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  • MPI Ethno. Forsch.  (114)
  • Bayreuth UB
  • English  (114)
  • [Erscheinungsort nicht ermittelbar] : Taylor & Francis  (114)
  • Education  (114)
  • Electronic videos ; local
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  • 1
    Online Resource
    Online Resource
    Education, Skills and Social Justice in a Polarising World : Between Technical Elites and Welfare Vocationalism (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003049524 , 9780367503338 , 9780367503345
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: education, elites, justice, social skills, polarizing, welfare, world
    Note: English
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367463533 , 9780367677527 , 9781003028383
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Teaching of students with English as a second language (TESOL)
    Abstract: This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond
    Note: English
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Gender Equity in STEM in Higher Education : International Perspectives on Policy, Institutional Culture, and Individual Choice (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003053217 , 9781000426748 , 9780367512934 , 9781032048031
    Language: English
    Pages: 1 Online-Ressource (254 p.)
    Keywords: Higher & further education, tertiary education ; Education ; Educational strategies & policy
    Abstract: This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly
    Note: English
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  • 4
    Online Resource
    Online Resource
    Indirect Education : Exploring Indirectness in Teaching and Research (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003193463 , 9781000542417 , 9781032063201 , 9781032063225
    Language: English
    Pages: 1 Online-Ressource (140 p.)
    Keywords: Education
    Abstract: Indirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academics, researchers and students in the fields of educational theory, pedagogy, leadership studies and educational practice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
    Note: English
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  • 5
    Online Resource
    Online Resource
    Designs for Research, Teaching and Learning : A Framework for Future Education (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003096498 , 9781000528855 , 9780367561246 , 9780367561260
    Language: English
    Pages: 1 Online-Ressource (182 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This bookoffers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education
    Note: English
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  • 6
    Online Resource
    Online Resource
    Schoolteachers and the Nordic Model : Comparative and Historical Perspectives (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003082514 , 9781000521252 , 9780367535896 , 9780367535858
    Language: English
    Pages: 1 Online-Ressource (260 p.)
    Keywords: Education
    Abstract: Schoolteachers and the Nordic Model examines the cultural distinctiveness of the Nordic teaching profession and teacher training compared to examples from Europe and North America. The book explores the concept of these ‘teacher cultures’ as various dimensions of professional identities, recruitment patterns, teachers’ social status, values and knowledge. It considers how Nordic teachers´ socio-cultural backgrounds and their shifting societal roles compare with continental European examples, analysing the societal consequences of teacher cultures for the current Nordic welfare states. Offering a unique focus on teachers, the book uses a shared comparative and historical approach to add new knowledge to the analysis of global convergence and divergence in educational systems. The book will be of great interest to researchers, scholars and post-graduate students in the fields of comparative education, educational policy, the sociology of education and the history of education. It will also be of interest to policy makers, teacher educators and school leaders
    Note: English
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  • 7
    Online Resource
    Online Resource
    Chapter 6 Welfare vocationalism : Preparing for service and caring occupations (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003049524 , 9780367503338 , 9780367503345
    Language: English
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Education
    Abstract: In contrast to the technical elites, specific groups of young people – women, those from the lowest social classes, and those with the poorest educational experiences – are already likely to engage with poorer quality further education programmes, those associated primarily with low-paid and precarious employment. They undergo workplace learning as a much more limited experience, studying in vocational areas many of which already include substantial work placements as part of many learning programmes. Childcare, which already requires longer periods in the workplace than are stipulated by T Level requirements, is a prime example. Their time in the workplace is conceptualised as learning to interact with service users and to acquire the personal attributes of workers in these occupations. Placements can sometimes be seen as the routine work of ‘caring’ and service occupations, and young people interviewed often expressed impatience and frustration, linked to preparation for routine employment. The socialisation of these groups appears a key premise of the expectations and rationale offered by policymakers for recent reforms
    Note: English
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  • 8
    Online Resource
    Online Resource
    Chapter 1 Technical and further education after COVID : New opportunities or new inequalities? (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003049524 , 9780367503338 , 9780367503345
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education
    Abstract: Technical and vocational education have assumed a significant role in the plans of developed nations to overcome economic crisis, relocating learning into the workplace and extending it to higher levels. Policy discourses are based on the premise that education polarised between universities and low attainment has poorly served the needs of modern economies and young people. This chapter sets out the principal claims of these approaches to improve youth transitions and contribute to social justice. These claims are traced back to their origins in the shift to service-based economies and collapse of youth labour markets, leading to a crisis in vocational education and fuelling demand for higher education credentials; and to the emergence of international policies aiming to reconstitute youth transitions on neoliberal lines. Addressing these questions from a social justice perspective, we ask whether such disruption of the educational divide between general and vocational routes has eroded its role in reproducing and validating the social structures of the post-war period, with the creation of new routes and the postulation of new elites validating the emergence of existing and new forms of educational and social inequity
    Note: English
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  • 9
    Online Resource
    Online Resource
    Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003028383 , 9780367677527
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education ; Teaching of students with English as a second language (TESOL)
    Abstract: This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond
    Note: English
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  • 10
    Online Resource
    Online Resource
    Chapter 2 Lessons of European VET? National systems and international prescriptions (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003049524 , 9780367503338 , 9780367503345
    Language: English
    Pages: 1 Online-Ressource (26 p.)
    Keywords: Education
    Abstract: This chapter examines conflicting claims about the potential of European VET to provide a model for technical and vocational systems across the world. Technocratic accounts by international policy bodies, especially the OECD and EU, have focused on the possibilities for VET to facilitate transitions to employment by providing early experiences of learning at work, drawing on the integration of VET into production systems, as in the German system, seen as a barrier to neoliberal convergence because maintaining key progressive features into service sectors. Conversely, universalist welfare states held to underpin VET in Scandinavia have meanwhile given way to dualised social policies which, echoing the welfare state literature, can be seen either as ‘layered’ parallel provision or the direct erosion of comprehensive policies. During the early post-war period VET systems incorporated progressive educational elements which have come under attack, as signs of emerging dualisation have undermined the more progressive features of VET in Europe. Challenges from higher levels of VET, particularly in its most employer-responsive forms, can be seen as signs of this emerging dualisation
    Note: English
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  • 11
    Online Resource
    Online Resource
    Chapter 11 Contrasting approaches, comparable efficacy? : How macro-level trust influences teacher accountability in Finland and Singapore (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    Language: English
    Pages: 1 Online-Ressource (31 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: While Finland and Singapore both enjoy the global educational limelight due to their successful school systems, they differ considerably in their approaches to teacher accountability. Finland’s light-touch teacher accountability system focuses on setting standards at the point of entry to the teaching profession, whereas Singapore uses a comprehensive, tiered, and competitive performance management system that deploys promotions and performance bonuses to manage the processes and outputs of teacher practice in schools. In this chapter, I use interviews with 24 Finnish and Singaporean teachers to explore the differences between these distinct approaches to teacher accountability—and to account for their disparate but apparently successful pathways. I argue that these disparate approaches share an underlying principle: each model of teacher accountability is compatible with the macrosystem in which it is embedded. Thus, teachers regard the accountability instruments as legitimate, enabling the instruments to favourably influence teacher motivation and practice. Specifically, public trust in Finland’s education system is distributed throughout each level of the system, with teachers enjoying high generalised trust. This is compatible with an accountability approach that gives teachers considerable autonomy over their daily work. In contrast, public trust in Singapore’s education system is concentrated on the Ministry of Education. This institutionally focused trust supports—and is supported by—a teacher accountability system that gives the managers considerable influence over teacher practice
    Note: English
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  • 12
    Online Resource
    Online Resource
    Trust, Accountability and Capacity in Education System Reform : Global Perspectives in Comparative Education (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy
    Abstract: While Finland and Singapore both enjoy the global educational limelight due to their successful school systems, they differ considerably in their approaches to teacher accountability. Finland’s light-touch teacher accountability system focuses on setting standards at the point of entry to the teaching profession, whereas Singapore uses a comprehensive, tiered, and competitive performance management system that deploys promotions and performance bonuses to manage the processes and outputs of teacher practice in schools. In this chapter, I use interviews with 24 Finnish and Singaporean teachers to explore the differences between these distinct approaches to teacher accountability—and to account for their disparate but apparently successful pathways. I argue that these disparate approaches share an underlying principle: each model of teacher accountability is compatible with the macrosystem in which it is embedded. Thus, teachers regard the accountability instruments as legitimate, enabling the instruments to favourably influence teacher motivation and practice. Specifically, public trust in Finland’s education system is distributed throughout each level of the system, with teachers enjoying high generalised trust. This is compatible with an accountability approach that gives teachers considerable autonomy over their daily work. In contrast, public trust in Singapore’s education system is concentrated on the Ministry of Education. This institutionally focused trust supports—and is supported by—a teacher accountability system that gives the managers considerable influence over teacher practice
    Note: English
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  • 13
    Online Resource
    Online Resource
    Chapter 11 Contrasting approaches, comparable efficacy? : How macro-level trust influences teacher accountability in Finland and Singapore (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367362478 , 9780367362492
    Language: English
    Pages: 1 Online-Ressource (31 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: While Finland and Singapore both enjoy the global educational limelight due to their successful school systems, they differ considerably in their approaches to teacher accountability. Finland’s light-touch teacher accountability system focuses on setting standards at the point of entry to the teaching profession, whereas Singapore uses a comprehensive, tiered, and competitive performance management system that deploys promotions and performance bonuses to manage the processes and outputs of teacher practice in schools. In this chapter, I use interviews with 24 Finnish and Singaporean teachers to explore the differences between these distinct approaches to teacher accountability—and to account for their disparate but apparently successful pathways. I argue that these disparate approaches share an underlying principle: each model of teacher accountability is compatible with the macrosystem in which it is embedded. Thus, teachers regard the accountability instruments as legitimate, enabling the instruments to favourably influence teacher motivation and practice. Specifically, public trust in Finland’s education system is distributed throughout each level of the system, with teachers enjoying high generalised trust. This is compatible with an accountability approach that gives teachers considerable autonomy over their daily work. In contrast, public trust in Singapore’s education system is concentrated on the Ministry of Education. This institutionally focused trust supports—and is supported by—a teacher accountability system that gives the managers considerable influence over teacher practice
    Note: English
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  • 14
    Online Resource
    Online Resource
    Teachers Talking about their Classrooms : Learning from the Professional Lexicons of Mathematics Teachers around the World (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367376970 , 9780367376932 , 9780429355622
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: The International Classroom Lexicon Project set out to document the professional vocabulary of middle-school mathematics teachers in ten communities from around the world. The construction of a national lexicon, which can be thought of as the characterisation of a very specific aspect of the culture of each participating country, was undertaken by research teams involving experienced teachers as genuine co-researchers. Each cultural artefact identified the words by which teachers name the classroom phenomena in their respective environment. These are the terms that are used for seeing, describing, and communicating about the world that is the middle-school mathematics classroom
    Note: English
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  • 15
    Online Resource
    Online Resource
    Early Childhood Teachers‘ Professional Competence in Mathematics (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032000541 , 9781032000558 , 9781003172529
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Primary & middle schools
    Abstract: This edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area. The book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children’s individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children’s mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers and the performance of early childhood teachers. The book is the first of its kind to give a comprehensive overview and allows for integrative perspectives and interdisciplinary understanding regarding pre- and in-service ECEC teachers’ professional competence in the domain of mathematics. It will be essential reading for academics, researchers and students of early childhood education, mathematics education and teacher education
    Note: English
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  • 16
    Online Resource
    Online Resource
    Trust, Accountability and Capacity in Education System Reform : Global Perspectives in Comparative Education (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367362478 , 9780367362492 , 9780429344855
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy ; teacher accountability policy; Finland; Singapore; teacher motivation; sociocultural context
    Abstract: While Finland and Singapore both enjoy the global educational limelight due to their successful school systems, they differ considerably in their approaches to teacher accountability. Finland’s light-touch teacher accountability system focuses on setting standards at the point of entry to the teaching profession, whereas Singapore uses a comprehensive, tiered, and competitive performance management system that deploys promotions and performance bonuses to manage the processes and outputs of teacher practice in schools. In this chapter, I use interviews with 24 Finnish and Singaporean teachers to explore the differences between these distinct approaches to teacher accountability—and to account for their disparate but apparently successful pathways. I argue that these disparate approaches share an underlying principle: each model of teacher accountability is compatible with the macrosystem in which it is embedded. Thus, teachers regard the accountability instruments as legitimate, enabling the instruments to favourably influence teacher motivation and practice. Specifically, public trust in Finland’s education system is distributed throughout each level of the system, with teachers enjoying high generalised trust. This is compatible with an accountability approach that gives teachers considerable autonomy over their daily work. In contrast, public trust in Singapore’s education system is concentrated on the Ministry of Education. This institutionally focused trust supports—and is supported by—a teacher accountability system that gives the managers considerable influence over teacher practice
    Note: English
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  • 17
    Online Resource
    Online Resource
    The Scale-Up Effect in Early Childhood and Public Policy : Why Interventions Lose Impact at Scale and What We Can Do About It (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367822972 , 9780367422479 , 9780367360443
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Business studies: general ; Pre-school & kindergarten ; Education
    Abstract: Combining the theories of conventional economics with social psychology and cognitive decision making, behavioral economics (BE) offers an interdisciplinary framework to support the transition and translation of programs to scale, addressing the dimensions of feasibility, cost, and fidelity while meeting the objectives of providing safe, nurturing, and stimulating environments for children. One strength of BE is that decision-making is not considered context free, thus directly addressing an oft-cited weakness of translating programs to scale. Insights from BE specifically on parent decision making related to choice structure, fear of judgment, miscalibration, and social norms can generate light-touch enhancements to foster success as interventions scale to that help parents access and digest information and follow through on intentions. Examples of successful applications of the BE lens to scaled home visiting and parenting programs are described
    Note: English
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  • 18
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    Online Resource
    International Perspectives on Writing Curricula and Development : A Cross-Case Comparison (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367508142 , 9780367508166 , 9781003051404
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education
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  • 19
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    Chapter 4 How a Behavioral Economic Framework Can Support Scaling of Early Childhood Interventions (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis | The Hague : OAPEN FOUNDATION
    Details
    ISBN: 9780367360443 , 9780367422479
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Additional Information: Enthalten in The Scale-Up Effect in Early Childhood and Public Policy
    DDC: 305.231
    Keywords: Business studies: general ; Pre-school & kindergarten ; Education ; economics, early childhood, education, public policy, children, behavioral economics, BE, social psychology, parent, intervention, scaling
    Abstract: Combining the theories of conventional economics with social psychology and cognitive decision making, behavioral economics (BE) offers an interdisciplinary framework to support the transition and translation of programs to scale, addressing the dimensions of feasibility, cost, and fidelity while meeting the objectives of providing safe, nurturing, and stimulating environments for children. One strength of BE is that decision-making is not considered context free, thus directly addressing an oft-cited weakness of translating programs to scale. Insights from BE specifically on parent decision making related to choice structure, fear of judgment, miscalibration, and social norms can generate light-touch enhancements to foster success as interventions scale to that help parents access and digest information and follow through on intentions. Examples of successful applications of the BE lens to scaled home visiting and parenting programs are described.
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    MPI Ethno. Forsch.
  • 20
    Online Resource
    Online Resource
    Chapter 1 A framework for comparing writing curricula cross-nationally (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367508142 , 9780367508166
    Language: English
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education
    Abstract: This chapter describes how each case study presented in the volume examined writing curricula situated within one of nine education systems and how we conducted a cross-case comparison of these. We argue that contextualised analyses of curriculum documents, which uncover implicit theories, values, and beliefs about writing development that underpin education policy, are crucial for the innovation of writing research, instruction and curriculum design globally. Further, we propose that cross-national comparisons of school writing curricula illuminate how unique learning cultures and geopolitical settings frame educational policy trajectories that, in turn, shape the teaching of writing across the globe. To ground this volume's project theoretically, we begin with a consideration of the ways that writing development has been conceptualised and what pedagogical approaches might follow. To introduce the volume's methodological approach, we then discuss sources of information provided by government education agencies and their proxies to represent writing curricula; the varying ways in which these are developed within school systems; and how we might expect these to influence writing instruction in schools. We conclude by detailing the volume's framework for within- and cross-case analyses of curriculum documents in New Zealand, Chile, Hong Kong, the United States, Uzbekistan, Germany, England, Denmark and Norway
    Note: English
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  • 21
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    Chapter 11 We are similar, but different in writing curriculum and instruction (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367508142 , 9780367508166
    Language: English
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Education
    Abstract: Here we present our analyses and inferences arising from the data in the cases, representing countries whose educational systems are diverse: Chile, Denmark, Germany, Hong Kong, New Zealand, Norway, England, the United States and Uzbekistan. The synthesis highlights patterns of similarities and differences in their curricula and instruction in writing. We identified themes under three broad dimensions: social and contextual factors that shape writing curricula; the discourses of writing reflected in curricula and official documents; and hallmarks of classroom practice, including the relationship with official discourse. Themes included a trajectory towards accountability and outcomes-based educational reform to address perceived under-performance in writing; a range in the extent of flexibility in implementing curricula, linked to notions of teacher professionalism; common curricula discourse of skills, process and genre; limited robust data on writing; narrow constructs of competence in writing in some countries' standards and assessments; non-empirically based development of writing standards; detrimental influence of high-stakes assessments; and evidence of a disjuncture between curriculum statements about writing and assessment, and between curricula and actual implementation. In almost no cases did curricula specify the nature of writing instruction. However, research on writing instruction in classrooms was limited in several countries
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    Didaktik and Curriculum in Ongoing Dialogue (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003099390 , 9781000395846 , 9780367568085 , 9780367568108
    Language: English
    Pages: 1 Online-Ressource (278 p.)
    Keywords: Education
    Abstract: Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge. Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education
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    Chapter 4 Don’t be too WEIRD : Research for the Future of Writing Studies (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367534585 , 9780367534608
    Language: English
    Pages: 1 Online-Ressource (27 p.)
    Keywords: Higher & further education, tertiary education ; Philosophy & theory of education ; Education ; Communication studies ; Creative writing & creative writing guides ; Semantics, discourse analysis, etc
    Abstract: This book invites readers to reconsider how writing studies researchers work with Institutional Review Boards (IRBs) on behalf of their communities and argues that engaging with IRBs during the research design process helps practitioners conduct research more quickly and effectively. Using empirical data from both writing studies and extra-disciplinary contexts, Dr. Johanna Phelps presents findings from two discipline-wide studies, as well as metadata from two IRBs, to develop a principled engagement framework for writing studies researchers to interact with their communities. Phelps further examines the many facets of conducting research with human participants—from comprehending federal policy updates to pondering specific ethical issues to developing detailed research designs—and explores the confluence of ethics, policy, and methodology in a thoroughgoing philosophical investigation of writing studies as a public good. This engaging and timely exploration of research design will be an important resource for scholars and students of writing studies; rhetoric and composition; technical and professional communication; cultural rhetoric; literacy studies; research design; research methodologies; research ethics; IRBs; justice; and critical theory
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    Foundational Principles of Task-Based Language Teaching (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003039709 , 9780367484002 , 9780367479060
    Language: English
    Pages: 1 Online-Ressource (214 p.)
    Keywords: Education
    Abstract: " The Open Access version of this book will be available soon. This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom. Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers. "
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    Chapter 10 School writing in Norway : Fifteen years with writing as key competence (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367508142 , 9780367508166
    Language: English
    Pages: 1 Online-Ressource (26 p.)
    Keywords: Education
    Abstract: Some 15 years ago, all teachers in Norway became writing teachers—at least according to the new curriculum—overnight. Following a “PISA-shock” in the early 2000s, Norwegian legislators decided to reform the national curriculum by introducing five cross-curricular “key competencies” to be taught by all teachers: writing, reading, mathematics, ICT and oracy. To accommodate teachers other than language arts teachers, the curriculum was amended to include subject-specific writing characteristics. This purpose of this chapter is twofold. First, an overview description of writing instruction in Norwegian schools using official documents as the main source is provided. Second, aided by a newly developed writing competency model, a fine-grained review of the language arts subject syllabi, the chapter presents an analysis of how writing and writing development is framed in the language arts subject syllabi
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    Chapter 9 Between joyride and high-stakes examination : Writing development in Denmark (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367508142 , 9780367508166
    Language: English
    Pages: 1 Online-Ressource (24 p.)
    Keywords: Education
    Abstract: This chapter analyses how writing and writing development has been and currently is prescribed and enacted in the curriculum for Danish as a subject (L1) in Years 1–9. Highlighting historical points of impact for writing in curricula from the early–nineteenth century through frequent reforms in the twentieth and twenty-first centuries, we focus empirically on the 2014 ruling curricular document Common Standards and auxiliary documents framing writing assessment at the school-leaving exam, as well as empirical classroom studies. Analyses of steering documents indicate that there has been an unprecedented push towards outcome-based and competence-oriented writing curricula. Following Ivanič's Discourses of Writing (DoW) framework, process writing is found to be the most dominant discourse from Grades 1–7. The analysis of the enacted writing curriculum, which focuses on empirical studies from 2009 until now, reveals that the enacted curriculum is misaligned with the prescriptive curriculum and tends to position the student in ambiguous ways—from joyful writer to a writer tested in high-stakes exams. For discussion, we call for a more coherent writing curriculum. Methodologically, we argue that the DoW framework needs to be complemented with a Nordic Bildung tradition, which accentuates personal formation, and a multimodal framework informing the Danish curriculum
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  • 27
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    Building Better Schools with Evidence-based Policy : Adaptable Policy for Teachers and School Leaders (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003025955 , 9781000362930 , 9780367458898 , 9780367458874
    Language: English
    Pages: 1 Online-Ressource (346 p.)
    Keywords: Education
    Abstract: Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools. The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.　　 This bookis relevant to every person who works in a school – worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices. "The Open Access version of this book is forthcoming and has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license."
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    Chapter 7 Underlying beliefs about writing and teaching writing in Germany : An analysis of policy documents for German in Year 9 at secondary school (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367508142 , 9780367508166
    Language: English
    Pages: 1 Online-Ressource (25 p.)
    Keywords: Education
    Abstract: Assumptions about good writing and teaching writing have undergone various changes during the last century. This chapter summarises relevant changes in Germany's approaches to teaching writing and then uncovers underlying values and beliefs about writing in current German policy documents by focusing on Hauptschule Year 9, where students can achieve the first general education qualification that entitles apprenticeship admission. In particular, we analyse national Educational Standards and a sample of federal Curricula by drawing on discourses of writing (DoW) and learning to write outlined by Ivanič (2004). Although there are clear variations among federal states, a common denominator is the dominance of the genre and skills discourses. At the same time, there is a lack of consistent references to discourses relating to process-oriented writing and creativity. The sociopolitical and social practices DoW are completely absent. We show that the focus on genre and skills can partly be explained by Germany's educational legacy but also by the growing emphasis on output orientation in educational policy documents, which is accompanied by writing assessments focused on aspects of literacy that are easier to evaluate (e.g., reading and orthography). We argue that policy documents need to be more closely connected to values and beliefs of what constitutes good writing by current writing scholars
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    Chapter 6 Centering Practical Ethics in Writing Studies Research (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367534585 , 9780367534608
    Language: English
    Pages: 1 Online-Ressource (26 p.)
    Keywords: Higher & further education, tertiary education ; Philosophy & theory of education ; Education ; Communication studies ; Creative writing & creative writing guides ; Semantics, discourse analysis, etc
    Abstract: This book invites readers to reconsider how writing studies researchers work with Institutional Review Boards (IRBs) on behalf of their communities and argues that engaging with IRBs during the research design process helps practitioners conduct research more quickly and effectively. Using empirical data from both writing studies and extra-disciplinary contexts, Dr. Johanna Phelps presents findings from two discipline-wide studies, as well as metadata from two IRBs, to develop a principled engagement framework for writing studies researchers to interact with their communities. Phelps further examines the many facets of conducting research with human participants—from comprehending federal policy updates to pondering specific ethical issues to developing detailed research designs—and explores the confluence of ethics, policy, and methodology in a thoroughgoing philosophical investigation of writing studies as a public good. This engaging and timely exploration of research design will be an important resource for scholars and students of writing studies; rhetoric and composition; technical and professional communication; cultural rhetoric; literacy studies; research design; research methodologies; research ethics; IRBs; justice; and critical theory
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    Chapter 6 Kindergarten educators’ affective-motivational dispositions : Examining enthusiasm for fostering mathematics in kindergarten (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003172529 , 9781032000541 , 9781032000558
    Language: English
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education ; Primary & middle schools
    Abstract: Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety of scales measuring variables of affective-motivational dispositions within a questionnaire were employed in a binational study involving 132 kindergarten educators in Germany and Switzerland. Based on the expectancy-value theory of motivation, the relations between educators' emotions regarding mathematics at school, the enthusiasm for mathematics as a subject, the value placed on mathematics and the expectancy of fostering mathematics successfully (self-efficacy) as well as the enthusiasm for fostering mathematics in kindergarten are examined. Following the analysis of correlations and the testing of a multiple regression model, it was found that enthusiasm for mathematics as a subject, importance of mathematics as a subject in kindergarten and self-efficacy predict enthusiasm for fostering mathematics, whereas the variable emotions regarding mathematics at school does not increase the variance explained. Self-efficacy, importance given to mathematics and enthusiasm for fostering mathematics are slightly higher in Switzerland than in Germany, which could be interpreted in light with the structural differences regarding kindergarten
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    Chapter 5 A math-avoidant profession? : Review of the current research about early childhood teachers’ mathematics anxiety and empirical evidence (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003172529 , 9781032000541 , 9781032000558
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education ; Primary & middle schools
    Abstract: Despite positive attitudes towards mathematics, it must be assumed that mathematics anxiety is a factor not to be underestimated in (pre-service) early childhood teachers. In the first part, this article reviews the current international state of research on early childhood teachers’ mathematics anxiety and shows the achievements and limitations of previous studies. The majority of the reviewed studies deals with pre-service early childhood teachers and their teacher education. Only a few studies tried to relate in-service early childhood teachers’ mathematics anxiety and children’s mathematical achievement. In the second part, this contribution examines empirically whether it can be assumed that the profession “early childhood teacher” can be characterized as “math-avoidant”. For this purpose, n = 774 German pre-service early childhood teachers were examined with regard to their mathematics anxiety and their choice of career. The results indicate effects of mathematics anxiety on the intentional choice to work as an early childhood teacher. The paper concludes with a general conclusion on the importance of mathematics anxiety for early childhood teachers’ professional competence and an outlook on future research
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    Chapter 13 Outlook : Context and its consequences: A neglected factor in research on early childhood teachers’ professional skills? (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003172529 , 9781032000541 , 9781032000558
    Language: English
    Pages: 1 Online-Ressource (24 p.)
    Keywords: Education ; Primary & middle schools
    Abstract: In many countries, early mathematics education rests on normative postulates. Moreover, it tends to be considerably less standardized and, at the same time, more pronouncedly situation-specific than school education. Given these differences, the professional skills of early childhood teachers have come into the focus of research and the question arises to what extent general models of professional skills can be directly transferred to the context of early childhood teachers. Based on the “opportunity-usage model of teaching”, this contribution attempts to determine more precisely what influences teaching is basically subject to. Subsequently, I will ask how early mathematics education differs from general education and what the rationales and the level-specific postulates of early mathematics education consist in. The outline of the specifics of early mathematics education and the field of work leads to a characterization of the professional group that enacts this teaching and to the question as to what professional skills early childhood teachers need. Against this background, the final section suggests an extension of the model of the transformation of professional skills, and briefly outlines open questions and future lines of research
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    Chapter 1 The International Classroom Lexicon Project (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780429355622 , 9780367376970 , 9780367376932
    Language: English
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education
    Abstract: The International Classroom Lexicon Project set out to document the professional vocabulary of middle-school mathematics teachers in ten communities from around the world. The construction of a national lexicon, which can be thought of as the characterisation of a very specific aspect of the culture of each participating country, was undertaken by research teams involving experienced teachers as genuine co-researchers. Each cultural artefact identified the words by which teachers name the classroom phenomena in their respective environment. These are the terms that are used for seeing, describing, and communicating about the world that is the middle-school mathematics classroom
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  • 34
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    Reimagining the Higher Education Student : Constructing and Contesting Identities (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367854171 , 9781000358766 , 9780367426538 , 9780367426514
    Language: English
    Pages: 1 Online-Ressource (280 p.)
    Keywords: Education ; Educational psychology ; Higher & further education, tertiary education ; Psychology
    Abstract: Drawing on the perspectives of scholars and researchers from around the world, this book challenges dominant constructions of higher education students. Given the increasing number and diversity of such students, the book offers a timely discussion of the implicit and sometimes subtle ways that they are characterised or defined. Topics vary from the ways that curriculum designers ‘imagine’ learners, the complex and evolving nature of student identity work, through to newspaper and TV representations of university attendees. Reimagining the Higher Education Student seeks to question the accepted or unquestioned nature of ‘being a student’ and instead foreground the contradictions and ‘messiness’ of such ideation. Offering timely insights into the nature of the student experience and providing an understanding of what students may desire from their Higher Education participation, this book covers a range of issues, including: Impressions versus the reality of being a Higher Education student Portrayals of students in various media including newspapers, TV shows and online Generational perspectives on students, and students as family members Itis a valuable resource for academics and students both researching and working in higher education, especially those with a focus on identities, their importance and their constructions
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    Educational Choices, Transitions and Aspirations in Europe : Systemic, Institutional and Subjective Challenges (2020)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781138104037 , 9780367488123 , 9781315102368
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Comparative; EU; Education; Europe; European; School; Union; Choice; Transition; Inequality; Aspiration; International; Justice; Social; Political
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  • 36
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    Intersectional Pedagogy : Creative Education Practices for Gender and Peace Work (2020)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780429319518
    Language: English
    Pages: 1 Online-Ressource (92 p.)
    Keywords: Education ; Politics & government
    Abstract: Pedagogy: Creative Education Practices for Gender and Peace Work teaches educators to use innovative learning methods to encourage students to rethink culture, gender, race, sexual orientation, and social class　 with a deep awareness of accessible language as a means of communication across disagreements. With a focus on emancipatory critical pedagogy, as well as tools to promote sustainable peace and human rights advocacy, the book's main objective is to examine and present methods that can help students address rapidly changing social situations. Recent developments under discussion include the #MeToo and #WhyIDidntReportcampaigns to counter sexual violence, campaigns to support refugees and migrants, and other human rights issues. The book examines how theory can be translated into practice and how various dilemmas pertaining to young people navigating a changing world can be successfully addressed in the classroom. This book is an ideal reading for researchers and postgraduate students in education. It is written for practitioners in peace education and for those within traditional and alternative academia who wish to promote intersectional awareness in their teaching
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    Chapter 2 Practical gender in critical pedagogy : Analyzing everyday objects (2020)
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    ISBN: 9780429319518
    Language: English
    Pages: 1 Online-Ressource (28 p.)
    Keywords: Education
    Abstract: This chapter offers a theoretical and methodological framework for implementing feminist critical pedagogy in compulsory courses in gender studies. The method examined presents a gender analysis of daily objects by students as a means of dealing with resistance to gender studies and feminist theory, as well as creating a consciousness-changing experience for the participants
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    Chapter 1 Introductions : Critical pedagogy and the intersectional complexities of names (2020)
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    ISBN: 9780429319518
    Language: English
    Pages: 1 Online-Ressource (23 p.)
    Keywords: Education
    Abstract: This introduction will not simply introduce the topic of the book as a classical introduction. Instead, it will combine the first chapter of the book with introduction by focusing on how to start a workshop or a course. This is the way I often open my courses and learning workshops. We will begin, then, by examining the very concept of introductions in the widest sense, with a special focus on the function of names: the names that individuals are given at birth, usually by their parents or extended family, and that are often chosen because of their significance. People’s names are imbued with meaning, with symbolism, with cultural— and often religious—meaning, which for some may carry positive connotations while others may find a certain name at best aseptic or, at worst, frightening. And in most cases, your name is the first aspect of your person that others experience
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    Chapter 11 Higher education students as consumers? : Evidence from England (2020)
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    ISBN: 9781315102368 , 9780367488123
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education
    Abstract: In this chapter, we draw on an analysis of English policy documents and focus groups with students at three English higher education institutions, to explore some of the complexity in the ways in which the concept of student-as-consumer is discussed by both those formulating policy and the intended recipients. In relation to policies, this is evident in some of the apparent contradictions within government documents which, on one hand, emphasise strongly many aspects of a consumer discourse (foregrounding ideas around investment, choice and ensuring value of money) but, on the other hand, also discuss in some detail the vulnerability of students and their need of protection– which is clearly at odds with the notion of an ‘empowered consumer’. With respect to students, a similar degree of complexity can be seen in their differential awareness of the student-as-consumer discourse, and their varied responses to it
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    Gender and Sexuality Diversity in a Culture of Limitation : Student and Teacher Experiences in Schools (2020)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315161686 , 9781351666053 , 9781138062313 , 9780367507299
    Language: English
    Pages: 1 Online-Ressource (174 p.)
    Keywords: Education ; Romance ; Christian life & practice
    Abstract: Gender and Sexuality Diversity in a Culture of Limitation provides an outstanding and insightful critique of the ways that contemporary education is impacted by a range of political, social and cultural influences that inform the approaches that schools take in relation to gender and sexuality diversity. By applying feminist poststructural and Foucauldian frameworks, the book examines the ongoing impact of broader socio-cultural discourse on the lives of gender and sexuality diverse students and teachers. Beginning with an overview of the impact of how a culture of limitation is realised in Australia, the focus moves beyond this context to examine state and federal policies from comparable societies in countries including the USA and the UK and their effect on the production of knowledges and what’s permissible to include in educational curriculum. This research-driven book thus provides a comparative, international overview of the current state of gender and sexuality diversity in schools, and convincingly demonstrates that despite some empowerment of gender and sexuality diverse individuals, silencing and marginalization remain powerful forces. This book will be of great interest to graduate and postgraduate students, academics, professionals, and policy makers interested in the field of gender and sexuality in education. It is essential reading for those involved in pre-service and in-service teacher education, diversity education, the sociology of education, as well as education more generally
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    The Routledge Handbook of Translation and Education (2020)
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    ISBN: 9780367854850
    Language: English
    Pages: 1 Online-Ressource (456 p.)
    Keywords: Education
    Abstract: The Routledge Handbook of Translation and Education will present the state of the art of the place and role of translation in educational contexts worldwide. It lays a sound foundation for the future interdisciplinary cooperation between Translation Studies and Educational Linguistics. By adopting a transdisciplinary perspective, the handbook will bring together the various fields of scholarly enquiry and practice that make a valuable contribution to enlarging the notion of translation and diversifying its uses in education. Each contribution provides an overview of the historical background to a given educational setting. Focusing on current research approaches and empirical findings, this volume outlines the development of pedagogical approaches, methods, assessment and curriculum design. The handbook also examines examples of pedagogies that integrate translation in the curriculum, the teaching method’s approach, design and procedure as well as assessment. Based on a multilingual and applied-oriented approach, the handbook is essential reading for postgraduate students, researchers and advanced undergraduate students of Translation Studies, and educationalists and educators in the 21st century post-global era
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    MPI Ethno. Forsch.
  • 42
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    Implementing Ethics in Educational Ethnography : Regulation and Practice (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138580251
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Ethical issues & debates ; Education
    Abstract: Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies. The book covers key questions including: What can researchers expect of ethical review boards? Where and with whom should dialogue take place about ethicality within research? What effect does a research focus have on regulation and research practice? What is the effect of context on ethical practices? Does the positionality of a researcher have an effect on ethical practices? How do we ensure that ethicality supports the trustworthiness of research projects? Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project
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  • 43
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    The Datafication of Education (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    Language: English
    Pages: 1 Online-Ressource (130 p.)
    Keywords: Education
    Abstract: "This paper considers the social value of anonymity in online university student communities, through the presentation of research which tracked the final year of life of the social media application Yik Yak. Yik Yak was an anonymous, geosocial mobile application launched in 2013 which, at its peak in 2014, was used by around two million students in the US and UK. The research we report here is significant as a mixed method study tracing the final year of the life of this app in a large UK university between 2016 and 2017. The paper uses computational and ethnographic methods to understand what might be at stake in the loss of anonymity within university student communities in a datafied society. Countering the most common argument made against online anonymity – its association with hate speech and victimisation – the paper draws on recent conceptual work on the social value of anonymity to argue that anonymity online in this context had significant value for the communities that use it. This study of a now-lost social network constitutes a valuable portrait by which we might better understand our current predicament in relation to anonymity, its perceived value and its growing impossibility."
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    MPI Ethno. Forsch.
  • 44
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    Designs for Experimentation and Inquiry : Approaching Learning and Knowing in Digital Transformation (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138592735
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education and professional practice. It reflects on the theoretical, methodological and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice by exploring topics such as: Learning practices and digitalized dialogue Digital design experiments Digitally mediated collaborations Ethical digital inquiry and design Expertly researched and written, this book is a unique resource for scholars, researchers and professionals working in the fields of digital design, applied technology and the learning sciences
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  • 45
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    Teaching and Testing L2 Interactional Competence : Bridging Theory and Practice (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315177021
    Language: English
    Pages: 1 Online-Ressource (426 p.)
    Keywords: linguistics ; Education
    Abstract: This volume features the latest research findings on L2 interactional competence to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence (IC) in early instruction in a variety of L2 learning and teaching contexts. Incorporating contributions from both leading and emerging researchers in the area, the book is organized into four sections to provide a systematic account of interactional competence, defined as a set of skills required to　co-construct an effective interaction with a variety of interlocutors in a variety of settings, and advocates for IC to be part of a well-rounded curriculum of L2 instruction. The volume provides a comprehensive overview of the different theoretical perspectives on IC within Conversation Analysis, and moves into a discussion of conversation-analytic research findings from a variety of contexts and of their pedagogical implications.The book then presents examples of pedagogy in practice and also illustrates the potential for implementing IC in testing settings. This volume makes a valuable contribution to the growing literature on interactional competence and will be of particular interest to graduate students and researchers in applied linguistics, SLA, language education, curriculum and instruction studies, and educational linguistics
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  • 46
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    Social Participation of Students with Special Educational Needs in Mainstream Education (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780429264184
    Language: English
    Pages: 1 Online-Ressource (130 p.)
    Keywords: Education
    Abstract: This book provides deep insight into the social situation of students with different kinds of special needs in various European countries. Research findings concerning students’ attitudes towards peers with disabilities, and teachers’ feedback on students’ social behaviour, are also presented. Full inclusion of students with special educational needs in mainstream education requires equity in each student’s chances for academic and social-emotional development, and their participation in society. In the context of inclusive education, it is important to take students’ social participation into consideration. Are students with special educational needs (SEN) accepted by their peers? Do they interact with their peers during breaks and classes? Do they have friends, or do they feel lonely in their class? This book seeks to answer such questions, seeing social participation as a crucial ingredient, as well as an outcome, of inclusive education. This topic is critical because many previous studies show students with SEN having a high risk of social exclusion. This volume will be of interest to everyone studying special needs education, especially those concerned with future improvement of social participation for all students. This book was originally published as a special issue of the European Journal of Special Needs Education. Chapter 1 is available Open Access at https://www.routledge.com/products/9780367209186
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  • 47
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    Chapter Introduction (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138592735
    Language: English
    Pages: 1 Online-Ressource (11 p.)
    Keywords: Education
    Abstract: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice
    Note: English
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  • 48
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    Theory and Methods for Sociocultural Research in Science and Engineering Education (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis | The Hague : OAPEN FOUNDATION
    Details
    ISBN: 9781351139922 , 9781351139915 , 9781351139922 , 9780815351894 , 9780815351924
    Language: English
    Pages: 1 Online-Ressource (298 p.)
    DDC: 306.450721
    Keywords: Education ; Teaching skills & techniques ; Teaching of students with English as a second language (TESOL) ; classroom discourse ; critical ethnography ; discourse studies ; engineering education ; Gregory Kelly ; Judith Green ; Next Generation Science Standards ; NGSS ; Norm Lederman ; science education ; science education reform ; science learning ; sociocultural theory
    Abstract: Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.
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    MPI Ethno. Forsch.
  • 49
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    Chapter 5 Imagining, designing and exhibiting architecture in the digital landscape (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138592735
    Language: English
    Pages: 1 Online-Ressource (24 p.)
    Keywords: Education
    Abstract: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice
    Note: English
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  • 50
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    Chapter 1 Student voices on social exclusion in general primary schools (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780429264184
    Language: English
    Pages: 1 Online-Ressource (22 p.)
    Keywords: Education
    Abstract: Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural diffi culties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general ( N = 6) and segregated special ( N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred diff erent approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students’ voices are emphasised
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  • 51
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    Chapter 4 Ethics and access when consent must come first (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138580251
    Language: English
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: Formalised procedures to obtain and document informed consent from research participants are at the heart of the shift from informal to formalised research ethics. Critiques claim that the requirements to obtain consent from all potential participants before the onset of a study will make it impossible to do ethnographic research and participant observation in institutional settings such as schools. Drawing on experiences from an ethnographic research project in secondary schools in Norway, the aim of this chapter is to discuss the ethical considerations and, embedded in these, the methodological and analytical challenges involved in doing participant observation in schools where not all pupils and parents have consented to participation in the research. The chapter suggests possible ways forward for tackling these challenges for ethnographic researchers working in schools
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  • 52
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    Chapter Preface (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138592735
    Language: English
    Pages: 1 Online-Ressource (3 p.)
    Keywords: Education
    Abstract: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice
    Note: English
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  • 53
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    Chapter 3 Digital Inquiry into Emerging Issues of Public Concern : Controversy mapping in a Swedish school context (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138592735
    Language: English
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education
    Abstract: Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education, and professional practice. It reflects on the theoretical, methodological, and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. This insightful volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice
    Note: English
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  • 54
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    Chapter 4 The social value of anonymity on campus : a study of the decline of Yik Yak (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780429341359
    Language: English
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Education
    Abstract: "This paper considers the social value of anonymity in online university student communities, through the presentation of research which tracked the final year of life of the social media application Yik Yak. Yik Yak was an anonymous, geosocial mobile application launched in 2013 which, at its peak in 2014, was used by around two million students in the US and UK. The research we report here is significant as a mixed method study tracing the final year of the life of this app in a large UK university between 2016 and 2017. The paper uses computational and ethnographic methods to understand what might be at stake in the loss of anonymity within university student communities in a datafied society. Countering the most common argument made against online anonymity – its association with hate speech and victimisation – the paper draws on recent conceptual work on the social value of anonymity to argue that anonymity online in this context had significant value for the communities that use it. This study of a now-lost social network constitutes a valuable portrait by which we might better understand our current predicament in relation to anonymity, its perceived value and its growing impossibility."
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  • 55
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    Teacher Education for Sustainable Development and Global Citizenship : Critical Perspectives on Values, Curriculum and Assessment (2019)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780429427053 , 9780429762833 , 9780367727437 , 9781138385511
    Language: English
    Pages: 1 Online-Ressource (258 p.)
    Keywords: Education
    Abstract: This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability
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  • 56
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    Research Through, With and As Storying (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781315109190 , 9781351612326 , 9780367607234 , 9781138089495
    Language: English
    Pages: 1 Online-Ressource (136 p.)
    Keywords: Education
    Abstract: Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate storying as a valuable ontological, epistemological and methodological contribution to the academy across disciplines, arguing that storying research gives voice to the marginalised in the academy. Providing rich and interesting coverage of the approaches to the field of storying research from Aboriginal and white Australian perspectives, this text seeks to enable a profound understanding of the significance of stories and storying. This book will prove valuable for scholars, students and practitioners who seek to develop alternate and creative contributions to the production of knowledge
    Note: English
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  • 57
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    Designing Quality Authentic Assessments (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781138896505 , 9781138896529 , 9781315179131
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: This book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and-paper examinations? The book is structured into two major parts. The first, 'Principles of authentic assessment design', provides readers with a conceptual explanation of authenticity; the principles for designing quality authentic assessments for valid evidence of student learning; and guidance about how to develop quality rubrics to structure assessment tasks. The second part of the book, 'Theory into practice' provides examples developed by teachers to demonstrate an understanding of authentic assessment. The subject areas covered include humanities, languages, mathematics, sciences, character and citizenship. Two case studies are discussed to demonstrate how authentic assessment can be used to comprehensively address key learning objectives in a variety of curriculum contexts. This book provides practitioners with concrete examples on how to develop authentic assessment to suit their context and also enhance their students’ learning. The book will also enable teachers to face assessment challenges present in our changing world
    Note: English
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    Chapter 35 Digital Learning for Developing Asian Countries : Achieving equity, quality and efficiency in education (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315694382
    Language: English
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: Education – that is, the development of knowledge, skills, and values – is an important means by which to empower individuals in a society. As both a means towards and an outcome of gaining the capabilities necessary to participate in and contribute to society, education is an essential enabler in many social aspects, such as economic growth, poverty reduction, public health, and sustainable development, especially in today’s knowledge society. At the same time, however, education can still be a social institution that reflects and reproduces the social, cultural, and economic disadvantages that prevail in the rest of society (Bourdieu & Passeron, 1990). For example, students who are discriminated against socio-culturally or who are economically poor are more likely to receive an education that is characterized by inadequate infrastructure, few qualified teachers and encouraging peers, and outmoded pedagogical practices, which often results in a lower quality of life
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    Chapter 36 Current States, Challenges, and Opportunities of the Intelligent Tutoring Systems (ITS) in Developing Countries in Asia (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315694382
    Language: English
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Education
    Abstract: This chapter provides an overview of ITS-related research undertaken in Asian developing countries. The chapter begins with a brief overview of the development and nature of ITSs. It then outlines the methods for selecting and analyzing the literature used for the study, describing the research foci of these studies and highlighting the findings in relation to the effectiveness of ITSs developed or deployed in these countries. The chapter concludes with a discussion of the limitations of current ITS research and identifies potential areas for further study
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    Chapter 37 A Systematic Literature Review of Game-based Learning and Gamification Research in Asia : The synthesized findings and research gap (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315694382
    Language: English
    Pages: 1 Online-Ressource (25 p.)
    Keywords: Education
    Abstract: The main purpose of this research is to conduct a systematic literature review of research studies on game-based learning and gamification conducted in Asian K–12 schools. Through this review, we intend to present a comprehensive analysis of what the body of accumulated research informs us of the impact of games in Asian educational settings and to draw implications for future research directions
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  • 61
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    Chapter 38 Learning Analytics : Approaches and cases from Asia (2018)
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    ISBN: 9781315694382
    Language: English
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Education
    Abstract: In this chapter, we present an overview of the field by articulating definitions and existing models of learning analytics. Case examples of learning analytics from Asian researchers are then summarized and reported. This is followed by an exploration of the key tensions in this field. The chapter concludes with a discussion of potential areas for future research in this area
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  • 62
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    Politics of Quality in Education : A Comparative Study of Brazil, China, and Russia (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780203712306
    Language: English
    Pages: 1 Online-Ressource (228 p.)
    Keywords: Education
    Abstract: The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations’ BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of quality assurance and evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification, or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers, and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers
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    Chapter 34 Digital Learning for Development of Asian Schools (2018)
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    ISBN: 9781315694382
    Language: English
    Pages: 1 Online-Ressource (6 p.)
    Keywords: Education
    Abstract: Despite the potential of digital technologies to contribute to the enhancement of access to quality education and the development of lifelong learning competencies, many knowledge gaps remain in how, for whom and in what contexts digital technologies actually do contribute to improved, equitable educational outcomes. More research is needed that creates and tests ‘proven models’ of digital learning in Asian schools and deepens our understanding of the conditions that are necessary and sufficient for success. And this research needs to build on the research that has already been done in the region and worldwide. The primary aim of this book section is to provide snapshots of the current state in research and to identify and explain the research gaps and future directions of digital learning for development in Asian schools
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  • 64
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    Chapter 1 What is "authenticity" in AA? (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315179131 , 9781138896505 , 9781138896529
    Language: English
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education
    Abstract: This book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and-paper examinations? The book is structured into two major parts. The first, 'Principles of authentic assessment design', provides readers with a conceptual explanation of authenticity; the principles for designing quality authentic assessments for valid evidence of student learning; and guidance about how to develop quality rubrics to structure assessment tasks. The second part of the book, 'Theory into practice' provides examples developed by teachers to demonstrate an understanding of authentic assessment. The subject areas covered include humanities, languages, mathematics, sciences, character and citizenship. Two case studies are discussed to demonstrate how authentic assessment can be used to comprehensively address key learning objectives in a variety of curriculum contexts. This book provides practitioners with concrete examples on how to develop authentic assessment to suit their context and also enhance their students’ learning. The book will also enable teachers to face assessment challenges present in our changing world
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    Routledge International Handbook of Schools and Schooling in Asia (2018)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315694382
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Education; Educational change; Sate; Asia
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    Curriculum, Instruction and Assessment in Japan : Beyond lesson study (2017)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781138892514
    Language: English
    Pages: 1 Online-Ressource (154 p.)
    Keywords: Education
    Abstract: This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices. Curriculum, Instruction and Assessment in Japan explores: • Child-centered Curriculum and Discipline-Centered Curriculum • Theories based on Models of Academic Achievement and Competency • Various Methods for Organizing Creative Whole-Class Teaching • Performance Assessment in Subject Teaching A good guideline for those who would like to use the idea of "Lesson Study" in order to improve their own teaching and management practices and a reference to all working in educational improvement, this book will be of interest to educators and policymakers concerned with curriculum practices or those with an interest in the Japanese education system
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    Dynamics in Education Politics (2017)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    Language: English
    Pages: 1 Online-Ressource (168 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: In the field of comparative education without a strong theory-driven approach it is hard to go beyond merely listing the similarities and differences that make it possible to create countless rankings, but reveals little about specific and shared developmental processes between education systems. This book introduces a new theoretical framework characterised as Comparative Analytics of Dynamics in Education Politics (CADEP) as an ambitious response to this political, intellectual and scientific problem
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    A New Approach to Research Ethics : Using Guided Dialogue to Strengthen Research Communities (2017)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781138682221
    Language: English
    Pages: 1 Online-Ressource (254 p.)
    Keywords: Education ; Higher & further education, tertiary education
    Abstract: Ethics and Academic Research examines both theories of ethical decision-making as well as apply those theories to a broad range of situations and questions within a research career and process. The focus is not only on what is wrong, or in doing the actual research, it is a broader perspective on how ethics can be a positive force in strengthening the research community. Offering valuable guidance to the researcher and ethical decision-maker, this will be an essential text for postgraduate students and senior academics invested in professional development and self-reflection
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    On the Politics of Educational Theory : Rhetoric, theoretical ambiguity, and the construction of society (2017)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781315712505 , 9781138602557 , 9781138890275
    Language: English
    Pages: 1 Online-Ressource (152 p.)
    Keywords: Education
    Abstract: "On the Politics of Educational Theory considers the political significance of educational theory as a specific genre of public discourse. Rather than understanding educational theories solely as addressing issues of childrearing and instruction, this book aims to view educational theories in a broader socio-political context. It explores the role of educational theories in the construction of collective and political identities, and analyses them as rhetorical strategies operating as political discourses. Defining the methodological framework through the perspectives of Michel Foucault and Ernesto Laclau, each chapter examines the ways in which theories of education contribute to the creation of social realities and identities. Such issues as the construction of visibility and invisibility of power, the tropes of temporality, or the use of postulational language where theorists say what ‘should’ be done in and by education, are some of the threads that weave through particular theories – from Rousseau to the discourse of education in the knowledge-based society – analysed as ontological rhetorics constitutive of political identities. This book suggests a direction for a more conscious way of dealing with the political in education. As such, it will appeal to researchers, academics and postgraduate students in the fields of educational research, philosophy of education, curriculum studies, social and political theory, and theory of education."
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    Chapter 5 Historical overview of lesson study (2017)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781138604551
    Language: English
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; Educational strategies & policy ; Curriculum planning & development ; Examinations & assessment
    Abstract: This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices
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    Chapter 2 Historical overview of curriculum organisation : National control over curriculum vs. school-based curriculum development (2017)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781315709116
    Language: English
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Regional studies ; Education ; Educational strategies & policy ; Curriculum planning & development ; Examinations & assessment
    Abstract: This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices
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    The Psychology of Study Success in Universities (2017)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780367190262
    Language: English
    Pages: 1 Online-Ressource (154 p.)
    Keywords: Psychology ; Education
    Abstract: Universities around the world are under increasing pressure to maintain high levels of graduation and to make study processes as efficient as possible, with teachers and students struggling to meet the expectations placed upon them as a result. The Psychology of Study Success in Universities asks whether it is possible to meet these demands at the same time as protecting the well-being of students. Drawing on an extensive and detailed analysis of study success in universities in Finland, the authors of this thought-provoking work argue that universities should be more concerned with students’ satisfaction and place greater weight on students’ perceptions of the elements that enhance or hinder their success.The book provides a multi-dimensional picture of the student-related and teaching-related factors that promote study success. Giving voice to graduate students, including those enrolled on a PhD, the authors look at the resources that students have at their disposal in order to establish what inspires and motivates the students, what slows them down, and what kinds of experiences students have of successful studies. Määttä and Uusiautti present a wealth of high-quality research showing that good teaching and successful study processes can be secured by immediate and caring interaction, flexible and student-centred teaching and supervision, and interdisciplinary collaboration between teachers. The Psychology of Study Success in Universities is essential reading for academics, researchers and postgraduate students in the fields of education and psychology, as well as for those interested in positive psychology, student well-being and pedagogical studies
    Note: English
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    Chapter 6 Extending agency : The merit of relational approaches for Childhood Studies (2016)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    Language: English
    Pages: 1 Online-Ressource (13 p.)
    Keywords: Education ; Educational psychology ; Primary & middle schools
    Abstract: By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography. Chapter 6 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138854192_oachapter6.pdf
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    Reconceptualising Agency and Childhood : New perspectives in Childhood Studies (2016)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781315722245
    Language: English
    Pages: 1 Online-Ressource (314 p.)
    Keywords: Education ; Educational psychology ; Primary & middle schools
    Abstract: By regarding children as actors and conducting empirical research on children’s agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias. Reconceptualising Agency and Childhood is the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide. This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography. Chapter 6 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138854192_oachapter6.pdf
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    Adult Language Education and Migration : Challenging agendas in policy and practice (2015)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis | The Hague : OAPEN FOUNDATION
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    ISBN: 9781315718361 , 9781317512776 , 9781315718361 , 9780415733601 , 9780415733595
    Language: English
    Pages: 1 Online-Ressource (290 p.)
    DDC: 306.449
    RVK:
    ES 798
    Keywords: Education ; Educational strategies & policy ; linguistics ; Alan Williams ; Albert Branchadell ; Anne Whiteside ; Australian migration ; adult migrant ; Becky Winstanley ; Capable Parent project ; Catalan ; Dermot Bryers ; Douglas Fleming ; EFL ; ELF ; ESL ; ESOL ; Finnish ; green card English ; Heide Spruck Wrigley ; Heide Wrigley ; Hervé Adami ; Howard Nicholas ; immigration reform ; James Simpson ; Jeanne Kurvers ; John Lyons ; Language and Migration ; Laura Chapman ; LESLLA ; low-literate ; Marguerite Lukes ; Maria Rosa Garrido ; Electronic books ; Electronic books
    Abstract: Adult Language Education and Migration: Challenging Agendas in Policy and Practice provides a lively and critical examination of policy and practice in language education for adult migrants around the world, showing how opportunities for learning the language of a new country both shape and are shaped by policy moves. Language policies for migrants are often controversial and hotly contested, but at the same time innovative teaching practices are emerging in response to the language learning needs of today’s mobile populations. This book: analyses and challenges language education policies relating to adult migrants in nine countries; provides a comparative study with separate chapters on policy and practice in each country; focuses on Australia, Canada, Spain (Catalonia), Finland, France, Ireland, the Netherlands, the UK and the US. Adult Language Education and Migration is essential reading for practitioners, students and researchers working in the area of language education in migration contexts.
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    Rethinking Schooling (2007)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203963180 , 9780415407441 , 9781134133956 , 9781134133949 , 9781134133901
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Curriculum planning & development
    Abstract: Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the worlds of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Each of the chapters sheds fresh light on the ways of thinking the aforementioned. Themes include: classrooms and teaching pedagogy science and history education school and curriculum development students’ lives in schools. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organisational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are. Rethinking Schooling provides new futures for education and alternative ways of seeing them
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    The Changing Landscape of the Academic Profession (2006)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203959930 , 9780415976992 , 9781135508609 , 9781135508678 , 9781135508746
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Higher & further education, tertiary education ; Teacher training
    Abstract: The rapid success of for-profit colleges and universities (FPCUs) only recently has caught the attention of scholars in academe. The continuing expansion of the proprietary higher education sector has lead to fundamental questions regarding the purpose and function of FPCUs. As new technologies continue to emerge, education is becoming of increasing import to employees seeking to upgrade their skills and employers in search of individuals who possess the necessary expertise and training to help their organizations succeed. For-profit institutions challenge traditional notions of the academy--such as shared governance, tenure, and academic freedom--by utilizing administrative practices that more aptly apply to the corporate arena. Moreover, they exclusively employ non-tenure-track faculty members. This study provides a framework for understanding faculty roles and responsibilities at for profit colleges and universities. The author employs a series of in-depth interviews with 53 faculty members, from four for-profit institutions. Utilizing a cultural framework, the study explores the attitudes, beliefs, and perceptions of faculty work with particular consideration given to faculty member's non-tenure-track status, participation in decision-making activities, and academic freedom. The study examines the culture of the faculty work by asking how the profit-seeking nature of the institution affects their efforts inside and outside of the classroom. The author introduces a new component to the cultural framework that illustrates how the close ties between FPCUs and business and industry affect the nature of faculty work
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  • 78
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    The Changing Landscape of the Academic Profession : the culture of faculty at for-profit colleges and universities (2006)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203959930
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Higher & further education, tertiary education ; Teacher training
    Abstract: The rapid success of for-profit colleges and universities (FPCUs) only recently has caught the attention of scholars in academe. The continuing expansion of the proprietary higher education sector has lead to fundamental questions regarding the purpose and function of FPCUs. As new technologies continue to emerge, education is becoming of increasing import to employees seeking to upgrade their skills and employers in search of individuals who possess the necessary expertise and training to help their organizations succeed. For-profit institutions challenge traditional notions of the academy--such as shared governance, tenure, and academic freedom--by utilizing administrative practices that more aptly apply to the corporate arena. Moreover, they exclusively employ non-tenure-track faculty members. This study provides a framework for understanding faculty roles and responsibilities at for profit colleges and universities. The author employs a series of in-depth interviews with 53 faculty members, from four for-profit institutions. Utilizing a cultural framework, the study explores the attitudes, beliefs, and perceptions of faculty work with particular consideration given to faculty member's non-tenure-track status, participation in decision-making activities, and academic freedom. The study examines the culture of the faculty work by asking how the profit-seeking nature of the institution affects their efforts inside and outside of the classroom. The author introduces a new component to the cultural framework that illustrates how the close ties between FPCUs and business and industry affect the nature of faculty work
    Note: English
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    Gender and Lifelong Learning (2006)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203969533 , 9780415374842 , 9781134188628 , 9781134188611 , 9781134188574
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Gender studies, gender groups ; Education ; Open learning, home learning, distance education
    Abstract: This insightful book is ideal for students, researchers and policy makers wanting a sound overview of the critical issues of gender in lifelong learning. Asking pertinent questions relating to discourses on policy, the authors offer the reader a rare view of lifelong learning from a gender-focused perspective, filling a gap in the literature and moving current debate on into new areas. Questions addressed include: To what extent can the policy discourses and institutional contexts of lifelong learning be seen as masculinised and/or feminised? What are the gender implications of lifelong learning policy? In what ways are learners’ identities constructed through lifelong learning? Does lifelong learning provide opportunities to challenge or transgress gender binaries? What are the implications for practice?
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    Faith and Secularisation in Religious Colleges and Universities (2006)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780203007440 , 9780415359405 , 9781134241125 , 9781134241118 , 9781134241071
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Religious instruction ; Education ; Higher & further education, tertiary education
    Abstract: This book is a detailed study of higher education institutions affiliated to particular religions. It considers the debates surrounding academic freedom, institutional governance, educational policy, mission and identity together with institutions’ relations with the state and their wider communities. A wide range of institutions are examined, including: Christian, Islamic and Jewish universities in the US, Europe and the Middle East. Essentially, this volume questions whether such institutions can be both religious and a ‘university’ and also considers the appropriate role of religious faith within colleges and universities
    Note: English
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    Teenagers, Literacy and School (2006)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203015438 , 9780415364324 , 9781134220052 , 9781134220045 , 9781134220007
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Literacy ; Education ; Secondary schools
    Abstract: This unique and timely book follows the experiences of four Arabic teenagers, their families and their community, focusing on the role of literacy in their daily lives and the differences between home and school. The author looks at the conflict between expectations and practices at school and in the home, arguing that problems are inevitable where class and cultural differences exist. Emerging themes include: how literacy practices in the community are undergoing rapid change due to global developments in technology how the patterns of written and spoken language in Eng and Arabic in the home are linked with social practices in logical and coherent ways how many of the family practices that differ from school culture and language become marginalised. Built around these insightful case studies yet grounded in theory, this book is of immediate relevance to teachers working in multicultural contexts and students and lecturers in language/literacy or on TESOL courses
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    Learning Outside the Academy (2006)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780203018385 , 9780415365857 , 9781134213962 , 9781134213955 , 9781134213917
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: This book weaves together different strands of research in the area of lifelong learning that concentrates particularly on learning in alternative settings and ways, such experiential learning and informal and community learning. Drawing upon international research, the book examines how these strands of research can contribute to each other. The contributions to this book are based on material presented at a conference at the Centre for Research in Lifelong Learning, UK, and they focus on research into key issues of policy and practice in lifelong learning. Establishing a wider framework for debate about the meaning and significance of lifelong learning, this timely and thought-provoking book provides practitioners in the field with a relevant and current discussion on some very important ideas about non-formal education
    Note: English
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    Connecting Policy and Practice (2005)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780203012529 , 9780415362245 , 9781134232222 , 9781134232185
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy
    Abstract: Written by members of the International Study Association on Teachers and Teaching, the papers in this volume were presented at an international teaching conference on the issues of theory and practice. Using these contributions from experienced researchers, most of whom are practising teachers, this single volume is international in scope and context, demonstrating differences and similarities between and within countries. This detailed book is clearly split into five sections focusing on the following themes: * teacher education – professional identity, professional research, and quality of teacher education * teacher practice – basic values, ethics, and cultural scaffolding * higher education – academic motivation, discourse dissonance concerning intellectual property, self studies of teacher education practice * teacher development – the challenge to be the best teacher, the link between policy and practice, personal theory and practice in tertiary development * research and theory – reflective practice, shared democratic values, teachers as researchers
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    Teacher Thinking & Professional Action (2005)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203012505 , 9780415362238 , 9781134232307 , 9781134232291 , 9781134232253
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Examinations & assessment ; Teaching skills & techniques
    Abstract: Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners. This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections: conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education. Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought
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    Using Brainpower in the Classroom (2005)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203087138 , 9780415343824 , 9781134288656 , 9781134288649 , 9781134288601
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Teaching skills & techniques
    Abstract: This book offers a realistic, practical and accessible model to allow teachers to incorporate the best of recent brain-based research into their teaching. The five steps involve: making learning multi-sensory ensuring activities match the dominant intelligence of the learner matching types of learning to the gender of pupils using the lesson structure to fit the natural attention span of the brain managing the classroom environment to make it brain-friendly and active in supporting learning. Illustrated throughout with classroom examples from a wide range of subject areas, the book is highly practical in its focus and the ideas it contains can easily be adapted to work with all age ranges and types of school
    Note: English
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  • 86
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    Professional Values and Practice (2005)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203580530 , 9780415317269 , 9781134371464 , 9781134371457 , 9781134371419
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe what trainee teachers need to know, understand and demonstrate as they work towards Qualified Teacher Status. Each of the eight standards cover the following issues: expectations, diversity and achievement personal and professional values values in the classroom values, rights and responsibilities in the wider community the community of the school professional relationships personal and professional development professional responsibility. This practical and jargon-free guide features an extensive range of examples and suggestions for further reading, designed to help those in their early professional development
    Note: English
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  • 87
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    Adaptation of Western Economics by Russian Universities (2005)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203943311 , 9780415975094 , 9781135923327 , 9781135923310 , 9781135923273
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Higher & further education, tertiary education ; Economics
    Abstract: First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company
    Note: English
    URL: OAPEN Library: download the publication
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  • 88
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    Men and the Classroom (2005)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203420300 , 9780415335683 , 9781134308538 , 9781134308521 , 9781134308484
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues related to economic development, urbanization, the position of women in society, cultural definitions of masculinity and the values of children and childcare. Yet, amongst the media scare stories and moral panics about underachieving boys, there are surprisingly few empirically-supported answers to vital questions such as: Is the feminisation of teaching really a problem? How is the relationship of gender and teaching considered within a framework of feminist theory? What are the perceptions of students of teaching, in comparison to other professions? Why are so few men attracted to teaching? Can more men be attracted into the classroom? The authors of this groundbreaking book have undertaken the largest, most in-depth study ever carried out on this topic, in order to assess both teachers and students' views across primary education
    Note: English
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  • 89
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    Science (2005)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203020753 , 9780415363587 , 9781134226849 , 9781134226832 , 9781134226795
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Teaching of students with English as a second language (TESOL) ; Science: general issues
    Abstract: In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach. Divided into three sections the book covers: framing the subject - defining subject knowledge and focusing on questions about science as a school subject teaching the subject - looking at pedagogical, curricular and pupil knowledge science within the professional community - focusing on the place of science within the wider curriculum and the teaching community. This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support
    Note: English
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  • 90
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    Meeting the Standards in Primary ICT (2004)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203464243 , 9781138159938 , 9781134581467 , 9781134581450 , 9781134581412
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Curriculum planning & development ; Careers guidance
    Abstract: This practical guide to using ICT in the primary classroom addresses all the concerns of student teachers and provides plenty of ideas and advice on how to incorporate ICT into classroom practice on a daily basis. The authors bring together theory and practice to help prospective and new teachers acquire and develop the skills required for using ICT effectively. Meeting the Standards in Primary ICT is split into three sections which will: help assess the readers' ICT skills, knowledge and understanding discuss ways of incorporating ICT for teaching across the primary curriculum help the reader to think about ICT and their own professional learning and development. This book will be an invaluable resource for all student teachers on primary training courses, lecturers and mentors supporting trainees on these courses and newly qualified teachers (NQTs)
    Note: English
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  • 91
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    Power to Teach (2004)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203507285 , 9780713002270 , 9781135783815 , 9781135783808 , 9781135783761
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: This book illustrates hitherto unexamined connections between the present state of teacher education in the UK and past models of practice. It locates contemporary debates within ongoing historical tensions over what constitutes a sound and proper start to a career in teaching. Questions as to the constituents of a professional training, the essential skills, knowledge and attitudes desired of an effective teacher, the most suitable locus of expertise, the relative roles of participants, and the balance of theory and practice lie at the heart of this book. The book reviews apprenticeship and teach-exemplar models of training, expert-novice relationships, model and demonstration teaching, school-based practice and the elaboration of core pedagogical principles in educational debate and research. These developments are assessed against recent initiatives in ITT, such as partnership models of ITT, school-based mentoring, advanced skills teaching, training schools, a standards-driven model of assessment for student teachers and models of effective teaching. Central to the book is the concept of the power to teach. By reclaiming this notion, the book offers challenging new perspectives on current policy and practice in teacher education today and adds to existing histories of teacher training of the past
    Note: English
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  • 92
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    Extending Educational Reform (2002)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203993965 , 9780415240697 , 9781134550739 , 9781134550722 , 9781134550685
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy
    Abstract: In an effort to improve student achievement, thousands of US schools have adopted school reform models devised externally by universities and other organizations. Such models have been successful in improving individual schools or groups of schools, but what happens when educational reform attempts to extend from one school to many? Through qualitative data from several studies, this book explores what happens when school reform 'goes to scale'. Topics covered include: *why and how schools are adopting reforms *the influence of the local context and wider constraints on the implementation of reform *teachers and principals as change agents in schools *the evolution of reform design teams *the implementation, sustainability and expiration of reform, and its impact on educational change Each chapter concludes with guidelines for policy and practice. This book will be of interest to educational leaders and staff developers, educational researchers and policy makers, in the US and internationally
    Note: English
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  • 93
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    Modern Languages Across the Curriculum (2002)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203167175 , 9780415254823 , 9781136850738 , 9781136850806 , 9781136850875
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education ; Curriculum planning & development
    Abstract: This book sets out the agenda for the future of modern language teaching in schools. It aims to look beyond the dominant methods of second language teaching to a new approach emphasising the integration of language learning within the wider curriculum. Through research and case studies from the UK, France, Spain, Italy, Germany, Belgium and Finland, the book shows how teachers and policy makers are increasingly moving towards a system where second languages are taught through other curriculum subjects, rather than alongside them. Key areas covered are: * recent trends and issues in the teaching and learning of modern foreign languages * the rationale for integrating languages across the curriculum * how cross-curricular language teaching is developing across Europe * practical materials and useful ideas for teachers and policy makers This timely book will interest all foreign language teachers, particularly those on in-service or higher level degree courses. It will also be useful reading for student teachers and educators, and policy makers, internationally
    Note: English
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  • 94
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    Truancy (2002)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203018019 , 9781138466258 , 9781134476329 , 9781134476312 , 9781134476275
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Truancy: Short and Long-term Solutions is a practical and accessible guide to dealing with the problem of truancy and non-attendance. It is the first book on the issue to actively focus on solutions to the problem, rather than the causes. Full of practical examples of the latest ways in which schools, teachers, education welfare officers and LEAs try to overcome their attendance difficulties. Ken Reid identifies nearly 120 short-term solutions as well as several long-term strategic approaches. The book also considers parental-condoned absenteeism, alternative curriculum schemes and mentoring, while the final chapter presents some strategic issues which policy-makers and politicians need to overcome. This book provides all teachers, deputy heads, head teachers, education welfare staff, social workers, learning mentors and other caring professionals with a repository of up-to-date ideas and solutions. It is essential reading for anyone involved in addressing the challenge of truancy
    Note: English
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  • 95
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    Teachers' Work in a Globalizing Economy (2000)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203979693 , 9780750709620 , 9781135700300 , 9781135700294 , 9781135700256
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers accommodate, resist or redefine their working circumstances, and explores methods researchers might employ in order to increase our understanding and knowledge of the effect of globalization on teaching
    Note: English
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  • 96
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    500 ICT Tips for Primary Teachers (1999)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203016701 , 9781138179301 , 9781135727819 , 9781135727802 , 9781135727765
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Information and Communications Technology (ICT) has been the focus of much debate and development within education, especially in the primary sector. This text offers tried and tested ideas for using IT effectively across the whole primary curriculum
    Note: English
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  • 97
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    Education in Scotland (1998)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203974841 , 9780415158350 , 9781134726011 , 9781134726004 , 9781134725960
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Education in Scotland is markedly different from what happens in the rest of the UK - with a different National Curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the UK education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the Eng system. Chapters cover: * administration and management * the professional competence of teachers * early years education provision * the 'National Curriculum' in Scotland * Secondary Education * Special Educational Needs
    Note: English
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  • 98
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    Education in Scotland : Policy and Practice from Pre-School to Secondary (1998)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203974841
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Education in Scotland is markedly different from what happens in the rest of the UK - with a different National Curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the UK education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the Eng system. Chapters cover: * administration and management * the professional competence of teachers * early years education provision * the 'National Curriculum' in Scotland * Secondary Education * Special Educational Needs
    Note: English
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  • 99
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    Professional Competence And Higher Education (1996)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203973165 , 9780750705561 , 9781135716547 , 9781135716530 , 9781135716493
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company
    Note: English
    URL: OAPEN Library: download the publication
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  • 100
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    Consorting And Collaborating In The Education Market Place (1996)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780203973967 , 9780750704496 , 9781135792350 , 9781135792343 , 9781135792305
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: This text offers descriptions and analyses of some of the different ways in which schools and other educational institutions have started to establish new collaborative relationships in today's competitive educational marketplace. Using case studies, the book describes examples of such collaborative structures.; Educational consortia have been established as a vehicle for professional and curriculum development, as a source of mutual support and as a condition of mutual survival. As the "LEA monopolies" have been forced to shed many of their traditional functions or schools have opted out, schools have found it necessary to re-create parts of their collaborative structures out of sheer self- Interest.; For Some Educators Who Continue To Be Attached To Notions Of "an educational service" and professional collegiality in the provision of such a service, inter-institutional collaboration becomes seen as something to be valued independently of the instrumental benefits which it provides. For this variety of reasons, consortium working and collaborative structures seem set to develop in spite of, or as a necessary antodote to, educational markets. Understanding the role and operation of such structures is a necessity for educational managers in all parts of the educational service
    Note: English
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