Bücher veröffentlicht von Emerald Publishing Inc

In March 2010, the Obama administration released A Blueprint for Reform, setting forth its proposed revisions of the Elementary and Secondary Education Act. In The Obama Education Blueprint, prominent education policy experts from across the US offer a comprehensive analysis of the research support for the reauthorisation of the Elementary and Secondary Education Act.

Provides insights into educational technology from a diverse set of vantage points. Each chapter provides school leaders with both conceptual insights and practical guides. The authors' goal is to provide a thoughtful and thought-provoking set of essays that propels the reader's own work in the world of educational technology forward.

A volume in Critical Constructions: Studies on Education and SocietySeries Editor: Curry Stephenson Malott, Queens College/CUNYThis volume will be a valuable resource to instructors who teach in the fields of teacher education,social studies, educational leadership, social work, social, cultural and philosophical foundationsof education, sociology, political science, and global studies as well as their students. Due to thevolume's international focus, we also expect that it will purchased by a large number of universitylibraries, researchers, educators and others in a number of countries.

The focus if this book has two dimensions: theoretical and empirical. The theoretical dimension is concerned with the fitness of an organisation to satisfactorily address processes of transformational change. Such fitness, it will be argued, can be expressed in terms of the coherence (degree of integration) and pathology (condition of ill health) of the organisation being explored.

Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth. The authors of this edited collection challenge the ambivalence - ignorance - found in the construction of curriculum, teaching practices, research guidelines, and policy mandates in our schools. Further, ignorance is also considered a necessary by product of knowledge production. In this sense, the authors explore not only issues of complicity but also issues of oppression in spite of educators' liberatory intentions.While this is the first systematic effort to transfer epistemologies of ignorance to the educational scene, this movement has its roots in race, class, gender, and sexuality studies, particularly the work of Charles Mills, Eve Kosofsky Sedgwick, Shannon Sullivan, and Nancy Tuana. It is our unequivocal belief that, while this is transformative and powerful scholarship, the study of ignorance remains understudied and undertheorized in education scholarship, from curriculum studies and cultural foundations to science education and educational psychology. This collection highlights without apology why this dangerous state of affairs cannot continue.

A volume in Critical Constructions: Studies on Education and SocietySeries Editor: Curry Stephenson Malott, Queens College/CUNYThis book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century whileshowcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writersherein represent just a small subset of a much larger movement for critical transformation and a morehumane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and lessviolent world. This volume highlights the finding that rigorous critical pedagogical approaches to education,while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit ofstudent learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial,neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing tothe manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. Theserigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use tocritique and transform the larger society in which we live and work.

A volume in Critical Constructions: Studies on Education and SocietySeries Editor: Curry Stephenson Malott, Queens College/CUNYThis book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century whileshowcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writersherein represent just a small subset of a much larger movement for critical transformation and a morehumane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and lessviolent world. This volume highlights the finding that rigorous critical pedagogical approaches to education,while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit ofstudent learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial,neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing tothe manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. Theserigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use tocritique and transform the larger society in which we live and work.

A volume in Contemporary Language EducationSeries Editor: Terry A. Osborn, University of South Florida, Sarasota-ManateeThis volume begins by locating critical inquiry within the epistemological and methodologicalhistory of second language study. Subsequent chapters portray researcher-participant explorationof identity and agency while challenging inequitable policies and practices. Research oninternationalization, Englishization, and/or transborder migration address language policies andknowledge production at universities in Hong Kong, Standard English and Singlish controversiesin Singapore, media portrayals of the English as an Official Language movement in South Korea,transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration.Transnational locations of identity and agency are fore-fronted in narrative descriptions ofKorean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimedlife history by a Chinese peasant woman. Labor union and GLBT legal work illustrate discourses that can hinder or facilitateagency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and socialmeanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful tomarginalized children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. "resist woundinginscriptions" of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes.Promoting agency through drawing on diversity resources is modeled in a bilingual undergraduate PAR project. The volume as awhole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placingthose traditionally known as participants at the center of agency and advocacy.

A volume in Contemporary Language EducationSeries Editor: Terry A. Osborn, University of South Florida, Sarasota-ManateeThis volume begins by locating critical inquiry within the epistemological and methodologicalhistory of second language study. Subsequent chapters portray researcher-participant explorationof identity and agency while challenging inequitable policies and practices. Research oninternationalization, Englishization, and/or transborder migration address language policies andknowledge production at universities in Hong Kong, Standard English and Singlish controversiesin Singapore, media portrayals of the English as an Official Language movement in South Korea,transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration.Transnational locations of identity and agency are fore-fronted in narrative descriptions ofKorean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimedlife history by a Chinese peasant woman. Labor union and GLBT legal work illustrate discourses that can hinder or facilitateagency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and socialmeanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful tomarginalized children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. "resist woundinginscriptions" of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes.Promoting agency through drawing on diversity resources is modeled in a bilingual undergraduate PAR project. The volume as awhole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placingthose traditionally known as participants at the center of agency and advocacy.

In the series: Advances in Cultural Psychology, Jaan ValsinerMemory construction and national identity are key issues in our societies, as well as it is patriotism. How can we nowadays believe and give sense to traditional narrations that explain the origins of nations and communities? How do these narrations function in a process of globalization? How should we remember the recent past? In the construction of collective memory, no doubt history taught at school plays a fundamental role, as childhood and adolescence are periods in which the identity seeds flourish vigorously. This book analyses how history is far more than pure historical contents given in a subject matter; it studies the situation of school history in different countries such as the former URSS, United States, Germany, Japan, Spain and Mexico, making sensible comparisons and achieving global conclusions. The empirical part is based on students interviews about school patriotic rituals, very close to the teaching of history, specifically carried out in Argentina but very similar to these rituals in other countries.The author analizes in which ways that historical knowledge is understood by students and its influence on the construction of patriotism. This book--aside from making a major contribution to the cultural psychology field--should be of direct interest and relevance to all people interested in the ways education succeeds in its variable functions. As a matter of fact, it is related to other IAP books as Contemporary Public Debates Over History Education (Nakou & Barca, 2010) and What Shall We Tell the Children? International Perspectives on School History Textbooks (Foster & Crawford, 2006).

Memory construction and national identity are key issues in our societies, as well as it is patriotism. How can we nowadays believe and give sense to traditional narrations that explain the origins of nations and communities? How do these narrations function in a process of globalization? How should we remember the recent past? In the construction of collective memory, no doubt history taught at school plays a fundamental role, as childhood and adolescence are periods in which the identity seeds flourish vigorously. This book analyses how history is far more than pure historical contents given in a subject matter; it studies the situation of school history in different countries such as the former URSS, United States, Germany, Japan, Spain and Mexico, making sensible comparisons and achieving global conclusions. The empirical part is based on students interviews about school patriotic rituals, very close to the teaching of history, specifically carried out in Argentina but very similar to these rituals in other countries. The author analizes in which ways that historical knowledge is understood by students and its influence on the construction of patriotism. This bookaside from making a major contribution to the cultural psychology fieldshould be of direct interest and relevance to all people interested in the ways education succeeds in its variable functions. As a matter of fact, it is related to other IAP books as Contemporary Public Debates Over History Education (Nakou & Barca, 2010) and What Shall We Tell the Children? International Perspectives on School History Textbooks (Foster & Crawford, 2006).

Offres a critical examination of the people who teach and produce research and scholarship in institutions of higher education. The insights revealed through probing interviews with individual professors who have made careers in the halls of academia help readers understand the politics, power struggles and perils, both large and small, which shape the modern university.

Integrates research, action research, best practice and case studies detailing how some educators have embraced the opportunities afforded by mobile learning. In particular, it brings together a range of scenarios, solutions and discussions relating to mobile learning in development and other resource challenged contexts.

Integrates research, action research, best practice and case studies detailing how some educators have embraced the opportunities afforded by mobile learning. In particular, it brings together a range of scenarios, solutions and discussions relating to mobile learning in development and other resource challenged contexts.

The purpose of this book is to serve as a guide for designing, developing, and teaching learner centered online courses and/or modules of instruction. Chapter 1 provides an introduction to online education. Chapter 2 provides information on the resources and support needed to teach and learn in an online environment. Chapter 3 provides information and considerations in regards to the online learner. Chapter 4 provides information on the domains of learning. Chapter 5 provides information on learning outcomes and instructional objectives. Chapter 6 provides information on online course interaction. Chapter 7 provides information pertaining to assessment and grading rubrics. Each chapter of the book includes an application exercise.This book will assist the reader in understanding the important factors in regards to online education. This book would also provide the foundational information, tools, and resource information needed to design, develop, and teach a learner centered online course or modules of instruction. This book would be a valuable resource for any educator interested in teaching online and for those who may already by teaching online. Educators in a variety of areas wishing to learn more about online teaching, course design, and course development could benefit from this book. This book could also serve as a text book for undergraduate and graduate courses related to online teaching, course design, and course development. This book could also serve as an administrative resource and guide for programs developing online courses and for faculty training and professional development purposes.