The essays presented in this issue provide an international overview of military-pedagogical thinking and acting. They reflect the sometimes close correspondence between the answers provided by military scholars to questions related to the content and function of military ethics and morale. These answers are so comprehensive as to suggest themselves as a starting point for further deliberations on military pedagogy but also in the fields of other applied pedagogic specialties. The authors who have contributed to this book make it clear, as a group, how the national defence of peace and freedom may be transformed into a pertinent international responsibility and competence for the safeguarding of world peace.

This volume offers a collection of essays addressing contemporary issues in foreign and second language education. In particular, it addresses language learner autonomy, both as a theoretical construct and in relation to areas of application such as the Common European Framework of Reference (CEFR), the European Language Portfolio (ELP), teacher training, Content and Language Integrated Learning (CLIL), and minority language provision. The contributors - well-known researchers, policy makers, teachers and teacher trainers - provide a multi-faceted insight into an innovative and influential approach to language education. David Little, to whom the volume is dedicated, was Associate Professor of Applied Linguistics and Head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. He is recognised worldwide as a leading proponent of the theory of language learner autonomy, and has been a driving force behind many influential language education initiatives internationally.

New literacies have been researched with various age groups in a variety of settings, illustrating how text uses differ across contexts and highlighting stark divides between schooled and out-of-school literacies. Not surprisingly, schools have difficulty staying abreast of the technological and social aspects associated with new literacies. New Literacies Practices: Designing Literacy Learning takes into account these two concerns - the dichotomy of contextual uses of new literacies across spaces, and concerns that schooled instructional attempts with new literacies reify conventional literacy practices. Authors in this volume include classroom teachers and researchers who begin from a stance that in an interconnected, multimodal world, new literacies exist across spaces. It is no longer appropriate to consider if literacies between contexts, such as out-of-school and in-school, dovetail. Instead, we must shape examinations according to how they dovetail. The essays in this volume forge the amorphous divide between out-of-school and in-school literacies through a design of pedagogy and examine how teachers and researchers collaborate to design instruction that accounts for students' new literacies. This book acknowledges that new literacies must be embedded into the curriculum, not just included as an add-on course or activity to the school day.

New literacies have been researched with various age groups in a variety of settings, illustrating how text uses differ across contexts and highlighting stark divides between schooled and out-of-school literacies. Not surprisingly, schools have difficulty staying abreast of the technological and social aspects associated with new literacies. New Literacies Practices: Designing Literacy Learning takes into account these two concerns - the dichotomy of contextual uses of new literacies across spaces, and concerns that schooled instructional attempts with new literacies reify conventional literacy practices. Authors in this volume include classroom teachers and researchers who begin from a stance that in an interconnected, multimodal world, new literacies exist across spaces. It is no longer appropriate to consider if literacies between contexts, such as out-of-school and in-school, dovetail. Instead, we must shape examinations according to how they dovetail. The essays in this volume forge the amorphous divide between out-of-school and in-school literacies through a design of pedagogy and examine how teachers and researchers collaborate to design instruction that accounts for students' new literacies. This book acknowledges that new literacies must be embedded into the curriculum, not just included as an add-on course or activity to the school day.

The Aesthetics Primer is intended for anyone interested in the topic of aesthetics and how it can influence directions in education. The text is suitable for university courses that address aesthetics specifically, but also art education, values education, philosophy of education, and qualitative research methods. While examples are frequently taken from art, the primer is applicable beyond the discipline of aesthetic education. The text approaches its topic from two directions. First, there is a theoretical and philosophical section, providing a historical context for the term «aesthetics. It then provides a practical application, describing a research protocol that examines how participants respond to, record, and reflect on their aesthetic encounters. These activities result in a merging of aesthetic responses and, in the examples provided, art criticism. The implication is that the exercise could be extended to include other educational disciplinary foci as well. The research clearly indicates emerging patterns of self- and social awareness that result from subjects' participation.

The convergence of smartphones, GPS, the Internet, and social networks has given rise to a playful, educational, and social media known as location-based and hybrid reality games. The essays in this book investigate this new phenomenon and provide a broad overview of the emerging field of location-aware mobile games, highlighting critical, social scientific, and design approaches to these types of games, and drawing attention to the social and cultural implications of mobile technologies in contemporary society. With a comprehensive approach that includes theory, design, and education, this edited volume is one of the first scholarly works to engage the emerging area of multi-user location-based mobile games and hybrid reality games. It is appropriate for undergraduate and graduate courses covering mobile phone or gaming culture, media history and educational technology, as well as researchers and the general public.

This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.

This volume brings together many of South Africa's leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change. The book moves beyond a historical analysis and provides an inside view of the questions South African scholars are now grappling with: Are there different and preferential equilibria we have not yet thought of or explored, and if so what are they? In practical terms, how does one get to a more equitable distribution of teachers, resources and learning outcomes? While decidedly local, these questions resonate throughout the developing world. South Africa today is the most unequal country in the world. The richest 10% of South Africans lay claim to 65% of national income and 90% of national wealth. This is the largest 90-10 gap in the world, and one that is reflected in the schooling system. Two decades after apartheid it is still the case that the life chances of most South African children are determined not by their ability or the result of hard-work and determination, but instead by the colour of their skin, the province of their birth, and the wealth of their parents. Looking back on almost three decades of democracy in South Africa, it is this stubbornness of inequality and its patterns of persistence that demands explanation, justification and analysis. "This is a landmark book on basic education in South Africa, an essential volume for those interested in learning outcomes and their inequality in South Africa. The various chapters present conceptually and empirically sophisticated analyses of learning outcomes across divisions of race, class, and place. The book brings together the wealth of decades of research output from top quality researchers to explore what has improved, what has not, and why." Prof Lant Pritchett, Harvard University "There is much wisdom in this collection from many of the best education analysts in South Africa. No surprise that they conclude that without a large and sustained expansion in well-trained teachers, early childhood education, and adequate school resources, South Africa will continue to sacrifice its people's future to maintaining the privileges of the few." Prof Martin Carnoy, Stanford University "Altogether, one can derive from this very valuable volume, if not an exact blueprint for the future, then certainly at least a crucial and evidence-based itinerary for the next few steps." Dr Luis Crouch, RTI

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra-/inter-generational exchange that illuminates both historical trajectories and upcoming moments. From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race, currere, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the U.S. American field are revealed.

The scholarship of New Directions in Curriculum as Phenomenological Text manifests through close readings and interpretations of curriculum theorists and Continental philosophers, presented in the form of 'speculative philosophical essays,' an important form of curriculum thinking-writing all but lost to the general contemporary field of research.

Using information gathered from a combined first and second grade classroom over two years, this book explores the students' routine actions in school, including their views about different literacy activities, their favorite part of school life, peer culture in both the boys' and the girls' worlds, issues of gender power, the integration of the teacher's official discourses and the children's unofficial culture, and the kind of school life children wish to have. Focusing on children's voices and perceptions, this book provides insight that will help educators preserve an accurate view of school culture and create effective policies in education. The book's interdisciplinary approach extensively applies theories and perspectives from educational philosophy, educational anthropology, sociology, post-structuralist theories, narratives, semiotics, literacy education, cultural studies, and critical ethnography. Through these disciplines, the book provides many critical perspectives on early childhood literacy education, classroom culture, and identity construction for educators to incorporate into curriculum design and to reflect on the potential consequences resulting from instructional decisions.

This book focuses on the interdisciplinary incorporation of place-based learning in faculty teaching strategies at the New York City College of Technology. Contributing authors highlight their creative use of the unique urban environment of Brooklyn, illustrating the integration of urban resources into student research projects and activities in the context of an interdisciplinary course. Beginning with a reflection on the interrelationship between learners and nature, built and virtual environments, contributors then examine the experience of students and faculty in interdisciplinary projects in architecture, the geosciences, economics, computer science, the humanities and medicine. The volume concludes with a synthesis of best practices from these projects, focused on virtual place-based learning. This scholarly book makes a valuable contribution to the literature, offering a model of creative employment of urban spaces to enhance experiential interdisciplinary learning and demonstrating the potential educator application in diverse urban institutions elsewhere.

* Curriculum leadership is now a significant focus for UK schools - this book provides a clear set of strategies for implementing and managing a dynamic secondary curriculum * Helps leaders understand progression models, substantive and disciplinary knowledge, and sequencing so they can incorporate these ideas into their curriclum planning * Focuses on a knowledge-rich curriculum based on the latest research into how children learn * Author is a prolific blogger known for her thinking in this area.

Sociology and Education is a sound introduction to sociology of education. The book examines the respective logics behind the contemporary sociological approaches to education, their assumptions and their limits. It clarifies the links between psychology of cognitive development, micro-sociology and macro-sociology, as well as the role ascribed to human reason in social action. Special attention is given to major scientific discussions and empirical findings regarding inequality of educational opportunity. Rooted in both American and European sociology, the book helps the reader grasp the viewpoint of the different theoretical approaches to formal education and thus to envisage new perspectives.

This book introduces literary metissage as a way to research, teach, and live ethically «with all our relations in our precarious times. The authors theorize and perform literary metissage through the praxis of life writing, braiding their autobiographical texts, in various (mixed) genres, into seven themes. Life Writing and Literary Metissage as an Ethos for Our Times explores this writing praxis, with its more inclusive and generative notions of knowledge and knowledge practices, as a tool for creating more just societies and schools.

The recommendations that follow are the product of a series of meetings of a group of German and American scholars. The deliberations at no time consisted of scholars of only one nationality. Among the scholars were American experts on German history as well as German experts on American history. What follows should, therefore, be regarded as an attempt to identify the most important events and developments in the two countries, both domestic and international. The recommendations claim neither completeness nor any deliberate exclusion of material. They are not intended to provide specific points of emphasis. Their aim is to stimulate a discussion of one or another aspect of German or U.S. postwar history or to place it in a broader context of historical perspective.

The Globe's Emigrating Children describes one teacher's experiences teaching twenty-four immigrant students during their first year in the United States. From diverse places including Vietnam, Iraq, Somalia, Sudan, Mexico, El Salvador, and Haiti, these children brought their many languages and cultures to a first grade sheltered English classroom in a large urban school district. Kathleen A. Stark's thoughts and conversations with her students and her struggles to address each of the children's emotional and learning needs -- while guiding them to recognize and question the assumptions of the world around them -- provide a much-needed, intimate look into the lives and education of immigrant children. Stark's beautifully written reflections about the teacher's role and the role of education in general are supremely original, honest, and thought-provoking. This book should be read by any teacher involved in such areas as immigration, early childhood theory, literacy, foreign language education, and critical pedagogy. It is also suited to pre-service college courses devoted to these topics.

Curriculum Studies in India examines Indian scholars in dialogue regarding their intellectual life histories and subjective investments in their field. With chapter introductions by William Pinar, scholars explore their intellectual history and present circumstances of curriculum studies in India, emphasized by their own engagement and research. These works demonstrate the rapidity and scale of economic growth today, and how it creates conflict, dislocation, inequality, and "echoes" of a colonial past now present in globalization. Pinar and his contributors conclude that historical (dis)continuities, cultural conflict, economic globalization, and political tension characterize the present circumstances of curriculum studies in India.

Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life. The study was designed to answer three questions: What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? How is this impact different from that of traditional instruction on student performance? What variables associated with classroom instruction account for variation in student performance? The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.

Preparing Effective Teachers of Reading will show educators and administrators (K-12 and higher education) how a higher education initiative used collaboration and partnerships to respond to one of the greatest needs facing the nation - improving the reading achievement of poor and minority children. The book will also provide readers with a forum for understanding scientifically-based reading research (SBRR) and instruction, and the five essential components of reading. In addition, the book will showcase, through evaluation findings and a case study, how diverse geographic, ethnic, and racial institutions are creating national models for bridging the achievement gap in reading, teaching reading, preparing new teachers, and engaging key stake-holders by transforming curricula and syllabi, establishing reading centers, and providing directed teaching and tutoring experiences for candidates.

This book will provide readers with an understanding of the employability concept and develop an employability skills improvement model to enhance the employability of built environment graduates to foster economic development. The developed model determines the influence of generic skills, discipline specific skills, work-integrated learning, emotional intelligence, university-industry collaboration outcomes and 4IR knowledge in predicting the outcomes of improved graduate employability. The model is developed with a theoretical lens on existing frameworks of employability and skills development. Whilst drawing comparisons with countries such as the UK, USA, Australia and Canada, the authors present the results of a two-stage Delphi survey in South Africa as a case study on the current state of skills development and on the skills of the future. The case study is presented in line with the South Africa's long-term National Development Plan (NDP) aimed at developing the key capabilities and skills of its citizens by ensuring quality education on a broader scale by 2030. As automation continues to rapidly advance, the pressures on universities to revamp and restructure their curricula have become increasingly necessary. This book recommends that higher education institutions urgently need to intensify their efforts by introducing significant modifications to the science and technology curriculum to enable students to develop and acquire competencies in the rapidly emerging areas of artificial intelligence, data science, robotics, advanced simulation, data communication, system automation, real-time inventory operations, cloud computing, and information technologies. This implies that universities' curriculum should be infused with 4IR thinking within the conventional primary sciences of biology, chemistry, and physics, with greater emphasis on digital literacy to boost 4IR understanding amongst the graduates. The book is therefore of interest to researchers and policy makers in the built environment that are placed in academia, the construction industry or at consultancy levels, it provides significant recommendations for universities as they intensify their efforts to develop graduates for the future.

Despite the fact that publishers and policy-makers have had increasing influence over classrooms, it is the teacher who must make decisions on a minute-by-minute basis about what will help specific students learn. Similarly, local administrators must make key decisions at the school and district level that will best serve particular communities of teachers, students, and parents. Action research offers educators and other stakeholders a systematic way to research and reflect on specific students, classrooms, schools, and communities in order to solve local problems and improve local conditions. This book offers an overview of various definitions and perspectives on action research without prescribing any single approach. Instead, key questions are explored: Who conducts action research? Why? How? Possible answers sketch the many types of possible projects, ranging from an individual teacher trying to improve the experience of a particular student to a group of educators and community members striving to improve local socioeconomic conditions. The Action Research Primer presents an accessible but comprehensive introduction to the field, providing a basic compass and map for the interested practitioner. Chapters include a brief historical overview, an introduction to competing research paradigms, discussion of key issues that inform project design, a serviceable guide to process, and an extensive list of resources pointing to more detail on the many categories, communities, and publication outlets of action research.

Are you looking to construct a lesson plan that will help K-12 students master new content, concepts, and skills? "Lesson Planning: A Research-based Model for K-12 Classrooms "can help by guiding you in the selection of research-based instructional strategies and types of materials designed to consider all learners' needs.

• Part I establishes the theoretical foundations of the ideas used in the lesson planning process.
• Part II is a step-by-step guide to developing direct and inquiry-based lesson plans.
• Meeting the Needs of all learners - woven throughout each chapter, the authors address the diverse needs of students.
• INTASC Standards Correlation Guide appears on the inside front cover to help readers quickly identify the lessons that meet each standard.
• Connections to the INTASC Standards are woven throughout each chapter's content and activities.
• Unit Connections explain how the chapter's content is used in the development of a unit
• Technology in Education (TiE) - a feature throughout the book provide practical help in the lesson planning process including rubric generating sites, lesson plan templates, ideas for lesson activities, and links to useful classroom materials.
• Reality Check, a feature in each chapter, provides advice from practicing classroom teachers who represent a range of subjects and grade levels.
• Your Turn feature at the end of each chapter helps you create your own standards-based lesson plan in both direct and indirect instruction formats.

Daredevil Research: Re-creating Analytic Practice gathers together ten research projects that seek to transform thinking about analytic practice and the construction of research knowledge. By experimenting with alternative models of representation unconstrained by the weight of traditional research protocols, the authors create multiple spaces for imagining how to differently identify issues for inquiry, select modes of analysis, and inscribe « data into transmittable form. At once a production of research knowledge and a conceptual field for meaning-making, Daredevil Research suggests the possibilities of analytic practice in imaginative, independent space.

This book explores how curriculum reform is interconnected with policy, practice and society. Curriculum reform is increasingly associated with efforts to better the lives of citizens and provide a competitive edge to national prosperity. Educational policy and practice have been the subject of unprecedented convergence worldwide in the quest for so-called 21st century skills. This book offers a case study of curriculum reform within the Republic of Ireland, focusing on antecedents, processes and outcomes of government efforts to evoke fundamental curriculum realignment at lower secondary level. Set against a backdrop of fluctuating economic fortunes and concerns about academic standards and educational equity, this volume has wider relevance beyond Ireland for any system undertaking education reform at scale.