For researchers in the Learning Sciences, there is a lack of literature on current design practices and its many obstacles. Design as Scholarship in the Learning Sciences is an informative resource that addresses this need by providing, through a robust collection of case studies, instructive reference points and important principles for more successful projects. Drawing from the reflections of diverse practitioners, this text includes response sections that guide readers in understanding the research in the context of their own work. It touches upon educational technologies, community co-design, and more, and is grounded in the critical analysis of experts seeking to grow the community.

Survey of the subject including translation of Ibn Nadim's Fehrest and large parts of Sa'adi's Golestan.

The inequalities that structure relationships in Delhi's urban slums have left the health of women living there chronically vulnerable. Yet for women living in slums, there is no other option than to depend on someone. Based on fourteen months of intensive fieldwork with ten families in a Delhi slum, No One Will Let Her Live argues that women rely on moral strategies to confront the poverty and unstable relationships that threaten their well-being. Claire Snell-Rood breaks new ground by delineating the complex ways in which women set boundaries, maintain their independence, and develop a nuanced sense of selfhood that draws on endurance, asceticism, mobility, and citizenship.

What were American evangelicals doing in Russian public schools? Actually, the Russian Ministry of Education had invited them. Faced with the need for new approaches to moral education after the demise of communism, the Russian Ministry of Education turned to a group of Western evangelical Christians called the CoMission for help. Oddly enough, a government that had promoted atheism, destroyed churches, and persecuted Christians for more than seventy years now found itself partnering with Christians to train their educators to teach ethics.

This book not only tells the story of this odd educational enterprise and its ultimate outcome, but it also explores the questions that such a groundbreaking project inevitably raises. What led post-communist educators to seek help with moral education from Western Christians? How did the Russian Ministry of Education and the CoMission handle the church-state relationships that this endeavor produced? How did post-Soviet teachers respond? How did the Orthodox Church react? While a few books have described the changes in Russian public schools, this book provides the first in-depth case study of moral education in Russia after communism.

This account of the CoMission -- a group of eighty-three Christian organizations formed to instruct Russian public schoolteachers how to teach Christian ethics -- provides unique insights both into post-communist Russia and Western evangelical movements. Interviews with more than one hundred people intimately involved in Russian education, politics, and evangelism make the narrative's analysis thorough, accessible, and personal. The author's comprehensive research and first-person experience result in aninformative, instructive, and compelling book. Anyone with an interest in Russia, moral education, evangelism, or church-state issues will find this to be an important study.

In 2004 the Rockwool Foundation decided to launch a research project that would focus upon the relationship of young immigrants to the Danish educational sys-tem, including an investigation of the attitudes of these young people towards education and of the benefits that they obtained from attending primary and lower secondary school (i.e. the obligatory stages of schooling) in Denmark. It has been evident for a number of years that non-Western immigrants do not make much use of the Danish educational system, and that far too many of those who do go to Danish educational institutions fail to complete their courses. If this educa-tional pattern of non-achievement is not broken, then it will greatly hinder the true integration of immigrants from non-Western backgrounds into the Danish labour market, and consequently into Danish society. In order to determine the learning outcomes for young immigrants from their attendance at Danish primary and lower secondary school, the Rockwool Foun-dation Research Unit contacted the Danish PISA Consortium to arrange a spe-cial PISA survey. The results of this survey were presented in a book published in 2007 by the University Press of Southern Denmark entitled PISA Etnisk 2005 (PISA Ethnic 2005), edited by Niels Egelund and myself. This special PISA sur-vey made possible in-depth analyses of school-pupils' performance, including the performance of pupils from non-Western backgrounds.

Anticolonial struggles of the interwar epoch were haunted by the question of how to construct an educational practice for all future citizens of postcolonial states. In what ways, vanguard intellectuals asked, would citizens from diverse subaltern situations be equally enabled to participate in a nonimperial society and world? In circumstances of cultural and social crisis imposed by colonialism, these vanguards sought to refashion modern structures and technologies of public education by actively relating them to residual indigenous collective forms. In Indigenous Vanguards, Ben Conisbee Baer provides a theoretical and historical account of literary engagements with structures and representations of public teaching and learning by cultural vanguards in the colonial world from the 1920s to the 1940s. He shows how modernizing educative projects existed in complex tension with impulses to indigenize national liberation movements, and how this tension manifests as a central aspect of modernist literary practice. Offering new readings of figures such as Alain Locke, Leopold Senghor, Aime Cesaire, D. H. Lawrence, Rabindranath Tagore, Mahatma Gandhi, and Tarashankar Bandyopadhyay, Baer discloses the limits and openings of modernist representations as they attempt to reach below the fissures of class that produce them. Establishing unexpected connections between languages and regions, Indigenous Vanguards is the first study of modernism and colonialism that encompasses the decisive way public education transformed modernist aesthetics and vanguard politics.

"Double Loyalties" is a major study of issues facing second- and third-generation South Asian young people growing up in western countries. Drawing on extensive fieldwork from four countries (Britain, the United States, Canada and Australia), Paul Ghuman offers a detailed view of such areas as schooling and education, bilingualism, acculturation patterns, cultural conflicts and identity formation, racial prejudice, gender equality and employment opportunities.
Integrating quantitative data derived from an acculturation scale and qualitative material gathered from interviews and observations with psychological and anthropological theories, Double Loyalties provide a significant in-depth analysis of contemporary biculturalism and bilingualism. It makes constructive suggestions to improve the education and lifestyles of young South Asians in the West and will be essential reading for researchers in the field of ethnic minority studies and cross-cultural studies, as well as for teachers, youth workers and social workers.

Since the inadequacies of the Industrial Revolution remain a key factor in most critiques of capitalism and individual liberty, Education and the Industrial Revolution makes an important contribution to a better understanding of the period. The book provides a challenge to the educational establishment because it contradicts the long-held view that the Industrial Revolution was a disaster and that only government intervention and 'compulsion' brought the joys of education to people. West's investigations unearthed a large and growing market for education going hand in hand with the rise of industrialism and occurring prior to government intervention. By taking on such issues as supposed educational deficiency, market provision, actual literacy rates, theories of educational reform in the nineteenth century, and the realities of educational intervention, West helps us come to a richer understanding of liberty -- one that is little-known today but every bit as relevant as the day it was written.

As the level of distrust and alienation between Jews and Palestinians has risen over the past fif een years, the support for grassroots organizations' attempts to bring these two groups closer has stagnated. Jewish-Palestinian youth encounter programs that flourished in the wake of the Oslo Accords now struggleto find support, as their potential to create positive social change in Israeli society is still unknown. In Youth Encounter Programs in Israel, Ross attempts to assess that potential by considering the relationship between participation in Jewish-Palestinian encounters and the long-term worldview and commitment to social change of their participants. Taking a comparative approach, Ross examines the structure and pedagogical approaches of two organizations in Israel, Peace Child Israel and Sadaka Reut. In doing so, Ross explores how these different organizations shape participants' national identity, beliefs about social change, and motivation to continue engaging in peace-building activities. Based on more than one hundred interviews with program staff and former participants as well as more than two hundred hours of program observation, Ross's work fills an important gap in the literature and holds significant relevance for peace education and conflict esolution practitioners.

This bestselling textbook has been extensively revised, reorganised and updated for the AS and A Level Business Studies specifications from September 2008. The 4th edition of this market-leading text from the respected and trusted team of authors - Dave Hall, Carlo Raffo and Rob Jones - now includes the additional expertise of Alain Anderton to give you the best resources for you and your students. Fourth edition suitable for ALL boards - including IB, OCR and Edexcel. Gives you confidence in the quality of the texts by giving you resources written by an experienced, authoritative and respected team of examiners and course developers - Dave Hall, Carlo Raffo, Rob Jones - and now including bestselling author Alain Anderton. Provides comprehensive coverage of all specifications including Edexcel, OCR, and IB. Helps students achieve the best results with full coverage of all the new assessment objectives, plus short answer, data response and case study questions that follow the new assessment style. Motivates students with the latest theory and practice that focuses on today's business issues and critique sections that encourage debate. Enhances the clarity of diagrams, figures, tables and charts with the engaging full colour design.

What exactly makes The Nonfiction NOW Lesson Bank such a stand-out? If you consider the amount of instructional support, that alone is substantial enough to transform your teaching. But Nancy Akhavan happens to be an educator who has performed many roles over her career so she divests in this book just about everything in her professional vault A whole new vision of teaching nonfiction 50 powerhouse lessons A bank of short informational texts Dozens of student practice activities Graphic organizers for taming textbooks Unlike so many books, this one will live its life in actual use: dog-eared, sticky-noted, and loved.