In this study, first published in 1983, Robert Burgess discusses the definitions, redefinitions, strategies and bargains used in and out of classrooms by teachers and pupils in a co-educational Roman Catholic school where he spent some time as a researcher and part-time teacher.
Responding to the sudden and far-reaching implications of the COVID-19 pandemic in college classrooms and on campus, Emerging Stronger assembles an original compilation of chapters that revisit, reframe, and refine the practice of teaching in a fundamentally altered landscape.
Originally published in 1965, this title looks at programmed learning, language laboratories, curricular reform, educational television, team teaching - these are just some of the fashions that were going to change education in the following decade quite as much as the introduction of comprehensive schools.
For Black women faculty members and student affairs personnel, this book delineates the needed skills and the range of possible pathways for attaining administrative positions in higher education.
Exploring the British Indian model minority discourse, this book is the first empirical and theoretical examination of high achieving British Indian students' lived experiences of schooling, education, teaching, and learning.
This book explores political cynicism as a driving force at the heart of the current crisis of democracy in the United States, focusing on the crisis and the role of education, popular culture and news media in fostering and fighting cynicism.
This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world.
This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors and experienced reviewers to develop the concept of 'feedback literacy' in academic peer review contexts.
Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students' educational routes and life trajectories.
For more than 40 years, researchers have explored the utility of Bourdieu's sociology for settings beyond the French and Algerian contexts of its origin.
This timely and informative volume centres how global Black feminist narratives of care are important to our contemporary theorizing and highlights the transgressive potential of a critical transnational Black feminist pedagogical praxis.
In her compelling journey with a government-aided, Muslim-majority school of (old) Delhi, a manager discovers structures of power, politicking, conflict and harmony.
Despite vast possible differences across geographic locations, cultural practices, community values, and curricular priorities, there are everyday events that are intimately familiar in the context of early childhood care and education centres.
While sexual violence has been present and prevalent on campus for decades, the work of recent college student activists has made it an issue of major societal and institutional concern.
The authors of the thirteen chapters in this volume bring excitement and innovations to teaching about gender from a wide range of theoretical and discipline perspectives.
This book gives voice to the experiences of women of color--women of African, Native American, Latina, East Indian, Korean and Japanese descent--as students pursuing terminal degrees and as faculty members navigating the Academy, grappling with the dilemmas encountered by others and themselves as they exist at the intersections of their work and identities.
This timely and informative volume centres how global Black feminist narratives of care are important to our contemporary theorizing and highlights the transgressive potential of a critical transnational Black feminist pedagogical praxis.
This volume explores art as a means of engendering youth civic engagement and draws on research conducted with young people in the United States to develop a unique curriculum model for civically engaged art education (CEAE).
Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students' educational routes and life trajectories.
CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or "e;hostile"e; work environments and experiences?
Exploring the British Indian model minority discourse, this book is the first empirical and theoretical examination of high achieving British Indian students' lived experiences of schooling, education, teaching, and learning.
Difficult Subjects: Insights and Strategies for Teaching about Race, Sexuality and Gender is a collection of essays from scholars across disciplines, institutions, and ranks that offers diverse and multi-faceted approaches to teaching about subjects that prove both challenging and often uncomfortable for both the professor and the student.
Belonging in Higher Education: Perspectives and Lessons from Diverse Faculty illuminates autoethnographic stories of belonging in higher education in the United States.
This collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities.
Feminist programming, no matter the venue, provides opportunities for young girls and women, as well as men, to acquire leadership skills and the confidence to create sustainable social change.
Creativity and Learning in Later Life examines how processes such as 'creativity' and 'inspiration' are experienced by writers who engage with the visual arts, and questions how age is perceived in relation to these processes.
In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs.
Narrowing the Achievement Gap proposes a radical change to our conception of learning, education and schooling, arguing that parental engagement is the best lever we have for school improvement and closing the achievement gap.
This book provides an integrated treatment of the relationship between political economy and vocational education at the beginning of the twenty-first century.
With the increased focus on providing for children's mental health, there is ever more demand for resources that will support educational settings to help children develop the skills needed to cope in today's world.
This book examines jurisdictional differences in the role of the principle of the welfare interests of the child in common and civil law and focuses on differences within these two legal traditions.
Schools of To-morrow and The Schools of Utopia argue that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place.
This book is a theological and political exploration of how Christianity may be compatible with polytheism, arguing that there is no singular "e;orthodoxy"e;, rather we see "e;polydoxy"e;.
Queering the Stage: Inclusive Approaches to Performing Gender and Sexuality addresses a history of stereotyping and provides inclusive approaches to navigating gender and sexuality in a way that does not reduce the broad spectrum of LGBTQ+ communities into a single monolith.
Featuring current information and challenging perspectives on the latest issues and forces shaping the American educational system-with scholarship that is often cited as a primary source-Joel Spring introduces readers to the historical, political, social and legal foundations of education and to the profession of teaching in the United States.
This resource is for any busy teacher looking to enrich their lesson planning and support the development of critical thinking, problem-solving, and metacognition skills.
Using the drama classroom to shape an active, student-centred space and foster a new perspective for understanding the dramatherapeutic change-process, this book explores the processes that underpin the ways young people negotiate and perform their identities as ethical people.
This book focuses on the role and content of the principle of the welfare interests of the child, considers the extent to which the principle has changed following its varied elevation by the introduction of paramountcy and reviews the distinction between welfare interests and rights.
Memory work - the conscious remembering and study of individual and shared memories - is increasingly being acknowledged as a key pedagogical tool in working with children.
This book offers an international breadth of historical and theoretical insights into recent efforts to "e;decolonise"e; legal education across the world.
This edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities.
This book looks at Musharraf's Education Reforms in Pakistan and analyses the relationship between education policy, curriculum, Pakistani identity and citizenship.
