Educational visions

Educational visions
Author: Rebecca Ferguson,Ann Jones,Eileen Scanlon
Publsiher: Ubiquity Press
Total Pages: 184
Release: 2019-12-18
ISBN 10: 1911529803
ISBN 13: 9781911529804
Language: EN, FR, DE, ES & NL

Educational visions Book Review:

What have been the biggest successes in educational technology – and why have they succeeded when others have failed? Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.

Visions of Jewish Education

Visions of Jewish Education
Author: Seymour Fox,Israel Scheffler,Daniel Marom
Publsiher: Cambridge University Press
Total Pages: 352
Release: 2003-07-07
ISBN 10: 9780521528993
ISBN 13: 0521528992
Language: EN, FR, DE, ES & NL

Visions of Jewish Education Book Review:

Sample Text

Future visions education and technology

Future visions   education and technology
Author: Anonim
Publsiher: DIANE Publishing
Total Pages: 329
ISBN 10: 1428928030
ISBN 13: 9781428928039
Language: EN, FR, DE, ES & NL

Future visions education and technology Book Review:

Negotiating Neoliberalism

Negotiating Neoliberalism
Author: Tim Rudd,Ivor F. Goodson
Publsiher: Springer
Total Pages: 210
Release: 2017-01-28
ISBN 10: 9463008543
ISBN 13: 9789463008549
Language: EN, FR, DE, ES & NL

Negotiating Neoliberalism Book Review:

"Following the financial crises in 2007, we have seen the intensification of neoliberal policies in education, with radical and potentially irrevocable shifts in the educational landscape, promoted under the auspices of ‘austerity’. This book highlights the central features of neoliberal education policies, their origins, recent developments and also their inherent weaknesses and flaws. It provides insights into the day to day realities and negative impacts of recent policies on the professional practice and work of educators, demonstrating how the changing conditions have led to de-professionalisation, alienation and a loss of professional autonomy and identity. The book also provides a set of accounts that detail the new realities emerging as a result of ‘austerity’ policies and questions the degree to which austerity has actually been developed as an ideological ‘cover story’ for the further monetisation and privatisation of public services. The various chapters challenge the common assumption that the neoliberal project is a monolithic orthodoxy by highlighting its complexities, variations and contradictions in the ways policies are refracted through action and practice in different contexts. The book also challenges the common assumption that there are no viable alternatives to neoliberal education policies, and does so by presenting a range of different examples, theoretical perspectives, discourses and alternative practices. It is argued that such alternatives not only highlight the range of different approaches, choices and possibilities but also provide the seedbed for a reimagined educational future. The authors offer a range of conceptual and theoretical insights and analyses that highlight the weaknesses and limitations inherent within the neoliberal education project and also illustrate the dangers in following the prevailing hegemonic discourse and trajectories. It is postulated that alternative educational approaches warrant greater and urgent attention because history suggests that rather than having weathered the recent economic crisis, we may well be witnessing the long tail of decline for the neoliberal project.This book will be useful for educators, researchers, students and policy makers interested in the detrimental effects of neoliberal education, the range of viable alternatives, and the routes to resistance and ways of reimagining alternative educational futures."

Ethical Visions of Education

Ethical Visions of Education
Author: David T. Hansen
Publsiher: Teachers College Press
Total Pages: 329
Release: 2019-09-06
ISBN 10: 0807778311
ISBN 13: 9780807778319
Language: EN, FR, DE, ES & NL

Ethical Visions of Education Book Review:

Putting good ideas into practice is one of the greatest challenges facing any educator. Eminent thinkers—John Dewey, Jane Addams, and others—dedicated their lives to producing ways of thinking about education and human welfare that have influenced many persons’ lives. At the same time, these renowned thinkers were also trying to solve problems that every classroom teacher faces, namely, how to help children grow and learn as global citizens in a complex world. This pathbreaking book edited by David T. Hansen provides readers with a collection of insights drawn from a diverse array of thinkers that proves there is nothing quite as practical as a good educational philosophy. It will challenge readers to articulate their own working vision of how to integrate the “big ideas” about education into daily practice. “Fascinating and readable accounts of great educational philosophies from all over the world. It is a major contribution to both philosophy of education and global education.” —Nel Noddings, Lee L. Jacks Professor of Child Education Emerita, Stanford University “Provides a moral counterweight to the forces of standardization, commercialization, and politicization that increasingly threaten our schools. This book should be read, and read again, by everyone who takes education seriously.” —Larry Hickman, Director of The Center for Dewey Studies, Southern Illinois University at Carbondale “A dynamic, moving exploration of educational philosophy. This is the kind of book, a kind of approach to philosophy, that the field of education in general and the field of philosophy of education in particular needs. The book truly sparkles.” —Dale T. Snauwaert, Director, Center for Nonviolence and Democratic Education, Judith Herb College of Education, University of Toledo “An inspiring intellectual companion for concerned educators who are committed to transforming powerful educational ideas into socially responsive pedagogical actions.” —Huey-li Li, Professor of Education, Department Educational Foundations and Leadership, University of Akron

Many Visions Many Aims

Many Visions  Many Aims
Author: W.H. Schmidt,S. Raizen,E.D. Britton,Leonard J. Bianchi,Richard G. Wolfe
Publsiher: Springer Science & Business Media
Total Pages: 296
Release: 2008-04-06
ISBN 10: 0306472082
ISBN 13: 9780306472084
Language: EN, FR, DE, ES & NL

Many Visions Many Aims Book Review:

PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and the g- ernments of the participating countries, is acomparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on six continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects. The study is intended to provide educators and policy makers with an unpar- leled and multidimensional perspective on mathematics and science curricula; their implem- tation; the nature of student performance in mathematics and science; and the social, econ- ic, and educational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. • Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; • Population 2 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 13-year-old students; and • Population 3 is defined as all students in their final year of secondary education, incl- ing students in vocational education programs. In addition, Population 3 has two “specialist” subpopulations: students taking advanced courses in mathematics (mathematics specialists), and students taking advanced courses in physics (physics specialists).

What We Now Know about Jewish Education

What We Now Know about Jewish Education
Author: Roberta Louis Goodman,Linda Dale Bloomberg
Publsiher: Torah Aura Productions
Total Pages: 596
Release: 2008
ISBN 10: 1934527076
ISBN 13: 9781934527078
Language: EN, FR, DE, ES & NL

What We Now Know about Jewish Education Book Review:

When What We Know about Jewish Education was first published in 1992, Stuart Kelman recognized that knowledge and understanding would greatly enhance the ability of professionals and lay leaders to address the many challenges facing Jewish education. With increased innovation, the entry of new funders, and the connection between Jewish education and the quality of Jewish life, research and evaluation have become, over the last two decades, an integral part of decision making, planning, programming, and funding.

Educational Futures

Educational Futures
Author: Ivana Milojevic
Publsiher: Routledge
Total Pages: 312
Release: 2005-05-19
ISBN 10: 1134316445
ISBN 13: 9781134316441
Language: EN, FR, DE, ES & NL

Educational Futures Book Review:

This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model. Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.

Visions in Global Education

Visions in Global Education
Author: Toni Fuss Kirkwood-Tucker
Publsiher: Peter Lang
Total Pages: 352
Release: 2009
ISBN 10: 9781433103094
ISBN 13: 1433103095
Language: EN, FR, DE, ES & NL

Visions in Global Education Book Review:

This book is a compilation of new scholarship in the field of global education. Previously unaddressed or barely touched upon topics include: the historical evolution of the global education movement; the development of a foundation for the formation of a philosophy of global education; an analysis of the competing orientations of global education and multicultural education; mentorship in global education pedagogy based on the master apprentice model; and the latest research of the impact of national policies in education on global teacher education practice. A unique contribution captures the complexities and geopolitical context during Russia's early hours of democracy in integrating global education in Russian education. Written by internationally acclaimed scholars, this book is at the cutting edge of new creative scholarship in global education. Visions in Global Education is a must-read for teachers in every stage of their careers, and will be useful in a variety of classrooms addressing global education.

How to Help Your School Thrive Without Breaking the Bank

How to Help Your School Thrive Without Breaking the Bank
Author: John G. Gabriel,Paul C. Farmer
Publsiher: ASCD
Total Pages: 297
Release: 2009-02-20
ISBN 10: 1416616454
ISBN 13: 9781416616450
Language: EN, FR, DE, ES & NL

How to Help Your School Thrive Without Breaking the Bank Book Review:

How to Help Your School Thrive Without Breaking the Bank will help you improve your school without investing in externally developed, expensive, and time-consuming reform programs or initiatives. It's packed with replicable strategies and practical tools that educators in any school can incorporate to transform the culture and improve student achievement and professional practice. You'll learn how to * Hone your own leadership and grow new leaders among your staff; * Develop a vision and a mission for your school; * Promote excellence among both staff and students; * Make the most of your time and facilitate effective meetings; and * Mine and use data with purpose. For most schools, times are tough and money is tight—but school leaders must still focus on how to steadily improve student achievement. Academic performance will improve in the long term only if your school has a healthy culture marked by integrity, a strong work ethic, collaboration, and reflective risk taking. Strengthening those foundational elements will help you sustain positive change in your school, even in difficult economic times. The good news is that you already have the resources you need to help your school thrive. This book will help you to maximize them.

A Splintered Vision

A Splintered Vision
Author: W.H. Schmidt,Curtis C. McKnight,S. Raizen
Publsiher: Springer Science & Business Media
Total Pages: 164
Release: 2007-05-08
ISBN 10: 0306472090
ISBN 13: 9780306472091
Language: EN, FR, DE, ES & NL

A Splintered Vision Book Review:

A Splintered Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors of A Splintered Vision discuss and provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education. In keeping with the `incremental assembly line' philosophy in American society, US teachers also tend to lean toward a piecemeal approach to education. The authors speculate on what such practices may mean for the mathematics and science achievement of US students. The work is sure to spur discussion among educational researchers, policy makers, and others concerned about the future of mathematics and science education in the US.

Teaching Young Children Choices In Theory And Practice

Teaching Young Children  Choices In Theory And Practice
Author: Mac Naughton, Glenda,Williams, Gillian
Publsiher: McGraw-Hill Education (UK)
Total Pages: 448
Release: 2008-11-01
ISBN 10: 0335235921
ISBN 13: 9780335235926
Language: EN, FR, DE, ES & NL

Teaching Young Children Choices In Theory And Practice Book Review:

This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding. The strategies selected are derived from the best current research knowledge about how young children learn. A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings. Vignettes and examples show how early childhood staff use the techniques to support children's learning and help to bring the discussion of each technique to life. Revised and updated in light of the latest research, new features include: * Coverage of the phonics debate * Addition of ICT content * Questions for further discussion * Revision to the chapter on problem solving * Updated referencing throughout Teaching Young Children is key reading for students and experienced early childhood staff working in diverse settings with young children.

Education and Hope in Troubled Times

Education and Hope in Troubled Times
Author: H. Svi Shapiro
Publsiher: Routledge
Total Pages: 304
Release: 2009-03-04
ISBN 10: 113584786X
ISBN 13: 9781135847869
Language: EN, FR, DE, ES & NL

Education and Hope in Troubled Times Book Review:

"Progressive educators have always been better at critique than at possibility. This book promises not to ignore critique, but to favor possibility. It is most rare and greatly welcomed." Richard Quantz, Miami University "The editor argues that in a material world, depicted by consumerism, spiritual nihilism and conspicuous consumption, there is need to offer a new vision and direction in education that would promote a more harmonious, holistic values-oriented schooling that transforms persons into moral beings, who care for others.... In terms of innovative ideas and approaches to pedagogy and theorizing about schooling, this volume is at the top of pedagogical discourses and thinking." Joseph Zajda, Australian Catholic University (Melbourne Campus) Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. This is a time of crisis, but also of renewed possibility—one that offers the opportunity to radically reconsider what is the meaning of education for a generation that will bear the brunt of grappling with the extraordinary dangers and challenges we confront today. At its core this volume questions what will it mean to be an educated human being in the 21st century compelled to confront and address so much that threatens the very basis of a decent and hopeful human existence. Carrying forward a project of redefining and reshaping public discourse on education in the U.S., it is a critical catalyst and focus for re-thinking public policy on education.

Education is Not Rocket Science

Education is Not Rocket Science
Author: D. B. Zandvliet
Publsiher: Sense Publishers
Total Pages: 100
Release: 2006
ISBN 10: 907787478X
ISBN 13: 9789077874783
Language: EN, FR, DE, ES & NL

Education is Not Rocket Science Book Review:

The dominance of computer labs in our schools is the result of a long struggle among teachers and technicians for control of precious computer resources. As technicians gain power and influence, this is expressed in the 'row on row of machines' installed in literally thousands of computer labs in schools around the world. While labs are in some ways, ideal for learning about technology or computer programming, they somehow seem ill equipped to assist teachers with a lesson on language arts, geography or for helping students conduct a scientific experiment. As a result, the huge investment in computers seems like so much wasted potential: labs are not influencing teaching in the ways we had hoped for, and in fact, their use may even be harmful to students. These observations are based on five years of experience as the director of a centre for educational technology at a leading Canadian university and, on the results of three international studies I conducted in Australia, Canada and Malaysia. The research indicates that school labs fail to meet even basic guidelines common to the workplace, and that they're often deficient in health related factors such as lighting, ventilation or workspace dimensions. The reality is that schools were not designed for so many computers, and therefore, are poorly outfitted to accommodate this sudden influx of technology. This research also shows that computers (in labs), can have an unexpected, de-socialising influence on students' lives. A reversal of the current 'techno- trend' would mean teachers would reclaim computers for 'their own' classrooms, and relegate the idea of the computer lab to the scrap heap of history. As educators, we need to discard the 'once size fits all' strategy which computer labs imply about teachers' instructional needs. This is reinforced by the apparent failure of computers to transform teachers' practice despite significant investments in computer technologies. Some critics describe this as a 'management problem' as computer labs reinforce 'top down' ways of thinking about knowledge. Unfortunately, once such models are adopted, undesirable uses of technology -- such as the computer lab -- become entrenched in a bureaucratic mindset, limiting the effectiveness of these expensive tools to support teaching and learning.

Visions for Intercultural Music Teacher Education

Visions for Intercultural Music Teacher Education
Author: Heidi Westerlund,Sidsel Karlsen,Heidi Partti
Publsiher: Springer Nature
Total Pages: 219
Release: 2019-10-08
ISBN 10: 3030210294
ISBN 13: 9783030210298
Language: EN, FR, DE, ES & NL

Visions for Intercultural Music Teacher Education Book Review:

This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.

Pedagogic Innovations with the use of ICTS From wider visions and policy reforms to school culture

Pedagogic Innovations with the use of ICTS  From wider visions and policy reforms to school culture
Author: Andreas Kollias,Kathy Kikis
Publsiher: Edicions Universitat Barcelona
Total Pages: 107
Release: 2005-02-11
ISBN 10: 9788447528080
ISBN 13: 8447528081
Language: EN, FR, DE, ES & NL

Pedagogic Innovations with the use of ICTS From wider visions and policy reforms to school culture Book Review:

Global Voices and Global Visions

Global Voices and Global Visions
Author: Betsy Gunzelmann
Publsiher: R&L Education
Total Pages: 180
Release: 2013-12-18
ISBN 10: 1610488296
ISBN 13: 9781610488297
Language: EN, FR, DE, ES & NL

Global Voices and Global Visions Book Review:

It is through globally engaged education that we can learn of one another, attain academic excellence, improve international relationships, triumph over atrocities, and discover new potentials. A synergistic globally engaged education will allow for the working together collaboratively, cooperatively and innovatively, while still respecting diversity and humane ideologies.

Vision of a School

Vision of a School
Author: Jasper Ungoed-Tho
Publsiher: A&C Black
Total Pages: 168
Release: 1997-01-01
ISBN 10: 9780304336463
ISBN 13: 0304336467
Language: EN, FR, DE, ES & NL

Vision of a School Book Review:

Arguing that a good school is one with recognizable moral and intellectual traits, the author outlines his view of how schools should be organized, as a whole and in every field of education, to encourage these traits.

Teacher Education for Change

Teacher Education for Change
Author: Josef Huber,Pascale Mompoint-Gaillard
Publsiher: Council of Europe
Total Pages: 151
Release: 2011-01-01
ISBN 10: 9789287170200
ISBN 13: 9287170207
Language: EN, FR, DE, ES & NL

Teacher Education for Change Book Review:

What is the main role for teachers today? Why is the Council of Europe dealing with education, and teacher education in particular? How is educational thinking guided by visions of a future society desirable for all? How, in the midst of a fierce battle for curriculum time, can education for human rights, democracy and mutual understanding be embedded in the existing curricula? What are the values underlying our educational visions? The aim of this publication is to offer a few answers to these and many other questions. Above all, its purpose is to contribute to the ongoing debate, more necessary than ever, on the role of teachers and teacher education in the broader context of teaching and learning for a sustainable democratic society.

The Education of John Dewey

The Education of John Dewey
Author: Jay Martin
Publsiher: Columbia University Press
Total Pages: 592
Release: 2003-01-23
ISBN 10: 0231507453
ISBN 13: 9780231507455
Language: EN, FR, DE, ES & NL

The Education of John Dewey Book Review:

During John Dewey's lifetime (1859-1952), one public opinion poll after another revealed that he was esteemed to be one of the ten most important thinkers in American history. His body of thought, conventionally identified by the shorthand word "Pragmatism," has been the distinctive American philosophy of the last fifty years. His work on education is famous worldwide and is still influential today, anticipating as it did the ascendance in contemporary American pedagogy of multiculturalism and independent thinking. His University of Chicago Laboratory School (founded in 1896) thrives still and is a model for schools worldwide, especially in emerging democracies. But how was this lifetime of thought enmeshed in Dewey's emotional experience, in his joys and sorrows as son and brother, husband and father, and in his political activism and spirituality? Acclaimed biographer Jay Martin recaptures the unity of Dewey's life and work, tracing important themes through the philosopher's childhood years, family history, religious experience, and influential friendships. Based on original sources, notably the vast collection of unpublished papers in the Center for Dewey Studies, this book tells the full story, for the first time, of the life and times of the eminent American philosopher, pragmatist, education reformer, and man of letters. In particular, The Education of John Dewey highlights the importance of the women in Dewey's life, especially his mother, wife, and daughters, but also others, including the reformer Jane Addams and the novelist Anzia Yezierska. A fitting tribute to a master thinker, Martin has rendered a tour de force portrait of a philosopher and social activist in full, seamlessly reintegrating Dewey's thought into both his personal life and the broader historical themes of his time.