It has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated.
This book provides a contemporary and thought-provoking exploration of the concept of practical wisdom--what it is and how it can be incorporated into evaluation practice.
This monograph aims to uncover value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners.
International Education Inquiries: People, Places, and Perspectives of Education 2030 is a book series dedicated to realizing the global vision of Education 2030.
This book is significant in that it offers an in-depth historical analysis of educational leadership and educational policy in the United States and around the globe.
International Education Inquiries: People, Places, and Perspectives of Education 2030 is a book series dedicated to realizing the global vision of Education 2030.
Drawing from job advertisements, interviews with in-house recruiters, and participant observations, Ren offers an in-depth exploration of how elite professional service firms recruit graduates in China.
A novel contribution for those interested in understanding the significance and impact of global educational leadership, this edited volume examines and maps educational leadership strategies and theories that foster equity, inclusion, resilience, and sustainability in various geopolitical, cultural, and linguistic contexts.
Teaching for Moral Imagination: An Interdisciplinary Exploration examines the multifaceted nature of morality and ethics, moral development, and moral education so to provide educators with a clear yet complex understanding of theories, issues, practices, and curricular content.
This monograph aims to uncover value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners.
This book is significant in that it offers an in-depth historical analysis of educational leadership and educational policy in the United States and around the globe.
This book provides a set of testimonies that bring into focus the children and adolescents who have been driven from their lands as subjects with rights who have different ways of envisioning the world.
Reducing Hate through Multicultural Education and Transformation is a book that reminds us that we live in a complex world; and at micro and macro levels, the demography is changing and people are worried about the current state of affairs, their future, and the future of their children.
Teaching for Moral Imagination: An Interdisciplinary Exploration examines the multifaceted nature of morality and ethics, moral development, and moral education so to provide educators with a clear yet complex understanding of theories, issues, practices, and curricular content.
Too often teachers and students doubt their own abilities to forge collective work and dynamic critical learning in the midst of education reform practices that limit their opportunities to do so.
The Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom.
In this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures.
While social identity challenges probably confront all school administrators, the authors focus on a doubly marginalized leadership population-Black female principals-whose experiences are rarely tapped.
The National Education Finance Academy has once again convened university faculty members, state-level administrators, officials from state level chapters of the Association of School Business Officials, and others to provide a single-volume reference of school funding mechanisms for each of the states, the District of Columbia, Indian Country, and the US territories.
This edited volume, Rekindling Embers of the Soul: An Examination of Spirituality Issues Relating to Teacher Education, fills the gap in scholarship by providing information about an understudied aspect of teacher education research.
Multiliteracies: Beyond Text and the Written Word emphasizes literacies which are, or have been, common in American culture, but which tend to be ignored in more traditional discussions of literacy-specifically textual literacy.
A Systems Approach to Public Administration uses General Systems Theory - a cross-disciplinary scientific philosophy first articulated by Ludwig von Bertalanffy then refined by Ervin Laszlo, and covering fields that include but are not limited to human psychology, cell biology, evolutionary biology, linguistics, the theory of consciousness and the human mind, and physics - to formulate "e;The Plan"e;: a series of social policies that if enacted, will enable all of humanity to live in the best possible world given the conditions of our existence.
Matthew Arnold, 19th century English poet, literary critic and school inspector, felt that each age had to determine that philosophy that was most adequate to its own concerns and contexts.
Teaching is not merely a technical process- it is one that requires creative and inspirational thinking, not only on the part of students but for teachers themselves as artful, reflective beings.
This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth.
Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down.
Negotiating Citizenship Education (CE) explores the dynamics, tensions, and space in Chinese socialist CE, focusing on how the political, economic, social, and educational structures in China, as well as individual agency, shape CE curriculum, teaching, and learning.
This book is intended for prospective secondary teachers, university education and human development faculty and students, and in-service secondary school teachers.
A group of multiethnic scholars and practitioner researchers explore concepts of teaching for social justice and preparing teachers to work towards social justice in schools and communities.
This book provides an introduction to classical social theory through discussion, application, and synthesis of the work of Karl Marx, Emile Durkheim, and George Herbert Mead.
