Philosophy and theory of education Books

Book SynopsisThis second edition of TIPS: The Child Voice was prepared in response to demand for an updated and expanded version of the highly successful 1997 edition. This edition takes into account the broadening base of information regarding the nature of the singing voice. Now with strategies for the voice in transition during early adolescence, as well as strategies, games and activities to nurture the voice in early childhood, you'll find more suggestions for selecting materials and more recommended sources and resources. Also new are sample materials and activities, but you'll still find TIPS to use in student portfolios. These ideas, culled from scholars and experienced teachers, should prove useful to not only music educators, but also early childhood specialists, middle school teachers, and everyone working with students during those critical times of development of our natural instrument . . . the singing voice.Table of ContentsChapter 1 Foreword Chapter 2 Preface Chapter 3 Nature of the singing voice Chapter 4 TIPS for nurturing the singing voice in early childhood Chapter 5 TIPS for nurturing the singing voice in childhood Chapter 6 TIPS for nurturing the singing voice in transition Chapter 7 TIPS for selecting materials Chapter 8 TIPS for starting and teaching songs Chapter 9 TIPS for singing in parts

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Book SynopsisThe authors of the chapters in this volume - past and present collaborators of Marty Maehr, and a few of his former graduate students along the years - are motivational researchers who conduct research using diverse methods and perspectives, and in different parts of the world. All, however, see their intellectual roots in Marty's theoretical and empirical work. The chapters in this book are divided into two sections: Motivation and Self, and Culture and Motivation. Clearly, the distinctions between these two sections are very blurry, as they are in Marty's work. And yet, when the authors were asked to contribute their chapters, the research questions they addressed seemed to have formed two foci, with personal motivation and socio-cultural processes alternating as the core versus the background in the two sections.Table of ContentsIntroduction: Culture, Self, and Motivation. The Contribution of Martin L. Maehr to the Fields of Achievement Motivation and Educational Psychology, Avi Kaplan, Stuart A. Karabenick, and Elisabeth De Groot. Martin L. Maehr: Brief Bio.; PART I: MOTIVATION AND SELF. Continuing Motivation Revisited, Eric M. Anderman and Jennifer A. Weber. Applying Personal Investment Theory to Better Understand Student Development, Larry A. Braskamp. Motivation in Sport and Physical Activity: An Achievement Goal Interpretation, Glyn C. Roberts, Frank Abrahamsen, and P. Nicolas Lemyre. Meaning-Making and Motivation: A Dynamic Model, Avi Kaplan, Hanoch Flum, and Keren Kemelman. Achievement Goals in the Context of the Hierarchical Model of Approach-Avoidance Achievement Motivation, Ron Friedman, Arlen C. Moller, James W. Fryer, Ista Zahn, Wilbert Law, Ryan D. Acuff, Daniela Niesta, Kou Murayama, Angelika M. Meier, Beate Jelstad, and Andrew J. Elliot. Marty Maehr's Contributions to Research in Pasteur's Quadrant: The Mathematics and Science Partnership - Motivation Assessment Program, Stuart A. Karabenick, Bridget V. Dever, Juliane Blazevski, AnneMarie M. Conley, Jeanne M. Friedel, Melissa C. Gilbert, and Lauren E. Musu.; PART II: CULTURE AND MOTIVATION. School Culture Matters for Teachers' and Students' Achievement Goals, Lennia Matos, Willy Lens, and Maarten Vansteenkiste. A Model of Culture and Achievement Behavior, Farideh Salili. Achievement Motivation in Cross-Cultural Context: Application of Personal Investment Theory in Educational Settings, Dennis M. McInerney and Gregory Arief D. Liem. The Cultural Situatedness of Motivation, Julianne C. Turner and Helen Patrick. The Contributions of Martin L. Maehr to the Study of Cultural Influences on Achievement Motivation, Tim Urdan. Vita: Martin L. Maehr. Author Index. Subject Index.

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Book SynopsisWhat does pleasure have to do with morality? What role, if any, should intuition have in the formation of moral theory? If something is ‘simulated’, can it be immoral? This accessible and wide-ranging textbook explores these questions and many more. Key ideas in the fields of normative ethics, metaethics and applied ethics are explained rigorously and systematically, with a vivid writing style that enlivens the topics with energy and wit. Individual theories are discussed in detail in the first part of the book, before these positions are applied to a wide range of contemporary situations including business ethics, sexual ethics, and the acceptability of eating animals. A wealth of real-life examples, set out with depth and care, illuminate the complexities of different ethical approaches while conveying their modern-day relevance.This concise and highly engaging resource is tailored to the Ethics components of AQA Philosophy and OCR Religious Studies, with a clear and practical layout that includes end-of-chapter summaries, key terms, and common mistakes to avoid. It should also be of practical use for those teaching Philosophy as part of the International Baccalaureate.Ethics for A-Level is of particular value to students and teachers, but Fisher and Dimmock’s precise and scholarly approach will appeal to anyone seeking a rigorous and lively introduction to the challenging subject of ethics.

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Book SynopsisIf you feel a bit cross at the presumption of some oik daring to suggest everything you know about education might be wrong, please take it with a pinch of salt. What if everything you knew about education was wrong? is just a title. Of course, you probably think a great many things that aren't wrong. The aim of the book is to help you 'murder your darlings'. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they can still walk in a straight line after the experience. It seems reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny should it be encouraged in classrooms. David makes no apologies for this; why wouldn't you be sceptical of what you're told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools to help you question your assumptions and assist you in picking through what you believe.He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and observation. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you'll at least have had to think hard about what you believe. The book draws on research from the field of cognitive science to expertly analyse some of the unexamined meta-beliefs in education. In Part 1; 'Why we're wrong', David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper - 'Through the threshold' - looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question 'What could we do differently?' and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider 'What else might we be getting wrong?'; cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.

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Book Synopsis"Rethinking Children and Research" considers the way people approach research into childhood and children's lives and examines the debates concerning the forms and goals of such research. Theoretical and practice-based perspectives are discussed in the context of recent key developments in research theory and philosophy of children. Mary Kellet promotes the idea that researchers should listen to the voices and perspectives of children as experts on their own lives, and offers insights and guidance on approaches to research design, implementation and presentation. Recent debates and developments are considered, including ethics, approaching research with children from a child-rights framework, and rethinking the power dynamic within research relationships with children. "Rethinking Children and Research" is essential for studying childhood and undergraduate or postgraduate level, and will be of interest to all involved with research into childhood and children's lives in the areas of education, health and social services. Is childhood changing? What effects are new ideas about childhood having on children's lives? How are children's voices and opinions affecting the services they use? Contemporary debates on the nature of childhood, attitudes towards children, the experiences of children and the emergence of a child rights agenda are resulting in a re-examination of theory, practice and research in many fields. "New Childhoods" offers a re-appraisal of the meaning of childhood - a series of texts that are succinct, accessible and engaging in introducing undergraduates to key areas of Childhood Studies, Education Studies and Sociology, and in disseminating new thinking, research, scholarship and practices. Books in this series will also be of interest to those who are preparing to work with children, such as teachers, early years practitioners, youth workers, health workers and psychologists. Key features of this title include: boxed summaries of research which engage the reader in analysis; case studies to explore each issue in context; tasks to develop critical thinking; and, pointers on further reading. Each volume promotes a child rights perspective, and provokes a re-examination of child-adult relationship in the contexts of family, community and state. Insights and experiences across fields such as sociology, philosophy and psychology are combined to encourage an inter-disciplinary approach.Trade Review‘This book is a valuable and timely contribution to the literature on research with children. Mary Kellett has been in the forefront of the movement to advance children and young people's active participation in social research. Her book is theoretically grounded, very accessible and rich in practical examples. I cannot think of a better introduction to the subject.' Nigel Thomas, Professor of Children and Youth Studies, University of Central Lancashire, UK'A well-researched and comprehensive overview of key issues to be considered in any research that claims to be about children, on children, for children, with children and, particularly, by children. The author has skilfully analysed key theoretical developments and debates whilst addressing important methodological and pragmatic issues that lie at the heart of respectful and ethical research involving children ... A "must read" for those looking to improve or renew their understandings and be expertly guided in their research practice.' Anne Graham, Professor of Childhood Studies and Director of the Centre for Children & Young People, Southern Cross University, Australia‘Through the use of informed analysis and though-provoking case studies and examples, Kellett provides a highly readable overview of children and research that will be a valuable read to researchers who work with children.' Spryros Spyrou, Associate Professor of Social Science, European University, Cyprus'Ideal for those studying childhood at undergraduate or graduate level...[the book] analyses key theoretical developments and debates while addressing important methodological and pragmatic issues that lie at the centre of respectful and ethical research involving children... Recommended reading.' Early Years EducatorReviewed in Children and Young People Now August ‘a powerful reappraisal of how research can best serve present and future generations'This book is lucid and concise and sprinkled with an array of stimulating case studies, interviews and reflections. It is an insightful read for those interested in research on children, about children, with children and, crucially, by children. -- Laura Bainbridge, senior research executive, QA ResearchReviewed in Nursery World October (UK)A substantial contribution to the field of research, Rethinking Children and Research is up to date in its approach to research and children. This book is a helpful resource for those involved in implementing research with children and young people. -- Maryanne Theobald, Queensland University of Technology, AU * Australian Educational Researcher *Table of ContentsPart I. Issues, Debates and Challenges; 1. Introduction; 2. The Issues and Debates Defined; Part II. Contemporary Issues; 3. Interdisciplinary Research Involving Children; 4. The Research Process Reviewed from a Child's Rights Perspective; 5. The Relationship Between the Researcher and the Researched; 6. Children and Young People as Researchers; Part III. Policy and Practice Issues; 7. Implications for Policy and Practice and Impact on Children's Lives; References; Index.

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Book Synopsis"The first in time I shall call Preparation , the stage during which the problem was 'investigated ...in all directions'; the second is the stage during which he was not consciously thinking about the problem, which I shall call Incubation; the third, consisting of the appearance of the 'happy idea' together with the psychological events which immediately preceded and accompanied that appearance, I shall call Illumination . And I shall add a fourth stage, of Verification ..." Solis Press are pleased to be able to republish Wallas' seminal book on creativity that had sadly been out of print for many years. This edition is based on the first edition of 1926 and has been completely reset in fresh type.Trade Review"Wallas plainly is courgageous, tolerant, keenly observant, and widely experienced in social matters." The Sewanee ReviewTable of ContentsPreface | Synopsis of Chapters | Chapter I Psychology and Thought | Chapter II Consciousness and Will | Chapter III Thought Before Art | Chapter IV Stages of Control | Chapter V Thought and Emotion | Chapter VI Thought and Habit | Chapter VII Effort and Energy | Chapter VIII Types of Thought | Chapter IX Dissociation of Consciousness | Chapter X The Thinker at School | Chapter XI Public Education | Chapter XII Teaching and Doing | Index

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