Alex Kelly's internationally renowned TALKABOUT books are a series of practical workbooks designed to develop the self-awareness, self-esteem and social skills of people with special needs.
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe.
This innovative, interdisciplinary course textbook is designed to provide the who, what, where, when, why, and how of the intersections of language, inequality, and social justice in North America, using the applied linguistic anthropology (ALA) framework.
Originally published in 1978, Schools in an Urban Community is an ethnography of the Carbrook and Hill Top area of the Attercliffe district of Sheffield before it was cleared for redevelopment.
Why is it that, while women in the United States have generally made great strides in establishing parity with their male counterparts in educational attainment, they remain substantially underrepresented in the fields of science, technology, engineering, and mathematics (STEM)?
Youth Learning On Their Own Terms convincingly shows how developing a respect and understanding of the youth-initiated creative practices that occur outside schools can offer educators the opportunity to directly influence their teaching in schools by making classroom spaces personally meaningful and rigorous for both students and teachers.
Devoted to and inspired by the late Maxine Greene, a champion of education and advocator of the arts, this book recognizes the importance of Greene's scholarship by revisiting her oeuvre in the context of the intellectual historicity that shaped its formation.
Since the very first 'co-operative' school opened its doors in 2008, the complicated relations between 'co-operative' approaches to schooling and democratic subjectivity remain unexplored.
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 seminal volume fills a gap in current literature on education, gender, and development by giving voice to the Arab Gulf region, contrasting key issues with those felt globally in order to support a more sustainable, gender equitable future of education in the region.
Presenting leadership of educational change in higher education as a dynamic, collaborative, and evolving area, Delivering Educational Change in Higher Education provides rich examples of how new ways of working are being adopted and adapted.
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.
Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education and professional practice.
At the forefront in its field, this Handbook examines the theoretical, conceptual, pedagogical and methodological development of media literacy education and research around the world.
Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men.
Despite their close geographic and cultural ties, Indonesia and Malaysia have dramatically different Islamic education, with that in Indonesia being relatively decentralized and discursively diverse, while that in Malaysia is centralized and discursively restricted.
The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world.
Using African epistemologies to understand contributing social and cultural factors around African school violence, this book investigates various kinds of school-based violence suffered by learners and teachers in order to further research into the impact of educational interventions on crime prevention in African schools.
The significance of Higher Education to national knowledge-based economies has made the sector the object of government policies, international monitoring, and corporatization.
This book takes as its focus the key interactionist concept of 'strategy', a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching.
This book is written for teachers, researchers, and theorists who have grown up in a world radically different from that of the students they teach and study.
Based on interrogation and review of historical and current cultural and indigenous knowledge combined with extensive curriculum and classroom analysis, this book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous centered learning experience.
First published in 1991, In Praise of Cognitive Emotions comprises fourteen of Scheffler's most recent essays - all of which challenge contemporary notions of education and rationality.
This timely book looks at social literacy within the revised National Curriculum which places an obligation on schools and teachers to promote social cohesion, community involvement and a sense of social responsibility among young people.
This book investigates the use of performative language pedagogy in working with refugees and migrants, exploring performative language teaching as the application of drama, music, dance and storytelling to second language acquisition.
The basis of Bernstein's sociology of education lays in is his theorisation of the different approaches to curriculum, pedagogy and assessment and the implications for pedagogic rights and social justice.
First published in 1972, this book aims to provide an introduction to the teacher, or teacher in training, to society and its relationship to education.
The question about girls' attainment in mathematics is met with every kind of myth, false 'evidence', and theorizing about the gendered body and the gendered mind.
By foregrounding successful transnational research projects conducted across Latin America and Europe, this edited collection contests epistemological hegemony and heterogeneity in the academy and highlights feasible models for research cooperation across diverse languages, cultures, and epistemologies.
Identity, power, and positionality play crucial roles in designing and implementing research critically and ethically across marginalized cultures and communities.
Critical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations.
This study of Edgewood Academy--a private, elite college preparatory high school--examines what moral choices look like when they are made by the participants in an exceptionally wealthy school, and what the very existence of a privileged school indicates about American society.
