Educators who practice community-based learning work identify a current unit of study and work with community experts to design a relevant learning experience for students. In this book, the authors present the lessons they've learned from successful Community-based learning programs across the U.S., along with hands-on strategies and tools for educators who wish to make the shift. This model for Community-Based Learning is designed to: engage students in rigorous and relevant learning elevate the level of learning from content alone to relevant content and process create mutual advocacy between the local community and its schools

There is a growing realization that religion plays a major role in development, particularly in the Global South. Whereas theories of secularization assumed that religion would disappear, the reality is that religion has demonstrated its tenacity. In the specific case of Zimbabwe, religion has remained a positive social force and has made a significant contribution to development, particularly through the Zimbabwe Council of Churches. This has been through political activism, contribution to health, education, women's emancipation, and ethical reconstruction. This volume analyzes the contribution of the Zimbabwe Council of Churches to development in the country.

How can you use the Forest School ethos for the benefit of all your students?

Forest School is now being used with a wide range of different age groups and in many different settings, and it can address issues such as obesity, public health and social wellbeing. This book includes case studies that will help to demonstrate how to run Forest School sessions with:

-children in older primary classes

-secondary schools

-children in urban environments

-special schools

-young people in residential homes

-school refusers

-young people who have been excluded

-adults with autistic-spectrum disorders

-family centres.

Anyone interested in how to implement the Forest School ethos in their learning environment will be enthused and inspired by this book.

Sara Knight is an experienced early years educator and Senior Lecturer at Anglia Ruskin University. She is a trained Forest School practitioner and author of Forest Schools and Outdoor Learning in the Early Years and Risk and Adventure in Early Years Outdoor Play (both published by SAGE).

In this book, internationally migrant families invite us to listen to the storylines of their mostly muted voices as they navigate the local schools in their new cultural context. They call us to hear them as they grapple with issues they encounter. They implore us to feel like an outsider and see the school as a foreign culture with language and communication barriers. The book is organized to enhance this carework. Each chapter begins with a vignette that includes the voices of one or more members of international migrating families, while introducing the context of the chapter. At the end of each chapter readers will find specific implications to consider. These are constructed with preservice teachers, practicing teachers, and educational administrators in mind. As you read each chapter, there is the call for school transformation. The families in this book entreat school personnel to engage with international migrant families and to embrace a risk and resilience model as we strive together for success. These storylines challenge us to examine our personal storylines for biases and deficit understandings and call us all to purposefully rewrite these in the spirit of possibilities as the families in this book have embodied for us.

This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived 'crisis' been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.

Transforming Ourselves, Transforming the World is an insightful collection that articulates how Jesuit colleges and universities create an educational community energized to transform the lives of its students, faculty, and administrators and to equip them to transform a broken world. The essays are rooted in Pedro Arrupe's ideal of forming men and women for others and inspired by Peter-Hans Kolvenbach's October 2000 address at Santa Clara in which he identified three areas where the promotion of justice may be manifested in our institutions: formation and learning, research and teaching, and our way of proceeding.
Using the three areas laid out in Fr. Kolvenbach's address as its organizing structure, this stimulating volume addresses the following challenges: How do we promote student life experiences and service? How does interdisciplinary collaborative research promote teaching and reflection? How do our institutions exemplify justice in their daily practices? Introductory pieces by internationally acclaimed authors such as Rev. Dean Brackley, S.J.; David J. O'Brien; Lisa Sowle Cahill; and Rev. Stephen A. Privett, S.J., pave the way for a range of smart and highly creative essays that illustrate and honor the scholarship, teaching, and service that have developed out of a commitment to the ideals of Jesuit higher education. The topics covered span disciplines and fields from the arts to engineering, from nursing to political science and law. The essays offer numerous examples of engaged pedagogy, which as Rev. Brackley points out fits squarely with Jesuit pedagogy: insertion programs, community-based learning, study abroad, internships, clinical placements, and other forms of interacting with the poor and with cultures other than our own. This book not only illustrates the dynamic growth of Jesuit education but critically identifies key challenges for educators, such as: How can we better address issues of race in our teaching and learning? Are we educating in nonviolence? How can we make the college or university "greener"? How can we evoke a desire for the faith that does justice?
Transforming Ourselves, Transforming the World is an indispensable volume that has the potential to act as an academic facilitator for the promotion of justice within not only Jesuit schools but all schools of higher education.

This book is the definitive study on homeschooling in the United States, delving into a movement that impacts more students nationwide than the entire charter school movement. In 2010, more than 2 million students were homeschooled. This book explores:The history of homeschooling in America.aHow this movement has grown in credibility and enrollment exponentiallyThe current state of homeschooling, including questions over who gets homeschooled, why, and what is the successuacademically and in lifeuof students who are homeschooledThe impact of homeschooling on the student and on American societyIn the most extensive survey and analysis of research on homeschooling, spanning the birth of the movement in the 1970s to today, Homeschooling in America shines a light on one of the most important yet least understood social movements of the last forty years and what it means for education today.

Essential information for the design of elementary and secondary schools

"Building Type Basics for Elementary and Secondary Schools, Second Edition" is your one-stop reference for the essential information you need to confidently begin the design process and successfully complete the design for elementary and secondary schools, large or small, on time and within budget. Bradford Perkins shares his firsthand knowledge in order to guide architects, planners, engineers, and their clients through all aspects of the design of school facilities. This new edition is up-to-date with the latest developments in school design with a fresh look at technology's influence in the classroom, along with current research that shows how school buildings can impact teaching and learning. Highly illustrated and filled with new school case studies with project photographs, diagrams, floor plans, sections, and details, this book combines in-depth coverage of the structural, mechanical, acoustic, traffic, and safety issues unique to schools, with the nuts-and-bolts design guidelines that will start any project off on the right track and keep it there through completion. This new edition offers: Numerous photographs, diagrams, plans, and sectionsAn expanded and detailed guide for programming school facilitiesA new chapter on circulation and basic planning optionsNew material on current trends in school planning and designA new chapter on sustainable design ideasAn updated chapter on technology in schoolsAn expanded discussion of international school design opportunities and issuesThis conveniently organized quick reference is an invaluable guide for busy, dedicated professionals who want to get moving quickly as they embark on a new project. Like every Building Type Basics book, it provides authoritative, up-to-date information instantly and saves professionals countless hours of research.

This book presents a critical analysis of the anti-democratic and pro-authoritarian ideologies that exist in rural communities in the United States. The author book also explores and recontextualizes existing research in rural education within this anti-democratic framework, as well as theorizing the consequences of this ideology as it takes place in the rural United States, specifically in regards to the physical and ideological shaping of rural communities to meet the needs of capitalist accumulation. Finally, it discusses the ways rural youth can reclaim the public sphere within their communities through critical education.

Hiermit wird der Vortrag, den ich am 20. Januar 1971 in der Klasse fur Geisteswissenschaften der Rheinisch-Westfalischen Akademie der Wissen schaften gehalten habe, im Druck vorgelegt. Die ursprungliche Fassung ist betrachtlich erweitert und der Gang der Untersuchung stellenweise modi fiziert worden. Gemass einer mit dem damaligen Sekretar der Klasse, Herrn Prof. Kotting, und seinem Nachfolger im Amt, Herrn Prof. Dihle, getrof fenen Absprache sind hierbei auch die Beitrage zu der dem Vortrag folgenden Diskussion verwertet worden. An ihr haben sich als Mitglieder der Akade mie oder geladene Gaste die Herren Professoren Dihle, Hegel, Klinkenberg, Kotting, Landgrebe, Lausberg, Lubbe, Ohly und Schall er beteiligt, denen fur ihre kritischen Hinweise und erganzenden Ausfuhrungen auch hier herz lich zu danken ist. Die von Dieter Schaller in freundschaftlicher Weise ge botene Moglichkeit, mit ihm die Ergebnisse unmittelbar vor der Drucklegung erneut zu erortern, ist fur mich ein willkommener Anlass, um ihm meine dankbare Verbundenheit an dieser Stelle zu bezeugen. Die Veroffentlichung geht zufallig in einem Zeitpunkt zum Druck, in dem sich die Erhebung Gregors VII. auf den papstlichen Stuhl zum neunhundert sten Male jahrt. Anders als in der Sturmzeit des Kulturkampfs vor hundert Jahren, hat unsere Gegenwart von dem weltgeschichtlich folgenreichen Ereig nis, das sich am 22. April 1073 vollzogen hat, auffallend wenig Notiz ge nommen."

Mit der Einfuhrung der Bildungs- und Orientierungsplane fur die fruhe Bildung in Kindertagesstatten wird die Bedeutung von (inter)religiosen und philosophischen Kompetenzen von ErzieherInnen mit Nachdruck betont. Wie aber erleben die Professionellen in der fruhpadagogischen Praxis selbst die damit verbundenen Inhalte und Anforderungen? Am Beispiel baden-wurttembergischer Kindergarten wird dieser Frage in der vorliegenden Studie empirisch nachgegangen. Dabei ist ein Kennzeichen der Arbeit der Blick von der Eerziehungswissenschaft aus."

Published to celebrate the one hundred and fiftieth anniversary of Catholic Education in the Diocese of Ballarat, this book presents the history of the Catholic education system in the Diocese from early settlement to the present day. It also provides particular insight into the history of settlement by a large proportion of the early population of western Victoria. The history traces the development of the Catholic school system, achieved through the collaboration of bishops and priests, members of religious orders and the laity. The passing years brought new opportunities and new challenges, which were met with the same cooperative effort, so necessary in the early days of development and which ensures that Catholic education continues to flourish throughout the Diocese. While the overall picture presented is one of success through hard work, this transparent well-researched history also presents the pitfalls and disappointments, the disputes and failures, which are only to be expected in such a challenging enterprise.

`What a gem. This book introduces a whole-school approach to an area that has previously been addressed by the speech and language specialists working with small groups. This approach helps to develop language processing skills by improving the auditory and visual attention skills used The resources on the CD-Rom will be invaluable for reminding pupils if the skills they should be using to learn to listen. This interactive and fun approach explains the difference between the skills of social listening and listening skills necessary for processing information in learning' - TES Extra, Special Needs `This book is well designed. It utilizes many strategies speech-therapists use in their clinical work. It is a simple resource that is easy to follow and has had good rates of success when delivered by teachers' - Communication Matters `The programme should lead to improvements in social skills, learning and classroom behaviour, and it is easy to implement with two teaching sessions and a follow-up booster session. There are comprehensive facilitator instructions and all the resources are provided for these fun and interactive sessions that will engage all pupils' - Learning to Learn Newsletter This book provides a completely new approach to the teaching of listening. Whilst educators are familiar with assessing comprehension, little has been done to ensure that the input process is efficient. By improving auditory and visual attention during a listening activity the authors demonstrate how the process can be enhanced. The programme should lead to improvements in social skills, learning and classroom behaviour, and it is easy to implement with two teaching sessions and a follow-up booster session. There are comprehensive facilitator instructions and all the resources are provided for these fun and interactive sessions that will engage all pupils. The difference between social listening for interaction and accurate listening in a classroom setting is explained. As well as the usual topics: eye contact, body language, acknowledgements etc there is a fascinating section on the neurological evidence for the importance of efficient sitting positions. We expect young people to acquire effective listening skills but it is a complex activity, which benefits direct teaching.

`This book is helpful in providing a survey of where education has reached in strategic planning in theory and practice. Helpfully, case studies are scattered throughout so readers can compare themselves with other schools and pick up "do and don't tips"' - Management in Education `The strategies presented here are quite useful to provide future directions not only to the managers but also to the planners and trainers' - Journal of Education Planning and Administration This book examines the issue of strategic management in schools and colleges. The contributors present an overview of theory in order to enhance management practice in education, and articulate good practice on the basis of evidence in education settings. The ideas presented here are derived from international research and practice, and apply to all phases of education, with the emphasis on using the findings to improve practice in schools and colleges.

Over the past several years, privately run, publicly funded charter schools have been sold to the American public as an education alternative promising better student achievement, greater parent satisfaction, and more vibrant school communities. But are charter schools delivering on their promise? Or are they just hype as critics contend, a costly experiment that is bleeding tax dollars from public schools? In this book, Jack Buckley and Mark Schneider tackle these questions about one of the thorniest policy reforms in the nation today.

Using an exceptionally rigorous research approach, the authors investigate charter schools in Washington, D.C., carefully examining school data going back more than a decade, interpreting scores of interviews with parents, students, and teachers, and meticulously measuring how charter schools perform compared to traditional public schools. Their conclusions are sobering.

Buckley and Schneider show that charter-school students are not outperforming students in traditional public schools, that the quality of charter-school education varies widely from school to school, and that parent enthusiasm for charter schools starts out strong but fades over time. And they argue that while charter schools may meet the most basic test of sound public policy--they do no harm--the evidence suggests they all too often fall short of advocates' claims.

With the future of charter schools--and perhaps public education as a whole--hanging in the balance, this book supports the case for holding charter schools more accountable and brings us considerably nearer to resolving this contentious debate.

"Evolution and Religion in American Education" shines a light into one of America's dark educational corners, exposing the regressive pedagogy that can invade science classrooms when school boards and state overseers take their eyes off the ball. It sets out to examine the development of college students' attitudes towards biological evolution through their lives. The fascinating insights provided by interviewing students about their world views adds up to a compelling case for additional scrutiny of the way young people's educational experiences unfold as they consider-and indeed in some cases reject-one of science's strongest and most cogent theoretical constructs. Inevitably, open discussion and consideration of the theory of evolution can chip away at the mental framework constructed by Creationists, eroding the foundations of their faith. The conceptual battleground is so fraught with logical challenges to Creationist dogma that in a number of cases students' exposure to such dangerous ideas is actively prevented. This book provides a detailed map of this astonishing struggle in today's America-a struggle many had thought was done and dusted with the onset of the Enlightenment.

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.

The reconfiguration of public education in the United States around free-market aims means each charter school must define its product, and its product features, around marketability - specifically their school's pedagogical practices, aims, and goals. Yet how these are defined may not align with how teachers perceive the aims and goals of teaching. This in turn impacts how individual teachers make meaning of their roles within a school culture, and how they talk about what the purposes and practices of teaching are for them. Invisible Features explores how one group of teachers at an urban charter school react to phenomena (including how the various product features of their school are presented) and how they make meaning of the prominent concepts in contemporary school reform, including teacher autonomy, accountability, failure, choice, and equity.

"Principals at all levels will find this book valuable. It translates espoused theories of climate and culture into practical ideas." -Boyd Dressler, Associate Adjunct Professor, Montana State University "Focused, to the point, and direct-a quick read for a busy principal looking for ideas." -Leslie A. Standerfer, Principal, Estrella Foothills High School, Goodyear, AZ Set the tone for educational success! School culture is one of the most important factors in student and staff performance. Positive climates foster superior achievement, while negative climates discourage learners, educators, and parents alike. Based on thirty years of combined experience as school principals, staff developers, and educational leaders, John F. and Sheila Eller present a wide spectrum of unique, practical, and proven strategies to improve school climate and culture. Divided into chapters that emphasize the main components of school culture, this guide allows busy school leaders to go directly to the section that best addresses their specific needs. The authors provide a clear definition of culture along with diagnostic tools to help readers determine the state of their school's culture. Chapters feature activities and ideas to: - Foster personal rapport and collegiality between staff members - Develop collaborative work relationships - Improve staff meetings - Address issues related to office operations - Deal appropriately with conflict Creative Strategies to Transform School Culture offers fun and inventive ideas for school leaders who are working diligently to create a collaborative teaching and learning environment.

Instructional materials are a key means to achieving the goals of science education?an enterprise that yields unique and worthwhile benefits to individuals and society. As states and districts move forward with adoption and implementation of the Next Generation Science Standards (NGSS) or work on improving their instruction to align with A Framework for K?12 Science Education (the Framework), instructional materials that align with this new vision for science education have emerged as one of the key mechanisms for creating high-quality learning experiences for students. In response to the need for more coordination across the ongoing efforts to support the design and implementation of instructional materials for science education, the National Academies of Sciences, Engineering, and Medicine convened a public workshop in June 2017. The workshop focused on the development of instructional materials that reflect the principles of the Framework and the NGSS. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Current State of K12 Science Instruction 3 Developing and Selecting Instructional Materials for the NGSS 4 Models for Developing and Distributing Instructional Materials 5 Implementing Instructional Materials for the NGSS 6 Next Steps References Appendix A: Workshop Agenda Appendix B: Biographical Sketches of Committee Members and Presenters Appendix C: Possible Action Items from Small Groups