Bücher der Reihe SpringerBriefs in Education

This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented.

This book presents a brief introduction to Jerome Bruner's educational ideas and details their influences on our educational discourse and practice. It examines Bruner's ideas in the context of some key educational issues in the United States since the early twentieth century.

This book focuses on the relationship between cultural capital and student achievement. This review addresses the knowledge gap on reviews investigating the effects of different forms of cultural capital on student achievement as compared to the more established evidence base in the related field of socioeconomic status.

This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today¿s¿ most urgent challenges and to invent a better future. Offering a comprehensive and multidimensional framework for designing and implementing a global education program that combines cultural, psychological, professional, institutional and political perspectives the book integrates an extensive body of empirical literature on the practice of global education. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed inorder to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a ¿bridge¿ for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work.At a time when the urgency of our shared global challenges calls for more understanding and collaboration and when the rapid transformation of societies requires that we help students develop a clear sense of relevancy and purpose, this book offers a way to pursue deep and sustainable change in instruction and school culture, so that students learn that nothing human is foreign and that they can find meaning in lives aligned with audacious purposes to make the world better.

Zizek demands we take a long, hard look at the painful reality of education in contemporary capitalist society, and to actively seek out its 'trouble in paradise': Why is it education is supposedly failing to meet the demands of our society?

This book sets out to explore the challenge to education contained in Heidegger's work. Although he did not develop a systematic philosophy of education, his philosophical insights and occasional remarks about education make him an interesting and troubling figure for education.

This book considers Foucault as educator in three main ways. That is, education as a form of what Allen (2014) calls benign violence - which operates through mundane, quotidian disciplinary technologies and expert knowledges which together construct a 'pedagogical machine'.

The struggle for social equality is considered with a focus on the impact of exclusion from education that demonstrates the need for a dream that gives hope to current and future generations that suggests that education can be accessed and lead to academic success.

The book then focuses on the development of abstract top-view numeric plan representations leading to representations of rectangular prisms, followed by front-side-top view representations.

Different schools have different capacities for school improvement, depending on the school infrastructure, norms and routines for the improvement process, improvement roles, and improvement history.

This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e.

This book explores why veteran teachers choose to remain in the classroom, making teaching their life¿s career. The authors felt compelled to interview veteran teachers to learn about their experiences, how they make meaning of their classrooms and schools, and in particular what can be known about the adversities they face and their resilience. Factors (individual and contextual) are uncovered that influence veteran teacher¿s resiliency and adaptation from veteran teachers¿ perspectives and the literature. Induction programs, professional development, and mentoring are also examined for their importance to the interviews and education.Features of this book include:Focuses on veteran teacher resilience and why veteran teachers choose to remain in the classroom and teaching professionUses an interview method involving veteran teachers that illuminates issues of resiliency and retention from their perspectiveHighlights 15 narrative accounts of veteran teachers tailored to their perceptions, experiences, and strategies for navigating barriers and overcoming challengeCombines conceptual frameworks, research results, interventions, and strategiesConnects implications of the study and suggestions for future research to practice and policy This book is for researchers interested in teacher resilience, particularly veteran teacher resilience and the study and development of it, as well as practitioners drawn to the same topic, with applicability to their fields. Anyone interested in resilience, particularly within demanding professional contexts and stressful situations, should find value. "The focus on teacher resilience is original and it is an important aspect of why teachers might choose to stay in the profession. Teacher resilience is understudied and should provide useful knowledge to policymakers and education leaders on how to improve working conditions and increase efficacy. So much ink is spilled extolling why teachers exit the profession--there is a dearth of research on why they stay, which in my opinion is even more important than why they leave. This book makes an important contribution to the literature and will hopefully inform policy making and inspire others to conduct research on the subject." Christopher H. Tienken, Associate Professor, Dept. of Education Leadership Management and Policy, Seton Hall University, South Orange, NJ, USA "The topic is original. It seems there is much literature on new teachers and why they leave, but little on veteran teachers and why they stay. The topic and the reporting of the findings with suggestions for practices to be implemented in university programs as well as in K-12 schools is very useful. The format this book follows is actually a strong one for other researchers and students in doctoral programs." Sandra Harris, Professor Emerita, Educational Leadership, Lamar University, Beaumont, Texas, USA

This book explores specific aspects of Martin Luther's ideas on education in general, and on religious education in particular, by comparing them to the views of other great sixteenth-century reformers: Huldrych Zwingli, John Calvin, and Philip Melanchthon.

How can we understand what a transdisciplinary (TD) approach might actually comprise of, given its complex and various uses?

This Springer brief explores the contribution of Nicolas de Condorcet in French higher education, the historical development of his work and its influence on the history of the French education system.Condorcet's educational proposals were first devised as five Memoires, which were consolidated into the ¿Rapport et Projet de Decret sur l'Organisation Generale de l'Instruction Publique¿. This report has sparked debate on the subject of education in the past and lives on as a basis for ongoing iterations of plans for education by other writers.In developing these ideas and especially how they apply to higher education, this book bridges the gap between the 18th century French Enlightenment shift and the Revolution of higher education, with the advent of the Grandes Écoles such as École Normale Supérieure, École Polytechnique and Conservatoire National des Arts et Metiers. Each of these schools was represented by a specific institutionalizededucational idea rooted in the works of the philosopher.This book offers insights to a wider audience in the educational thought of Condorcet, which at the time of his writing was overshadowed by Rousseau, and shows how his ideas of liberty and equality flourish in the French educational system and remain an important part in today's French academic, cultural and political culture.

This is the first-ever book to offer an analytical study of John Holt¿s philosophy of education. It provides a clear analysis and critical evaluation of the key themes in his work, considers the main objections to his views, and discusses their relation to the contemporary homeschooling movement. The book examines Holt¿s critique of compulsory education and his account of the relationships between learning, freedom, intelligence and character. It argues that Holt¿s works contain a philosophically rich critique of instrumentalism in education, and thus continue to represent a significant challenge to many mainstream views on education today. Given its scope, the book will be of interest to anyone who wants to understand Holt¿s work and influence as a critic of compulsory schooling; educators and education students; philosophers of education; and those seeking a better grasp of the ideas behind unschooling and homeschooling.

This book explores a cultural understanding of cities and processes of civic learning by scrutinizing urban educational topics from a cultural studies perspective.

This book traces the research on the design, implementation and outcomes of a professional development program for in-service primary and secondary school teachers aimed at enhancing their understanding of living music traditions in Singapore and how these could be taught in the 21st century music classroom.

This book covers Rudolf Steiner's biography, presented from an educational point of view and also unfolds the different aspects of Steiner's educational thought in Waldorf Education. Steiner was in many ways ahead of his time and his educational ideas are still relevant to many present day educational issues and problems.

Creating a successful and distinctive approach to learning and teaching at scale is a challenge facing all universities. It also explains the rationale and research base for each element of the model and how they are connected to create a university-wide model of learning and teaching.

This volume introduces the psychoanalyst Melanie Klein to the general field of education and traces her theories of mental life as an emotional situation, through to problems of self/other relations in our own time.

In addition, it examines diversity, particularly the many differences that exist among students, and explains simple, easy strategies for how this diversity can be not only taken into consideration, but actively celebrated.

This work prepares teachers, college students, and higher education faculty to conduct various types of presentations, including workshops and teacher inservice trainings; Making effective presentations to fellow professionals at conferences is an important contribution for educators at all levels, from basic through higher education.

This monograph presents the current views, challenges and future needs of educators from a global online exchange where educators and researchers discuss the 21st century skills needed by students and teachers.

The quality of education is a term that is frequently used in public debates. In this book the complexity of the concept of education quality is recognized, but a conceptual framework is presented that makes quality, despite its complexity, amenable to rational and empirical analysis.

The book presents the multi-faceted opus of Danilo Dolci within the framework of Environmental Education, focusing on his work as a grassroots community educator, nonviolent activist and poet.

This book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden.