Philosophy and theory of education

Masculinities in Higher Education provides empirical evidence, theoretical support, and developmental interventions for educators working with college men both in and out of the classroom.

Critical Realist Activity Theory provides an exciting new contribution to the New Studies in Critical Realism and Education series by showing how the nature of learning is tantamount to the critical realist notion of the dialectic.

This book draws on applied linguistics and literary studies to offer concrete means of engaging with vernacular language and literature in secondary and college classrooms.

In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children.

Originally published in 1982.

Vernacular Christian Rhetoric and Civil Discourse seeks to address the current gap in American public discourse between secular liberals and religiously committed citizens by focusing on the academic and public writing of millennial evangelical Christian students.

Advocacy and Policy Change for Undocumented Student Success is a compelling exploration of the undocumented student experience in America, offering a deep dive into the advocacy, education, and systemic challenges faced by undocumented communities.

First published in 1967, this book looks at what the role of a headteacher should be, challenging the traditional views of the head and the authoritarian structure of schools.

Higher education is in trouble.

Understanding the origins of poor literacy and numeracy skills in adulthood and how to improve them is of major importance when society places a high premium on proficiency in these basic skills.

Social Theory and the Politics of Higher Education brings together an international group of scholars who shine a theoretical light on the politics of academic life and higher education.

Rising exclusion rates indicate the continuing marginalisation of many young people in education in the UK.

The sociology of education is concerned not just with the abstract theory but with the day-to-day experiences of pupils and teachers.

Instill a love of poetry in your classroom with the illuminating and inviting lessons from Teach This Poem.

Reshaping the Landscape of School Leadership Development: A Global Perspective traces developments in this arena as they evolved since 1980.

This book, first published in 1988, examines the origins, purposes and functioning of the civic universities founded in the second half of the nineteenth century and discusses their significance within both local and wider communities.

This book challenges traditional, sanctioned, and official histories of reading comprehension by examining how ideological and cultural hegemony work to reproduce dominant ideologies through education in general and reading comprehension research and testing specifically.

This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people.

A trenchant and wide-ranging look at this alarming national trend, Disrupting the School-to-Prison Pipeline is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms.

This book offers a fresh and comparative approach in questioning what education is being used for and what the effects of the politicisation of education are on Asian societies in the era of globalisation.

In East Asian economies such as China, recent mass rural-urban migration has created a new urban underclass, as have their children.

This edited collection was produced to celebrate the 50th anniversary of the journal Comparative Education, one of the most established and prestigious journals in the field.

Emerging from a Marxist perspective, this book focuses on the importance of social class and the role of education broadly in relation to the possibility of revolutionary change in Sweden and beyond.

Bringing together a mix of researchers and practitioners, With the Best of Intentions examines the major goals of recent philanthropic efforts and looks at some of the key lessons--for educators, philanthropists, policymakers, and community leaders--of philanthropic contributions to schools and school systems.

The aim of this book, first published in 1936, was to give a complete conspectus of Chinese education at the time.

With a strong focus on helping children to learn the 'big ideas' in science, this book provides detailed and practical guidance on how to use ICT to support creative science teaching.

Hyper-socialised explores the challenges of late capitalist times for education systems, schools and teachers.

Children's curiosity about their lives and worlds motivates many interests.

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age.

In a pamphlet published in 2005 Mary Warnock expressed concerns about some of the concepts that she had helped to introduce in the field of special education almost three decades earlier.

This volume examines how the public and private domains in school education in India are informed and mediated by current market realities.

This book is an up-to-date critical examination of schooling in Japan by an expert in this field.

Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge.

Religious Education in Malawi and Ghana contributes to the literature on opportunities and complexities of inclusive approaches to Religious Education (RE).

This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people.

This edited collection offers a critical overview of the major debates in legal education set in the context of the Lord Upjohn Lectures, the annual event that draws together legal educators and professionals in the United Kingdom to consider the major debates and changes in the field.

In this provocative book Warren A.

How It's Being Done offers much-needed help to educators, providing detailed accounts of the ways in which unexpected schoolsthose with high-poverty and high-minority student populationshave dramatically boosted student achievement.

Over many decades the global development of professional accounting education programmes has been undertaken by higher education institutions, professional accounting bodies, and employers.

Enhancing the Wellbeing and Wisdom of Older Learners: A Co-research Paradigm examines how lifelong learning, becoming wise, and sharing wisdom are integrally linked to older people's wellbeing.

Ensuring Safe School Environments: Exploring Issues--Seeking Solutions presents research findings and information about school violence, with a focus on strategies for increasing school safety.

This book focuses on race and ethnography, and in particular, it addresses two significant issues.

Globalization and the resulting internationalization of universities is driving change in teaching, learning, and what it means to be educated.

Specially commissioned to mark the 40th Anniversary of History of Education, and containing articles from leading international scholars, this is a unique and important volume.

Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s.

The Self-Regulated Learning Guide introduces K-12 teachers to the basics of self-regulation.

Migration is an old, perhaps perpetual, phenomenon.

In this guide, educators and authors David Upegui and David E.

Since 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education.

This book explores the possibilities and limitations re-theorizing disability using historical materialism in the interdisciplinary contexts of social theory, cultural studies, social and education policy, feminist ethics, and theories of citizenship.