Philosophy and theory of education Books
Taylor & Francis The RoutledgeFalmer Reader in the Philosophy of Education RoutledgeFalmer Readers in Education
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Taylor & Francis Ltd (Sales) Testing Times The Uses and Abuses of Assessment
Book SynopsisThis book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.Trade ReviewReview of book proposal by Gordon StobartRECLAIMING ASSESSMENTReport by Paul BlackThis is a very interesting book, which gives a broad overview of a fiel.d in which issues of education have important reciprocal interactions with a broad range of social effects.I address your schedule of issues as follows :1 and 2 The book does not duplicate any existing work. For market in the UK, it could appeal to two groups :• General audience of policy makers and practitioners in education and/or• Students on masters course in education.My main concern here would be whether it might fall between two stools in compromising between the interests of these two audiences. For the wider audience, the style would have to be direct and assertive in a mode that might be unsuitable for masters students. An old book - Banesh Hoffman’s The Tyranny of Testing illustrates the assertive approach. For student use, it draws upon an obviously excellent course - but I would comment that for a course on assessment at this level, my own emphasis would be different - not necessarily better. A comparison with my book - Assessment Friend or Foe ? - would show up the differences. So the book might be recommended reading for many, but is less likely to be in the category of recommended reading (probably strongly recommended) for most courses.. The appeal outside the UK might not be strong unless more were included, about traditions and issues in other countries, in explicit form, so that the French Bac, the USAs SAT and No Child Left Behind test requirements, the spread of the UKs testing policies to New Zealand and Australia, and so on. 3 About £ 154 See my comments above - the proposal does consider most alternatives carefully and has a clear and interesting vision which is his own.5 The issues are not ephemeral, but since they are in the interface between assessment principles on the one hand and political and public policy on the other, the surface features of the debate might well look very different in five years time. However, it is clearly impossible to produce a book which is does respond to current interests and is also timeless.6 Gordon Stobart is a recognised authority - and his experience in the policy, the academic and the journal publishing fields means that he is uniquely qualified to address the broad scope of this work.7 The coverage is very good, but I would add a few suggestions thusCh 1 - I would suggest that reliability might be more clearly highlighted in relation to fitness for purpose.Ch 2 - reference to the book entitled "The Rising Curve" would strengthen the IQ critique given here.Ch.3 - It might help to stress some critique of the notion of ‘skills’ as context independent abilities with examples e.g ‘problem solving’.Ch 4 - The paradox of the general public distrust of professionals set alongside the lack of alternatives and the trust in even undesirable alternatives might be explored here, particularly in the trust in written tests. Also a look across the spectrum might enrich e.g. Key Stage assessments versus the Ph.D. exam, and methods used for appraisal for promotion in the workplace.The issue of motivation, affect, ego and task involvement in relation to the impacts of assessment systems on those assessed might justify some attention - perhaps in Chapters 5 or 6.8 Yes I recommend publication without reservation. My comments above would apply to any possible book, and with far greater negative force to most possibilities. I would like to see it in print.Table of Contents1. Assessing Assessment 2. Intelligence Testing: how to create a monster 3. The resistance movement: multiple and emotional intelligences 4. The lure of learning styles 5. The diploma disease - still contagious after all these years 6. The long shadow of accountability 7. Reasons to be cheerful: assessment for learning 8. Reclaiming assessment: becoming responsible for who we are
£999.99
Taylor & Francis Ltd (Sales) Forming Ethical Identities in Early Childhood
Book SynopsisThrough compelling examples, Brian Edmiston presents the case for why and how adults should play with young children to create with them a 'workshop for life'.Trade Review‘[This book] is a welcome addition to the literatures on play, moral development, and postmodern theorizing in early childhood education ... It is a terrific example of postmodern scholarship that does not sacrifice complexity for clarify and readability.’ - J. Amos Hatch, University of Tennessee‘This book is designed to provoke thought ... it dislocates itself from traditional approaches and subverts the language of play.’ - Tina Bruce, Roehampton University‘An extraordinary theoretical tour de force.’ - Maureen Kendrick, University of British Columbia"In this thoughtful, stimulating analysis of the ethical dimensions of children’s play, Edmiston argues for the value of mythic play, in which children confront issues of good and evil by enacting heroes and villains of classic and contemporary tales." – CHOICE, September 2008, Vol. 45 No. 11Forming Ethical Identities in Early Childhood Play is an extraordinary theoretical tour de force that traverses historical, interdisciplinary, and contemporary theories on play, ethics, and pedagogy. By contesting many of the implicit assumptions of the existing theories, Edmiston generates an important new theory and pedagogy for the formation of ethical identities in early childhood, premised on child-adult pretend play interactions. His multilayered analysis of play-interactions with his own son—deftly interwoven with references to classic and contemporary children’s literature and popular culture—are poignant, insightful, and mindful. He invites early childhood teachers, educators, and scholars to participate with children in play as a “workshop for lifeâ€, proposing a viable alternative to dominant moral development and character education theories and pedagogies. Maureen Kendrick, University of British Columbia. Forming Ethical Identities in Early Childhood Play is a welcome addition to the literatures on play, moral development, and postmodern theorizing in early childhood education. In this volume, Brian Edmiston creates a compelling mixture of excerpts from his careful documentation of several years of co-constructed play with his young son, cutting-edge Bakhtinian analysis around the formation of ethical identities, and thoughtful suggestions for those who have the opportunity to participate in the lives of young children. It is a terrific example of postmodern scholarship that does not sacrifice complexity for clarity and readability. J. Amos Hatch, Professor of Education, University of TennesseeTable of Contents1. Ethics in Play 2. Mythic and Everyday Play 3. Playing with Possible Selves and Identities 4. Co-Authoring Ethical Selves and Identities 5. Play as Ethical Pedagogy
£40.49
Taylor & Francis Ltd Supporting Childrens Learning in the Early Years
Book SynopsisSupporting Children's Learning in the Early Years is aimed at early years practitioners who are developing their knowledge and understanding of professional practice through studying at undergraduate level. The book encourages readers to consider their professional development as reflective practitioners, building on and supporting the government agenda to provide quality provision for young children and their families.Combining theory and practice, and bringing together current research and thinking in a broad range of areas, the book covers: Learning environments: young children as learners, assessment of learning, well being and children's rights, diversity and inclusion. Learning and development: children's development including social and emotional development, literacy and mathematical development, the potential of ICT, fostering creativity, musical development and knowledge and understanding of the world. ReflTable of ContentsAcknowledgements Introduction Carrie Cable, Linda Miller and Gill Goodliff Part 1 Roles, provision and practices Linda Miller Introduction 1. Young children as learners Angela Anning and Anne Edwards 2. Promoting children’s welfare by respecting their rights Gerison Lansdown 3. Identity, self-esteem and learning Iram Siraj-Blatchford and Priscilla Clarke 4. Parent partnership and inclusion in the early years Alice Paige-Smith 5. Living and learning Claire Young 6. A folk model of assessment – and an alternative Margaret Carr 7. Listening to children Alison Clark 8. Observing children Jane Devereux Part 2 Learning and Development Carrie Cable Introduction 9. Children’s social and emotional development Naima Browne 10. Children from birth to three playing, growing and learning through moving and doing Julie Manning-Morton and Maggie Thorp 11. Young children becoming literate Robin Campbell 12. Science and ICT Rosemary Feasey and Margaret Still 13. Creative practice and pratice which fosters creativity Anna Craft and Bob Jeffrey 14. Great communicators Marian Whitehead 15. Born mathematical Linda Pound 16. Problem solving Sue Gifford 17. Knowledge and understanding of the world developed through a garden project Jane Devereux and Ann Bridges Part 3 Learning environments – children and adults Introduction Gill Goodliff 18. The democratic and reflective professional: rethinking and reforming the early years workforce Peter Moss 19. Reflection and developing a community of practice Alice Paige-Smith and Anna Craft 20. Exploring children’s expressions of attachment in nursery Peter Elfer 21. Emotional wellbeing Marion Dowling 22. The physical environment Sue Robson 23. The future of childhood Jennie Lindon 24. Creating contexts for professional developmnent Angela Anning and Anne Edwards
£27.99
Taylor & Francis Ltd Quality of Pupil Learning Experiences RLE Edu O Routledge Library Editions Education
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£173.48
Taylor & Francis Ltd Dissemination of Innovation RLE Edu O The Humanities Curriculum Project Routledge Library Editions Education
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£39.83
Taylor & Francis Ltd (Sales) Introducing Malaguzzi
Book SynopsisLoris Malaguzzi is recognised as the founder of the extraordinary programmes of preschool education that developed after the war in Reggio Emilia, Italy. Deeply embedded in the cultures and communities they serve, these unique preschools have justifiably become famous throughout the world.In this accessible and engaging text, Sandra Smidt examines how Malaguzzi's philosophy developed out of his personal experiences of growing up in post-fascist Italy. His ideas are explored and illustrated throughout by examples relating to everyday early years practice. The key themes explored include: relationships the importance of relationships, culture and contexts to learning within any setting and beyond; transparency the importance of listening and documentation to understanding and sharing learning; questioning inviting children to not only answer questions but raise them, allowing them to be equal partners in all learning sitTable of Contents1. The life and times of Loris Malaguzzi 2. What makes Reggio Emilia so special? 3. The importance of relationships 4. The importance of listening and documentation 5. The hundred languages of children 6. The hundred languages of teachers 7. The story of the Theatre Curtain 8. Responding to the needs of babies and toddlers 9. Democracy and participation in early childhood education
£36.99
Taylor & Francis Ltd Equality Participation and Inclusion 1 Diverse
Book SynopsisWhat are the experiences of children and young people?How can we think about the challenges they face?What systems and practices can support them?How can we develop greater equality, participation and inclusion across diverse settings?This second edition of Equality, Participation and Inclusion 1: Diverse Perspectives is the first of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This first Reader focuses in particular on the diverse perspectives held by different practitioners and stakeholders. Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a greater diversity of perspectives. Whilst exploring how we think about the experiences of childrTable of Contents1. Introduction: Another point of view Part 1: Looking back: A personal experience 2. Mabel Cooper’s life story 3. ‘The stairs didn’t go anywhere’: a self-advocate’s reflections on specialised services and their impact on people with disabilities 4. ‘Race’, gender and educational desire 5. Brushed behind the bike shed: working-class lesbians' experiences of school Part 2: Looking forwards: The development of new thinking 6. Has classroom teaching served its day? 7. The politics of education for all 8. Why it remains important to take children’s rights seriously 9. Youth participation in the UK:Bureaucratic disaster or triumph of child rights? Part 3: Looking from within: Barriers and opportunities 10. Social model or unsociable muddle? 11. Including all of our lives: renewing the social model of disability 12. Children's experiences of disability: pointers to a social model of childhood disability' 13. Towards an affirmation model of disability 14. The news of inclusive education: a narrative analysis 15. Guardians of tradition: presentations of inclusion in three introductory special education textbooks 16. Transcending transculturalism? Race, ethnicity and health-care 17. Countering the Attention Deficit Hyperactivity Disorder epidemic: a question of ethics? Part 4: Looking from within: The experience of inclusion 18. Inclusion in mainstream classrooms: experiences of deaf pupils 19. Voices on: teachers and teaching assistants talk about inclusion 20. Lessons from the 1%: children with labels of severe disabilities and their peers as architects of inclusive education Part 5: Looking around us: A broader experience 21. Children's "social capital": implications for health and well-being 22. Taking looked after children’s views into account on a day-to-day level: the perceptions and experiences of children and social workers 23. Aversive disablism: subtle prejudice toward disabled people 24. A Collective Model of difference
£38.99
Taylor & Francis Ltd Teaching For Understanding What It Is And How To
Book SynopsisFirst published in 2012. Why does understanding really matter? Why do some learners fail to understand? At a time when league tables can be everything, examination grades matter. Perhaps more than many would admit, the cost is a lack of understanding. The new edition of Teaching for Understanding provides practical advice about how to support understanding in both children and adults. It is for all teachers and lecturers, experienced or otherwise, who want learners to do more than simply memorize and regurgitate information. It describes what understanding means in the different subjects and offers a framework for supporting understanding. Revised and updated to reflect evolving ideas about education and the latest challenges facing teachers and learners, this new edition includes a section on the role of e-learning, as well as additional classroom contexts and extra strategies for supporting understanding. Topics explored include: what is understanding and why is it so valuable? how Trade Review'Douglas Newton has put together a book that both student and practising teachers alike will find readable and useful. The book will also appeal to trainers in a wide variety of settings.' - Educational DevelopmentsTable of ContentsPreface 1. Quality counts 2. Understanding: a worthwhile goal 3. The nature of understanding 4. Making connections 5. Mental engagement 6. Something to think with 7. Using surrogate teachers 8. Failing to understand 9. The total learning environment 10. Knowing what counts 11. Motivated to understand 12. The self-regulation of learning 13. Evaluating understanding 14. Changing minds Glossary
£35.99
Taylor & Francis Monsters Under the Bed
Monsters Under the Bed is an essential text focussing on critical and contemporary issues surrounding writing for âearly yearsâ children. Containing a critically creative and a creatively critical investigation of the cult and culture of the child and childhood in fiction and non-fictional writing, it also contains a wealth of ideas and critical advice.This text dynamically explores the issue of picture books, literacy and writing for early years children with a wider view on child-centred culture, communication and media. Internationally recognised as an expert in the field, Andrew Melrose encourages academics, researchers and students to examine the fundamental questions in writing for and addressing âearly yearsâ children, through an exploration of text and images. Accessibly written and lively in its approach, this book includes: an accessible and critically important challenge to the latest international academic research and debates in th
£26.59
Taylor & Francis Ltd Crisis in the Curriculum Routledge Library Editions Education
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£133.00
Taylor & Francis Ltd Regenerating the Curriculum Routledge Library Editions Education
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£173.48
Taylor & Francis Ltd Sense and Nonsense and the National Curriculum Routledge Library Editions Education
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Taylor & Francis Ltd Common Sense and the Curriculum Routledge Library Editions Education
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Taylor & Francis Ltd Curriculum and Culture RLE Education Schooling in a Pluralist Society Routledge Library Editions Education
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Taylor & Francis Ltd Class Culture and the Curriculum Routledge Library Editions Education
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Taylor & Francis Ltd The Politics of the School Curriculum Routledge Library Editions Education
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Taylor & Francis Ltd Theory and Practice of Curriculum Studies Routledge Library Editions Education
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£211.11
Taylor & Francis Ltd The Moral Curriculum A Sociological Analysis Routledge Library Editions Education
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£173.48
Taylor & Francis Ltd Towards A Compulsory Curriculum Routledge Library Editions Education
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£173.48
Taylor & Francis Ltd Preventing Classroom Disruption RLE Edu O Policy Practice and Evaluation in Urban Schools Routledge Library Editions Education
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£173.48
Taylor & Francis Ltd Aspects of Learning RLE Edu O Routledge Library Editions Education
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Taylor & Francis Ltd Observing Children in the Primary Classroom RLE Edu O All In A Day Routledge Library Editions Education
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Taylor & Francis Inside the Secondary Classroom RLE Edu O
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Taylor & Francis Ltd Classroom Language What Sort RLE Edu O Routledge Library Editions Education
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Taylor & Francis Ltd The Enquiring Classroom RLE Edu O An Introduction to Childrens Learning Routledge Library Editions Education
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Taylor & Francis Ltd The Arts in the Primary School Routledge Library Editions Education
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Taylor & Francis Ltd Critical Events in Teaching Learning Routledge Library Editions Education
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Taylor & Francis Ltd Linguistics and the Teacher Routledge Library Editions Education
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£173.48
Taylor & Francis The Powers of Literacy RLE Edu I A Genre Approach to Teaching Writing Routledge Library Editions Education
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£173.48
Taylor & Francis Ltd Beyond Initial Reading RLE Edu I Routledge Library Editions Education
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£173.48
Taylor & Francis Ltd Children into Pupils RLE Edu I A Study of Language in Early Schooling Routledge Library Editions Education
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£37.99
Taylor & Francis Ltd Children and Learning to Read RLE Edu I Routledge Library Editions Education
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£39.83
Taylor & Francis Ltd The Development of Meaning RLE Edu I A Study of Childrens Use of Language Routledge Library Editions Education
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£173.48
Taylor & Francis Necessary Conditions of Learning
Book SynopsisNecessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world—together with their practical applications in educational contexts. Trade Review"Marton has provided an outstanding exposition of his lifetime’s thought. Through describing research and teaching in a variety of subjects he exemplifies the theory of learning through discernment of variation. This stimulating and scholarly book acts both as a handbook for design of teaching and teaching materials, and as a basis for understanding more about learning in educational contexts."Anne Watson, University of Oxford, UK Table of ContentsPreface1. What makes humans human? Cultural evolutionThe species that teaches its offspringThe origin of pedagogyLearning from othersLearning as a by-product and learning as an aim"De-pedagogizing" learningPedagogies of learningTeachers’ professional knowledgeWhat this book is about2. What is to be learned? What matters? Organizing learningWhat is to be learned? Learning as differentiationDifferent meanings of what is to be learned3. Sameness and difference in learningThe problem with direct referenceDiscerning features that have been discerned previouslyDiscerning features that have not been discerned previouslyWe do have to learn to discern features whether or not they are innateLearning to discern novel features and aspectsDimensions of variation, and values* Neither from the specific to the general, nor the other way aroundPatterns of variation and invarianceThe path of learningCritical aspects and critical features againWhy is the experience of difference, against a background of the experience of sameness, necessary for learning to discern novel features and novel aspects?DelimitationGroupingDifferences and experienced differencesDiscernment, difference, simultaneityDiscerning and learning to discernUsing the known to prepare for the unknownThe transfer of learning4. What does the world look like to others? The revelation of Jonas EmanuelssonWhat is to be learned, again: Ways of seeingFinding critical aspectsThe learner’s perspective and the observer’s perspectiveLogic and understandingAsking questionsAnalyzing answersThe idea of phenomenographyQualitative differences in learning, specific to specific objects of learning5. The art of learningLearners generating patterns of variation and invarianceDiscoveries as discernmentsInnovations and the opening up of new dimensions of variationFinding novel meanings6. Making learning possibleThree faces of the object of learningNecessary conditions of necessary conditions of learningThe origin of differencesAnalysing lessonsComparing teachingRelating learning and teaching to each otherBringing about learning: Patterns of variation and invariance as tools for planning and conducting teachingBringing learning about: Implementing patterns of variation and invarianceBringing about learning: The order of thingsHierarchical and sequential structure in reading and writingCan the "art of learning" be learned?There are no teaching experimentsPutting conjectures to the testThe Chinese connection7. Learning to help others to learnWhat teachers have to be good at
£52.99
Taylor & Francis Ltd The Philosophy of Primary Education RLE Edu K An
Book SynopsisThis volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression. It also makes an important contribution towards getting a closely argued educational theory. In the first part of the book the author establishes general aims and ends with suggestions as to what the curriculum ought to be. The second part is concerned with the procedures of learning and teaching appropriate to such a curriculum.Table of ContentsPreface. 1. The Changing Concept of the Primary School. 2. Aims (1): Needs and Interests. 3. Aims (2): Growth. 4. Aims (3): A Curriculum 5. Play as an Educational Process. 6. Learning and Experience. 7. Activity, Self-Expression and the Arts. 8. Moral Education. Bibliography. Suggestions for Further Reading. Index.
£47.69
Taylor & Francis Ltd The Future University
Book SynopsisWinner of the Comparative and International Education Society Higher Education Special Interest Group Best Book Award for 2014!As universities increasingly engage with the world beyond the classroom and the campus, those who work within higher education are left to examine how the university's mission has changed. Official reviews and debates often forget to inquire into the purposes and responsibilities of universities, and how they are changing. Where these matters are addressed, they are rarely pursued in depth, and rarely go beyond current circumstances. Those who care about the university's role in society are left looking for a renewed sense of purpose regarding its goals and aspirations.The Future University explores new avenues opening up to universities and tackles fundamental issues facing their development. Contributors with interdisciplinary and international perspectives imagine ways to frame the university's future. They consider the histoTrade Review"Scholars mostly of education but some from other disciplines ponder what it is to be a university in the 21st century, what the university might become, what limitations are pressing upon the university, what possibilities might lie ahead, and similar questions."--Reference and Research Book NewsTable of ContentsIntroduction, Ronald BarnettI. Emerging futures1. The Future isn’t Waiting, Sheldon Rothblatt2. Imagining the University of the Future, Louise MorleyII. Global possibilities3. Accessing Knowledge in the University of the Future: Lessons from Australia, Leesa Wheelahan4. The Trajectory and Future of the Idea of the University in China, Shuang-Ye Chen and Leslie N.K. Lo 5. The Idea of the University in Latin America in the 21st Century, Mario Diaz Villa6. The Decline of the University in South Africa: Reconstituting the Place of Reason, Yusef WaghidIII. Ideas of the University7. Towards a Networked University, Nicolas Standaert8. The University as Fool, Donncha Kavanagh9. Re-imagining the University: Developing a Capacity to Care, Gloria Dall’Alba10. Creating a Better World: Towards the University of Wisdom, Nicholas MaxwellIV. A University for Society11. Universities and the Common Good, Jon Nixon12. Teaching in the University the Day After Tomorrow, Paul Standish13. The University: A Public Issue, Jan Masschelein and Maarten Simons14. The Future of University Research in Africa, Berte van Wyk and Philip Higgs15. Knowledge Socialism: Intellectual Commons and Openness in the University, Michael Peters, Garett Gietzen and David J OndercinCoda, Ronald Barnett
£49.39
Taylor & Francis Ltd Beyond Learning by Doing
Book SynopsisWhat is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond learning by doing through an exploration of its underlying theoretical currents. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of learning by doing and direct experience in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education iTrade Review"This book does make a significant contribution to experiential education and it will make an invaluable resource for those researching and working in experiential education. Roberts has not only identified many currents where more work needs to be done if we wish to think differently about experiential education but he has put politics and ethics at the forefront of that work, something that is sorely needed in this field."—Australian Journal of Outdoor EducationTable of ContentsPreface 1: Introduction: The River of Experience 2: Headwaters: From Experience to Experiential Education 3: Experience and the Individual: The Romantic Current 4: Experience and the Social: The Pragmatist Current 5: Experience and the Political: The Critical Current 6: Experience and the Market: The Normative Current 7: Experience and Democracy: The Hopeful Current Afterword
£44.99
Taylor & Francis Ltd International Handbook of Research on Conceptual
Book SynopsisConceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on studentsâ difficulties in learning.In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields. Trade Review"The International Handbook of Research on Conceptual Change offers a wealth of ideas, from a range of perspectives, drawing on a diverse literature. It should be an essential resource for anyone working in the fields of learning and conceptual development as researcher or advanced student."--Science & EducationTable of ContentsConceptual Change Research: An Introduction Part I: Theoretical Issues in Conceptual Change Research 1. The Framework Theory Approach to the Problem of Conceptual Change 2. A Bird’s-Eye View of the "Pieces" vs. "Coherence" Controversy (From the "Pieces" Side of the Fence) 3. Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change it, and the Learning Outcomes 4. The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change 5. Relations between Short-term and Long-Term Conceptual Change Part II: Conceptual Change in the Content Areas 6. Conceptual Change in Physics 7. Conceptual Change When Learning Experimental Design 8. Learning and Teaching about Matter in Elementary Grades: What Conceptual Changes Are Needed? 9. Learning and Teaching about Matter in the Middle School Years: How Can the Atomic Molecular Theory be Meaningfully Introduced? 10. Conceptual Change in Naïve Biology 11. Evolutionary Biology and Conceptual Change: A Developmental Perspective 12. Conceptual Understanding in the Domain of Health 13. Changing Historical Conceptions of History 14. Conceptual Change and Historical Narratives about the Nation. A Theoretical and Empirical Approach 15 Conceptual Change in the Social Sciences 16. The Framework Theory Approach Applied to Mathematics Learning 17. The Bundling Hypothesis: How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals Part III: Conceptual Change in the Philosophy and History of Science 18. The Problem of Conceptual Change in the Philosophy and History of Science 19. Conceptual Change in the History of Science: Life, Mind, and Disease Part IV: Learner Characteristics and Mechanisms for Conceptual Change 20. Beyond Knowledge: Learner Characteristics Influencing Conceptual Change 21. Mental Modeling in Conceptual Change 22. Roles for Explanatory Models and Analogies in Conceptual Change 23. Conceptual Innovation and Transfer 24. Conceptual Change through Collaboration Part V: Instructional Approaches to Promote Conceptual Change 25. Teaching Science for Conceptual Change – Theory and Practice 26. Self-Organization in Conceptual Growth: Practical Implications 27. The Knowledge Integration Perspective: Connections Across Research and Education 28. Promoting Conceptual Change through Inquiry 29. Representation Construction to Support Conceptual Change 30. Model Building for Conceptual Change Part VI: Reflections 31. Situating Text, Talk, and Transfer in Conceptual Change: Concluding Thoughts
£115.00
Harvard University Press Moral Education
Book Synopsis
£52.20
State University Press of New York (SUNY) Educating for Human Rights and Global Citizenship
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John Wiley & Sons Diversity and Education A Critical Multicultural Approach
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John Wiley & Sons Transforming Teacher Education for Social Justice
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£62.70
Teachers' College Press Using Data to Improve Teacher Education Moving
Book SynopsisOffers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine morale and motivation. This volume focuses on navigating these tensions so that valuable programmatic change can happen.Table of Contents Contents (Tentative) Foreword G. Williamson McDiarmid Acknowledgments part I: Conceptual and Empirical Foundations 1. Introduction and Overview of the Book Charles A. Peck 2. Building Organizational Capacity and Commitment to Data Use in Teacher Education Susannah C. Davis and Charles A. Peck Part II: Case Studies of High Data Use Programs 3. Reconceptualizing Teacher Education and Reculturing Schools of Education: Changing Teaching Institutions Into Learning Organizations Linda A. Patriarca, Kristen Cuthrell, and Diana Lys 4. Living in a Culture of Evidence and Outcomes: Engaging with Data at Alverno College Désirée H. Pointer Mace and Patricia Luebke 5. Program Portrait: University of California, Santa Barbara Tine Sloan and Jennifer Scalzo Part III: Promising Practices 6. Motivating Faculty Engagement With Data Susannah C. Davis and Kristen Cuthrell 7. Building (Useful) Data Systems Diana Lys and Désirée H. Pointer Mace 8. Making Time and Space for Data Use Tine Sloan, Kristen Cuthrell, and Désirée H. Pointer Mace 9. Leadership Strategy and Practice Tine Sloan, Diana Lys, and Ann Bullock 10. What We Learned About Getting Started With Data Use Through Self-Study Aaron Zimmerman, Tabitha Otieno, Jahnette Wilson, Chase Young, Jessica Gottlieb, Benjamin Ngwudike, and Marcelo Schmidt Part IV: New Directions 11. Improving Programs Through Collaborative Research and Writing Joy Stapleton, Diana Lys, Christina Tschida, Elizabeth Fogarty, Ann Bullock, and Kristen Cuthrell 12. Building Capacity and Commitment of Future Faculty to Program Improvement Research Jenny Gawronski and Starlie Chinen 13. Looking Back, Leaning Forward: A Conversation About Current and Future Challenges for Making Data a More Useful Tool for the Improvement of Teacher Preparation Programs Kristen Cuthrell, Diana Lys, Charles A. Peck, Désirée H. Pointer Mace, Tine Sloan, with G. Williamson McDiarmid About the Contributors Index
£33.26
John Wiley & Sons Descriptive Inquiry in Teacher Practice Cultivating Practical Wisdom to Create Democratic Schools
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John Wiley & Sons Teacher Educators as Critical Storytellers Effective Teachers as Windows and Mirrors
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John Wiley & Sons Flux Leadership
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£35.96
Teachers' College Press Making Schools Work Bringing the Science of
Book SynopsisIf we teach in the way that human brains learn, both students and their teachers will thrive! This book aligns evidence from the learning sciences on how and what students need to learn with classroom practice (pre-K-12).Table of ContentsContentsForeword xiiiAcknowledgments xvii1. Why Now? 1 Looking Ahead 52. The Science of Success 7 At a Glance 7Introduction 7The How of Learning 11What Children Learn: A Breadth-of-Skills Approach Through the 6 Cs 24Where the How Meets the What of Learning 313. Case Study 1: The 6 Cs Go to an Independent School in Pennsylvania 34 At a Glance 34Introduction 34A Theme-Based Approach as One Embodiment of the 6 Cs System 38Themes, the 6 Cs, and the Principles of Playful Learning 484. Case Study 2: Designing for Equity in a Michigan School District 49 At a Glance 49Introduction 50Using Human-Centered Design After Exploring the Underlying Barriers 52Results: The System Shifts Toward Success for All 67Next Steps to Intensify Learning 68Slow Down to Speed Up 695. Case Study 3: Statewide Scale-Up of Playful Learning in New Hampshire Kindergarten Classrooms 71 At a Glance 71Introduction 71Motivation for Change 73Evidence-Based Approach for Change 74Impacts and Outcomes 80Guided Play in COVID-19 Classrooms 83Further Investment in Guided Play and Coaching 83Conclusion 85Chapter 5 Supplemental Resources 866. Bringing It Home: Adapting the Model for Your School 97 Step 1: Get Buy-In 101Step 2: Educate 101Step 3: Co-Design 102Step 4: Try It Out 103Step 5: Broaden Your Scope 103Step 6: Assess How It Is Going 104Step 7: Home and School 105Step 8: Have a School- or Grade-Wide Conclusion 1057. Authentic Assessment to Support the Science of Learning 106 At a Glance 106Introduction 106Motivation: Why Engage in Assessment? 107Measurement of the Knowledge and Skills That Matter 108Developmentally Appropriate Assessment 109Summative and Formative Assessment 110There Is More Than One Type of Authentic Assessment 115Clantete: Using Authentic Assessment to Support the 6 Cs 122Radnor Middle School: Authentic Assessment to Support Student Learning 123Conclusion 1248. Jumping Over School Walls: The 6 Cs and Learning Principles Are Everywhere 125 At a Glance 125Introduction 125Enter Playful Learning Landscapes: Informal Learning at Its Best 126Media: The Learning Principles and the 6 Cs Work Here, Too 129Conclusion 1349. Re-Imagining Education at Your School 135 Introduction 136The 6 Cs Prepare Students for Success 136How Can We Help Children Remember What They Learn So That It Is Sticky? 138How Do We Teach in a Way That Supports Transfer? 139How Do We Move From the "Memorize and Spit-It-Out-on-the-Test" Model to One in Which Students Are More Engaged in Their Learning? 139Appendix A: Visual Chapter Synopses 145Appendix B: Recommendations for Further Study 159References 163Index 179About the Authors 185
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