--Only sustained treatment of the history and pedagogical importance of annotated bibliographies for curriculum development --Useful for composition instructors, research and study skills specialists, librarians, writing center directors, and curriculum designers --Contains practical materials including lesson plans, assignments, rubrics, and samples

What effect has globalization had on our understanding of literacy? Grassroots Literacy seeks to address the relationship between globalization and the widening gap between grassroots' literacies, or writings from ordinary people and local communities, and elite' literacies. Displaced from their original context to elite literacy environments in the form of letters, police declarations and pieces of creative writing, grassroots' literacies are unsurprisingly easily disqualified, either as bad' forms of literacy, or as messages that fail to be understood. Through close analysis of two unique, handwritten documents from the Democratic Republic of the Congo, Jan Blommaert considers how grassroots' literacy in the Third World develops outside the literacy-saturated environments of the developed world. In examining these documents produced by socially and economically marginalized writers Blommaert demonstrates how literacy environments should be understood as relatively autonomous systems. Grassroots Literacy will be key reading for students of language and literacy studies as well as an invaluable resource for anyone with an interest in understanding the implications of globalization on local literacy practices. Jan Blommaert is Distinguished Professor of Linguistic Anthropology at the University of Jyv"skyl," Finland, as well as Professor of Linguistic Anthropology at Tilburg University. His publications include Debating Diversity (co-author, Routledge, 1998), Language Ideological Debates (editor, 1999) and Discourse: A Critical Introduction (author, 2005).

This new six-volume collection from Routledge and Edition Synapse brings together key documents from the Victorian feminist campaign to establish and improve girls' and women's education. The set is divided into two sections, both of which incorporate materials that argue for the improvement of girls' and women's education as well as arguments made against education for girls and women. The first section focuses on the debate surrounding the quality of women's education and the question of access to higher education for women. This section also brings together documents from the feminist campaign with writing from the established press on the question of women's higher education, and writings from the Social Sciences Association where many education reformers aired their views. The second section concentrates on the strengths and successes of Victorian women as educators, and highlights some of the most influential women in the field of education during this era. Drawing widely on articles from the feminist and established press, government papers, newspapers, professional and association journals, as well as memoirs, addresses, pamphlets, and reviews, this essential collection gives researchers excellent and comprehensive access to nineteenth-century debates on improving girls' and women's education, and women's work as educators.

A step by step guide to the school club that provides a safe place for LGBT and straight kids A Gay-Straight Alliance (GSA) provides a safe place for students to discuss issues, meet others, and get support from those who care. Gay-Straight Alliances: A Handbook for Students, Educators, and Parents explains exactly how to begin this important type of school club that helps build positive relationships and promotes knowledge and tolerance. This guide tells students what it takes to start a GSA at their school, teachers how best to work with GSAs, and helps principals and superintendents to understand the applicable laws. Parents who read this book can discover for themselves just how positive an influence the GSA may be in their child's life. Beginning a Gay-Straight Alliance (GSA) takes courage as well as the support of educators and parents. Gay-Straight Alliances: A Handbook for Students, Educators, and Parents discusses all aspects of this type of school club, including the issues and challenges students will face when forming it. Teachers are given helpful perspectives on how to meet the inevitable concerns of parents and public officials and how to be an effective advisor. Principals and school officials are given an overview of the federal laws and the responsibility of schools to adhere to them. The book includes appendixes with helpful resources on sexual orientation and gender identity development, LGBT issues and schools, and the 1984 Federal Equal Access Act. Topics in Gay-Straight Alliances: A Handbook for Students, Educators, and Parents include: starting a GSA in ten steps how teachers and counselors can work with GSAs including transgender students First Amendment rights 1984 Federal Equal Access Act Title IX a review of federal guidelines for religious expression in public schools school anti-harassment policies understanding the opposition-with strategies for working with them working with parents common misconceptions about GSAs Gay-Straight Alliances: A Handbook for Students, Educators, and Parents is a valuable guide for students wanting to start a Gay-Straight Alliance (GSA) at their school, for teachers on how to best work with GSAs, for principals and superintendents on GSAs and the law, and for parents who have children in schools with GSAs.

Covering both formal and informal education, this volume examines Renaissance education in England and Italy, set within the relevant social, political and historical context.

Originally published in 1954.Examining the historical background to the Education Act of 1944 and the social and political difficulties in implementing it, this volume also traces the development of teaching training in the post-war years.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own aims and methodology.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Originally published 1915. This reprints the edition of 1969. When originally published this volume was the first history of English schools before the Reformation, reckoned from the accession of Edward VI.

Originally published in 1977, this volume analyzes aspects of elementary schooling in the nineteenth century and the ways in which it prepared working-class children for life in industrial Britain. The book examines: The procedures and practices of different types of schools. The ideologies guiding elementary education The social implications of curriculum content and pupils' and parents' attitudes to the education provided by the church and state.

Originally published in 1970, this volume provides a survey of the wide field of the development of education since 1800. The book is structured as follows: Part One: The General Development of Popular Education English Elementary Education, the Development of Primary Education, English Secondary Education Part Two: Specific Topics in Education Independent, Private and Public Schools, Technical and Technological Education, The Universities, Teacher Training, Further and Adult Education, The Youth Services Part Three: Educational Thinkers Johann Friedrich Herbart (1776-1841), Friedrich Froebel (1782-1852), Froebelianism and Montessori, John Dewey (1859-1952).

Originally published 1968, the book examines the ways in which the definitions of education held by different groups with power have changed since 1800 and traces which social institutions exercised the preponderant influence on the growth of the English educational system during the seminal period in which the state system was founded and grew to its present position. Especial attention is given to the influence of the ideologies of the various social classes, to the growing demands of the economy on the educational system and to changes in the structure of the family.

Originally published in 1978, this volume examines the purpose and the functioning of the present education system in UK and when it was originally published it was the first overall review of developments in British education since the 1944 Education Act. It discusses some of the most significant reforms which have stemmed from developments in the primary schools, in particular from the adoption of child-centred and progressive methods of teaching.

Originally published 1965. This reprints the 1977 edition which included a new introduction. From the starting point of "popular" charity education, the book traces the dynamic of ideological and social change from the 1790s to the 1830s in terms of attitudes to education and analyzes the range of contemporary opinions on popular education. It also examines some of the channels through which ideas about education were disseminated and became common currency in popular movements.

Originally published 1983.This book explores the nature of the social history of education. It examines what aspects of the history of education have been neglected and why. The themes explored include the relationship between education and the emergence of social science, the reputations of educationists, expectations of higher education in the twentieth century, the use of education against poverty and education as policy and case study.

One thing that unites us all – across time, nations and peoples – is food. From chocolate, rice pudding and sandwiches to breakfast in bed, banana phones and the fruit of a mythical jelabi tree, A.F. Harrold has brought together a wonderful and diverse collection of poems on the topic of food.

Beautifully illustrated in full colour by rising star Katy Riddell (daughter of former Children's Laureate, Chris Riddell), this rich and delicious anthology brings together work from a broad range of poets, including the magically observant William Carlos Williams, award-winning Joseph Coelho and the inspiring Sabrina Mahfouz. Whether you're in the mood for a perfect bowl of yoghurt or a pomegranate omelette, these poems will satisfy any food craving. The perfect gift for any poetry or food lover!

This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school teachers, preservice teacher candidates, doctoral students in mathematics education and other fields, mathematics teacher educators, and other education faculty. As a whole, this case study provides an opportunity to reflect on reform visions of mathematics for all students and the challenges inherent in the implementation of these visions in US schools. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.

Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies.The new edition is organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition. More Comprehensive - Topical coverage has been expanded from 41 to 56 chapters and includes many more chapters on technology than in previous editions. Restructured Chapters - This edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies. More International - More than 20% of the contributing authors and one of the volume editors are non-American. Theoretical Focus - Part I provides expanded, cross-disciplinary theoretical coverage. Methodological Focus - An extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods. Research and Development Focus - Another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models, and design-based research methods. This handbook isintended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them.

Originally published in 1926, this volume charts the achievements of Edward Thring, arguably the most original and striking figure in the schoolmaster world of England in the nineteenth century. Abroad, he was the only English schoolmaster of his generation widely known by name. The principles upon which he relied were that every boy should be taught, and the less able the boy, the more able should be the teacher who was set to deal with him; that no class should exceed twenty-five boys; that each boy should have privacy in the dormitories and that trust between boys and masters was paramount. These were revolutionary principles in educational terms at the time but they have endured to form the cornerstones of British boarding-schools which are still recognized today.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

At the beginning of the 21st century museums are challenged on a number of fronts. The prioritisation of learning in museums in the context of demands for social justice and cultural democracy combined with cultural policy based on economic rationalism forces museums to review their educational purposes, redesign their pedagogies and account for their performance. The need to theorise learning and culture for a cultural theory of learning is very pressing. If culture acts as a process of signification, a means of producing meaning that shapes worldviews, learning in museums and other cultural organisations is potentially dynamic and profound, producing self-identities. How is this complexity to be 'measured'? What can this 'measurement' reveal about the character of museum-based learning? The calibration of culture is an international phenomenon, and the measurement of the outcomes and impact of learning in museums in England has provided a detailed case study. Three national evaluation studies were carried out between 2003 and 2006 based on the conceptual framework of Generic Learning Outcomes. Using this revealing data Museums and Education reveals the power of museum pedagogy and as it does, questions are raised about traditional museum culture and the potential and challenge for museum futures is suggested.

This book talks of perhaps one of the greatest education experiments in the history of America. In 1894 John Dewey moved his position as Chairman of the Philosophy Department at the University of Michigan to assume the position as Chairman of the Department of Philosophy, Psychology, and Pedagogy at the University of Chicago. He would remain there until 1904, his departure prompted in great part by his dissatisfaction regarding his wife's treatment by the administration in her role of principal of the Laboratory School. At this time Dewey was anxious to translate his more abstract ideas into practical form and he saw the position at Chicago affording him a rare opportunity to do this.

The school itself was conceived by Dewey as having an organic functional relation to the theoretical curriculum. Just as Dewey was anxious to merge philosophy and psychology and to relate both of these disciplines to the theoretical study of education, similarly he saw the school as a laboratory for these studies analogous to the laboratory used in science courses. This effort to merge theory and practice is perhaps the major characteristic of Dewey's entire professional career. In the opening sentence of Dewey's remarks in his essay in this volume, "The Theory of the Chicago Experiment," we see the extent to which this problem preoccupied him: "The gap between educational theory and its execution in practice is always so wide that there naturally arises a doubt as to the value of any separate presentation of purely theoretical principles."

This book is an accurate and detailed account of one of the most interesting experiments ever undertaken in America. It provides the reader with the complexity of John Dewey's abstract philosophy experimentalism.

Universities and societies around the world are involved in significant transition. Universities are now invited to expand their central aims and purposes in order to embrace a role in relation to the development of the societies in which they are located. This change of focus has major implications for curricula, modes of teaching and the student body.

International contributors to this wideranging text discuss different aspects of the phenomenon of globalisation in relation to higher education, but also in relation to moves by nation states to devolve government to regional and subregional bodies and the implications this has for educational systems.

Policing is in a profound period of change, the result of recent government reform, a renewed drive for professionalism as well as the need to adapt to a rapidly changing society. This book provides a highly readable and up to date introduction to the work of the police, exploring what this currently involved and the directions it may be going in. It is designed for student police officers starting their probation and training, students studying public or uniformed service courses in colleges, students taking undergraduate courses in policing and criminal justice, and anybody else who wants to know about policing today. The book describes all the key elements of policing work. The first two parts look at how the police functions as an organization, with chapters devoted to important new areas of crime reduction partnerships and forensic support in investigation and enforcement. The third section covers key aspects of practical police work, with coverage of such challenging areas as anti-social behaviour and terrorism. The book contains a wide range of practical tasks and activities, and links are made throughout to the new Initial Police Learning and Development Programme and National Occupational Standards in Policing.

International Law on the Aims of Education is a practical and tangible guide to the international legal standards on the aim and content of education. Using Article 29 of The Convention on the Rights of the Child (CRC) as a reference point, the book provides a detailed legal analysis of international minimum standards on how a child should be educated. The book adopts a traditional legal positivist approach to explore the scope and nature of international law on the aims of education. It is divided into three main questions: 1) What is international law and are the aims of education valid legal obligations? 2) What is the content and scope of these laws on the aims of education? 3) What are the obligations of authorities and teachers to respect and fulfil the law? The book is unique as the first book on international law dedicated separately to the aims of primary and secondary school education, not only focusing on human rights education. This book will be of great interest for teacher students, scholars and post graduate students in the field of education. It will also appeal to legal scholars as well as policymakers.