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See below for a selection of the latest books from Schools category. Presented with a red border are the Schools books that have been lovingly read and reviewed by the experts at Lovereading. With expert reading recommendations made by people with a passion for books and some unique features Lovereading will help you find great Schools books and those from many more genres to read that will keep you inspired and entertained. And it's all free!
Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions. The sessions have broadened the scope for national debates and highlighted international similarities, leading to an awareness of and interest in national research characteristics and boundaries of national perspectives. The volume gives an overview of topics that are widely discussed in the European and US American education research context. These sections focus on: 1) School Leadership and School Administration 2) Migration, Refugees, and Public Education 3) Large-Scale Assessment and Education Policy 4) Management and Use of Digital Data in Education 5) Economization of Education 6) Challenge of Translation The volume serves as a differentiated introduction into the field of transatlantic cooperation within education research and gives an insight into current discussions.
Good mental health is essential for students to manage the challenges that university life presents. This book offers pragmatic guidance to support academic and student services staff in engaging with this critical issue, both in terms of being proactive within their role to promote a positive approach to wellbeing, and understanding how to care appropriately for students who may not be flourishing in the university environment. Key topics include: * The pressure points and transitions of student life * The crucial role of departmental and academic staff * How to make mental health policies work * The legal obligations and limits of student support * Creating the conditions for confident support
This book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes - minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be `acceptable' and `adaptable'. However, the variety of interpretations held by participants raises questions regarding the `universality' of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law.
This volume brings together many of South Africa's leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change. The book moves beyond a historical analysis and provides an inside view of the questions South African scholars are now grappling with: Are there different and preferential equilibria we have not yet thought of or explored, and if so what are they? In practical terms, how does one get to a more equitable distribution of teachers, resources and learning outcomes? While decidedly local, these questions resonate throughout the developing world. South Africa today is the most unequal country in the world. The richest 10% of South Africans lay claim to 65% of national income and 90% of national wealth. This is the largest 90-10 gap in the world, and one that is reflected in the schooling system. Two decades after apartheid it is still the case that the life chances of most South African children are determined not by their ability or the result of hard-work and determination, but instead by the colour of their skin, the province of their birth, and the wealth of their parents. Looking back on almost three decades of democracy in South Africa, it is this stubbornness of inequality and its patterns of persistence that demands explanation, justification and analysis. This is a landmark book on basic education in South Africa, an essential volume for those interested in learning outcomes and their inequality in South Africa. The various chapters present conceptually and empirically sophisticated analyses of learning outcomes across divisions of race, class, and place. The book brings together the wealth of decades of research output from top quality researchers to explore what has improved, what has not, and why. Prof Lant Pritchett, Harvard University There is much wisdom in this collection from many of the best education analysts in South Africa. No surprise that they conclude that without a large and sustained expansion in well-trained teachers, early childhood education, and adequate school resources, South Africa will continue to sacrifice its people's future to maintaining the privileges of the few. Prof Martin Carnoy, Stanford University Altogether, one can derive from this very valuable volume, if not an exact blueprint for the future, then certainly at least a crucial and evidence-based itinerary for the next few steps. Dr Luis Crouch, RTI
Being on the Wrong Side of History: The Re-Segregation of Norfolk Public Schools examines the initial retreat from school desegregation in a racially and economically divided American city. It details the use of gentrification, racial stereotyping and fear to win grassroots support for a calculated political effort to further separate the haves and have-notes. Norfolk, Virginia is a city with a history of racial animus, from the days of the slave trade through periods of Massive Resistance, to the current racial and economic divisions. The call for a return to neighborhood schools in Norfolk provided the necessary impetus to spark the grassroots resurgence and enhanced political rhetoric necessary to meet the needs of those who believed that segregation is either not a salient concern to most Americans, or that a segregated America is preferred. This book suggests that the interplay of politics, culture and power serve multiple purposes. The maintenance of segregated inferior schools for the Blacks sustains social castes that ultimately support the current economic and political structure. The movement to re-segregate schools in America began in Norfolk, Virginia and continues to this day across the United States, unabated.
Many saw the 2008 election of Barack Obama as a sign that America had moved past the issue of race, that a colorblind society was finally within reach. But as Marianne Modica reveals in Race Among Friends, attempts to be colorblind do not end racism-in fact, ignoring race increases the likelihood that racism will occur in our schools and in society. This intriguing volume focuses on a racially friendly suburban charter school called Excellence Academy, highlighting the ways that students and teachers think about race and act out racial identity. Modica finds that even in an environment where students of all racial backgrounds work and play together harmoniously, race affects the daily experiences of students and teachers in profound but unexamined ways. Some teachers, she notes, feared that talking about race in the classroom would open them to charges of racism, so they avoided the topic. And rather than generate honest and constructive conversations about race, student friendships opened the door for insensitive racial comments by whites, resentment and silence by blacks, and racially biased administrative practices. In the end, the school's friendly environment did not promote-and may have hindered-serious discussion of race and racial inequity. The desire to ignore race in favor of a colorblind society, Modica writes, has become an entrenched part of American culture. But as Race Among Friends shows, when race becomes a taboo subject, it has serious ramifications for students and teachers of all ethnic origins.
Curriculum Integration outlines and presents a curriculum integration matrix for 21st century learning in complex and diverse information environments. The curriculum integration matrix is based on the constructivist instructional framework of Guided Inquiry and underpinned by the Information Search Process, both developed by Carol Kuhlthau, Professor Emerita, Rutgers University. It outlines how Guided Inquiry as an instructional framework in 21st century schools can be developed and implemented to enable students to learn meaningfully from diverse and complex information sources.
This book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in `getting a job' in precarious times and from their vantage point. It maps the kinds of educational policies and practices that need to be created and more widely sustained to assist their career aspirations and life chances. It is timely in terms of contributing to an alternative set of possibilities based on a commitment to the principles and values of social justice, respect, trust, care, democracy and citizenship. In constructing an alternative vision and practice for education and training it advocates the right of all young people to have a say in these broader public debates. In pursuing this agenda, it deliberately sets out to listen to what young people themselves have to say with a view to interrupting the way things are. In other words, the book seeks to identify and explain the dreams, desires and aspirations of young people with a view to creating a new imaginary and socially just future.
This volume of essays examines the empirical evidence on school choice in different countries across Europe, North America, sub-Saharan Africa and South Asia. It demonstrates the advantages which choice offers in different institutional contexts, whether it be Free Schools in the UK, voucher systems in Sweden or private-proprietor schools for low-income families in Liberia. Everywhere experience suggests that parents are `active choosers': they make rational and considered decisions, drawing on available evidence and responding to incentives which vary from context to context. Government educators frequently downplay the importance of choice and try to constrain the options parents have. But they face increasing resistance: the evidence is that informed parents drive improvements in school quality. Where state education in some developing countries is particularly bad, private bottom-up provision is preferred even though it costs parents money which they can ill-afford. This book is both a collection of inspiring case studies and a call to action.
First published in 1997, this study examines the trend towards markets in UK schools, with a particular focus on fee-paying schools in South Wales, by outlining the varied economic and political arguments both for and against increased parental choice and exploring parents' real reasons for using fee-paying schools. Stephen Gorard destroys the cosy myth that fee-paying schools are large, successful, charitable institutions catering chiefly for a select group of privileged families. Instead, he reveals them as typically privately owned, coeducational and with fewer than a hundred pupils, based in a poorly-converted residential site with few facilities. It is the first book which allows children's voices to be heard fully in the context of debates on the choice of a new school. Gorard has gathered the voices of parents and children via observation, interview and survey, comparing them directly and revealing stark differences in the perception of each generation.
The scope of this book embraces a dynamic discussion of the value of traditional public education in the US compared with the free market of schooling expressed by privatization/choice education. The theme of this discussion is that without research-based information about free market schooling traditional public educators are out on a limb. Identifying where traditional public education is and how it got there establishes how to think as the primary purpose of traditional public education.