This cutting edge book considers how advances in technologies and new media have transformed our perception of education, and focuses on the impact of the privatisation of digital tools as a mean of knowledge production.
General Education has taken center stage in the greater China area (Hong Kong, Taiwan and mainland China) because of a number of important developments.
First published in 1950, Long Term Results of Infant School Methods was written to explain and summarise the results of Gardner's experiment to test the extent to which the effect of different styles of Infant school education, "e;experimental"e; or "e;control"e;, would also be apparent at a later stage.
Many people who work in education start out with enthusiastic ideals about education as a positive force that can spur change in the life of the learner and in society at large, yet find themselves frustrated with a bureaucratic system that often alienates and excludes many of its students.
First published in 1993, Education for the Twenty-First Century grew out of a common and deep-seated concern about the way young people think of their own future, and about some of the relatively simplistic education reforms advocated, often by people with scant comprehension of modern educational practices.
This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory.
Almost all low- and middle-income postcolonial countries now use English or another dominant language as the medium of instruction for some, if not all, of the basic education cycle.
Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production.
This book reports on an empirical study of oral feedback practices in doctoral supervision meetings, observing supervisors' and students' conduct to enable a new understanding of the social organisation of doctoral research supervision.
A reissue of a classic text, Norms and Nobility is a provocative reappraisal of classical education that offers a workable program for contemporary school reform.
Originally published in 1962, the purpose of this book was to examine the working of the educative process when it is concerned with older people; not with children, prisoners, willing or unwilling, of a system of basic education, but voluntary contractors; not green, pliable saplings, but sturdy and sometimes unbending timber - in short, adults with an outlook on life already formed, often with family responsibilities, and with a store of past experience, special interests, training, or expertise.
A Sociology of Special and Inclusive Education brings sociological perspectives to bear on the social, political and economic policies and practices that comprise special and inclusive education, and the education of lower attainers.
Pedagogical Opportunities of the Review Genre unleashes the pedagogical potential of the review genre, reframing the act of reviewing of cultural products as a communicative practice from a pedagogical perspective.
This book fully explores the question(s) of time in educational research and achieves the acceleration and merging of inquiry with action to understand change and implement these findings through practice.
This book examines the concepts of equality, class, culture, work and leisure and explores their interrelationship through the discussion of some current problems, especially the problems posed for schools for the 'culturally deprived.
As the relationship between AI machines and humans develops, we ask what it will mean to be an intelligent learner in an emerging, socio-dynamic learningscape.
In this insightful and timely volume, Jane Perryman provides a definitive analysis of the crisis in teacher recruitment and retention through a critique of the culture of performative accountability in education, bringing together theory, literature, and empirical data.
Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study.
By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome.
This book makes the case for young children as both keenly materially aware of and highly dependent on sets of interrelated material-discursive circumstances.
This book draws from interviews conducted with prominent social justice educators and activist intellectuals, such as Noam Chomsky, Gayatri Spivak, Stuart Hall, Henry Giroux, Antonia Darder, Molefi Asante, and Maxine Greene, to examine various forms of social inequities occurring in schools and society perpetrated by those in power.
Focusing on the historical development of the teaching profession, this book explores how the relationship between education and the formation of modern nation states has influenced both the status of the profession as a whole and the differential status accorded to different kinds of teachers within it.
Addressing the issue of behaviour problems in the early years, this book offers early years practitioners a practical and well-researched resource covering subjects such as: the nature and extent of behaviour problems in the early years definitions of behaviour problems theoretical frameworks and factors screening and assessment a blueprint for early identification and intervention.
Offering a new and thought-provoking look at media literacy education, this book brings together a range of perspectives that address the past, present, and future of media literacy, equity and justice.
Nationality and Ethnicity in an Israeli School: A Case Study of Jewish-Arab Students explores the intersection of ethnicity, nationality, and social structure which is experienced through schooling and its effects on the performance of disadvantaged students.
Building on a collection of students' perspectives and narratives, Ma examines how non-native English speaking (NNES) students negotiate English academic writing (EAW) to reveal the general patterns and distinct routes in addressing challenges in higher education.
This book presents the views of accounting educators, accounting education policy-makers, and accounting practitioners from across the world on the challenging topic of liberalising the accounting curriculum within university education.
Exploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual.
