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The focus of this book extends the discourse on student engagement
beyond prescriptive definitions and includes substantive ethical
and political issues relating to this concept. As such, this
collection includes voices of educational theorists, practitioners,
and students. It provides a counter discourse to the current
dialogue on student engagement in educational theory and practice
which equate it primarily with behavioural and attitudinal
characteristics including student compliance and qualities of
teaching or teachers. In this collection, engagement is not viewed
simply as a matter of techniques, strategies or behaviours. Rather,
the understandings of student engagement presented, while distinct
from each other, are imbued with a common vision of education for
democratic transformation or reconstruction as operational for and
in democratic communities. Contributors to this volume examine
issues of the purpose of student engagement, and the question of
the criteria, standards, and norms which are used to determine the
quality and degree of engagement, and ultimately whether or not all
forms of student engagement are equally worthwhile. This collection
is intended for use in teacher and administrator preparation
programs as well as school and district professional development
initiatives.
This volume explores how educational policy is changing as a result
of neoliberal restructuring and how these issues affect educators'
practice. Evidence-based chapters present a sharp analysis of
neoliberal education policy while also offering suggestions and
recommendations for future action to bring about change consistent
with more robust understandings of democracy. Covering issues
relating to historical context, philosophical assumptions, policy
implementation, accountability, teacher professionalism and
standardization, Confronting Educational Policy in Neoliberal Times
critically engages the ways micro- and macro- neoliberal politics
shapes the purposes and implementation of schooling.
This volume explores how educational policy is changing as a result
of neoliberal restructuring and how these issues affect educators'
practice. Evidence-based chapters present a sharp analysis of
neoliberal education policy while also offering suggestions and
recommendations for future action to bring about change consistent
with more robust understandings of democracy. Covering issues
relating to historical context, philosophical assumptions, policy
implementation, accountability, teacher professionalism and
standardization, Confronting Educational Policy in Neoliberal Times
critically engages the ways micro- and macro- neoliberal politics
shapes the purposes and implementation of schooling.
Revised and updated with 25 new essays, the fourth edition of this
bestselling collection brings together more than 30 leaders in the
field of educational theory. An engaging exploration of the ideas
and trends shaping education in today's classrooms, "Philosophy of
Education" includes topics on high-stakes testing, consumerism in
education, and social justice issues in the classroom.
How can we teach students moral values while avoiding
indoctrination? How should a teacher deal with controversial issues
in the classroom? What role should standards play in education, and
who develops those standards? And why is the link between theory
and practice in the classroom important in the first place?
"Philosophy of Education" provides students, teachers, and
administrators with a lively and accessible introduction to the
central debates and issues in education today.
The focus of this book extends the discourse on student engagement
beyond prescriptive definitions and includes substantive ethical
and political issues relating to this concept. As such, this
collection includes voices of educational theorists, practitioners,
and students. It provides a counter discourse to the current
dialogue on student engagement in educational theory and practice
which equate it primarily with behavioural and attitudinal
characteristics including student compliance and qualities of
teaching or teachers. In this collection, engagement is not viewed
simply as a matter of techniques, strategies or behaviours. Rather,
the understandings of student engagement presented, while distinct
from each other, are imbued with a common vision of education for
democratic transformation or reconstruction as operational for and
in democratic communities. Contributors to this volume examine
issues of the purpose of student engagement, and the question of
the criteria, standards, and norms which are used to determine the
quality and degree of engagement, and ultimately whether or not all
forms of student engagement are equally worthwhile. This collection
is intended for use in teacher and administrator preparation
programs as well as school and district professional development
initiatives.
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