Learning the Left examines the ways in which young people and adults learned (and continue to learn) the tenets of liberal politics in the United States through the popular media and the arts from the turn of the twentieth century to the present.
Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world.
Curriculum Windows: What Curriculum Theorists of the 1980s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1980s in contemporary terms.
When considering inequality, one goal for educators is to enhance critical engagement to allow learners an opportunity to participate in an inquiry process that advances democracy.
The significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures.
Over the past 30 years our public school system has received an unprecedented amount of attention as this concerns methods of school reform and policy strategies for bringing about this reform.
Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space.
In recent years, virtual teams have become a feature of most corporate workplaces, yet few academic programs prepare students to work in virtual teams, and few textbooks support the development of key skills for virtual teamwork.
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines.
Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life.
Mentoring in educational contexts has become a rapidly growing field of study, both in the United States and internationally (Fletcher & Mullen, 2012).
As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts.
The global networking promoted by technology, globalization and migration that are occurring at a large scale, requires school systems that develop in the students new types of skills, based on the ability to understand the world and its problems and instill a sense of responsibility and cooperation to enhance the resolution of the great problems of mankind.
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum.
In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators' cross-cultural perspectives on the formation of knowledge through the internationalization of teacher education.
This volume in the Research in Professional Development Schools book series considers the role professional development schools (PDSs) play in expanding opportunities for linking research and clinical practice.
This Festschrift has a dual purpose: (a) highlight how student affairs has grown as a field of practice in response to the growth of student diversity on college campuses, and (b) honor the remarkable career of Melvin C.
The book "e;Gifted Education in Asia: Problems and Prospects"e; is the first of its kind in terms of providing a critical assessment of the state of gifted education in nine representative countries or regions in Asia (Hong Kong, India, Japan, Mainland China, Saudi Arabia, Singapore, South Korea, Taiwan, and Turkey), five commentaries that put gifted education in a global context, and a conclusion chapter that provides a long-term projection of future developments in gifted education in an information age and knowledge economy in the 21st century, and what challenges and opportunities lie ahead for Asian countries.
The volume was developed to address conceptual, relational and formational questions around the phenomena of creativity and spirituality from a multidisciplinary perspective.
Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders.
International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series that contributes to the body of inclusive educational policies and practices focused on: empowering society's most vulnerable groups; raising the ethical consciousness of those in positions of authority; and encouraging all to take up the mantle of global equity in educational opportunity, economic freedom and human dignity.
It has become increasingly critical for both novice and experienced educators to bring to their diverse classrooms a set of dispositions, skills, and experiences that will enhance learning for all students, especially pupils from diverse cultural and language backgrounds.
