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Non Western Educational Traditions

Non Western Educational Traditions Author Timothy G. Reagan
ISBN-10 9781135615673
Release 2004-09-22
Pages 280
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This text provides a brief yet comprehensive overview of a number of non-Western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help us think more clearly about some of our own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The value of this informative, mind-opening text for preservice and in-service teacher education courses is enhanced by "Questions for Discussion and Reflection" and "Recommended Further Readings" included in each chapter. New in the Third Edition: *Chapter 2, "Conceptualizing Culture:" 'I, We, and The Other,' is new to this edition. It is a response to feedback about the problems inherent in our general discourse about "culture," and in addition provides an example of a culture that is near to us but nevertheless alien-the culture of the Deaf-World. *Chapter 9-which deals with Islam and traditional Muslim education-has been substantially revised. *The subtitle of the Third Edition has been changed to Indigenous Approaches to Educational Thought and Practice, reflecting not so much a change in the emphases found in the book, but rather, a recognition of the growing scholarly interest in indigenous peoples, their languages, cultures, and histories. *Various points throughout the text have been expanded and clarified, and chapters have been updated as needed.



Non Western Educational Traditions

Non Western Educational Traditions Author Timothy Reagan
ISBN-10 9781317698715
Release 2017-07-06
Pages
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Informative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help readers to think more clearly about some of their own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author's own teaching practice. Designed to be used in pre-service and in-service teacher education courses where substantial critical discussion and debate are encouraged, the text is enhanced by Questions for Discussion and Reflection in each chapter. Updates and Features of the Fourth Edition - NEW! Chapter 2 exploring key features of the 'western educational tradition', and information about the contemporary educational systems in different countries - NEW! Chapter 10 on traditional educational thought and practice in Oceania, with special focus on the Maori in New Zealand, the Hawai'ians, and the Australian Aboriginal peoples - Updated chapter on Africa includes fuller explanation of the diversity within the indigenous African experience, as well as several contemporary cases of state education in Africa - Updated Chapter 4 is designed to help non-Muslims to understand the Muslim educational heritage and the growing issue of Islamophobia - Exploration of Chinese education now includes a special emphasis on the thought of Confucius, the role of the imperial examination system, and the impact of political and economic changes in the 20th century - Updated analysis of contemporary educational practices in Hindu and Buddhist educational thought and practice and brief discussions of Jainism and Sikhism



Indigenous Educational Models for Contemporary Practice

Indigenous Educational Models for Contemporary Practice Author Maenette K.P. A Benham
ISBN-10 9781135662646
Release 2000-02-01
Pages 232
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What is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai'i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--"Go to the Source"--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/



Globalization and Women in Academia

Globalization and Women in Academia Author Carmen Luke
ISBN-10 9781135655433
Release 2001-06-01
Pages 296
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In this cross-cultural exploration of the comparative experiences of Asian and Western women in higher education management, leading feminist theorist Carmen Luke constructs a provocative framework that situates her own standpoint and experiences alongside those of Asian women she studied over a three-year period. She conveys some of the complexity of global sweeps and trends in education and feminist discourse as they intersect with local cultural variations but also dovetail into patterns of regional similarities. Western feminist research has established that relatively few women hold senior positions in universities and colleges. Using the now common metaphor of the "glass ceiling," this research has developed a range of social, cultural, and institutional explanations for women's underrepresentation in academic life. International studies show that women in non-Western countries are also underrepresented in higher education. Yet do Western explanations and strategies for change hold for academic women working in non-Western universities? The very diversity among women's experiences calls into question many of the analytic tools, terms, claims, and solutions formulated by Western feminism. This is the first study to show how cultural differences figure into the institutional dynamics of "glass ceilings." It raises important theoretical and practical, strategic, and tactical questions about issues of cultural difference and institutional power.



Puerto Rican Students in U s Schools

Puerto Rican Students in U s  Schools Author Sonia Nieto
ISBN-10 9781135682590
Release 2000-04-01
Pages 372
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This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field. Puerto Rican Students in U.S. Schools: * features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems, * combines broad overview studies with classroom practice and social action, and * includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.



Rethinking Family school Relations

Rethinking Family school Relations Author Maria Eulina de Carvalho
ISBN-10 9781135661380
Release 2000-10-01
Pages 176
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This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.



Resources in Education

Resources in Education Author
ISBN-10 UOM:39015079871722
Release 1999
Pages
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Resources in Education has been writing in one form or another for most of life. You can find so many inspiration from Resources in Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Resources in Education book for free.



Title I

Title I Author Educational Resources Information Center (U.S.)
ISBN-10 0805835504
Release 2001
Pages
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Title I has been writing in one form or another for most of life. You can find so many inspiration from Title I also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Title I book for free.



New Acquisitions

New Acquisitions Author Unesco Institute for Education. Documentation Centre and Library
ISBN-10 IND:30000081111662
Release 2001
Pages
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New Acquisitions has been writing in one form or another for most of life. You can find so many inspiration from New Acquisitions also informative, and entertaining. Click DOWNLOAD or Read Online button to get full New Acquisitions book for free.



Invisible Children in the Society and Its Schools

Invisible Children in the Society and Its Schools Author Sue Books
ISBN-10 0805823689
Release 1998-01-01
Pages 214
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Invisible Children in the Society and Its Schoolsoffers a series of reports by some of the most passionate and insightful scholars writing in the field of education today on groups of children and young people largely unseen or unheard in the society and its schools: homeless children and their families; white working-class girls subjected to domestic violence; children and young people orphaned and otherwise affected by AIDS; immigrant children; urban Appalachian children; adjudicated girls; teenage mothers; and gay and lesbian youth. By sharing the voices of the young, providing basic information about particular groups of children and young people, and offering thoughtful analysis of their social situation, this text combines education and advocacy in an accessible volume responsive to the life-and-death issues of our time.



Knowledge and power in the global economy

Knowledge and power in the global economy Author David Gabbard
ISBN-10 0805824332
Release 2000
Pages 430
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Advancing a three-fold political agenda, this volume: * illuminates how the meanings assigned to a whole vocabulary of words and phrases frequently used to discuss the role and reform of U.S. public schools reflect an essentially economic view of the world; * contends that education or educational reform conducted under an economized worldview will only intensify the effects of the colonial relations of political and economic domination that it breeds at home and abroad; and * offers a set of alternative concepts and meanings for reformulating the role of U.S. public schools and for considering the implications of such a reformulation more generally for the underlying premises of all human relationships and activities. Toward these ends, the authors, in Part I, critically examine many of the most commonly used terms within the rhetoric of educational reform since the early 1980s and before. Part II links today's economized worldview to curricular and instructional issues. These essays are especially important for comprehending how the organization of school curriculum privileges those disciplines deemed most central to market expansion--math and science--and how the political centrality of the economic sphere influences the nature of the knowledge presented in specific content areas. Given that language constrains as well as advances human thought, the twin tasks of de-economizing education and decolonizing society will require a vocabulary that transcends the familiar terminologies addressed in Parts I and II. The entries in Part III cultivate the beginnings of such a vocabulary as the authors elucidate innovative concepts which they view as central to the creation of truly alternative educational visions and practices.



Asian American education

Asian American education Author Meyer Weinberg
ISBN-10 UOM:39015040616891
Release 1997
Pages 343
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Asian-American Education: Historical Background and Current Realitiesfills a gap in the study of the social and historical experiences of Asians in U.S. schools. It is the first historical work to provide American readers with information about highly individual ethnic groups rather than viewing distinctly different groups as one vague, global entity such as "Asians." The people who populate each chapter are portrayed as active participants in their history rather than as passive victims of their culture. Each of the twelve country-specific chapters begins with a description of the kind of education received in the home country, including how widely available it was, how equal or unequal the society was, and what were the circumstances under which the emigration of children from the country occurred. The latter part of each of these chapters deals with the education these children have received in the United States. Throughout the book, instead of dwelling on a relatively narrow range of children who perform spectacularly well, the author tries to discover the educational situation typical among average students. The order of chapters is roughly chronological in terms of when the first sizable numbers of immigrants came from a specific country.



Subject Guide to Books in Print

Subject Guide to Books in Print Author
ISBN-10 STANFORD:36105025888517
Release 2003
Pages
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Whitaker s Books in Print

Whitaker s Books in Print Author
ISBN-10 UOM:39015043806101
Release 1998
Pages
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Whitaker s Books in Print has been writing in one form or another for most of life. You can find so many inspiration from Whitaker s Books in Print also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Whitaker s Books in Print book for free.



Transforming the Culture of Schools

Transforming the Culture of Schools Author Jerry Lipka
ISBN-10 9781135460259
Release 2014-01-21
Pages 262
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This book speaks directly to issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupík Eskimo teachers address the very heart of school reform. The teachers' struggles portray the first in a series of steps through which a group of Yupík teachers and university colleagues began a slow process of reconciling cultural differences and conflict between the culture of the school and the culture of the community. The story told in this book goes well beyond documenting individual narratives, by providing examples and insights for others who are involved in creating culturally responsive education that fundamentally changes the role and relationship of teachers and community to schooling.



Reframing Educational Research

Reframing Educational Research Author Valerie Farnsworth
ISBN-10 9781135069667
Release 2013-06-07
Pages 248
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Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity. In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. It problematises a ‘what works’ agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education. At its core Reframing Educational Research challenges two commonly held assumptions: that "best practice" is readily identifiable in a way that is then transferrable to new contexts for use by practitioners more widely, and that theory will not help with what to do on Monday morning in the classroom or in developing policies with direct and visible impact. Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice. Reframing Educational Research is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.



Bibliographic Index

Bibliographic Index Author
ISBN-10 UOM:39015079882307
Release 2002
Pages 26
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Bibliographic Index has been writing in one form or another for most of life. You can find so many inspiration from Bibliographic Index also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Bibliographic Index book for free.