The Government has named the 'fundamental British values' (FBV) as democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths. Since 2014, teachers in England have been required to promote these values in schools to all pupils. What are the implications of this for teachers, pupils and the rest of us? Discussing a broad mix of issues - citizenship, diversity, social class, ethnicity, religion, counter-extremism, affect, and community cohesion - this book discusses the political, social, cultural and educational contexts in which teachers are promoting these values. Drawing on observations of teaching, as well as teachers' views and experiences, it analyses how teachers make sense of the mandatory promotion of FBV, and what ideas of citizenship and identity they offer to their pupils.

Too often educational leaders are caught in a "culture of nice," finding it difficult to give their teachers and staff critical feedback to improve their practice. This important book helps leaders become both candid and compassionate, unrelenting and supportive, and demanding yet caring. Exploring real scenarios and situations, this book helps you through the common traps of trying to improve performance, and the strategies to move beyond these pitfalls to achieve desired results. Addressing best practices for driving change such as informal feedback mechanisms, collaborative decision-making, and teacher leadership, this important book will help you create a trusting and supportive environment where you can have candid educational conversations in person and in writing, during informal chats, in PLCs, and with other leaders.

Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts. Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students' individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.

Few institutions have been held in such fond regard and recalled in such nostalgic terms as the little red schoolhouse. It ranks with the old oaken bucket, the little brown church in the vale, and the pictures of the old home place that millions of people have carried in that "inward eye" mentioned by Wordsworth on that long-past spring day. But the Kentucky common schoolhouses were not painted red as were those of New England; they were mostly white, if not of unpainted log construction.

It was not the simple little boxlike schoolhouse itself that earned all that fond affection. What happened on the way to and from school, on the playground, and within the school walls are all treasured in the memory banks of former pupils in much the same manner as families recall their happy evenings around the fireside or those trips to grandmother's house for Thanksgiving.

But the little white schoolhouse is gone, along with the simple agrarian way of life that characterized the people of the neighborhood to which it belonged. To ensure that this era of education is not forgotten Ellis F. Hartford has presented the history of one-room schoolhouses in the Commonwealth, showing what has been lost in the passing of this institution of the values that best characterized its time and place. Americans might well seek some of the same strengths and values in their diverse communities that were enjoyed by our ancestors of the old rural-agrarian way of life. We might also strive to obtain schools that fit and belong to their respective communities as did the little white schoolhouse.

America Indian culture and traditions have survived an unusual amount of oppressive federal and state educational policies intended to assimilate Indian people and destroy their cultures and languages. Yet, Indian culture, traditions, and people often continue to be treated as objects in the classroom and in the curriculum. Using a critical race theory framework and a unique "counternarrative" methodology, American Indian Education explores a host of modern educational issues facing American Indian peoples-from the impact of Indian sports mascots on students and communities, to the uses and abuses of law that often never reach a courtroom, and the intergenerational impacts of American Indian education policy on Indian children today. By interweaving empirical research with accessible composite narratives, Matthew Fletcher breaches the gap between solid educational policy and the on-the-ground reality of Indian students, highlighting the challenges faced by American Indian students and paving the way for an honest discussion about solutions.

As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources.
Viewing schools as part of a social organization with a hierarchy of levels--district, school, classroom, instructional group, and students--avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.

As liberal democracies include increasingly diverse and multifaceted populations, the longstanding debate about the role of the state in religious education and the place of religion in public life seems imperative now more than ever. The maintenance of religious schools and the planning of religious education curricula raise a profound challenge. Too much state supervision can be conceived as interference in religious freedom and as a confinement of the right to cultural liberty. Too little supervision can be seen as neglecting the development of the liberal values required to live and work in a democratic society and as abandoning those who within their communities wish to attain a more rigorous education for citizenship and democracy. This book draws together leading educationalists, philosophers, theologians, and social scientists to explore issues, problems, and tensions concerning religious education in a variety of international settings. The contributors explore the possibilities and limitations of religious education in preparing citizens in multicultural and multi-religious democratic societies.

Originally published in 1923, this book was the outcome of the wish of the Council of the Girls' Public Day School Trust, now known as the Girls' Day School Trust, to commemorate in written form the jubilee of the foundation of its first schools. The text provides an accessible account of the Trust and its schools, placing them in the broader context of educational change and examining their relationship with other institutions. Illustrative figures are also included. This book will be of value to anyone with an interest in the history of education and the development of female education.

Moving beyond the traditional focus on curriculum and pedagogy, this volume explores hidden dimensions of sexuality education in schools and how sexual meanings are produced. Challenging the standard understandings of sexuality education, Allen discusses how students' knowledge of sexualities is often learnt outside the 'official' school curriculum in informal spaces such as the sports field, gym locker rooms and peer groups. By employing visual methods and analysing student photo-diaries, Allen's original book captures a sexual culture of schooling that allow readers to literally 'see through young people's eyes.' Introducing theoretical ideas in relation to queer theory and 'new' feminist new materialisms, this volume calls for a re-conceptualization of how sexuality comes into being at school, in order to take account of its material, spatial and embodied elements.

Nearly the whole of America's partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. Policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions - because they are competitively driven - are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. Decades of research have shown that students at private schools score, on average, at higher levels than students do at public schools. Drawing on two large-scale, nationally representative databases, the Lubienskis show, however, that this difference is more than explained by demographics-private school students largely come from more privileged backgrounds, offering greater educational support. After correcting for demographics, the authors go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones, and the very mechanism that market-based reformers champion-autonomy - may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Offering facts, not ideologies, The Public School Advantage reveals that education is better off when provided for the public by the public.

This book provides an overview of the sudden ascendancy of Islamism in post-Mubarak Egypt and a detailed history of the power grab by the Muslim Brotherhood. The author argues that liberals and Copts are minor factions, and that the Islamists, the military and 'couch party' (non- politically affiliated Egyptians) are the true key actors in Egyptian politics. Additionally, it is posited that, ironically, Mubarak's coup-proofing strategy was responsible for the military turning against him. The strained civil-military relations in Egypt are examined, as are the ideological development of the MB, Salafist and jihadist groups, and the power struggle between the Islamists and the military.

The scholarly contributors to this volume investigate various means to stimulate and facilitate reflection on new social relations while clarifying the contradictions between religious and social affiliation from different perspectives and experiences. They explore hindrances whose removal could enable Muslim children and youth to pursue equal participation in political and social life, and the ways that education could facilitate this process.

Breakbeat Pedagogy provides a groundbreaking framework for the inclusion of hip-hop culture in schools. Looking beyond the previous model of hip-hop-based education, Brian Mooney argues for school-wide hip-hop events, such as poetry slams, as the ideal site for students to engage in the elements of hip-hop culture. Working from the perspective of a classroom teacher, the author reflects on the story of Word Up!, a hip-hop and spoken word poetry event that began with students in a New Jersey high school. He makes the case for a pedagogy with the potential to transform urban schools and the way we think about them. This is essential reading for any teacher committed to social justice and culturally relevant education.

A jargon-free view of Waldorf education and its philosophy of a three-dimensional education. Since their inception over 80 years ago, Steiner-Waldorf schools have offered a much-needed model for educational reform. The author provides a compelling, clearly written picture of the key components of a Waldorf education, focusing especially on child learning experiences that develop thought, feeling, and intentional, purposeful activity. Ideal for parents and teachers, this book gives a common sense understanding of an education which answers modern needs in over one thousand schools across the world.

Published for the Yorkshire Archaeological Society in 1899, this first volume of a two-volume survey sets out to collect and put into historical context the extant documentation relating to the foundation and early history of three ancient Yorkshire schools - in York, Beverley and Ripon - from their origins up to the Reformation. The earliest of these is what later became York's St Peter's School, founded in 627 by St Paulinus of York and where Alcuin was an early headmaster. An extract from his Latin poem The Bishops, Kings and Saints of York relating to his time at the school is printed here, alongside a wealth of letters, charters and other documents (many in Latin) concerning the history and traditions of all three schools. Arthur Francis Leach (1851-1915), dubbed 'the father of the history of education in England', provides a narrative account to accompany the primary sources.

Published for the Yorkshire Archaeological Society in 1903, this second volume of a two-volume survey sets out to collect and put into historical context the extant documentation relating to the foundation and early history of seven Yorkshire schools: Pontefract, Howden, Northallerton, Acaster, Rotherham, Giggleswick and Sedbergh. Although none is as ancient as the three cathedral schools surveyed in the first volume, the documentation - the earliest of which is typically in Latin, while later documents tend to be in English - extends from 1139 and the founding of Pontefract Grammar, takes in Rotherham College from its foundation in 1483, and includes a full record of Sedbergh School, from its genesis in the 1520s through its re-establishment in 1551 and up to the end of the seventeenth century. Arthur Francis Leach (1851-1915), dubbed 'the father of the history of education in England', provides an introductory narrative to accompany these primary sources.

Originally published in 1938, this book presents a social history of eighteenth-century elementary education. The main focus is on the different reactions of philanthropists in England, Scotland, Ireland and Wales to the movement for establishing schools on a religious basis for the children of the poor. Intended to draw attention to an often marginalised area, the text provides a detailed analysis of the ideologies behind charity schools and the various difficulties they encountered. A detailed bibliography, appendices and illustrative figures are also included. This book will be of value to anyone with an interest in eighteenth-century history and the role of charity schools in the development of education.

School shootings have raised considerable interest among scholars as a global (media) cultural phenomenon and have increased specifically in the 1990s developing into a seeming cultural epidemic. This book contributes to the current academic discussion on school shootings by analysing this phenomenon in a broader context of mediatization in contemporary social and cultural life. Mediatized logic has the power to influence us as individuals communicating about the shootings and experiencing the shootings as victimizers, victims, witnesses or bystanders. In three sections, this book explores shootings from different, yet interconnected, perspectives: (1) a theoretical focus on media and school shootings within various sociological and cultural dimensions, specifically how contemporary media transform school shootings into mediatized violence; (2) a focus on the practices of mediatization, with emphasis on mediated coverage of school shootings and its political, cultural, social and ethical implications; and (3) an examination of the audiences, victims and witnesses of school shootings as well as organizations which try to manage these public crimes of significant media interest.

Teachers' Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers' knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.

The role of women in Islamic societies, not to mention in the religion itself, is a defining issue. It is also one that remains resistant to universal dogma, with a wide range of responses to women's social roles across the Islamic world. Reflecting this heterogeneity, the editor of this volume has assembled the latest research on the issue, which combines contemporary with historical data. The material comes from around the world as well as from Muslim and non-Muslim researchers. It takes in work from majority Muslim nations such as Bangladesh, Iran, Iraq, Lebanon, Pakistan, Palestine, Tunisia and Turkey, as well as countries with troubled interfaith relations such as India and Israel. Nations with minority Muslim populations such as France, the UK, Canada and Australia, are also represented. The work also features varying Islamic sub-groups such as the two main ones, Sunni and Shi'a, as well as less well known populations such as the Ismaili Muslims. In each case, the work is underpinned by the very latest socio-theological insights and empirical data.

Education is considered key for societies to achieve greater social cohesion and equality. Yet, schools, as the main providers of formal education, have increasingly come into question concerning their role in manifesting and perpetuating social categorisations, inequalities and discrimination instead of decreasing existing fragmentations and challenging power relations and hierarchies.

As a diverse society, Kenya is faced with power struggles and rivalries between different groups - for instance, along ethnic lines, often constructed deep in colonial history. This affects teaching and learning in school and the result is that Kenya is faced with vast disparities in terms of educational access and success - rendering some social groups marginalised and others favoured.

Positioning Diversity at Kenyan Schools explores the ways in which teachers in Kenyan primary and secondary schools experience and deal with social categorisations and diversity in terms of ethnicity, gender, wealth, culture, religion, etc. in their professional practice and in the current education system. Using critical pedagogy and diversity theory as a lens for positioning diversity in Kenyan schools, the questions that this book sets out to answer are: In what ways do the teachers' and schools' practices lead to transformation in terms of more social equality and less discrimination? In what ways do the practices manifest existing group categorisations, hierarchies and discrimination? How can schools and teaching practices in postcolonial Kenya become more inclusive and foster social cohesion and equality?

Advancing Black Male Student Success presents a comprehensive portrait of black male students at every stage in the U.S. education system: Preschool and Kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master's and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequalities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Most published scholarship on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals, of this population. Through this deficit thinking and resultant practices, black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to black male students, which explains their troubled status in U.S. education. In addition to the editors' expertise on the topic, the authorship cast includes several scholars who are among the most respected thought leaders on black male students in education.

Advancing Black Male Student Success presents a comprehensive portrait of black male students at every stage in the U.S. education system: Preschool and Kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master's and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequalities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Most published scholarship on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals, of this population. Through this deficit thinking and resultant practices, black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to black male students, which explains their troubled status in U.S. education. In addition to the editors' expertise on the topic, the authorship cast includes several scholars who are among the most respected thought leaders on black male students in education.

Desegregation has failed. Schools filled with black and brown students have become plantations of social control. Radical teachers and organizers in American public schools must help young people fashion an insurgency. This innovative book, written in the spirit of Paulo Freire, explains what such a rebellion means and how to create it: the tools and techniques needed to build social, cognitive, and political power.

Jay Gillen teaches English in a Baltimore public school and has worked with the Algebra Project since 1995, building math literacy among youth of color and youth experiencing poverty in US public schools.

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.