This book originates from a collaborative research initiative to examine how various societies in the Asia-Pacific Region construct moral and civic education, and to what extent these systems achieve the democratic objective of creating socially responsible citizens.
This book is provided as a guide, encouragement and handbook for faculty to introduce digital media in language you can understand and provide strategies and activities you can quickly assimilate into your teaching.
In the book, we provide snapshots describing this critically important time in our nation when federal educational policy implementation has been at a level previously unheard of in the United States.
The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America.
This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework.
Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth.
This book takes stories of learning relationships from popular films, television programmes and literature, and uses them as a catalyst for beginners and experts alike to reflect critically on their own mentoring and coaching practice.
Although educational theories are presented in a variety of textbooks and in some discipline specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories.
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.
The Power of We: The Ohio Study Group Experience traces the work of a network of early childhood educators who are inspired by and engaged in the study the early childhood programs and practices of Reggio Emilia, Italy.
This book, the first of a groundbreaking series, provides a solid theoretical and empirical grounding from the psychology of religion and spirituality to the emerging field of workplace spirituality.
This volume brings together an impressive array of respected scholars to examine the varied and complex ways in which peers influence adolescents' beliefs and behaviors in the school context.
The authors of the chapters in this volume-past and present collaborators of Marty Maehr, and a few of his former graduate students along the years-are motivational researchers who conduct research using diverse methods and perspectives, and in different parts of the world.
This volume, offering a critical perspective on studies on education and society is a valuable resource to instructors who teach in the fields of teacher education, social studies, educational leadership, social work, social, cultural and philosophical foundations of education, sociology, political science, and global studies as well as their students.
Asian American Education--Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting 'customary' discourse and disputing 'familiar' knowledge.
Leaders and followers live in a relational world-a world in which leadership occurs in complex webs of relationships and dynamically changing contexts.
Critical Race Theory in the Academy explores the deep implications of race and its effects on the expanse of the American social fabric and its fragile democratic process.
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.
The research into how students' attitudes affect their learning of science related subjects has been one of the core areas of interest by science educators.
