Europe is undergoing rapid and profound social and political change, and time-honoured methods and practices are being challenged as a result. Nowhere is this challenge more pressing and relevant than in education, which is charged with the task of preparing future generations for the "New Europe." Everyone accepts that education should be for all, that it needs to be extended, and that "education for life" is a phrase with real significance, but how is education best provided? In February 1990 the Academia Europaea council decided to sponsor a study group on education in modern European society funded by the Swedish Riksbankens Jubileumsfond. The report, in the form of this book, deals with many problem areas in European education; for example school quality, examinations, the teaching of foreign languages, and science education. It also analyses the role of the school as an institution in an increasingly complex technological and meritocratic society, and spells out the role of basic education in forming a European identity and consciousness.

Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children's learning and development. Kinaesthetic or hands-on active learning is extremely important for young children's personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of early childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data. Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.

This book reveals that, far from being the result of a groundswell of support for parental choice in American education, the origins of school vouchers are seated in identity politics, religious schooling, and educational entrepreneurship. Inserting much-needed historical context into the voucher debates, Freedom of Choice: Vouchers in American Education treats school vouchers as a series of social movements set within the context of evolving American conservatism. The study ranges from the use of tuition grants in the 1950s and early 1960s in the interest of fostering segregation to the wider acceptance of vouchers in the 1990s as a means of counteracting real and perceived shortcomings of urban public schools. The rise of school vouchers, author Jim Carl suggests, is best explained as a mechanism championed by four distinct groups-white supremacists in the South, supporters of parochial school in the North, minority advocates of community schools in the nation's big cities, and political conservatives of both major parties. Though freedom was the rallying cry, this book shows that voucher supporters had more specific goals: continued racial segregation of public education, tax support for parochial schools, aid to urban community schools, and opening up the public school sector to educational entrepreneurs. Case studies describe, explain, and compare the origins of school vouchers in four states: Louisiana, New Hampshire, Ohio, and Wisconsin Interviews with key participants in the debates over school vouchers, including Christopher Jencks and the late Milton Friedman Eight tables and graphs detail demographic and educational changes in New Orleans, Milwaukee, and Cleveland Four maps show the locations of voucher schools and programs in New Orleans, New Hampshire, Milwaukee, and Cleveland Photographs of student and parent supporters of school vouchers A bibliography of primary and secondary sources in urban history, history of education, and educational policy studies

In this book, Silin maps the common ground between early childhood and the period sociologists call "young-old age." Emphasizing the continuities that bind children and adults rather than the differences that traditional developmental psychology claims separate us, he focuses on the themes we all manage across a lifetime. Building on memoir and narrative, Silin argues that when we recognize how the concerns of childhood continue to thread their way through our experience, we look anew at the shape of our lives. This book highlights the powerful generative acts through which people of all ages find new meanings and relationships to compensate for the individual and social losses that mark our lives.

In elementary schools across the United States, many teachers tasked with teaching health education or physical education have not had training in these areas. Health and Physical Education for Elementary Classroom Teachers: An Integrated Approach, Second Edition, is the perfect resource for these educators. It covers both health and physical education while giving current and preservice teachers the skills to deliver appropriate lessons to their young students. In this second edition, Retta Evans and Sandra Sims, respected educators and physical education advocates, provide everything teachers need in order to seamlessly incorporate health education and physical education into an integrated curriculum. Based on national health education, physical education, and state-specific academic standards, this is a guide that will help teachers empower elementary students to become healthy and active. A new chapter dedicated to contextual considerations of the learner will guide teachers to better understand factors that may affect learning and give them ideas for changing students' health behaviors. The new edition's ancillary products, offered through HKPropel, allow teachers to put concepts from the text into use with their students. Instructor ancillaries include the following: Sample syllabus Chapter resources, including an overview, outline, and review questions with answers Approximately 25 chapter questions, using various levels of Webb's depth of knowledge framework, to help in creating quick assessments of student learning or in building custom tests Approximately 200 slides to reinforce key points Also new to this edition are related student resources delivered through HKPropel, which include lab exercises that allow education students to practice the material they are learning and design their own standards-based lesson plans that integrate health and physical education. Learning activities and key terms with definitions align with each chapter in the text. The resources also include sample integrated activity plans for each of the five physical education standards and each of the eight health education standards. Health and Physical Education for Elementary Classroom Teachers is organized into two parts. Part I focuses on the foundational knowledge needed for teaching health and physical education. It addresses risky behaviors relevant to today's generation of students, the impact of children's physical growth on learning and decision making, and the characteristics and benefits of a high-quality physical education program. It also includes the Whole School, Whole Community, Whole Child model as a way to facilitate school-wide collaboration that connects education to wellness. Part II emphasizes the strategies necessary for incorporating health, physical education, and physical activity into the curriculum and school day. It discusses how teachers can become advocates of healthy and active schools, identify habits that promote everyday health in the classroom, and incorporate physical activity and the national standards into each school day. It also presents teaching methods, assessment tools, and evaluation strategies to ensure teaching success. Note: A code for accessing HKPropel is included with all new print books.

The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. Jamie Victoria Barnes, creator of The Childcare Guru, uses her wealth of knowledge to present an invaluable resource filled with activities that spark creativity and encourage development and learning in a natural environment, perfect for helping young children enjoy a healthy and balanced lifestyle. The benefits of rich outdoor learning experiences are second to none. Outdoor learning offers holistic development for every child and in a fast-paced world heavily focussed on technology, forest schools provide a stimulating and relaxed environment to learn in, away from time pressures and electric devices. 50 Fantastic Ideas for Forest School presents full-colour photographs and easy-to-follow activities from Forest School TV to natural art self-portraits to get young children outside and reconnecting with the natural world, supporting their emotional and spiritual wellbeing. With over 40 books in the 50 Fantastic Ideas series there's something for everyone - whether you're a practitioner looking for new ideas or you want to try out a popular well-loved activity with a new twist. Each book offers a wide range of fun and creative activities to carry out with children aged 0 - 5 years, with lists of resources, step-by-step instructions and information about the benefits for children.

Nurturing Young Thinkers Across the Standards: K-2 provides multiple practical resources to assist teachers in working with standards across subject areas in ways that bring critical thinking into the everyday process of learning content and skills. The authors provide suggestions for engaging and sustaining children's interest and illustrate the use of teaching language that actively nurtures the habits of lifelong learning. The book is rich with opportunities for developing tools for design, implementation, and assessment of vibrant integrated curricula for K-2 students that support the development of cognitive skills and increase confidence in their abilities to think and learn.

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

The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference. However, no one can argue the fact that our efforts are indeed crucial to the improvement of education for all students and in that sense, Professional Development Schools Research is definitely on track.

This is an engaging and insightful monograph that examines the fit between personal, spiritual and academic goals in contemporary educational experience and individual school cultures. Do faith schools have a place in a plural society? Which types of school contribute most effectively to a plural society? This fascinating monograph seeks to answer these questions and more by exploring the fit between personal, spiritual and academic goals in contemporary educational experience and individual school cultures. Jo Cairns, a well-respected authority on faith schools, argues that educational ideology in plural societies has to find a way of recognizing and responding to the 'predicament' of pluralism as it is experienced by individuals and communities. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world.

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

Now in its second edition, Teaching Primary English is a bestselling, comprehensive, evidence-informed guide designed to support and inspire teaching and learning in the primary school. Written in a clear and accessible way, it draws on the very latest research and theory to describe and exemplify a full and rich English curriculum. It offers those on teacher training courses, as well as qualified teachers who are looking to develop their practice, invaluable subject knowledge and guidance for effective, enjoyable classroom practice. Throughout there is an emphasis on equity and inclusion. Advice and ideas are supported by explicit examples of good teaching linked to video clips filmed in real schools, reflective activities, observational tasks and online resources. Each chapter includes suggestions for great children’s literature, considers assessment throughout and offers support in planning for inclusion and special educational needs. New and expanded areas for this edition include: Multimodal texts Increased coverage of Early Years Dialogic learning and oracy Comprehensive companion website with revised and additional resources A new section on digital literacies Reading for pleasure Teaching grammar in context Critical literacy With a focus on connecting all modes of English, the global and the local, and home and school experience, this detailed, uplifting book, includes inspiring case studies throughout and will support you in developing a curious, critical approach to teaching and learning English. Additional content can be found on the fantastic supporting website. Features include: Video clips from within the classroom to demonstrate English teaching techniques Audio resources, including an interactive quiz, to check understanding and provide real-life examples and case studies Downloadable resources to support teaching and incorporate into lesson plans.

This book offers a detailed examination of reflective practice in teacher education. In the current educational context, where reflective practice has been mandated in professional standards for teachers in many countries, it analyses research-based evidence for the power of reflective practice to shape better educational outcomes. The book presents multiple theoretical and practical views of this often taken-for-granted practice, so that readers are challenged to consider how factors such as gender and race shape understandings of reflective practice. Documenting approaches that enhance learning, the contributions discuss reflective practice across the globe, with a focus on pre-service, in-service and university teachers. At a time when there is pressure to measure teachers' work through standardised tests, the book highlights the professional thinking that is integral to teaching and demonstrates ways it can be encouraged in beginning teachers. Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.

This book conceptualizes the 'lived spaces' of infant and toddler early education and care settings by bringing together international authors researching within diverse theoretical frameworks. It highlights diverse ways of understanding the experiences of very young children by exposing the ways that the authors are grappling with the unknown. The work explores broadly the construct and meanings of 'lived spaces' as relational spaces, interactional spaces, transitional spaces, curriculum spaces or pedagogical spaces operating within the social, physical and temporal environment of infant-toddler education settings. The book invites interchange between and among diverse theories and approaches and through this build new understanding of infants' and toddlers' experiences and interactions in early education and care settings. It also considers the implications of this work for policy and practice in infant and toddler education and care.

This comprehensive guide to the core areas of Early Learning and Childcare is designed to equip students and practitioners to synthesise theory, research and practice to become reflective, evidence-based practitioners. From national and international policy, to theories of childhood, to professional development: the book is a rich resource that will accompany and support throughout the reader's studies and professional practice. Each chapter features the following: - Key points covered at the start of each chapter. - Case studies showing a view from practice. - Thought provoking questions throughout chapters at key points. - Further questions at the end of each chapter encouraging reflection and critical engagement. The book features a diverse and experienced author team, who are imbedded in work across the sector - including not only academics, practioners, service managers but also the expertise of those working in professional organisations, local authorities, and national organisations.

Drawing on an abundance of primary sources as well as on the author's extensive personal experience in the Chinese school system, this book examines the evolution of non-governmental schools in China between 1895 and 1995. The author begins with an overview of private education in pre-modern China, and discusses the growth of modern private schools in the past century as part of the Chinese people's struggle for national survival. He argues that even though the government since the Late Qing period has placed a premium on education, the government never had enough resources, and private schools filled the gap. The author maintains that the disappearance of private schools in China in the 1950s was a casualty of the Chinese revolution.

In the post-Mao era, private schools re-emerged when the nation underwent some very fundamental social and economic transformations. Being part of China's burgeoning market economy, private education has not been immune to various problems. Nevertheless, the author argues that it is private education in the 1950s that has spearheaded China's educational reform.

Raising the school-leaving age has had momentous implications, not only for education but also in terms of broader social, economic and political transformations. Investigating in-depth the progressive raising of the school-leaving age in Britain, particularly since 1944, and placing issues and debates in an international context, the authors reveal the impacts of these contested policies on the development of secondary education on changing conceptions of childhood and youth and on social and educational inequality. They also draw out important connections to the contemporary extension of compulsory participation in education.

Sherlock Bones, the world's greatest dog detective, and his trusty sidekick Dr Jane Catson are back for another crime-solving adventure. This time, the pair are visiting the tombs of the ancient feline kings in Egypt when they discover that a precious mask has been stolen. They have to interview tourists from around the world - including a cowardly lion, a spoiled hippo and two secretive pandas - to discover who is guilty. But the mystery is not as straightforward as it first seems. It will take the pair on a thrilling adventure deep inside the Egyptian tombs and require all of Bones and Catson's skills to solve the crime. The second book in Buster's brand-new Sherlock Bones fiction series features puzzles - including search games, logical conundrums and shadow matches - that are woven into the action, so the reader feels immersed in the exciting detective plot. Also available in the series: 9781780557502 Sherlock Bones and the Case of the Crown Jewels Publishing in 2023: 9781780559216 Sherlock Bones and the Mystery of the Vanishing Magician 9781780559223 Sherlock Bones and the Horror of the Haunted Castle

This book explores reforms to young adults' schooling that mobilise capital friendly learning-and-earning (l'earning) webs. It argues that deschooling l'earning builds young adults' commitment to modern modes of capital accumulation, gives insights into how they can secure their future, and reassures them that this can serve the common good.

The South African curriculum has experienced many changes since 1994. There was outcomes-based education (also known as Curriculum 2005), then the Revised National Curriculum Statements, followed by the National Curriculum Statements (NCS). In January 2012, Curriculum and Assessment Policy Statements (CAPS) were introduced to replace the NCS. All these changes have been confusing to the average teacher, with the assessment of the young learner being particularly challenging. Assessment in the Foundation Phase guides teachers and student teachers towards understanding assessment as a means for ensuring that learners have attained the necessary outcomes, and doing it effectively for optimal teaching and learning. Assessment in the Foundation Phase sets out recommended techniques and tools to assess learners' knowledge, skills, attitudes and values, and applies these to all subjects prescribed by CAPS. Its goal is to inspire teachers to prepare learners to meet the challenges of future learning through quality assessment and in so doing, support learners in gaining the capacity for lifelong learning. A chapter on e-assessment introduces a useful perspective on this burgeoning field. Assessment in the Foundation Phase is aimed at teachers and student teachers. Reda Davin was a senior lecturer and programme manager in BEd (ECD), PGCE (ECD) and Foundation Phase progammes for 31 years. She holds a DEd degree and MDiac in play therapy and is the Head of Department: Foundation Phase Teacher Training at AROS in Pretoria. She is the editor and co-author of four books on early childhood teaching. Mariana Naude is a lecturer in mathematics for undergraduate student teachers (Foundation Phase) at Aros in Pretoria She is the co-editor of various text books published by Van Schaik Publishers, including Teaching Foundation Phase mathematics: a guide for South African students and teachers and Teaching life skills in the Foundation Phase.

University-based child development laboratory programs have a long and rich history. Since their inception in the mid-1920's they have played a vital role in adding to our expanding knowledge base on child development and early childhood education. In addition to their instrumental functions in the generation of new knowledge, these programs have played significant roles in the professional development of future early childhood educators. Through a variety of mechanisms these programs provide students with opportunities to begin applying the theory and knowledge being presented in college courses to actual practice in working with programs serving young children and their families. In recent years campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas and missions of the universities where they are located, the local communities surrounding the universities, and the child development and early childhood education professions in general.
The purpose of this volume is to present papers that identify emerging issues and challenges facing child development laboratory programs nationwide as they seek to solidify the roles they play within the child development and early childhood education fields. A goal of the volume is to present a collection of papers that can facilitate a dialogue among professionals on the ways in which child development laboratory programs can continue their important contributions toward the generation of new knowledge in child development and early childhood education, as well as support the professional development of students preparing for careers in these fields.

Does a school respond in knee-jerk fashion to hourly stimuli or does it have a purposeful design structuring its life? The school's principal directly influences the answer to this question. Gordon Donaldson puts aside current books and courses which neatly compartmentalize the ideal principalship. Instead he examines the everyday realities of the position. Donaldson captures the insides of the job--the principal's interpersonal work life. Drawing from his own experience and contemporary studies, he identifies and examines three crucial functions of high school leaders: choosing activities that serve the school's purposes, identifying and enlisting capable partners, and developing and maintaining productive relationships. As our expectations for principals and their schools rise, and as current literature continues to prescribe unrealistic roles for principals, Learning to Lead takes a new look at the principal's fundamental function--facilitating faculty and staff to teach and nurture children. This is a hands-on source for academicians and graduate students examining the organizational dynamics of secondary schools and leadership.

This detailed study of the complex factors impinging on the American high school principal begins with a synopsis of current knowledge. It then describes the three functions, making use of extensive primary data collected from the author's faculty and staff. The final three chapters explore themes that have emerged from the preceding examination of leadership dynamics: lessons for successful fulfillment of each leadership function, paradoxes complicating a principal's effort to order and rationalize his/her world, and personal qualities necessary for successful high school leadership. Donaldson closes with recommendations for the education and continuing development of principals. This volume portrays a school principal within his school context and introduces a method of gathering feedback about leadership effectiveness from school faculty and staff.

- offers much-needed practical guidance on how to close the writing gap - grounded in the very best available evidence into writing development - engages the reader by interweaving pedagogical features that explore the 'story' of writing - promotes a subject-specific approach, placing the importance of reading with all teachers - written by a leading authority, known to teachers through his blog www.theconfidentteacher.com.

This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of transition and identifying a variety of ways in which families and educators can work together with children to promote positive transitions. The book draws on a range of theoretical frameworks and research projects to provide multiple perspectives of family involvement in education, family-educator partnerships, the nature of collaboration, issues for families in marginalised or complex circumstances, as well as the multiple intersections of families and transition processes. The research projects reported range from in-depth case studies to the analysis of large-scale data sets and all have multiple messages for practitioners, policy makers and researchers as they seek ways to engage with families as their children start school.