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  • MPI Ethno. Forsch.  (189)
  • [Erscheinungsort nicht ermittelbar] : Taylor & Francis  (189)
  • Education  (189)
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  • 1
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    Online Resource
    Developing a Didactic Framework Across and Beyond School Subjects : Cross- and Transcurricular Teaching (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003367260 , 9781032433202 , 9781032434292
    Language: Undetermined
    Pages: 1 Online-Ressource (269 p.)
    Series Statement: Routledge Research in Education
    Keywords: Education ; Curriculum planning & development ; Secondary schools ; Philosophy & theory of education
    Abstract: Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use
    Note: English
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  • 2
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    Chapter 3 Droit de cité : The Digital Lab as Digital Milieu (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Abstract: When King’s Digital Lab was established in late 2015 it was conceived as both a craft factory (working with colleagues to produce digital outputs) and a technical experiment (a site where the intersection of technology and the humanities could be explored). Significant progress has been made on both of those fronts: dozens of projects have been enabled, operational white papers have been shared, and research outputs have explored the intellectual and philosophical aspects of the laboratory environment. It is now possible to move beyond the techniques that enabled this success and use insights from the philosophy of technology to explore long-standing concerns about the role of technology in society. In doing so, the laboratory would become an applied techno-philosophical experiment. More radically, it could rehabilitate the use of technical objects in the humanities and reject technophobia as not only unproductive but unethical. Technical (digital) objects could thus be accorded droit de cité in the field of the humanities. This perspective fits well with emerging work in the humanities that highlights the history of the field, its relationship to modelling, the indeterminacy of computer technology, and the potential for human-machine relations to be reconciled through aesthetics
    Note: English
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  • 3
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    Chapter The Promise of Laboratories : An Introduction to Digital Humanities Laboratories in the 21st Century (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Abstract: This book is about digital humanities laboratories, places where the humanities take up new digital and computational technologies for teaching and research, which often grow out of—or turn into—other contemporary labs configurations: research software engineering labs, digital heritage labs, feminist labs, and social labs. In this introduction, the editors present the goal of the volume, which is to discuss the concept of a laboratory in digital humanities from a broad range of perspectives: epistemological, infrastructural, technological, and socio-cultural. This book offers a reflection on how to interrogate the organisational structures of digital humanities, how to reimagine a “critical laboratory” with great sensitivity towards racial, gender, and indigenous issues, and what can be offered to other humanities fields interested in laboratories (e.g., science and technology studies, media studies, and cultural heritage studies). Laboratories have become an important lens for investigating the development of the field of digital humanities and its connections with science, technology, industry, and society, drawing on interdisciplinary approaches from science and technology studies, infrastructure studies, philosophy of technology, feminism, postcolonial studies, and critical digital pedagogy. This collection aims to pave the way toward “laboratory studies” as a new research direction in digital humanities
    Note: English
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  • 4
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    Chapter 17 Researching Family Lives, Schooling and Structural Inequality in Rural Punjab : The Power of a Habitus Listening Guide (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This chapter advances a novel theoretic-methodological approach to the analysis of qualitative data. The aim is to achieve a deeper understanding of the relationship between social inequality and educational outcomes in post-colonial rural Southern contexts. It operationalises the Habitus Listening Guide (Arnot & Naveed, 2014) derived from Bourdieu’s theory of cultural reproduction and contemporary narrative theory. The chapter describes the application of four listenings using a dialogic, multi-layered, analysis of interview transcripts. It uncovers the polyphonic voices of four members of Munawar Hussain’s family, describing the impact of the rural social structure on their educational and occupational biographies. Inter-narrativity is generated through repeated listenings of the social structure, of paired father-mother and son-daughter and then of father-son and mother-daughter narratives, and a final mythic-ritual listening which makes audible when religious beliefs are called into play. These beliefs either contribute to the maintenance of poverty and social inequality, and yet inspire strategies to disrupt power structures through education as a religious duty. Each listening reveals the dialectic relationship between the hierarchal post-colonial social order and its school system, and the family’s gendered and generational educational aspirations, strategies, and outcomes
    Note: English
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  • 5
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    Chapter Foreword : Reimagining Education Research Practices – from the South to North (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (6 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
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  • 6
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    Chapter 1 Recentring, Reframing and Reimagining the Canons of Educational Research (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This chapter reviews the current canons of educational research and considers how they can be uncoupled from hegemonic knowledge paradigms which privilege Northern contexts. It outlines contributions from decolonial thinking and Southern theory and shows what must change if new epistemologies and ontologies are to emerge. It focuses on Southern epistemologies that illuminate ways of researching education in Southern contexts by students from the South researching their own contexts, and those trained in the North but researching Southern contexts. We consider critically the ways in which qualitative and quantitative research into structures, processes, and interactions have been challenged historically and the contemporary debates about whether, and if so how, such ethical and practical approaches can be transferred and be of value within Global South societies. Important insights are provided by experienced education researchers tackling the challenge of creating, identifying, or adapting research ethics, methods of data collection, and forms of data analysis
    Note: English
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  • 7
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    Early Childhood Language Education and Literacy Practices in Ethiopia : Perspectives from Indigenous Knowledge, Gender and Instructional Practices (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003424956 , 9781000985894 , 9781032544564 , 9781032534428
    Language: Undetermined
    Pages: 1 Online-Ressource (214 p.)
    Series Statement: Routledge Research in Language Education
    Keywords: Education ; Primary & middle schools ; Teaching of students with English as a second language (TESOL)
    Abstract: This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly
    Note: English
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  • 8
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    Effective Use of Collective Peer Teaching in Teacher Education : Maximizing Student Learning (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003403586 , 9781003817826 , 9781032517261 , 9781032513461
    Language: Undetermined
    Pages: 1 Online-Ressource (144 p.)
    Series Statement: Routledge Research in Teacher Education
    Keywords: Education
    Abstract: Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers. Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea. This book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes
    Note: English
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  • 9
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    Real-Life Decision-Making (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003406709 , 9781000936896 , 9781032524399 , 9781032524382
    Language: Undetermined
    Pages: 1 Online-Ressource (140 p.)
    Keywords: Education ; Management decision making ; Human-computer interaction ; Artificial intelligence
    Abstract: Have you ever experienced a decision situation that was hard to come to grips with? Did you ever feel a need to improve your decision-making skills? Is this something where you feel that you have not learned enough practical and useful methods? In that case, you are not alone! Even though decision-making is both considered and actually is a very important skill in modern work-life as well as in private life, these skills are not to any reasonable extent taught in schools at any level. No wonder many people do indeed feel the need to improve but have a hard time finding out how. This book is an attempt to remedy this shortcoming of our educational systems and possibly also of our common, partly intuition-based, decision culture. Intuition is not at all bad, quite the contrary, but it has to co-exist with rationality. We will show you how. Methods for decision-making should be of prime concern to any individual or organisation, even if the decision processes are not always explicitly or even consciously formulated. All kinds of organisations, as well as individuals, must continuously make decisions of the most varied nature in order to prosper and attain their objectives. A large part of the time spent in any organisation, not least at management levels, is spent gathering, processing, and compiling information for the purpose of making decisions supported by that information. The same interest has hitherto not been shown for individual decision-making, even though large gains would also be obtained at a personal level if important personal decisions were better deliberated. This book aims at changing that and thus attends to both categories of decision-makers. This book will take you through a journey starting with some history of decision-making and analysis and then go through easy-to-learn ways of structuring decision information and methods for analysing the decision situations, beginning with simple decision situations and then moving on to progressively harder ones, but never losing sight of the overarching goal that the reader should be able to follow the progression and being able to carry out similar decision analyses in real-life situations. 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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  • 10
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    Research with International Students : Critical Conceptual and Methodological Considerations (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003290803 , 9781032269825 , 9781032269832
    Language: Undetermined
    Pages: 1 Online-Ressource (302 p.)
    Series Statement: Internationalization in Higher Education Series
    Keywords: Higher & further education, tertiary education ; Education
    Abstract: This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities. Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic. Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings
    Note: English
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  • 11
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    Discursive Thinking Through of Education : Learning from Those Who Transform the Universe (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003450726 , 9781000993998 , 9781032585819 , 9781032585802
    Language: Undetermined
    Pages: 1 Online-Ressource (176 p.)
    Series Statement: Routledge International Studies in the Philosophy of Education
    Keywords: Philosophy & theory of education ; Social & political philosophy ; Education
    Abstract: This book is a contribution to the philosophical discourse on education. Education is considered a tool of philosophy. Education (paideia) and politics (politeia) are equal in importance for building a sustainable society free from feud and unhappiness. Discursive thinking through of education is based on Plato’s dialogues and the results of epistemological, metaphysical and ethical research in the fields of cosmology, sociology and neuroscience. The author demonstrates the potential of the threefold scheme of philosophy, a Platone philosophandi ratio triplex, for ordering individual and collective discourse and way of life in strict accordance with the intelligible complexity of the expanding cosmos. An essential read for students and scholars interested in the crossroad between education and philosophy
    Note: English
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  • 12
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    Chapter 13 Swedish teachers’ digital competence – infrastructures for teaching and working (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781032409863 , 9781032409870
    Language: Undetermined
    Pages: 1 Online-Ressource (14 p.)
    Keywords: Education ; Open learning, home learning, distance education
    Abstract: Swedish teachers’ digital competence refers to aspects of teaching as well as teachers’ work in a broader context. In this chapter, 19 Swedish teachers’ digital competence is analyzed as infrastructures for teaching and working, thereby setting digital competence in the context of teachers’ work in and out of the classroom. This chapter contributes to an understanding of how contextual factors of teachers’ digital competence relate to infrastructures for teaching and working and illuminates how contributing to teachers’ digital competence is both an individual and a collective responsibility. The analysis highlights the challenges that teachers face and suggests how these can be understood and conceptualized in relation to individual and structural levels of schooling, and to teaching and working infrastructures
    Note: English
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  • 13
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    The Fabrication of the Autonomous Learner : Ethnographies of Educational Practices in Switzerland, France and Germany (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003379676 , 9781032460079 , 9781032460086
    Language: Undetermined
    Pages: 1 Online-Ressource (238 p.)
    Keywords: Educational psychology ; Philosophy & theory of education ; Educational strategies & policy ; Education
    Abstract: This book provides a thorough and detailed analysis of how the figure of the ‘autonomous learner’ shapes educational practices. It unpacks the impact of current educational reform discourse that focuses on the individual pupil as a learner, while neglecting the social dimensions of classroom practices. In view of the yet unknown requirements of the knowledge economy, students are demanded to take more responsibility for their learning and to become self-reliant, independent, lifelong learners. In turn, teachers are asked to tailor education to the individual needs of their students and to foster their individual learning trajectories. Based on in-depth fieldwork and long-term observation of interactions in classrooms and other scholastic settings, scholars from three European countries – France, Germany and Switzerland – show how the translation of the figure of the ‘autonomous learner’ into classrooms is shaped by distinct cultural traditions. Chapters analyse teaching routines and conceptions of self-reliance involved in autonomy-oriented settings and discuss how these change the sociality of the classroom. They scrutinize how autonomy is used to differentiate between students and how it contributes to the reproduction of social inequality. The book brings into dialogue two neighbouring research traditions that research autonomous learning from a sociological perspective and which have largely ignored each other until now. In so doing, the contributions engage a critical perspective for a careful empirical analysis in order to better understand what is being done in the name of autonomy. Providing insight into the many facets of developing and nurturing self-standing pupils across various educational contexts, this is ideal reading for scholars in the field of education, as well as teachers and decision-makers across the educational sector
    Note: English
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  • 14
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    International Students from Asia in Canadian Universities : Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781000930801 , 9781003329800 , 9781032360072 , 9781032360065
    Language: Undetermined
    Pages: 1 Online-Ressource (296 p.)
    Series Statement: Routledge Studies in Global Student Mobility
    Keywords: Education ; Higher & further education, tertiary education
    Abstract: This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies
    Note: English
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  • 15
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    Digitalization and Digital Competence in Educational Contexts : A Nordic Perspective from Policy to Practice (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409863 , 9781032409870 , 9781003355694
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Open learning, home learning, distance education ; Digital competence, teachers, infrastructures for teaching and working, challenges
    Abstract: Digital competence, teachers, infrastructures for teaching and working, challenges
    Note: English
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  • 16
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    Educational Research Practice in Southern Contexts : Recentring, Reframing and Reimagining Methodological Canons (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003355397 , 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy ; Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
    Abstract: Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource with which to challenge the conventional canons of educational research theory and practice. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes and field work practices which are often unproblematically assumed to be universally relevant
    Note: English
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  • 17
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    Digital Humanities and Laboratories : Perspectives on Knowledge, Infrastructure and Culture (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781003185932 , 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (310 p.)
    Series Statement: Digital Research in the Arts and Humanities
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures ; Education ; Teaching of a specific subject ; Library and information services ; Higher education, tertiary education ; Educational equipment and technology, computer-aided learning (CAL) ; Economic systems and structures ; Digital humanities laboratory; computational lab; laboratory studies; interdisciplinarity; collaboration; infrastructure; epistemology; research software engineering; postcolonial; feminist pedagogy
    Abstract: Digital Humanities and Laboratories explores laboratories dedicated to the study of digital humanities (DH) in a global context and contributes to the expanding body of knowledge about situated DH knowledge production. Including contributions from a diverse, international range of scholars and practitioners, this volume examines the ways laboratories of all kinds contribute to digital research and pedagogy. Acknowledging that they are emerging amid varied cultural and scientific traditions, the volume considers how they lead to the specification of digital humanities and how a locally situated knowledge production is embedded in the global infrastructure system. As a whole, the book consolidates the discussion on the role of the laboratory in DH and brings digital humanists into the interdisciplinary debate concerning the notion of a laboratory as a critical site in the generation of experimental knowledge. Positioning the discussion in relation to ongoing debates in DH, the volume argues that laboratory studies are in an excellent position to capitalize on the theories and knowledge developed in the DH field and open up new research inquiries. Digital Humanities and Laboratories clearly demonstrates that the laboratory is a key site for theoretical and critical analyses of digital humanities and will thus be of interest to scholars, students and practitioners engaged in the study of DH, culture, media, heritage and infrastructure
    Note: English
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  • 18
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    Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (29 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students' left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability
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  • 19
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    Chapter 1 The challenges of expansion and democratization of education : A historical look at school exclusion in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (32 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: The history of public education in Haiti has been characterized by an idealistic notion of extending the enlightenment of education throughout the country. This notion is reflected in the establishment of an important legal arsenal which, since the 19th century, has defined three main principles of the Haitian school system. These three principles have been a constant throughout the history of the country. They were intended to promote the expansion and democratization of schools in Haiti. Overshadowed by academic liberalism, the principles of free and compulsory education remain, however, merely an illusion for the majority of the country's children. Despite pompous speeches from its political leaders, Haiti has failed to catch up with the expansion and democratization of schools. Its educational system faces many challenges, including the problem of access to school, the lack of physical infrastructure and the shortage of qualified teaching staff. These challenges have extended the exclusion and inequality which stem from the contempt of the Haitian elites for the education of the people, in particular those in the countryside, and in an economic model based on food, not industry
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    Chapter 8 Learning of written language : A study focused on a group of deaf and hard-of-hearing students in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (29 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: The deaf and hard-of-hearing sometimes experience constraints that differ from those of hearing people; plus, when this physiological state (deafness) coincides with other disorders, learning to write becomes exceptionally difficult. The main interest of this chapter includes the strategies that hard-of-hearing and deaf (non-hearing) children devise to learn to write and how they use writing in the development of knowledge in the Haitian context. It is a matter of understanding how these children manage to learn to read and write, and of analyzing impacts of judgements on their school performances. As deafness, seen in particular from the angle of sensorimotor disorder is described as phenomenon that impose social specific limitations on children, this chapter is to study the impacts of pedagogical practices on the learning process of written language. The deafness as a characteristic of a community of people that are culturally and linguistically different community, is notably studied
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    Chapter 3 Representation of children with disabilities and cognitive justice in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (27 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: It is a well-known fact that the Haitian education system is marked by school segregation as a corollary of social segregation (Joint, 2008; Tardieu 2017; Abraham, 2019). This system of educational apartheid maintains the structural exclusion of disadvantaged and vulnerable children from quality education. In other words, it maintains the learning gap between children from urban and rural areas; between learners from upscale neighborhoods and those from slums; between those of 'well-educated' parents and those of uneducated and impoverished parents. But what about children with disabilities? What kind of reception or educational relationship is provided in the education system for children with physical disabilities or learning disabilities? The results of this research mainly revolve around four key notions, namely: social representations, the social model of disability, pedagogical relations and cognitive justice. They highlight the weight of the social representations of people with disabilities on the forms of educational relationships built and practiced at school. While expectations are high in terms of human resources and adapted teaching materials, this study reveals that all public education policies guided by the principles of inclusion and cognitive justice must act upstream on the underlying thought patterns. These constitute deep obstacles to the intellectual and social emancipation of children with disabilities
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    Invention Pedagogy - The Finnish Approach to Maker Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287360 , 9781032251974 , 9781032262505 , 9781000810028
    Language: Undetermined
    Pages: 1 Online-Ressource (304 p.)
    Series Statement: Routledge Research in STEM Education
    Keywords: Teaching of students with English as a second language (TESOL) ; Education
    Abstract: This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly
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    Justice, Education, and the World of Today : Philosophical Investigations (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003327332 , 9781032355351 , 9781032355368
    Language: Undetermined
    Pages: 1 Online-Ressource (263 p.)
    Series Statement: Routledge International Studies in the Philosophy of Education
    Keywords: Education ; Higher & further education, tertiary education ; Philosophy & theory of education
    Abstract: This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. 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. Funded by University of Oslo
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    Chapter 6 Negotiating the Arabic and English Space in UAE Higher Education : The Ownership of English in the English-Medium Instruction Context (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (25 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context
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    Chapter 13 Reflective Practice : Professional Learning for Faculty at an EMI Institution in the UAE (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: A key element in bringing long-term change in teacher practice is engaging teachers in reflection. While being a reflective practitioner is an important part of being an educator, using systematic reflection to help improve teaching practice requires training and mentorship. This chapter describes a professional development programme that utilised the Scholarship of Teaching and Learning framework in an English as a Medium of Instruction university in the United Arab Emirates. The programme aimed to raise awareness among faculty of the benefits of reflective practice and guide them through the process of designing their own classroom interventions to help measure the extent to which their teaching strategies and materials were effective in supporting students successfully attain their learning outcomes. Measures of impact are presented, while three case studies from faculty members who attended the Scholarship of Teaching and Learning programme are used to further illustrate the effect of the programme on teaching practice. The chapter concludes with tips on how to implement a Scholarship of Teaching and Learning programme to provide faulty in a multinational higher education institution with transformative professional development
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    Chapter 2 Current discussions on plurilingual pedagogy: Language learning implications in the Arabian Peninsula (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032326450 , 9781032326467
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Education ; linguistics
    Abstract: English Medium Instruction within higher education is in continuous change as it evolves to meet the needs of both faculty and students. In this chapter, the focus is on highlighting the “transformative” aspects of adopting plurilingual and translanguaging pedagogy to improve language learning, especially in countries within the Arabian Peninsula where English is not the first language. The chapter also sheds light on how instructors could be provided with theoretical frameworks that help them cater to the various multilingual backgrounds brought to the learning environment by the students, which, in turn, impact the design and implementation of teaching activities. These activities could involve plurilingual and translanguaging practices, which at times gather negative perceptions. Therefore, this chapter also examines the reasons for acceptance and the tensions faced by educators when transitioning into new pedagogical practices, highlighting the practical implications of plurilingualism and translanguaging to assist English language in education in countries within the Arabian Peninsula. The goal here is to serve the social and educational transformation of current models of bi/multilingual education in these countries
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    Chapter New Lenses : An Introduction to Innovations in Peace and Education Praxis (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: In this chapter, the editors provide an overview of Innovations in Peace and Education Praxis. First, the chapter situates the book within the peace and education literatures. Drawing attention to calls for transdisciplinary scholarship and new lenses for peace education praxis, this chapter highlights how the book seeks to navigate through existing absences in the field, interrogate limits, open space for new and generative work, and reflect on their implications for scholars, researchers, students, practitioners, and educators. Second, the chapter reviews how the edited collection was developed, the influence of the Cambridge Peace and Education Research Group (CPERG), and why the process of creation was as important as the final product. Third, the chapter outlines the book’s theoretical contributions to peace and education including its examination of transdisciplinary scholarship, praxis beyond binaries and rooted in ontological justice, second-order reflexivity, and an expansion of epistemological horizons beyond cognitive-centred modes of knowledge and representation. Finally, the chapter introduces each of the subsequent ten chapters that follow. The editors argue the new lenses brought forward do not offer templated answers but rather a constellation of insights, questions, challenges, and innovative examples of praxis which might help us collectively imagine new paths forward
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    Brokering in Education Research-Practice Partnerships : A Guide for Education Professionals and Researchers (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003334385 , 9781032358758 , 9781032368993
    Language: Undetermined
    Pages: 1 Online-Ressource (269 p.)
    Keywords: Organization & management of education ; Educational strategies & policy ; Education ; Teacher training
    Abstract: Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation
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    Reimagining Innovation in Education and Social Sciences : Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022), September 10-11, 2022, Surabaya, Indonesia (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003366683 , 9781000911336 , 9781032432939 , 9781032432977
    Language: Undetermined
    Pages: 1 Online-Ressource (412 p.)
    Keywords: Education
    Abstract: Certainly, the pandemic has affected several aspects of life. Several modifications have been made and are now continuing. The number of innovations has expanded substantially, particularly in the fields of education and social sciences. Innovations are produced by educators, scientists, and professionals. These innovations must be distributed to aid the development of society in the sphere of education and beyond. After the eradication of the disease, we shall assist one another in conquering it and then develop and prosper together. This volume contains the works of educators, researchers, practitioners, and academics presenting the most recent research results, issues, and practical difficulties and solutions found in the domains of Education, Cultural Studies, Applied Linguistics, and Community Services. Reimagining is a creative method to approach or address challenges associated with innovation in the fields of education, cultural studies, applied linguistics, community services, or social sciences. Due to the topic areas covered in this proceeding, it is appropriate for instructors, researchers, practitioners, and academics who specialize in the aforementioned subjects. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Funded by Universitas Negeri Surabaya, Indonesia
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    Chapter 5 English-Medium Instruction in Emirati Higher Education : The Importance of Choice and Agency (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: This chapter begins by providing an overview of the many educational reforms which have taken place in the United Arab Emirates within its short history as a nation. Pushed forward by neoliberalism and globalisation, such reforms have largely focused on increasing amounts of English-medium instruction at all levels of education. In the United Arab Emirates, not only does English dominate teaching and learning, but its ‘de facto lingua franca’ status in public domains has led to heated debates centred around the effects of ‘Englishisation’ on the Arabic language, as well as its impact on local cultural identities. The chapter discusses the concept of agency with reference to student and teacher roles in English-medium instruction settings. Specifically, the sociolinguistic implications of English-medium instruction for Arabic-speaking university students are explored. It is argued that often structural constraints such as ‘English only’ classroom policies reinforce monolingual ideologies, with English also acting as a gatekeeper to academic success, so that naturally occurring translingual practice is deprecated. Referencing previous research, the chapter will conclude by advocating the need for increased choice and agency surrounding English-medium instruction in order for educational experiences to be empowering rather than subtractive
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    Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105
    Language: Undetermined
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education
    Abstract: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
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    Chapter 3 The Future Isn’t What It Used to Be! Revisiting the Changing World of Work After Covid- 19 (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Abstract: This chapter explores the future of work. It argues that while predicting the future is very difficult, this has not prevented a wide variety of commentators from seeking to make such predictions. Covid-19 has resulted in a substantial reimagining of the future of work. Prior to the pandemic, the future was imagined as one of automation, digital technology, globalisation, and the reduction in the utility of human beings unless they could increase their adaptability and flexibility. After the pandemic, the future of work is characterised in terms of a shift to remote working practices, accelerating technological change, growing unemployment, and inequality. Such changes have led commentators to call for increased government engagement in the economy and the workplace, and for new thinking and investment from businesses to manage the changes. Such shifts and changes, if they come to pass, require an active and robust response from career educators. Educators should encourage students to view predictions about the future critically, to recognise their contingency and support them to take both individual and collective action to shape the future
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    Taming the Wild Horse of Shadow Education : The Global Expansion of Private Tutoring and Regulatory Responses (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003318453 , 9781032331560 , 9781032331553
    Language: Undetermined
    Pages: 1 Online-Ressource (171 p.)
    Keywords: Education
    Abstract: Zhang analyses the phenomenon of private supplementary tutoring from a global perspective. The expansion of such tutoring alongside schooling is among the striking global shifts since the turn of the century. In many countries over half of the relevant cohorts of children receive private tutoring, with that proportion in some locations exceeding 80%. The sector has far-reaching implications for social inequalities, (in)efficiencies in educational processes, study burdens on students, family finances, innovation, and employment. Yet greatly-needed government regulations have typically been slow to catch up with the phenomenon. Commentary in the volume juxtaposes countries with strong regulations with counterparts having weak regulations. Conceptually, the book considers forces changing the roles of multiple stakeholders, including governments, entrepreneurs, teachers, families and students. A useful read for students and researchers interested in comparative education and governance
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    Chapter Afterword : Reflections on a Post/Critical Peace Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of ‘peace’ as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and criticality. Contributing new knowledge to peace and education, this volume will be of great interest to academics, post-graduate students and researchers in the field of peace education, peace studies and development studies
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    Chapter 4 Language Policies and Ideologies in Qatar : Is Resistance to English-Medium Instruction the Right Resistance? (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: Neoliberalism, globalisation, and English language hegemony have contributed to the adoption of Western “travelling policies” in the Arab Gulf states, such as building knowledge-based economies and the implementation of English-medium instruction in schools and universities. In Qatar, as well as in other Arab Gulf states like the United Arab Emirates, this has led to ideologies of English-medium instruction and Arabic-medium instruction being in competition with each other. The result of these ideologies in Qatar has been several abrupt shifts between English-medium instruction and Arabic-medium instruction in language policies for government schools and the leading national university, and other broader efforts to preserve and promote the Arabic language. This chapter first provides an overview of the macro sociolinguistic situation and the roles, status, and functions of English in Qatar. It then describes the shifts between English-medium instruction and Arabic-medium instruction in language policies and implications for cultural and linguistic identities in Qatar. Finally, the chapter reflects on Qatar’s strong resistance to EMI among the Arab Gulf states and the future of English-medium instruction and Arabic-medium instruction in the country
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    Chapter 9 Neither Online, Nor Face-To-Face, But Integrated Career Guidance: Introducing New Ways of Engaging Undergraduate Students in Career Learning and Reflective Careering (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Abstract: This chapter sets out the integrated guidance approach and explores its potential to transform the way in which career education and guidance is delivered in higher education. Integrated guidance is an approach which makes effective use of digital technologies. It is comprised of an ontological basis informed by critical social justice, a pedagogic basis informed by social learning theories and an approach to instructional design which explores the affordances offered by different technologies and approaches and sequences them using pedagogic models derived from Salmon and others. The approach is illustrated by a detailed hypothetical case study which is returned to repeatedly throughout the chapter
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    Chapter Introduction : What is learning engineering? (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032208503 , 9781032232829
    Language: Undetermined
    Pages: 1 Online-Ressource (22 p.)
    Keywords: Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Open learning, home learning, distance education
    Abstract: This introduction to the book provides a conceptual and historical overview of learning engineering. Although its formal definition is still evolving, learning engineering aims to optimize specific learning solutions--from the learning sciences to human-centered design methodologies to data-informed decision-making--in order to understand under what conditions and with what learners a current design is optimal or not, and to develop and test alternative more robust, or more refined, solutions that are more scalable. The author makes the case for learning engineering as a multidisciplinary approach that complements related professional practices and fields of study such as instructional design, learning sciences, data analytics, instructional systems design, and more. After a brief exploration of the differences between science from engineering, this introduction goes on to address the theoretical and professional origins of learning engineering as well as its inherently team-based process, using as examples the language-learning platform Duolingo and the Carnegie Mellon University spinoff Carnegie Learning, Inc. to discuss effective techniques
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    The Nordic Education Model in Context : Historical Developments and Current Renegotiations (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003218180 , 9781000632439 , 9781032110462 , 9781032110493
    Language: Undetermined
    Pages: 1 Online-Ressource (368 p.)
    Series Statement: Political Economies of Capitalism, 1600-1850
    Keywords: Educational strategies & policy ; Education ; Curriculum planning & development ; History of education ; Philosophy & theory of education
    Abstract: Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy
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    Contestations of Citizenship, Education, and Democracy in an Era of Global Change : Children and Youth in Diverse International Contexts (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003197881 , 9781032055121 , 9781032055138 , 9781000787177
    Language: Undetermined
    Pages: 1 Online-Ressource (284 p.)
    Series Statement: Critical Global Citizenship Education
    Keywords: Education ; Educational strategies & policy ; Philosophy & theory of education
    Abstract: Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship
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    Shadow Education in the Middle East : Private Supplementary Tutoring and its Policy Implications (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003317593 , 9781000685312 , 9781032329802 , 9781032329819
    Language: Undetermined
    Pages: 1 Online-Ressource (122 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This volume offers insights into the role of private supplementary tutoring in the Middle East, and its far-reaching implications for social structures and mainstream education. Around the world, increasing numbers of children receive private tutoring to supplement their schooling. In much of the academic literature this is called shadow education because the content of tutoring commonly mimics that of schooling: as the curriculum changes in the schools, so it changes in the shadow. While much research and policy attention has focused on private tutoring in East Asia and some other world regions, less attention has been given to the topic in the Middle East. Drawing on both Arabic-language and English-language literature, this study commences with the global picture before comparing patterns within and among 12 Arabic-speaking countries of the Middle East. It presents the educational and cultural commonalities amongst these countries, examines the drivers of demand and supply of shadow education, and considers the dynamics of tutoring and how it impacts on education in schools. In addition to its pertinence within the Middle East itself, the book will be of considerable interest to academics and education policy makers broadly concerned with changing roles of the state and private sectors in education. 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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  • 41
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    International Handbook of Engineering Education Research (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287483 , 9781000897432 , 9781032262758 , 9781032262765
    Language: Undetermined
    Pages: 1 Online-Ressource (760 p.)
    Keywords: Teaching of students with English as a second language (TESOL) ; Industrial applications of scientific research & technological innovation ; Education
    Abstract: This comprehensive handbook offers a broad overview of contemporary research on engineering education and its practical application. Over the past two decades, the field of engineering education research (EER) has become a vibrant and impactful community with new journals, conferences, and doctoral and research programs established across the globe. The increased interest in this area has helped improve the education and training of the next generation of engineers, as well as supporting growth in the use of technology for teaching and learning, increased attention to broadening participation, diversity and inclusion in the field, and a wide international expansion of the field. Drawing on the work of 100 expert contributors from over 20 countries, this volume covers both emergent and established areas of research within engineering education, giving voice to newcomers to the field as well as perspectives from established experts. Contents include: Sociocognitive and affective perspectives on engineering education. Technology and online learning in engineering education. Cultural and ethical issues including diversity, equity, and inclusion in engineering education. Curriculum design, teaching practices, and teacher education at all levels. Research methods and assessment in engineering education. This book offers an innovative and in-depth overview of engineering education scholarship and practice, which will be of use to researchers in engineering education, engineering educators and faculty, teacher educators in engineering education or STEM education, and other engineering and STEM-related professional organizations. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license
    Note: English
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    Chapter Introduction : Why This Book and Why Now (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032146973 , 9781032127934
    Language: Undetermined
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Literacy ; Education
    Abstract: Dual language bilingual programs aim to develop bilingualism, biliteracy, and sociocultural competence while meeting grade-level academic standards. There are at least four dual language bilingual education (DLBE) program models, which are traditionally defined by the student groups they imagine serving. One of these groups is transnational and racialized language learners who are, more often than not, otherwise marginalized in US schools. Well-implemented DLBE programs, with their roots in the historical and political fight for civil and educational rights for children who speak languages other than English, have been shown to be demonstrably effective for this group. Unfortunately, not all programs are well implemented, and they exist in spaces with colonial and racist histories, as pointed out by Guadalupe Valdés’s cautionary note decades ago. Even when DLBE programs are designed specifically for racialized and transnational language learners, research has documented persistent challenges to equity
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    The Linguistic Challenge of the Transition to Secondary School : A Corpus Study of Academic Language (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003081890 , 9780367534226 , 9780367534219
    Language: Undetermined
    Pages: 1 Online-Ressource (228 p.)
    Series Statement: Routledge Applied Corpus Linguistics
    Keywords: Educational psychology ; Secondary schools ; Education ; linguistics ; Speaking / pronunciation skills ; Language teaching & learning (other than ELT)
    Abstract: This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study: draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools; combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects; describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue; uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school. This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling
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    Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools : Researching Hybrid Integration (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003341772 , 9781000910865 , 9781032377827 , 9781032377810
    Language: Undetermined
    Pages: 1 Online-Ressource (216 p.)
    Series Statement: Migration and Education
    Keywords: Education ; Educational strategies & policy
    Abstract: This edited volume presents the results of a European research project – ‘CHILD-UP’ (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), which analyses the hybrid integration of children with migration backgrounds into schools across Europe. Using qualitative data and theoretical foundations obtained through interviews and focus groups, the book ultimately centres the perspectives and experiences of both the children and the professionals working with them. In doing so, it explores the complex position migrant children occupy in host societies, their exercise of agency, challenges and inspirational local practices that support hybrid integration and innovative educational planning. It also analyses the facilitation of conversations concerning children’s personal experiences and social relations, second language learning and language mediation, based on video- and audio-recordings of school activities. The book will be of relevance to researchers, academics, scholars, and faculty in the fields of sociology of education, child development, migration and multicultural studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license
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    Chapter 20 Children as Citizens of a Global Society : Learning Together in Culturally and Linguistically Diverse Classrooms (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032135007 , 9781032135014
    Language: Undetermined
    Pages: 1 Online-Ressource (25 p.)
    Keywords: Education
    Abstract: As members of a global society, many young children’s experience in early childhood classrooms have yet to fully realize the richness of their increasingly culturally and linguistically diverse settings. Drawing on data from a participatory action research project, this study explored how such settings might produce global citizens who enact the social responsibilities of respect, empathy, and acceptance. Video-recordings of children aged five to six years in four urban preschool classrooms across Southeast Queensland, Australia, were collected. The teachers showed the children involved selected excerpts to illicit video-stimulated accounts. Excerpts were transcribed using conversation analytic methods, documenting turn taking, and verbal and non-verbal responses. Explicating teacher and young children’s classroom interactions and accounts identified the classroom practices of teachers and children to encourage global citizens who promote respect, empathy, and acceptance. This chapter presents the co-designed Empowering Global Learner framework of participation, communication, and sense of belonging to illustrate the classroom practices used for effective global citizens
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    Taboos and Controversial Issues in Foreign Language Education : Critical Language Pedagogy in Theory, Research and Practice (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105 , 9781003220701
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Research in Language Education
    Keywords: Education ; Critical language pedagogy; taboo topics; controversial topics; PARSNIP; foreign language education; foreign language teaching; foreign language learning; critical literacies ; thema EDItEUR::J Society and Social Sciences::JN Education
    Abstract: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
    Abstract: NUR Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Ludwig, Christian; Summer, Theresa (2023) + Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Open Access
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    Plurilingual Pedagogy in the Arabian Peninsula : Transforming and Empowering Students and Teachers (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781003315971 , 9781032326450 , 9781032326467
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; linguistics ; Arabic language; Gulf; language policy; linguistic landscape; Multilingualism; Plurilingualism; Qatar; Saudi Arabia; Translanguaging; United Arab Emirates ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::C Language and Linguistics::CF Linguistics
    Abstract: This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students’ learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI
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    English as a Medium of Instruction on the Arabian Peninsula (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003183594 , 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT) ; EMI, bilingual education, translanguaging, multilingualism, academic literacies, Arab Gulf states
    Abstract: Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications. // This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers’ pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book. // Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume
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    Learning Engineering Toolkit : Evidence-Based Practices from the Learning Sciences, Instructional Design, and Beyond (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003276579 , 9781032208503 , 9781032232829
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Open learning, home learning, distance education ; instructional design; user experience design; data analysis; ISLS; International Society of the Learning Sciences; technology-enhanced learning; artificial intelligence; participatory research design; learning design; engineering design; Janet Kolodner; human-centered learning; Association for the Advancement of Computing in Education; IEDMS; online learning; reskilling; E-Learning; learning sciences; Evidence-Based Practices; computer science; learning analytics; big data; Society for Learning Analytics Research; International Educational Data Mining Society; AECT; Association for Educational Communications and Technologies; ICICLE; design-based research; Learning Engineering Toolkit; lean-agile development; SoLAR; IEEE IC Industry Consortium on Learning Engineering; digital learning; course design; upskilling; massive open online courses; human computer interaction; HCI; Jim Goodell; data science; educational data mining; AACE; educational technologies; MOOC
    Abstract: The Learning Engineering Toolkit is a practical guide to the rich and varied applications of learning engineering, a rigorous and fast-emerging discipline that synthesizes the learning sciences, instructional design, engineering design, and other methodologies to support learners. As learning engineering becomes an increasingly formalized discipline and practice, new insights and tools are needed to help education, training, design, and data analytics professionals iteratively develop, test, and improve complex systems for engaging and effective learning. Written in a colloquial style and full of collaborative, actionable strategies, this book explores the essential foundations, approaches, and real-world challenges inherent to ensuring participatory, data-driven, learning experiences across populations and contexts
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  • 50
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    Critical Consciousness in Dual Language Bilingual Education : Case Studies on Policy and Practice (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003240594 , 9781032146973 , 9781032127934
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Literacy ; Education ; Bilingual, consciousness, critical, education, language, studies
    Abstract: This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges. Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas—policy, leadership, family and community engagement, teaching and teacher learning—the volume’s case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development. A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education
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    Disability, Diversity and Inclusive Education in Haiti : Learning, Exclusion and Educational Relationships in the Context of Crises (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781032389462 , 9781032389479 , 9781003347644
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Research in Educational Psychology
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming ; Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
    Abstract: Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
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  • 52
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    Innovations in Peace and Education Praxis : Transdisciplinary Refl ections and Insights (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065 , 9781003263111
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Research in International and Comparative Education
    Keywords: Education ; Introduction: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education
    Abstract: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education
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    Mapping the Future of Undergraduate Career Education : Equitable Career Learning, Development, and Preparation in the New World of Work (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003213000 , 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education ; 19, Applying, Approaches, Aspirations, , Career, Careering, Center, Challenge, Changing, Characteristics, Class, Concerns, Considerations, Covid, Critical, curriculum, defining, Design, development, education, empowering, engagement, engaging, equitable , equity, face, find, first, future,generation, guidance, health, hidden, inclusion, innovation, integrated, international, introducing, introduction, landscape, learning, mapping, meaning, mental, mindset, multipotentiality, narrative, navigating, needs, neither, new, Online, paradigm, part, preparation, present, purpose, recent, reflective, revisiting, rise, sharp, shifts, students, support, thinking, undergraduate, used, ways, what, work, working, workplace, world, new ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization ; thema EDItEUR::J Society and Social Sciences::JN Education::JNR Careers guidance ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
    Abstract: This timely book explores current trends and future possibilities for undergraduate career education, the nature of the changing workplace, and its impact on students in colleges and universities. Built on decades of experience in career development and professional learning, the editors raise and investigate multiple critical issues facing career educators in higher education today: preparing students for the future of work; exploring the increasing centrality of experiential learning in career education; examining innovative paradigm shifts in career education; and developing strategies for equity-focused and inclusive programming for all students. Reckoning with the effects of COVID-19 on the world of career development, this book draws on contributions from leading scholars, entrepreneurs, and practitioners from across the fields of education, business, STEM, and the humanities to offer an inclusive and innovation-focused approach to supporting scholars, practitioners, and students involved with career education, development, and counseling for a new generation—and a new world of work
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    Teaching Interculturally 'Otherwise' (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003345275 , 9781032384795 , 9781032433523
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy ; Philosophy & theory of education ; Teaching of students with English as a second language (TESOL) ; Teaching skills & techniques ; Education; Intercultural Communication; Intercultrual Education
    Abstract: This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality
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    International Perspectives on Educating for Democracy in Early Childhood : Recognizing Young Children as Citizens (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003229568 , 9781032135007 , 9781032135014
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; as, Childhood, Children, Citizens, Democracy, DeZutter, Early, Educating, for, in, International, Lee, on, Perspectives, Recognizing, Stacy, Young
    Abstract: This book brings together established and emerging scholars from around the globe to highlight new directions for research on young children as active, engaged citizens of classrooms. Divided into three sections, the volume draws on innovative methods to explore diverse conceptualizations of citizenship, children’s understandings, and effective practice. Rejecting traditional views of children as citizens-in-preparation, the volume explores how young children can and do live as citizens, and how early childhood educational settings serve as civic forums. Chapters discuss the child-as-citizen in relation to issues including gender, class, race, tribal status, and linguistic diversity, and ultimately illustrate how sociocultural processes in early years settings can be harnessed to promote the development of democratic dispositions and skills. This book establishes citizenship enactment in early childhood education as a robust and growing research area with the potential to shape research, policy, and practice worldwide. As such, it will appeal to researchers and academics with an interest in citizenship education, democracy, and early childhood education, as well as postgraduate students of teacher education and those working across international and comparative education more broadly
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    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
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    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
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    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
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    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
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    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
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    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
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    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
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    Chapter 12 Japanese school lunch and food education (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367632489 , 9780367632496
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education
    Abstract: School Food, Equity and Social Justice provides contemporary, critical examinations of policies and practices relating to food in schools across 25 countries from an equity and social justice perspective. The book is divided into three sections: Food politics and policies; Sustainability and development; and, Teaching and learning about food. Bringing together an interdisciplinary group of academics with practitioner backgrounds, the chapters in this collection broaden discussions on school food to consider its educational and environmental implications, the ideals of food in schools, the emotional and ideological components of schooling food, and the relationships with home and everyday life. Our aim is to provide enhanced insight into matters of social justice in diverse contexts, and visions of how greater equality and equity may be achieved through school food policy and in school food programs. We expect this book to become essential reading for students, researchers and policy makers in health education, health promotion, educational practice and policy, public health, nutrition and social justice education
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    Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367553119 , 9780367553326
    Language: Undetermined
    Pages: 1 Online-Ressource (23 p.)
    Keywords: Education
    Abstract: Teacher’s well-being has become a priority in the last two decades. If we believe that schools have a role in promoting the mental health and students’ well-being, we must first recognize and address the raising matter of teachers’ mental health and well-being. Research shows that there is a straight connection between teachers’ well-being and their social and emotional competences (Collie, 2017; Schonert-Reichl, 2017). Reflective teaching is the tool that we use to develop a model of intervention to promote teachers’ well-being, and the model is supported on a social constructivist perspective. Reflective teaching is a process through which teachers think over their teaching practices, analysing how something had been taught and how the practice might be improved or changed for better learning outcomes. The teacher’s continuous training model for professional development and well-being enlarges the emphasis on teachers’ practices/experiences and connect them with meaningful situations, accentuating social and emotional competences to improve teachers’ professional attainment and effectiveness. Processes of self-observation and self-evaluation based on reflective inquiry, and reflection on practice support the practical application of the model. Research also shows that well-being and job satisfaction strongly influence teachers’ behaviours, which affect classroom climate and students’ achievement as well (Collie et al.,2015; Van Dick et al., 2007). This teacher’s continuous training model agglomerates several theoretical constructs relevant to pedagogy and may constitute a good practice for the promotion of teachers’ professional development and well-being
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    Chapter 2 School food approaches in Peru, Colombia and Ecuador : Intentions, illusions and uncertainties (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367632489 , 9780367632496
    Language: Undetermined
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education
    Abstract: The purpose of this chapter is to compare approaches to school food in Peru, Ecuador and Colombia from an educational perspective, taking into consideration national policy documents, plans and programs. The focus is on the purported social justice aims of school food initiatives, including their intent to improve learning and educational achievement or the social protection of marginalized communities. The authors explore the versions of health and education that are put forth in official texts, and how these versions are supported by equity-oriented mechanisms that are advanced or affirmed in the same texts. Using thematic analysis, the most salient characteristics of food plans and programs in the three countries are synthesized, and recommendations are formulated considering that school food can be aimed at improving health and wellbeing, but not necessarily only due to its nutritional contents. The messages that are woven around food in educational settings may be equally or more important. Lastly, a brief discussion of school food policies in the context of the COVID-19 pandemic response is included
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    Chapter 5 Bringing pedagogy in line : Globalizing nationally programmed instruction, new math, fi lm and media education (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367684921 , 9780367684938
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education
    Abstract: The first decades after World War II are characterized by an earnest optimism about planning progress and by a fundamental belief in the potential for social and cultural improvement through technical innovation in general and through education in particular. This persuasion manifested itself in the development of tremendous energy sources, numerous technical aids to facilitate daily (house) work, in automation processes of industrial activities and in family planning devices. This attitude did not stop at education, as in the field of learning technologies, where claims were made to make the transfer of knowledge easier and faster, but above all more efficient and secure. These pedagogical innovations were not limited to a nationally framed context, but discussed, exchanged and implemented across national borders even across the Iron Curtain. This worldwide discussion must be seen in its world-political entanglement, since (national) comparisons always imply a certain hierarchy. Against this background, the chapter asks about the “national dimensions” of the various learning technologies and pedagogical innovations, which were per se designed to be globally valid, independent of culture, since they were based on psychological and thus “natural” principles
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    Chapter 10 School food and the promotion of a more just and equitable food system (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9780367632489 , 9780367632496
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Education
    Abstract: School Food, Equity and Social Justice provides contemporary, critical examinations of policies and practices relating to food in schools across 25 countries from an equity and social justice perspective. The book is divided into three sections: Food politics and policies; Sustainability and development; and, Teaching and learning about food. Bringing together an interdisciplinary group of academics with practitioner backgrounds, the chapters in this collection broaden discussions on school food to consider its educational and environmental implications, the ideals of food in schools, the emotional and ideological components of schooling food, and the relationships with home and everyday life. Our aim is to provide enhanced insight into matters of social justice in diverse contexts, and visions of how greater equality and equity may be achieved through school food policy and in school food programs. We expect this book to become essential reading for students, researchers and policy makers in health education, health promotion, educational practice and policy, public health, nutrition and social justice education
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    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
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    International Approaches to Promoting Social and Emotional Learning in Schools : A Framework for Developing Teaching Strategy (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003093053 , 9780367553119 , 9780367553326
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; social and emotional learning; positive psychology; prevention; teacher training; school policy; curriculum development; SEL intervention; teacher in-house training; continuous training; teacher initial education; CPD
    Abstract: This book explores the importance of social and emotional learning (SEL) in schools to foster supportive environments and good relationships. It presents research from nine different countries with discussion of how teachers, teacher students and policy makers can ensure successful SEL at school. The book stresses the importance of social and emotional learning to allow students to become more autonomous and active in their own learning and also presents very innovative ways in learning and teaching the skills. It makes the case for understanding the processes of how SEL can develop and how it can work in different cultural contexts, considering different challenges of implementing SEL within the school context. The chapters draw on theoretical discussions illustrated by practical examples and explore the role of teacher training on SEL and how SEL can be applied within the school curriculum. Discussing an increasingly important topic in the field of education around the world, this book will be of great interest to academics, researchers, educational leaders, and university teacher trainers interested in developing social and emotional learning and overall well-being at school
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    School Food, Equity and Social Justice : Critical Reflections and Perspectives (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003112587 , 9780367632489 , 9780367632496
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Critical, Equity
    Abstract: School Food, Equity and Social Justice provides contemporary, critical examinations of policies and practices relating to food in schools across 25 countries from an equity and social justice perspective. The book is divided into three sections: Food politics and policies; Sustainability and development; and, Teaching and learning about food. Bringing together an interdisciplinary group of academics with practitioner backgrounds, the chapters in this collection broaden discussions on school food to consider its educational and environmental implications, the ideals of food in schools, the emotional and ideological components of schooling food, and the relationships with home and everyday life. Our aim is to provide enhanced insight into matters of social justice in diverse contexts, and visions of how greater equality and equity may be achieved through school food policy and in school food programs. We expect this book to become essential reading for students, researchers and policy makers in health education, health promotion, educational practice and policy, public health, nutrition and social justice education
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    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
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    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
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    World Yearbook of Education 2022 : Education, Schooling and the Global Universalization of Nationalism (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003137801 , 9780367684921 , 9780367684938
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Daniel Tröhler, Nelli Piattoeva, William F. Pinar, World Yearbook of Education, nationalism, comparative education, history of education, philosophy of education, sociology of education, globalization
    Abstract: The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history. Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning. Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging. Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education. Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice
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    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
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    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
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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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    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 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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    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
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    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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    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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    Foundational Principles of Task-Based Language Teaching (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    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 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
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    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 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
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    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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    Chapter 11 We are similar, but different in writing curriculum and instruction (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    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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    Chapter 1 A framework for comparing writing curricula cross-nationally (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    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
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    Didaktik and Curriculum in Ongoing Dialogue (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    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 Foreword : A tribute to Christopher Colclough (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780367264895
    Language: Undetermined
    Pages: 1 Online-Ressource (6 p.)
    Keywords: Education
    Abstract: Education
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    Chapter 7 Overriding social inequality? : Educational aspirations versus the material realities of rural families in Pakistan (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780367264895
    Language: Undetermined
    Pages: 1 Online-Ressource (22 p.)
    Keywords: Education
    Abstract: This chapter draws upon 28 semi-structured interviews with the fathers, mothers and one of their sons and daughters (aged 25+) in eight families living in the same poor rural community in Punjab. It develops an understanding of a pentagonal social structure - a set of five key social relations (landownership, caste/kinship, patriarchy, religion and politics of patronage) that mediate life chances of individuals in and through schooling. By interpreting these narratives using a habitus listening guide (Naveed and Arnot 2019) drawing on Bourdieu's (1977) theory, this chapter reveals how poverty and social inequality generate a range of differentiated values, meanings and aspirations amongst families with often detrimental effects on educational decisions and strategies. Arguing against the efficacy of the 'supply-driven' educational reforms, this chapter points towards the apparently agentic, yet socially structured, decision-making of the poor as one of the key sites of the reproduction of educational inequality. It suggests that in the absence of wider social and economic reforms aimed at equalising economic opportunities, socially disadvantaged groups have little to gain from investing in schooling as the levels and quality realistically achievable for them do not necessarily offset their prior disadvantage
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    Chapter 1 Education and the reform of social inequalities in the Global South : An introduction (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780367264895
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education
    Abstract: "The introduction explains the rationale for focusing on education reform in relation to the tackling of social inequality in Southern contexts. The aim of the book is to bring together the analysis of past evidence of social inequality and the associated reforms that attempted to reduce it, with contemporary research evidence that highlights the ongoing challenges faced by disadvantaged groups as well as important potentially neglected aspects of social discrimination. The introduction highlights the importance of interdisciplinary research and methodologies, including the perspectives of Southern researchers, for addressing progress towards the Sustainable Development Goals. Such collaborative dialogue challenges the boundaries and often taken-for granted assumptions of policy-making globally, nationally and locally. It aims to inform educational and social science researchers in different locations to improve their understanding about the complexity of social structures and values that influence socially unequal contexts. Overall, the aim of this edited collection is to consider how educational policy can work more effectively to promote social justice for all."
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    Digital Disruption in Teaching and Testing : Assessments, Big Data, and the Transformation of Schooling (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781003045793 , 9780367493356 , 9780367493325 , 9781000377378
    Language: Undetermined
    Pages: 1 Online-Ressource (248 p.)
    Series Statement: Critical Social Thought
    Keywords: Education ; Examinations & assessment ; Teaching of students with English as a second language (TESOL) ; Philosophy & theory of education
    Abstract: This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context
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    Chapter 6 The influence of politics on girls' education in Ethiopia (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780367264895
    Language: Undetermined
    Pages: 1 Online-Ressource (23 p.)
    Keywords: Education
    Abstract: In this chapter we consider why education systems have not yet achieved equitable access and learning for all girls, despite high-level government commitment. Taking Ethiopia as a case study, we refer to the 'domains of power' framework (Hickey & Hossain, 2019) to explore the influence of politics on progress in girls' education, focusing on the interaction between the political settlement and the education policy domain. The analysis draws on data from the Research on Improving Systems of Education (RISE) Ethiopia programme, including analysis of government documents, actor mapping and interviews with 150 key government stakeholders across seven regions and city administrations in Ethiopia. Adopting a gender lens, we take account of the influence and interaction of informal institutions within the education domain. We find that the education system cannot be considered to be a gender-neutral site given that women continue to be absent from positions of power. In addition, stakeholders' ideas about the nature of gender roles influence their attitudes, behaviour and actions, holding back progress towards the high-level commitments
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    Chapter 12 Social distance, teachers' beliefs and teaching practices in a context of social disadvantage : Evidence from India and Pakistan (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9780367264895
    Language: Undetermined
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education
    Abstract: "This chapter analyses the widening inequalities within the government primary schooling systems in India and Pakistan and the implications of the emerging social distance between teachers and students. Social distance is a significant factor impacting student-teacher interaction in classrooms. How, and to what extent, does social distance shape teachers' beliefs and practices? What is the likely effect of social distance on the education or learning of children from disadvantaged backgrounds? Using teacher interviews and classroom observation data, the chapter describes teachers' beliefs and observed teacher-student interaction for high- and low-performing children. The empirical analysis is grounded in a conceptual frame linking teachers' beliefs, practices and learning outcomes. Most teachers included in the study believe family background is the most significant determinant of learning. Teachers' conceptualisation of a good student comprises a set of characteristics that are much more likely to be present in children from families where parents are educated and in stable economic circumstances or naturally gifted children. Teachers tend to favour the good students and can rarely adapt practice to help remove disadvantages for low-performing children or those from marginalized backgrounds. As a result, government schools are sites for the social reproduction of inequalities."
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    Chapter 11 Contrasting approaches, comparable efficacy? : How macro-level trust influences teacher accountability in Finland and Singapore (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    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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  • 98
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    Online Resource
    Chapter 1 The International Classroom Lexicon Project (2021)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    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
    Note: English
    URL: kostenfrei
    URL: kostenfrei
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 99
    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
    URL: teilw. kostenfrei
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    Online Resource
    MPI Ethno. Forsch.
  • 100
    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
    URL: kostenfrei
    URL: teilw. kostenfrei
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    MPI Ethno. Forsch.
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