Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future.
Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice.
This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.

We now know much more about the process of language development in all children, and also much more about variations in the process due to multi-cultural and multi-linguistic backgrounds, and developmental anomalies. The book describes both the remarkable changes in language knowledge and use that occur from infancy through high school, and also the differences in the process due to variations in experience. What has been found to be good educational practice during each of these stages is discussed, emphasising that among other things, good practice involves awareness of, and planning for, diversity in the abilities of children.

"Managing Misbehaviour in Schools" deals with the theoretical background of developing, assessing and understanding children's behavior; the relationship between learning and behavior problems; the dynamics of emotional and behavioral difficulties; and behavioral approaches. In later chapters, the contributors consider the effect of pastoral care on behavior in schools and on liaison with other helping agencies, as well as with work with parents. In a wide-ranging final chapter, the editors review the various strands of the book, developed from theory to classroom and school practice, and offer a set of practical guidelines for teachers and students in their daily task of managing pupils' behavior to enable learning to take place.

Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice.

Reviewing the history, causes and methods of identifying and evaluating ADD students, Dr Parker provides information about ADD for teachers, guidance counsellors, school psychologists and educational administrators interested in practical ways to help students with ADD in schools.

This volume is the first comprehensive assessment of the life and legacy of Father Theodore Hesburgh (1917-2015), an educator, priest, public servant, and long-serving President of the University of Notre Dame. Despite being a transformative figure in Catholic higher education who led the University of Notre Dame for 35 years and wielded influence with US presidents on civil rights and other charged issues of his era, secular accounts of history often neglect to assess the efforts of religious figures such as Hesburgh. In this volume, the editors and their authors turn a fair-minded but critical eye to the priest's record to evaluate where he fits into the long development of Catholic higher education and Catholics' role in American public life.

The Bologna Process created the European Higher Education Area (EHEA), establishing comparable higher education structures within the EHEA member states, but the process has also been influential in countries outside of the EHEA. The map of the EHEA on the cover page of this book presents current active members of the EHEA, following EHEA membership changes in April 2022. Towards Social Justice in the Neoliberal Bologna Process combines research from leading international scholars. The eclecticism of the perspectives shed light on the interaction between neoliberal and social justice discourses in the Bologna Process by exploring neoliberal aspects of Bologna and the growing voice of social justice. The editors present these discourses as complementary rather than opposing, contrary to popular perspectives in the wider literature. Applying this lens to the analysis of a range of Bologna's action lines in the context of the EHEA and beyond is very important, particularly now. Identifying pitfalls in the social justice agenda in the Bologna Process calls for the attention of Bologna policymakers on the international level to address these issues in the run-up to the new 2030 EHEA deadline. This timely collection is essential reading for higher education scholars, policymakers, and postgraduate students across the EHEA, as well as countries beyond the EHEA that have been aligning their systems of education to the Bologna Process.

Abolitionist Leadership in Schools offers school and district leaders rich insights and approaches for recreating, restructuring, and reorienting their service to students, families, staff, and communities in crisis. Though often associated with sudden, large-scale disruptions, crises are ongoing matters-particularly among systemically-oppressed people-that underscore the planning voids, resource inequities, marginalizing policies, and strategic lapses of any teaching and learning community while perpetuating students' social-emotional, psychological, and pedagogical traumas. This expansive book guides school leaders to provide pre-emptive, premeditated, and progressive leadership while countering the impacts of racism that endure in our schools. Working from an abolitionist lineage, author Robert S. Harvey's radically humane vision explores lessons from our collective national past, provides strategic planning with creativities and contingencies, and fosters liberatory decision-making through accountability, communication, and more.

This book presents a range of perspectives on the current state of Catholic education in the opening decades of the twenty-first century. All of the chapters have their origin in an International Conference on Catholic Education, held at Heythrop College (University of London) in September 2016. The book brings together many leading scholars to present a survey of the latest research on Catholic education in areas such as the aims of Catholic education, Catholic schools and Catholic identity, leadership issues in Catholic schools and fresh thinking about the place of Religious Education (RE) in Catholic Education. This book demonstrates how the field of Catholic Education Studies has firmly come of age. Rather than being a subfield of educational or theological discourse, it is now an established field of research and study. As such, the book invites readers to engage with much of the new thinking on Catholic education that has grown rapidly in recent years. It offers a broad range of contemporary perspectives on research in Catholic Education and rich insights into current thinking about Catholic Education.

The well-editedcollection of papers by leading researchers and participants within a major reform process of the state and education system in particular. The shift from welfare based provision of public services to the quasi-market with private delivery and philanthropic investment is an issue that needs a thorough examination through evidence and rigorous argument. This book seeks to do this by not only charting events and providing detailed examination about what is happening but also by locating these developments within a contemporary political and social analytical framework. Topics covered include: the legal and political process of establishing Academies the working and impact of Academies using a range of data and perspectives the debates and issues regarding this major reform, with comparative perspectives. The book will show how the Academies Programme in England is an important site for examining the growth of neoliberal ideas and practices in the framing and delivery of public services such as education.

Because the organization of the classroom and the school provide the framework for teaching and learning, this important volume reviews research that focuses on specific issues including: achievement effects of alternative school and classroom organizational practices, ability grouping, departmentalization, special and remedial programs, evaluation processes, and class size. The studies utilize realistic evaluations rather than laboratory or experimental data, and do not prescribe particular practices.

This volume explores how children's rights has influenced research with children and how research can in turn shape policies and practices to enhance children's rights. The book examines the impact children's rights and Childhood Studies has had on how children are constructed and regulated internationally.

School teachers and administrators may be the largest single group of rule enforcers in American society. Operating under legislative statutes, court cases, board policies, program regulations, and so on, there appears to be no end to that part of their professional tasks that calls for them to be on-the-spot enforcers in an adult to child relationship. Using constitutionality of operations within a school as its central focal point, the book takes both the broader and the narrower aspects of the law and combines them to provide an extended understanding of the realities in which professionals must perform as employees in elementary and secondary schools. Organized into twelve broad topic areas, the handbook covers all key aspects of the law as it applies from administering personnel to religion in the schools. Appropriate court cases are cited throughout. This professional guide will be useful for teachers with an interest in school law, for graduate students preparing for a career in school administration, and for administrators in need of a precise, but succinct treatment of the law and schools.

This book examines the global phenomenon of school violence and its wide range of behaviours, from school shootings to minor theft, bullying and sexual harassment. Studying the Nordic countries and taking Sweden as an example and case study, the book discusses key features of sexuality, bullying and cyberbullying, radicalization, and violent extremism. It examines different approaches to school violence and discusses them in relation to political and ideological influences, gender relations, and socio-economic conditions. It presents trends in prevention of school violence, policing the school and dilemmas in educating against violent extremism. Since most of the research in this field has been done in post-industrial democracies such as Australia, the UK and the US, the book contributes to the debate by offering new perspectives on violence in schools from the Nordic countries.

This book explores the ability of the Norwegian school system to support the achievement of formal competencies among children with physical disabilities, as well as its role in the informal dimensions of social participation and networking. Schools contribute to social inclusion in several ways: they are arenas for building official competencies, ensuring future access and success in the labour market. They are also sites for meeting other children, and developing friendships - friendships are not only important for strengthening cognitive development, but are vital to both good mental health and the building of various forms of social capital. By examining schools and the ways in which inclusion is incorporated early, this book aims to bridge the opportunity and employment gap that people with physical disabilities are more likely to face later in life.

This collection of chapters from established thinkers and emerging scholars provides a series of unique insights into collaboration between schools and the means by which the policy context influences such activity. Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail 'on the ground'. The result is a nuanced and original analysis that explores why and how collaborative activity between schools is intrinsically linked to broader policy contexts. School collaboration and networking is a rapidly growing area of interest. This book will appeal to the increasing number of emerging scholars and established experts with an interest in this area and other related sub-fields including school effectiveness and improvement, critical policy studies and educational leadership and management. It will also be of interest to policymakers seeking to capitalise on the potential of collaboration between schools and to educational professionals seeking improvement through partnership and dialogue.

First published in 1970. Routledge is an imprint of Taylor & Francis, an informa company.

Against the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions. This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership and leadership strategy, as well as educators and school leaders concerned with how interpersonal aspects of emotion management play out within the school context. Izhak Berkovich is a faculty member in the Department of Education and Psychology at the Open University of Israel, Israel. Ori Eyal is Chair of the Graduate Division of Policy, Administration, and Leadership in Education at the Hebrew University of Jerusalem, Israel.

This innovative volume is focused on the impact of religion on the realization of democratic citizenship. The researchers contributing provide empirical evidence on how religion influences attitudes towards citizenship and democracy in different countries. The book also tackles the challenges and opportunities for citizenship education. Experts contributing from sociology, political science, theology, and educational science look at the impact of religious beliefs and practices on democratic attitudes and behavior. Chapters also concern how religion influences the recognition of others as citizens. The text appeals to graduates and researchers in these fields with a secondary market for the general interest reader.

This volume presents an interdisciplinary and systematic review of Catholic Education Studies across Ireland and Britain. Taken together, the chapters drill down to the foundations, identity and leadership matters in Catholic education and schools. It is in reading the complete volume that a more precise picture of Catholic education in Ireland and Britain develops into sharper focus. This is important because it reflects and crystallises the complexity which has almost organically developed within the field of Catholic Education Studies. It also provides a powerful antidote to the naive reductionism that would boil Catholic education down to just one or two fundamental issues or principles. Contemporary Catholic education, perhaps globally but certainly in Ireland and Britain, is best depicted in terms of being a colourful kaleidoscope of differing perspectives. However this diversity is ultimately grounded in the underlying unity of purpose, because each of the contributors to this volume is a committed advocate of Catholic education.The volume brings together a rich range of scholars into one place, so that these voices can be listened to as a whole. It includes contributions from leading scholars, blended with a plethora of other voices who are emerging to become the next generation of leading researchers in Catholic education. It also introduces a number of newer voices to the academic context. They present fresh perspectives and thinking about matters relating to Catholic education and each of them confidently stand alongside the other contributors. Moreover, these reflections on Catholic education are important fruits to have emerged from the collaboration made possible through the creation of the Network for Researchers in Catholic Education, which was established in 2016 under the auspices of Heythrop College, University of London.

This book explores the ongoing transformation processes in various education systems, including those in Asia. Drawing on research, policy and practice in a diverse range of contexts to illuminate the process of system transformation and improvement, it provides a rich comparative basis for considering large-scale reform and offers contemporary reflections and insights into the process of school and system improvement. The book features informed critique, as well as descriptions, analyses and assessments of system reform in all its facets. Accordingly, it offers unique perspectives on the change processes, and reveals how numerous countries in Asia and elsewhere are tackling the challenge of transforming their schools and education systems.