As one of the few books on the history and philosophy of American elementary school education, Cavanaugh's work examines the pioneering careers of Francis Wayland Parker, John Dewey, Rudolph Steiner, Hughes Mearns, and Laura Zirbes. Finding the basic framework for current fashionable trends in education like the Whole Language and Process Writing Movement, Cavanaugh shows how educators came to these ideas over 100 years ago. After presenting the five biographies, Cavanaugh goes on to explain how children learn to read and write; what kinds of schools foster this learning; the roles of teachers, students, and parents; and the important tools of grading, evaluation, and assessment. In all these areas there are important lessons to learn from the past.

This book explains why virtually all children can achieve proficiency or higher. And it gives you the tools to do it. The notion that schools are Waiting for Superman or Wonder Woman to rescue them is at best a fantasy and at its worst, damaging to schools and school systems that advance this type of flawed thinking. This is why in this book the reader will be encouraged to embrace the concept that only through building effective teams (collective instructional leadership) will schools begin to realize their stated goal educate all students. It may take a village to raise children but it takes collective instructional leadership to educate them. This book takes great care to ask the questions that policymakers, educators, parents, students and the larger community want answered. For example, below are just some of the questions examined: .Can you handle the truth? .Why is team leadership needed? .How do campuses improve their team dynamics? .What methods do high performing nations use to excel? .What strategies really work in high poverty schools? .Where do American schools rank on the rigor scale? .What is trust and how is it developed? .What are campus learning disabilities? .How do beliefs about human capacity affect student achievement levels? .What methods motivate students to work hard? .What do we really mean when we say, All children can learn ? The Pyramid Approach was designed by Dr. George Woodrow, Jr. for use by educators. The Pyramid is research-based. It aligns theory with professional practice. In addition, it strives to take what we know and provide a practical framework to effectively apply that same knowledge in ways that promotes student achievement. The Pyramid Approach calls attention to the need for a systematic framework that recognizes the interconnectedness among research methods."

New Perspectives on Young Children's Moral Education explores how to approach young children's moral education in a world of uncertainty and change. What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they act and interact matters? How can character, virtues and value help young children internalise qualities associated with living 'a good life'? Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. Drawing accessibly on research in neuroscience and psychology, he discusses how young children learn, highlighting the role of emotion, culture, example, habituation and feedback. Small actions can help to develop agency, empathy and thoughtfulness and a sense of moral identity, with an increasing emphasis on self-regulation, a vocabulary of ethics and intrinsic motivation. Eaude explores how character, virtues and values can help young children and adults to recognize and internalize qualities associated with living 'a good life'. He identifies how adults and learning environments can support these processes and shows why an inclusive approach is needed, rather than focusing on these topics only in particular settings, programmes or lessons. Recognising pitfalls and dilemmas, Eaude argues that an approach based on virtue ethics and an apprenticeship model is suitable in school and other settings, both religious and otherwise, internationally.

According to Jane Roland Martin, philosophical thinking in education for some time has focused on a limited range of questions and endorsed a deficient theory of curriculum. Martin has responded by widening the scope of thinking and recognizing the significance of gender and women's experience for education and schooling. Her ideas are innovative and forceful and make a strong case for a reassessment of contemporary mainstream educational thought.

The present book responds to Martin by addressing the issues she raises, with particular reference to issues in gender, curriculum, and schooling in need of urgent attention by theorists and practitioners alike. This is accomplished through analysis and response to three areas of Martin's thought: (1) her critique of conventional thinking in curriciulum in which she challenges traditional assumptions regarding knowledge and the goals of education, (2) her gender critique of educational thought and practice in which she examines the extent to which gender bias is reflected in influential educational theories of the past and present that underlie current practice, and (3) her alternative vision for schooling founded upon the acceptance of women's experience, caring, and a widened concept of cultural wealth and its implication for the school curriculum.

Edusemiotics is a pioneering area of study that connects semiotics - the science of signs - with educational theory and the philosophy of education. This volume reflects cutting-edge research by scholars in education and in semiotics worldwide, bridging the two discourses to present the state of the art in this new transdisciplinary field. The book's emphasis is on educational theory as based on semiotic philosophy: as such, it challenges the current conception of semiotics in education as merely a sub-branch of applied semiotics. It presents edusemiotics as a novel unified conceptual framework at the interface of theoretical semiotics and educational philosophy, based on both theoretical and empirical studies from around the world. The chapters in this handbook also bring to the fore the intellectual legacy of Charles S. Peirce, John Dewey, Gilles Deleuze, Umberto Eco, Julia Kristeva, Mikhail Bakhtin, Paul Ricoeur, Martin Heidegger and other thinkers, pointing out the implications of edusemiotics for meaningful pedagogy and experiential learning in diverse contexts.

Pedagogies of Possibility for Negotiating Sexuality Education with Young People offers a sustained and critical consideration of the possibilities and politics of engaging with young people in the redevelopment and delivery of contemporary approaches to Sexuality Education. Drawing on research undertaken as part of an Australian Research Council (ARC) Linkage grant, this book explores the affordances, tensions and challenges of participatory methodologies and pedagogies that authorize young people's perspectives and visions for Sexuality Education. Foregrounded are the contradictions between what young people want to learn more about and the risky forms of praxis that are necessary to engage with various understandings of Sexuality Education and the important role of adult allies in supporting young people to navigate these contradictions. Each chapter chronicles and captures both adult allies and young people's experiences of the project by drawing on data produced through visual-arts based methods and various ethnographic techniques, such as participant observation, focus group interviews, and guided conversations.

The transition from apartheid to the post-apartheid era has highlighted questions about the past and the persistence of its influence in present-day South Africa. This is particularly so in education, where the past continues to play a decisive role in relation to inequality. Between Worlds: German Missionaries and the Transition from Mission to Bantu Education in South Africa scrutinises the experience of a hitherto unexplored German mission society, probing the complexities and paradoxes of social change in education. It raises challenging questions about the nature of mission education legacies. Linda Chisholm shows that the transition from mission to Bantu Education was far from seamless. Instead, past and present interpenetrated one another, with resistance and compliance cohabiting in a complex new social order. At the same time as missionaries complied with the new Bantu Education dictates, they sought to secure a role for themselves in the face of demands of local communities for secular state-controlled education. When the latter was implemented in a perverted form from the mid-1950s, one of its tools was textbooks in local languages developed by mission societies as part of a transnational project, with African participation. Introduced under the guise of expunging European control, Bantu Education merely served to reinforce such control. The response of local communities was an attempt to domesticate - and master - the 'foreign' body of the mission so as to create access to a larger world. This book focuses on the ensuing struggle, fought on many fronts, including medium of instruction and textbook content, with concomitant sub-texts relating to gender roles and sexuality. South Africa's educational history is to this day informed by networks of people and ideas crossing geographic and racial boundaries. The colonial legacy has inevitably involved cultural mixing and hybridisation - with, paradoxically, parallel pleas for purity. Chisholm explores how these ideas found expression in colliding and coalescing worlds, one African, the other European, caught between mission and apartheid education.

This book provides a fresh and unique overview of the modernization and internationalization of Chinese higher education, focusing on Chinese higher education from 1949 to 2018. It presents the Ontological Positivism Model (Conceptualization-Explicit-Formal-Share), concentrating on concepts of Chinese higher education. The book is intended for scholars and researchers in the field of comparative higher education, administrators and stakeholders in education management and graduate students majoring in higher education.

A volume in Qualitative Research Methods in Education and Educational TechnologySeries Editor Jerry W. Willis, Manhattanville CollegeThis book is about emerging models of design that are just beginning to be used by ID types.They are based on constructivist and chaos (non-linear systems or "soft systems") theory.This book provides constructivist instructional design (C-ID) theorists with an opportunity topresent an extended version of their design model. After an introductory chapter on the history ofinstructional design models, and a chapter on the guiding principles of C-ID, the creators of sixdifferent C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholarscan interact with, and work with, instructional technologists who use different paradigms.

Seeing the World through Children's Eyes brings an overarching emphasis on 'seeing' to early years research. The book provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies and young children. It explores the problems, pitfalls and promises that these offer for reflexive, critical inquiry that privileges the 'work of the eye' whilst implicating the researcher 'I' for what is revealed. Readers are invited to see for themselves what might be revealed through their discoveries, and to contemplate how these ideas might influence their own seeings. See inside the book.

A volume in Peace Education Series Editors Edward Brantmeier, James Madison University, Jing Lin, University of Maryland, and Ian Harris, University of Wisconsin, Milwaukee, To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions. Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society.

The impetus for this volume lives in a rich and vibrant past. It is organized to honor one of the founders and most prolific contributors to the professional and transdiscipline of evaluation -- Professor Michael Scriven, and to illuminate the future of evaluation in society. Professor Scriven often shares stories of his meetings with Albert Einsten and the frame-breaking evaluation revolution he has led against the value free doctrine of the social sciences. Both his wide eyed graduate students and the more grizzled evaluation veterans in his professional development workshops quickly learn that Scriven is well traveled and has exchanged some of the boldest ideas and visions with the most brilliant thinkers of his time. Scriven insisted that the 2011 Stauffer Symposium and this volume be organized in that genre. He urged us to invite the most thoughtful and influential evaluation theorists and practitioners we could find to join him in a conversation about the future of evaluation in society. Scriven challenges us to examine the five great paradigm shifts that have revolutionized the foundations of evaluation, and that he believes will form the basis for a much brighter future for evaluation in society. Scriven's revolutionary ideas are followed and challenged by a group of thought leaders in evaluation who do not necessarily shared his views on evaluation, but who have earned his deepest respect and whose evaluation work he admires including Michael Quinn Patton, Ernest House, Daniel Stufflebeam, Robert Stake, Jennifer Greene, Karen Kirkhart, Melvin Mark, Rodney Hopson, and Christina Christie. However, despite his insistence that his colleagues stay focused on the future of evaluation, you will find that many have recounted their adventures, exchanges, and debates with him over the years, as well as pointed out the many contributions that he has made to the development of evaluation and to the improvement of society through his amazing portfolio of evaluation contributions. The Future of Evaluation in Society: A Tribute to Michael Scriven will be of great interest to evaluation scholars, practitioners, and students of evaluation. It will be appropriate for use in a wide range of evaluation courses including Introduction to Evaluation, Evaluation Theory, and Evaluation Practice courses.

Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing workforce for the prevailing economic system. Instead, using analysis informed by critical theorist Theodor Adorno, this book argues that higher education should have social and economic roles at its heart, and that these should encompass the needs of all society. The key to achieving this purpose without privilege lies in the ways in which knowledge is understood and engaged with in higher education. Higher education has a special role in society as a place in which complex, contested and dynamic knowledge is engaged with, challenged and created. The realization of this purpose challenges traditional dichotomies between economic and social purposes, liberal and vocational education, and theory and practice. Jan McArthur shows that by interpreting and adapting some of Adorno's most complex ideas, the nature of knowledge and the pursuit of social justice within higher education is feasible and aspirational.

Despite hopeful-though problematic-proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project-with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.-that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive. Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom. Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.

American education is undergoing rapid change. Concern over poor student performance, the ability and motivation of teachers, and the inefficiency of school bureaucracy have led to numerous recommendations for changing the structure of American education. These vary from small changes in the current structure to wholesale privatization of public schools. The contributions in this book discuss a wide range of proposals, including greater school choice, charter schools, promoting contact with the business community, public-private partnerships, and more. Several chapters assess the current research on choice and restructuring. Overall the consensus is that proposed reforms have a good chance of yielding significant benefits.

This book makes the case for young children as both keenly materially aware of and highly dependent on sets of interrelated material-discursive circumstances. It argues that long-term engagement with children around the topic of meaning-matter relations upends many taken-for-granted notions of consumption, self-regulation, knowledge production, and what constitutes quality of life within a school setting. The book provides complex accounts of agency on multiple scales - the capability of children to shape and share research, the force of objects, stuff, and things to impact the "social" workings of a classroom, and the impact of nonhuman animals on the trajectory of the ways in which children relate to each other. This work makes a significant contribution to both theoretical conceptions and practical enactments of childhoods, productively addressing the many contradictions inherent in a posthuman and participatory approach to researching with young children. It also offers insights into how the everyday materialities of children's classrooms (and their complex representations) are capable of disrupting the common-sense order of things.

Take a journey to 2030 where Visionary Evaluatives abound and link with one another in actively bringing about a sustainable, equitable future. Utilizing a creative storytelling approach, Visionary Evaluation for a Sustainable, Equitable Future brings forward the centrality of values in conjunction with the role of evaluation in building a future of well-being for people, nature, and planet. Visionary Evaluatives are guided by six principles. Those principles highlight a commitment to equity and the sustainability of nature as core values. They emphasize an orientation of humility, compassion, and transparency as Visionary Evaluatives engage with others in a world of living, entangled systems with both obvious and hidden intersectionalities. They require Visionary Evaluatives to engage in deep praxis-mindful and challenging reflection on what is being learned through the intersection of values, iterative action and inquiry, theory, outcomes, and vision. A diverse group of chapter authors share their wisdom through envisioning 2030 and what it might mean to move in the world applying aspects of the Visionary Evaluative Principles. Through Visionary Evaluation for a Sustainable, Equitable Future, you will learn about how you can contribute to a sustainable, equitable future not only in evaluations, as either users or practitioners, but also in your daily actions and lives.

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to prepare for the future they envision. The chapters cover a broad range of topics that include developments related to students' legal rights and services, how research is utilized by practitioners, using practice-based evidence to promote the use of evidence-base practices, open science, neuroscience and special education, professional development for teachers, adaptive tier-2 interventions, the field of emotional and behavioral disorders, reading and students with autism spectrum disorder, and innovations in early writing. Chronicling, too, the concerns and cautions that the authors have about what they see as the next big thing, this collection is a compelling resource for anyone looking to the future of the field, and thinking about how they can be at the front of developments in order to navigate change in a way that generates positive effects.

A volume in Peace Education Series Editors Ian Harris, University of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State University, and Jing Lin, University of Maryland, Books Not Bombs: Teaching Peace Since the Dawn of the Republic is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, Books Not Bombs approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been communicated through the lens of history.

Canada has become one of the most popular destinations for international students at the higher education level. A number of complex factors and trends, both in Canada and globally, have contributed to the emergence of Canada as a destination for international higher education. However, more research is still needed to better understand the experiences of international students in Canada considering the rapid growth in numbers as well as the social, political, and linguistic singularity of Canada as a destination. Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education is an essential scholarly publication that explores international students' experiences in Canadian colleges and universities. It seeks to explore the various factors, aspects, challenges, and successes that characterize the international student experience in Canadian higher education from the perspective of international students and the academic communities to which they belong. Featuring a wide range of topics such as information literacy, professional development, and experiential learning, this book is ideal for academicians, instructors, researchers, policymakers, curriculum designers, and students.

This text examines the implications of government policy for the curriculum, the professionalism of educational practitioners, and the training and career options of young people. It argues for a new educational agenda which recognizes the importance of intellectual investment and innovation in all areas of educational provision and which addresses the profound changes taking place in the relationship between national and global citizenship. The text also includes a critique of New Right policies.

Now that the political correctness controversy has cooled, a time for sober reflection on the field of English has arrived. In this insightful overview of English, and of literary studies, Fleishman employs both historical perspective and pragmatic sense about choices for the future. His approach is to apply recent strategies of contextual understanding to English itself. What can a class analysis tell us about the influence on the profession of the changing American socioeconomic system? What are the likely intellectual and professional outcomes of the curricular embrace of minority literatures, neglected authors, and popular culture? Beyond stimulating self-evaluation by English educators, this study prepares readers outside the field to selectively encourage new curricular and methodological opportunities.

The social dimension of higher education emphasises the need to create more flexible learning and participation pathways within higher education for all students. In recent years, several projects have been developed and research groups created that have allowed considerable progress in the promotion and monitoring of more inclusive policies in this field. However, designing and implementing programmes providing attention to vulnerable groups remains a challenge for universities. Including the most significant contributions of the European project ACCESS4ALL, the book presents conceptual aspects related to the inclusive university, such as the quality and transitions linked to the treatment of diversity, good inclusion practices in six European countries, and a set of tools to identify dysfunctions and promote inclusion in higher education. Contributors are: Kati Clements, Fabio Dovigo, Joaquin Gairin, Romita Iucu, Miguel Jeronimo, Lisa Lucas, Tiina Ma kela , Elena Marin, Saana Mehta la , Fernanda Paula Pinheiro, David Rodriguez-Gomez, Cecilia Ines Suarez, Mihaela Stingu and Sue Timmis.

Educators in the K-12 and adult education milieu, including pre- and in-service educators, are expected to address, in and outside of the classroom, significant political and social issues including increased homelessness, food insecurity, poverty, gender dysphoria, school bullying, and marginalization of the LGBTQ population. Educators seek swift solutions to the situations at hand that will benefit K-12 students. Social Justice and Putting Theory Into Practice in Schools and Communities is an essential research publication that provides detailed research on the creation and implementation of social justice strategies in educational settings. Highlighting a wide range of topics such as gender equality, academic standards, and special education, this book is ideal for educators, sociologists, academicians, researchers, and curriculum designers.