Contents:
1. Introduction: Evaluating Creativity Julian Sefton-Green, Weekend Arts College 2. Art Education and Talk: From Modernist Silence to Postmodern Chatter Karen Ramey, University of East London and Howard Hollands, Middlesex University 3. Evaluation and Design and Technology John Garvey, Brunel University School of Education and Anthony Quinlan, Sudbury Junior School, Wembley 4. Writing in English and Responding to Writing Muriel Robinson, University of Brighton and Viv Ellis, University of Brighton 5. Music as a Media Art: Evaluation and Assessment in the Contemporary Classroom Lucy Green, London University Institute of Education 6. Measuring the Shadow or Knowing the Bird: Evaluation and Assessment in Drama Education John Somers, Exeter University 7. Making the Grade: Evaluating Student Production in Media Studies David Buckingham, Institute of Education University of London, Pete Fraser, Long Road Sixth Form College, Cambridge and Julian Sefton-Green, Weekend Arts College 8. Whose Art is it Anyway? Art Education outside the Classroom Rebecca Sinker, Middlesex University 9. Making Multimedia: Evaluating Young People's Creative Multimedia Production Rebecca Sinker, Middlesex University 10. From Creativity to Cultural Production: Shared Perspectives Julian Sefton-Green, Weekend Arts College

Traditional models of childhood need reconstructing, especially as children become more active in negotiating the boundaries between themselves and adults. Wyness argues for new, more effective conceptions of childhood, derived from analysis of recent social policy. He interprets legislation and reveals that recent children acts and educational reform exhibit a strengthening of the socialising power of adults over children. Most importantly, this book challenges a prevalent underlying conception of children as 'lesser' or 'inferior' versions of adults, a flawed understanding that still influences policy.

Over the last twenty-five years Ernst von Glasersfeld has had a tremendous impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing.Radical Constructivism in Actionis a new volume of papers honouring his work by building on his model of knowing.
The contributions by leading researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy, and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge.
It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.

eBook available with sample pages: 0203487516

Evaluating Creative Practice discusses:
*the function of evaluation in general
*the role of formal assessment and its relation with informal evaluation
*the role of the audience for the creative product
*the value of making within the subject discipline
*the balance within the subject paid to product and process
*the role of reflection and the place of the students voice.
Examples of practice from subject disciplines English, Art, Music, Drama, Media Studies, Design and Technology, Gallery Education and Digital Arts will enable those involved with primary, secondary, further, higher, gallery and community education to learn from each other and to develop a coherent approach to the range of creative work produced by young people. By focusing on questions of evaluation and containing a range of practical examples the book sets an agenda for creative work by young people in the school curriculum and beyond.

In many ways America is in worse shape than before the first Watts riots occurred over 25 years ago. Intolerance is still abundant; greed is very much alive; and hope held by many at the bottom has been dimmed, if not extinguished. For our country to become everything it is capable of becoming and everything our ancestors dreamed, education cannot continue as usual. Ours is a great country, but when even one of its citizens is made to feel less than human or is robbed of their dignity, something is wrong. Hope, Intolerance, and Greed: A Reality Check for Teachers encourages teachers to question the status quo and to reexamine their power to influence the direction our country takes into the 21st century. It also encourages teachers to acknowledge the realities that exist, teach the rejection of violence, and promote an awareness and understanding of people as individuals.

How can the studio teacher teach a lesson so as to instill refined artistic sensibilities, ones often thought to elude language? How can the applied lesson be a form of aesthetic education? How can teaching performance be an artistic endeavor in its own right? These are some of the questions Teaching Performance attempts to answer, drawing on the author's several decades of experience as a studio teacher and music scholar. The architects of absolute music (Hanslick, Schopenhauer, and others) held that it is precisely because instrumental music lacks language and thus any overt connection to the non-musical world that it is able to expose essential elements of that world. More particularly, for these philosophers, it is the density of musical structure-the intricate interplay among purely musical elements-that allows music to capture the essences behind appearances. By analogy, the author contends that the more structurally intricate and aesthetically nuanced a pedagogical system is, the greater its ability to illuminate music and facilitate musical skills. The author terms this phenomenon relational autonomy. Eight chapters unfold a piano-pedagogical system pivoting on the principle of relational autonomy. In grounding piano pedagogy in the aesthetics of absolute music, each domain works on the other. On the one hand, Romantic aesthetics affords pedagogy a source of artistic value in its own right. On the other hand, pedagogy concretizes Romantic aesthetics, deflating its transcendental pretentions and showing the dichotomy of absolute/utilitarian to be specious.

Contents:
List of Contributors Editors' Foreword Mel Leicester, Celia Modgil and Sohan Modgil Part One: Pupils and Teachers 1. Understanding the Diversity of Diversity Graham Haydon, 2. Shock, Self-doubt and Rising to the Challenge: non-Aboriginal teachers learn about Aboriginal values Jane Pearce 3. The Pupil Control Idealogy of Teachers in Culturally Diverse Settings: the case of Arab and Jewish teachers in Israeli public secondary schools Ismael Abu Saad and Bobbie Turiansky 4. The Kibbutz Children's Society and Cultural Diversity: Lessons from the Past and Present Yuval Dror 5. Adolescence, Education and Personal Values in Five Cultures Cyril Simmons
Part Two: Institutional Issues 6. Governing Institutions in Contexts of Cultural Diversity Jane Martin 7. Race Awareness and School Ethos: reflections on school management issues Jean M. Webster 8. Parents, Schools and Values Peter Lang 9. Racist Bullying: creating understanding and strategies for teachers Keith Sullivan 10. Whose Knowledge? Values Education Across National Boundaries Joan Stephenson 11. Ethics and Values in Schools: philosophical and curricular considerations Terence J. Lovat 12. The Purpose and Context of Multi-Cultural Education and its Justification in the Curriculum of Mono-Cultural Schools Heather Fiona Waine 13. Valuing Diversity in Schools: transforming education through humanistic policy, pedagogy and practice Katherine Hanson and Maria Paz Avery 14. Values, Beliefs and Attitudes in Education: the nature of values and their place and promotion in schools D.N. Aspin 15. Ethics and Values in Secondary School Planning and Delivery Michael Marland 16. Values Education: issues and challenges in policy and school practice Monica J. Taylor
Part Three: Teacher Education 17. Training Teachers for Intercultural/Anti-Racist Education Fernand Ouellet 18. A Black Hole for Values: pupils with problems and teacher education Philip Garner 19. Crass Materialism: a crucial value education issue: a descriptive study of pre-service teachers' values Rhett Diessner 20. Seeking a Value Consensus for Education Brian V. Hill 21. Values in School Planning: can they be explicit? Karen Caple

Contents:
List of Contributors Editor's Foreword Mal Leicester, Celia Modgil and Sohan Modgil
Part One: Politics and Education 1. Holocaust Education and Citizenship: a view from the United Kingdom Geoffrey Short 2. Humanistic Values Education: personal, interpersonal, social and political dimensions Dov Darom 3. Political Learning and Values Education: problems and possibilities Ian Davies 4. Teachers' Idealized identity and Immigrant Education Marsha L. Thickston 5. Adult Education, Community Development and Cultural Diversity in Northern Ireland Tom Lovett 6. Women in the Entertainment Industry: a social and global perspective Linda Seger 7. Harnessing Folklore and Traditional Creativity to Promote Better Understanding Between Jewish and Arab Children in Israel Simon Lichman and Keith Sullivan 8. Heads I win. Tails You Lose: the politics of the disabled world Leonard A. Parkyn
Part Two: Education for Citizenship 9. Citizenship Education and Cultural Diversity Janet Edwards and Ken Fogelman 10. Citizenship Education for Adolescent Offenders Donald Biggs, Robert Colesante, Joshua Smith and Gary Hook 11. Citizenship Education; Cultural Diversity Patrick J.M. Costello 12. Values Education and the Humanization of the Curriculum David Aspin and Judith Chapman 13. A Proposal for Moral and Citizenship Teaching Maria Julia Bertomeu and Maria Victoria Costa 14. Education and Democratic Citizenship: in defence of cosmopolitanism Penny Enslin 15. Beyond the Work- related Curriculum: citizenship and learning after sixteen Karen Evans 16. Comparing Discourses: Democratic Values, the Coalition of Essential Schools and the Eight Year Study Tom C. Wilson 17. Citizenship and Nationhood: the constructions of British and American children Bruce Carrington and Geoffrey Short 18. Value Pluralism, Democracy and Education for Citizenship Don Rowe 19. Religious Education as Democratic Education Fernand Ouellet 20. "The Good Citizen": cultural understandings of citizenship and gender amongst a new generation of teachers Madeleine Arnot, Helena Araujo, Kiki Deliyanni-Kouimtzis, Gabrielle Ivinson and Amparo Tome 21. Gender and Education for Citizenship: promoting educational values and values education in Greece Kiki Deliyanni-Kouimtzis 22. The Aims of Civic Education in a Multicultural Democracy Jan Steutel and Ben Spiecker

The initial volume in this new series focuses on the work of Edmund W. Gordon, the John M. Musser Professor of Psychology Emeritus at Yale University. Gordon had a tremendous influence on contemporary thinking in psychology, education and social policy and the implications of his work for the schooling of lower status youth and children of color, in America. For some, this volume will reacquaint them with Gordon and many of the young persons, now senior scholars themselves, who have learned from him. For others, this volume will simply inform them of the magnitude of the man and the legacy of researchers and research he has spawned.

This important work challenges some of the basic assumptions under-pinning American social science research. Scholars from diverse fields of economics, anthropology, law, education, political science, sociology, psychology, and public health question traditional assumptions with respect to low status populations and persons of color, and analyze some of the intended and unintended consequences of those assumptions. The essays in this volume are well reasoned, provocative in the subject matter that they cover, and thoughtful in their conclusions. There is little doubt that the central focus of the book - the influence of Edmund W. Gordon and his liberatory scholarship - is a topic the examination of which is long overdue. The volume is divided into four sections: relevance of social divisions in research and development; population sensitive intervention; explanatory investigations; and, context responsibility. The final word in the volume, in the Epilogue, rightfully belongs to Edmund W. Gordon himself.

The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer.
This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America.
Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.

Contains suggestions for making classroom and teaching practice more effective for bilingual and bidialectical pupils. Case studies are used, which give voice to student and practising teacher perspectives which are often unheard. This book will help teachers develop practice that combats actual exclusion and the 'symbolic' exclusion that some multicultured students experience.

This book is for professors, administrators, government officials, and every part of global society that has a stake in higher education or the problems faced by humanity today. It is also for students, their families, and communities who want a different performance from institutions of higher education. Its purpose is to start, stimulate, and encourage a dialogue about higher education and the way it is experienced today. We have attempted to do more than give some absolute model, wanting to provide mechanisms for ongoing dialogue-based transformation. The dialogue begins with the offering of a model of the way higher education could be reinvented. This model is built on certain assumptions about learning, work, and the environment and purpose of higher education. Within these parameters, it is acknowledged that this model is only one out of a possible hundred different ways to get to the same place.

The term used in the title of this volume--thinking practices--evokes questions that the authors of the chapters within it begin to answer: What are thinking practices? What would schools and other learning settings look like if they were organized for the learning of thinking practices? Are thinking practices general, or do they differ by disciplines? If there are differences, what implications do those differences have for how we organize teaching and learning? How do perspectives on learning, cognition, and culture affect the kinds of learning experiences children and adults have?
This volume describes advances that have been made toward answering these questions. These advances involve several agendas, including increasing interdisciplinary communication and collaboration; reconciling research on cognition with research on teaching, learning, and school culture; and strengthening the connections between research and school practice.
The term thinking practices is symbolic of a combination of theoretical perspectives that have contributed to the volume editors' understanding of how people learn, how they organize their thinking inside and across disciplines, and how school learning might be better organized. By touring through some of the perspectives on thinking and learning that have evolved into school learning designs, Greeno and Goldman begin to establish a frame for what they are calling thinking practices. This volume is a significant contribution to a topic that they believe will continue to emerge as a coherent body of scientific and educational research and practice.

In this book S.G. Grant reports his study of how four Michigan elementary school teachers manage a range of reforms (such as new tests, textbooks, and curriculum frameworks) in three different school subjects (reading, writing, and mathematics). Two significant findings emerge from his comparison of these responses: teachers' responses vary across classrooms (even when they teach in the same school building) and also across the reforms (a teacher might embrace reforms in one subject area, but ignore proposed changes in another).
This study of teachers' responses to reading, writing, and mathematics reform and the prospects for systemic reform is part of a growing trend to look at the intersection of curriculum policy and teachers' classroom practice. It is unique in the way the author looks at teachers' responses to multiple subject matter reforms; uses those responses as part of an analysis of the recent move toward systemic reform; and employs empirical findings as a means of examining the current movement toward systemic reform.
"Reforming Reading, Writing, and Mathematics" is important reading for researchers, practitioners, and graduate students of educational policy, teaching and learning in reading, writing, and mathematics, and elementary education, and for policy analysts in universities, foundations, and government.

Alan Penn traces the development of military drill, and of physical drill and exercises, for pupils in elementary schools from 1870-1914. Militarism was inseparable from imperialism in Britain no less than in the case of its European rivals. Its proponents saw schools as an ideal means by which the nation's youth might be given an early introduction to military drill, handling weapons, and even to firing them.

Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has become increasingly interactive and distributed, such that individual learners have available the means to participate in incredibly complex networks of information, resources, and instruction. As these technological advancements facilitate interaction across classroom, university, and worldwide learning communities in both real-time and delayed formats, various instructional design and implementation problems spring forth. Second, the conventional teacher-centered model wherein knowledge is transmitted from the teacher to the learner is being replaced by social constructivist and learner-centered models of instruction. These new learner-centered models place emphasis on guiding and supporting students as they meaningfully construct their understanding of various cultures and communities.
As a consequence of these developments, teachers need guidelines from educational researchers about integrating collaboration and communication tools into their classrooms. This volume presents research on such collaborative technology as it facilitates, augments, and redefines academic learning environments. The studies illustrate how schools, teachers, and students are discovering, employing, and modifying the numerous new computer conferencing and collaborating writing tasks and tools, and their effects on social interaction and resulting student learning. Documentation is given that will help teachers to make decisions that productively transform learning environments.
Three key objectives underlie this volume:
*to discover some of the electronic collaboration tools and formats currently employed by teachers in schools and universities and to situate these within a five-level taxonomy of computer conferencing and collaborative writing tools and approaches;
*to examine some of the sociocultural learning variables embedded in the use of electronic collaborative tools and approaches; and
*to participate in a dialogue about the importance of student electronic social interaction and dialogue from a sociocultural perspective.
This is a must-read volume for all researchers, scholars, graduate students, and practitioners interested in such fields as sociocultural theory, process writing, cooperative learning, learner-centeredness, distance education, peer conferencing and tutoring, mentoring, electronic collaboration, problem- and project-based learning, collaborative writing, and educational reform.

In the last forty years philosophy of education has become established as a distinct area of philosophical study concerned within educational thought and practice. Twentieth century analytic philosophy prompted the emergence of a philosophy of education as a separate subject. The work collected here represents the major ideas and arguments which have come to characterise philosophy of education. This comprehensive set includes work from the perspectives of Marxism, phenomenology, feminist theory, critical theory and others. The individual volumes cover: * philosophy and education * education and human being * society and education * problems of educational content and practice. The featured articles map the most important writings within the analytic and intersecting traditions, and the set presents an influential and essential body of work for researchers in the philosophy of education, the field of educational studies and educationally-oriented policy studies.

This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship.

Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for ‘inclusive learning outcomes’ to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed.

Low-Income Students, Human Development and Higher Education in South Africa makes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students’ lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers.

This book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it. It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness. It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels. It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment. The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views. While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning, management of curriculum, learner evaluation, institutional networks, and human resource management, among others. The volume is a guidebook for training and capacity building for school-level practitioners and leaders in education management. Embedded with real-life cases and episodes, this volume will be of interest to teachers, students, and practitioners of education, management, and education management. It will also be useful for academicians, educationalists, practitioners, management professionals, educational leaders, and policymakers.

This edited volume foregrounds Disability Critical Race Theory (DisCrit) as an intersectional framework that has informed scholarly analyses of racism and ableism from the personal to the global-offering important interventions into theory, practice, policy, and research. The authors offer deep personal explorations, innovative interventions aimed at transforming schools, communities, and research practices, and expansive engagements and global conversations around what it means for theory to travel beyond its original borders or concerns. The chapters in this book use DisCrit as a springboard for further thinking, illustrating its role in fostering transgressive, equity-based, and action-oriented scholarship. This book was originally published as a special issue of the journal, Race Ethnicity and Education.

Volume 13 of "Advances in Learning and Behavioral Disabilities" presents a variety of topics relevant to disorders of learning and behavior, from a diverse international group of researchers. In the first chapter, H. Lee Swanson presents a comprehensive discussion and analysis of working memory in readers with learning disabilities and its relation to deficits in executive processing. A chapter by Kathryn Fletcher, Marcia Schott, Lois-Lynn Deuel, and Beda Jean-Francios reviews comparative research on cognitive abilities of individuals with learning disabilities and mild mental retardation. Patrizio Tressoldi and Daniela Lucangeli discuss a conceptual approach to mathematical word problem solving, and provide implications for diagnosis and treatment. Francesca Pazzaglia, Rossana De Beni, and Lucia Caccio discuss working memory and disorders in reading comprehension. Teresa Crenshaw, Kenneth Kavale, Steven Forness, and Ronald Reeve provide a meta-analysis of research on the effects of stimulant medication on Attention Deficit Hyperactivity Disorder (ADHD), and discuss implications for practice. Panayota Mantzicopoulos and Delmont Morrison describe a tutoring model for improving behavior problems of at-risk students, and describe results of relevant research. Frederick Brigham and Jane Cole provide a chapter on developments in research on selective mutism, discussing causes, characteristics, assessment, and treatment. Finally, Ana van Berckelaer-Onnes and Daniela Lucangeli provide an analysis of theoretical perspectives on autism, and discuss recent relevant research. Taken together, this volume contributes reviews and discussions of a variety of perspectives and topics relevant to the study of learning and behavioral disabilities.

This pivot focuses on "the concept of edification" in a bid to systematically expound its connotative structure and logical evolution. It is divided into ten chapters, embracing various issues, such as human nature as the foundation of edification, the development of edification and cultivation, the evolution of edification and the resultant life based on ritual and music, the political orientation and ultimate care of edification, and the nurturing of social edification, in an effort to offer a panoramic view of the intellectual features of Confucianism, and consequently a profound reflection on the cultural consciousness of contemporary China. The book is expected to satisfy the needs for a better understanding of edification as a Confucian concept, and the conceptual features of Chinese philosophy, or rather, Confucianism.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.