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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.
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.
Educational Futures: Dominant and Contesting Visions (Educational Futures Ser. #21)
by Ivana MilojevicThis book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model. Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.
Educational Games for Soft-Skills Training in Digital Environments
by Elena Dell’aquila Davide Marocco Michela Ponticorvo Andrea Ferdinando Massimiliano Schembri Orazio MiglinoThe book explores advances in soft-skill training through the adaptation of traditional psycho-pedagogical methodology to digital and online settings. Several educational techniques are explored, such as role-playing, psychodrama and rule and drama-based games. The experiences reported in the book are the synthesis of several European projects, coordinated by the authors, aimed at applying known psycho-pedagogical training models to on-line, technology enhanced learning contexts in a broad range of applications and target groups. The specificity of such a psycho-pedagogical methodology, applied throughout all the discussed EU projects, is mainly represented by the importance of feedback and debriefing processes that can be conveyed to learners through different means, such as online group or individual chat with tutors, automatic reports and a psychologically informed scoring system. Tutors, either real or artificial, are seen as the key factor facilitating the training process. The ultimate objective of this book is to offer a theoretical framework where real examples, direct experiences and possible indications on how rule and drama-based multiplayer and single player games can support traditional practice for enhancing soft skills to a wide community of trainers, coaches, HR advisors, consultants and psychologists.
Educational Gerontology: International Perspectives (Routledge Library Editions: Adult Education)
by Frank GlendenningOriginally published in 1985, this book was the first book in the UK to provide an overview of educational gerontology and examine the needs for educational opportunities for older adults. The book draws on developments and experience from the UK, Denmark and the USA and should be of interest to all concerned with adult education, gerontology and policy makers in the fields of education, health and social services.
Educational Goods: Values, Evidence, and Decision-Making
by Helen F. Ladd Adam Swift Harry Brighouse Susanna Loeb“An ambitious effort that succeeds in providing a fundamentally new way to talk about and . . . think about policy choices in education.” —Jeffrey R. Henig, Teachers College, Columbia UniversityWe spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education—what exactly should those who make decisions be trying to achieve?In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; “childhood goods” are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.“Every education decision-maker—and every education researcher—would benefit from reading this book.” —David N. Figlio, School of Education and Social Policy, Northwestern University“Imaginative, informative, and unfailingly constructive.” —Michael S. McPherson, co-author of Lesson Plan: An Agenda for Change in American Higher Education
Educational Governance in China
by Ming Yang Hao NiThis book presents a comprehensive and cutting-edge overview of the educational governance reform trajectory and the latest issues in China, addressing several important topics such as administration, internal management, provision, enrollment, employment, financing, examinations, evaluation and quality assurance. In addition, this important and timely book discusses the educational system at all levels, from primary and secondary schools to colleges and universities, and each chapter ends with a discussion of the status quo, problems facing China and coping strategies for further reform. The past 68 years (1949-2016) have seen a sea change in social, economic, cultural, political and educational fields. Systematically describing the educational landscape in China, the book also reveals how the massive changes in China have shaped education, and how education has responded to the new demands placed on it.Offering essential insights into educational reform in China, the book represents a valuable resource, especially for researchers and graduate students in the field of education.
Educational Ideas of Charles Fourier 1772-1837: Zeldin (Routledge Revivals Ser.)
by David ZeldinFirst Published in 1969. Routledge is an imprint of Taylor & Francis, an informa company.
Educational Implications of Artistic Practice: Permeating Practices and Discourses (Transdisciplinary Perspectives in Educational Research #9)
by Luis S. Villacañas-de-Castro Miguel Corella-LacasaThis collection draws on a range of frameworks from the fields of aesthetics, philosophy, and political theory to discuss how art has been characterized across the humanities. It derives consequences for educational institutions, pedagogy, and teachers of specific curricular areas. The book addresses issues such as how art has been defined, what its affordances are for educators, whether artistic practice is an intrinsically educational process, whether museums and galleries are educational institutions and, conversely, whether schools may also qualify as artistic laboratories. Through these and more questions, the book approaches the education-art nexus from both sides of the relationship with chapters that either look at education through art, or at art through education. The contributors belong to education, aesthetic, and arts university departments and report on a variety of interdisciplinary research projects. As a result, the volume provides both theoretical insights into the distinct means and purposes of art, and lively illustrations of the affordances that art holds for educators in different institutions and contexts. Although rooted for the most part in the Spanish-speaking world, the volume embraces a glocal perspective whereby contemporary tendencies and discussions are embodied and transmitted through rich and textured qualitative case studies.
Educational Inequalities: Difference and Diversity in Schools and Higher Education (Routledge Research in Education)
by Kalwant Bhopal Uvanney MaylorWhile there is considerable literature on social inequality and education, there is little recent work which explores notions of difference and diversity in relation to "race," class and gender. This edited text aims to bring together researchers in the field of education located across many international contexts such as the UK, Australia, USA, New Zealand and Europe. Contributors investigate the ways in which dominant perspectives on "difference," intersectionality and institutional structures underpin and reinforce educational inequality in schools and higher education. They emphasize the importance of international perspectives and innovative methodological approaches to examining these areas, and seek to locate the dimensions of difference within recent theoretical discourses, with an emphasis on "race," class and gender as key categories of analysis.
Educational Inequality and School Finance: Why Money Matters for America's Students
by Bruce D. BakerIn Educational Inequality and School Finance, Bruce D. Baker offers a comprehensive examination of how US public schools receive and spend money. Drawing on extensive longitudinal data and numerous studies of states and districts, he provides a vivid and dismaying portrait of the stagnation of state investment in public education and the continuing challenges of achieving equity and adequacy in school funding. Baker explores school finance, the school and classroom resources derived from school funding, and how and why those resources matter. He provides a critical examination of popular assumptions that undergird the policy discourse around school funding—notably, that money doesn&’t matter and that we are spending more and getting less—and shows how these misunderstandings contribute to our reluctance to increase investment in education at a time when the demands on our educational system are rising. Through an introduction to the concepts of adequacy, equity, productivity, and efficiency, Baker shows how these can be used to evaluate policy reforms. He argues that we know a great deal about the role and importance of money in schools, the mechanisms through which money matters for student outcomes, and the trade-offs involved, and he presents a framework for designing and financing an equitable and adequate public education system, with balanced and stable sources of revenue. Educational Inequality and School Finance takes an issue all too often relegated to technical experts and makes it accessible for broader public empowerment and engagement.
Educational Innovation Through Technology: 13th International Conference, EITT 2024, Macau, China, November 8–10, 2024, Proceedings (Communications in Computer and Information Science #2600)
by Liming Zhang Jing Lei Qingtang Liu Yantao WeiThe volume CCIS 2600 constitutes the refereed post-conference proceedings of the 13th International Conference of Educational Innovation through Technology, EITT 2024, Macau, China, during November 8–10, 2024. The 17 revised full papers and 7 short papers presented in these proceedings were carefully reviewed and selected from 78 submissions. The papers are organized in the following topical sections: AI-Powered Educational Innovation, Tech-Enhanced Curriculum & Teaching Innovations, and AI-driven Learning Analytics & Assessment.
Educational Innovation in Vietnam: Opportunities and Challenges of the Fourth Industrial Revolution (Routledge Critical Studies in Asian Education)
by Cuong Huu Nguyen Trung Tran Loc Thi My NguyenThis edited collection, one of the first to be written chiefly by Vietnamese scholars, explores innovation in Vietnamese education under the impact of the Fourth Industrial Revolution. Vietnam is considered a booming country with its continued economic rise, and the contributors explore one of Vietnam’s strategies to achieve further economic growth, which is the innovation – and modernization – of its education system. The content is split into two parts, the first focusing on innovations in educational policy and management and the second looking at innovation in teaching theories and methods. It shows the vitality and innovation coming from developing countries like Vietnam, where necessity breeds fast adoption of education technology and development. This insightful edited volume will help researchers in comparative education, educational development, and Asian studies understand the achievements and challenges of Vietnamese general education and higher education in the Fourth Industrial Revolution.
Educational Innovations Beyond Technology
by Robert Fox Allan Yuen Nancy LawThe text explores the concept of innovation, and analyse and compare different dimensions of innovation found in the various case studies; the transfer of innovation and the mechanisms of change; on an innovative online case study database on education innovations that has been designed to be used by education practitioners to support organizational leadership, international collaboration and reflective practice in the Asia Pacific Economic Cooperation (APEC) eEducation Leadership initiative; on a project aimed to support the establishment of communities of practice for education practitioners facilitated through an extendable online database that can be used to contribute and share case studies of their own ICT-supported pedagogical innovations. It discusses roles of the teacher and the anticipated changes to the education profession at a system level, in the coming decade on the basis of emerging changes observed in the case studies, and leadership issues at the school level. The book analyses change mechanisms for different kinds of innovation and how different contextual and cultural factors interact to bring about the changes observed.
Educational Innovations and Contemporary Technologies
by Patrick Alan Danaher Petrea Redmond Jennifer LockThrough careful selection of contemporary research, this volume demonstrates the different ways in which groups of learners as well as educators go about the complex task of innovatively designing and implementing technologies in education. The book explores a wide range of conceptual, disciplinary, methodological, national and sectoral boundaries and divides educational technologies into three key themes: specialised educational technologies; particular groups of learners; and teacher education. Current developments across Australia, Canada, Asia and the United States are all explained to illustrate the four central issues in innovation: policy and innovation; measuring innovation; sustaining innovation; and diffusing innovation. Throughout this book new understandings of the complex links between innovations and technologies are highlighted in multiple and highly varied educational settings.
Educational Interfaces between Mathematics and Industry
by Alain Damlamian José Francisco Rodrigues Rudolf SträßerThis book is the "Study Book" of ICMI-Study no. 20, which was run in cooperation with the International Congress on Industry and Applied Mathematics (ICIAM). The editors were the co-chairs of the study (Damlamian, Straesser) and the organiser of the Study Conference (Rodrigues). The text contains a comprehensive report on the findings of the Study Conference, original plenary presentations of the Study Conference, reports on the Working Groups and selected papers from all over world. This content was selected by the editors as especially pertinent to the study each individual chapter represents a significant contribution to current research.
Educational Internationalism in the Cold War: Plural Visions, Global Experiences (Routledge Studies in Modern European History)
by Damiano Matasci Raphaëlle Ruppen CoutazThis edited volume delves into the intricate landscape of educational internationalism during the Cold War, providing an in-depth examination of its diverse forms, impulses, and global impacts.Through multilingual archival research, the chapters uncover a variety of experiences that have fostered cross-border exchanges and cooperation within, between, and beyond the Western and Eastern blocs. Promoted by a wide range of individual and collective actors, internationalism in education has extended across a broad spectrum of fields, including academic mobility schemes, cultural interchanges, youth science competitions, development programs, and training courses. This collection offers, for the first time, a comprehensive analysis of these initiatives, revealing their intersections with national educational policies and processes of decolonization, development, and Europeanization. It also challenges conventional historical narratives by both uncovering forms of collaboration and solidarity that transcended the Iron Curtain and emphasizing the pivotal role of the Global South as a central arena of encounters.Educational Internationalism in the Cold War presents a rich understanding of the Cold War as a laboratory of contemporary globalization and is a valuable addition to the scholarship on one of the most critical moments of the twentieth century.
Educational Interventions for Refugee Children: Theoretical Perspectives and Implementing Best Practice
by Richard Hamilton Dennis MooreHow can schools best prepare themselves to successfully educate refugee children?By focusing on the education of refugee children, this book takes a rare look at a subject of increasing significance in current educational spheres. Highlighting the many difficulties facing refugee children, the editors draw upon a wealth of international experience and resources to present a broad, informative and sensitive text.Educational Interventions for Refugee Children identifies school-based interventions, whilst suggesting methods and measures with which to assess the efficacy of such programmes. It also develops a useful model that provides a standard for assessing refugee experience, offering diagnostic indicators for:* Evaluating support services for refugee children* Future avenues of research* Practical implications of creating supportive educational environments for refugee childrenThe need to identify and prepare for the education of refugee children is an international issue, and this is reflected in the broad outlook and appeal of this book. The editors have developed an overall model of refugee experience, integrating psychological, cultural and educational perspectives, which researchers, practitioners and policy makers in education will find invaluable.
Educational Interventions for Students with Autism
by Peter Mundy Ann M. MastergeorgeEducational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M. I. N. D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism. To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more.
Educational Journeys, Struggles and Ethnic Identity
by Xinyi WuThis book examines how state schooling in China has economically, culturally, and ideologically had an impact on and gradually transformed a traditional Muslim Hui village in rural Northwestern China. By discussing the interpretation and appropriation of dominant educational discourse of "quality" in the rural context, it illustrates the dichotomies of poverty and prosperity, civility and uncivility, and religiosity and secularity as they are perceived and understood by teachers, parents and students. Based on an original ethnographic research conducted in a secondary school, it further touches upon Muslim Hui students' negotiations of filial, rural, and ethnoreligious identities when they struggle to seek a life of their own in the journey to prosperity. The book introduces audiences to multiple ways in which Muslim Hui students construct and negotiate identities through state schooling, especially the educational heterogeneity experienced by various Muslim youth. It also captures the changing rural-urban dynamic as state schooling continues to guide local formal educational activities as well as create tensions and confusions for both teachers and parents. Most importantly, the book challenges stereotypes about Muslim Hui students in Northwest China being assimilated into the mainstream culture by demonstrating how local Muslims live, study, pray, and fulfil the five pillars of Islam. It will be highly relevant to students and researchers in the fields of education, anthropology, sociology, and religious studies.