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Books > Social sciences > Education > Philosophy of education
Teacher-pupil planning means teachers and students working in a
partnership to articulate a problem/concern, develop objectives,
locate materials/resources, and evaluate progress. The intent of
this volume of Middle Level Education and the Self-Enhancing School
titled, "School is Life, Not a Preparation for Life"-John Dewey:
Democratic Practices in Middle Grades Education, is to take the
thoughts about the middle grades school curriculum presented in
volume one (Middle Grades Curriculum: Voices and Visions of the
Self-Enhancing School) and demonstrate the efforts taking place in
teacher education programs and middle grades classrooms today.
Volume two is organized into two parts, efforts within teacher
education programs and efforts of practitioners in the middle
grades classrooms. We asked authors in both contexts to address the
following questions: 1. Antecedents: What knowledge, skills and
dispositions must be in place in all stakeholders to have
teacherpupil planning serve a central role in the middle grades
teacher education program or middle grades classroom? 2.
Implementation: What does the teacher-pupil planning process look
like within your teacher education program or middle grades
classroom? 3. Outcomes: What benefits (knowledge, skills, and
dispositions) are derived from the implementation of teacher-pupil
planning in your teacher education program or your middle grades
classroom?
Critical Education in International Perspective presents new
perspectives on critical education from Latin America, Southern
Europe and Africa. While recognising the valuable work in critical
education emerging from North America and the Northern hemisphere,
testimony to Paulo Freire's influence there, this book sheds light
on parts of the world that are not given prominence. The book
highlights the complementary work of Lorenzo Milani, Amilcar
Cabral, exponents of Italian feminism, Ada Gobetti, the Landless
Workers Movement (MST) in Brazil, Antonio Gramsci, Gabriela Mistral
and Julius Nyerere. It also focuses on a range of struggles such as
education in the context of landlessness, independence, renewal and
cognitive justice, social creation and against neoliberalism and
decolonization.
In educational institutions, outcome-based education (OBE) remains
crucial in measuring how certain teaching techniques are impacting
the students' ability to learn. Currently, these changes in
students are mapped by analyzing the objectives and outcomes of
certain learning processes. International accreditation agencies
and quality assessment networks are all focusing on mapping between
outcomes and objectives. The need of assessment tools arises that
can provide a genuine mapping in the global context so that
students or learners can achieve expected objectives. Assessment
Tools for Mapping Learning Outcomes With Learning Objectives is a
pivotal reference source that provides vital research on the
implementation of quality assessment methods for measuring the
outcomes of select learning processes on students. While
highlighting topics such as quality assessment, effective
employability, and student learning objectives, this book is
ideally designed for students, administrators, policymakers,
researchers, academicians, practitioners, managers, executives,
strategists, and educators seeking current research on the
application of modern mapping tools for assessing student learning
outcomes in higher education.
This is the first book to explicitly link healing and wellness
practices with critical pedagogy. Bringing together scholars from
Brazil, Canada, Malta and the USA, the chapters combine critical
pedagogy and social justice education to reorient the conversation
around wellness in teaching and learning. Working against white
Eurocentric narratives of wellness in schools which focus on the
symptoms, not the causes, of society's sickness, the authors argues
for a "soul revival" of education which tackles, head on, the
causes of dis-ease in society, from institutional racism,
colonialism, xenophobia and patriarchy. The contributors provide
fresh perspectives that address short-term goals of wellness
alongside long-term goals of healing in schools and society by
attending to underlying causes of social sickness. The chapters
bridge theory and practice, bringing diverse historical and
contemporary philosophical discussions around wellness into contact
with concrete examples of the interconnections between wellness,
education, and social justice. Examples of topics covered include:
Buddhist practices for healing, Black liberation theology, hip hop
pedagogy, anxiety and vulnerability, art therapy and story-telling.
It Takes an Ecosystem explores the idea and potential of the Allied
Youth Fields-an aspirational term that suggests increased
connection across the multiple systems in which adults engage with
young people. Recent research and initiatives make a strong case
for what developmentalists have argued for decades: A young
person's learning and development is shaped in positive and
negative ways by the interactions they have with all the adults in
their life. Now is the time to reshape our systems to support this
scientific understanding. The chapters in this book provide ideas,
tools, examples, and visions for a more connected, more equitable
world for young people and the adults in their lives.
Faculty and students confront persistent racial, economic, and
social inequities in higher education locally, nationally, and
globally. To counter these inequities, there has been a recent
focus on universities providing an inclusive curriculum that serves
the needs of students from a wide range of backgrounds. Inclusive
and equitable courses and instruction are crucial in today's world
as calls for racial and social justice grow, particularly in higher
education. Universities and instructors must take action and make
changes to best serve their students. Cases on Academic Program
Redesign for Greater Racial and Social Justice provides an
equity-oriented practical guide for those in higher education who
are engaged in the work of curricular reform or program
development. It also explores practices and approaches to
curriculum development that consider program quality and equitable
outcomes as mutually beneficial and necessary outcomes. Covering a
range of topics such as antiracism and mindful hiring, it is ideal
for teachers, instructional designers, curricula developers,
administrators, academics, professors, educators, researchers,
those working in higher education, and students.
In the last half century higher education has moved from the fringe
to the centre of society and accumulated a long list of social
functions. In the English-speaking world, Europe and much of East
Asia more than two thirds of all school students enter tertiary
education. Bulging at the seams, universities are fountains of new
knowledge, engines of prosperity and innovation, drivers of
regional growth, skilled migration and global competitiveness, and
makers of equality of opportunity. Yet they can do little to stop
growing income inequality, and in the English-speaking countries,
government rhetoric and policy economics have narrowed their
purpose to that of sorting careers for the middle class, partly to
justify the rise in tuition fees. Higher education systems have
become more competitive and stratified, with value more
concentrated at the top, and the collective public benefits of
universities are underplayed and underfunded. In short, governments
expect both too much and too little of higher education, and its
contribution to the common good is being eroded. Yet universities
are much much more than factories for graduate earnings. Higher
Education and the Common Good argues that this sector has a key
role in rebuilding social solidarity and mobility in fractured
societies.
Exceptional education, also known as special education, is often
grounded within exclusive and deficit mindsets and practices.
Research has shown perpetual challenges with disproportionate
identification of culturally and linguistically diverse students,
especially Black and Indigenous students. Research has also shown
perpetual use of inappropriate placement in more restrictive
learning environments for marginalized students, often starting in
Pre-K. Exceptional education practitioners often engage in
practices that place disability before ability in instruction,
behavior management, identification and use of related services,
and educational setting placement decisions. These practices, among
others, have resulted in a crippled system that situates students
with exceptionalities in perceptions of deviance, ineptitude, and
perpetuate systemic oppression. The Handbook of Research on
Challenging Deficit Thinking for Exceptional Education Improvement
unites current theory and practices to communicate the next steps
to end the current harmful practices and experiences of exceptional
students through critical analysis of current practices, mindsets,
and policies. With the information this book provides,
practitioners have the power to implement direct and explicit
actions across levels to end the harm and liberate our most
vulnerable populations. Covering topics such as accelerated
learning, educator preparation programs, and intersectional
perspectives, this book is a dynamic resource for teachers in
exceptional education, general teachers, social workers,
psychologists, educational leaders, organizational leaders, the
criminal justice system, law enforcement agencies, government
agencies, policymakers, curriculum designers, testing companies,
current educational practitioners, administrators, post-grad
students, professors, researchers, and academicians.
Given the increasing diversity of the United States and students
entering schools, the value of teacher learning in clinical
contexts, and the need to elevate the profession, national
organizations have been calling for a re-envisioning of teacher
preparation that turns teacher education upside down. This change
will require PK-12 schools and universities to partner in robust
ways to create strong professional learning experiences for
aspiring teachers. University faculty, in particular, will not only
need to work in schools, but they will need to work with schools in
the preparation of future teachers. This collaboration should
promote greater equity and justice for our nation's students. The
purpose of this book is to support individuals in designing
clinically based teacher preparation programs that place equity at
the core. Drawing from the literature as well as our experiences in
designing and coordinating award-winning teacher education
programs, we offer a vision for equity-centered, clinically based
preparation that promotes powerful teacher professional learning
and develops high-quality, equity-centered teachers for schools.
The chapter topics include policy guidelines, partnerships,
intentional clinical experiences, coherence, curriculum and
coursework, university-based teacher educators, school-based
teacher educators, teacher candidate supervision and evaluation,
the role of research, and instructional leadership in teacher
preparation. While the concepts we share are research-based and
grounded in the empirical literature, our primary intention is for
this book to be of practical use. We hope that by the time you
finish reading, you will feel inspired and equipped to make change
within your own program, your institution, and your local context.
We begin each chapter with a "Before You Read" section that
includes introductory activities or self-assessment questions to
prompt reflection about the current state of your teacher
preparation program. We also weave examples, a "Spotlight from
Practice," in the form of vignettes designed to spark your thinking
for program improvement. Finally, we conclude each chapter with a
section called "Exercises for Action," which are questions or
activities to help you (re)imagine and move toward action in the
(re)design of your teacher preparation program. We hope that you
will use the exercises by yourself, but perhaps more importantly,
with others to stimulate conversations about how you can build upon
what you are already doing well to make your program even better.
In this introduction to educational policy, practice and
professionalism, the authors focus first on providing an historical
overview of English policy from the state's first interventions in
education through to Thatcherism and the election of the Blair
government. Chapters then explore the key contemporary policies of
recent times and offer a critique on how they have worked in
practice, with reference the hysteria that often surrounds
education policy. An important theme is media representation of
educational matters and the effects this has on the teaching
profession. Commentaries and case studies are presented throughout
providing an accessible link to what it was really like to learn,
teach and live at the time the policy was in place. This new
edition now includes: - an account of the measures taken by the
Coalition Government of 2010-15, examining the Coalition's
continuities with the previous administration whilst also exploring
departures from previous thinking and practices; - updated
references and case studies throughout to represent new research
and legislation since the first edition; - an extended discussion
of globalization and global 'policy borrowing'; - further coverage
of social justice theory, including a perspective on identity
theory and the role of education in the development of identity and
the marginalisation of individuals and groups; - a new historical
chapter covering the period 1945 to 1997; - a summary of the
development of the curriculum and a critique of the 2014 National
curriculum, as pioneered by Michael Gove; and - a new conclusion
setting out the trajectory of current policies and how this may
affect educational practitioners. This is essential reading for all
undergraduate students studying education policy and practice.
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