This book deals with the development of private secondary schooling during the Second World War in Belgium. It focuses on how the German occupier used education to gain acceptance of the regime, and discusses the attitudes of Belgian education authorities, schools, teachers and pupils towards the German occupation. Suggesting that the occupation forced Belgian education authorities, such as the Roman Catholic Church, to take certain positions, the book explores the wartime experiences and memories of pupils and teachers. It explains that the German Culture Department was relatively weak in establishing total control over education and that Catholic schools were able to maintain their education project during the war. However, the book also reveals that, in some cases, the German occupation did not need total control over education in order to find support for some authoritarian ideas. As such, Van Ruyskenvelde's analysis presents a nuanced view of the image of the Catholic Church, schools, teachers and pupils as mere victims of war.

Teach Me to Be Generous tells the remarkable story of Regis High School, the Jesuit school on New York's Upper East Side that was founded in 1914 by an anonymous donor as a school for Catholic boys whose families could not otherwise afford a Catholic education. Enabled by the philanthropy of the founding family for nearly a century, and now by alumni and friends carrying on that tradition of generosity, Regis has been able to provide tuition-free, all-scholarship education for its entire history. It also holds the distinction of being the first free-standing Jesuit high school in the United States, with no connection to any Jesuit colleges or universities. Regis High School's unique story is told by an engaging storyteller and historian who has taught at the school for more than ten years. Father Andreassi offers captivating glimpses into the lives and daily experiences of Regis's students and faculty while chronicling the development of the school's educational philosophy and spiritual approach in its first century. Filled with entertaining anecdotes alongside wider historical context and illuminating statistical analysis, Teach Me to Be Generous tracks Regis High School through the decades of the twentieth century to the present day-from the generosity of a devout Catholic widow, through the Depression and World War II, to changes in demographics of the Catholic community and shifts in the landscape of Catholic education in New York City. During the school's first few decades, Regis admitted thousands of Catholic boys, mostly from poor or lower-middle-class families, helping prepare them for success in college and leadership positions in the professions. Because of the closing of dozens of urban Catholic schools and the general decline of the quality of New York City's public schools, in more recent years the school has faced the challenge of remaining true to its mission in offering an education to Catholic boys "who otherwise would not be able to afford a Catholic education." Teach Me to Be Generous paints a vivid portrait of the first one hundred years of an exceptional institution and looks with hope and confidence to its future.

Shift happens: Emerging technologies and globalization have resulted in political, social and cultural changes. These changes have a profound impact on all aspects of human life, including education. Yet while society has changed and continues to change, schools are slow to keep up. This book explores issues related to transforming and modernizing our educational systems, including the impact of societal shifts on education, the efforts at various levels to bring schools into the 21st century, the identification of 21st century skills, the reformation of the curriculum, the creation of alternative models of schooling, the innovative use of technology in education, and many others. It addresses questions like the following: Should schools systems adapt to better meet the needs of tomorrow's world and how should this be accomplished? How can society better prepare students for a changing and challenging modern world? What skills do students need to lead successful lives and become productive citizens in the 21st century? How can educators create learning environments that are relevant and meaningful for digital natives? How can the school curriculum be made more rigorous to meet the needs of the 21st century? This book encourages readers to transcend the limits of their own educational experience, to think beyond familiar notions of schooling, instruction and curriculum, to consider how to best structure learning so that it will benefit future generations. It encourages a deeper analysis of the existing education system and offers practical insights into future directions focused on preparing students with 21st century skills.

This book explores Daoist philosophies of qi and virtue through inquiry into their potential as technologies for cultivating good among individuals and society within educational settings, as well as in the modern world. The first part of the book, authored by Jing Lin, examines Daoist cosmology, axiology, and epistemology. She illuminates qi cultivation's reliance on the accumulation of virtues, leading to transformation of the body and even-extraordinarily-the abilities of Daoist masters to transcend physical limitations to achieve health, longevity, and immortality. The second part of the book, authored by Tom Culham, establishes an understanding of qi and virtue as a technology within the Daoist paradigm, outlining the benefits of its cultivation while illuminating how contemporary Western philosophy and science support this paradigm. Both authors explore new forms of education to incorporate Daoist wisdom in schooling.

How do you perform a MANOVA? What is grounded theory? How do you draw up a repertory grid? These, and many other questions are addressed in this wide-ranging handbook of methods and analytic techniques which uniquely covers both quantitative and qualitative methods. Based on a broad survey of undergraduate curricula, the book takes curious readers through all of the methods that are taught on psychology courses worldwide, from advanced ANOVA statistics through regression models to test construction, qualitative research and other more unusual techniques such as Q methodology, meta-analysis and log-linear analysis. Each technique is illustrated by recent examples from the literature. There are also chapters on ethics, significance testing, and writing for publication and research proposals. Advanced Research Methods in Psychology will provide an invaluable resource for advanced undergraduates, postgraduates and researchers who need a readable, contemporary and eclectic reference of advanced methods currently in use in psychological research.

The pivotal role of the school leader as a factor in effective schools has been corroborated by findings of school effectiveness research over the last decades. School improvement researchers have also demonstrated increasing recognition of the importance of school leaders for all stages of the school improvement process. The school leader is most often cited as the key figure in the individual school's development, either blocking or promoting change, acting as the internal change agent, overseeing the processes of growth and renewal. In view of these ever-increasing responsibilities of school leaders for ensuring and enhancing the quality of schools, school leadership has recently become one of the central concerns of educational policy makers. Moreover, in most countries, the tasks and structures of schools and of the education system are changing. These change processes strongly influence the leadership of schools.

The chapters of the book vividly reflect the ideas and experiences regarding current issues and trends in school leadership and leadership development from both perspectives, research and practice. They comprise insights from recent research findings and their consequences for the leadership of schools. They look at the growing importance placed on activities to "professionalize" school leaders, among them: training and development programs and selection procedures. They also examine the professional standing and the level of decision-making authority that school leaders in various countries have.

The Children of Immigrants at School explores the 21st-century consequences of immigration through an examination of how the so-called second generation is faring educationally in six countries: France, Great Britain, the Netherlands, Spain, Sweden and the United States. In this insightful volume, Richard Alba and Jennifer Holdaway bring together a team of renowned social science researchers from around the globe to compare the educational achievements of children from low-status immigrant groups to those of mainstream populations in these countries, asking what we can learn from one system that can be usefully applied in another. Working from the results of a five-year, multi-national study, the contributors to The Children of Immigrants at School ultimately conclude that educational processes do, in fact, play a part in creating unequal status for immigrant groups in these societies. In most countries, the youth coming from the most numerous immigrant populations lag substantially behind their mainstream peers, implying that they will not be able to integrate economically and civically as traditional mainstream populations shrink. Despite this fact, the comparisons highlight features of each system that hinder the educational advance of immigrant-origin children, allowing the contributors to identify a number of policy solutions to help fix the problem. A comprehensive look at a growing global issue, The Children of Immigrants at School represents a major achievement in the fields of education and immigration studies.

Richard Alba is Distinguished Professor of Sociology at the City University of New York's Graduate Center. His publications include Remaking the American Mainstream (with Victor Nee) and Blurring the Color Line.

Jennifer Holdaway is a Program Director at the Social Science Research Council, where her work has focused on migration and its interaction with processes of social change and stratification.

This book disrupts the false dichotomy of college versus career by showing how young people and the programs created to serve them integrate the worlds of college and career readiness as students work to learn against the odds and strive toward lives that matter to them. Work-based learning at each stage of the K-college experience is crucial to the development of young people. Through analysis of national policies on college readiness and work-based learning, as well as through illustrative case studies of young people in work-based learning programs, the authors highlight the programs, voices, and experiences of young people from middle school through college. Through interviews, participating students share their views, aspirations, and preparation for both college and career.

This book surveys the rich, colourful history of mass hysteria and kindred phenomena in schools, from outbreaks of demonic possession during witchcraft scares to twitching and shaking epidemics that became common in nineteenth century European schools, to more contemporary incidents of collapsing bands, itching frenzies, ghost panics and 'mystery' illnesses. Sociologist Robert Bartholomew and historian Robert Rickard trace mysterious outbreaks of strange behavior and illness in students through the centuries. From the possessed children who went into trance states and began to bark like dogs and cats in 16th and 17th century Holland, to an outbreak of Tourette's-like symptoms among schoolgirls in Western New York during 2011-12, the book contains accounts written in everyday language. It provides a comprehensive treatment gleaned from scholarly journals and press reports. While many episodes are from the United States, separate chapters detail accounts from Europe, Asia, Africa, Latin America and Oceania. While some may take issue with the term ""mass hysteria"" and consider its use derogatory to females, it remains entrenched in the scientific lexicon. Furthermore, 99% of reports involve a preponderance of females, the causes of which are explored. For instance, this state of affairs may reflect the social conditioning of females and not necessarily any innate predisposition. This book constitutes the definitive and only book devoted to the subject.

The book tries to trace the origin of today's Nigeria. The foundation that produced it was based on faulty principles, which came about due to the fact that both the imperial Lords and the indigenous founding fathers had no clear vision of the nature the new nation should take. The fact that many tribes, tongues and beliefs were unsystematically coerced to form this unwilling alliance added much strain to the feeble chains of unity. Every effort made to address this situation has failed so far. The author shows failures in the political, economic and religious arena while arguing that the development of the mental faculties of the Nigerian youth is the only viable option towards success. This development can only come about through comprehensive education, not based on the acquisition of paper qualifications but on the development of the entire person as an entity.

Explores the experiences of homeschooling mothers Mothers who homeschool their children constantly face judgmental questions about their choices, and yet the homeschooling movement continues to grow with an estimated 1.5 million American children now schooled at home. These children are largely taught by stay-at-home mothers who find that they must tightly manage their daily schedules to avoid burnout and maximize their relationships with their children, and that they must sustain a desire to sacrifice their independent selves for many years in order to savor the experience of motherhood. Home Is Where the School Is is the first comprehensive look into the lives of homeschooling mothers. Drawing on rich data collected through eight years of fieldwork and dozens of in-depth interviews, Jennifer Lois examines the intense effects of the emotional and temporal demands that homeschooling places on mothers' lives, raising profound questions about the expectations of modern motherhood and the limits of parenting.

Games obsessed the Victorian and Edwardian public schools. This obsession has become widely known as athleticism. Now commonly regarded as an indulgence, it was in fact much more: a combination of hedonism and idealism. This is a major study of the games ethos which dominated the lives of many Victorian and Edwardian public school boys. It includes much hitherto unpublished material about schools, people, practices and attitudes, and adds insights and subtlety to earlier, uncomplicated generalizations. Dr Mangan's readable and engrossing study of athleticism is a work of substantial and fluent scholarship. It is an original and stimulating contribution to the history of public schools, educational ideologies and secondary education which will interest the general reader as well as the social scientist, historian and educationalist.

Conflicts often arise between regulations, making it difficult for school management teams and teachers to resolve situations with appropriate dignity and respect for all concerned. This book discusses provocative actual case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities. A model of consequences, consistency and caring, each aspect based on traditional ethical theories provides a scientific base - a rational and a responsive base for ethical decision-making. This work covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control.

eBook available with sample pages: EB:0203010469

Maritain, Religion, and Education: A Theocentric Humanism Approach offers a comprehensive study of Jacques Maritain's philosophy of education as applied to the specific field of religious education. This book demonstrates that his philosophy is still relevant and that the philosophical-religious idea of the human person is an indispensable point of departure for any educational theory, particularly in the field of religious education. Maritain's theocentric humanism stresses not only the relation of God and humanity but that of humanity and the world. His thinking fosters unity - by considering the human person as unity - with religious education becoming a liberating process that conforms to the goal of religious education: to deliver persons from all obstacles to union with God by fostering the spiritual life of religious educators and society alike.

An expanded edition filled with ideas, strategies, and tools for school counselors

This "Survival Guide" helps counselors plan and implement an effective counseling program tailored to the needs of all students. Step by step, the book walks readers through every aspect of the school counselor job, including: designing a comprehensive counseling program, communicating with students and fellow staff, facilitating groups, promoting positive school discipline, integrating a guidance curriculum, intervening in times of crisis, and taking personal and professional care of oneself. Discusses how to reach out to diverse student and parent populations Shows how to integrate the American School Counselor Association's National Model for designing, delivering, and evaluating a school's counseling programReveals how new technology can improve services to students and parents Other titles by Wiggin: "I.O.U.S.A., Demise of the Dollar, "and "Financial Reckoning Day"

This comprehensive resource also includes a wealth of reproducible worksheets, letters, checklists, and forms designed to save time and effort for busy school counselors.

Can we teach others how to lead a fulfilling life? The notion of personal well-being has recently shot up the political and educational agendas, placing the child's well-being at the heart of the school's task. With his renowned talent for distilling the most complex of philosophical arguments into accessible laymen's terms, John White addresses the maze of issues surrounding well-being, bringing clarity to this dissension and confusion. This accessible book expertly guides you through the conflicting perspectives on well-being found in the educational world by * Examining religious and secular views of human fulfilment and of a meaningful life. * Analysing the appeal of celebrity, wealth and consumerism to so many of our children. * Asking what role pleasure, success, autonomy, work, life-planning and worthwhile activities play in children's flourishing. * Showing how proposals to encourage children's well-being impact on schools' aims and learning arrangements. Whether you have little background in education and philosophy or are reading as a teacher, student or policy maker, this engaging book will take you right to the heart of these critical issues. It will leave you with a sharply-focused picture of a remodelled educational system fit for our new millennium, committed to helping every child to enjoy a fulfilling life.

In Thinking about Schools, Eleanor Hilty has put together a wonderful collection of classic and contemporary readings that speak loudly and clearly to the importance of equity and justice as goals for contemporary education. This is just the right collection of readings to inspire and inform prospective and practicing teachers alike. It is the perfect text for introducing students to the social forces affecting public schooling in America.-Barry M. Franklin, Utah State University

Restorative practice is a proven approach to discipline in schools that favours relationships over retribution, and has been shown to improve behaviour and enhance teaching and learning outcomes. However, in order for it to work, restorative practice needs a relational school culture. Implementing Restorative Practice in Schools explains what has to happen in a school in order for it to become truly restorative. Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice. Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered. Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks. Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.

Data metrics in schools are becoming increasingly complex, but despite their best efforts, teachers and academics generally find them something of a 'black-box'. This book lifts the lid on that box, exploring the provenance and problematization of existing techniques and developing new algorithms for measuring the more oblique aspects of in-school performance. Using contextual value-added measures in England as a foundation - they have become the template of choice for policy-makers around the world and a basis for some excellent school effectiveness research - the book explores the potential of performance and progress data to guide student and teacher self-evaluation, to set targets and allocate resources, to evaluate initiatives and identify good practice, to assess and reward staff responsibility, and to inform policy in relation to emerging issues like school choice, equality of opportunity and post-compulsory progression. Chapters are sectioned in three parts - 'Past', 'Present' and 'Future' - and cover: the historical journey from raw-threshold to refined-contextual measures of school effectiveness research and policy on pupil attainment and value-added data the leading UK government and Fischer Family Trust models issues relating to differential effectiveness and the interpretation of data how best to blend data from different sources new non-cognitive metrics for assessing social and emotional aspects of learning (SEAL) and staff responsibility managing data for school improvement and understanding professional attitudes to it. Using Effectiveness Data for School Improvement brings together for the first time in one place the various metrics and models, and their basis in research. A full technical specification is included so that both 'data experts' and 'data novices', academics and practitioners, can use the book to understand and maximize what is potentially a hugely transforming, but under-utilized, resource and an increasingly important aspect to school and curriculum management.

Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as: Who are the learners who are missing out? What evidence do we need in order to understand the barriers faced by these learners? How can we analyse this evidence in order to find effective ways of moving forward? How do we involve others in this process? Responding to Diversity in Schools sets out to encourage innovation in schools, challenge existing assumptions and practices, and promote critical reflection. The contributing authors explain how to use a wide range of research methods, including visual methods that can be used to gather the views of children and young people. In addition, the book provides illustrative examples of innovative approaches to doing research with children, teachers and parents in schools. Written in a clear, direct style that addresses the types of concerns facing teachers on a daily basis, this book offers both practical guidance on responding to the challenge of diversity and inclusion from an inquiry-based learning perspective, and a range of detailed worked examples from schools. It will support individual practitioners and staff teams working on school development issues, as well as tutors wishing to use inquiry-based approaches within workshops and courses. It will also benefit post-graduate students who are focusing on inclusion, diversity, school development and leadership.

Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as:

• Who are the learners who are missing out?
• What evidence do we need in order to understand the barriers faced by these learners?
• How can we analyse this evidence in order to find effective ways of moving forward?
• How do we involve others in this process?

Responding to Diversity in Schools sets out to encourage innovation in schools, challenge existing assumptions and practices, and promote critical reflection. The contributing authors explain how to use a wide range of research methods, including visual methods that can be used to gather the views of children and young people. In addition, the book provides illustrative examples of innovative approaches to doing research with children, teachers and parents in schools.

Written in a clear, direct style that addresses the types of concerns facing teachers on a daily basis, this book offers both practical guidance on responding to the challenge of diversity and inclusion from an inquiry-based learning perspective, and a range of detailed worked examples from schools. It will support individual practitioners and staff teams working on school development issues, as well as tutors wishing to use inquiry-based approaches within workshops and courses. It will also benefit post-graduate students who are focusing on inclusion, diversity, school development and leadership.

American Evangelicals have long considered Africa a welcoming place for joining faith with social action, but their work overseas is often ambivalently received. Even among East African Christians who share missionaries' religious beliefs, understandings vary over the promises and pitfalls of American Evangelical involvement in public life and schools. In this first-hand account, Amy Stambach examines missionary involvement in East Africa from the perspectives of both Americans and East Africans.
While Evangelicals frame their work in terms of spreading Christianity, critics see it as destroying traditional culture. Challenging assumptions on both sides, this work reveals a complex and ever-evolving exchange between Christian college campuses in the U.S., where missionaries train, and schools in Kenya, Uganda, and Tanzania. Providing real insight into the lives of school children in East Africa, this book charts a new course for understanding the goals on both sides and the global connections forged in the name of faith.

David Reynolds is recognised internationally as one of the leaders of the school effectiveness and school improvement movement, and Failure Free Education? brings together for the first time many of his most influential and provocative pieces. Drawing on the authora (TM)s work from over three decades, these extracts from his seminal books, chapters, papers and articles combine to give a unique overview of how the movement developed, the problems involved in the application of the knowledge and the disciplinesa (TM) potentially glittering future now.

The book also covers the issues raised by, and lessons learned from, his close involvement with English government educational policymaking from the mid 1990s to date.

This book is essential reading for those who seek to understand how we can make every school a good school, and what the obstacles may be to achieving that goal.

Experiences of violence in schools are encountered much more frequently than they used to be. The shocking repercussions of these acts are felt nation-wide and particularly impact school populations, families and communities. This book illuminates factors pertaining to the phenomenon of school violence. This book is intended for professionals such as school principals, teachers, social workers, psychologists, school administrators, school counselors and all who work directly with youth in various contexts. It is also intended for parents, family and community members, youth advisors and mentors, youth group leaders, religious advisors, camp counselors, and others interested in the wellbeing of children and adolescents. Due to the increased incidence of school shootings and reports of school bullying it becomes apparent that this book is both timely and very needed. What makes this book particularly interesting is its depth-oriented view into behavioral and systemic dynamics, rarely explored before in this context. In utilizing dream figures, myth, image, body awareness, and group dialogue, previously ignored or repressed phenomena can find a place in which they can be contained and acknowledged. The aim here is to provide a toolkit from which approaches can be utilized to both prevent and intervene in escalating or violent situations.