This comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia. Split into 19 sections it covers curriculum, learning and assessment, private supplementary tutoring, special education, gender issues, ethnic minority education and LGBTQI students in Asian schools. The volume displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions using a thematic approach. The content offers a broad sweep of the region with a focus on theoretical, cultural and political issues as well as identifying educational issues and priorities, such as curriculum, assessment, teacher education, school leadership, etc., all of which impact students and learning in multiple ways. The Routledge International Handbook of Schools and Schooling in Asia brings together experts in each area to contribute their knowledge, providing a multidimensional and rich view of the issues confronting the region's school and education systems. Chapter 34 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138908499_oachapter34.pdf Chapter 35 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://www.routledgehandbooks.com/doi/10.4324/9781315694382-35 Chapter 36 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://www.routledgehandbooks.com/doi/10.4324/9781315694382-36 Chapter 37 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://www.routledgehandbooks.com/doi/10.4324/9781315694382-37 Chapter 38 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://www.routledgehandbooks.com/doi/10.4324/9781315694382-38

In the last 20 years, the cognitive sciences have revealed fresh, surprising, and useful insights into how and why our students learn. Teachers can now draw on psychology and neuroscience research to supplement, reconsider, even overturn our traditions and training. To use this research most wisely, teachers must find our way to an elusive Goldilocks Zone. Instead of resisting all research-based guidance, we should be ready to take it to heart - even when it challenges both our training and conventional wisdom. Instead of accepting all research-based guidance, we should be ready to reject it emphatically - especially the hyped-up edu-fads that exaggerate and misinterpret psychology findings. How can we get this Goldilocks balance "just right"? This book offers a specific, practical quest map to discover just such a balance. By critically examining the source, the research, and ourselves, teachers can develop the skills necessary to be effective research skeptics. Written by a teacher with 18 years in the classroom - and 13 years studying neuroscience and psychology - The Goldilocks Map transforms brain research from a daunting monologue into an approachable, exciting, and lively conversation.

Originally published 1971, this volume unravels the complicated history of the religious question in British education. The background of the key Acts of Parliament which established the "dual" system of Church and Local Authority school is examined. The changing policies of different religious groupings are analyzed, and their outcome in legislation brought out. "

Originally published in 1971, this volume is much more than a history of the Girls Public Day School Trust; it examines the growth of educational opportunities for girls and is set against a background of changing social attitudes and ideas. The book is mainly concerned with a small group of schools which pioneered girls education in the nineteenth century; schools which to this day, whether maintained, direct grant or independent are all concerned to provide the best possible educational opportunities for development and fulfilment to their pupils. "

Within a single educational system that of England and Wales the nature of schooling available to a child can be dramatically different. Even between residential areas the differences in educational climate can be striking. Apart from differences in the organization of schools and the availability of buildings, teachers and resources, there are also significant ideological variations between local education authorities. This book considers the evidence of such differences, some of the environmental factors (political, social and economic) that may account for their distribution, and the consequences that appear to spring from them.

In PRIMED for Character Education, renowned character educator Marvin W Berkowitz boils down decades of research on evidence-based practices and thought-provoking field experience into a clear set of principles that leaders, administrators, and teacher-leaders can implement to help students thrive. The author's original six-component framework offers a comprehensive guide to shaping purposeful learning environments, healthy relationships, core values and virtues, role models, empowerment, and long-term development in any PreK-12 school or district. This engaging and heartfelt book features tips for practice, anecdotes from award-winning schools, and straightforward tenets from moral education, social-emotional learning, and positive psychology.

The revival of madrasas in the 1980s coincided with the rise of political Islam and soon became associated with the "clash of civilizations" between Islam and the West. This volume examines the rapid expansion of madrasas across Asia and the Middle East and analyses their role in society within their local, national and global context. Based on anthropological investigations in Afghanistan, Bangladesh, China, Iran, and Pakistan, the chapters take a new approach to the issue, examining the recent phenomenon of women in madrasas; Hui Muslims in China; relations between the Iran's Shia seminary after the 1979-Islamic revolution and Shia in Pakistan and Afghanistan; and South Asian madrasas. Emphasis is placed on the increased presence of women in these institutions, and the reciprocal interactions between secular and religious schools in those countries. Taking into account social, political and demographic changes within the region, the authors show how madrasas have been successful in responding to the educational demand of the people and how they have been modernized their style to cope with a changing environment. A timely contribution to a subject with great international appeal, this book will be of great interest to students and scholars of international politics, political Islam, Middle East and Asian studies and anthropology.

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.

Concerns with the nature of and relationship between responsibility and responsibilisation pervade contemporary social, political and moral life. This book turns the analytical lens on the ways in which responsibility and responsibilisation operate in diverse educational settings and relationships, and social, policy and geographical contexts in the USA, Europe, the UK, New Zealand and Australia. Scholars have sought to explain the genealogy and the melange of rationalities, technologies, bio-politics and modes of governmentality that bring responsibility and responsibilisation into being, how they act on and are taken up by individuals, groups and organisations, and the risks and possibilities they create and delimit for individuals, social collectives and their freedoms. Contributors to this collection have diverse views and perspectives on responsibility and responsibilisation. This disagreement is a strength. It underlines the importance of unravelling both the differences and similarities across scholars and contexts. It also issues a salutatory warning about assumptions that reduce the complex concepts of responsibility and responsibilisation to simplistic, fixed categories or to generalising and universalising single cases or experiences to all areas of education. This volume was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

This book articulates a path for a renewed conception of-and commitment to-the public dimensions of schooling. It is an interdisciplinary book of philosophy and politics, written for educational leaders working in or on behalf of public schooling. Publics for Public Schools introduces a fresh view on how educational leaders might view the public ideal. In this conception of public work and leadership, educational leaders do not work with the public but help to achieve publics for public schools. The demos, or "the people" in the case of democratic governance of schools, mobilize around particular problems related to young people and schooling; they are best understood not as "the public" but as multiple publics. This book provides a conception of public life and of public leadership that can enable educational leaders of all types to help achieve publics for their schools.

This book presents a story of school improvement activity in East Africa from 1985 to 2000, which focused on sustained teacher development. The core of the book consists of six evaluations of school-and district-wide school improvement projects (SIPs) supported by the Aga Khan Foundation in Tanzania, Kenya, and Uganda. The case studies present an evolving body of knowledge about the successes and challenges of a comprehensive approach to school improvement grounded in a common set of strategic principles. The strategic principles embody the belief that the chances for quality improvement in teaching and learning are greater when change efforts *are school-based, *involve whole schools as the unit of change, *emphasize the ongoing professional development of teachers, *attend to school management and organizational conditions affecting the capacity of teachers to implement change, * prepare for the institutionalization of organizational structures and processes that enable continuous school development, and *evolve through partnerships among relevant education stakeholders. The book concludes with commentaries by international experts in school improvement and teacher development on the SIP project designs, implementation and outcomes, and on lessons that can be drawn from the projects and their evaluations for school improvement policy, practice and theory in developing and developed countries around the world.

Fuelled by social equity concerns, there have been vigorous debates on the appropriateness of certain non-state actors, particularly those with commercial and entrepreneurial motives, to meet universal education goals. There are further questions on the relative effectiveness of government and private schooling in delivering good learning outcomes for all. Within this debate, several empirical questions abound. Do students from poorer backgrounds achieve as well in private schools as their advantaged peers? What are the relative out-of-pocket costs of accessing private schooling compared to government schooling? Is fee-paying non-state provision 'affordable' to the poorest households? What is the nature of the education market at different levels? What are the relationships between different non-state actors and the state, and how should they conduct themselves? The chapters in this volume present new empirical evidence and conduct critical analysis on some of these questions. This book was originally published as a special issue of the Oxford Review of Education.

School choice is a hot topic in the United States. Private school vouchers, public charter schools, open enrollment, and homeschooling all regularly appear on the policy agenda as ways to improve the educational experience and outcomes for students, parents, and the broader society. Pundits often make claims about the various ways in which parents select schools and thus customize their child's education. What claims about school choice are grounded in actual evidence? This book presents systematic reviews of the social science research regarding critical aspects of parental school choice. How do parents choose schools and what do they seek? What effects do their choices have on the racial integration of schools and the performance of the schools that serve non-choosing students? What features of public charter schools are related to higher student test scores? What effects does school choice have on important non-cognitive outcomes including parent satisfaction, student character traits, and how far students go in school? What do we know about homeschooling as a school choice? This book, originally published as a special issue of the Journal of School Choice, provides evidence-based answers to those vital questions.

Despite national and international commitments to Education for All, and the Millennium Development Goals to assure universal primary education by 2015, over 90% of children with disabilities remain excluded from regular education in countries of the south. This book describes a three decade-long change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion. It examines the barriers to inclusion of children with disabilities in the Indian sub-continent, estimated at 4% of the population, or 40-50 million children, and implications of the systemic failure within a human rights framework. The book concludes with setting this initiative in a broader context of inclusive education development efforts, and identifies lessons it provides for a global development agenda for inclusive education, including the importance of ensuring strategies that are culturally appropriate and context-specific.

With a key UN Sustainable Development Goal for 2030 being to make basic education available to all the world's children, Learning Spaces in Africa explores the architectural, socio-political and economic policy factors that have contributed to school design, the main spaces for education and learning in Africa. It traces the development of school building design, focusing on Western and Southern Africa, from its emergence in the 19th century to the present day. Uduku's analysis draws attention to the past historic links of schools to development processes, from their early 19th century missionary origins to their re-emergence as development hubs in the 21st century. Learning Spaces in Africa uses this research as a basis to suggest fundamental changes to basic education, which respond to new technological advances, and constituencies in learning. Illustrated case studies describe the use of tablets in refugee community schools, "hole-in-the wall" learning and shared school-community learning spaces. This book will be beneficial for students, academics and those interested in the history of educational architecture and its effect on social development, particularly in Africa and with relevance to countries elsewhere in the emerging world.

First published in 1997, this study examines the trend towards markets in UK schools, with a particular focus on fee-paying schools in South Wales, by outlining the varied economic and political arguments both for and against increased parental choice and exploring parents' real reasons for using fee-paying schools. Stephen Gorard destroys the cosy myth that fee-paying schools are large, successful, charitable institutions catering chiefly for a select group of privileged families. Instead, he reveals them as typically privately owned, coeducational and with fewer than a hundred pupils, based in a poorly-converted residential site with few facilities. It is the first book which allows children's voices to be heard fully in the context of debates on the choice of a new school. Gorard has gathered the voices of parents and children via observation, interview and survey, comparing them directly and revealing stark differences in the perception of each generation.

Rabbi Loew (the Maharal) of Prague remains one of the most influential and prolific Jewish thinkers of his time. Widely considered one of the fathers of Hassidic thought and a harbinger of Modern Jewish philosophy, his life and work have retained their influence and remain prevalent today. Adopting a multi-disciplinary approach, this book ranges from an analysis of the historical background to Maharal's thought, to examining the relevance of this thought in the modern era, before addressing the popular cultural and folkloristic reception of Maharal's impact on modern, Western culture. This book presents a new understanding of familiar material and will be an invaluable asset to students and scholars of Modern and Early-Modern Jewish History and Intellectual thought.

What is an inclusive school community?

How do stakeholders perceive their roles and responsibilities towards inclusive school communities?

How can school communities become more inclusive through engagement with individual perspectives?

Diverse Perspectives on Inclusive School Communities captures and presents the voices of a wide range of stakeholders including young people and their parents, teachers, support staff, educational psychologists, social workers, health practitioners and volunteers in producing a collection of varied perspectives on inclusive education.

In this fascinating book, Tsokova and Tarr uniquely assemble a compilation of accounts collected through in-depth interviews with over twenty-five participants, met throughout the course of their professional lives. The authors focus on how we can ensure all children receive the best education and social provision in inclusive school communities.

Key learning points in this book emphasise:

• links between early life and educational experiences;
• constructions of inclusion;
• an understanding of roles and responsibilities;
• the power of agency in relation to inclusive school communities.

The text contributes to current debates surrounding educational policy initiatives, highlighting similarities and differences across people and professions, and illuminating a way forward for the consideration of a broader range of insight into the concept of inclusion and ways this can be achieved. Including both UK and international perspectives that illustrate different stages of the inclusive education process, this text will be invaluable to anyone affiliated with inclusive schooling in a personal or professional capacity.

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.

In a time of recession, the challenge of building and planning for tall buildings has become even more complex; the economics of development, legislative and planning frameworks, and the local politics of development must be navigated by those wishing to design and construct new tall buildings which fit within the fabric of their host cities. This book is a timely contribution to the debate about new tall buildings and their role and effect on our cities. It is divided into two main parts. In part one, the relationship between tall buildings and planning is outlined, followed by an exploration of the impacts that construction of tall buildings can have. It focuses, in particular, on the conservation debates that proposals for new tall buildings raise. The first part ends with an analysis of the way in which planning strategies have evolved to deal with the unique consequences of tall buildings on their urban locations. The second part of the book focuses on seven examples of medium-sized cities dealing with planning and conservation issues, and implications that arise from tall buildings. These have been chosen to reflect a wide range of methods to either encourage or to control tall buildings that cities are deploying. The case studies come from across the western world, covering England (Manchester, Liverpool, Newcastle and Birmingham), Norway (Oslo), Ireland (Dublin) and Canada (Vancouver) and represent a broad spectrum of approaches to dealing with this issue. In drawing together the experiences of these varied cities, the book contributes to the ongoing debate about the role of the tall building in our cities, their potential impacts, and experiences of those who use and inhabit them. The conclusions outline how cities should approach the strategic planning of tall buildings, as well as how they should deal with the consequences of individual buildings, particularly on the built heritage.

Theoretical Foundations of Learning Environments provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most important contemporary theories that form the foundation of the conception and design of student-centered learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design, educational psychology, learning theory, curriculum theory and design, and related areas.

The rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling book was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to metacognition, Argumentation, and other key contemporary theories.

This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the twenty-first century. It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are: How can educational effectiveness and improvement research and practice support the development of a more equitable education service? What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement? This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.

This book provides an illuminating account of teachers' own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male roles in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modeling as a basis for explaining or addressing boys' disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Toronto and Australia, that educational policy concerned with male teacher shortage and the plight of poor, disaffected minority boys would benefit from engaging with analytic perspectives and empirical literature which move beyond the singularity of gender and race as a basis for entertaining an urban school reform agenda that emphasizes the transformative potential of the male teacher as a role model. Presented within is a compelling case for the need to disarticulate discourses about role modeling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students' participation in the education system. This book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women's work.

In this book, Bergeron demonstrates the negative emotional and pedagogical repercussions that result from American educators' embrace of self-esteem and the dogma surrounding its acceptance. Critically interpreting the meaning of self-esteem in education, he challenges "common sense" assumptions surrounding this notion and questions the historical, political, philosophical, and pedagogical forces that have shaped this psychological construct in education. Interrogating the pedagogical practices linked to student empowerment, self-determination, and social agency in the classroom, Bergeron discusses the ways in which the promise of self-esteem has backfired, particularly for marginalized and impoverished students.