• Self-help & personal development

      Keeping the Faith

      Daily Reflections to Build Strength, Serenity, and Passion in Your Life and the Lives of Others

      by John W. Pozzi

      THE TRUE FAITH THAT MUST BE FOUND AND KEPT IS THE FAITH IN ONESELF. Each day you give a part of yourself whether it is at work, at home, or in your daily interaction with others. How do you give of yourself? Do you hold back or go at life half-heartedly? You need to give of yourself with heart, mind, and soul all the time. You never know what interaction with a person will make a difference in their life — or yours. If you don’t believe in yourself and don’t have the confidence to grow each day, then you are missing out on what life has to offer you. This simple book will inspire you to help others. Or, at the very least, you will make another person’s day — and, therefore, your day — better.

    • Educational equipment & technology, computer-aided learning (CAL)
      March 2015

      Redesigning Learning Spaces

      by Erin Klein, Thomas C. Murray, A.J. Juliani, and Ben Gilpin

    • Educational equipment & technology, computer-aided learning (CAL)
      November 2015

      Teaching the Last Backpack Generation

      A Mobile Technology Handbook for Secondary Educators

      by Zachary Walker,Kara Rosenblatt, and Donald McMahon

    • Education: care & counselling of students
      September 2010

      Training Program for Adolescents - Development of Work and Social Behavior

      Aufbau von Arbeits- und Sozialverhalten

      by Franz Petermann, Ulrike Petermann

      This training program helps teenagers between the ages of 13 and 20 years to practice competent work and social behavior in their daily routines, reducing aggressive, antisocial and unsafe behavior and raising the teenagers’ self-confidence. The training can be used both in school and therapeutic settings, and may also be used as an additional tool in centers for vocational training and juvenile detention. The book includes a CD-Rom that contains all materials needed in the training program. Target Group: For psychologists, educators, school psychologists, counselors, child and adolescent psychologists and psychotherapists, and pedagogues working with teenagers with social behavioral issues.

    • Learning
      November 2011

      Children and Childhoods 1

      Perspectives, Places and Practices

      by Editor(s): Peter Whiteman and Katey De Gioia

      The early years of life are fast gaining prominence around the world. It is well documented that investment in early childhood results in exceptionally high returns in multiple arenas; greater than those resulting from enterprise focused on later periods in people’s lives. This book presents current early years research that reflects the transdisciplinary nature of childhood. The first in the Children and Childhoods series, this volume examines multiple perspectives, places and practices that constitute early childhood. The many facets of how children and childhoods are seen, where they are enacted and how they are played out are explained through explorations of playgrounds, hospitals, museums, child care centres and other locations. Similarly diverse are the methodologies that underpin these investigations. Children, practitioners, families and researchers all contribute to this cornucopia of children and childhoods.

    • Child & developmental psychology
      May 2014

      Contemporary Perspectives and Research on Early Childhood Education

      by Editor(s): Mustafa Yasar, Ozkan Ozgun, Jeanne Galbraith

      Contemporary Perspectives and Research on Early Childhood Education is a welcome addition to the field of early childhood education. This book enhances the understanding of different approaches to curriculum and instruction; appropriate assessment strategies; the role of math and science in children’s development; the importance of seeing the whole child and ensuring children develop holistically through play and arts; training effective teachers; and the importance of helping parents to be better supporters of their children. Along with this comprehensive content, the book also contains diverse methodologies including qualitative, quantitative and mixed-method approaches, which will further enrich the reader’s perspective and understanding of a wide range of topics in the field. Thus, this book creates a platform for researchers and practitioners to share and discuss research findings, expertise, and experiences about early childhood education.

    • ELT: writing skills
      February 2016

      Writing Strategies and Strategy-Based Instruction in Singapore Primary Schools

      by Author(s): Barry Bai

      This book provides a theoretical and practical framework for understanding the writing strategies used by Singapore primary school students and strategy-based writing instruction conducted in Singapore primary schools. It offers a detailed account of how research into primary students’ writing strategies was investigated in the Singapore context.A unique feature of the book is its two-phase design. In Phase One, primary school students’ writing strategies were found to be positively correlated with their English proficiency. In Phase Two, useful writing strategies were systematically taught to primary school students through strategy-based writing instruction. The book’s description of how to teach writing strategies in a series of nine lessons from a teacher’s perspective is particularly useful. The implications of this study are relevant for language teachers, teacher educators, and researchers.

    • Organization & management of education
      January 2014

      Openness with Roots

      Education in Religion in Irish Primary Schools

      by Author(s): Caroline Renehan

      This book considers the historical legacy and current debate concerning Education in Religion in the Republic of Ireland with specific reference to the primary school sector under Catholic denominational patronage. Given Ireland’s increased religious, non-religious and cultural diversity today, it is no longer tenable that approximately ninety percent of the country’s schools should remain largely under the control of one particular patronage. On the one hand, it is the duty of the State to provide for diverse forms of school management in order to cater for the educational needs of Irish school children. On the other hand, it is the business of the Catholic Church to realise its moral responsibility towards children in their schools whose parents and guardians do not wish for them to be educated in, or witness celebrations of, a faith tradition or set of values other than that to which they espouse. The purpose of the book, therefore, is to consider two contrasting issues by way of contribution to the current debate arising from the complexity of Ireland’s relatively unique context. The first questions the appropriateness of Irish State primary schools to continue to provide for denominational religious education given the changing situation in Irish life. The second enquires if it is appropriate to expect denominational schools to provide an exclusively phenomenological programme of religion without undermining their mission to educate in a given faith tradition. Therein, however, is the kernel of the problem and one which the book explores.

    • Early learning / early learning concepts
      January 2011

      Early Childhood Programs as the Doorway to Social Cohesion

      Application of Vygotsky’s Ideas from an East-West Perspective

      by Editor(s): Aija Tuna and Jacqueline Hayden

      Over the past decade, early childhood education and care has moved onto the policy agenda in many countries. There is growing recognition that early access to quality education and appropriate care provides young children with a good and fair start in life. While scientific research constantly brings new insights into brain development and the enormous importance of the first years of a child’s life, the early 20th century theories of one Russian psychologist, Lev S. Vygotsky (1896–1934), have had profound and diverse impacts upon the early childhood education traditions in both the East and the West and remain highly relevant today.Recently, more than 750 early childhood education researchers, practitioners, policymakers, and NGO activists from around the world met in Prague at “Exploring Vygotsky’s Ideas: Crossing Borders,” the 17th Annual Conference of the European Early Childhood Education Research Association (EECERA), hosted by the International Step by Step Association (ISSA). In an effort to share many of the intriguing ideas and practices discussed during the conference with a broader audience, ISSA invited leading presenters to explore their experiences in early childhood through the prism of Vygotsky’s theories and ideas. The result of ISSA’s initiative is this volume of papers which examine Vygotsky’s legacy on early childhood education systems in both the East and the West, offering ideas which can be used to work for the benefit of children and societies across the globe.

    • Christian institutions & organizations
      April 2012

      Catholic Education

      Universal Principles, Locally Applied

      by Editor(s): Andrew B. Morris

      This collection of essays is concerned with the Catholic Church’s understanding of the nature of human flourishing and the processes of education that flow from it.Each essay seeks, in its own way, to explore, illustrate and provide insights into the application of Catholic education policy and practice in differing socio/legislative circumstances.The book is divided into three main sections. The first explores Catholic teaching on education, its ethical basis and the Christo-centred nature of Catholic school leadership. The second considers some of the structural characteristics of Catholic educational systems in England, the United States of America and Jordan. The third section illustrates, in a series of case studies, how the universal precepts underpinning Catholic education are implemented in a variety of national and international contexts.

    • Schools
      May 2008

      How Pupils Cope with School

      by Author(s): Cedric Cullingford

      This book explores the latest research on cognition and its consequences. It looks in depth at the pupils' experiences of school, following many lengthy interviews. It demonstrates that the education system as we have it, despite the best efforts of teachers, has a disastrous effect on the attitudes of young people, and does not even fulfil its own limited aims.The book explores the themes of the intelligence of children and how they are thwarted from using it: the centrality of relationships with peers and adults other than teachers; the sources of information, especially significant outside school; and the vulnerability to trauma, which schooling is good at exploiting.The research all points to clear conclusions, which we need to act on, however reluctant we might feel.

    • Organization & management of education
      November 2013

      Managing Institutions

      The Survival of Minban Secondary Schools in Mainland China

      by Author(s): Ying Wang

      Minban schools have established their position in China’s education system. This book applies the theories of new institutionalism to the minban school as an organization and as a party in relationships with other institutions. It explores the features of the evolving institutional environment of education and the strategies that minban schools have adopted to manage the institutions in this environment. There are four types of minban schools: the international minban school, the privately funded minban school, the publicly affiliated minban school, and the converted minban school. A qualitative research methodology in the form of a multiple-case study was used for the analysis. Eight minban secondary schools in Taiyuan and Shenzhen were chosen to represent the various types of minban schools. The study shows that the re-emergence of free market principles, the decentralization of government and the accompanying segmentation of power and authority, bureaucratic and consumerist expectations of teachers, and the commodification of education have engendered an increasingly fragmented institutional environment, which allowed minban schools to thrive. The book reveals that the institutional environment is multi-faceted and ambiguous: during China’s controlled decentralization, organizations and institutions have shaped each other. Minban schools adopt various strategies to cope with institutional pressure. This study provides a systematic understanding of the operation of minban schools by locating the schools in a ‘differential order’, which determines their choice of strategy: international schools choose isolation; privately funded schools, avoidance; affiliated schools, advocacy; and converted schools, capitalization. It also illustrates how the bureaucracy functions in China’s local governments. The various case studies confirm that the government still maintains substantial control over minban schools through the power granted by the bureaucratic structure, which allows them to direct the institutional environment by introducing new regulations and forms of governance.

    • Educational strategies & policy
      September 2017

      The Two Directions Formulating a Crisis in Primary Catholic School Leadership

      by Author(s): Rachel Gould

      Since the year 2000, there has been a statistically high proportion of head teachers leaving the profession. While there have been studies conducted to predict when this exodus would conclude, the actual reasons for why senior people are leaving their positions have not been explored so far. Schools have found replacing head teachers increasingly difficult and the inevitable leadership crisis has been well documented by both scholars and the media. The leadership crisis has been most noticeable within the Catholic Primary School sector, where statistics have consistently shown an issue with recruiting people to headship positions. This book considers the reasons for the crisis and looks at potential solutions.It identifies what the leadership crisis encompasses from the negativity of the education system (including headship accountability, the work-life balance, and salary), whilst also offsetting this with possible supporting solutions, such as the value of acting headship, succession planning and talent spotting from the beginning of a teacher’s career.

    • ELT: teaching theory & methods
      April 2012

      New Trends in Early Foreign Language Learning

      The Age Factor, CLIL and Languages in Contact. Bridging Research and Good Practices

      by Editor(s): Maria González Davies and Annarita Taronna

      This volume is the result of the presentations and discussions carried out at the Conference on “Early Foreign Language Learning in Educational Contexts. Bridging Good Practices and Research” organized by the University Ramon Lull, the University of Bari and LEND (Lingua e Nuova Didattica) in March 2010.At the Conference, both teachers and researchers met to examine recent language teaching theories and practices from a transnational and intercultural perspective, on the one hand, and on the other, to fill the gap in the field of English as a Foreign Language (EFL) in schools and to pave the way for a wider platform of discussion between School and University. Since these two institutions have often had little contact and, as there is excellent work carried out in both, our attempt was to build more solid bridges across their contexts, engaging school teachers in ongoing research and bringing everyday classroom practice nearer to university theoreticians in an open exchange forum so that the reflection on teaching and learning becomes relevant and rewarding for the participants involved in Early Foreign Language Learning in 21st century contexts.Drawing on the main topics presented throughout the Conference, this book has been structured around three main thematic areas: 1) the Age Factor, 2) CLIL and Content-based research and practices, and 3) developing intercultural competence: use of the L1 and translation as mediation skills.Each of these sections encompasses high quality contributions, all informed by salient and recent research, clear and justified theoretical standpoints and good practices which are appealing to an international audience and setting.The editors sincerely hope that this volume contributes to widen the field of foreign language teaching and learning to include studies on young learners’ perceptions and performance. At the same time, they would like to highlight the decisive new focus on language learning adopted in the 21st century: the inclusion of a wider vision of language acquisition, one that highlights the relevance of using languages not only to communicate but, more relevantly, to mediate between cultures, as a means to bring together the plurilingual and pluricultural citizens of our future.

    • Educational strategies & policy
      September 2017

      Alternative Educational Methodologies

      by Editor(s): Ion Albulescu, Horaţiu Catalano

      This volume brings together a number of papers presented at the international conference on “Specific Methodologies in Educational Alternatives” held in June 2016, at the Bistriţa University Extension of the Educational Sciences Department of Babeş-Bolyai University, Cluj-Napoca, Romania. The event served to promote the most recent theoretical and practical findings related to educational alternatives, and attracted the attendance of over 250 theorists and experts in the field. The conference represented a significant opportunity to know and develop this field of study, based on research and examples of good practice. The contributions here specifically explore the six educational alternatives that exist in Romania, namely Step by Step, Waldorf, Freinet, Curative Pedagogy, Montessori and the Jenaplan.

    • Philosophy & theory of education
      May 2006

      The School at the Frontiers of Modernity

      by Editor(s): José Resende and Maria Manuel Vieira

      The aim of this book is to discuss the emergent forms of educational processes observed in the context of late modernity, mobilizing the contribution of the social sciences. Through a plurality of educational subjects, this publication provides an overview of the contribution of schooling to the construction of late modernity.

    • Examinations & assessment
      July 2015

      Improving Learning in Secondary Schools

      Conditions for Successful Provision and Uptake of Classroom Assessment Feedback

      by Author(s): Kenneth Ndifor Tangie

      Improving Learning in Secondary Schools brings together, in a succinct, comprehensive and thought-provoking manner, several dimensions of classroom assessment feedback in one volume. It is based on the principle that students need feedback on their work and conduct at school in order to be able to correct misconceptions and omissions that can render them incapable of making progress and learning in a given subject. The book reports on a doctoral study that examined teachers’ feedback practice and its relation to student learning in secondary schools. It presents a critical, fine-grained classification and analysis of positive, neutral and negative feedback categories in teacher talk and writing, which could generate a globally-applicable typology and theory of classroom feedback.For some time now, formative assessment-generated feedback has been widely recommended for classrooms thanks mainly to compelling research-based evidence showing the relative merits of formative assessment types over more traditional summative assessment practices. In this book, it is suggested that the time has come to depart from such arguments because the mere presence of feedback in teacher talk and writing, be it formative or summative, is not enough to support learning. Feedback, like formal and informal instruction and assessment, is not mediated in vacuo; it is a social process taking place in a social setting, conducted by, on, and for social actors. One must also consider the context, especially the linguistic and socio-cultural environment, in which assessment, feedback and learning occur, but which also acts as a barrier and facilitator to successful feedback provision and uptake. This argument should constitute a starting point for reflection, debate and research into the effectiveness for learning of classroom assessment feedback. Therefore, whilst complementing previous work on this subject, this book makes significant additions to a very important aspect of school life. Primary and secondary school teachers, university students, academics and researchers as well as educationists and policy makers in the domain of educational assessment will find in it an inseparable companion and resource tool.

    • Schools
      September 2010

      Reservoirs of Hope

      Sustaining Spirituality in School Leaders

      by Author(s): Alan Flintham

      This book is about hope, and how it is sustained by the personal spirituality of school leaders. Defining this not only in religious terms but using a concept of ‘secular spirituality,’ it shows that leadership actions must rest on the foundation of a personal value system, demonstrated as ‘a lived faith in action.’Drawing on interviews with 150 headteachers and capturing their authentic voices, it uses the metaphor of ‘reservoirs of hope’ to promote practitioner reflection on the value systems, leadership styles and sustainability strategies of headteachers, as they act as the external reservoir of hope for their schools whilst ensuring that their own internal reservoir of hope never runs dry. It also offers a theological reflection on the spiritual and moral leadership of headteachers, providing a connecting bridge between educational leadership and theology.

    • Philosophy & theory of education
      May 2006

      The School at the Frontiers of Modernity

      by Editor(s): José Resende and Maria Manuel Vieira

      The aim of this book is to discuss the emergent forms of educational processes observed in the context of late modernity, mobilizing the contribution of the social sciences. Through a plurality of educational subjects, this publication provides an overview of the contribution of schooling to the construction of late modernity.

    • Schools
      September 2010

      Reservoirs of Hope

      Sustaining Spirituality in School Leaders

      by Author(s): Alan Flintham

      This book is about hope, and how it is sustained by the personal spirituality of school leaders. Defining this not only in religious terms but using a concept of ‘secular spirituality,’ it shows that leadership actions must rest on the foundation of a personal value system, demonstrated as ‘a lived faith in action.’Drawing on interviews with 150 headteachers and capturing their authentic voices, it uses the metaphor of ‘reservoirs of hope’ to promote practitioner reflection on the value systems, leadership styles and sustainability strategies of headteachers, as they act as the external reservoir of hope for their schools whilst ensuring that their own internal reservoir of hope never runs dry. It also offers a theological reflection on the spiritual and moral leadership of headteachers, providing a connecting bridge between educational leadership and theology.

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