ISBN:
9780750710039
Language:
English
Pages:
Online-Ressource (370 p)
Parallel Title:
Print version Institutional Issues : Pupils, Schools and Teacher Education
DDC:
306.43
Keywords:
Electronic books
Abstract:
Volume II considers values and culture at the institutional level. What constitutes a good 'whole school' approach in this arena? The book discusses key issues and reports on whole-school initiatives around the world
Description / Table of Contents:
Book Cover; Half-Title; Title; Copyright; Contents; Contributors; Editors' Foreword; Part One Pupils and Teachers; 1 Understanding the Diversity of Diversity; Notes; References; 2 Shock, Self-doubt and Rising to the Challenge: Non-Aboriginal Teachers Learn about Aboriginal Values; 'How shall we educate Aboriginal people?'; Different policies, unchanged values; Dilemmas for teacher-educators; Students' responses; Six months later: daily realities; Conclusion; Acknowledgements; Note; References
Description / Table of Contents:
3 The Pupil Control Ideology of Teachers in Culturally Diverse Settings: The Case of Arab and Jewish Teachers in Israeli Public Secondary SchoolsIntroduction; Theoretical background; Custodial orientation; Humanistic orientation; Some research findings; The study; Method; The Sample; Instrumentation and data analysis; Results; Discussion; References; 4 The Kibbutz Children's Society and Cultural Diversity: Lessons from the Past and Present; Introduction; Historical background: the growth of communal education frameworks; The main children's society activities in the kibbutzim
Description / Table of Contents:
The children's society-local framework to regional associationChildren's societies as the basis of kibbutz youth movements: from separate units to nationwide affiliation; Education for work as a children's society activity; Integrating outside children and youth groups; The children's society and kibbutz educational ideals: Failings and conclusions; 1 Education of the individual child as a point of departure; 2 Educational environment, educational teaching and close, continuous community links; 3 Bringing in participants in the educational process
Description / Table of Contents:
4 Combining studies, formal and nonformal, with social life and work5 Active individual and group learning, interdisciplinary emphasis; 6 The democratic school-student and teacher autonomy; Conclusion: what can be learned from multi-cultural values education at the kibbutz children's society?; 1 Nonformal social education in the school and outside it; 2 The local or regional children's society; 3 Social education for all and/or selecting an elite (i.e. semi- or completely nonformal social education); 4 A role for the children's society in studies and work, or just a social role
Description / Table of Contents:
5 Children's and youth societies: a school or community responsibility6 The total residential framework as against the day school; 7 Activities for children, adolescents and young adults; 8 Combined or separate authorities in children's society education for democracy; 9 Loose and open structure or institutionalized children's society; 10 Protecting insiders or opening up; References; 5 Adolescence, Education and Personal Values in Five Cultures; Introduction; Adolescence and education in Europe and The United States; The 'invention' of adolescence-Jean Jacques Rousseau
Description / Table of Contents:
Nineteenth-century developments-the English public schools
Note:
Description based upon print version of record
Permalink
