Evaluations of school-based interventions are and should be conducted in order to examine the programme effectiveness and whether and how these programmes should be implemented in schools.
This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now.
This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres.
A Creative Approach to the Common Core Standards: The Da Vinci Curriculum challenges educators to design programs that boldly embrace the Common Core State Standards by imaginatively drawing from the genius of great men and women such as Leonardo da Vinci.
Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from philosophy proper (the European phenomenological-hermeneutic tradition) through curriculum studies.
This book presents changes in UK and global educational governance in the context of a radical shift in the operating logics of politics and its interaction with education.
This important book is the result of a study of school curriculum undertaken by a joint committee of the University of Toronto and the Board of Education for the City of Toronto.
Young children are better able to cope with their ever-changing world, overcome obstacles, and grow into emotionally healthy adults if they are provided opportunities to build their self-awareness and confidence.
This edited volume brings together a collection of chapters from leading scholars in rural education with the purpose of linking knowledge from the rural education field to the wider discipline of education studies.
Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology.
EDITORS This introduction to the International Handbook of Educational Lead- ership and Administration describes some of the motivation for devel- oping the book and several assumptions on which is based much of the work represented in its 31 chapters.
In recent years, the discipline of Classics has been experiencing a profound transformation affecting not only its methodologies and hermeneutic practices - how classicists read and interpret ancient literature - but also, and more importantly, the objects of classical study themselves.
Designing and Assessing Courses and Curricula reflects the most current knowledge and practice in course and curriculum design and connects this knowledge with the critical task of assessing learning outcomes at both course and curricular levels.
The Research in Participatory Education Network (RIPEN) was initiated by the Research Programme for Environmental and Health Education at the Danish School of Education, University of Aarhus, in 2003.
This book discusses key aspects of life in schools and classrooms, and surveys the changes that have occurred over the years in educational research, policy making and practice in these school and classroom settings.
Educators have become increasingly interested in the diverse learning environments of young children and the ways in which children and childhood are positioned within those environments.
This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China?
If young people are to be adequately prepared for a complex and interdependent global society, educational experiences must consider the broader world in which teachers and their students live.
This book offers insights into the exciting dynamics permeating creative arts education in the Greater China region, focusing on the challenges of forging a future that would not reject, but be enriched by its Confucian and colonial past.
