by Peter Reynolds; Assembly; Your Thoughts Matter by Esther Pia Cordova; Chapter 4: The Brain Learning and Behaviour KS1; Puppy Mind by Andrew JoranNance; Catching Thoughts by Bonnie Clark; Good News Bad News by Colin McNaughton; Assembly; A Little Spot of Anxiety by Diane Alber; Chapter 5: Skills for Learning KS1; Sarabellas Thinking Cap by Judy Schachner; Ricky the Rock That Couldn’t Roll by Jay Miletsky; The Thing Lou Couldn’t Do by Ashley Spires; Assembly; What to do with a Chance by Kobi Yamada

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Book SynopsisUnlike most books which consider China's transformation and globalization over the last four decades by focusing on China's economic growth, this book examines how the Chinese regime has handled the increasingly complex sociopolitical and socio-economic challenges generated as a result of the country's economic growth and transformation, challenges arising both from within the country and also from the external political environment. Based on extensive original research, the book outlines how China's economic development has generated social and governance pressures, discusses the government's social, educational, and governance reforms, and highlights how China's development experiences, which differ from the Western economies with democratic political regimes, have drawn increasing attention from other countries in the developing world as an example to follow.Trade Review'What a crucial book this is! Ka Ho Mok has brought China’s social policy, higher education and global strategy to the world. China’s governance, society and economy, which are immensely complex, will be seminal to the human future, as significant as the Euro-American countries and also different in important ways. Understanding the dynamism of China’s achievements, which began in massive poverty and continue to be subject to geopolitical containment, taking in both the general lessons and the specifically Chinese characteristics, is crucial to all of us. Professor Mok’s clear thinking and wide vision is in the tradition of the best scholarly-practical work.'Simon Marginson, Professor of Higher Education, University of Oxford and Director of the ESRC/RE Centre for Global Higher Education, UK'We need to understand Global China’s many forms. This important and timely book does much of that work for us.'Anthony Welch, Professor of Education, University of Sydney, Australia'This is by far the most important book that has been written on the social policy and governance responses to globalization in China. Professor Ka Ho Mok's world leading expertise provides important new insights into both recent and historical developments which go beyond the usual narrow globalization focus on international trade and the economy.'David Gordon, FBA FRSA, UK Table of ContentsIntroduction 1 Diplomatic Activism for Global Leadership: China’s Approaches of Soft Power and Soft Security 2 China’s Three-Pronged Approach Managing the New Geo-Politics in International Higher Education 3 Responses to Global Capitalism: The Marketization and Privatization of Higher Education and University Governance 4 Does International Education Matter?: Studying Overseas, Job Acquisition, and Graduate Employment 5 Questing for a Vibrant World-Class City Cluster: Opportunity and Challenge for Developing the Greater Bay Area 6 Social Policy Expansion and Welfare Regime(s) in Transition: Productivist Construction of Selective Welfare Capitalism in China7 Similar Policy Agenda, Diverse Policy Practices: Government Procurement of Social Services and Social Governance Reforms 8 Enhancing Public Sector Management through Social Service Delivery Reforms: Implementation Challenges and Policy Implications 9 International Benchmarking with Chinese Characteristics: National Adaptations to Transnational Policy Learning Conclusion Index

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Book SynopsisThis edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities.The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field.Providing cutting-edge research and theorisation into this emerging a

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Book SynopsisTeaching Climate Change: Science, Stories, Justice shows educators how climate change can be taught from any disciplinary perspective and in a transdisciplinary way, drawing on examples from the author's own classroom.The book sets out a radical vision for climate pedagogy, introducing an innovative framework in which the scientific essentials of climate change are scaffolded via three transdisciplinary meta-concepts: Balance/Imbalance, Critical Thresholds and Complex Interconnections. Author Vandana Singh grounds this theory in practice, drawing on examples from her own classroom to provide implementable ideas for educators, and to demonstrate how climate change can be taught from any disciplinary perspective in a transdisciplinary way. The book also explores the barriers to effective climate education at a macro level, focusing on issues such as climate misinformation/misconception, the exclusion of social and ethical concerns and a focus on technofixes. Singh uses this information to identify four key dimensions for an effective climate pedagogy, in which issues of justice are central: scientific-technological, the transdisciplinary, the epistemological and the psychosocial. This approach is broad and flexible enough to be adapted to different classrooms and contexts.Bridging the social and natural sciences, this book will be an essential resource for all climate change educators practicing in both formal and informal settings, as well as for community climate activists.Trade Review“This highly original and radical book addresses the rapidly growing need for an accessible climate pedagogy which represents the different dimensions of the climate-change challenge and can be adapted to a variety of contexts.” Ted Shepherd, PhD, Grantham Professor of Climate Science, University of Reading, UK“This book elegantly builds on the pedagogic merit of acknowledging the climate system as a teacher. Weaving together stories of different ways of knowing and being, and of the sciences that speak from within disciplinary and inter-disciplinary boundaries, it gives teachers a conceptual tool kit that helps students see beyond facts and make sense of given structures and networks of interactions and relations. The richest harvest is that teachers can use this book to open young minds to pluralism, values and justice, instill competencies to question given disciplinary knowledge, and make informed choices today, when climate change challenges all our current frameworks for making sense of the world.”Rajeswari S. Raina, PhD, Professor, School of Humanities and Social Sciences, Shiv Nadar University, India“Written from the perspective of a teacher-scholar, this book demonstrates how it is possible--and why it is imperative--for educators from even the most specialized of scientific disciplines to engage in the transformation of education in an era of climate change. Vandana's message is crystal clear: that teaching climate change must transcend disciplines, disrupt power hierarchies, embrace the complexities of Earth systems and social systems, be radically rooted in climate justice, and be delivered through stories that do not shy away from climate emotion. This book is essential reading for any educator seeking radically new pedagogies that nourish the seeds of transformative climate action.”Christina Kwauk, PhD, Social Scientist and Policy Analyst, Founder/Director, Kwauk & Associates; Research Director, Unbounded Associates“Educators around the world are beginning to address the climate emergency, and the best examples of climate education interrogate how social inequalities shape the contours of this global problem. This book is a valuable contribution to this growing literature, for Vandana Singh develops a model of justice-based climate education that transcends space, time, and the scholarly disciplines while also taking seriously issues of power and injustice. Educators at all levels will encounter valuable ideas to inform their practice while also learning about how to transform broader educational structures toward a more just and humane future.” Joseph A. Henderson, PhD, Associate Professor of Social Sciences, Paul Smith’s College, Co-editor of Teaching Climate Change in the United StatesTable of ContentsTable of Contents1. Ch 1 Introduction: The Climate as Teacher2. Ch 2 What is an Effective Pedagogy of Climate Change?3. Ch 3 Science, but Not Just Science: Whys and Wherefores of a Transdisciplinary Approach4. Ch 4 Science and More than Science: Three Transdisciplinary Meta-Concepts5. Ch 5 The Power of Stories: Foregrounding Justice in the (Science) Classroom6. Ch 6 On Thin Ice: Applying the Framework to the Cryosphere7. Ch 7 Critical and Ethical Thinking About Climate Solutions8. Ch 8 Insights from Other Educators: Reimagining Formal Spaces9. Ch 9 Insights from Other Educators: Climate Education Outside the Walls10. Ch 10 Reflection-Diffraction: Endings and BeginningsIndex

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Book SynopsisThe latest book in the Core Concepts in Higher Education series brings to life issues of governance, organization, teaching and learning, student life, faculty, finances, college sports, public policy, fundraising and innovations in higher education today. Written by renowned author John R. Thelin, each chapter bridges research, theory and practice and discusses a range of institutions including the often overlooked for-profits, community colleges and minority serving institutions. In the book's second edition, Thelin analyzes growing trends in American higher education over the last five years, shedding light on the effects of the COVID-19 pandemic. He covers reconsideration of the rights of student-athletes, provides fresh analysis of the brick-and-mortar campus, and includes a new chapter exploring school admissions, recruitment and retention. Rich end-of-chapter Additional Readings and Questions for Discussion help engage students in critical thinking. A blend of storiTrade ReviewPraise for the First Edition:"To chart a path for the future, we need an understanding of the past. Thelin provides that understanding in a book that is erudite, thoughtful, provocative, and funny."William G Tierney, Wilbur Kieffer Professor of Higher Education and Co-director, Pullias Center for Higher Education, University of Southern California, USA"Drawing on his years of work as a preeminent historian, John Thelin presents a portrait of American higher education that is both an artistic collage and a scholarly historical analysis. Examining the full range of institutional types, this book is a valuable resource to those deeply familiar with universities and colleges, as well as those new to the study of higher education. Professor Thelin weaves together stories, examples, events, places, issues, and themes, to create a fascinating and highly engaging tapestry that illuminates the accomplishments, possibilities, and challenges deeply embedded in American higher education."Ann E. Austin, Professor of Higher, Adult, and Lifelong Education and Associate Dean for Research, College of Education, Michigan State University, USA"American Higher Education offers a lively, sweeping overview of the opportunities and challenges facing colleges and universities, past and present. Drawing on up-to-date examples, John Thelin outlines the dilemmas that key university stakeholders face on matters ranging from instruction to innovation, financial aid to medical facilities, athletics to governance, and student life to sponsored research. With an enduring sense of educational values, including equity and access, Thelin offers readers a view of colleges and universities that will rivet, confound, and occasionally hearten all those interested in this crucial sector of American life."Catherine Epstein, Dean of the Faculty and Winkley Professor of History, Amherst College, USA___"[This book] features many new elements, including reworked chapters on enrollment management and the uneven enrollment decline experienced by different kinds of institutions, the campus building boom that’s left many institutions financially vulnerable, and the evolution of intercollegiate athletics in the Name, Image and Likeness era.Any higher education book by Thelin is cause for celebration, and this updated edition is no exception."Michael T. Nietzel, "Some Of 2023’s Best Higher Education Books", Forbes Table of ContentsSeries Editor’s Introduction Preface Acknowledgements 1. Introduction: Higher Education Inside and Out 2. Bricks and Mortar: Redesigning the American Campus 3. Admissions and Attrition: Enrollment Management 4. Teaching and Learning 5. Students and Student Life 6. Faculty and the Academic Profession 7. Governance and Organization: Structures and Cultures 8. Fiscal Fitness: Budgets and Finances 9. Intercollegiate Athletics: Higher Education’s Peculiar Institution 10. Public Policies: The Campus and Federal, State, and Local Governments 11. Fund-Raising and Philanthropy: The Nonprofit Sector 12. Research and Development: The Enterprising Campus 13. Colleges and Consumerism: Cost and Price of Higher Education 14. Innovations and Internationalizations in American Higher Education 15. Beyond Business as Usual: Continuity and Change 16. Crises and Credibility: American Higher Education Reconsidered

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Book SynopsisThis book examines the interactions of gender and race, developmental psychology, and public policy and how, collectively, they influenced the marginalization of early childhood caregivers' and educators' roles. In order to learn how their roles came to be both externally and internally marginalizedin public esteem, research attention, compensation, and valuationGoffin traces the origins of the early childhood care and education field and its evolution over time. Also taken into account is the influence of the early childhood care and education field's insufficient attention to practitioners' emerging stature. Chapter by chapter, the book (Left Behind for short) calls attention to the historical influences of its racial and gender context, its long-standing reliance on developmental psychology, and its dependence on public policy, along with how, when intertwined, these influences led to the marginalization of early childhood caregivers and educators' role, which helped shape

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Book SynopsisDrawing from a diverse range of expert voices within the field, this key work explores how communities of practice are an effective tool for supporting successful collaboration, whilst also creating the foundations for lasting institutional change.By examining communities of practice through a variety of critical lenses, this book encourages readers to consider how strategies may be applied within their own institutions to support feelings of belonging, encourage teamwork, and inspire learning. Supported by both practical case studies and current research, contributors suggest strategies that readers can use to create their own effective communities of practice. Chapters explore topics including: Communities as a method of regeneration within universities Cultivation of knowledge through community collaboration Questions of power in transdisciplinary communities Mapping career pathways through communities of practice  Bringi

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Book SynopsisThis essential book is packed full of comprehensive guidelines and practical resources for running wellbeing intervention sessions for children aged 7 to 11, drawing from the scientifically grounded Six Ways to Wellbeing and the DNA-V model. Each chapter focuses on one of the Six Ways to Wellbeing, six patterns of action known to correlate highly with aspects of positive mental health and wellbeing. These principles have been translated into 36 step-by-step sessions to develop children's wellbeing and psychological flexibility and support those struggling with aspects of their mental health. The sessions can be delivered by educators with the whole class, with small groups as targeted wellbeing interventions or easily adapted to fit one-to-one contexts.The Six Ways to Wellbeing sessions include: Be Active: Staying physically active and exercising regularly. Self-Care: Engaging in good quality self-care behaviours. Trade Review"This book gives you a systemic foundation. You’ll be able to support an individual child’s cognitions, affect and behaviour so they grow into flexibility. You’ll be able to build cooperative class groups that function as a team. You’ll have a solid foundation to expand the sessions with your ideas and initiatives. I am confident the opportunity within this book will reward your efforts. It gives you an evidence-informed path so that you can help children grow well, maximise their individual abilities, and be together in supportive classrooms. The way forward is together." – Louise Hayes, Clinical Psychologist, La Trobe University, Melbourne Australia"If you care deeply about promoting the wellbeing of children aged 7 – 11 years, this is most definitely the book for you. The authors write with their years of experience held lightly, but their absolute love of DNAV and psychological flexibility shining through. This joyous resource offers children and adults an insight into their discoverer, noticer and advisor skills and values. These skills are explored through embracing the evidence-informed six ways to wellbeing, which will appeal to children and adults alike! This is not just a book, but a framework to develop connectedness, wellbeing and resilience across the whole school community. I will be sharing far and wide." – Sarah Sivers, Child and Educational Psychologist, Liminal Space Psychology Service"The authors draw upon their expertise in psychology to describe the DNA-V theory in an accessible style, creating a book that is easy-to-read, engaging, and filled with examples and exercises that can be used with children across a range of ages. The activities and exercises in Chapters 2-7 are based on the latest wellbeing research, and the authors offer a clear framework for measuring progress towards values-based outcomes. Practical and effective strategies are shared that can be used by teachers, teaching assistants, learning mentors, ELSAs, psychologists… anyone who has a role in supporting the wellbeing of children and young people!" – Will Shield, Child and Educational Psychologist, Senior Lecturer and Programme Director on the Doctorate in Educational, Child and Community Psychology, University of Exeter"I have been working in school systems for more than 20 years. A great deal of my energy is spent on treating pathology and firefighting psychological distress rather than promoting psychological well-being. Imagine what it would be like if we could engineer this to be different? Well, this revolutionary book is proposing just that. And I've been breathing a sigh of relief with every chapter I read because this is the book that has been missing from my shelf for the past 20 years. The authors have managed to bring evidence based and informed practices right where we need them-- to the classroom. Teachers and educators and other frontline staff are working with children on a daily basis who are experiencing distress in their lives. They often know their students well and have both immediate access and trusting relationships. However, without effective skills, training and tools, they may not be able to treat that distress effectively. Many of these young people might not make it to the clinic for therapeutic support so it makes perfect sense to deliver interventions right there in their classrooms amidst their peer group in naturalistic settings. If they do make it to those settings, they may not feel comfortable disclosing what is happening for them to a stranger. Imagine instead if psychological wellbeing was part of the fabric of their curriculum every single day. This book outlines a revolutionary and developmentally sensitive approach to how our school systems and larger health systems should be treating mental health in children. It condenses the scientific literature on third wave behaviour therapeutic approaches and maps it on to what we have learned in more recent times about the science of wellbeing. By putting this science into schools in pre-emptive ways, we could spend way less time treating pathology later in life and increase the coping skills of a vast array of school children for when life's stressors arise. The authors have done an incredible job of teaching us just how to do that in this masterful book. This book will be a wonderful addition to every classroom for children within the ages of 7-11." – Sarah Cassidy, Founder and Director at The Smithsfield Clinic, Chartered Psychologist, Peer-Reviewed ACT Trainer"The Science of Wellbeing and Resilience brings current scientific knowledge and expertise to perhaps the most important challenge and priority of our time, positive mental health and wellbeing of young people. This book offers highly accessible, creative and tangible guidance for cultivating school environments that support young people's wellbeing through a comprehensive set of group session plans. This book is a must-read for school-based practitioners who want to see kids thrive!" – Jess Kingston, Senior Lecturer in Clinical Psychology on the Doctorate in Clinical Psychology, Department of Psychology, Royal Holloway, University of London"Mental health problems among children and youth are on the rise globally. From research, we know well what kind of interventions works to help children and adolescents deal with mental health challenges and thrive. Delivering effective interventions through schools has many advantages, as children spend a lot of time there and there are professionals in schools who have established relationships with them and can learn to deliver such interventions. From my 30 years of experience working in schools as a teacher, and later as a psychologist and researcher, I have seen how difficult it is for teachers and student health professionals to navigate and find good interventions (based on evidence) that are easily available and easy and straightforward to implement. This book offers help with those challenges by laying out a comprehensive, step-by-step guide for working with effective interventions for children in school settings. The sessions presented in the book are easy to choose from to match the needs of the children and use in school settings. Highly recommended!" – Fredrik Livheim, Clinical Psychologist, peer-reviewed ACT-trainer and author of The Mindfulness and Acceptance Workbook for Stress ReductionTable of ContentsForeword1. The Six Ways to Wellbeing2. Be active3. Self-Care4. Connect with Others5. Give to Others6. Challenge Yourself7. Embrace the Moment8. Developing Outcomes and Date Informed Practice9. Closing ReflectionsAfterwordIndex

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Book SynopsisDrawing connections between the findings of a research project following young graduates from the Scottish islands of Orkney and Shetland, current international evidence and theoretical literature, this book argues that understanding rural and island student transitions can expose the wider dynamics of place and mobility at play during student and early career experiences.Highlighting the importance of a career perspective, Rosie Alexander encourages readers to consider how career pathways develop across time and at a variety of transition points unsettling the notion of a straightforward transition through university into the workplace. The book uncovers how student trajectories are developed through interweaving dynamics of relationships, place, and career routes and unpacks the implications for policy makers and practitioners. It contends that a much greater spatial awareness is necessary to understand and support the educational and career pathways of higher education stu

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Book SynopsisEnvironmental Liberation Education offers an easy-to-use, culturally responsive, and student-centered teaching approach to academic engagement and systemic change. It explains social-emotional tools and inquiry practices to discuss, reflect, and act for superdiverse student success, happiness, and global citizenship in a challenging, biodiverse world.The book presents three Transformative Tools: Diversity Circles to organize, Multicultural Mindfulness to process, and Approach-in-Dimension to assess. The Tools show educators at all levels across disciplines how to reduce bias and make sustainability decisions daily. They empower teachers to develop peace for academic concentration in busy classrooms through a holistic understanding of body, mind, culture, and environment. The book offers a range of classroom-based and professional development exercises for critical consciousness, including mindfulness practices, transformative journal worksheets, cultural actions, and a

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Book SynopsisSpeaking to the need to move beyond traditional formulations, this textbook presents radical visions for transforming civic education in the United States.Drawing on the experience of educators and scholarsincluding those rooted in feminist, queer, abolitionist, global, and race-conscious perspectivesthis work offers new, practical ideas for civic education reform. Responding to recent political crises, many scholars, educators, and public commentators have called for a rebirth of civic education, but these all are grounded in the premise that the goal of civic education should be to teach students about the U.S. Constitutional system and how to operate within it. This book argues that the U.S. governmental system, including the Constitution, is infused with racist and anti-democratic premises and procedures. It asks: How can we seek a new pathone that is more democratic, more equitable, and more humane? A diverse range of leading civic educators, who are willing not just to

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Book SynopsisThis resource provides mathematics educators with tools for conducting Collaborative Lesson Research (CLR), a form of Lesson Study developed out of the original Japanese Lesson Study and intended to improve student and teacher learning. Renowned mathematics education researchers Akihiko Takahashi and Geoffrey Wake bring together educators across the US and UK with first-hand experience using CLR in their schools.Readers will learn the essentials for an impactful Lesson Study directly from the scholars who coined the term, and benefit from the dual perspectives of math education researchers and teachers who have used CLR when reflecting on their own classroom pedagogy. These contributors define CLR and provide examples of successful CLR using real-life case studies, as well as introducing pathways for getting started and practical suggestions for implementation into different school environments. Across these examples, readers will:understand the essence of Lesson Trade Review"Since Lewis and Hurd’s Lesson Study Steps by Steps, teachers, educators, and school leaders who want to practise or are practising lesson study in mathematics outside Japan have been waiting for this book. In a subtle interplay of research findings and practical know-how, US and UK teachers, educators, researchers, and school leaders who successfully implemented Collaborative Lesson Research speak to us in our shared language, about a context that we can easily relate to." Stéphane Clivaz, Professor of Mathematics Education, Lausanne University of Teacher Education "This is a great book for mathematics teachers and teacher educators who are seeking to incorporate collaborative learning in their practice. This 'how to' of collaborative lesson research provides a direct link between theory and practice in education. Most importantly, the core focus of the book is the increased enjoyment and achievement of students of mathematics." Dr Aoibhinn Ní Shúilleabháin, Assistant Professor, University College Dublin "With this lesson study guidebook, the editors and authors provide key contributions to our understanding of how lesson study may be adapted and become sustainable in countries outside Japan. The insights emerging from the Collaborative Lesson Research approach to lesson study, implemented in different settings, offers an excellent resource and makes this volume a must read for teacher educators, lesson study facilitators, school leaders and researchers." James Calleja, Collaborative Lesson Study Malta, Faculty of Education, University of Malta "Collaborative Lesson Research is a particular way of conducting lesson study that highlights the key elements of this professional development process. This book presents the experience of leaders, practitioners and participants in Collaborative Lesson Research and is an essential support for those interested in getting involved as well as in improving their experience in lesson study in the most powerful way." João Pedro da Ponte, Instituto de Educação, Universidade de Lisboa "This book is a great asset to teachers of students in any grade – and frankly any subject – who wish to know, with assurance they can witness first hand, that their teaching is impacting student learning in the way they hope. Read it alone if you must, but with others if you can, as it will help bring learning to life in your school." Sharon Dotger, The Syracuse University School of Education Table of Contents1. Collaborative Lesson Research: A form of Lesson Study to encourage teachers to work collaboratively 2. Exemplary Collaborative Lesson Research 3. Pathways to getting started in Collaborative Lesson Research 4. Capacity building for conducting Collaborative Lesson Research 5. Educators’ learning from Collaborative Lesson Research (Voices from the field) 6. Recommendations

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Book SynopsisThis revised new edition of The Movement Environment Rating Scale (MOVERS) offers a brand-new method of measuring the quality of environment and pedagogy in which young children are encouraged to move and be physically active.As physical development is a key component of an educational curriculum, MOVERS offers practitioners the opportunity to accurately assess the quality of a child's physical experiences, and the environmental and pedagogical quality of these experiences. The MOVERS is placed firmly in the family of CLIQRS Curriculum, Leadership and Interaction Quality Rating Scales, which includes the Early Childhood Quality Rating Scale Emergent Curriculum (ECQRS-EC), the Sustained Shared Thinking and Emotional Well-being Scale (SSTEW) and the Pedagogical Leadership in the Early Years (PLEY) scale, all of which have a similar format to previously mentioned scales, making it easy for educators already familiar with these well-established scales tTrade Review"MOVERS is a great leap forward in consolidating and organising some of the cutting-edge techniques and insights that are…important in helping children grow to their potential. This scale, based on the work of Carol Archer and Iram Siraj over many years of solid research, study and observation, will be deeply useful and critical for educators, and all who care for young children."Bette Lamont, Director at Developmental Movement Consultants, Seattle, Washington, United States."An excellent tool for assessing quality in the support of young children’s physical well-being. It is scholarly, practical and helpful; I recommend it highly."Dr Sandra Mathers, Department of Education, University of Oxford, UK."I have been searching for several years, an instrument to measure the quality of the environment in these areas in early childhood education and care settings… I believe such an instrument now exists."Professor Anthony Okely, Director of Research, Early Start, University of Wollongong, Australia Table of Contents1. Introduction to the Movement Environment Rating Scale (MOVERS) 2. Sub-scale 1: Curriculum, environment, and resources for physical development 3. Sub-scale 2: Pedagogy for physical development 4. Sub-scale 3: Supporting physical activity and critical thinking 5. Sub-scale 4: Parents/carers and staff 6. The MOVERS score sheet 7. Joint observation/inter-rater reliability for the MOVERS 8. The MOVERS profile

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Book SynopsisHow are families like trees? How are children like caterpillars?Containing age-appropriate analogies for key Relationships, Sex and Health Education topics, this book provides carefully constructed, memorable metaphors for teaching some of the trickiest concepts around relationships and sexual development.Each toolkit opens with a story that draws comparisons between a common childhood experience and a conceptual RSHE topic. Learners are supported in breaking down the analogy, comparing each part of the familiar story to a new concept. Knowledge is deepened with matching games, extension activities and teaching tips.The book includes: Ready-made toolkits for the classroom Printable activities to engage learners Cross-curricular extension activities within each toolkit to support and enhance lesson plans Clear teaching notes with advice for inclusive and accessible delivery that considers learners' lived experiences Trade Review“Big Picture RSHE is a very clear, empowering and comprehensive set of resources. They are rooted in high-quality research, practical teaching and an educational philosophy that prepares and educates children very well indeed.” Naomi Leaver, Executive Headteacher, Robinsfield George Eliot Federation Westminster London “This really is a superb resource for primary schools. Big Picture RSHE is easy to read and use – clearly identifying the topics that are being covered, with detail that is thorough and manageable and with the added flexibility to introduce, consolidate or assess knowledge. The structure of the toolkits gives the children familiarity and a route to fully deepen their understanding of the topic. The resource has been created in a fun, sensitive way and the use of analogies is brilliant, making it accessible and relatable to children. It will undoubtedly promote discussion and participation in the classroom.” Natalie Brown, Assistant Head, Pastoral and PSHEE Lead, Hilden Grange School Tonbridge Table of ContentsPart 1: About this resource and its context A. What is Relationships, Sex and Health Education (RSHE) at primary level? B. What is Big Picture RSHE? C. Why use Big Picture RSHE? D. Who is this resource for? E. How do analogies support learning in RSHE? F. Is the resource relevant in my context? Part 2: How to use this resource? A. How do I use the toolkits? B. Things to consider when using this resource C. Step-by-step guide to using the toolkits Part 3: What topics are included? Part 4: The toolkits 1. FAMILIES: Families and people who care for me 2. FRIENDSHIPS: Healthy friendships 3. RESPECTING DIFFERENCE: Diversity 4. MAKING FRIENDS ONLINE: Digital relationships 5. WHAT YOU FIND ONLINE: Appropriate online content 6. RESPECTING ALL GENDERS: Gender equality 7. SECRET OR SURPRISE: Voicing concerns 8. CHOOSING FOR MY BODY: Boundaries 9. MY AMAZING BODY: Private body parts 10. CHANGING BODIES: Puberty 11. WET DREAMS: Nocturnal emissions 12. PERIODS: Menstruation 13. LOVE: Romantic relationships 14. HOW A BABY IS MADE: Reproduction 15. WHY PEOPLE HAVE SEX: Sexual activity

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Book SynopsisThis book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes.Addressing challenges such as competing conceptualisations of assessment, the burden of responsibility on teachers and conflicting views of what effective assessment actually is, this book provides an in-depth analysis of these problems, how they are explored, what factors influence them and their implications for learning and teaching. It proposes practical solutions to address these challenges, supported by 29 case studies that capture examples of practice from Asia, Europe, the USA and Australia. The book concludes with the key features of the effective implementation of assessment reform, based on findings from a variety of scenarios, across different contexts and levels of education.Providing critical insights and practical guidance, this boo

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Book SynopsisExamining crisis and its impact on the educational experience, Developing Community-Based School Crisis Response helps aspiring educators investigate and develop effective school crisis management strategies. The book introduces the Educational Crisis Framework, which emphasizes the importance of compassion and community knowledge as agents of change. Covering topics from school violence and natural disasters to the impact of war and societal issues, each chapter presents case studies based on the lived experiences of teachers, educational leaders, parents, and students who have confronted crises in their own Kâ12 classrooms and communities. Following each example, discussion questions provide prompts for thoughtful group discussions. Addressing a wide array of increasingly common challenges, this thoughtful resource is ideal for undergraduate and graduate students in teacher education and educational leadership preparation programs, as well as experienced teachers, school ad

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Book SynopsisTo be truly educated today, students need more than knowledge; they need higher-order thinking skills. Critical and creative thinking is required to recognize and counter disinformation, to overcome thinking errors, and to be successful in school and life. To effectively teach these skills, we must start early, when young minds are still forming. While K3 students are capable of higher-order thinking, most lessons engage only their lower-order thinking. In this comprehensive book based on sound science, Dr. Saifer offers many practical and engaging ways to develop students' logical, critical, and creative thinking skills within nearly every lesson, in all subject areas, and throughout the day. Teaching Higher-Order Thinking to Young Learners, K3: How to Develop Sharp Minds for the Disinformation Age is key reading for any early childhood teacher, leader, or parent.

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Book SynopsisAs the demographics of college students in the United States continue to shift, researchers increasingly design studies that offer insight into students enrolled in higher and postsecondary education institutions.This timely book addresses the challenges in appropriately engaging these students in research and how to develop scholarship featuring college student populations. Featuring tangible examples and strategies, this text breaks down the central tensions and opportunities that exist when designing qualitative studies that center college students and their development, experiences, and success. Chapters cover topics such as the philosophical underpinnings of qualitative research, study design, methodological approaches, data methods, issues of positionality, data analysis, trustworthiness, and writing up students' stories.Scholars and practitioners at all career levels will benefit from the chapters describing key considerations that scholars must make when doing

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Book SynopsisPreparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation examines multiple strategies and theories for developing antiracist attitudes and actions in teachers and teacher candidates. This textbook uses critical consciousness as a framework to help practitioners and scholars to facilitate the process of doing antiracist work.The book is divided into three sections, with Part 1 focusing on critical reflection, which refers to a social analysis and moral rejection of societal inequities, such as social, economic, racial/ethnic, and gender inequities, that constrain well-being and human agency. It shows that those who are critically reflective view social problems and inequalities in systemic terms and are therefore better able to address them. Part 2 examines sociopolitical efficacy, which refers to the perceived capacity to effect social and political change by individual and/or collective activism. Part 3 centers on critical action, that is,

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Book SynopsisThis edited collection explores the scholarly and pedagogical implementations of Conceptual Metaphor Theory (CMT) in world language education. The chapters offer a diverse range of theoretical and pedagogical perspectives as well as methodologies aiming to achieve the following objectives: Introduce novice linguists, novice researchers, and pre-service language teachers to CMT, its extensions, and its applications, while providing an overview of the current state of the discipline; Shed light on new research and pedagogical practices for linguists, researchers, and language educators at all levels; Present theoretically founded and research-based examples of the pedagogical application of CMT across multiple world languages, including English, French, Mandarin, and Spanish; Highlight the experiences and perspectives of practitioner educators who have implemented CMT in world language education. By addressing these objectives, the book aims to provide a comprehensive and insightful exploration of CMTâs role in world language education, offering guidance and inspiration for both researchers and practitioners in the field.

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Book SynopsisReforming Education Systems for Inclusion and Equity addresses the universal challenge of developing forms of education that make a difference for all children and young people, no matter their characteristics or backgrounds. From renowned author Mel Ainscow, this impactful book offers guidance for developing, implementing, and monitoring policies for inclusion and equity in education systems. Drawing from the authorâs extensive work across the globe as well as from international research contributions and literature in the field, Ainscow presents a framework to plan a strategy for reform, featuring six key ideas: center inclusion and equity in educational policies; identify and address contextual barriers; support and encourage the development of all members of the learning environment; strengthen networking amongst schools; engage family and community partners; provide challenge and support locally. This exciting new book is written for school and system leaders, district administrators, community partners, and policy makers..

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Book SynopsisThis guide informs the construction and execution of studies exploring college student development over time.Longitudinal studies represent a gold standard for understanding college student experiences and outcomes, yet many scholars partake in single-time surveys and interviews to avoid the challenges that occur during prolonged investigation. This book walks researchers through each step of the process, including strategies for avoiding mistakes in design, coping with unexpected variables, and lessons learned from real-world research experiences.This volume is a useful companion for educational researchers considering, planning, or launching longitudinal designs, as well as a practical supplement for graduate courses focusing on research methods and/or college students.

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Book SynopsisAcross the globe there has been a significant resurgence of interest in Froebel's philosophy in practice and Scotland is a front-runner in its systemic adoption of a Froebelian approach. This book offers a never-before-seen glimpse into Scotlandâs world-leading community of Froebel-inspired early childhood practice.Liberated by national guidance, the expert contributors unearth the recent history of this movement to embed child, community and ecologically centred education from birth to five and beyond in local, regional and national contexts. It offers valuable insight into the transformational work taking place in individual nursery and kindergarten settings, as well as policy circles and the emergent professional networks and research supporting both. It also highlights the challenges faced in moving away from the developmentalist and neo-liberal approaches that have governed early childhood education for over three decades, amid real economic and social pressures which continue to pressure early learning environments to produce âœschool readyâ children.Written primarily from the perspective of practitioners, it makes a compelling case that change is driven from the bottom up, and offers insightful case studies to show how this pedagogy has children, families and communities at its heart. The Power of Froebel in Early Childhood Education is a vital companion text for anyone considering the implementation of childrenâs rights in early education today.

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Book SynopsisThis core text, now in its second edition, provides an easy-to-read, comprehensive introduction to educational research that will develop your understanding of research strategies, theories and methods, giving you the confidence and enthusiasm to discuss and write about your research effectively.Specifically written for undergraduate education studies students, the book guides you through the process of planning a research project, the different research methods available and how to carry out your research and write it up successfully. Highlighting the theoretical and methodological debates and discussing important ethical and practical considerations, the book is structured to help you tackle all the different aspects of your project from writing your literature review, designing a questionnaire and analysing your data to the final writing up. This new edition is updated throughout with activities, case studies and further reading lists.New chapters include: <

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Book SynopsisThis book outlines Cooperative Small Group Discovery (CSGD) theory and practical learning strategies for implementing it in secondary and collegiate classrooms. Based on Neil Davidson's decades of work, the author team has designed a resource to help current users of small group methods in mathematics refine their practice and to entice others to try the strategies themselves. The book describes principles and strategies for teaching, complemented by an extensive collection of examples from instructional materials designed to support teacher implementation, with a focus on topics in the algebra curriculum. Chapters are organized into four parts, beginning with the theory and practice of CSGD and moving through examples and guidance, both on sequencing CSGD activities into unit plans and addressing challenges of CSGD in the classroom. The authors outline the rationale and basic operational principles of teaching through CSGD, as well as common student and teacher roles accompanied by

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

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Book SynopsisRewilding Education calls for a radical, system-wide reinvention of education as an adaptable ecosystem; less predictable and measurable, but far more suitable for shaping the adults of tomorrow.

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