This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein's biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein's thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein's philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein's philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive.

Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other.

This book examines key ideas related to the Theory of Subjectivity within a cultural-historical approach. It brings together the intellectual contributions made by Professor Fernando Gonzalez Rey (1949-2019) towards understanding human subjectivity, and emphasizing their unfolding in different fields and contexts. The book addresses the genesis and development of Gonzalez Rey's work, articulating this discussion with the author's biography. Gonzalez Rey's main scientific contribution is the Theory of Subjectivity in a cultural-historical perspective, which is inseparable from Qualitative Epistemology and from its constructive-interpretive methodological expression. The book presents and discusses Gonzalez Rey's contributions to different contexts and fields, such as psychological research, education, cultural-historical psychology, human development, motivation, human health and psychotherapy. This book brings together examples of how these ideas have been employed and developed in different fields and contexts.

Why are second language learners in Japan's universities so silent? Using an innovative mixed-methods research approach, Jim King investigates the perplexing but intriguing phenomenon of classroom silence. With its exciting new conceptual framework of Dynamic Systems Theory, Silence in the Second Language Classroom offers a unique insight into the true complexity behind why some learners are either unable or unwilling to speak in a foreign language. This highly interdisciplinary book draws on ideas from fields such as psychology, sociolinguistics and anthropology, and delves deeply into themes relating to Japanese society and the country's education system. Written in an accessible and engaging style, this timely volume will be of interest to researchers, students of educational and applied linguistics, language education policy makers and, indeed, anyone who has ever taught.

This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers' cognition, emotions, attitudes and awareness of their self-development, as well as teachers' corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.

Why do people from similar backgrounds who read the same text construct different meanings? Is there a question behind every reading goal, such that reading is an interactive process of asking and answering of questions? Do people who believe that knowledge is dynamic construct meaning differently than those who believe that knowledge is certain? This volume addresses questions such as these and presents cutting edge research and theory that explores how readers determine text relevance (i.e., the different values they assign to information as they read), how relevance affects understanding, and the implications of these studies for theories of text comprehension. This volume documents in a compelling manner the ongoing international effort to understand how text relevance affects reading and comprehension. Contributing authors represent major academic institutions on three continents and nine countries, demonstrating the multinational interest in text relevance. Why is there so much interest in text relevance? Learners are inundated with unprecedented amounts of information, and increased research regarding how readers process non-traditional texts (e.g., documents on the web) and multiple documents, for example, underscores the importance of understanding how readers determine the relevance of text information for personal, academic, or professional goals, which can enable educators to design learning situations that help learners get the most out of reading. CONTENTS: Relevance in Text Comprehension

For nearly two decades, this series has reflected and chronicled the interests, insights, findings and concerns of motivational researchers. This volume is unique in that it grew out of a conference honoring a major contributor to the motivational literature, Carol Midgley. Yet, it too reflects the richness and variety that exists across motivation research today. While the authors tend to work within a goal theory perspective, they reflect concerns with the range of questions that interest motivation researchers more broadly. True to the tradition established by Carol Midgley, the chapters also exhibit a considered and creative concern with the "real world of achievement." The studies reported or reviewed are largely field-based. The implications drawn have relevance to practitioner as well as theorist.
Especially noteworthy is that this collection of chapters does more than review the past. It points to the future - in several ways: Asking challenging questions, regarding the implications of current motivation theory for school reform, portraying the potential of new research methods, re-examining tried and true conceptions of the nature and nurture of motivation, suggesting new issues and pointing to new venues for application.
All in all, this particular volume stands not only as a testament to the life and work of one major figure in the field, but goes a considerable distance in reflecting the diversity of interests and concerns within motivation research more broadly. It also points to what is missing, what has been overlooked, and what needs to be done. Those who are especially concerned with theory, research methods, or applications will each find something of interestand of worth - regardless of their theoretical perspective or specific research focus.

Some revision of public schooling history is necessary to challenge the dominant mythology that public schools were established on the grounds of values-neutrality. In fact, those responsible for the foundations of public education in Australia were sufficiently pragmatic to know that its success relied on its charter being in accord with public sentiment. Part of the pragmatism was in convincing those whose main experience of education had been through some form of church-based education that state-based education was capable of meeting the same ends. Hence, the documents of the 1870s and 1880s that contained the charters of the various state and territory systems witness to a breadth of vision about the scope of education. Beyond the standard goals of literacy and numeracy, education was said to be capable of assuring personal morality for each individual and a suitable citizenry for the soon-to-be new nation. As an instance, the NSW Public Instr- tion Act of 1880 (cf. NSW, 1912), under the rubric of "religious teaching," stressed the need for students to be inculcated into the values of their society, including understanding the role that religious values had played in forming that society's legal codes and social ethics. The notion, therefore, that public education is part of a deep and ancient heritage around values neutrality is mistaken and in need of se- ous revision. The evidence suggests that public education's initial conception was of being the complete educator, not only of young people's minds but of their inner character as well.

A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Clark University In recent years an increasing dissatisfaction with methods and thinking in psychology as a science can be observed. The discipline is operating under the tension between the traditional quantitative and the new qualitative methodologies. New approaches emerge in different fields of psychology and education-each of them trying to go beyond limitations of the mainstream. These new approaches, however, tend to be "historically blind" - seemingly novel ideas have actually been common in some period in the history of psychology. Knowledge of historical trends in that context becomes crucial because analysis of historical changes in psychology is informative regarding the potential of "new/old and forgotten" approaches in the study of psyche. Some approaches in psychology disappeared due to inherent limitations of them; the others disappeared due to purely non-scientific reasons. And some new approaches were rejected long ago for well-justified scientific reasons. This book brings together contributions from leading scholars in different fields of psychology - cognitive psychology, developmental psychology, cultural psychology, methodology of psychology. Each of the contributors discusses methodological issues that were more thoroughly understood more than half a century ago than they are now. Overall, the contributions support the idea that in important ways 60 years old psychology was far ahead of the most recent trends in mainstream psychology.

In preparation for role-play during a RIPP class, 6th grade students consider the following conflict situation: Sharon and Josie, who are good friends, tryout for the basketball team. Josie makes the team, but Sharon does not. The week after tryouts, Sharon tries to pick a fight with Josie, calling her a "cheater" and "some one the coach felt sorry for. " Josie is in a bind; she wants to remain friends with Sharon, but she is really angry with Sharon for treating her so badly. What can Josie do in this situation? What type of self-talk will help her work out this prob lem with Sharon and keep the friendship? During the role-play, Sharon calls Josie a cheater. Then, before Josie re sponds, two students representing her positive and negative sides take turns whis pering into her ear. Negative self-talk: "Boy, is she a loser! What if everyone believes her and thinks that I cheated to get on the team?!" Positive self-talk: "I know I worked hard to get on the team! Sharon must really be hurt that she didn't make it. I can talk to her later when she's cooled down, and maybe we can do something together after practice. " Josie listens to the two voices, and decides that the best approach is to ignore Sharon's comments for now and to call her later that day to see if they can do something together. This description of students dealing with everyday conflicts is quite real.

This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom. In three sections, chapter authors first detail how teacher education programs can be revamped to include content and methods to inspire self-efficacy in pre-service teachers, then reimagine how teacher candidates can be set up for success toward obtaining this. The final section encourages readers to ruminate on the interplay among teacher candidates as they transition into practice and work to have both self- and collective- efficacy.

Thirty-two years after the publication of the legendary 'Rasch book' (Rasch, 1960), the rich literature on the Rasch model and its extensions was scattered in journals and many less accessible sources, including 'grey' literature. When asked by students or junior researchers for references to the Rasch model, it was a typical reaction on the part of the editors to state that it was difficult to name one, or just a few; actually, only a whole list of references differing in notation and level of formal abstraction seemed to meet the request in most cases. Therefore, in 1992 the editors decided to invite a number of outstanding authors in the field of Rasch modeling to contribute to a book presenting the current state of knowledge about Rasch models. The aim was not just to collect a number of papers on the subject, rather to produce a well-organized monograph. To this end, a workshop was held in Vienna from 25 to 27 February 1993 in which, after a process of mutual reviewing, drafts of all chapters were read and discussed by all authors, leading to a more systematic organization of the topics treated in unified notation and terminology. (The workshop was sponsored by the University of Vienna; here, the editors would like to express their thanks, in the name of all contributors, both for the financial support and for the hospitality granted.

This book draws upon Vygotsky's idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children's development from a cultural-historical perspective. A book which theorises the relations between the social and the individual through a study of a child's perezhivanie, which analyses emotions more holistically, and advances the concepts of subjective sense and subjective configuration, is much needed. This book examines the complexity of human development through a comprehensive elaboration of these concepts, allowing for new insights to be put forward. It doesn't always follow the chronological order of Vygotsky's publications, as many of his works remained in the family archives until the 1980s, when his Selected Works were first published in Russian. There has long been a need for a contemporary book on the scholarly treatment of perezhevanie, emotions, and subjectivity, and as such this book revisits dominant representations of these concepts and then puts forward new ways of conceptualising and using them in empirical research. The chapters cover a broad range of case studies where the concepts of perezhivanie, emotions and imagination and subjective sense and subjective configuration are used to give new empirical and theoretical insights into the study of human development.

Educators, parents, and those who work with middle school students in various settings will find this book to be a valuable addition to their library. Early adolescence is a time of tremendous change with the potential for positive development in the academic, social, and emotional domains; yet, often this age group struggles to adjust to the transition of middle school and the tasks that are required to be successful there. The authors -- both of whom are seasoned educators and administrators -- cover a variety of topics germane to positive development. These include social and emotional development, current research on the adolescent brain, and the academic challenges of entering middle school. There are also chapters on contemporary issues such as bullying, social media, and inclusive leadership. Parents will find suggestions for how to support their middle school child, and educators will discover a wealth of best practices to incorporate into their interactions with early adolescents and their families.

The Extended Mind by award-winning science writer, Annie Murphy Paul, is not an out-and-out education book. But it is entirely focused on how learning and thinking happen, illustrating how a multi-modal approach to cognition can widen points of access to intellectual activity. Using evidence from cognitive science, neuroscience, and psychology, The Extended Mind might broaden your understanding of human cognition. The findings of Annie Murphy Paul parallel those of cognitive load theorists: memory is at the core of cognition, and the body, the environment and other people enrich learning. In this book, Emma Turner, David Goodwin, and Oliver Caviglioli demonstrate how teachers can help their students augment their thinking with their bodies (embodied cognition), external tools (situated cognition) and the people around them (distributed cognition). To ease your concerns, you will read how the works of several eminent researchers validate claims put forward. Teachers and leaders of all education phases will find this book enlightening; using practical strategies and cases studies, the authors highlight opportunities to enrich students' learning by widening points of access to intellectual activity.

Discover new, practical methods for teaching literacy skills in your early childhood classroom. Has teaching early literacy skills become a stumbling block to getting your preschool students kindergarten ready? Break out of the tired "letter of the week" routine and learn how to transform your lessons with fun and effective techniques. Teach Smarter: Literacy Strategies for Early Childhood Teachers will equip teachers to infuse every aspect of their teaching with exciting hands-on literacy teaching methods that engage students and help them build authentic connections with books, so that 100% of their students will have a strong literacy foundation and will be fully prepared for success in kindergarten and beyond. Respected author Vanessa Levin, veteran early childhood educator and author of the "Pre-K Pages" blog, breaks down the research and translates it into realistic, actionable steps you can take to improve your teaching. Features specific examples of teaching techniques and activities that engage students in hands-on, experiential learning during circle time, centers, and small groups. Offers a simple, four-step system for teaching literacy skills, based on the foundational principles of early literacy teaching Demonstrates how to build your confidence in your ability to get 100% of your students ready for kindergarten, long before the end of the school year Understand the problems with traditional literacy teaching and identify gaps in your current teaching practice with this valuable resource.

-Addresses the problem of bullying as an interactive social system with emphasis on the contributions of family, community, and culture, as well as the school.

-Gives concrete advice for successful intervention with both bullies, their victims, and bystanders.

-Examines the nature of teasing behaviors so the reader understands the difference between aggressive and destructive teasing and teasing that may be tolerated.

This volume follows the publication of Rasch Analysis in the Human Sciences. This new book presents additional topics not discussed in the previous volume. It examines key topics such as partial credit analysis of data, common person linking, computing equating constants, investigating discrimination, evaluating dimensionality, how to better utilize Wright Maps, how to design tests and surveys using Rasch theory, and many more. The book includes activities which can be used to practice the theme of each chapter and to test the reader's understanding of Rasch techniques. Beginning and ending with a conversation between two students, each chapter provides clear step-by-step instructions as to how to conduct an analysis using the chapter theme. The chapters emphasize applications for the beginner learning Rasch and provide guidance for composing a write-up of an analysis for a presentation, paper, thesis or report. This book explores in detail many important yet often rarely discussed topics in Rasch. With its easy-to-read language and engaging format it reaches a wide audience of scientists, clinicians, students, researchers and psychometricians, providing a valuable toolkit for practical users of Rasch analysis. - Dr. Eva Fenwick, Clinical Research Fellow, Singapore Eye Research Institute (SERI) Assistant Professor, Duke-NUS Medical School, Singapore It is an easy to read book and provides immediate guidance for those wishing to conduct a Rasch analysis. The "conversations" between students in each chapter provides a welcome introduction to each topic. - Prof. Maik Walpuski, University Duisburg-Essen, Germany The lessons learned in their first book are extended by providing insightful demonstrations of some of the more complex concepts and techniques used in applying Rasch models. - Dr. Michael R. Peabody, National Association of Boards of Pharmacy, Illinois, USA I am amazed with the ability of these authors to communicate complicated knowledge, and the ability to make this highly complicated knowledge accessible to new learners guiding every step of the way. Through this book we get important knowledge about techniques and the different areas of use for Rasch methods in the human sciences This is truly an important book for students and researchers. - Prof. Charlotte Ringsmose, Aalborg University, Denmark

The word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase "free market" gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery. The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools. Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.

Schools across the United States - as well as much of the world - are experiencing widespread change. Students are more diverse ethnically, academically, and emotionally. More attention is being paid to abuse and neglect, violence and bullying, and the growing inequities that contribute to student dropout. Within this changing landscape, cultural competence is imperative for school-based professionals, both ethically and as mandated by educational reform.

The "Handbook of Culturally Responsive School Mental Health" explores the academic and behavioral challenges of an increasingly diverse school environment, offering workable, cost-effective solutions in an accessible, well-organized format. This timely volume updates the research on cultural competence in school-based interventions, describes innovative approaches to counseling and classroom life, and demonstrates how this knowledge is used in successful programs with children, adolescents, and their families. Populations covered range widely, from African American and Asian American/Pacific Islander families to forced migrants and children who live on military bases.

By addressing issues of training and policy as well as research and practice, contributors present a variety of topics that are salient, engaging, and applicable to contemporary experience, including:

- Adolescent ethnic/racial identity development.
- Culturally responsive school mental health in rural communities.
- Working with LGBT youth in school settings.
- Cultural competence in work with youth gangs.
- Culturally integrated substance abuse prevention and sex education programs.
- Promoting culturally competent school-based assessment.
- School-based behavioral health care in overseas military bases.
- Developmental, legal, and linguistic considerations in work with forced migrant children.
- Cultural considerations in work/family balance.

The "Handbook of Culturally Responsive School Mental Health" is a must-have reference for researchers, scientist-practitioners, educational policymakers, and graduate students in child and school psychology; educational psychology; pediatrics/school nursing; social work; counseling/therapy; teaching and teacher education; and educational administration.

This book explores the practice of psychotherapy, teaching, and supervision via allegory, metaphor, and myth. Based upon the author's own extensive teaching and practice, Mark Kunkel takes the reader through a series of vignettes that are windows not only into reality, but also into the soul. The author's approach reflects his vocational commitment to an integration of conceptualization, affective involvement, and application. These allegories, parables, and myths serve to clarify and open important issues in teaching, psychotherapeutic, and clinical supervisory settings, and are intended to be allies in individual study and group discussion alike.

This book examines how major Asian cities have enhanced their global competitiveness by transforming their higher education systems to equip their graduates with global competence. It primarily focuses on policy implications and urban governance, especially comparing how governments are responding to the growing challenges of international connectivity and are managing the diversity of populations resulting from an increasingly globalized world.

Many sociological, historical and cultural stories can be and have already been told about why it is that parents in post-industrial, western societies face an often overwhelming array of advice on how to bring up their children. At the same time, there have been several philosophical treatments of the legal, moral and political issues surrounding issues of procreation, the rights of children and the duties of parents, as well as some philosophical accounts of the shifts in our underlying conceptualization of childhood and adult-child relationships. While this book partly builds on the insights of this literature, it is significantly different in that it offers a philosophically-informed discussion of the actual practical experience of being a parent, with its deliberations, judgements and dilemmas. In probing the ethical and conceptual questions suggested by the parent-child relationship, this unique volume demonstrates the irreducible philosophical richness of this relationship and thus provides an important counter-balance to the overly empirical and largely psychological focus of a great deal of "parenting" literature. Unlike other analytic work on the parent-child relationship and the educational role of parents, this work draws on first-person accounts of the day-to-day experience of being a parent in order to explore the ethical and epistemological aspects of this experience. In so doing it exposes the limitations of some of the languages within which contemporary "parenting" is conceptualized and discussed, and opens up a space for thinking about childrearing and the parent-child relationship beyond and other than in terms of the languages which dominate the ways in which we generally think about it today.