Examining the intersections of education, sociology and politics, Student Identity and Political Agency provides a unique, research-informed account of the student experience in a contemporary higher education setting.
Building on extensive, internationally leading empirical research conducted by the Jubilee Centre for Character and Virtues, this book explores the soldier as a virtuous professional through a close examination of soldiers' character and ethical reasoning.
This book extends a comprehensive overview of the treatment of extremism in education in Bangladesh, using a study of perceptions among students to explore proactive measures for the prevention of various types and forms of extremism prevalent among youth.
This book brings together the research work conducted by renowned academics and practitioners on critical and immensely important issues of virtual learning.
This book questions the validity and reliability of conventional measures of quality education, such as enrolment ratio, retention rates, pupil-teacher ratio, drop-out rates, learning outcomes of children in foundational literacy and arithmetic and availability of infrastructural facilities, henceforth demanding its re-calibration.
First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development (1974) in order to provide a more focused volume on moral education for students.
This book identifies and celebrates the learning adult educators can gain from the numerous sites of community activism, learning, and social change that are currently taking place across the globe.
Virtue and the Quiet Art of Scholarship offers a fresh perspective on what it is to be a 'good knower' in a social and educational environment dominated by the market order.
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking.
It is perhaps ironic that as the global financial crisis has, in some cases, led governments and institutions to pull back from and/or set more modest goals and associated funding around widening participation, there is an ever-growing sense that the ideals buttressing the widening participation movement are becoming more universally acknowledged by educators across the globe.
School Choice in China explores the major characteristics of schooling options in China, highlighting how largely middle-class parents exploit their cultural, economic and social capital for their children's admission into choice schools.
This timely, in-depth examination of the educational experiences and needs of mixed-race children ("e;the fifth minority"e;) focuses on the four contexts that primarily influence learning and development: the family, school, community, and society-at-large.
Despite efforts to widen participation, first-in-family students, as an equity group, remain severely under-represented in higher education internationally.
Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning.
Academic abilities play a critical role not only in school settings but also in practical work situations and other problem-solving contexts that involve important intellectual task demands.
This collection of original papers shows how women in Britain are still being discriminated against during schooling, despite the existence of legislation prohibiting such discrimination and despite apparent concern with promoting equality between the sexes in education.
Drama Sessions for Primary Schools and Drama Clubs is an indispensable guide designed to help you run effective and enjoyable drama sessions in your primary school for a whole academic year.
Featuring original essays from leading scholars in philosophy and psychology, this volume investigates and rethinks the role of practical wisdom in light of the most recent developments in virtue theory and moral, social and developmental psychology.
One of the five books in the Mental Health and Wellbeing Teacher Toolkit for teachers and other professionals working with children, this practical resource focuses on the topic of 'Emotional Literacy' and how to support children and young people on a journey of self-discovery where they learn to recognise, understand, share and manage a range of emotions.
Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "e;Montessori Method,"e; the real core of her thinking has remained largely misunderstood.
This topical book explores the ally perspective in advocating for Lesbian, Gay, Bi-sexual, Transgender, Queer and Inter-sex (LGBTQI+) human rights across American, Canadian, and Australian educational contexts.
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners.
This seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices.
From the bestselling author of What the Best College Teachers Do, the story of a new breed of amazingly innovative courses that inspire students and improve learningDecades of research have produced profound insights into how student learning and motivation can be unleashed-and it's not through technology or even the best of lectures.
Through analysis of case studies of young children (ages 3 to 8 years), situated in different geographic, cultural, linguistic, political, and socioeconomic sites on six continents, this book examines the interplay of childhoods, schooling, and, literacies.
This book explores how mindfulness has been infused into education to produce favorable outcomes, such as stress reduction, heightened focus, resilience, calmness, alertness, mood regulation, self-awareness, professional commitment, and increased compassion and kindness to self and others.
Foregrounding diverse lived experiences and non-dominant forms of knowledge, this edited volume showcases ways in which narrating and sharing stories of pain and suffering can be engaged as critical pedagogy to challenge oppression and inequity in educational contexts.
In this classic edition top scholars in family research examine the nature and origin of adolescents' contemporary patterns of sexual and romantic relationships, from the evolutionary roots of these behaviors to policies and programs that represent best practices for addressing these issues in schools and communities.
Although mindfulness can be located in a number of different traditions and disciplines, it was originally an esoteric and powerful practice based on developing a capacity attainable only by certain people.
Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics.
This book illustrates how feminist knowledge and postcolonial knowledge are marginalized in universities due to policies, organizational structures, and knowledge hierarchies that privilege metrics as measures of success and narrow views of science and research.
The book not only provides empirical evidence of challenges faced by educators and learners during COVID-19 but also gives fresh insights on how educators and education administrators may act proactively to prepare for an emergency situation.
Written by leading scholars and activists from Canada, Germany, Malta, Norway, Turkey and the USA, this book offers international perspectives on critical pedagogy during the Covid-19 pandemic.
This original ethnographic study looks at how children are 'civilised' within child institutions, such as schools, day care centres and families, under the auspices of the welfare state.
This book provides much new thinking on the phenomenon of whole-person education, a phenomenon which features strongly in East Asian universities, and which aims to develop students intellectually, spiritually, and ethically, to master critical thinking skills, to explore ethical challenges in the surrounding community, and to acquire a broad based foundation of knowledge in humanities, society, and nature.
