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  • Books  (137)
  • bic Book Industry Communication::J Society & social sciences::JN Education  (137)
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  • Taylor & Francis  (137)
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  • 1
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    Chapter 9 Between joyride and high-stakes examination (2021)
    Taylor & Francis | International Perspectives on Writing Curricula and Development | Routledge
    Details
    Publication Date: 2023-09-12
    Description: This chapter analyses how writing and writing development has been and currently is prescribed and enacted in the curriculum for Danish as a subject (L1) in Years 1–9. Highlighting historical points of impact for writing in curricula from the early–nineteenth century through frequent reforms in the twentieth and twenty-first centuries, we focus empirically on the 2014 ruling curricular document Common Standards and auxiliary documents framing writing assessment at the school-leaving exam, as well as empirical classroom studies. Analyses of steering documents indicate that there has been an unprecedented push towards outcome-based and competence-oriented writing curricula. Following Ivanič's Discourses of Writing (DoW) framework, process writing is found to be the most dominant discourse from Grades 1–7. The analysis of the enacted writing curriculum, which focuses on empirical studies from 2009 until now, reveals that the enacted curriculum is misaligned with the prescriptive curriculum and tends to position the student in ambiguous ways—from joyful writer to a writer tested in high-stakes exams. For discussion, we call for a more coherent writing curriculum. Methodologically, we argue that the DoW framework needs to be complemented with a Nordic Bildung tradition, which accentuates personal formation, and a multimodal framework informing the Danish curriculum.
    Keywords: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 2
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    Power to Teach (2021)
    Taylor & Francis
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    Publication Date: 2023-09-12
    Description: This book illustrates hitherto unexamined connections between the present state of teacher education in the UK and past models of practice. It locates contemporary debates within ongoing historical tensions over what constitutes a sound and proper start to a career in teaching. Questions as to the constituents of a professional training, the essential skills, knowledge and attitudes desired of an effective teacher, the most suitable locus of expertise, the relative roles of participants, and the balance of theory and practice lie at the heart of this book. The book reviews apprenticeship and teach-exemplar models of training, expert-novice relationships, model and demonstration teaching, school-based practice and the elaboration of core pedagogical principles in educational debate and research. These developments are assessed against recent initiatives in ITT, such as partnership models of ITT, school-based mentoring, advanced skills teaching, training schools, a standards-driven model of assessment for student teachers and models of effective teaching. Central to the book is the concept of the power to teach. By reclaiming this notion, the book offers challenging new perspectives on current policy and practice in teacher education today and adds to existing histories of teacher training of the past.
    Keywords: training ; college ; student ; teacher ; trainers ; institutions ; pupil ; system ; catherine ; dodd ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 3
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    Chapter 2 Practical gender in critical pedagogy (2021)
    Taylor & Francis | Intersectional Pedagogy | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This chapter offers a theoretical and methodological framework for implementing feminist critical pedagogy in compulsory courses in gender studies. The method examined presents a gender analysis of daily objects by students as a means of dealing with resistance to gender studies and feminist theory, as well as creating a consciousness-changing experience for the participants.
    Keywords: Creative ; Education ; Gal ; Gender ; Harmat ; Intersectional ; Peace ; Pedagogy ; Practices ; Work ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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  • 4
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    Chapter 5 A math-avoidant profession? (2021)
    Taylor & Francis | Early Childhood Teachers‘ Professional Competence in Mathematics | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Despite positive attitudes towards mathematics, it must be assumed that mathematics anxiety is a factor not to be underestimated in (pre-service) early childhood teachers. In the first part, this article reviews the current international state of research on early childhood teachers’ mathematics anxiety and shows the achievements and limitations of previous studies. The majority of the reviewed studies deals with pre-service early childhood teachers and their teacher education. Only a few studies tried to relate in-service early childhood teachers’ mathematics anxiety and children’s mathematical achievement. In the second part, this contribution examines empirically whether it can be assumed that the profession “early childhood teacher” can be characterized as “math-avoidant”. For this purpose, n = 774 German pre-service early childhood teachers were examined with regard to their mathematics anxiety and their choice of career. The results indicate effects of mathematics anxiety on the intentional choice to work as an early childhood teacher. The paper concludes with a general conclusion on the importance of mathematics anxiety for early childhood teachers’ professional competence and an outlook on future research.
    Keywords: Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
    Language: English
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  • 5
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    Chapter Foreword (2023)
    Taylor & Francis | Educational Research Practice in Southern Contexts | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
    Keywords: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
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  • 6
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    The Happiest Days? (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
    Keywords: pupil ; cultures ; working ; class ; pupils ; rasta ; heads ; organization ; differentiation ; polarization ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 7
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    Chapter 17 Researching Family Lives, Schooling and Structural Inequality in Rural Punjab (2023)
    Taylor & Francis | Educational Research Practice in Southern Contexts | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This chapter advances a novel theoretic-methodological approach to the analysis of qualitative data. The aim is to achieve a deeper understanding of the relationship between social inequality and educational outcomes in post-colonial rural Southern contexts. It operationalises the Habitus Listening Guide (Arnot & Naveed, 2014) derived from Bourdieu’s theory of cultural reproduction and contemporary narrative theory. The chapter describes the application of four listenings using a dialogic, multi-layered, analysis of interview transcripts. It uncovers the polyphonic voices of four members of Munawar Hussain’s family, describing the impact of the rural social structure on their educational and occupational biographies. Inter-narrativity is generated through repeated listenings of the social structure, of paired father-mother and son-daughter and then of father-son and mother-daughter narratives, and a final mythic-ritual listening which makes audible when religious beliefs are called into play. These beliefs either contribute to the maintenance of poverty and social inequality, and yet inspire strategies to disrupt power structures through education as a religious duty. Each listening reveals the dialectic relationship between the hierarchal post-colonial social order and its school system, and the family’s gendered and generational educational aspirations, strategies, and outcomes.
    Keywords: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
    Language: English
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  • 8
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    Chapter 12 Japanese school lunch and food education (2022)
    Taylor & Francis | School Food, Equity and Social Justice | Routledge
    Details
    Publication Date: 2022-06-02
    Description: School Food, Equity and Social Justice provides contemporary, critical examinations of policies and practices relating to food in schools across 25 countries from an equity and social justice perspective. The book is divided into three sections: Food politics and policies; Sustainability and development; and, Teaching and learning about food. Bringing together an interdisciplinary group of academics with practitioner backgrounds, the chapters in this collection broaden discussions on school food to consider its educational and environmental implications, the ideals of food in schools, the emotional and ideological components of schooling food, and the relationships with home and everyday life. Our aim is to provide enhanced insight into matters of social justice in diverse contexts, and visions of how greater equality and equity may be achieved through school food policy and in school food programs. We expect this book to become essential reading for students, researchers and policy makers in health education, health promotion, educational practice and policy, public health, nutrition and social justice education.
    Keywords: Critical, Equity ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 9
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    Politics of Quality in Education (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2023-09-12
    Description: The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations’ BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of quality assurance and evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification, or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers, and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers.
    Keywords: russia ; political relations ; qae ; political space ; political situation ; political possibilities ; brazil ; quality ; education ; china ; Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 10
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    Chapter 6 The influence of politics on girls’ education in Ethiopia (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: In this chapter we consider why education systems have not yet achieved equitable access and learning for all girls, despite high-level government commitment. Taking Ethiopia as a case study, we refer to the ‘domains of power’ framework (Hickey & Hossain, 2019) to explore the influence of politics on progress in girls’ education, focusing on the interaction between the political settlement and the education policy domain. The analysis draws on data from the Research on Improving Systems of Education (RISE) Ethiopia programme, including analysis of government documents, actor mapping and interviews with 150 key government stakeholders across seven regions and city administrations in Ethiopia. Adopting a gender lens, we take account of the influence and interaction of informal institutions within the education domain. We find that the education system cannot be considered to be a gender-neutral site given that women continue to be absent from positions of power. In addition, stakeholders’ ideas about the nature of gender roles influence their attitudes, behaviour and actions, holding back progress towards the high-level commitments.
    Keywords: Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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  • 11
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    Indirect Education (2022)
    Taylor & Francis | Routledge
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    Publication Date: 2023-09-12
    Description: Indirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academics, researchers and students in the fields of educational theory, pedagogy, leadership studies and educational practice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
    Keywords: direct pedagogy ; educational research ; Hattie ; indirect pedagogy ; teaching ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 12
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    Invention Pedagogy – The Finnish Approach to Maker Education (2022)
    Taylor & Francis | Routledge
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    Publication Date: 2023-09-12
    Description: This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly.
    Keywords: Creative design;Finland;Innovation;Making processes;STEAM education;Transformative education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; bic Book Industry Communication::J Society & social sciences::JN Education
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  • 13
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    Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students’ left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability.
    Keywords: Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy::JNFN Inclusive education / mainstreaming ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion
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  • 14
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    Chapter 11 We are similar, but different in writing curriculum and instruction (2021)
    Taylor & Francis | International Perspectives on Writing Curricula and Development | Routledge
    Details
    Publication Date: 2023-09-12
    Description: Here we present our analyses and inferences arising from the data in the cases, representing countries whose educational systems are diverse: Chile, Denmark, Germany, Hong Kong, New Zealand, Norway, England, the United States and Uzbekistan. The synthesis highlights patterns of similarities and differences in their curricula and instruction in writing. We identified themes under three broad dimensions: social and contextual factors that shape writing curricula; the discourses of writing reflected in curricula and official documents; and hallmarks of classroom practice, including the relationship with official discourse. Themes included a trajectory towards accountability and outcomes-based educational reform to address perceived under-performance in writing; a range in the extent of flexibility in implementing curricula, linked to notions of teacher professionalism; common curricula discourse of skills, process and genre; limited robust data on writing; narrow constructs of competence in writing in some countries' standards and assessments; non-empirically based development of writing standards; detrimental influence of high-stakes assessments; and evidence of a disjuncture between curriculum statements about writing and assessment, and between curricula and actual implementation. In almost no cases did curricula specify the nature of writing instruction. However, research on writing instruction in classrooms was limited in several countries.
    Keywords: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 15
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    Teaching Under Pressure (2021)
    Taylor & Francis
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    Publication Date: 2023-09-12
    Description: This text is based on the author's research into primary school teacher's stress. The research has been linked with the author's belief in the need to understand ourselves, our personal and professional situations and how they relate. The resulting book is a practical text designed to address the reader in such a way that they can readily identify with what is being discussed. Futhermore, readers are encouraged to explore ways in which they can begin to tackle their own problems.
    Keywords: unwin ; paperbacks ; national ; curriculum ; stress ; survival ; negative ; time ; bandits ; never ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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  • 16
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    Chapter 1 The International Classroom Lexicon Project (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: The International Classroom Lexicon Project set out to document the professional vocabulary of middle-school mathematics teachers in ten communities from around the world. The construction of a national lexicon, which can be thought of as the characterisation of a very specific aspect of the culture of each participating country, was undertaken by research teams involving experienced teachers as genuine co-researchers. Each cultural artefact identified the words by which teachers name the classroom phenomena in their respective environment. These are the terms that are used for seeing, describing, and communicating about the world that is the middle-school mathematics classroom.
    Keywords: Classroom Practice, Mathematics, Mathematics and Numeracy, Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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  • 17
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    Chapter 1 What is "authenticity" in AA? (2022)
    Taylor & Francis | Designing Quality Authentic Assessments | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and-paper examinations? The book is structured into two major parts. The first, 'Principles of authentic assessment design', provides readers with a conceptual explanation of authenticity; the principles for designing quality authentic assessments for valid evidence of student learning; and guidance about how to develop quality rubrics to structure assessment tasks. The second part of the book, 'Theory into practice' provides examples developed by teachers to demonstrate an understanding of authentic assessment. The subject areas covered include humanities, languages, mathematics, sciences, character and citizenship. Two case studies are discussed to demonstrate how authentic assessment can be used to comprehensively address key learning objectives in a variety of curriculum contexts. This book provides practitioners with concrete examples on how to develop authentic assessment to suit their context and also enhance their students’ learning. The book will also enable teachers to face assessment challenges present in our changing world.
    Keywords: Authentic Assessments; Designing; Quality; Learner-Centred Education; Performance Culture ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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  • 18
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    Education, Skills and Social Justice in a Polarising World (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: education, elites, justice, social skills, polarizing, welfare, world
    Keywords: education, elites, justice, social skills, polarizing, welfare, world ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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  • 19
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    Designing Quality Authentic Assessments (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and-paper examinations? The book is structured into two major parts. The first, 'Principles of authentic assessment design', provides readers with a conceptual explanation of authenticity; the principles for designing quality authentic assessments for valid evidence of student learning; and guidance about how to develop quality rubrics to structure assessment tasks. The second part of the book, 'Theory into practice' provides examples developed by teachers to demonstrate an understanding of authentic assessment. The subject areas covered include humanities, languages, mathematics, sciences, character and citizenship. Two case studies are discussed to demonstrate how authentic assessment can be used to comprehensively address key learning objectives in a variety of curriculum contexts. This book provides practitioners with concrete examples on how to develop authentic assessment to suit their context and also enhance their students’ learning. The book will also enable teachers to face assessment challenges present in our changing world.
    Keywords: Authentic Assessments; Designing; Quality; Learner-Centred Education; Performance Culture ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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  • 20
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    Gender and Sexuality Diversity in a Culture of Limitation (2022)
    Taylor & Francis | Routledge
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    Publication Date: 2024-03-29
    Description: Gender and Sexuality Diversity in a Culture of Limitation provides an outstanding and insightful critique of the ways that contemporary education is impacted by a range of political, social and cultural influences that inform the approaches that schools take in relation to gender and sexuality diversity. By applying feminist poststructural and Foucauldian frameworks, the book examines the ongoing impact of broader socio-cultural discourse on the lives of gender and sexuality diverse students and teachers. Beginning with an overview of the impact of how a culture of limitation is realised in Australia, the focus moves beyond this context to examine state and federal policies from comparable societies in countries including the USA and the UK and their effect on the production of knowledges and what’s permissible to include in educational curriculum. This research-driven book thus provides a comparative, international overview of the current state of gender and sexuality diversity in schools, and convincingly demonstrates that despite some empowerment of gender and sexuality diverse individuals, silencing and marginalization remain powerful forces. This book will be of great interest to graduate and postgraduate students, academics, professionals, and policy makers interested in the field of gender and sexuality in education. It is essential reading for those involved in pre-service and in-service teacher education, diversity education, the sociology of education, as well as education more generally.
    Keywords: culture of limitation ; gender diversity ; inclusive schools ; Jacqueline Ullman ; LGBTQ students ; school discrimination ; sexuality diversity ; sexuality education ; Tania Ferfolja ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::F Fiction & related items::FR Romance ; bic Book Industry Communication::H Humanities::HR Religion & beliefs::HRC Christianity::HRCV Christian life & practice ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::F Fiction and Related items::FR Romance ; thema EDItEUR::Q Philosophy and Religion::QR Religion and beliefs::QRM Christianity::QRMP Christian life and practice
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  • 21
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    Brokering in Education Research-Practice Partnerships (2023)
    Taylor & Francis | Routledge
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    Publication Date: 2024-03-29
    Description: Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation.
    Keywords: broker;case studies;community partnerships;Design Based Implementation Research;educational leader;higher education;National Network of Education Research-Practice Partnerships;NNERP;partnership;RPP;RPP Broker;RPP Partnerships;research;research-practice;research-practice partnership ; bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education::JNMT Teacher training ; thema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training
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  • 22
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    Chapter Foreword (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Education
    Keywords: Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 1 Education and the reform of social inequalities in the Global South (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: "The introduction explains the rationale for focusing on education reform in relation to the tackling of social inequality in Southern contexts. The aim of the book is to bring together the analysis of past evidence of social inequality and the associated reforms that attempted to reduce it, with contemporary research evidence that highlights the ongoing challenges faced by disadvantaged groups as well as important potentially neglected aspects of social discrimination. The introduction highlights the importance of interdisciplinary research and methodologies, including the perspectives of Southern researchers, for addressing progress towards the Sustainable Development Goals. Such collaborative dialogue challenges the boundaries and often taken-for granted assumptions of policy-making globally, nationally and locally. It aims to inform educational and social science researchers in different locations to improve their understanding about the complexity of social structures and values that influence socially unequal contexts. Overall, the aim of this edited collection is to consider how educational policy can work more effectively to promote social justice for all."
    Keywords: Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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    Chapter 20 Children as Citizens of a Global Society (2023)
    Taylor & Francis | International Perspectives on Educating for Democracy in Early Childhood | Routledge
    Details
    Publication Date: 2024-01-30
    Description: As members of a global society, many young children’s experience in early childhood classrooms have yet to fully realize the richness of their increasingly culturally and linguistically diverse settings. Drawing on data from a participatory action research project, this study explored how such settings might produce global citizens who enact the social responsibilities of respect, empathy, and acceptance. Video-recordings of children aged five to six years in four urban preschool classrooms across Southeast Queensland, Australia, were collected. The teachers showed the children involved selected excerpts to illicit video-stimulated accounts. Excerpts were transcribed using conversation analytic methods, documenting turn taking, and verbal and non-verbal responses. Explicating teacher and young children’s classroom interactions and accounts identified the classroom practices of teachers and children to encourage global citizens who promote respect, empathy, and acceptance. This chapter presents the co-designed Empowering Global Learner framework of participation, communication, and sense of belonging to illustrate the classroom practices used for effective global citizens.
    Keywords: participatory action research, culture, global citizenship, framework for empowering global learners, classroom interaction ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    International Students from Asia in Canadian Universities (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-01-30
    Description: This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies.
    Keywords: Asian students ; anti-racism ; Canadian universities ; higher education ; inclusion ; institutional challenges ; institutional priorities ; internationalization ; international education ; international students ; racialization ; recruitment ; retention ; student experience ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education
    Language: English
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  • 26
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    Chapter Introduction (2021)
    Taylor & Francis | Designs for Experimentation and Inquiry | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice.
    Keywords: Digital Learning ; Digital Media ; Digital Transformation ; EARLI ; Education ; Technology ; Research ; Practice ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 1 Technical and further education after COVID (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Technical and vocational education have assumed a significant role in the plans of developed nations to overcome economic crisis, relocating learning into the workplace and extending it to higher levels. Policy discourses are based on the premise that education polarised between universities and low attainment has poorly served the needs of modern economies and young people. This chapter sets out the principal claims of these approaches to improve youth transitions and contribute to social justice. These claims are traced back to their origins in the shift to service-based economies and collapse of youth labour markets, leading to a crisis in vocational education and fuelling demand for higher education credentials; and to the emergence of international policies aiming to reconstitute youth transitions on neoliberal lines. Addressing these questions from a social justice perspective, we ask whether such disruption of the educational divide between general and vocational routes has eroded its role in reproducing and validating the social structures of the post-war period, with the creation of new routes and the postulation of new elites validating the emergence of existing and new forms of educational and social inequity.
    Keywords: education, elites, justice, social skills, polarizing, welfare, world ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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    Gender Equity in STEM in Higher Education (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.
    Keywords: Access ; Chilly culture in STEM ; Diversity ; discrimination ; Engineering ; female agency ; Gender equality ; Gender equity ; gendered norms ; gender disparities ; Higher education ; Inclusion ; inequalities ; leaky pipeline in STEM ; Math ; Mathematics ; Minorities ; National Science Foundation (NSF) ; ProActive Network (WEPAN) ; participation ; Science ; STEM ; STEM careers ; STEM education ; STEM labor market ; STEM tertiary education ; STEM workforce ; Sustainable Development Goals ; Technology ; UN SDG ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
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    Chapter 6 Kindergarten educators’ affective-motivational dispositions (2021)
    Taylor & Francis | Early Childhood Teachers‘ Professional Competence in Mathematics | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety of scales measuring variables of affective-motivational dispositions within a questionnaire were employed in a binational study involving 132 kindergarten educators in Germany and Switzerland. Based on the expectancy-value theory of motivation, the relations between educators' emotions regarding mathematics at school, the enthusiasm for mathematics as a subject, the value placed on mathematics and the expectancy of fostering mathematics successfully (self-efficacy) as well as the enthusiasm for fostering mathematics in kindergarten are examined. Following the analysis of correlations and the testing of a multiple regression model, it was found that enthusiasm for mathematics as a subject, importance of mathematics as a subject in kindergarten and self-efficacy predict enthusiasm for fostering mathematics, whereas the variable emotions regarding mathematics at school does not increase the variance explained. Self-efficacy, importance given to mathematics and enthusiasm for fostering mathematics are slightly higher in Switzerland than in Germany, which could be interpreted in light with the structural differences regarding kindergarten.
    Keywords: Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
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    International Perspectives on Writing Curricula and Development (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2023-09-12
    Description: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education
    Keywords: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Teaching Interculturally 'Otherwise' (2022)
    Taylor & Francis | Routledge
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    Publication Date: 2023-09-12
    Description: This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality.
    Keywords: Education; Intercultural Communication; Intercultrual Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; bic Book Industry Communication::J Society & social sciences::JN Education::JNT Teaching skills & techniques
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    Subject Learning in the Primary Curriculum (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: The emphasis on subject knowledge in primary curricula is a world-wide phenomenon and has become increasingly the focus of attention in England, with the introduction of the National Curriculum and the appointment of subject co-ordinators in schools. Yet what exactly constitutes a subject and its practice remains controversial. The book is organised into five parts. Part one examines the general aims of primary education, in order to give a background for a more detailed exploration of UK curriculum development. Parts two, three and four examine the core subjects of Eng, science and mathematics, whilst constantly bearing in mind the full range of views about the purpose of education and the nature of knowledge. Part five introduces key debates about approaches to knowledge, and raises issues about the future organisation of the curriculum. Subject Learning in the Primary Curriculum is the OU reader for Module 832, Teaching and Learning in the Primary Core Curriculum in the MA in Education.
    Keywords: education ; cognitive ; apprenticeship ; national ; science ; procedural ; understanding ; cross-age ; studies ; good ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Reimagining the Higher Education Student (2022)
    Taylor & Francis | Routledge
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    Publication Date: 2024-03-29
    Description: Drawing on the perspectives of scholars and researchers from around the world, this book challenges dominant constructions of higher education students. Given the increasing number and diversity of such students, the book offers a timely discussion of the implicit and sometimes subtle ways that they are characterised or defined. Topics vary from the ways that curriculum designers ‘imagine’ learners, the complex and evolving nature of student identity work, through to newspaper and TV representations of university attendees. Reimagining the Higher Education Student seeks to question the accepted or unquestioned nature of ‘being a student’ and instead foreground the contradictions and ‘messiness’ of such ideation. Offering timely insights into the nature of the student experience and providing an understanding of what students may desire from their Higher Education participation, this book covers a range of issues, including: Impressions versus the reality of being a Higher Education student Portrayals of students in various media including newspapers, TV shows and online Generational perspectives on students, and students as family members Itis a valuable resource for academics and students both researching and working in higher education, especially those with a focus on identities, their importance and their constructions.
    Keywords: Education ; Educational psychology ; Higher and further education, tertiary education ; Psychology ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JM Psychology ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JM Psychology
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    Meeting the Standards in Primary ICT (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: This practical guide to using ICT in the primary classroom addresses all the concerns of student teachers and provides plenty of ideas and advice on how to incorporate ICT into classroom practice on a daily basis. The authors bring together theory and practice to help prospective and new teachers acquire and develop the skills required for using ICT effectively. Meeting the Standards in Primary ICT is split into three sections which will: help assess the readers' ICT skills, knowledge and understanding discuss ways of incorporating ICT for teaching across the primary curriculum help the reader to think about ICT and their own professional learning and development. This book will be an invaluable resource for all student teachers on primary training courses, lecturers and mentors supporting trainees on these courses and newly qualified teachers (NQTs).
    Keywords: pupi ; key ; stage ; interactive ; whiteboard ; national ; curriculum ; foundation ; wider ; professional ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development ; bic Book Industry Communication::J Society & social sciences::JN Education::JNR Careers guidance
    Language: English
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    Connecting Policy and Practice (2021)
    Taylor & Francis
    Details
    Publication Date: 2024-03-29
    Description: Written by members of the International Study Association on Teachers and Teaching, the papers in this volume were presented at an international teaching conference on the issues of theory and practice. Using these contributions from experienced researchers, most of whom are practising teachers, this single volume is international in scope and context, demonstrating differences and similarities between and within countries. This detailed book is clearly split into five sections focusing on the following themes: * teacher education – professional identity, professional research, and quality of teacher education * teacher practice – basic values, ethics, and cultural scaffolding * higher education – academic motivation, discourse dissonance concerning intellectual property, self studies of teacher education practice * teacher development – the challenge to be the best teacher, the link between policy and practice, personal theory and practice in tertiary development * research and theory – reflective practice, shared democratic values, teachers as researchers.
    Keywords: teacher ; education ; student ; professional ; development ; programmes ; educators ; learning ; reflective ; pre-service ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
    Language: English
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    Chapter 13 Outlook (2021)
    Taylor & Francis | Early Childhood Teachers‘ Professional Competence in Mathematics | Routledge
    Details
    Publication Date: 2024-03-29
    Description: In many countries, early mathematics education rests on normative postulates. Moreover, it tends to be considerably less standardized and, at the same time, more pronouncedly situation-specific than school education. Given these differences, the professional skills of early childhood teachers have come into the focus of research and the question arises to what extent general models of professional skills can be directly transferred to the context of early childhood teachers. Based on the “opportunity-usage model of teaching”, this contribution attempts to determine more precisely what influences teaching is basically subject to. Subsequently, I will ask how early mathematics education differs from general education and what the rationales and the level-specific postulates of early mathematics education consist in. The outline of the specifics of early mathematics education and the field of work leads to a characterization of the professional group that enacts this teaching and to the question as to what professional skills early childhood teachers need. Against this background, the final section suggests an extension of the model of the transformation of professional skills, and briefly outlines open questions and future lines of research.
    Keywords: Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
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    Chapter 1 Student voices on social exclusion in general primary schools (2021)
    Taylor & Francis | Social Participation of Students with Special Educational Needs in Mainstream Education | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural diffi culties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general ( N = 6) and segregated special ( N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred diff erent approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students’ voices are emphasised.
    Keywords: Social exclusion ; primary schools ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 2 Lessons of European VET? National systems and international prescriptions (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2023-09-12
    Description: This chapter examines conflicting claims about the potential of European VET to provide a model for technical and vocational systems across the world. Technocratic accounts by international policy bodies, especially the OECD and EU, have focused on the possibilities for VET to facilitate transitions to employment by providing early experiences of learning at work, drawing on the integration of VET into production systems, as in the German system, seen as a barrier to neoliberal convergence because maintaining key progressive features into service sectors. Conversely, universalist welfare states held to underpin VET in Scandinavia have meanwhile given way to dualised social policies which, echoing the welfare state literature, can be seen either as ‘layered’ parallel provision or the direct erosion of comprehensive policies. During the early post-war period VET systems incorporated progressive educational elements which have come under attack, as signs of emerging dualisation have undermined the more progressive features of VET in Europe. Challenges from higher levels of VET, particularly in its most employer-responsive forms, can be seen as signs of this emerging dualisation.
    Keywords: education, elites, justice, social skills, polarizing, welfare, world ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Teachers Talking about their Classrooms (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: The International Classroom Lexicon Project set out to document the professional vocabulary of middle-school mathematics teachers in ten communities from around the world. The construction of a national lexicon, which can be thought of as the characterisation of a very specific aspect of the culture of each participating country, was undertaken by research teams involving experienced teachers as genuine co-researchers. Each cultural artefact identified the words by which teachers name the classroom phenomena in their respective environment. These are the terms that are used for seeing, describing, and communicating about the world that is the middle-school mathematics classroom.
    Keywords: Classroom Practice, Mathematics, Mathematics and Numeracy, Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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    Learning Engineering Toolkit (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-01-30
    Description: The Learning Engineering Toolkit is a practical guide to the rich and varied applications of learning engineering, a rigorous and fast-emerging discipline that synthesizes the learning sciences, instructional design, engineering design, and other methodologies to support learners. As learning engineering becomes an increasingly formalized discipline and practice, new insights and tools are needed to help education, training, design, and data analytics professionals iteratively develop, test, and improve complex systems for engaging and effective learning. Written in a colloquial style and full of collaborative, actionable strategies, this book explores the essential foundations, approaches, and real-world challenges inherent to ensuring participatory, data-driven, learning experiences across populations and contexts.
    Keywords: instructional design; user experience design; data analysis; ISLS; International Society of the Learning Sciences; technology-enhanced learning; artificial intelligence; participatory research design; learning design; engineering design; Janet Kolodner; human-centered learning; Association for the Advancement of Computing in Education; IEDMS; online learning; reskilling; E-Learning; learning sciences; Evidence-Based Practices; computer science; learning analytics; big data; Society for Learning Analytics Research; International Educational Data Mining Society; AECT; Association for Educational Communications and Technologies; ICICLE; design-based research; Learning Engineering Toolkit; lean-agile development; SoLAR; IEEE IC Industry Consortium on Learning Engineering; digital learning; course design; upskilling; massive open online courses; human computer interaction; HCI; Jim Goodell; data science; educational data mining; AACE; educational technologies; MOOC ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNV Educational equipment & technology, computer-aided learning (CAL) ; bic Book Industry Communication::J Society & social sciences::JN Education::JNQ Open learning, home learning, distance education
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    Using Brainpower in the Classroom (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: This book offers a realistic, practical and accessible model to allow teachers to incorporate the best of recent brain-based research into their teaching. The five steps involve: making learning multi-sensory ensuring activities match the dominant intelligence of the learner matching types of learning to the gender of pupils using the lesson structure to fit the natural attention span of the brain managing the classroom environment to make it brain-friendly and active in supporting learning. Illustrated throughout with classroom examples from a wide range of subject areas, the book is highly practical in its focus and the ideas it contains can easily be adapted to work with all age ranges and types of school.
    Keywords: dominant ; intelligence ; multiple ; spatial ; finger ; puppet ; myers ; briggs ; type ; indicator ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNT Teaching skills & techniques
    Language: English
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    The Symbolic Order (2021)
    Taylor & Francis
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    Publication Date: 2024-03-29
    Description: First published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.
    Keywords: hegels ; lectures ; aesthetic ; intelligence ; transcendent ; intuitions ; experience ; louis ; arnaud ; reid ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    On the Politics of Educational Theory (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: "On the Politics of Educational Theory considers the political significance of educational theory as a specific genre of public discourse. Rather than understanding educational theories solely as addressing issues of childrearing and instruction, this book aims to view educational theories in a broader socio-political context. It explores the role of educational theories in the construction of collective and political identities, and analyses them as rhetorical strategies operating as political discourses. Defining the methodological framework through the perspectives of Michel Foucault and Ernesto Laclau, each chapter examines the ways in which theories of education contribute to the creation of social realities and identities. Such issues as the construction of visibility and invisibility of power, the tropes of temporality, or the use of postulational language where theorists say what ‘should’ be done in and by education, are some of the threads that weave through particular theories – from Rousseau to the discourse of education in the knowledge-based society – analysed as ontological rhetorics constitutive of political identities. This book suggests a direction for a more conscious way of dealing with the political in education. As such, it will appeal to researchers, academics and postgraduate students in the fields of educational research, philosophy of education, curriculum studies, social and political theory, and theory of education."
    Keywords: Ernesto Laclau;educational theorising;identity theory;language;Michel Foucault;postulational rhetorics;semiotic structures;socio-political context;Tomasz Szkudlarek ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Disability, Diversity and Inclusive Education in Haiti (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
    Keywords: Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy::JNFN Inclusive education / mainstreaming ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion
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    Educational Research Practice in Southern Contexts (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-01-30
    Description: Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource with which to challenge the conventional canons of educational research theory and practice. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes and field work practices which are often unproblematically assumed to be universally relevant.
    Keywords: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy
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    Foundational Principles of Task-Based Language Teaching (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: " The Open Access version of this book will be available soon. This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom. Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers. "
    Keywords: Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 6 Extending agency (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2023-09-12
    Description: By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography. Chapter 6 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138854192_oachapter6.pdf
    Keywords: agency ; Beatrice Hungerland ; childhood ; developmental psychology ; education ; Florian Esser ; family studies ; Meike Baader ; social work ; sociology ; sociology of childhood ; Tanja Betz ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools
    Language: English
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    Chapter 34 Digital Learning for Development of Asian Schools (2021)
    Taylor & Francis | Routledge International Handbook of Schools and Schooling in Asia | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Despite the potential of digital technologies to contribute to the enhancement of access to quality education and the development of lifelong learning competencies, many knowledge gaps remain in how, for whom and in what contexts digital technologies actually do contribute to improved, equitable educational outcomes. More research is needed that creates and tests ‘proven models’ of digital learning in Asian schools and deepens our understanding of the conditions that are necessary and sufficient for success. And this research needs to build on the research that has already been done in the region and worldwide. The primary aim of this book section is to provide snapshots of the current state in research and to identify and explain the research gaps and future directions of digital learning for development in Asian schools.
    Keywords: state ; digital learning ; asia ; education ; state ; digital learning ; asia ; education ; Creative Commons license ; Developing country ; Gamification ; Intelligent tutoring system ; Lifelong learning ; Massive open online course ; Race and ethnicity in the United States Census ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 7 Underlying beliefs about writing and teaching writing in Germany (2021)
    Taylor & Francis | International Perspectives on Writing Curricula and Development | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Assumptions about good writing and teaching writing have undergone various changes during the last century. This chapter summarises relevant changes in Germany's approaches to teaching writing and then uncovers underlying values and beliefs about writing in current German policy documents by focusing on Hauptschule Year 9, where students can achieve the first general education qualification that entitles apprenticeship admission. In particular, we analyse national Educational Standards and a sample of federal Curricula by drawing on discourses of writing (DoW) and learning to write outlined by Ivanič (2004). Although there are clear variations among federal states, a common denominator is the dominance of the genre and skills discourses. At the same time, there is a lack of consistent references to discourses relating to process-oriented writing and creativity. The sociopolitical and social practices DoW are completely absent. We show that the focus on genre and skills can partly be explained by Germany's educational legacy but also by the growing emphasis on output orientation in educational policy documents, which is accompanied by writing assessments focused on aspects of literacy that are easier to evaluate (e.g., reading and orthography). We argue that policy documents need to be more closely connected to values and beliefs of what constitutes good writing by current writing scholars.
    Keywords: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Digital Disruption in Teaching and Testing (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2023-09-12
    Description: This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context.
    Keywords: assessment practices;big data;Digital Disruption;diversity;education;international scholars;perspectives;Teaching;testing;transformation of schooling ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKD Examinations & assessment ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education
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    Seven Democratic Virtues of Liberal Education (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform. Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens.
    Keywords: active pedagogy;civic education;civic virtue;democratic competence;democratic conversations;democratic theory;Europe;educational reform;elitism;good citizens;LAS;Liberal Arts and Sciences Education;multi-disciplinary curriculum;philosophy of education;political polarisation;student-centred pedagogies;the international classroom ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy ; thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
    Language: English
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    Educational Choices, Transitions and Aspirations in Europe (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Comparative; EU; Education; Europe; European; School; Union; Choice; Transition; Inequality; Aspiration; International; Justice; Social; Political
    Keywords: Comparative; EU; Education; Europe; European; School; Union; Choice; Transition; Inequality; Aspiration; International; Justice; Social; Political ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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    Designs for Research, Teaching and Learning (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This bookoffers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education.
    Keywords: Education ; Educational strategies and policy ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
    Language: English
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    Chapter 37 A Systematic Literature Review of Game-based Learning and Gamification Research in Asia (2021)
    Taylor & Francis | Routledge International Handbook of Schools and Schooling in Asia | Routledge
    Details
    Publication Date: 2024-03-29
    Description: The main purpose of this research is to conduct a systematic literature review of research studies on game-based learning and gamification conducted in Asian K–12 schools. Through this review, we intend to present a comprehensive analysis of what the body of accumulated research informs us of the impact of games in Asian educational settings and to draw implications for future research directions.
    Keywords: research studies ; asia ; gamification ; game-based learning ; asian k-12 schools ; research studies ; asia ; gamification ; game-based learning ; asian k-12 schools ; Educational game ; Experiment ; Role-playing ; Singapore ; Social studies ; Taiwan ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Research Through, With and As Storying (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate storying as a valuable ontological, epistemological and methodological contribution to the academy across disciplines, arguing that storying research gives voice to the marginalised in the academy. Providing rich and interesting coverage of the approaches to the field of storying research from Aboriginal and white Australian perspectives, this text seeks to enable a profound understanding of the significance of stories and storying. This book will prove valuable for scholars, students and practitioners who seek to develop alternate and creative contributions to the production of knowledge.
    Keywords: Indigenous ; Louise Gwenneth Phillips ; Louise Phillips ; Narrative Inquiry ; Non-Indigenous ; Storying Research ; Tracey Bunda ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Digitalization and Digital Competence in Educational Contexts (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-01-30
    Description: Digital competence, teachers, infrastructures for teaching and working, challenges
    Keywords: Digital competence, teachers, infrastructures for teaching and working, challenges ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNQ Open learning, home learning, distance education
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    Theory and Methods for Sociocultural Research in Science and Engineering Education (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.
    Keywords: classroom discourse ; critical ethnography ; discourse studies ; engineering education ; Gregory Kelly ; Judith Green ; Next Generation Science Standards ; NGSS ; Norm Lederman ; science education ; science education reform ; science learning ; sociocultural theory ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNT Teaching skills & techniques ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques ; thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
    Language: English
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    Innovations in Peace and Education Praxis (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education
    Keywords: Introduction: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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    Chapter 1 The challenges of expansion and democratization of education (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: The history of public education in Haiti has been characterized by an idealistic notion of extending the enlightenment of education throughout the country. This notion is reflected in the establishment of an important legal arsenal which, since the 19th century, has defined three main principles of the Haitian school system. These three principles have been a constant throughout the history of the country. They were intended to promote the expansion and democratization of schools in Haiti. Overshadowed by academic liberalism, the principles of free and compulsory education remain, however, merely an illusion for the majority of the country's children. Despite pompous speeches from its political leaders, Haiti has failed to catch up with the expansion and democratization of schools. Its educational system faces many challenges, including the problem of access to school, the lack of physical infrastructure and the shortage of qualified teaching staff. These challenges have extended the exclusion and inequality which stem from the contempt of the Haitian elites for the education of the people, in particular those in the countryside, and in an economic model based on food, not industry.
    Keywords: Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy::JNFN Inclusive education / mainstreaming ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion
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    Chapter 11 Contrasting approaches, comparable efficacy? (2021)
    Taylor & Francis | Trust, Accountability and Capacity in Education System Reform | Routledge
    Details
    Publication Date: 2023-09-12
    Description: While Finland and Singapore both enjoy the global educational limelight due to their successful school systems, they differ considerably in their approaches to teacher accountability. Finland’s light-touch teacher accountability system focuses on setting standards at the point of entry to the teaching profession, whereas Singapore uses a comprehensive, tiered, and competitive performance management system that deploys promotions and performance bonuses to manage the processes and outputs of teacher practice in schools. In this chapter, I use interviews with 24 Finnish and Singaporean teachers to explore the differences between these distinct approaches to teacher accountability—and to account for their disparate but apparently successful pathways. I argue that these disparate approaches share an underlying principle: each model of teacher accountability is compatible with the macrosystem in which it is embedded. Thus, teachers regard the accountability instruments as legitimate, enabling the instruments to favourably influence teacher motivation and practice. Specifically, public trust in Finland’s education system is distributed throughout each level of the system, with teachers enjoying high generalised trust. This is compatible with an accountability approach that gives teachers considerable autonomy over their daily work. In contrast, public trust in Singapore’s education system is concentrated on the Ministry of Education. This institutionally focused trust supports—and is supported by—a teacher accountability system that gives the managers considerable influence over teacher practice.
    Keywords: teacher accountability policy; Finland; Singapore; teacher motivation; sociocultural context ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy
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    World Yearbook of Education 2022 (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history. Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning. Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging. Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education. Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.
    Keywords: Daniel Tröhler, Nelli Piattoeva, William F. Pinar, World Yearbook of Education, nationalism, comparative education, history of education, philosophy of education, sociology of education, globalization ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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    Chapter Afterword (2023)
    Taylor & Francis | Innovations in Peace and Education Praxis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of ‘peace’ as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and criticality. Contributing new knowledge to peace and education, this volume will be of great interest to academics, post-graduate students and researchers in the field of peace education, peace studies and development studies.
    Keywords: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles (2021)
    Taylor & Francis | Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond.
    Keywords: educational attainment, Global South, language teacher education, linguistic culture, mother-tongue based education, Multilingual Africa, multilingual learning, multilingualism, Sub-Saharan Africa, translanguaging ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
    Language: English
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    The Linguistic Challenge of the Transition to Secondary School (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study: • draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools; • combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects; • describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue; • uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school. This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling.
    Keywords: Educational psychology;Secondary schools;Education;Linguistics;Language learning: speaking skills;Language teaching and learning ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLC Secondary schools ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::C Language::CF linguistics ; bic Book Industry Communication::C Language::CJ Language teaching & learning (other than ELT)::CJC Language learning: specific skills::CJCK Speaking / pronunciation skills ; bic Book Industry Communication::C Language::CJ Language teaching & learning (other than ELT) ; thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLC Secondary schools ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::C Language and Linguistics::CF Linguistics ; thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning::CJC Language learning: specific skills::CJCK Language learning: speaking skills ; thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning
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    Building Better Schools with Evidence-based Policy (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools. The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.　　 This bookis relevant to every person who works in a school – worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices. "The Open Access version of this book is forthcoming and has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license."
    Keywords: Better Schools ; Policy ; Schools ; Teaching Policy ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Professional Competence And Higher Education (2021)
    Taylor & Francis
    Details
    Publication Date: 2024-03-29
    Description: First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
    Keywords: core ; assessment ; criteria ; asset ; programme ; statements ; model ; social ; external ; examiners ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Didaktik and Curriculum in Ongoing Dialogue (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge. Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education.
    Keywords: Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Pluricentric Languages and Language Education (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book maps out the pedagogical implications of the global spread and diversification of pluricentric languages for language education and showcases new approaches that can take account of linguistic diversity. Moving the discussion of contemporary norms, aims, and approaches to pluricentric languages in language education beyond English, this book provides a multilingual, comparative perspective through case study examples of Spanish, French, German, Portuguese, Dutch, and Vietnamese. The chapters document, compare, and evaluate existing practices in the teaching of pluricentric languages, and highlights different pedagogical approaches that embrace their variability and diversity. Presenting approaches to overcome barriers to innovation in language education, the book will be of great interest to academics, researchers, doctoral students in the field of language education, as well as socio- and applied linguists. Practitioners interested in linguistic diversity more broadly will also find this book engaging.
    Keywords: curriculum design;language attitudes;language awareness;language comparison;language variation;linguistic diversity;Pluricentricity;reflective practice;teacher cognition;teacher education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Early Childhood Language Education and Literacy Practices in Ethiopia (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly.
    Keywords: Anywaa ; Bias ; Content analysis ; dichotomy ; domain ; Early grade ; Ethiopia ; Ethiopian learners ; Evaluation ; early grade literacy ; early grade reading instruction ; empathy ; expression ; family ; gender ; Home Environment ; Interpretative ; lexicon ; mapping ; metaphor ; Phonological awareness ; patriarchal ; patrilineal ; pedagogy ; phonological awareness instruction ; reading challenges ; reading competence ; School Environment ; Stereotype ; sex ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools ; thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
    Language: English
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    Schoolteachers and the Nordic Model (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Schoolteachers and the Nordic Model examines the cultural distinctiveness of the Nordic teaching profession and teacher training compared to examples from Europe and North America. The book explores the concept of these ‘teacher cultures’ as various dimensions of professional identities, recruitment patterns, teachers’ social status, values and knowledge. It considers how Nordic teachers´ socio-cultural backgrounds and their shifting societal roles compare with continental European examples, analysing the societal consequences of teacher cultures for the current Nordic welfare states. Offering a unique focus on teachers, the book uses a shared comparative and historical approach to add new knowledge to the analysis of global convergence and divergence in educational systems. The book will be of great interest to researchers, scholars and post-graduate students in the fields of comparative education, educational policy, the sociology of education and the history of education. It will also be of interest to policy makers, teacher educators and school leaders.
    Keywords: comparative education ; Denmark ; Finland ; history of education ; Iceland ; Norway ; professional autonomy ; Sweden ; socio-cultural history ; teacher education ; teacher professionalism ; teaching culture ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond.
    Keywords: educational attainment, Global South, language teacher education, linguistic culture, mother-tongue based education, Multilingual Africa, multilingual learning, multilingualism, Sub-Saharan Africa, translanguaging ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
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    Chapter 4 Language Policies and Ideologies in Qatar (2023)
    Taylor & Francis | English as a Medium of Instruction on the Arabian Peninsula | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Neoliberalism, globalisation, and English language hegemony have contributed to the adoption of Western “travelling policies” in the Arab Gulf states, such as building knowledge-based economies and the implementation of English-medium instruction in schools and universities. In Qatar, as well as in other Arab Gulf states like the United Arab Emirates, this has led to ideologies of English-medium instruction and Arabic-medium instruction being in competition with each other. The result of these ideologies in Qatar has been several abrupt shifts between English-medium instruction and Arabic-medium instruction in language policies for government schools and the leading national university, and other broader efforts to preserve and promote the Arabic language. This chapter first provides an overview of the macro sociolinguistic situation and the roles, status, and functions of English in Qatar. It then describes the shifts between English-medium instruction and Arabic-medium instruction in language policies and implications for cultural and linguistic identities in Qatar. Finally, the chapter reflects on Qatar’s strong resistance to EMI among the Arab Gulf states and the future of English-medium instruction and Arabic-medium instruction in the country.
    Keywords: EMI, bilingual education, translanguaging, multilingualism, academic literacies, Arab Gulf states ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::C Language::CF linguistics ; bic Book Industry Communication::C Language::CJ Language teaching & learning (other than ELT) ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::C Language and Linguistics::CF Linguistics ; thema EDItEUR::C Language and Linguistics::CJ Language teaching and learning
    Language: English
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    Designs for Experimentation and Inquiry (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2023-09-12
    Description: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education and professional practice. It reflects on the theoretical, methodological and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice by exploring topics such as: Learning practices and digitalized dialogue Digital design experiments Digitally mediated collaborations Ethical digital inquiry and design Expertly researched and written, this book is a unique resource for scholars, researchers and professionals working in the fields of digital design, applied technology and the learning sciences.
    Keywords: Digital Learning ; Digital Media ; Digital Transformation ; EARLI ; Education ; Technology ; Research ; Practice ; bic Book Industry Communication::J Society & social sciences::JN Education
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    Chapter 3 Digital Inquiry into Emerging Issues of Public Concern (2021)
    Taylor & Francis | Designs for Experimentation and Inquiry | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice.
    Keywords: Digital Learning ; Digital Media ; Digital Transformation ; EARLI ; Education ; Technology ; Research ; Practice ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Gender Equity in STEM in Higher Education (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels.Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.
    Keywords: Education ; Comparative ; Education ; Higher ; Education ; Multicultural Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
    Language: English
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    A New Approach to Research Ethics (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Ethics and Academic Research examines both theories of ethical decision-making as well as apply those theories to a broad range of situations and questions within a research career and process. The focus is not only on what is wrong, or in doing the actual research, it is a broader perspective on how ethics can be a positive force in strengthening the research community. Offering valuable guidance to the researcher and ethical decision-maker, this will be an essential text for postgraduate students and senior academics invested in professional development and self-reflection.
    Keywords: Arto Mustajoki ; Assessing ; Doing Research ; Ethics ; Henriikka Clarkeburn ; Publishing ; Recruiting ; Henriikka Mustajoki ; Research ; Researchers ; Supervising ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
    Language: English
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    Teacher Education for Sustainable Development and Global Citizenship (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.
    Keywords: assessment ; climate change ; critical global citizenship education ; curriculum studies ; educational politics ; global citizenship ; inclusive education ; politics of education ; politics of equity ; Sustainable Development Goals ; sustainable development ; Teacher Education ; UNESCO ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 12 Social distance, teachers’ beliefs and teaching practices in a context of social disadvantage (2022)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: "This chapter analyses the widening inequalities within the government primary schooling systems in India and Pakistan and the implications of the emerging social distance between teachers and students. Social distance is a significant factor impacting student–teacher interaction in classrooms. How, and to what extent, does social distance shape teachers’ beliefs and practices? What is the likely effect of social distance on the education or learning of children from disadvantaged backgrounds? Using teacher interviews and classroom observation data, the chapter describes teachers’ beliefs and observed teacher–student interaction for high- and low-performing children. The empirical analysis is grounded in a conceptual frame linking teachers’ beliefs, practices and learning outcomes. Most teachers included in the study believe family background is the most significant determinant of learning. Teachers’ conceptualisation of a good student comprises a set of characteristics that are much more likely to be present in children from families where parents are educated and in stable economic circumstances or naturally gifted children. Teachers tend to favour the good students and can rarely adapt practice to help remove disadvantages for low-performing children or those from marginalized backgrounds. As a result, government schools are sites for the social reproduction of inequalities."
    Keywords: Education ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
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    Chapter 4 How a Behavioral Economic Framework Can Support Scaling of Early Childhood Interventions (2021)
    Taylor & Francis | The Scale-Up Effect in Early Childhood and Public Policy | Routledge
    Details
    Publication Date: 2023-09-12
    Description: Combining the theories of conventional economics with social psychology and cognitive decision making, behavioral economics (BE) offers an interdisciplinary framework to support the transition and translation of programs to scale, addressing the dimensions of feasibility, cost, and fidelity while meeting the objectives of providing safe, nurturing, and stimulating environments for children. One strength of BE is that decision-making is not considered context free, thus directly addressing an oft-cited weakness of translating programs to scale. Insights from BE specifically on parent decision making related to choice structure, fear of judgment, miscalibration, and social norms can generate light-touch enhancements to foster success as interventions scale to that help parents access and digest information and follow through on intentions. Examples of successful applications of the BE lens to scaled home visiting and parenting programs are described.
    Keywords: economics, early childhood, education, public policy, children, behavioral economics, BE, social psychology, parent, intervention, scaling ; bic Book Industry Communication::K Economics, finance, business & management::KJ Business & management::KJB Business studies: general ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLA Pre-school & kindergarten ; bic Book Industry Communication::J Society & social sciences::JN Education
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    The Lecturer's Guide to Quality and Standards in Colleges and Universities (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: A follow-up volume to "Managing Teaching and Learning in Further Education and Higher Education", this text provides a guide to managing quality and standards from the lecturer's point of view. It covers key issues such as teaching, learning, student support, assessment, evaluation, course design, bidding for and managing resources, marketing and research.; Based on the model of lecturer as reflective practitioner, this book is intended to help enable the lecturer to make sense of the changing climate of quality control and academic standards. Its interactive design introduces stimulating ideas and suggestions for further reading and provides guidelines on issues of relevance to individual readers.
    Keywords: enquiry ; task ; higher ; education ; council ; national ; vocational ; qualifications ; reflective ; practitioner ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Effective Use of Collective Peer Teaching in Teacher Education (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers. Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea. This book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes.
    Keywords: collective intelligence ; collective learning ; pedagogy ; peer student learning ; peer teacher learning ; pre-service teachers ; Vygotsky ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Research In Multicultural Education (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
    Keywords: teacher ; culturally ; relevant ; teaching ; state ; policy ; studies ; perspectives ; programs ; minority ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Early Childhood Teachers‘ Professional Competence in Mathematics (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area. The book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children’s individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children’s mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers and the performance of early childhood teachers. The book is the first of its kind to give a comprehensive overview and allows for integrative perspectives and interdisciplinary understanding regarding pre- and in-service ECEC teachers’ professional competence in the domain of mathematics. It will be essential reading for academics, researchers and students of early childhood education, mathematics education and teacher education.
    Keywords: Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
    Language: English
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    Communicating In School Science (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
    Keywords: attainment ; target ; key ; stage ; national ; curriculum ; profile ; component ; non-threatening ; learning ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Truancy (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: Truancy: Short and Long-term Solutions is a practical and accessible guide to dealing with the problem of truancy and non-attendance. It is the first book on the issue to actively focus on solutions to the problem, rather than the causes. Full of practical examples of the latest ways in which schools, teachers, education welfare officers and LEAs try to overcome their attendance difficulties. Ken Reid identifies nearly 120 short-term solutions as well as several long-term strategic approaches. The book also considers parental-condoned absenteeism, alternative curriculum schemes and mentoring, while the final chapter presents some strategic issues which policy-makers and politicians need to overcome. This book provides all teachers, deputy heads, head teachers, education welfare staff, social workers, learning mentors and other caring professionals with a repository of up-to-date ideas and solutions. It is essential reading for anyone involved in addressing the challenge of truancy.
    Keywords: education ; welfare ; officers ; specific ; lesson ; absence ; pupil ; referral ; unit ; post-registration ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Chapter 1 A framework for comparing writing curricula cross-nationally (2021)
    Taylor & Francis | International Perspectives on Writing Curricula and Development | Routledge
    Details
    Publication Date: 2023-09-12
    Description: This chapter describes how each case study presented in the volume examined writing curricula situated within one of nine education systems and how we conducted a cross-case comparison of these. We argue that contextualised analyses of curriculum documents, which uncover implicit theories, values, and beliefs about writing development that underpin education policy, are crucial for the innovation of writing research, instruction and curriculum design globally. Further, we propose that cross-national comparisons of school writing curricula illuminate how unique learning cultures and geopolitical settings frame educational policy trajectories that, in turn, shape the teaching of writing across the globe. To ground this volume's project theoretically, we begin with a consideration of the ways that writing development has been conceptualised and what pedagogical approaches might follow. To introduce the volume's methodological approach, we then discuss sources of information provided by government education agencies and their proxies to represent writing curricula; the varying ways in which these are developed within school systems; and how we might expect these to influence writing instruction in schools. We conclude by detailing the volume's framework for within- and cross-case analyses of curriculum documents in New Zealand, Chile, Hong Kong, the United States, Uzbekistan, Germany, England, Denmark and Norway.
    Keywords: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Modern Languages Across the Curriculum (2021)
    Taylor & Francis
    Details
    Publication Date: 2024-03-29
    Description: This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from the UK, France, Spain, Italy, Germany, Belgium and Finland, the book shows how teachers and policy makers are increasingly moving towards a system where second languages are taught through other curriculum subjects, rather than alongside them. Key areas covered are: * recent trends and issues in the teaching and learning of modern foreign languages * the rationale for integrating languages across the curriculum * how cross-curricular language teaching is developing across Europe * practical materials and useful ideas for teachers and policy makers This timely book will interest all foreign language teachers, particularly those on in-service or higher level degree courses. It will also be useful reading for student teachers and educators, and policy makers, internationally.
    Keywords: communicative ; teaching ; integrated ; learning ; foreign ; clil ; teacher ; target ; class ; education ; Arthur van Essen ; Claude Springer ; Piet Van de Craen ; Dieter Wolff ; David Marsh ; Carmel Mary Coonan ; Carmen Pérez-Vidal ; Cheryl Hardy ; Kim Brown ; Shirley Dobson ; Rosanna Raimato ; Glenn Ole Hellekjaer ; Aud Marit Simensen ; Melanie Valet ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development
    Language: English
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    Chapter Preface (2021)
    Taylor & Francis | Designs for Experimentation and Inquiry | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice.
    Keywords: Digital Learning ; Digital Media ; Digital Transformation ; EARLI ; Education ; Technology ; Research ; Practice ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Social Participation of Students with Special Educational Needs in Mainstream Education (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book provides deep insight into the social situation of students with different kinds of special needs in various European countries. Research findings concerning students’ attitudes towards peers with disabilities, and teachers’ feedback on students’ social behaviour, are also presented. Full inclusion of students with special educational needs in mainstream education requires equity in each student’s chances for academic and social-emotional development, and their participation in society. In the context of inclusive education, it is important to take students’ social participation into consideration. Are students with special educational needs (SEN) accepted by their peers? Do they interact with their peers during breaks and classes? Do they have friends, or do they feel lonely in their class? This book seeks to answer such questions, seeing social participation as a crucial ingredient, as well as an outcome, of inclusive education. This topic is critical because many previous studies show students with SEN having a high risk of social exclusion. This volume will be of interest to everyone studying special needs education, especially those concerned with future improvement of social participation for all students. This book was originally published as a special issue of the European Journal of Special Needs Education. Chapter 1 is available Open Access at https://www.routledge.com/products/9780367209186.
    Keywords: social situation ; students ; European Countries ; special educational needs ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching (2023)
    Taylor & Francis | International Approaches to Promoting Social and Emotional Learning in Schools | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Teacher’s well-being has become a priority in the last two decades. If we believe that schools have a role in promoting the mental health and students’ well-being, we must first recognize and address the raising matter of teachers’ mental health and well-being. Research shows that there is a straight connection between teachers’ well-being and their social and emotional competences (Collie, 2017; Schonert-Reichl, 2017). Reflective teaching is the tool that we use to develop a model of intervention to promote teachers’ well-being, and the model is supported on a social constructivist perspective. Reflective teaching is a process through which teachers think over their teaching practices, analysing how something had been taught and how the practice might be improved or changed for better learning outcomes. The teacher’s continuous training model for professional development and well-being enlarges the emphasis on teachers’ practices/experiences and connect them with meaningful situations, accentuating social and emotional competences to improve teachers’ professional attainment and effectiveness. Processes of self-observation and self-evaluation based on reflective inquiry, and reflection on practice support the practical application of the model. Research also shows that well-being and job satisfaction strongly influence teachers’ behaviours, which affect classroom climate and students’ achievement as well (Collie et al.,2015; Van Dick et al., 2007). This teacher’s continuous training model agglomerates several theoretical constructs relevant to pedagogy and may constitute a good practice for the promotion of teachers’ professional development and well-being.
    Keywords: Teacher’s well-being; Social and emotional competences; Reflective teaching; Continuous professional development ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    The Fabrication of the Autonomous Learner (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-01-30
    Description: This book provides a thorough and detailed analysis of how the figure of the ‘autonomous learner’ shapes educational practices. It unpacks the impact of current educational reform discourse that focuses on the individual pupil as a learner, while neglecting the social dimensions of classroom practices. In view of the yet unknown requirements of the knowledge economy, students are demanded to take more responsibility for their learning and to become self-reliant, independent, lifelong learners. In turn, teachers are asked to tailor education to the individual needs of their students and to foster their individual learning trajectories. Based on in-depth fieldwork and long-term observation of interactions in classrooms and other scholastic settings, scholars from three European countries – France, Germany and Switzerland – show how the translation of the figure of the ‘autonomous learner’ into classrooms is shaped by distinct cultural traditions. Chapters analyse teaching routines and conceptions of self-reliance involved in autonomy-oriented settings and discuss how these change the sociality of the classroom. They scrutinize how autonomy is used to differentiate between students and how it contributes to the reproduction of social inequality. The book brings into dialogue two neighbouring research traditions that research autonomous learning from a sociological perspective and which have largely ignored each other until now. In so doing, the contributions engage a critical perspective for a careful empirical analysis in order to better understand what is being done in the name of autonomy. Providing insight into the many facets of developing and nurturing self-standing pupils across various educational contexts, this is ideal reading for scholars in the field of education, as well as teachers and decision-makers across the educational sector.
    Keywords: Autonomous;Classroom;Education;France;Germany;Knowledge Society;Learner;Reform;Sweden;Switzerland ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Reconceptualising Agency and Childhood (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography. Chapter 6 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138854192_oachapter6.pdf
    Keywords: agency ; Beatrice Hungerland ; childhood ; developmental psychology ; education ; Florian Esser ; family studies ; Meike Baader ; social work ; sociology ; sociology of childhood ; Tanja Betz ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology ; bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology ; thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools
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    Chapter 4 Don’t be too WEIRD: Research for the Future of Writing Studies (2021)
    Taylor & Francis | Engaging Researchers with Data Management | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This book invites readers to reconsider how writing studies researchers work with Institutional Review Boards (IRBs) on behalf of their communities and argues that engaging with IRBs during the research design process helps practitioners conduct research more quickly and effectively. Using empirical data from both writing studies and extra-disciplinary contexts, Dr. Johanna Phelps presents findings from two discipline-wide studies, as well as metadata from two IRBs, to develop a principled engagement framework for writing studies researchers to interact with their communities. Phelps further examines the many facets of conducting research with human participants—from comprehending federal policy updates to pondering specific ethical issues to developing detailed research designs—and explores the confluence of ethics, policy, and methodology in a thoroughgoing philosophical investigation of writing studies as a public good. This engaging and timely exploration of research design will be an important resource for scholars and students of writing studies; rhetoric and composition; technical and professional communication; cultural rhetoric; literacy studies; research design; research methodologies; research ethics; IRBs; justice; and critical theory.
    Keywords: Communities, Design, Engaging, Ethics, Johanna, Phelps, Policy, Public, Research, Studies, Writing ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::G Reference, information & interdisciplinary subjects::GT Interdisciplinary studies::GTC Communication studies ; bic Book Industry Communication::C Language::CB Language: reference & general::CBV Creative writing & creative writing guides ; bic Book Industry Communication::C Language::CF linguistics::CFG Semantics, discourse analysis, etc ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GT Interdisciplinary studies::GTC Communication studies ; thema EDItEUR::C Language and Linguistics::CB Language: reference and general::CBV Creative writing and creative writing guides ; thema EDItEUR::C Language and Linguistics::CF Linguistics::CFG Semantics, discourse analysis, stylistics
    Language: English
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    Innovative School Principals and Restructuring (2021)
    Taylor & Francis
    Details
    Publication Date: 2024-03-29
    Description: Restructuring is an international phenomenon, and great stress is placed on the role of the innovative principal in the process. This book offers insights into the ways in which six principals go about leading the change process in their schools, and looks for ways of understanding why and how principals behave and think in the way they do. Its edited topical life history approach identifies key events, experiences and significant others in the lives of the case study managers, and shows how these have shaped the way they implement changes to curriculum, teaching and learning in their schools.
    Keywords: life ; history ; portraits ; perth ; metropolitan ; area ; development ; planning ; deputy ; educational ; bic Book Industry Communication::J Society & social sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education
    Language: English
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    The Nordic Education Model in Context (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.
    Keywords: academic excellence ; Denmark ; Education in Northern Europe ; Education in North Europe ; Education in Norway ; Education in Scandinavia ; Education policy ; Finland ; Folk education ; Iceland ; International education assessment ; motivation ; Nordic Education ; Nordic Model ; Northern European education policy ; Norway ; OECD ; PISA ; Scandinavia ; Sweden ; social equity ; social policy ; social welfare ; bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development ; bic Book Industry Communication::J Society & social sciences::JN Education::JNB History of education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development ; thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
    Language: English
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    Electronic Literacies (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-01-30
    Description: Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.
    Keywords: apprenticeship ; class ; communication ; computer-mediated ; daedalus ; interchange ; joans ; learning ; marys ; web ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Chapter 35 Digital Learning for Developing Asian Countries (2021)
    Taylor & Francis | Routledge International Handbook of Schools and Schooling in Asia | Routledge
    Details
    Publication Date: 2023-09-12
    Description: Education – that is, the development of knowledge, skills, and values – is an important means by which to empower individuals in a society. As both a means towards and an outcome of gaining the capabilities necessary to participate in and contribute to society, education is an essential enabler in many social aspects, such as economic growth, poverty reduction, public health, and sustainable development, especially in today’s knowledge society. At the same time, however, education can still be a social institution that reflects and reproduces the social, cultural, and economic disadvantages that prevail in the rest of society (Bourdieu & Passeron, 1990). For example, students who are discriminated against socio-culturally or who are economically poor are more likely to receive an education that is characterized by inadequate infrastructure, few qualified teachers and encouraging peers, and outmoded pedagogical practices, which often results in a lower quality of life.
    Keywords: digital learning ; asia ; education ; digital learning ; asia ; education ; Developing country ; Intelligent tutoring system ; Massive open online course ; Race and ethnicity in the United States Census ; Sustainability ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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    Justice, Education, and the World of Today (2023)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.
    Keywords: Africa;Auto-Ethnography;Confucian;Democratic and social justice;Dialectics;Dialogic Education;Dialogue;Educational politics;Ethics;Inclusion;Injustice;Justice;Justice in, for, and through education;Meta-critical;Norway;Ontological;philosophical consciousness;Recognitive and distributive justice;relational justice;Wrong Doings ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
    Language: English
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    Intersectional Pedagogy (2021)
    Taylor & Francis | Routledge
    Details
    Publication Date: 2024-03-29
    Description: Pedagogy: Creative Education Practices for Gender and Peace Work teaches educators to use innovative learning methods to encourage students to rethink culture, gender, race, sexual orientation, and social class　 with a deep awareness of accessible language as a means of communication across disagreements. With a focus on emancipatory critical pedagogy, as well as tools to promote sustainable peace and human rights advocacy, the book's main objective is to examine and present methods that can help students address rapidly changing social situations. Recent developments under discussion include the #MeToo and #WhyIDidntReportcampaigns to counter sexual violence, campaigns to support refugees and migrants, and other human rights issues. The book examines how theory can be translated into practice and how various dilemmas pertaining to young people navigating a changing world can be successfully addressed in the classroom. This book is an ideal reading for researchers and postgraduate students in education. It is written for practitioners in peace education and for those within traditional and alternative academia who wish to promote intersectional awareness in their teaching.
    Keywords: innovative learning methods ; gender ; peace work ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JP Politics & government ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JP Politics and government
    Language: English
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    500 ICT Tips for Primary Teachers (2021)
    Taylor & Francis
    Details
    Publication Date: 2023-09-12
    Description: Information and Communications Technology (ICT) has been the focus of much debate and development within education, especially in the primary sector. This text offers tried and tested ideas for using IT effectively across the whole primary curriculum.
    Keywords: floor ; robots ; key ; stage ; national ; grid ; learning ; concept ; keyboard ; floppy ; bic Book Industry Communication::J Society & social sciences::JN Education
    Language: English
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