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This report explores the association between school innovation and different measures related to educational objectives.
The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly thirty years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum. The book argues that rather than relegating the body to “un-thinking” learning, a person’s essential being is not confined to their rationality but involves an embodied dimension. It traces the changing conceptions of the body, in philosophy and theology, that have influenced our understanding of physical education and sport, and investigates the important role that embodiment and movement play in learning about, through and in physical education. Physical education is defended as a vital and necessary part of education because the whole person goes to school, not just the mind, but the thinking, feeling and acting facets of a person. It is argued that physical education has the potential to provide a multitude of experiences and opportunities for students to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community that is committed to that practice. Representing a sophisticated and spirited defence of the educational significance and philosophical value of physical education and sport, this book will be fascinating reading for any advanced student or researcher with an interest in physical education, the philosophy of sport or the philosophy of education.
This volume offers a strategy for the problem of youth violence.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how ...
The Crisis of School Violence is the only interdisciplinary book about school violence. It presents a broad and in-depth approach to the key questions about why bullying continues at an unprecedentedly high rate and why rampage school shootings continue to shock the nation. Based on extensive research, The Crisis of School Violence investigates human nature and its relation to aggressive behavior, with a special focus on the culture of violence that predicates school violence (including rampage shootings) and perpetuates industries that profit from violence. Marianna King presents the considerable psychological and neuroscientific research that investigates the effects of violent entertainment media on the brain and, subsequently, on behavior, which clearly reveals a causal connection between exposure to violent electronic entertainment media—especially violent video games—and increased aggressive and violent behavior. The book also reveals a more specific connection between exposure to violent video games and rampage school shootings. Ultimately this volume is a call to action that includes recommendations for parents, teachers, decision makers, and citizens alike.
The Fourth Industrial Revolution has disrupted businesses worldwide through the introduction of highly automated processes. This disruption has affected the way in which companies conduct business, impacting everything from managerial styles to resource allocations to necessary new skillsets. As the business world continues to change and evolve, it is imperative that business education strategies are continuously revised and updated in order to adequately prepare students who will be entering the workforce as future entrepreneurs, executives, and marketers, among other careers. The Research Anthology on Business and Technical Education in the Information Era is a vital reference source that examines the latest scholarly material on pedagogical approaches in finance, management, marketing, international business, and other fields. It also explores the implementation of curriculum development and instructional design strategies for technical education. Highlighting a range of topics such as business process management, skill development, and educational models, this multi-volume book is ideally designed for business managers, business and technical educators, entrepreneurs, academicians, upper-level students, and researchers.
This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.
This book should be read by everyone who wants to understand special education today. New Perspectives in Special Education opens the door to the fascinating and vitally important world of theory that informs contemporary special education. It examines theoretical and philosophical orientations such as ‘positivism’, ‘poststructuralism’ and ‘hermeneutics’, relating these to contemporary global views of special education. Offering a refreshingly balanced view across a broad range of debates, this topical text guides the reader through the main theoretical and philosophical positions that may be held with regard to special education, and critically examines positions that often go unrecognised and unquestioned by practitioners and academics alike. It helps the reader to engage with and question the positions taken by themselves and others, by providing thinking points and suggestions for further reading at the end of each chapter. Perspectives covered include: Positivism and empiricism Phenomenology and hermeneutics Historical materialism and critical theory Holism and constructivism Structuralism and post structuralism Pragmatism and symbolic interactionism Psychoanalysis Postmodernism and historical epistemology Anyone wishing to gain a fuller understanding of special education should not be without this stimulating and much needed text.
Drawing together action-based research with sociology of education, medium theory and the Bildung-tradition, the authors offer a new perspective on education in the digital age, exploring emancipation, edification, self-formation and democratic education. The authors draw on 15 years of action-based research and weave this with the theory to show how teachers and students might use new media for learning about interaction, searching, visualizing, constructing, storing, and retrieving. The authors show that education needs to be rethought, resituated and developed anew in the digital age. New norms and new ways of teaching need to be established. Building on the theory and case studies, they analyze and discuss different strategies, ideas and understandings, offering four promising ways to develop a new vision for education. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com. Open access was funded by Aarhus University.
In today’s modern climate, education and learning take place in multiple and diverse spaces. Increasingly, these spaces are both physical and virtual in nature. Access to and use of information and communication technologies, and the emergence of knowledge-based economies necessitate an understanding of the plurality of spaces (such as homes, workplaces, international space and cyberspace) in which learning can take place. The spaces of policy making with respect to education are also being transformed, away from traditional centres of policy formation towards the incorporation of a wider range of actors and sites. These changes coincide with a more general interest in space and spatial theory across the social sciences, where notions of simultaneity and diversity replace more modernist conceptions of linear progress and development through time. This volume proffers a unique perspective on the transformation of education in the 21st century, by bringing together leading researchers in education, sociology and geography to address directly questions of space in relation to education and learning. This collection of essays: examines the changing and diverse spaces and concepts of education (occurring simultaneously at different scales and in different parts of the world) explores where education and learning take place discusses how spaces of education vary at different stages (compulsory schooling, tertiary and higher education, adult education and workplace learning) inspects the ways in which the meanings attached to education and learning change in different national and regional contexts. Changing Spaces of Education is an important and timely contribution to a growing area of concern within the social sciences and amongst practitioners and policy-makers, reflecting an urgent need to understand the ways in which both education and learning are being reconfigured, not just nationally, but also internationally and transnationally. It is essential reading for final-year undergraduates, postgraduates and researchers in geography, sociology, education and policy studies, with an aim, too, of informing policy and practice in this area.