Browse results

You are looking at 1 - 10 of 282 items for :

  • Educational Theory x
  • Just Published x
  • Search level: All x
Clear All
Series Editors: , , and
Members of the ISATT represent a diverse group of teacher educator researchers and scholars from across the world who have interests in advancing understandings and practices related to teaching and teacher education. This ISATT Members Book series serves as a medium through which innovative research on teacher education theory and practice is mobilised and made accessible to scholars and practitioners. This book series features cutting edge scholarship that addresses ongoing and emerging challenges in teaching and teacher education.
Series Editor:
Contexts of Education is a new series of handbooks that embraces both a creative approach to educational issues focused on context and a new publishing credo.
All educational concepts and issues have a home and belong to a context. This is the starting premise for this new series. One of the big intellectual breakthroughs of post-war science and philosophy was to emphasise the theory-ladenness of observations and facts—facts and observations cannot be established independent of a theoretical context. In other words, facts and observations are radically context-dependent. We cannot just see what we like or choose to see. In the same way, scholars are argue that concepts and constructs also are relative to a context, whether this be a theory, schema, framework, perspective or network of beliefs. Background knowledge always intrudes; it is there, difficult to articulate, tacit and operates to shape and help form our perceptions. This is the central driving insight of a generation of thinkers from Ludwig Wittgenstein and Karl Popper to Thomas Kuhn and Jürgen Habermas. Increasingly, in social philosophy, hermeneutics, and literary criticism textualism has given way to contextualism, paving the way for the introduction of the notions of ‘frameworks’, ‘paradigms’ and ‘networks’—concepts that emphasize a new ecology of thought.
This new series is predicated upon this insight and movement. It emphasises the importance of context in the establishment of educational facts and observations and the framing of educational hypotheses and theories. It also emphasises the relation between text and context, the discursive and the institution, the local and the global. Accordingly, it emphasizes the significance of contexts at all levels of inquiry: scientific contexts; theoretical contexts; political, social and economic contexts; local and global contexts; contexts for learning and teaching; and, cultural and interdisciplinary contexts.
Contexts of Education, as handbooks, are conceived as reference texts that also can serve as texts.
Series Editor:
Critical Leaders and the Foundation of Disability Studies in Education aims to formalize the significance of early histories of understanding disability drawn from the scholarship of those who turned away from conventional status quo and pathologized constructs commonly accepted worldwide to explain disability in schools and society. The series begins with recognition of North American scholars including: Ellen Brantlinger, Lous Heshusius, Steve Taylor, Doug Biklen, and Thomas M. Skrtic. We will expand the series to include scholars from several international countries who likewise formed analyses that shaped the terrain for the emergence of critical perspectives that have endured and slowly given rise to the interdisciplinary field of Disability Studies in Education.

Critical Leaders and the Foundation of Disability Studies in Education is a sub-series to the book series Studies in Inclusive Education. The series and subseries have independent editorial teams that work closely together. For the volumes published in the main book series, please visit its webpage.
Series Editors: , , and
The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
Series Editor:
The aim of the Leaders in Educational Studies series is to document the rise of scholarship and university teaching in educational studies in the years after 1960. This half-century has been a period of astonishing growth and accomplishment. The volumes in the series document this development of educational studies as seen through the eyes of its leading practitioners.
A few words about the build up to this period are in order. Before the mid-twentieth century school teaching, especially at the primary level, was as much a trade as a profession. School teachers were trained primarily in normal schools or teachers colleges, only rarely in universities. But in the 1940s American normal schools were converted into teachers colleges, and in the 1960s these were converted into state universities. At the same time school teaching was being transformed into an all-graduate profession in both the United Kingdom and Canada. For the first time, school teachers required a proper university education.
Something had to be done, then, about what was widely regarded as the deplorable state of educational scholarship. James Conant, in his final years as president at Harvard in the early 1950s, envisioned a new kind of university-based school of education, drawing scholars from mainstream academic disciplines such as history, sociology psychology and philosophy, to teach prospective teachers, conduct educational research, and train future educational scholars. One of the first two professors hired to fulfil this vision was Israel Scheffler, a young philosopher of science and language who had earned a Ph.D. in philosophy at the University of Pennsylvania. Scheffler joined Harvard’s education faculty in 1952. The other was Bernard Bailyn, who joined the Harvard faculty in 1953 after earning his Ph.D. there, and who re-energized the study of American educational history with the publication of Education in the Forming of American Society: Needs and Opportunities for Study (University of North Carolina Press, 1960). The series has been exceptionally fortunate that Scheffler provided a foreword to the volume on philosophy of education, and that Bernard Bailyn provided a foreword for the volume on the history of American education. It is equally fortunate that subsequent volumes have also contained forewords by similarly eminent scholars, including James Banks of the University of Washington, who has been a creative force in social education for decades and the prime mover in the field of multi-cultural education.
The Leaders in Educational Studies series continues to document the growing and changing literature in educational studies. Studies conducted within the established academic disciplines of history, philosophy, and sociology comprised the dominant trend throughout the 1960s and 1970s. By the 1980s educational studies diversified considerably, in terms of both new sub-disciplines within these established disciplines and new interdisciplinary and trans-disciplinary fields.
Curriculum studies, both in general and in the particular school subject matter fields, drew extensively from work in philosophy, history and sociology of education. Work in these disciplines, and also in anthropology and cultural studies among others, also stimulated new perspectives on race, class and gender.
This volume, like previous volumes in the series, brings together personal essays by established leaders in a major field of educational studies. Subsequent volumes in the series will continue to document other established and emerging disciplines, sub-disciplines and inter-disciplines in educational scholarship.
Series Editor:
This series maps the field of critical theory and its role in articulating the central problems of education, schooling, culture, and human learning and development in the current historical social, political, economical and global situation. It aspires to build a consistent approach to philosophy and sociology of education from the viewpoint of critical theory, as well as new openings for the future critical theory of education. It will also examine examples of pedagogical experiments, new utopian thinking, and educational policies with a strong accent on actual policies and examples. Series will commission books on the Frankfurt School critical theory in relation to the question of education and social settings of human learning and development. It seeks authors who can demonstrate their understanding of the history and systematical issues in the tradition of the Frankfurt School in the setting of pedagogy, education and learning.
In this book, Judith Norris presents a theoretical model that demonstrates a new approach to understanding how school leaders respond to conflicting expectations and demands. The idea of sensemaking and sensegiving is theoretically interesting and allows the reader to focus on how school leaders make sense, but also how they give sense to others in the complex conditions that educators now must negotiate. Like the Eucalyptus tree, educational leaders must adapt to their contradictory environments.

Written in the most accessible way, the theory and its application will likely appeal not only to researchers, but also to teachers and school administrators. Norris has created a real applicability to school leadership in various international contexts.
Ideas and Practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries.

The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
Theory and Practice of Values and Knowledge Education
"Values without knowledge are blind, while knowledge without values is irresponsible." This principle underlines the motivation to write this book. It presents VaKE, Values and Knowledge Education, a theoretical model based on constructivist learning theories, and many examples for its practical implementation in diverse educational fields. Thanks to its extensive theoretical foundation, the model opens up almost unlimited possibilities to tailor the course to the needs of the participants and to the dynamics of a process.

The justification of ethical values is attributed a general importance for the development of personality as well as for the thriving and flourishing living with each other in a society. School education aims at providing respective knowledge. However, this knowledge is separated from the subject matters, whereas for its application in daily life both – knowledge on facts as well as on values – are necessary and indispensable for evaluation, assessment and decision making.
Arts-Based Thought Experiments is a highly visual offering that engages visual arts, photography, poetry, creative non-fiction, memoir and speculative fiction. In this novel book, the authors lean deeply into concepts of the imaginary, and through artful experiments with thought, trouble the tensions between the human, the posthuman and the more than human. In the Anthropocene, with its intractable challenges and cataclysms, engaging posthuman positions when thinking of learning in socioecological terms is paramount to human survival. In this sense, the arts offer creative and critical thought for the possibilities of a post-Anthropocene earth.

Contributors are: Raoul Adam, Marilyn Ahearn, William Boyd, Euan Boyd, Adrienne Brown, Shae L. Brown, Teresa Carapeto, Philemon Chigeza, Amy Cutter-Mackenzie-Knowles, David Ellis, Katie Hotko, Rita L. Irwin, Marianne Logan, Ferdousi Khatun, Alexandra Lasczik, Alys Mendus, Yaw Ofosu-Asare, Maia Osborn, Marie-Laurence Paquette, Jemma Peisker, Ziah Peisker, Adrienne Piscopo, David Rousell, Ben Ryan, Billy Ryan, Lisa Siegel, Helen Widdop Quinton, Thilinika Wijesinghe and Tracy Young.