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Knowledge Values and Educational Policy

Knowledge  Values and Educational Policy Author Harry Daniels
ISBN-10 9781136604577
Release 2012-07-26
Pages 320
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Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for? What knowledge should schools teach? How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability? What influence does educational policy have on improving schools? What influence does research have on our understanding of education and schooling? To encourage reflection, many of the chapters also include questions for debate and a guide to further reading. Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.



Exploding the Myths of School Reform

Exploding the Myths of School Reform Author David Hopkins
ISBN-10 9780335263158
Release 2013-06-01
Pages 346
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This book looks at the failure of educational reform efforts to impact on the learning and performance of students due to misguided action based on a number of myths associated with school reform which remain prevalent in education.



Educational Theories Cultures and Learning

Educational Theories  Cultures and Learning Author Harry Daniels
ISBN-10 9781136604645
Release 2012-07-26
Pages 256
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Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as: What role does culture play in our understanding of pedagogy? What role do global influences, especially economic, cultural and social, have in shaping our understanding of education? How does language influence our thinking about education? What implications does our view of childhood have for education? How do learners negotiate the transition between the different phases of education? How best can children learn the 'school knowledge'? What is a teacher? And how do teachers learn? How do we understand learners, their minds, identity and development? To encourage reflection, many of the chapters also include questions for debate and a guide to further reading. Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.



Education Studies Issues Critical Perspectives

Education Studies  Issues   Critical Perspectives Author Kassem, Derek
ISBN-10 9780335219728
Release 2006-08-01
Pages 254
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'Education Studies' is an essential text for Education Studies students. It provides a critical account of key issues in education today. Themed sections with introductions link the issues discussed in each chapter.



Feminist Critical Policy Analysis A perspective from post secondary education

Feminist Critical Policy Analysis  A perspective from post secondary education Author Catherine Marshall
ISBN-10 9780750706551
Release 1997
Pages 220
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This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.



Educating for the Knowledge Economy

Educating for the Knowledge Economy Author Hugh Lauder
ISBN-10 9781136730955
Release 2012-01-06
Pages 264
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Leading scholars from the US, the UK, Australia and New Zealand question whether current policies relating to knowledge, learning and assessment are consistent with the kinds of workers and skills required for the knowledge economy?



Literacy in the Digital University

Literacy in the Digital University Author Robin Goodfellow
ISBN-10 9781135108595
Release 2013-10-08
Pages 218
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Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: ‘literacies and learning’ and ‘learning technologies’. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.



Becoming Critical

Becoming Critical Author Wilfred Carr
ISBN-10 9781135389291
Release 2003-09-02
Pages 260
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First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.



Critical Perspectives on Internationalising the Curriculum in Disciplines

Critical Perspectives on Internationalising the Curriculum in Disciplines Author Wendy Green
ISBN-10 9789463000857
Release 2015-06-25
Pages 310
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Universities around the world have embraced internationalisation at the policy level, but struggle to put that policy into practice, particularly at the coalface of teaching and learning. To date, faculty voices have been largely silent in the literature on internationalising the curriculum. This book begins to address this gap. What does ‘internationalisation of the curriculum’ (IoC) mean in practice? How is it conceived, implemented and assessed within specific disciplines, locales and types of institutions? Why does it matter? These questions are addressed in this book by academics teaching in the fields of business, education and health, in a range of institutions across North America, the Middle East, Europe, East Asia and Australia. Reflecting critically on personal experience, through a scholarly engagement with current research, each chapter offers new ways of thinking about internationalising curricula in an increasingly interconnected world. The editors’ commentaries draw out the tensions between personal, disciplinary and institutional motivations, imperatives, and interests – in other words, tensions between the ideal and the do-able – which come into play in the practice of internationalising the curriculum, and offer insightful suggestions for future research and practice. Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health is essential reading for academics and administrators invested in exploring new ways to better prepare students for life and work in the 21st century.



Feminist Critical Policy Analysis A perspective from primary and secondary schooling

Feminist Critical Policy Analysis  A perspective from primary and secondary schooling Author Catherine Marshall
ISBN-10 9780750706353
Release 1997
Pages 272
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This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.



The Canadian Administrator

The Canadian Administrator Author
ISBN-10 PSU:000052052200
Release 1988-10
Pages
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The Canadian Administrator has been writing in one form or another for most of life. You can find so many inspiration from The Canadian Administrator also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The Canadian Administrator book for free.



Education and Power

Education and Power Author Michael W. Apple
ISBN-10 9781136499579
Release 2012-05-22
Pages 246
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First published in 1982, Education and Power remains an important volume for those committed to critical education. In this text Michael Apple first articulated his theory on educational institutions and the reproduction of and resistance to unequal power relations, and provided a thorough examination of the ways in which race-gender-class dynamics are embedded in, and reflected through, curricular issues. While many of the theories set forward in this book are now taken for granted by the left in education, they were nothing short of revolutionary when first proposed. In this newly reissued classic edition, Apple suggests that we need to take seriously the complicated and contradictory economic, political and cultural structures that provide for some of the most important limits on, and possibilities for, critical education. He re-examines his earlier arguments and reflects on what has happened over the intervening years. Education and Power is a vital example of the call to challenge the assumptions that underpin so much of what happens in education.



Handbook of Research on Educational Administration

Handbook of Research on Educational Administration Author Norman J. Boyan
ISBN-10 UOM:39015012892397
Release 1988-01-01
Pages 767
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This definitive guide to research findings, results, and conclusions in educational administration assesses and evaluates the major areas of thought and inquiry prevalent in the field over the past thirty years.



Pedagogy of Freedom

Pedagogy of Freedom Author Paulo Freire
ISBN-10 9781461640653
Release 2000-12-13
Pages 176
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This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.



Technology and Vocational Education for Sustainable Development

Technology and Vocational Education for Sustainable Development Author Margarita Pavlova
ISBN-10 9781402052798
Release 2008-12-14
Pages 206
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Empowerment is the overarching idea used in this book. The term has a variety of meanings in different sociocultural and political contexts, including “self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one’s values, capable of fighting for one’s rights, independence, own decision making, being free, awakening, and capability” (The World Bank, 2002, p. 10). However, the World Bank report observed that most definitions focus on issues of “gaining power and control over decisions and resources that determine the quality of one’s life” (p. 10). This interpretation of empowerment provides a useful starting point for the development of the series of interconnected arguments explored here. Establishment of the basis for understanding, identifying and developing strategies through education necessary for individuals to be able to make choices that inf- ence the quality of their lives is the main aim of this book. There are a number of assumptions and boundaries that frame this analysis. First, the book focuses on “agents”; however, empowerment is often conceptualised in terms of relationships between agency and structure (e. g. , Alsop, Bertelsen, & H- land, 2006). Agency could be defined as “an actor’s or group’s ability to make purposeful choices – that is, the actor is able to envisage and purposively choose options” (p. 11).



Young Children Playing and Learning in a Digital Age

Young Children Playing and Learning in a Digital Age Author Christine Stephen
ISBN-10 9781317224976
Release 2017-11-27
Pages 160
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Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children’s experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children’s digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings. An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.



Changing Educational Landscapes

Changing Educational Landscapes Author Dimitris Mattheou
ISBN-10 9048185343
Release 2010-04-08
Pages 328
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Analyzing educational landscapes – the fundamental values, principles and institutions of the sector – is a highly complex and demanding task for any researcher. Like shifting desert sands, these aspects of education are in a constant state of flux, changing according to the unpredictable economic, social, cultural and geo-political circumstances of late modernity. Key aspects of the intricate, fluid and multifarious contemporary setting can always escape the researcher’s necessarily selective observation. The contributors to this book share the view that it is wise, therefore, to take note of other people’s ideas, perceptions and perspectives, to compare notes and reflect critically on them. Thus the papers presented here are a critical and comparative analysis of today’s changing educational landscapes. They are an exploration of some of the forces and factors that induce these changes, and also examine some of their most significant implications. The work takes a fresh look at received ideology and institutional practices and delineates the increasingly internationalized educational discourses and policies. Among other things, the book discusses the obsession with quality in education and the alternative perceptions of educational equality; the rising concern at the obstacles to truly multicultural education, and the debate about the epistemological foundations both of knowledge and knowledge production. Underlying all of the papers in the book is the authors’ intention to enhance our understanding of educational change in this era of transition and to further our appreciation of its multifaceted expressions across the world.