Philosophy and theory of education Books

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

Read more less

Book Synopsis

Read more less

Book SynopsisThis practical resource is designed to support children and young people as they develop an understanding of the basic rights that we are all entitled to as humans. Diverse and inclusive, Blob figures have proven themselves to be a valuable way of sparking discussion of difficult topics through the universal means of body language and feelings. Based upon the UN Convention on the Rights of the Child, this book introduces ''Blob Trees'', lines and images with prompt questions and activities to help children to consider concepts such as freedom of movement and speech, safety and equality. It encourages children to think about the ways in which they can apply human rights articles to their own lives, by treating others with kindness, fairness and respect.Key features include: How to use' guides and prompt questions for each topic Simplified and child-friendly versions of all 42 human rights articles Photocopiable and downlTable of ContentsBlob Trees Drawing the Line Children’s Human Rights Articles General Sheets Blob World Sheets Blob Priority Sheets Reflective Images for Human Rights

Read more less

Book SynopsisBeginning to teach in a primary school means establishing a whole new set of relationships - with your class of course, but also with the other adults who work in the school. These include teachers and teaching assistants, support staff of various kinds from the visiting educational psychologist to the essential school secretary and parents, both as helpers in the school and as the major influences on their children''s lives outside school. This book is designed to give students and newly qualified teachers a taste of what they can expect and to help them to get the most out of these relationships both for themselves and for their children. Throughout, it draws upon the experiences of new teachers, often in their own words, but it also uses the voices of other `primary school people'' to show students the view from the other side. Throughout, the text is supported by points for discussion, questionnaires and check lists to help new teachers to define and analyse their own situationTable of ContentsList of contributors Acknowledgements Introduction Part I New encounters 1 Getting to know you Section I: Adults Section II: Children 2 Help is at hand Section I: Views of newly qualified teachers Section II: A Headteacher's perspective Section III: Mentor to the rescue Appendix 1: Resources Appendix 2: A mentor-NQT agreement Appendix 3: Lunch-time supervisors Part II Other teachers as colleagues 3 The role of a post holder Section I: An overview Section II: In the hot seat Appendix 1: How important are they? Appendix 2: Maths, a number of roles 4 Special needs Section I: The teacher Section II: The educational psychologist Appendix 1: Establishing a profile Appendix 2: Making a statement Appendix 3: Identification and assessment of special needs 5 The work of a home-school liaison teacher Part III Other adults as colleagues 6 A classroom assistant Appendix 1: Guidelines for working with a classroom assistant Appendix 2: Job description: classroom assistant 7 A school secretary Appendix 1: Marking the register Appendix 2: Educational visits 8 Good health to a school nurse Appendix 1: Some responsibilities 9 Meet a governor Appendix 1: Job description for a newly qualified teacher Appendix 2: Job description for a Headteacher Index

Read more less

Book SynopsisOne of the most important and consistent voices in the reform of science education over the last thirty years has been that of Peter Fensham. His vision of a democratic and socially responsible science education for all has inspired change in schools and colleges throughout the world. Often moving against the tide, Fensham travelled the world to promote his radical ideology. He was appointed Australia's first Professor of Science Education, and was later made a Member of the Order of Australia in recognition of his work in this new and emerging field of study.In this unique book, leading science educators from around the world examine and discuss Fensham's key ideas. Each describes how his arguments, proposals and recommendations have affected their own practice, and extend and modify his message in light of current issues and trends in science education. The result is a vision for the future of science teaching internationally.Academics, researchers and practitioners in science education around the world will find this book a fascinating insight into the life and work of one of the foremost pioneers in science education. The book will also make inspiring reading for postgraduate students of science education.Trade Review'This is a valuable book, one that I enjoyed reading from cover to cover. The book shows the importance of Fensham's work and illustrates clearly that the key debates in education are recurrent'. - Education ReviewTable of ContentsPart 1 Peter James Fensham (1927–); Chapter 1 Living the dream, Roger Cross; Part 2 Science for all; Chapter 2 Science for all, Cliff Malcolm; Chapter 3 Making science matter, Jonathan Osborne; Chapter 4 'Science for All', Tarsisius Sarkim; Part 3 Science, technology, and society; Chapter 5 STS education, Glen Aikenhead; Chapter 6 The UK and the movement for science, technology, and society (STS) education, Joan Solomon; Part 4 Gender in science teaching; Chapter 7 Science for all? Science for girls? Which girls?, Nancy Brickhouse; Chapter 8 Understanding gender differences in science education, Léonie Rennie; Part 5 The theory and practice of science teaching; Chapter 9 Fensham's lodestar criterion, James Wandersee; Part 6 Politics of the science curriculum; Chapter 10 Part ners or opponents, Harrie Eijkelhof; Chapter 11 Perspectives and possibilities in the politics of science curriculum, Jim Gaskell; Part 7 Peter Fensham's reform agenda; Chapter 12 Visions, research, and school practice, Reinders Duit; Chapter 13 Changing the script for science teaching, Richard White; Part 8 Peter Fensham's impact on science education in Australia and science education research around the world; Chapter 14 Impact of science education now and in the future, Cristina Padolina; Chapter 15 The importance of being able to see 'the big picture', David Treagust;

Read more less

Book Synopsis

Read more less

Book SynopsisTeaching in Transnational Higher Education examines current trends and challenges that face students, teachers and institutions of higher education around the globe.  This book comes at a pivotal moment where many universities are offering their courses in offshore locations. Students who could once not access an international qualification can now do so without leaving their home country.            The book clearly defines and takes an in-depth look at the various types of transnational education, including: institutions that have campuses abroad, teach specific courses abroad, and form partnerships with diverse schools to teach jointly. Teaching in Transnational Higher Education serves as a forum for debate on such insightful topics as: the modification of teaching to adapt to the needs of diverse students the use of technology in the classroom <Table of ContentsPART 1 CURRENT AND EMERGING ISSUES IN TRANSNATIONAL HIGHER EDUCATION

Read more less

Book Synopsis

Read more less

Book SynopsisLiving Languages is simply bursting with practical and original ideas aimed at teachers and trainee teachers of foreign languages in secondary schools. Written by a team of experienced linguists, this book will inspire and motivate the foreign language classroom and the teachers who work within it. Living Languages comprises eight chapters and is structured around the integrated classroom, merging language learning with different aspects of the wider curriculum such as multimedia, theatre and music, celebrations and festivals, sport, and alternative approaches to teaching languages. A DVD is also included with the book containing additional teaching materials and the associated films and audio recordings which make this a fully developed and effective teaching resource. Twenty-eight real-life case studies and projects are presented, all of which have been tried and tested in the classroom with many having won recent educational awards. Ideas and activTable of Contents1. Languages and sport; 2. Languages and multi-media; 3. Languages, celebrations and festivals; 4. Inspiring Language learning; 5. Languages, theatre and music; 6. Content and Language Integrated Learning (CLIL); 7. Languages beyond the classroom; 8. Continuing Professional Development

Read more less

Book SynopsisLiving Languages is simply bursting with practical and original ideas aimed at teachers and trainee teachers of foreign languages in secondary schools. Written by a team of experienced linguists, this book will inspire and motivate the foreign language classroom and the teachers who work within it. Living Languages comprises eight chapters and is structured around the integrated classroom, merging language learning with different aspects of the wider curriculum such as multimedia, theatre and music, celebrations and festivals, sport, and alternative approaches to teaching languages. A DVD is also included with the book containing additional teaching materials and the associated films and audio recordings which make this a fully developed and effective teaching resource. Twenty-eight real-life case studies and projects are presented, all of which have been tried and tested in the classroom with many having won recent educational awards. Ideas and activTable of Contents1. Languages and sport; 2. Languages and multi-media; 3. Languages, celebrations and festivals; 4. Inspiring Language learning; 5. Languages, theatre and music; 6. Content and Language Integrated Learning (CLIL); 7. Languages beyond the classroom; 8. Continuing Professional Development

Read more less

Book SynopsisThis study explores the identity construction of socioeconomically and educationally disadvantaged students who enter an elite university. This critical ethnography gathered qualitative data about the twenty-three participants through non-participant observation, in-depth interviews, and focus groups. Faculty, staff, and administrators were also interviewed.Trade Review"The text invites readers to grapple with...complex and important questions. The value of the book is in its ability to "make strange" the many familiar-both overt and subtle-numbing practices of higher education that must be understood, then changed. This book would interest readers in the fields of educational anthropology, qualitative research methods, and ethnic studiesup Anthropology and Educ Educat Educ."Table of ContentsChapter 1 Introduction; Chapter 2 The HEOP Students:; Chapter 3 Structured Expectations:; Chapter 4 Academics at Ivy University:; Chapter 5 Searching for a “Home of My Own:”; Chapter 6 Peer Relationships:; Chapter 7 Good Enough:; Chapter 8 Conclusion;

Read more less

Book SynopsisFor nearly two decades, E. D. Hirsch's book Cultural Literacy has provoked debate over whose knowledge should be taught in schools, embodying the culture wars in education. Initially developed to mediate against the multicultural threat, his educational vision inspired the Core Knowledge curriculum, which has garnered wide support from an array of communities, including traditionally marginalized groups. In this groundbreaking book, Kristen Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and cultural politics underlying neoconservative initiatives in education.Ultimately, Rightist Multiculturalism does more than assess the limitations and possibilities of Core Knowledge. It illuminates why troubling educational reforms initiated by neoconservatives have acquired grassroots allegiance despite criticism that their vision is culturally elitist. More importantly, Buras argues understanding that neocTrade Review"This meticulously researched analysis of ‘rightist multiculturalism’ in the ongoing curriculum battle for cultural supremacy reveals the neo-conservative evolution and contradictory ideology of the Core Knowledge school reform movement. In contrast to this matrix of hegemonic power and control, Buras’s vision of culturally democratic schooling is hopeful and compelling."--Joyce E. King, Benjamin E. Mays Chair for Urban Teaching, Learning & Leadership, Georgia State University."Buras’s careful analysis reveals the instigators, financiers, strategies, and campaigns to politicize school curriculum in order to develop a permanent conservative majority. The book is a must-read—our past, present and future are at stake."--Patrick Shannon, Professor of Education, Pennsylvania State University. "Just as the Civil Rights Movement was a product of preparation in previous decades, Buras captures convincingly the slow but strident development of the New Right. She does not only take the Core Knowledge Movement in education to task but equally takes it seriously. Buras’ stunning analysis forces critical educators to take notice of a new compromise in the cultural wars: the hegemonic rise of Rightist Multiculturalism. This book will teach and delight its readers."-- Zeus Leonardo, Visiting Associate Professor, University of California, Berkeley.Table of ContentsIntroduction: Rightist Multiculturalism as the New Hegemony 1. Historicizing Core Knowledge: Neoconservatism, Cultural Deficiency and the Civil Rights Frontier 2. Questioning Core Assumptions: A Critical Reading of E.D. Hirsch’s Educational Vision 3. Tracing the Core Knowledge Movement 4. The Disuniting of America’s History: Core Knowledge and the National Past 5. Core Lessons on Neoconservative School Reform. Appendix A: Methodologies: Getting to the Core of the Matter. Appendix B: Correspondence on the Politics of Antonio Gramsci from Harvard Educational Review

Read more less

Book SynopsisThe first book of its kind internationally, Border Sexualities, Border Families in Schools explores the experiences of bisexual students, mixed sexual orientation families, and polyamorous families in schools. For the first time, a book foregrounds the voices and experiences of these students and families who are falling into the gaps or on the borders of a school's gay/straight divide in anti-homophobia policies and programs, and schools recognizing families as meaning either heterosexual couples, or, increasingly, homosexual couples. Drawing from interviews and online research with students, parents, and teachers, as well as providing a comprehensive overview and analysis of international educational and health research, and media/popular cultural texts, this book addresses the following: what are the problematic and/or empowering experiences and strategies of bisexual students, multisexual and polyamorous families in educational systems ? what could schools be doing to promote healtTrade ReviewSexual identity is a hot topic today, with the national debates over the "don't ask, don't tell" military policy and same-sex marriage, and the increasing numbers of university programs in queer studies. Pallotta-Chiarolli (Deakin Univ. Melbourne, Australia) asks readers to set aside a bifurcated view of sexual identity (gay/straight) and consider the lives of those who are bisexual and/or are involved in committed polyamorous relationships....Recommended. * CHOICE *Pallotta-Chiarolli seeks in Border Sexualities, Border Families in Schools to show us how bi students and poly family members need educators’ attention and compassion as well....Pallotta-Chiarolli has set herself an ambitious task, and she rises to the occasion again and again....Border Sexualities, Border Families in Schools is a compelling study of overlooked students. Moreover, it functions as an academic and an activist text, calling attention to the needs of bi students and those from alternative family structures, while also showing us ways to address their concerns and, in the process, making education truly more accessible, more enlightened and more humane. * Journal of Bisexuality *Border Sexualities, Border Families in Schools is a timely publication, given the recent press attention given to teenage suicides as a direct result of homophobic bullying-mistreatment by their peers relating to perceived or actual sexual orientation….The book is a first of its kind, and as such, takes great pains to do background work and to share first hand experience by students and their parents. -- Lisa Keele * Bi Women Magazine At Biwomenboston.Org.Au *This is an important and provocative book that challenges conventional notions of family, sexuality and identity. It takes the reader beyond the heteronormative and binary limits for imagining a politics of difference to a place that exposes the erasure of the silenced voices of bisexual and multi-sexual subjects from the field of equity and social justice education. -- Wayne Martino Ph.D, University of Western OntarioAll educators, all families need this book. It asks questions that must be asked, yet have not been asked, and shares thoughtful perceptions and suggestions, in ways that may help humanity grow more whole. -- Loraine Hutchins Ph.D, Bi Any Other Name, BiNet USA, Towson UniversityBorder Sexualities is a groundbreaking work which gives an in-depth glimpse of the issues that face sexual minority students, families and teachers within the school system. Furthermore, Pallotta-Chiarolli offers realistic ideas about how to address these issues. This book is a must-read for educators who wish to make their schools safer for all, and for bi, poly and gender-queer folks who are looking for ways to survive and thrive at school. -- Geri Weitzman Ph.D, Psychologist, San FranciscoPallota-Chiarolli describes her aims in writing this book as, ‘broadening, interrogating and adding to ongoing debates and activism regarding sexual diversity and relationship diversity’. She does so in a passionate, yet well-documented manner. * Sex Education:Sexuality, Society and Learning *Table of ContentsChapter 1 "Messing Up the School Sex-Filing Cabinet": Introducing The Research Chapter 2 "On the Bi- and Poly-Borders": Theorizing Dichotomy and Diversity Chapter 3 "We're the X-Files": When Bisexuality "Messes Up" Sexual Dichotomy in Schools Chapter 4 "Messing Up the Couples-Cabinet": Polyamorous Families in Schools Chapter 5 "From Difference to Diversity": From "X-files" to "whY- files?"

Read more less

Book SynopsisThis book will help you to understand Badiou's central concepts, the philosophical relation between Badiou and Plato and will rethink the importance of Badiou's 'Platonic' claim that 'the only education is an education by truths'.Trade ReviewThis is not a work of commentary but an intervention: by actualizing the categories of Badiou's Being and Event, Bartlett subverts the Aristotelian biases of Plato scholarship and exposes the sophistical basis of contemporary ideologies of education. The result brilliantly exemplifies the transformative import of Badiou's Platonism. -- Ray Brassier, American University of Beirut This is not a work of commentary but an intervention: by actualizing the categories of Badiou's Being and Event, Bartlett subverts the Aristotelian biases of Plato scholarship and exposes the sophistical basis of contemporary ideologies of education. The result brilliantly exemplifies the transformative import of Badiou's Platonism.Table of ContentsAcknowledgements Abbreviations Introduction: Trajectory 1. State 2. Site 3. Event/Intervention 4. Fidelity 5. Subject 6. Generic Epilogue Bibliography Index

Read more less

Book SynopsisThis volume focuses on and exemplifies how ethnography--a research tool devoted to looking at human interaction as a cultural process rather than individual psychology--can shed light on educational processes framed by the complex, internationalized societies in which we live today. Part I offers theoretical chapters about ethnography and examples of innovative ethnography from particular perspectives. In Part II, the emphasis is on the application of ethnographic approaches to educational settings.Each contribution not only takes the reader on a thoughtful and enlightening journey, but raises issues that are important to both educators and ethnographers, including the relationship of researcher to subject, the meaning of participant in participant observation, and ways to give voice to disenfranchised players, and on the complex ways in which all parties experience identities such as race in the modern world.Innovations in Educational Ethnography: Theory, MethodTrade Review"I heartily recommend this book and enjoyed having an opportunity to review it. I will be using it in my classes this fall."--Janice E. Jones, Contemporary Psychology: APA Review of Books, November 15, 2006, Vol. 51, No. 46"This book is set up and laid out very thoughtfully. An exciting part of this book is how the authors have incorporated culture throughout the chapters....provides the reader with a clear picture of the theoretical background of ethnography and great examples of the application of ethnographic approaches to educational settings."—PsycCRITIQUES"Once again George Spindler has put together a collection of new (and original) essays....The contributors are all fine ethnographers with new and important research to share with the larger field."—Donna Deyhle, University of Utah"...presents new approaches to doing research as well as new ways of thinking about complicated issues related to ethnography and education....In addition to being one of the fathers of anthropology and education, Spindler is a superb writer and editor."—Jeffrey Shultz, Arcadia UniversityTable of ContentsContents: Preface. Part I: Theoretical and Methodological Explorations in Ethnography.R. McDermott, H. Varenne, Reconstructing Culture in Educational Research. K. Powell, Inside-Out and Outside-In: Participant Observation in Taiko Drumming. G. Spindler, Living and Writing Ethnography: An Exploration in Self-Adaptation and Its Consequences. M. Pollock, Race Wrestling: Struggling Strategically With Race in Educational Practice and Research. J.D. Raley, Finding Safety in Dangerous Places. I. Seyer-Ochi, Lived Landscapes of the Fillmore. Part II: Studying "Side by Side": Ethnographic Applications to Educational Settings.F. Erickson, Studying Side by Side: Collaborative Action Ethnography in Educational Research. J. Rosiek, Toward Teacher Education That Takes the Study of Culture as Foundational: Building Bridges Between Teacher Knowledge Research and Educational Ethnography. L. Hammond, Digging Deeper: Using Reflective Dialogue to Illuminate the Cultural Processes Inherent in Science Education. C. Brandt, Narratives of Location: Epistomology and Place in Higher Education. S. Nichols, D. Tippins, L. Morano, P. Bilbao, T. Barcenal, Community-Based Science Education Research: Narratives From a Filipino Barangay.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisThis book brings together a discussion of educational philosophy, nihilism and humanity to rethink education in times of crisis, with a particular focus on teaching and learning in universities. The book argues that an educational crisis manifests when the value of academic institutions come under attack, looking closely at how higher education practices have been devalued. The book is situated in the context of three intertwined crises; the coronavirus pandemic, economic decline resulting in poverty and unemployment, and the crisis of human migration. It questions what the role of education is, or ought to be, in times of crisis and how our humanity ought to be cultivated during such turbulent times. This novel and timely text will be of great interest to researchers, academics and postgraduate students in the fields of educational philosophy, higher education and international education. Table of Contents1. Education reconsidered during turbulent times. 2. Education and the cultivation of humanity. 3. Deepening of crises and their implications for human living: In defence of global justice. 4. On the crisis of education: The explosion of online education. 5. Can philosophical thinking enhance educational encounters? 6. Can a spiritual life impede an educational crisis? 7. Does a concept of community offer a way to counteract a crisis? 8. Revisiting democratic citizenship education as a riposte to an educational crisis. 9. Against boredom: Cultivating a blissful academic space for happiness. 10. Reconsidering ubuntu: Towards an ethic of human flourishing that is "human, all too human".

Read more less

Book SynopsisNow in its 74th edition, The Europa World of Learning is one of the world''s leading reference works. Updated to the highest editorial standards, entries are sourced directly from the organizations to ensure accurate and reliable information. The accreditation status of every university and college is verified before its entry is approved.Every type of academic institution is covered, including over:7,800 universities and colleges 5,800 research institutes 3,400 museums and art galleries 5,000 learned societies 3,600 libraries and archives 850 regulatory and representative bodies Separate chapters for countries from Afghanistan to Zimbabwe each feature an introductory survey of the country''s higher education system. A separate section covers international organizations concerned with higher education and scholarship.

Read more less

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

Read more less

Book SynopsisThe Cambridge Handbook of the Learning Sciences provides research-grounded practical information for how to organize a classroom, how to write textbooks, how to design educational software and instructional technology, how to prepare effective teachers, and how to best use the Internet to enhance student learning.Table of ContentsPreface R. Keith Sawyer; 1. An introduction to the learning sciences R. Keith Sawyer; Part I. Foundations: 2. Foundations of the learning sciences Mitchell J. Nathan, R. Keith Sawyer; 3. Scaffolding Brian J. Reiser, Iris Tabak; 4. Project-based learning Joseph S. Krajcik, Namsoo Shin; 5. Metacognition and self-regulated learning Philip H. Winne, Roger Azevedo; 6. A history of conceptual change research: Threads and fault lines Andrea A. diSessa; 7. Learning in activity Yrjö Engeström; 8. Cognitive apprenticeship Allan Collins, Manu Kapur; Part II. Methodologies: 9. Design-based research: A methodological toolkit for engineering change Sasha Barab; 10. Analyzing collaboration Noel Enyedy, Reed Stevens; 11. Microgenetic methods Bruce L. Sherin, Clark A. Chinn; 12. A learning sciences perspective on the design and use of assessment in education James W. Pellegrino; 13. Learning analytics and educational data mining Ryan S. Baker, George Siemens; Part III. Grounding Technology in the Learning Sciences: 14. Videogames and learning Constance Steinkuehler, Kurt Squire; 15. Embodiment and embodied design Dor Abrahamson, Robb Lindgren; 16. Tangible and Full-body interfaces in learning Narcis Pares, Michael Eisenberg; 17. Augmented reality in the learning sciences Bertrand Schneider, Iulian Radu; 18. Mobile learning Roy Pea, Mike Sharples; Part IV. Learning Together: 19. Knowledge building and knowledge creation Marlene Scardamalia, Carl Bereiter; 20. Computer-supported collaborative learning Gerry Stahl, Timothy Koschmann, Daniel Suthers; 21. Arguing to learn Jerry Andriessen, Michael Baker; 22. Informal learning in museums Palmyre Pierroux, Karen Knutson, Kevin Crowley; Part V. Learning Disciplinary Knowledge: 23. Research in mathematics education: What can it teach us about human learning? Anna Sfard, Paul Cobb; 24. Science education and the learning sciences: A coevolutionary connection Nancy Butler Songer, Yael Kali; 25. Complex systems and the learning sciences: Educational, theoretical, and methodological implications Michael J. Jacobson, Uri Wilensky; 26. Learning history Mario Carretero, Everardo Perez-Majarrez; 27. Learning to be literate Peter Smagorinsky, Richard E. Mayer; 28. Arts education and the learning sciences Erica Halverson, Kimberly Sheridan; 29. Learning as a cultural process: Achieving equity through diversity Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren, Carol D. Lee; 30. Designing for meaningful learning: Interest, motivation, and engagement K. Ann Renninger, Sanna Järvelä; 31. Advances in teacher learning research in the learning sciences Barry J. Fishman, Carol K. K. Chan, Elizabeth A. Davis; 32. Learning sciences and policy: A decade of mutual engagement William R. Penuel, James P. Spillane, Min Sun; 33. The learning sciences in the 2020s: Implications for schools and beyond R. Keith Sawyer.

Read more less

Book SynopsisA national system of education cannot function without policy. But the path to practice is seldom smooth, especially when ideology overrules evidence or when ministers seek to micromanage what is best left to teachers. And once the media join the fray the mixture becomes downright combustible.Drawing on his long experience as teacher, researcher, government adviser, campaigner and international consultant, and on over 600 published sources, Robin Alexander expertly illustrates and illuminates these processes. This selection from his recent writing, some hitherto unpublished, opens windows onto cases and issues that concern every teacher. Part 1 tackles system-level reform. It revisits the Cambridge Primary Review, an evidence-rich enquiry into the condition and future of primary education in England, which challenged the UK government's policies on curriculum, testing, standards and more besides. Here the reform narratives and strategies of successive govTrade Review"I found it inspirational because, along with the disappointments and frustrations, there is another feature which shines through every page: the author’s passionate concern for the world’s children and their education. It is, above all, the record of a man who has devoted his life, whatever the difficulties, to making a difference." - Derek Gillard, ForumTable of Contents Introduction PART 1 – ABOVE THE PARAPET A tale of two reviews Health of a nation Success, amnesia and collateral damage Triumph of the eristic What works and what matters Evidence, mediation and narrative PART 2 – CURRICULUM CONVOLUTIONS Reform, retrench or recycle? Epistemic imbroglio Entitlement, freedom and minimalism Neither national nor a curriculum Beyond the reach of art True grit Curriculum capacity and leadership PART 3 – SPEAKING BUT NOT LISTENING Promise and politics of talk Evaluating dialogic teaching The unquestioned answer Dialogic pedagogy in a post-truth world PART 4 – EDUCATION FOR ALL Towards a comparative pedagogy World beating or world sustaining? Moral panic and miracle cures In pursuit of quality Bibliography

Read more less

Book SynopsisParticipation in higher education has never been greater, and governments around the world continue to invest huge sums of money in the sector, not least to encourage even more enrolment. Meanwhile, many countries are moving away from centralized, taxpayer-funded systems to more marketized' models. For these and other reasons, the intersection of economics and higher education has never been more apparent. Increasingly, economic principles are applied to analyses of education and education policy, as scholars and policymakers grapple with difficult questions, such as: how should the costs of higher education be shared between stakeholders? What are the drivers' of inequality in higher-education participation? And what is the appropriate role for government?

Read more less

Book SynopsisBoth from the point of view of the experiences of different groups of students, and also with respect to the form that education about sexuality, sex, and relationships should take, education and sexuality raises complex questions and provokes heatedsometimes furiousdebate. This four-volume collection offers an authoritative overview of key issues within this rapidly developing field. Under the editorship of Peter Aggleton (editor-in-chief of the international journal, Sex Education), the collection covers a wide range of contemporary issues and concerns, including: the sexualities curriculum; politics and pleasure'; classroom processes and dynamics; sexual and gender diversity in the classroom; gender and sexual violence in schools and colleges; and bullying, victimization and abuse. Special attention is also given to enduring topics, such as the content and context of sexualtiy education; the age at which it should take place; faith and religion; politics and poli

Read more less

Book SynopsisIndigenous Education and the Metaphysics of Presence: A worlded philosophy explores a notion of education called worldedness' that sits at the core of indigenous philosophy. This is the idea that any one thing is constituted by all others and is, therefore, educational to the extent that it is formational. A suggested opposite of this indigenous philosophy is the metaphysics of presence, which describes the tendency in dominant Western philosophy to privilege presence over absence. This book compares these competing philosophies and argues that, even though the metaphysics of presence and the formational notion of education are at odds with each other, they also constitute each other from an indigenous worlded philosophical viewpoint.Drawing on both Maori and Western philosophies, this book demonstrates how the metaphysics of presence is both related and opposed to the indigenous notion of worldedness. Mika explains that presence seeks to fragment things in thTrade Review'Indigenous Education and the Metaphysics of Presence articulates a fundamental challenge to western thought, namely, the deep implicancy (entanglement), which is the core of Indigenous Metaphysics. By collapsing the distinctions between the self, the idea, and the things of the world, Carl Mika beautifully and powerfully exposes the poverty of the mode of thinking that cannot but hold everything hostage to its deadly yearn for (self-)determination. This book is a mandatory reading for anyone interested in what becomes of thought and existence when contemplated beyond the limits of modern western philosophy.' - Denise Ferreira da Silva, Director, The Social Justice Institute (GRSJ), University of British Columbia, Canada'In centring Maori thought encompassing holism and the metaphysical, Mika clearly demonstrates that Indigenous ways of knowing and being are interconnected and relational, which fundamentally counters the colonial project of homogenization, assimilation, and genocide. In having a dual conversation between philosophy and education, he clearly articulates why the dominant Western perception of an object fundamentally continues to fail Indigenous students due to the inherent contradictions between Indigenous and Western thought, philosophy, and language. And, finally, in centring his Maori voice within Indigenous philosophy, Mika provides a counter-narrative to colonization. This book demonstrates the unique philosophical relationships as a Maori and the relationality and interconnectedness to other Indigenous voices and nations. It is a text that will engage, enlighten, and empower Indigenous thought and transform educational systems.' - Michelle Pidgeon, Associate Professor, Faculty of Education, Simon Fraser University, CanadaTable of Contents1. Introduction2. An Indigenous Philosophy of Worldedness3. Ako: A Maori Example of Worldedness4. An Indigenous Dialogue with Heidegger: The Consequences of Presence5. Presence, the Maori Student and Writer/Critic, and Ako: Novalis and Derrida6. Cause for Optimism?

Read more less

Book SynopsisKevin H. Gary is Professor and Chair of the Education Department at Valparaiso University, USA.Trade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA. *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: Historical Vision and Philosophy of Education in the Middle Ages and Renaissance, Kevin Gary 1. The Monastic Turn: 400-1150, Brett Bertucio 2. Religion, Reason, and Educational Thought in the Twelfth Century, Constant J. Mews 3. Jewish and Muslim Voices, Gad Marcus and Yusef Waghid 4. Thomas Aquinas and Education, Stein M. Wivestad 5. Humanism and Education, Laura DeSisto 6. Women Writers and Education, Cristina Cammarano 7. Religious Reformers and Education in the Sixteenth Century, Carrie Euler 8. Michel de Montaigne and the Bridge to Enlightenment and Modernity, Darryl M. De Marzio Notes on Contributors Index

Read more less

Book SynopsisTal Gilead is Senior Lecturer at The Hebrew University of Jerusalem, Israel.Trade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA. *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: Enlightenment and Education, Tal Gilead 1. Locke on Education, Lisa McNulty 2. Rousseau’s Philosophy of Education,Amos Hofman 3. Educational Legacies of the French Enlightenment, Grace G. Roosevelt 4. German Educational Thought: Religion, Rationalism, Philanthropinism, and Bildung, Rebekka Horlacher 5. Philosophies of Education “in Action”: Johann Heinrich Pestalozzi, Johann Friedrich Herbart, and Friedrich Fröbel, Jürgen Oelkers 6. Mary Wollstonecraft and Harriet Taylor Mill on Women, Education, and Gender Socialization, Katy Dineen 7. Teachings of Uncommon Schooling: American Transcendentalism and Education in Emerson, Thoreau, and Fuller, Naoko Saito Notes on Contributors Index

Read more less

Book SynopsisAndrea R. English is Senior Lecturer in Philosophy of Education at the University of Edinburgh, UK.Trade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA. *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: Struggle, Resistance, and Opportunity—A Historical and Philosophical Lens on Education in the Modern Era, Andrea R. English 1. John Dewey’s Philosophy of Democratic Education, Leonard J. Waks 2. Phenomenology, Hermeneutics, and Education, Deborah Kerdeman 3. Ethical Relationality in Education: Martin Buber, Emmanuel Levinas, and Nel Noddings, Mordechai Gordon 4. Psychoanalysis with Education, Deborah P. Britzman 5. The Philosophical Milieu in Nineteenth-Century American Education: From Idealism to Pragmatism, James Scott Johnston 6. Philosophy of Education and Early Childhood: Invitations and Provocations of Childhood from Maria Montessori and Reggio Emilia, Stephanie Burdick-Shepherd 7. Philosophies of Race, Justice, and Education: Traditions of Embodied Knowledge, Kal Alston 8. Critical Theory and Education, Christiane Thompson 9. Education and the Linguistic Turn,Paul Standish Notes on Contributors Index

Read more less

Book SynopsisTrade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA. *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction, Anna Pagès 1. Education, Pluralism, and the Dynamics of Difference, Chris Higgins 2. Feminism within Philosophy of Education, Lovisa Bergdahl and Elisabet Langmann 3. Analytic Philosophy of Education, Christopher Martin 4. A Philosophy of Hope: Paulo Freire and Critical Pedagogy, Peter Roberts 5. The Changing Landscapes of Anarchism and Education, Robert H. Haworth 6. Philosophy for Children and Children’s Philosophical Thinking, Maughn Rollins Gregory 7. “Teachers, Leave Them Kids Alone!”: Derrida, Agamben, and the Late Modern Crisis of Pedagogical Narrative, Agata Bielik-Robson 8. Decolonization, Indigenous Peoples, and Philosophy of Education, Troy Richardson (Saponi/Tuscarora) 9. Liberal Education and Its Existential Meaning, René V. Arcilla Notes on Contributors Index

Read more less

Book Synopsis

Read more less