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Block Parties examines young children's spatial development through
the lens of emergent STEAM thinking. This book explores the
physical and psychological tools that children use when they engage
in constructive free play, and how these tools contribute to and
shape the constructions they produce. Providing readers with the
tools and understanding necessary to develop children's spatial
sense through the domains of mapping and architecture, this
cutting-edge volume lays the groundwork for both cognitive
development and early childhood specialists and educators to
develop more robust models of STEAM-related curriculum that span
the early years through to adolescence.
Block Parties examines young children's spatial development through
the lens of emergent STEAM thinking. This book explores the
physical and psychological tools that children use when they engage
in constructive free play, and how these tools contribute to and
shape the constructions they produce. Providing readers with the
tools and understanding necessary to develop children's spatial
sense through the domains of mapping and architecture, this
cutting-edge volume lays the groundwork for both cognitive
development and early childhood specialists and educators to
develop more robust models of STEAM-related curriculum that span
the early years through to adolescence.
Through conversations in honor of Dale D. Johnson, this book takes
a critical view of the monoculture in curriculum and policy that
has developed in education with the increase of federal funding and
privatization of services for public education, and examines the
shift from public interest and control to private and corporate
shareholder hegemony. Most states' educational
responsibilities-assessment of constituents, curriculum
development, and instructional protocols-are increasingly being
outsourced to private enterprises in an effort to reduce state
budgets. These enterprises have been given wide access to state
resources such as public data from state-sanctioned testing
results, field-testing rights to public schools, and financial
assistance. Chapter authors challenge this paradigm as well as the
model that has set growing premiums on accountability and
performance measures. Connecting common impact between the
standards movement and the privatization of education, this book
lays bare the repercussions of high-stakes accountability coupled
with increasing privatization. Winner of The Society of Professors
of Education Book Award (2018)
Through conversations in honor of Dale D. Johnson, this book takes
a critical view of the monoculture in curriculum and policy that
has developed in education with the increase of federal funding and
privatization of services for public education, and examines the
shift from public interest and control to private and corporate
shareholder hegemony. Most states' educational
responsibilities-assessment of constituents, curriculum
development, and instructional protocols-are increasingly being
outsourced to private enterprises in an effort to reduce state
budgets. These enterprises have been given wide access to state
resources such as public data from state-sanctioned testing
results, field-testing rights to public schools, and financial
assistance. Chapter authors challenge this paradigm as well as the
model that has set growing premiums on accountability and
performance measures. Connecting common impact between the
standards movement and the privatization of education, this book
lays bare the repercussions of high-stakes accountability coupled
with increasing privatization. Winner of The Society of Professors
of Education Book Award (2018)
This encyclopedia is the most current and exhaustive reference
available on international education. It provides thorough,
up-to-date coverage of key topics, concepts, and issues, as well as
in-depth studies of approximately 180 national educational systems
throughout the world. Articles examine education broadly and at all
levels--from primary grades through higher education, formal to
informal education, country studies to global organizations.
Spatial Intelligence examines public and professional conceptions
of the relationships between thinking about spatial attributes and
active engagement in spatially related constructions and designs.
Even though children's and adolescents' spatial propensities in
constructive activities parallel the skills needed by professionals
in both established and emerging fields, spatial education is often
missing from K-12 curricula and is easily impeded by teachers,
parents, or other individuals who do not provide contexts in
formalized settings, such as schools, to nurture its potential.
This book bridges the gap by linking the natural spatial
inclinations, interests, and proclivities of individuals from a
variety of cultures with professional training and expertise in
engineering, architecture, science, and mathematics. Educators will
be better able to achieve the skills and awareness necessary to
provide children and young adults with the vital opportunities
inherent in spatial education.
Spatial Intelligence examines public and professional conceptions
of the relationships between thinking about spatial attributes and
active engagement in spatially related constructions and designs.
Even though children's and adolescents' spatial propensities in
constructive activities parallel the skills needed by professionals
in both established and emerging fields, spatial education is often
missing from K-12 curricula and is easily impeded by teachers,
parents, or other individuals who do not provide contexts in
formalized settings, such as schools, to nurture its potential.
This book bridges the gap by linking the natural spatial
inclinations, interests, and proclivities of individuals from a
variety of cultures with professional training and expertise in
engineering, architecture, science, and mathematics. Educators will
be better able to achieve the skills and awareness necessary to
provide children and young adults with the vital opportunities
inherent in spatial education.
This comprehensive and exhaustive reference work on the subject of
education from the primary grades through higher education combines
educational theory with practice, making it a unique contribution
to the educational reference market. Issues related to human
development and learning are examined by individuals whose
specializations are in diverse areas including education,
psychology, sociology, philosophy, law, and medicine. The book
focuses on important themes in education and human development.
Authors consider each entry from the perspective of its social and
political conditions as well as historical underpinnings. The book
also explores the people whose contributions have played a seminal
role in the shaping of educational ideas, institutions, and
organizations, and includes entries on these institutions and
organizations. This work integrates numerous theoretical frameworks
with field based applications from many areas in educational
research.
The Importance of Average calls attention to the policies and
practices that discriminate against the silent majority of students
in the American educational system. Arguments presented emphasize
the collateral damage caused to average students by legislative
mandates, administrative policies, teaching practices, parenting
beliefs, and adherence to strict psychological constructs. Each of
these factors has created a pervasive psycho-educational belief of
average ability. The authors challenge what they consider as a
pseudo-definition of 'average' that was brought about as an attempt
by policymakers to test their way out of addressing the true
inequities found in society. Further, the authors identify how
educational policymakers have sacrificed the education of an entire
class of students by creating the illusion that underachievement
can be eliminated simply through lowering standards and examination
pass rates. In chronicling the plight of average students, the
authors capture the emotions and attitudes of teachers, parents,
and students whose frustrations have been set aside in order to
meet other special interests. The authors explore methods that
provide students of average knowledge in any given area with the
appropriate tools necessary for succeeding in school. Finally, the
authors argue that there is no such thing as 'average'
intelligence.
Trivializing Teacher Education: The Accreditation Squeeze presents
a critical analysis of the National Council for Accreditation of
Teacher Education (NCATE). This accreditation organization has been
in existence for 50 years and claims to accredit approximately 700
teacher education programs that prepare two-thirds of the nation's
teachers. There is no convincing research, however, that NCATE's
'stamp of approval' makes a difference in teacher preparation
programs or in beginning teachers' competencies. There is evidence
that NCATE is masterful at self-promotion, marketing, and aligning
itself with policy-makers and politicians. This book illustrates
the questionable NCATE processes and requirements and exposes the
exorbitant costs accrued by universities seeking NCATE
accreditation. It points out that the NCATE standards do not
address the major issues that impact teaching and learning. The
book highlights NCATE's support of teacher testing in the face of
evidence that such tests lack predictive validity. It shows how
NCATE is reaching out to accredit for-profit organizations and how
it sends its evaluators to review international programs in the
Middle East. The book calls on NCATE to make the professional
backgrounds of its examiners, reviewers, board members, and staff
transparent. It addresses the attention teacher educators must
devote to mindless, trivial NCATE demands that usurp time that
should be spent on their students and their research. This book
urges teacher educators, college faculties and administrators,
state education officials and legislators, parents of school-age
children, and concerned citizens to open their eyes to this
powerful organization, NCATE, and to examine what it has done to
teacher education in the last half century.
This title contains illuminating contents with a splendid
compilation of topics like curriculum, specific subject matter
knowledge, educational technologies, social, political, and
institutional influences on the education policy.
The Importance of Average calls attention to the policies and
practices that discriminate against the silent majority of students
in the American educational system. Arguments presented emphasize
the collateral damage caused to average students by legislative
mandates, administrative policies, teaching practices, parenting
beliefs, and adherence to strict psychological constructs. Each of
these factors has created a pervasive psycho-educational belief of
average ability. The authors challenge what they consider as a
pseudo-definition of 'average' that was brought about as an attempt
by policymakers to test their way out of addressing the true
inequities found in society. Further, the authors identify how
educational policymakers have sacrificed the education of an entire
class of students by creating the illusion that underachievement
can be eliminated simply through lowering standards and examination
pass rates. In chronicling the plight of average students, the
authors capture the emotions and attitudes of teachers, parents,
and students whose frustrations have been set aside in order to
meet other special interests. The authors explore methods that
provide students of average knowledge in any given area with the
appropriate tools necessary for succeeding in school. Finally, the
authors argue that there is no such thing as 'average'
intelligence.
Knowledge under Construction investigates how young children
develop spatial, geometric, and scientific thinking
skills-particularly those associated with architecture. Based on
original research and analysis of videotapes of children's play
with blocks, the authors' findings suggest that such play is
anything but pointless. Their conclusions fill in gaps in our
current understanding of how children learn to think spatially and
scientifically even while challenging portions of that
understanding, including some of Piaget's thesis about the primacy
of topological space in children's learning. A system of
measurement developed to identify and categorize children's
spontaneous behavior at play allows adults to observe patterns of
behavior as children play and record the development of process
skills and cognitive abilities, enhancing our understanding of how
children begin to learn about space and architectural
relationships. The book also examines the educational implications
of our enhanced understanding. One possible development is a new,
alternative way to measure cognitive abilities and development in
children based on their work with blocks.
Knowledge under Construction investigates how young children
develop spatial, geometric, and scientific thinking
skills-particularly those associated with architecture. Based on
original research and analysis of videotapes of children's play
with blocks, the authors' findings suggest that such play is
anything but pointless. Their conclusions fill in gaps in our
current understanding of how children learn to think spatially and
scientifically even while challenging portions of that
understanding, including some of Piaget's thesis about the primacy
of topological space in children's learning. A system of
measurement developed to identify and categorize children's
spontaneous behavior at play allows adults to observe patterns of
behavior as children play and record the development of process
skills and cognitive abilities, enhancing our understanding of how
children begin to learn about space and architectural
relationships. The book also examines the educational implications
of our enhanced understanding. One possible development is a new,
alternative way to measure cognitive abilities and development in
children based on their work with blocks.
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