This book describes Martin Bucer (1491-1551) as a teacher of theology, focusing on his time as Regius Professor of Divinity at the University of Cambridge between 1549 and 1551. The book is centered on his 1550 Cambridge lectures on Ephesians, and investigates them in their historical context, exploring what sort of a theologian Bucer was. The lectures are examined to find out how they represent Bucer's method of teaching and "doing" theology, and shed light on the relationship between biblical exegesis and theological formulation as he understood it. Divided into two interconnected parts, the book first sets the historical context for the lectures, including a broad sketch of scholastic method in theology and the biblical humanist critique of that method. It then closely examines Bucer's practice in the Cambridge lectures, to show the extent to which he was a theologian of the biblical humanist school, influenced by the method Erasmus set forth in the Ratio Verae Theologiae in which true theology begins, ends, and is best "done" as an exercise in the exegesis of the Word of God.

Schools and Public Health is a meditation on the past, present, and future of the relationship between public health and American public schools. Gard and Pluim begin by developing a historical account of the way schools have been used in the public health policy arena in America. They then look in detail at more contemporary examples of school-based public health policies and initiatives in order to come to a judgment about whether and to what extent it makes sense to use schools in this way. With this is as the foundation, the book then offers answers to the question of why schools have so readily been drawn into public health policy formulations. First, seeing schools as a kind of 'miracle factory' is a long standing habit of mind that discourages careful consideration of alternative public health strategies. Second, schools have been implicated in public health policy in strategic ways by actors often with unstated political, cultural, ideological, and financial motivations. Finally, the authors call for a more sophisticated approach to public health policy in schools and suggest some criteria for judging the potential efficacy of school-based interventions. In short, the potential effectiveness of proposed interventions needs to be assessed not only against existing historical evidence, but also against the competing roles society expects schools to play and the working-life realities for those charged with implementing public health policies in schools.

Resisting Educational Inequality examines poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality and when policy research suggests that such issues are being ignored or distorted within neoliberal logics. In this volume, leading scholars from Australia and across the UK examine these issues through three main focus areas: Mapping the damage: what are our explanations for the persistent nature of educational inequality? Resources for hope: what do we know about how educational engagement and success can be improved in schools serving vulnerable communities? Sustaining hope: how might we reframe research, policy and practice in the future? Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking about the social issues surrounding educational practice and policy. By exploring different explanations and approaches to school change and considering how research, policy and practice might be reframed, this book moves systematically and insightfully through damage towards hope. In combining pedagogy, policy and experience, Resisting Educational Inequality will be a valuable resource for all researchers and students, policymakers and education practitioners.

This multidisciplinary collection probes ways in which emerging and established scholars perceive and theorize decolonization and resistance in their own fields of work, from education to political and social studies, to psychology, medicine, and beyond. In this time of renewed global spiritual awakening, indigenous communities are revisiting ways of knowing and evoking theories of resistance informed by communal theories of solidarity. Using an intersectional lens, chapter authors present or imagine modes of solidarity, resistance, and political action that subvert colonial and neocolonial formations. Placing emphasis on the importance of theorizing the spirit, a discourse that is deeply embedded in our unique cultures and ancestries, this book is able to capture and better understand these moments and processes of spiritual emergence/re-emergence.

The No Child Left Behind (NCLB) Act is designed to close the achievement gap between disadvantaged and disadvantaged children through its Title I program. Title I provides disadvantaged students with compensatory education. Only Title I schools are required to meet NCLB accountability guidelines but some states apply federal accountability guidelines to non-Title I schools; and states must separate achievement test scores by racial subgroups. The book explores models to achieve equity in Title I schools. The authors define what is required of states in Title I schools. The NCLB guidelines are flexible: states may confine their accountability involvement to Title I schools only and limit the number of Title I schools in their state; states may establish their own standardized tests and establish their own racial subgroups. The authors examine how each state reacts and implements NCLB accountability standards, and challenges to these guidelines in the courts and in the body politics by states. The text examines the achievements of NCLB, implications of the Act. The text also reviews implications for a larger immigrant population that did not exist in 1965 when Title I was originally enacted by Congress; and the impact of globalization the educational needs of the country.
*Explores models to achieve equity under the No Child Left Behind (NCLB) Act
*Examines how each state implements NCLB standards and the implications of the Act

Resisting Educational Inequality examines poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality and when policy research suggests that such issues are being ignored or distorted within neoliberal logics. In this volume, leading scholars from Australia and across the UK examine these issues through three main focus areas: Mapping the damage: what are our explanations for the persistent nature of educational inequality? Resources for hope: what do we know about how educational engagement and success can be improved in schools serving vulnerable communities? Sustaining hope: how might we reframe research, policy and practice in the future? Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking about the social issues surrounding educational practice and policy. By exploring different explanations and approaches to school change and considering how research, policy and practice might be reframed, this book moves systematically and insightfully through damage towards hope. In combining pedagogy, policy and experience, Resisting Educational Inequality will be a valuable resource for all researchers and students, policymakers and education practitioners.

Drawing on one of the most comprehensive and representative studies of school violence ever conducted, Benbenishty and Astor explore and differentiate the many manifestations of victimization in schools, providing a new model for understanding school violence in context. The authors make striking use of the geopolitical climate of the Middle East to model school violence in terms of its context within as well as outside of the school site. This pioneering new work is unique in that it uses empirical data to show which variables and factors are similar across different cultures and which variables appear unique to different cultures. This empirical contrast of universal with culturally specific patterns is sorely needed in the school violence literature. The authors' innovative research maps the contours of verbal, social, physical, and sexual victimization and weapons possession, as well as staff-initiated violence against students, presenting some startling findings along the way. When comparing schools in Israel with schools in California, the authors demonstrate for the first time that for most violent events the patterns of violent behaviors have the same relationship for different age groups, genders, and nations. Conversely, they highlight specific kinds of violence that are strongly influenced by culture. They reveal, for example, how Arab boys encounter much more boy-to-boy sexual harassment than their Jewish peers, and that teacher-initiated victimization of students constitutes a significant and often overlooked type of school violence, especially among certain cultural groups. Crucially, the authors expand the paradigm of understanding school violence to encompass theintersection of cultural, ethnic, neighborhood, and family characteristics with intra-school factors such as teacher-student dynamics, anti-violence policies, student participation, grade level, and religious and gender divisions. It is only by understanding the multiple contexts of school violence, they argue, that truly effective prevention programs, interventions, research agendas, and policies can be implemented. In an age of heightened concern over school security, this study has enormous implications for school violence theory, research, and policy throughout the world. The patterns that emerge from the authors' analysis form a blueprint for the research agenda needed to address new and exciting theoretical and practical questions regarding the intersections of context and school victimization. The unique perspective on school violence will undoubtedly strike a chord with all readers, informing scholars and students across the fields of social work, psychology, education, sociology, public health, and peace/conflict studies. Its clearly written and accessible style will appeal to teachers, principals, policy makers and parents interested in the authors' practical discussion of policy and intervention implications, making this an invaluable tool for understanding, preventing, and handling violence in schools throughout the world.

This book examines how World War II affected denominational colleges who faced a national crisis in relationship to their Christian tenets and particular religious communities and student bodies. With denominational positions ranging from justifying the war in light of the existential threat that the United States faced to maintaining long-held beliefs of nonviolence, the multitude of institutional positions taken during World War II speaks to the scope of religious diversity within Christian higher education and the central issues of faith and service to God and country. Ultimately, Laukitis provides a particular lens to analyze the history of higher education during World War II through an examination of denominational institutions. The relationship between higher education, faith, and war offers depth to understanding the role of denominational colleges in articulating theological interpretations of war and their sense of responsibility as Christian liberal arts institutions in the United States.

As long as the free market has reigned, private sector firms have confronted a produce-or-perish existence. For a host of reasons, public organizations increasingly face these competitive pressures as well. But public organizations in the most unexpected of places have answered the call to evolve productively with fantastic success. Unfortunately, public schools can rarely be counted among them. Faddish acronym school improvement plans always offer grand results and almost never deliver upon such promises. Understandably, the farther public educational quality slides into decline, the sharper the urge to grope for radical reform plans. This book, in contrast, argues that a key element of reform has remained in plain view for decades but has gone unmentioned, unmeasured, and unused in reform plans: student engagement. More specifically, quantifying how the instructional time is passed provides not only a sound proxy to educational quality, but is shown to be tightly linked to the test score needle. Of course, the differences across school types and geographies are pronounced. Mindful of such differences, this book discusses each school type according to the hard numbers across buildings.

This book addresses one of the most urgent questions in American society today, one that is currently in the spotlight and hotly debated on all sides: Who shall rule the schools--parents or educators?
"School Choice or Best Systems: What Improves Education?" presents an overview of research and practical applications of innovative--even radical--school reforms being implemented across the United States. These fall along a continuum ranging from parental choice to best systems. At the one extreme are schools of choice, which allow parents to choose and even govern schools for their children. These include charter schools, traditional private and parochial schools, schools that are privately governed but publicly funded through vouchers, and those that are funded by private scholarships provided by both corporations and wealthy individuals. At the other extreme are centralized state or district systems, based on reform initiatives and new systems of education that have been developed in response to views of citizens and legislators that schools can do much better. These schools, which specify uniform goals, policies, and programs for each school, are highly innovative systems based on research or representing advanced thinking about what works, and have attracted wide interest.
Important questions related to schools of choice and best systems are addressed: How can we choose among schools of choice and best systems? Among the various approaches within each of these alternatives? How can we understand their guiding principles and operational practices? What results do they produce? How can we evaluate their claims? In choosing among the alternatives, how should issues of student achievement, accountability, costs, feasibility, and equity be factored in?
This volume brings together leading researchers and education leaders who have carried out the latest studies and advances in the field, providing a forum for them to set forth the arguments and evidence that will be most helpful in making choices for tomorrow's schools. It does not provide a single right answer--values and preferences differ across parents, schools, districts, and states. However, there are benefits for all from seeing the rigorous research, challenging thinking, and alternate points of view this volume presents.

Originally published in 1978, Schools in an Urban Community is an ethnography of the Carbrook and Hill Top area of the Attercliffe district of Sheffield before it was cleared for redevelopment. The book provides an in depth look at the community and schools of the area and provides a valued contribution to the field of social history. Using interviews with former pupils, log books and questionnaires from the local community, the book provides a valuable resource for educationists and urban historians, as well as providing a detailed examination of the relations between school and community.

Generative Learning in Action helps to answer the question: which activities can students carry out to create meaningful learning? It does this by considering how we, as teachers, can implement the eight strategies for generative learning set out in the work of Fiorella and Mayer in their seminal 2015 work Learning as a Generative Activity: Eight Learning Strategies that Promote Learning. At a time when a great deal of attention has been paid to the teaching and learning from the perspective of effective instruction, Generative Learning looks at the flip side of coin and considers what is happening in the minds of the learner. This book takes a teachers-eye view of a range of theories of learning and keeps their application to the classroom firmly in mind through the use of case studies and reference to day to day practice. Generative Learning in Action also discusses the key considerations and potential limitations of each of the strategies, as well as how you could implement these in your own practice and more widely across a school. The authors bring a wealth of experience to this topic. Zoe Enser was a classroom English teacher for over 20 years as well as head of department and school leader in charge of improving teaching and learning. She is now lead specialist advisor for Kent with The Education People. Mark Enser has been a geography teacher for the best part of two decades as well as a head of department and research lead. He is the author of Making Every Geography Lesson Count and Teach Like Nobody's Watching as well as a TES columnist.

Modernising School Governance examines the impact of recent market-based reforms on the role of governors in the English state education system. A focus of the book concerns how government and non-government demands for 'strong governance' have been translated to mean improved performance management of senior school leaders and greater monitoring and disciplining of governors. This book addresses fundamental questions about the neoliberal logic underpinning these reforms and how governors are being trained and responsibilised in new ways to enhance the integrity of these developments. Drawing on large-scale research conducted over three years, the book examines the impact of these reforms on the day to day practices of governors and the diminished role of democracy in these contexts. Wilkins also captures the economic and political rationalities shaping the conduct of governors at this time and traces these expressions to wider structural developments linked to depoliticisation, decentralisation and disintermediation. This book addresses timely and original issues concerning the role of corporate planning and expert handling to state education at a time of increased school autonomy, shrinking local government support/oversight, and tight, centralised accountability. It will appeal to researchers and postgraduate students in disciplines of education, sociology, political science, public policy and management. It will also be of interest to researchers and policy makers from countries with similar or emerging quasi-market education systems.

Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, Lopez provides a historical and transnational understanding of how "indigenous" has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "common sense" markers of diversity such as race, gender, and ethnicity, Lopez focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in education - in Guatemala and beyond - today.

Mobile Learning in Schools explores the potential for using mobile devices in diverse school and college settings around the globe. It evaluates the exciting opportunities mobile initiatives bring and shares experience of where things can go wrong, in order to ensure that those embarking on new projects are fully informed. Drawing on a wide range of international perspectives, it unpicks knotty sociocultural issues, including lack of sustainability, behavioural and ethical concerns, and explores successful student learning. Key issues considered include: mobile learning in primary schools teaching and learning with mobile devices in secondary schools opportunities inside and outside school pedagogical principles and sustainability mobile learning for initial teacher training and CPD ethical considerations behaviour matters - disruption, plagiarism, cheating, cyberbullying assessing mobile learning. With annotated further reading and questions to trigger reflection and further discussion amongst readers, this thought-provoking text provides a detailed survey of this often controversial topic. It is essential reading for all those engaged in understanding the potential for using mobile devices to support students' learning.

Wellbeing, Education and Contemporary Schooling examines the role of wellbeing in schools and argues that it should be integral to core policy objectives in health and education. The whole school focus chosen is conducive to the review of wellbeing in schools, and assists in better understanding the complex relationships between learners and teachers in policy contexts, where every teacher has a responsibility for learners' wellbeing. By exploring a range of debates about the nature of wellbeing, the book shows how a child's wellbeing is inseparable from their overall capacity to learn and achieve, and to become confident, self-assured and active citizens. Drawing on international curriculum developments, it considers the ways in which wellbeing could reshape educational aims in areas such as outdoor learning and aesthetic imagination, helping to inform programmes of professional learning for teachers. Separated into six parts, the book covers: philosophical perspectives on wellbeing policy perspectives on wellbeing professional perspectives on wellbeing practice perspectives on wellbeing future prospects for wellbeing a personal perspective on wellbeing. Examining ways in which wellbeing can become a central component of the ethos, culture and environment of contemporary schools, Wellbeing, Education and Contemporary Schooling is an invaluable guide for all students, teachers, researchers and policy makers with an interest in learning, teaching and children's wellbeing.

Wellbeing, Education and Contemporary Schooling examines the role of wellbeing in schools and argues that it should be integral to core policy objectives in health and education. The whole school focus chosen is conducive to the review of wellbeing in schools, and assists in better understanding the complex relationships between learners and teachers in policy contexts, where every teacher has a responsibility for learners' wellbeing. By exploring a range of debates about the nature of wellbeing, the book shows how a child's wellbeing is inseparable from their overall capacity to learn and achieve, and to become confident, self-assured and active citizens. Drawing on international curriculum developments, it considers the ways in which wellbeing could reshape educational aims in areas such as outdoor learning and aesthetic imagination, helping to inform programmes of professional learning for teachers. Separated into six parts, the book covers: philosophical perspectives on wellbeing policy perspectives on wellbeing professional perspectives on wellbeing practice perspectives on wellbeing future prospects for wellbeing a personal perspective on wellbeing. Examining ways in which wellbeing can become a central component of the ethos, culture and environment of contemporary schools, Wellbeing, Education and Contemporary Schooling is an invaluable guide for all students, teachers, researchers and policy makers with an interest in learning, teaching and children's wellbeing.

Explores the extent to which external interventions have contributed to successful and sustainable school improvement. This book explores the extent to which external intervention has contributed to successful and sustainable school improvement. By drawing on international research and contemporary empirical evidence, Chris Chapman highlights the possibilities and limitations of external intervention in the context of the schooling system in England. The book concludes by outlining a radical framework that could potentially secure sustainable development for all schools.

This volume of thematic studies offers multifaceted interpretations of education for sustainable and solidary development (ESSD). It is a joint work of academics, teachers and researchers covering the domain of education from the perspective of economy, social sciences, language studies, communication and pedagogy. The authors propose a range of reflections and empirical studies which refer to: various means and methods for an effective teaching/learning process; transversal skills related to ESSD; and the importance of financial resources and quality assurance in education. The unitary and original endeavour of this volume establishes a common meeting point for devising up-to-date methods and practices across disciplines, with a view to supporting sustainable and solidary education.

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.

Alternative Approaches to Education provides parents and teachers with information and guidance on different education options in the UK and further afield. This new and expanded edition, including additional chapters and up-to-date contact details, explains the values, philosophies and methods of a range of alternative approaches available outside and within the state system, as well as if you're 'doing it yourself'. Illustrated throughout with the first-hand experiences of children, teachers and parents, it provides lists of useful contacts, sources of further information and answers to common questions. Together with brand new chapters on recent research and contemporary debates, and on Free Schools, it covers: Small alternative schools Steiner Waldorf education Democratic schools Alternatives in the state system Parents as change agents Setting up a Small School or Learning Centre Home-based education Flexible schooling Exploring why alternative approaches to education are needed, this accessible and informative book challenges the dominant educational orthodoxies by putting children first. It will be of interest to teachers looking to build on their knowledge of different educational approaches in order to find new ways of working. It is also an ideal introduction for parents deciding how best to educate their children.

First published in 1988, this work was the product of extensive fieldwork in two evangelical communities. This in-depth ethnographic study focuses on the meaning systems, organizational structures and the daily lives of the people Susan D. Rose encountered. The study is centred around Christian schooling as a method of socialisation. Tracing the rise of evangelicalism and the development of the Christian School Movement in the latter half of the twentieth century, it examines the kinds of educational alternatives evangelicals have structured for their children. Moving beyond the issue of schooling itself, it analyses the interactions among schooling, ideology, economic structures and the nature of work in contemporary American society, and explores how people relate to one another within the church-family-school network. It addresses the provocative question of why evangelicalism, a self-proclaimed conservative, reactionary movement, held so much appeal for so many Americans at the time of publication. This work will be of particular interest to those studying education and religion and education in the U. S. A.

This title, first published in 1988, provides a comprehensive compilation of resources to help teachers and policy makers locate the materials they need to create equitable curriculum and classroom environments. While its primary focus is on girls and women, Resources for Educational Equity takes a comprehensive approach to equity encompassing concerns of gender, race, and disability. This title will be of interest to both students of education and to educators.

The focus of The Legal World of the School Principal is to emphasize the legal responsibilities of the school principal. This book will help principals be knowledgeable of the court cases and federal and state laws that affect their daily work. Research studies have revealed that a large majority of school principals spends over twenty percent of their time on matters that involve legal contentions. In addition, principals report they were not well prepared to meet the legal challenges facing them in their leadership roles. Landmark court cases relating to education are discussed as well as the federal and state court systems commonly found in the United States.