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Dilemmas surrounding the role for religious beliefs and experiences permeate the school lives of teachers and teacher educators. Inspired by the need for teachers and students to more fully understand such dilemmas, this book examines the relationship between religion and teaching/learning in a democratic society. Written for pre-service and in-service teachers, it will engage readers in thinking about how their own religious backgrounds affect their teaching; how students’ religious backgrounds influence their learning; how common experiences of school and classroom life privilege some religions at the expense of others; and how students can better understand diverse religious beliefs and interact with people from other backgrounds. The focus is specifically on classroom issues related to religious understandings and experiences of teachers and students, and the implications of those for developing democratic citizens. Grounded in both research and personal experience, each chapter provides thought-provoking evidence related to the role of religion in schools and society and asks readers to consider the consequences of varied ways of responding to the dilemmas posed.
Classroom Dilemmas: Solutions for Everyday Problems presents thirty-six situations taken from real-life, in which teachers and/or administrators have had to make difficult decisions, often relating to school policy, dealing with what is believed best for the student(s), teachers, and others in the particular educational situation. The pros and cons of each decision is discussed, and finally the actual resolution of the real life dilemma is given—whether it turned out to be the best resolution or not. All of the dilemmas presented are common to anyone in the educational field, and all are designed to assist in determining questions to be asked and paths to be followed in arriving at the best resolution to common but difficult problems. Some additional key features of this book include: Presents educational dilemmas from real life Sets forth the problem The dilemma is presented: which decision is best Pros and cons of each possible decision is presented Actual real-life resolution is revealed Asks educators what their decisions would have been
"With practice, any teacher can develop the skills they need to conquer almost any classroom challenge. This essential resource offers a host of "top ten" lists of practical ideas to help teachers: manage their time efficiently; educate with passion and enthusiasm; support struggling students; motivate with creativity and humour; lead effectively, both inside the classroom and out. The proven, results-based ideas and solutions in this unique guide will help teachers draw on their personal and professional power to truly excel in the art of teaching."--Publisher's website (www.pembrokepublishers.com).
Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, Dilemmas of Educational Ethics introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values.
UPDATED AND EXPANDED EDITION Teachers want to do their best for every child, but worry about causing offense and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.
Behaviour that involves an abuse of a teacher's position of trust or a breach of the standards of propriety is regarded as misconduct and may lead to a teacher being barred from the teaching profession. This book offers the school leader advice on making decisions arising from misconduct or alleged misconduct of their staff. It addresses issues such as: how to deal with an allegation of a teacher's sexual misconduct how to judge when a relationship between a pupil and teacher becomes abusive how to decide what to do about drug abuse how to support an 'outed' gay or lesbian teacher how to decide when private matters become public ones how to deal with the media. Often there are no clear-cut answers, or easy solutions, but this book will raise the dilemmas and explain the employment and criminal law in jargon-free language. School leaders have to make important decisions about such incidents, considering their responsibility to their staff, to the local community, and to their pupils. Leadership training rarely includes exposure to these issues, but most people working in schools may have to face them at some point in their career. Teachers Behaving Badly draws on real cases and explores the dilemmas faced, offering practical and legal advice to help school leaders prepare for such critical incidents.
WINNER 2016 Grawemeyer Award in Education Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.
Volume III provides a focus on the classroom, pedagogy, curriculum and pupil experience. It covers relatively neglected areas of curriculum development, such as mathematics and technology, as well as the more familiar terrain of literature and drama. A particularly useful section deals with aesthetic education.
This collection of thematically organised popular articles from the Times Educational Supplement offers busy professionals a full overview of the challenges and concerns facing schools today.
The first of its kind, this volume presents research-based fictionalized case studies from experts in the field of dance education, examining theory and practice developed from real-world scenarios that call for ethical decision-making. Dilemmas faced by dance educators in the studio, on stage, in recreation centers and correctional facilities, and on social media are explored, accompanied by activities for humanizing dance pedagogy. These challenges converge from educational policies and mandates developed over the past two decades, including teacher-proof "scripted" curriculum, high-stakes testing, standardization, and methods-centered teacher preparation; difficulties are often perpetuated by those who want to make change happen but do not know how.