Philosophy and theory of education Books

Book SynopsisCritical Praxis Research (CPR) is a teacher research methodology designed to bridge the divide between practitioner and scholar, drawing together many strands to explain the research process not just as something teacher researchers do, but as a fundamental part of who teacher researchers are. Emphasizing the researcher over the method, CPR embraces and amplifies the skills and passions teachers naturally bring to their research endeavours. Emerging from the tradition of critical pedagogy, Critical Praxis Research: Breathing New Life into Research Methods for Teachers transcends longstanding debates over quantitative vs. qualitative and scholar vs. practitioner research. The text examines the histories and current applications of common methodologies and re-conceptualizes the ways that these methodologies can be used to enhance teachers’ identities as practitioners and researchers. It also provides a critical examination of the role of Institutional Review Boards, and explores the complexity and ethics of data collection, data analysis, and writing. Through guiding questions and writing prompts, the author encourages readers to think through the process of design and conducting CPR. The text is theoretically rich, but written in an accessible style infused with metaphor, irony, and humour. Critical Praxis Research: Breathing New Life into Research Methods for Teachers is both instructive and uplifting, sending the message that research is difficult but also joyful, like life itself.Table of Contents Acknowledgments Preface Part I—Breathing Life into Research Methods for Teachers 1. Introduction: Why Critical Praxis Research? 2. Stages of Grief & Bringing the Joy Back to Inquiry 3. Positivist Research, Death of the Self 4. Qualitative Research: The Researcher in a Comatose State 5. CPR, Breathing New Life into Research Methods for Teachers Part II—Practicing Critical Praxis Research 6. The Seven Deadly Sins: Vices and Virtues of CPR 7. The Art of CPR Research Design 8. From Knowledge Discovery to Understanding 9. Demystifying Research Ethics in CPR Part III—CPR in Action 10. Finding Solidarity with/in/through CPR 11. Shaken and Stirred by Carolyne Ali-Kahn 12. Making Space for Praxis: Reflections on Research with ESL Teachers by Elizabeth Robinson 13. Developing My Own Ways of Knowing as a Teacher Researcher by Maura Morse 14. The Interplay of Identity, Context, and Purpose in a Study of Mathematics Teaching and Learning by Roser Giné 15. An Alternative in UpStream: Reconsidering Alternative Education and Resiliency vis-à-vis Identity and Context by Siouxsie Espinosa 16. From Research to Me-Search by Christopher J. Avilés 17. The Whole Story by Melissa N. Winchell Glossary Index

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Book SynopsisThis book argues that the ‘constructivist metaphor’ has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning.In support of the hypothesis that passibility underlies cognition, readers are provided with a collation of empirical studies and phenomenological analyses of knowing and learning science—in schools, scientific laboratories and everyday life—all of which defy a constructivist explanation. The author argues that ‘passibility’ constitutes an essential factor in the development of consciousness, with a range of essential experiences that cannot be brought into the linguistic realm. His exploration is guided by concepts such as ‘otherness’, passion, passivity and undecidability, and concludes by resituating the construction metaphor to accord it its proper place in a more comprehensive theory of learning.Table of ContentsFrontispiece.- Preface.- 1. De/Constructing the Blind Spots of Constructivism.- PART A: PASSIVITY, UNCERTAINTY, UNDECIDABILITY.- 2. Learning and the Erasure of Knowledge.- 3. Radical Passivity in Learning.- 4. Radical Uncertainty in Acting.- 5. Emergence of Duality.- PART B: OTHERNESS.- 6. Talking Conceptions without Conceptions.- 7. Thought Follows Communication.- 8. Otherness of Self.- 9. The Nonsense of Meaning.- PART C: PASSIONS.- 10. Emotion, Motives, Motivations.- 11. Crises, Suffering, Joy.- 12. From Incarnation to Responsibility.- PART D: EPILOGUE.- 13. Sublating the Constructivist Metaphor.- References.- Index.

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Book SynopsisThis book provides the theoretical and analytical resources for an urgent rethinking of the social project of educating and educational leading. It examines what educational leadership is, namely the politics and power of leadership as a practice, and what it can and should be, offering a pedagogical and praxis-informed approach to educational practice. Drawing on research conducted at various Australian schools and education districts, it argues for a reframing of educational leadership as pedagogical practice/praxis to transform theorising and practice in the field. The book provides a rich account of educational leading through a practice lens, bringing into dialogue the theory of practice architectures with site ontologies, Bourdieu’s thinking tools and feminist critical scholarship.The book tracks the practices and praxis of educational leaders as they grapple with the changing landscape and forces of educational policies that have informed Australian education. It reimagines education leadership by integrating Continental and Northern European understandings of pedagogy and praxis as being morally and ethically informed, as opposed to the narrower Anglophone notions of pedagogy as teaching and learning. The book adds to the body of knowledge on the “actual work of leadership” as a “distinct set of practices” that is morally and ethically informed. Readers will find a more holistic understanding of educational leadership practice and praxis, based on the everyday accounts of educational leaders, teachers and students in schools and education districts.Table of Contents1 Educational leadership as pedagogical practice and praxis.- 2 Educational leadership as politics.- 3 Educational leadership as power.- 4 Educational leadership as practice.- 5 Educational leadership as praxis.- 6 Educational leadership as pedagogy.- 7 Educational leadership as personal: Stories from the heart.- 8 Reclaiming educaitonal leadership as pedagogical and praxis.

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Book SynopsisIntroduction.- Headwinds crosswinds and a roadmap challenges and opportunities for catholic school research in canada and the united states.- Researching catholic schools ethos and educators an irish perspective.- What makes a school catholic revisiting research findings in the landscape of multi academy trusts an english perspective.- Researching catholic education an australian perspective.- Renewal in the catholic community the important contribution of focused research.- Research on catholic schools a kenyan context.- Navigating the place of philosophy and theology in catholic education research.- Researching catholic education communicating the tradition.- Academic research in catholic education reflecting on the past and building for the future.

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Book SynopsisIntroduction.- Provisioning of Schooling Facilities and School Participation of Children in India: An Overview of Literature.- Research Methodology.- Socio-Economic Profile and Political Context of the States under Study.- Present Situation of School Participation: An Overview.- School Profile and School Improvement.- Teachers and Teaching Learning Environment.- School Participation of Children.- Discussion and Conclusion.

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Book SynopsisChapter 1: The Nature, Value and Purpose of Education.- Chapter 2: Modern Education and Educational Modernization.- Chapter 3: Teacher Professionalism and Students' Subjectivity.- Chapter 4: Curriculum and Teaching of Basic Education.- Chapter 5: School Management and Leadership.- Chapter 6: Teacher Education and Teacher Education System.- Chapter 7: University Ideal and Higher Education Reform.- Chapter 8: Education System and Educational Decision Making.- Chapter 9: Education Discipline Construction and Development.- Chapter 10: Tradition and Transformation of Education.- Chapter 11: Social Development and Educational Reform.

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