World, Class, Women begins the extraordinarily important task of bringing a postcolonial, feminist voice to critical pedagogy and, by extension explores how current debates about education could make a contribution to feminist thought.
Higher Education Hauntologies considers how higher education might benefit from thinking about Derrida's notion of hauntology and its implications for a justice-to-come.
Debating Single Sex Education: Separate and Equal, 2nd edition, provides a balanced summary of the context, concerns, and findings about single sex education in 21st Century United States.
This book captures information about early childhood education and care (ECEC) policies and practices in different countries and aims to question the degree to which these countries have managed to meet the needs of children, families, and the ECEC workforce.
There is a mutual dependence between poverty and academic achievement, creative pedagogies for low-income pupils, school models that 'beat the odds', and the resiliency of low-income families dedicated to the academic success of their children.
This volume emphasizes the role of effective curriculum design, teaching materials, and pedagogy to foster algebra structure sense at different educational levels.
Teaching for EcoJustice is a unique resource for exploring the social roots of environmental problems in humanities-based educational settings and a curriculum guidebook for putting EcoJustice Education into practice.
This scholarly volume proposes protreptic as a radically new way of reading Plato's dialogues leading to enhanced student engagement in learning and inquiry.
Discourse, Dialogue and Technology Enhanced Learning is invaluable to all those wanting to explore how dialogic processes work and how we facilitate them.
Effective Learning After Acquired Brain Injury provides clear guidance on delivering productive educational programmes for adolescents and adults with acquired brain injury (ABI).
The Routledge Classic Edition of Daniels' influential 2001 text Vygotsky and Pedagogy explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories.
This edited volume offers fresh insights into the experiences of international faculty in East Asia, highlighting how they adapt to, influence, and are influenced by local environments.
By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries.
This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies.
Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children's education and learning.
First published in 1967, Reading and Remedial Reading describes the normal reading programme in the school where the author taught and the diagnosis and treatment of acute difficulties in learning to read.
This book aims to broaden the teaching repertoires of pre-service and in-service early childhood teachers so they can better meet the needs of the children they teach.
This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices.
Providing salient stories and practical strategies, this book empowers educators to embrace the unique talents of neurodivergent learners in science, technology, engineering, and mathematics (STEM).
Increasing concerns about the accountability of criminal justice professionals at all levels has placed a heightened focus on the behavior of those who work in the system.
Using analysis and review of international case studies and emerging models, Lamie and Hill's edited book explores the very nature of a university and discusses growth, sustainability, and risk as universities navigate their role, value and purpose.
Grounded in key sociological theory on the concepts of boundaries, power and control, this text addresses the question of whether the university is thriving or merely surviving.
This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics.
This international and interdisciplinary collection gathers stories from researchers and research students about their methodological encounters with critical realism.
In the past decade, historians have begun to make use of the optic of 'transnationalism', a perspective used traditionally by social anthropologists and sociologists in their study of the movement and flow of ideas between continents and countries.
This book examines why study abroad is a marginal activity in American higher education and evaluates the role gender has played in the development and maintenance of this marginality.
Si algún axioma es digno de alta consideración en la Pedagogía es el de la fuerza que pueden llegar a ejercer las relaciones sociales en la construcción del conocimiento.
Rethinking LGBTQIA Students and Collegiate Contexts situates and problematizes identity interaction, campus life, student experiences, and the effectiveness of services, programs, and policies affecting LGBTQIA college students at both two- and four-year institutions.
