Against the backdrop of labour migration and the ongoing refugee crisis, the ways in which Islam is taught and engaged with in educational settings has become a major topic of contention in Europe. Recognising the need for academic engagement around the challenges and benefits of effective Islamic Religious Education (IRE), this volume offers a comparative study of curricula, teaching materials, and teacher education in fourteen European countries, and in doing so, explores local, national, and international complexities of contemporary IRE. Considering the ways in which Islam is taught and represented in state schools, public Islamic schools, and non-confessional classes, Part One of this volume includes chapters which survey the varying degrees to which fourteen European States have adopted IRE into curricula, and considers the impacts of varied teaching models on Muslim populations. Moving beyond individual countries' approaches to IRE, chapters in Part Two offer multi-disciplinary perspectives - from the hermeneutical-critical to the postcolonial - to address challenges posed by religious teachings on issues such as feminism, human rights, and citizenship, and the ways these are approached in European settings. Given its multi-faceted approach, this book will be an indispensable resource for postgraduate students, scholars, stakeholders and policymakers working at the intersections of religion, education and policy on religious education.

Accountability and Culture of School Teachers and Principals studies the degree to which teachers and principals in eight countries view themselves as taking responsibility, working by clear standards, reporting transparently, and accepting feedback at work. The book focuses on cultural values that explain variation in accountability levels of school educators, drawing on data from Canada, China, Hungary, Israel, the Netherlands, Spain, South Africa, and Zimbabwe. It addresses the question of whether cultural values, specifically collectivism and individualism, are related to teachers' and principals' external and internal accountability dispositions. It also explores the intriguing role of organizational support and key school personnel in school reforms across the world, providing a new way to understand school accountability. The book will be of great interest for academics, post-graduate students, and scholars in the field of education policy and international and comparative studies in education.

This text explores the phenomenon of religious bullying as it manifests in two North American contexts and theorizes religious literacy as a viable school-based intervention to promote understanding of religious and non-religious difference. Using substantive, qualitative data from schools and communities in California and Quebec, Teaching Religious Literacy to Combat Religious Bullying examines the impact of mandatory religious literacy courses delivered in secondary schools and identifies curricula, teacher attitudes, training, and administrative support as key determinants of course impact. Drawing on Bronfenbrenner's social-ecological framework, the text then illustrates how the environmental factors both in and outside of the school considerably influence teacher and student attitudes to religious and non-religious traditions. Practical recommendations are made to combat overarching societal trends and religious discrimination within the classroom, and context is cited as key to an effective discussion on religious literacy more broadly. This text will benefit researchers, academics, and educators with an interest in religious literacy, religious education, the sociology of education, and those looking at the field of bullying and truancy more widely. Those interested in intersectionality, marginalized communities, secularism, and educational policy will also benefit from the volume.

Focusing on the needs and experiences of underrepresented students in the US, this text explores how pre-college outreach programs can effectively support the development of students' writing skills in preparation for the transition from high school to college. Synthesizing data from a longitudinal study focusing on multilingual, low-income, and first-generation students, this volume provides in-depth exploration of the strategies and resources used in a pre-college literacy program in the US. Grounded in an expansive, qualitative study, chapters reveal how outreach practices can encourage student-led research, writing, confidence, and collaboration. More broadly, programs are shown to help tackle issues of inequality, increase college readiness, and reduce difficulties with writing which can restrict minority students' access to higher education and their longer-term college attainment. This text will benefit researchers, academics, and educators with an interest in English and literacy studies, multicultural education, and pre-college writing instruction. Those interested in bilingualism, translingualism, writing studies, English as a second language (ESL), and applied linguistics will also benefit from the volume.

This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.

This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. Each of the chapters provides a case study of a project and discusses underlying theories and behind-the-scenes accounts of implementation and lessons learned. The group of contributors represent emerging scholars who are leading voices working at the intersections of theory and practice for educational equity. Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces. Chapters also vary in the focal ages of participants. Although most discuss experiences of young people between the ages of 12-25, some also explore the learning of elementary age youth. All of the chapters make the authors--who were researchers, designers, teachers, and facilitators--part of the narrative and process of learning. We are especially thankful that the authors of these chapters invite the reader into their thinking process and the tensions and contradictions that emerged as they sought to catalyze transformative learning spaces.

Focusing on the concept of secondary education, and discussing global assessment with over 50 participating countries/economies Examining several contextual factors from perspectives of different disciplines Using authoritative data from PISA by OECD to conduct multinational analysis Applying machine learning including SVM, SVM-RFE and other algorithms in a mass global educational database Providing insights into education effects of PISA and comparisons between the OECD countries

- Offers practical "how-to" advice on using virtual worlds effectively. - Written in a user friendly way for the novice user. - Gives real-world examples based on 10 years' experience in the field.

Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology. Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What's so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology? With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or master's-level study.

Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology. Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What's so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology? With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or master's-level study.

At The MTPT Project we know that teaching can be a sustainable career choice for parents, and in this essential handbook, we show you how. Supported by case studies celebrating the best that the family friendly schools and happy teachers in our community have to offer, this book is a lifeline for both educators aspiring to combine their passion for teaching with becoming a parent, and the school leader who wants to empower them. However you become a parent, or choose to grow your family and your career, this handbook will provide you with the guidance and cheerleading that you need to fulfil your personal and professional aspirations. The book is divided into nine chapters, guiding readers from the first considerations of family planning, all the way through to the reality that some teachers and leaders may choose to leave classrooms for good. Each chapter includes: the latest research on working families legalities associated with different stages of working parenthood (including discrimination and how to avoid it as an employer and address it as an employee) case studies from our community suggestions for individuals and schools recommended further reading. Each chapter will help you to navigate the journey from planning a family, to stepping in and out of teaching to suit your parenting needs, to creating family friendly working environments, whatever your role in school. With its mixture of research-informed solutions, hints and tips, this text is perfect for colleagues embarking on their parenting journey and school leaders who want to take practical steps to retain and empower valued colleagues.

* Chapters with mini-lessons follow consistent pattern for easy application * Practical resource book for teachers looking to improve students' writing * Uses mentor texts from key genres, including graphic novels, to teach narrative, informational, and poetry writing * Aligned with CCSS * Chapters organized by grade level to teach well-known 6 + 1 Writing Traits

This practical guide introduces "Teacher Talk," an easy-to-use tool for teachers to help improve elementary students' vocabulary. When students are exposed to extensive vocabularies, they are better prepared to build their receptive and productive language and succeed academically. Through many inviting examples and real-world guidance, Rowe and Haase explain how to be reflective and intentional about the language you use and how to use elevated or substitutionary language to model different registers of speech for elementary students. The various "Teacher Talk" strategies in this book cover key topics, including disciplinary vocabulary, modelling academic discourse, addressing state and national standards, and meeting individual student needs across grades K-6. With many charts, activities, and tools that are ready for use, this book equips teachers with many methods for bolstering students' academic language in the classroom and beyond.

All independent schools are concerned about their futures and need to adapt to changing markets Fully updated with new chapters on #metoo, the COVID pandemic and gender diversity Contributors lined up include the great and the good in education. Each essay will be accessible, jargon free and relevant. Editors are both very high profile with strong social media followings. Independent sector is radically unrepresented in education publishing and yet there are 1300 of them in the UK alone.

A story of everyday life in an American junior high school, originally published in 1983, this book demonstrates the ways in which the school culture of early adolescence both supports and denies the cultural and economic requirements of the parent society that surrounds it. It explores this school culture in relation to the local and national in political economy, to class, race and gender, and to the needs of the state. The author approaches the work of students in school as a labor process in the context of an advanced capitalist society. He describes such typical junior high activities as 'goofing off' and 'bugging the teacher' by examining the meaning of these activities to the students engaged in them, and brings acute observation and sensitivity to bear on the forms of resistance that arise among the students, showing that this resistance is a form of power which students exercise in the face of their estranged status. The nature and consequences of this resistance are examined in detail, especially as they relate to the context of a society in which estranged labor, in one form or another, is the dominant characteristic for most members. Throughout the book, the subtle pressures, the cliques, the vitality, the boredom and the ever-present humor of school life are explored. By integrating the insights of Habermas with the theories of Marx, the author is able to examine the tension between the 'reified knowledge' of the school and the 'regenerative knowledge' of the students in a sensitive ethnography which captures the student world in ways which have been missed in the past.

In the early 1980s, concern about disruptive behaviour in secondary schools had grown, being variously regarded as a symptom of a decaying society or as a failure on the teachers' part. One response was to 'throw money' at the problem and various different kinds of special schools and units had been devised to deal with disruptive adolescent pupils. Yet there was little systematic evaluation of the different options - particularly in terms of cost effectiveness. Originally published in 1983, this book reviews all the available research on 21 alternative systems for the education of disruptive adolescents at the time. These range from the highly expensive residential special schools to on-site adaptations which involve no extra cost. Most are based on developments in Britain and the United States and the author concludes in favour of many of the less sophisticated systems. This book will be interesting historical reading for workers and students in educational psychology, special education and educational policy.

'Girls are worse than boys these days' was a common complaint from teachers in the 1970s. Whether true or not, this viewpoint was pervasive, yet little guidance had been given to the student teachers to help them tackle the problems that girls presented. Originally published in 1980, the main purpose of this work was to provide a soundly based textbook on the education of adolescent girls which, by taking into account the changing role of women in our society at the time, would be of immediate use to all practitioners and students of education. Research findings, and material drawn from recent work by teachers in schools, have been collated along with theoretical approaches selected for their relevance to teaching in a manner which demonstrates their practical implications. The difficulties that teachers found in coping with the normal, as well as the abnormal, behaviour of girls is examined. The importance of education for girls is looked at in the context of their future roles as members of the work force and as mothers of the next generation. Reports and complaints about the inadequacies of the education system in preparing girls for their future life were rife. In dealing with a topic which was causing such concern the author set out to fill a noticeable gap in the literature of Education at the time. The book was designed for use by student teachers, lecturers, probationary teachers and their supervisors, but social workers, educational psychologists and others who deal with adolescents would also find it useful. For students its value rested in the practical orientation of its information which gave it the dual function of handbook and academic textbook. For practising teachers it gave advice, encouragement and support.

Originally published in 1992, this Asian-authored book presents a cultural description and interpretation of American high school adolescent life and ethos, based on anthropological fieldwork in a semi-rural school and its surrounding community in Oregon. It combines a realistic account of late 1980s adolescent culture and a confessional tale of the Asian ethnographer's fieldwork experiences among American youngsters. The three main parts of the book focus on a portrayal of adolescent daily life, an interpretation of these young people's cultural values and ideals, and a reflection on the ethnographer's fieldwork experiences respectively. Part 1, Adolescent Life, includes five chapters presenting a brief version of a key informant life history, a profile of the school, a portrait of the community, a sketch of a typical school day, and adolescent life out of school. Divided into four chapters, Part 2, Adolescent Ethos, identifies three dimensions of adolescent ethos and analyzes dynamics between the dimensions and reflecting ideals. The last chapter of this part, 'The Duality of Ideals' discusses how adolescents negotiated themselves in a complicated web of various ideals pressing on them. Part 3, Doing Ethnography, reports procedural and personal aspects of doing ethnographic research in two separate chapters. The former discusses each step from locating a field to writing an ethnography; the latter describes personal feelings and scholarly thoughts which occurred during and after fieldwork. Adopting the most inconspicuous, unobtrusive form of research methods (she even dressed like them and acted with and among them), the ethnographer tried to listen to the young people's voices, peek into their lives from outside, and look out at the world through their eyes.

All independent schools are concerned about their futures and need to adapt to changing markets Fully updated with new chapters on #metoo, the COVID pandemic and gender diversity Contributors lined up include the great and the good in education. Each essay will be accessible, jargon free and relevant. Editors are both very high profile with strong social media followings. Independent sector is radically unrepresented in education publishing and yet there are 1300 of them in the UK alone.

Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.

Changing Curriculum Through Stories: Character Education for Ages 10-12 is a book about transforming school culture from one that supports a culture of competition to one where an understanding of how we are 'All In it Together' permeates what is studied and how. Whether the issue is 'going along to get along', 'shunning an outsider', 'bullying', 'learning to share', 'anger management' or 'forgiveness', Changing Curriculum Through Stories: Character Education for Ages 10-12 makes clear how an individual's behavioral choices, seemingly without consequences, ultimately effect everyone, including themselves. Using original and folkloric stories as jumping off points for discussions, Marc Levitt's new book provides a holistic antidote to 'shallow selfishness', substituting instead, a curriculum and a pedagogy that provides the intellectual and visceral tools to help students understand and to act based on an awareness of their connections to one another, the value of community and the joy of living amidst diversity of all kinds.

The book is unique in providing pedagogical examples and case studies of intersecting topics across European history education. The book is a result of a large-scale European Erasmus project between historians and researchers in history education and will be published open access. The book provides epistemological, methodological and content tools for the teaching of history in a way that promotes civic engagement, awareness of social issues and democratic values.

This sequel to Breslin's critically acclaimed Lessons from Lockdown explores how school leaders, teachers, parents and pupils have navigated their way through and from lockdown. This is the story of 'doing' schooling against the topsy-turvy backdrop of a pandemic that has caused us all to reflect not just on the purpose and substance of education but also the world that schools might, in the future, need to prepare children and young people for. Drawing on the voices of more than a hundred pupils, parents and professionals, it captures the range of experiences as teachers and students grappled with new ways of working, policy chaos and the complexity of schooling and teaching in such a landscape. Bubble Schools is a must-read for all concerned about the shape that our public education systems take as we begin to move forward from a system-shock that has revealed both the strengths and the weaknesses of education policy, system design and long-established classroom practice.

Originally published in 1971, this is a first-hand account of how an old-established County Grammar School was transformed into a completely new Upper School and Community College in the Leicestershire system. From their experience the Headmaster and staff have compiled the sort of book which they would have found most helpful, giving a working account of their aims and objectives, and the problems they encountered in this reorganization. They discuss the failures and successes which they met in areas such as curriculum planning, the school council, the sixth form, the uniform debate, the less able children, and the treatment of specialized subjects. They also look at the special aspects of the institution, including the Design Centre and the Community College. Stewart Mason, Director of Education for Leicestershire, contributes a chapter on the Leicestershire Plan, in the establishment of which he played a central part. Now Bosworth Academy this is a fascinating look at the history of how the school came to be.

This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study: * draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools; * combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects; * describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue; * uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school. This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling.