- Table View
- List View
Educational Developments, Practices and Effectiveness
by Patrick Alan Danaher Petrea Redmond Jennifer LockExploring a range of educational developments and practices in different national contexts in Australia, Canada and Switzerland, this book analyses the effectiveness of such initiatives. Case studies in the book include business and online education, supporting students with disabilities and school-wide pedagogical improvement.
Educational Dialogues: Understanding and Promoting Productive interaction
by Karen Littleton Christine HoweEducational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted. Drawing upon a broad range of theoretical perspectives, this collection examines: theoretical frameworks for understanding teaching and learning dialogues teacher-student and student-student interaction in the curricular contexts of mathematics, literacy, science, ICT and philosophy the social contexts supporting productive dialogues implications for pedagogic design and classroom practice. Bringing together contributions from a wide range of internationally renowned researchers, this book will form essential reading for all those concerned with the use of dialogue in educational contexts.
Educational Differences (Routledge Library Editions: Education)
by Arthur JensenAmong particular issues discussed in this book are the problems of the cultural disadvantaged, the problems of devising psychological tests which are not biased towards any particular culture, the problems of minority groups of children in education and the relationship between heritability and teachability.
Educational Dilemmas: A Cultural Psychological Perspective (Cultural Dynamics of Social Representation)
by Luca TateoEducational Dilemmas uses cultural psychology to explore the challenges, contradictions and tensions that occur during the process of education, with consideration of the effect these have at both the individual and the collective level. It argues that the focus on issues in learning overlooks a fundamental characteristic of education: that the process of educating is simultaneously both constructive and disruptive. Drawing on research from Europe, America and Asia, chapters in this volume present and analyse different experiences of the tension between disruption and construction in the process of education. Situating educational discontent within the wider context, the book demonstrates how this issue can be exacerbated by the tension between the commodification and democratisation of educational systems. This book demonstrates that these issues permeate all levels of education and, as a result, emphasises how vital it is that educational discontent is considered from a new perspective. Educational Dilemmas is essential reading for academics, researchers and postgraduate students in the fields of psychology and education. It should also be of great interest to school psychologists, teachers and therapists.
Educational Dimensions of School Lunch: Critical Perspectives
by A. G. Rud Suzanne RiceSchool lunch is often regarded as a necessary but inconvenient distraction from the real work of education. Lunch, in this view, is about providing students the nourishment they need in order to attend to academic content and the tests that assess whether content has been learned. In contrast, the central purpose of this collection is to examine school lunch as an educational phenomenon in its own right. Contributing authors—drawing from a variety of disciplinary traditions, including philosophy, sociology, and anthropology—examine school lunch policies and practices, social and cultural aspects of food and eating, and the relation among school food, the environment, and human and non-human animal well-being. The volume also addresses how school lunch might be more widely conceptualized and practiced as an educational undertaking.
Educational Diversity
by Yvette TaylorThis collection explores the relationship between new equality regimes and continued societal inequalities, exploring change, ambivalence and resistance specifically in relation to compulsory and post-compulsory education, seeking to more fully situate the educational journeys and experiences of staff and students.
Educational Effectiveness Theory: Further developments in a multilevel context
by Katharina Maag Merki Monika Holmeier Marcus EmmerichDespite the advances in educational effectiveness theory and methodology in the last 20 years, important questions and issues remain unresolved. In particular, existing theoretical frameworks of educational effectiveness are only able to describe the interrelationship among factors at the system, school, classroom, and student levels and their cross-level interdependency in a very general manner. Additionally, although a large number of studies provide empirical evidence of the impact of single factors and factor constellations on student learning, the embedding of the empirically identified results in theoretical models of educational effectiveness has to be carried out more systematically in order to develop more elaborated theories of educational effectiveness. The aim of this book is to contribute to the advancement of educational effectiveness theory by discussing different strategies: including alternative theoretical models to understand educational in/effectiveness, extending the methodology to analyze processes and mechanisms of educational in/effectiveness, analyzing differential effects of processes and instruments on educational in/effectiveness, carrying out complex multivariate analyses considering manifest and latent variables, and combining theory and practice in real school situations. Taken together, the strategies presented in this book make it clear that the advancement of educational effectiveness theory depends on the advancement of educational effectiveness methodology, or in other words: from theory to methodology and from empirical evidence back to theory. This book was originally published as a special issue of School Effectiveness and School Improvement.
Educational Effectiveness and Ineffectiveness
by Jaap ScheerensThis book is a critical assessment of the knowledge base on educational effectiveness, covering a period of five decades of research. It formulates a "lean" theory of good schooling, and identifies and explains instances of "ineffectiveness", such as low effect sizes of malleable conditions, for which expectations are highly strung. The book presents a systemic outlook on educational effectiveness and improvement, as it starts out from an integrated multi-level model that comprises system level, school level and instructional conditions. It offers a classification of school improvement strategies and scenarios for system level educational improvement. Above all, the analysis is very systematic, comprehensive and strongly grounded in theory. The book includes a case study analysis of various strands of improvement-oriented educational policy in the Netherlands as an illustration of some of the arguments used.
Educational Encounters: Nordic Studies in Early Childhood Didactics
by Ingrid Pramling Samuelsson Niklas PramlingQualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should 'didactics' mean in educating young children? The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning? How do they respond to these challenges, and what can we learn about children's corresponding uptake? What now requires further research? One key distinction in researching children's learning is between studies that look at 'process' and those that analyze 'product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study.
Educational Entrepreneurship Today (Educational Innovations Series)
by Frederick M. Hess Michael Q. McShaneIn this book, Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field―including the development and deployment of new technologies―and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation. The book offers critical perspectives on the impact of entrepreneurship and also includes lessons from leading entrepreneurs, in which they use case studies drawn from their own experience to illustrate the realities of leading disruptive change in education and pose guiding questions for the next generation of innovators. In a time of increasing polarization around education policy, this timely, frank, and insightful volume shows how we can begin to create systems in which entrepreneurial ideas and fresh thinking are welcomed, constructively employed, and held accountable for the public good.
Educational Entrepreneurship Today (Educational Innovations Series)
by Frederick M. Hess and Michael Q. McshaneIn Educational Entrepreneurship Today, Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field—including the development and deployment of new technologies—and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation. Over the past decade, entrepreneurship has moved from the periphery to the center of education reform. Policy measures, philanthropic support, and venture capital increasingly promote initiatives that drive innovation within and outside the traditional education sector. These initiatives have included spectacular successes, like Khan Academy, Teach For America, and Wireless Generation, as well as highly visible failures, like the InBloom data warehouse.Educational Entrepreneurship Today offers critical perspectives on the impact of entrepreneurship and also includes lessons from leading entrepreneurs, in which they use case studies drawn from their own experience to illustrate the realities of leading disruptive change in education and pose guiding questions for the next generation of innovators. In a time of increasing polarization around education policy, this timely, frank, and insightful volume shows how we can begin to create systems in which entrepreneurial ideas and fresh thinking are welcomed, constructively employed, and held accountable for the public good.
Educational Entrepreneurship: Realities, Challenges, Possibilities
by Frederick M. HessThis lively and provocative book introduces this burgeoning field for readers concerned with K-12 education in the United States--and with efforts to reform and improve it. Entrepreneurship has emerged in recent years as an unprecedented and influential force in U.S. K-12 education. Yet the topic has received surprisingly little serious or systematic attention. Educational Entrepreneurship aims to fill this gap. This timely volume addresses a number of central questions: What is educational entrepreneurship and what does it look like? Who are the educational entrepreneurs and what motivates them? What tools do entrepreneurs need to be successful? What policies or practices enable or impede entrepreneurship? What would it mean to open up the education sector to more entrepreneurial activity? An interesting and admirable range of contributors offers clusters of articles on the nature of educational entrepreneurship; the political, policy, and legal contexts that face educational entrepreneurs; various models of entrepreneurial activity; the role of for-profit organizations in K-12 education; and possible future directions for educational entrepreneurs.
Educational Equality and International Students: Justice Across Borders?
by Stuart TannockIn an increasingly globalised educational landscape, this book examines whether the principle of educational equality can be applied across nation state borders. Exploring the tension between the theory of educational equality and the reality that most educational institutions are rooted in local communities and national frameworks, the author thus probes the consequences for institutions, individuals and communities as the number of international students grows exponentially. A topic that has previously received limited attention, the author draws upon theoretical literature and an empirical study of how universities in the United Kingdom conceptualise and promote principles of educational equality for international as compared with home students. This pioneering work will be interest and value to students and scholars of international education, international students, educational equality and globalisation, as well as practitioners and policy makers.
Educational Equity Policy in China: Concept and Practice (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Jian Li Eryong XueThis book investigates the educational equity in China from multiple perspectives, including rural and urban educational equity, interschool educational equity, Eastern and Western educational equity and administrative policies related to the educational equity. All those perspectives concentrate on examining the comprehensive development of the educational equity in contemporary China. In addition, this book also presents specific historical and cultural shifts for policymakers and stakeholders to offer an in-depth understanding of the educational equity strategy in a long term.
Educational Equity and Accountability: Paradigms, Policies, and Politics (Studies in Education/Politics)
by Linda Skrla James Joseph ScheurichDespite the intense political attention that has been focused on accountability, on standardized testing, and on the equity effects of both accountability and testing, the great majority of recent debate in education policy circles has failed to attend to either the dynamism or complexity of these issues and has, instead, been carried out in a dualistic, good versus evil, fashion. In contrast, the scholarship collected in this important new volume is designed to move beyond the prevailing dualism and to push the discourse about accountability, testing, and educational equity in public schools usefully forward, and to provide a much-needed resource for researchers, policy makers, and practitioners.
Educational Equity: Pathways to Success
by Christopher ChapmanFocusing on what can be done to promote equity within education systems, what the barriers to progress are and how these barriers might be overcome, this book provides detailed examples of strategies that have proved to be effective in addressing this challenge. Built on the work of the authors over the last three decades, the book presents an approach to educational change that will be relevant to different countries. The authors argue that there is untapped potential for promoting progress towards greater equity within schools and the communities they serve. They also show how this potential can be mobilised by using forms of collaborative action research to stimulate the development of more inclusive ways of working. Central to this approach is the use of evidence collected by practitioners with the support of university researchers, drawing on the human resources that are there in every school. Grounded in research, evidence and experience in the field, this book is ideal reading for a wide audience of practitioners and policy makers globally, including senior staff in schools, as well as post-graduate students, researchers and academics who are focusing on educational improvement.
Educational Evaluation and Improvement in Japan: Linking Lesson Study, Curriculum Management and School Evaluation
by Yoshimi OkumuraThis book delves into how Japanese schools evaluate and enhance education quality through lesson study, curriculum management, and school self-evaluation. It explores the concept of “understanding by design” in the context of the historical background and the challenges of the present, providing practical methods of educational evaluation for the future.Through in-depth case studies of two primary schools, readers gain a comprehensive understanding of educational evaluation and improvement. The book proposes a new theoretical framework for a comprehensive quality care process that links lesson study, curriculum management, and school evaluation. Based on authentic assessment, the strategies and examples presented can be applied to any quality system. The conclusion offers core ideas for successful implementation of educational evaluation and improvement. This book is essential reading for teachers and school leaders seeking to build their schools’ quality systems, and for researchers and graduate students interested in improving educational evaluation.
Educational Evaluation, Assessment and Monitoring: A Systematic Approach (Contexts of Learning)
by Jaap Scheerens Cees Glas Sally M. ThomasThis book looks at the foundations of school self-evaluation from a scientific as from a practical perspective. Planning concepts, restructuring of education systems, organizational theory on schools, evaluation methodology and models of school effectiveness and school improvement are discussed as contributing to the overall conceptualization of school self-evaluation. A broad range of approaches is presented and methodological requirements are discussed. School self-evaluation contains controversial issues that reflect tension between the need for objectivity in a context that is permeated by values and potential conflicts of interests. Similar tensions may be seen to exist with respect to the static and "reductionist" aspects of available data collection procedures in a complex and dynamic situation and the appeal for external accountability on the one hand and improvement oriented self-refection on the other. The mission of the book is to clarify these tensions and offer ways to deal with them in practical applications. The school effectiveness knowledge base is offered as a substantive educational frame of references that serves an important function in selecting relevant factors for data collection and the use of the evaluation results.
Educational Experience as Lived: The Selected Works of William F. Pinar
by William F. PinarIn this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
Educational Experiences of Hidden Homeless Teenagers: Living Doubled-Up
by Ronald E. HallettHomeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness. Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.
Educational Fabulations: Teaching and Learning for a World Yet to Come (Palgrave Studies in Educational Futures)
by Sean Wiebe Diane ConradThis highly original collection presents speculative fiction as fiction-based research to re-imagine education in the future. Given the particular convergence of economic and governmental pressures in educational institutions today, schools represent imaginative sites especially well-suited to interrogation through an SF lens. The relevance for education of the exploration and interrogation of themes related to technology, human nature, and social organization is evident; yet the speculative fiction approach is unique in its harnessing of creative capacities to envision alternatives. The contributions in this collection are generated from educational experience and research, drawing on scholarship in curriculum studies and teacher education and on the authors' experiences and imaginations as teachers, teacher educators, educational scholars, and human beings.
Educational Finance and Resources (Routledge Library Editions: Education Management #9)
by W. F. DennisonOriginally published in 1984. The financial decision-making system is an extremely complicated one; it handles large sums of money but very often teachers feel that little of it filters through to their end of the system. This book explains, analyses and criticises the complexities of the financial decision-making systems in education. It discusses the role of the different bodies and people involved and explores the thinking and conventions which shape their findings. It considers how the effects of financial decisions made in the system are reflected in the curriculum and in the classroom, and puts forward possible alternative methods of finance such as vouchers, loans and privatisation.
Educational Foundations (Second Edition)
by Leslie S. Kaplan William A. OwingsEDUCATIONAL FOUNDATIONS, Second Edition, explains today's schools for those who are trying to picture themselves within the education profession. The book makes educational foundations topics relevant and personally meaningful to both young learners and mature adult learners-while also offering the comprehensive scope, scholarly depth, and conceptual analysis of contemporary issues that will help readers understand the field and transition smoothly into their career. This new edition includes a greater emphasis on InTASC and Common Core State Standards, and incorporates a number of new features that enable readers to gain a realistic and insightful perspective of the education profession.
Educational Foundations: An Anthology of Critical Readings
by Alan S. Canestrari Bruce A. MarloweFULL DESCRIPTION Why Teach? Who Are Today's Students? What Makes a Good Teacher? Educational Foundations: An Anthology of Critical Readings answers these questions and more, providing an exciting alternative to other foundations textbooks. This anthology is aimed at students about to enter the teaching profession, those new to the profession, and anyone interested in carefully examining--and improving--schools and schooling. In this Third Edition, editors Alan S. Canestrari and Bruce A. Marlowe add new essays by classic and contemporary policy shapers and teachers. The readings are bold and refreshing, and their authors eschew unquestioning compliance. By taking a hard look at traditional educational practice, the contributors to this anthology serve as models for the kind of reflective practitioners that its editors hope that students will become while in the field.
Educational Foundations: An Anthology of Critical Readings
by Alan S. Canestrari Bruce A. MarloweWhy teach? Who are today&’s students? What makes a good teacher? Educational Foundations: An Anthology of Critical Readings aims to answer such questions by helping new and future teachers develop habits of critical reflection about schools and schooling before entering the classroom. Editors Alan S. Canestrari and Bruce A. Marlowe feature an array of provocative, engaging authors who, as teachers, principals, and policy shapers, provide the latest perspectives in the field. The thoroughly revised Fourth Edition features an array of bold new essays discussing today&’s most relevant issues, including diversity, school safety, data in schools, and teacher strikes.