Policy makers tend to deal with future risks by increasing the standardisation of national educational systems, a process supported by global educational policy ideas, quality assurance mechanisms and governing instruments and practices. This book presents the reader with tools to challenge accepted
ideas about the standardising forces transforming educational reality, by discussing standards and standardisation from a range of different theoretical perspectives and contexts and posing questions such as: Why do we think about education through the lenses of standards? What are the assumed
conditions underpinning the idea of standards?
Organised into three sections, the historical, theoretical, and philosophical discussions in the first and third sections of the book underscore how educational standards as a phenomenon can be understood in a variety of ways, giving readers insight in to the ambiguous and situated aspects of the
phenomenon. Six case studies in the middle section provide an international approach to the study of standards, illuminating how standards simultaneously represent a global and a context specific phenomenon.
Across the diversity of theoretical and empirical writings, the book not only provide readers with insight but also broadens the scope of future empirical analyses of the historical, political, and social embeddedness of standards in education.
Evaluations of school-based interventions are and should be conducted in order to examine the programme effectiveness and whether and how these programmes should be implemented in schools. Over the last century Randomised Controlled Trials (RCTs) have been seen as the 'gold standard' for evaluation,
however How to Evaluate the Effectiveness of a School-Based Intervention presents a multi-dimensional evaluation framework, which is not only based on measurable outcomes. According to this framework, the evaluation of a programme should combine different methods and perspectives, and should examine
the impact of the programme on many student's skills prior to reaching a conclusion of whether and how a programme should be implemented.
Suggesting a cost-effective method of conducting a multi-dimensional evaluation research study, in order to include the examination of the impact of the programme on students' thinking skills, this book investigates how these skills can be defined and assessed effectively and presents a step-by-step
guide by demonstrating how the multi-dimensional evaluation of the Philosophy for Children programme was conducted.
Evaluating the programme from an independent standpoint, this book is essential reading for researchers conducting evaluations in education; researchers who are interested in Philosophy for Children research; and teachers and trainers who internationally implement P4C in their classrooms.
Taking forward the notion of the scholar without borders, International Environments and Practices of Higher Education provides a critical review of the teaching practices in higher education in international contexts.
Sticky problems and debates about inclusivity, diversity, and cultural representation in the curriculum and classroom are explored through the eyes of the academics who negotiate complex teaching landscapes either on a temporary or permanent basis. The aspiration for universal nuanced teaching
practices which reflect individual and national identities, along with newly emerging global ones that represent virtual academic citizenship that cross geographical and political borders, are presented as a foundation on which to instil borderless higher education.
Robert J. Ceglie, Dixie F. Abernathy, Amy W. Thornburg
£87.50
Book + eBook
The Covid pandemic is still very current and real, with many countries around the world still grappling with how to move forward. While the generation of “Covid children” will remain always as a unique cohort, there is no doubt that the results and repercussions of this most unusual
experience will have implications that are far-reaching and of consequence to us all. In the United States, families and society appear to be gradually returning to some semblance of tradition, but the short and long term impact of what we have just collectively experienced, and specifically, what
this experience has meant to our children, is yet to be explored or realized.
This timely book explores the many facets for how the Covid-19 pandemic has impacted children in the United States. The authors explore both learning and teaching, and the social and emotional impacts felt by the pandemic. Exploring topics such as online learning, mental health, physical health,
family impacts, and with a focus on detailing lessons learned, this volume is vital reading for educators and researchers alike.
Enakshi Sengupta, Patrick Blessinger, Andrew Ssemwanga, Barbara Cozza
£87.50
Book + eBook
Using an external examiner in an institution is not a new phenomenon. Whilst there is no ‘one size fits all’ approach, how can researchers collaborate on key developments in maintaining higher education standards in order to overcome challenges and cultivate best practice together?
This book considers the external examination challenges and best practice examples in academia in various parts of the world. With several chapters that cover examples of mitigating disadvantage and creating opportunities without compromising the quality assurance process, the authors examine how
universities are engaged in safeguarding procedures at the same time as enhancing the quality standards. Providing a comprehensive international focus, this volumes showcases how we might make external examining a rigorous process which is fair, reliable and consistent across the globe.