Take a look at our Philosophy & Theory Of Education books. Shulph carries a great selection of Philosophy & Theory Of Education books, and we are always adding more.
Walter R. Allen, Marguerite BonousHammarth, Robert T. Teranishi, Carol CampYeakey
£143.74
Book + eBook
"As the World Turns" examines two of the major problems confronting higher education in this modern world: access to higher education remains a persistent problem for disadvantaged students around the world; universities that are highly segregated by race, culture, language, nationality, or
immigration status have lower achievement for disadvantaged students - who are also more often targets of discrimination. This volume compares discriminated, underrepresented and excluded groups in universities around the globe; identifying personal, group, institutional and societal factors related
to persistent inequality. Through a consortium of international scholars, the chapters present studies on minority student experiences and achievement, asking whether and how universities: exhibit difference, diversity and inequality; integrate multiple social groups; encourage respect between
diverse communities; and use diversity to enhance student learning. This volume demonstrates how diversity and equity help advance academic excellence in global higher education.
Volume five of this expanding series of books draws together a collection of papers based on a particular form of critical ethnography developed by Phil Francis Carspecken and his colleagues at the University of Houston. Each chapter is based on a unique field project conducted in the Houston area
which was planned and conducted by its particular author, but each chapter shares and exemplifies a common methodological theory. The Houston version of critical ethnography attempts to deal with some challenges from certain feminist and postmodern writers about the validity of qualitative research,
and the authors argue that clear methods and standards exist for conducting qualitative studies such that well supported findings may be distinguished from highly questionable ones. Following an initial chapter by Carspecken which outlines the theory and methodology adopted, are seven case studies
which cover such topics as multicultural literature, the supervision of teachers in training, school restructuring, charter schools, and race and standardized testing.
Ibrahim Duyar, Anthony H. Normore, Anthony H. Normore
£117.49
Book + eBook
This volume of "Advances in Educational Administration" examines discretionary behavior/performance, an emerging yet critical phenomenon for educational organizations to be effective in responding to the complex expectations of the 21st century. Discretionary behavior refers to the employee behavior
that is not directly or explicitly recognized by the formal reward system, and in the aggregate promotes the efficient and effective functioning of the organization. Discretionary behaviors of the educational workforce can contribute to maintenance and enhancement of the social and psychological
organizational context which supports the task performance and organizational effectiveness.
In this volume, the authors examine the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. The book begins with a historical essay charting the origins of the
theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas. The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in
the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students. The discussion concludes with a consideration of the more problematic aspects of Feuerstein's
work and an examination of alternative assessment methods.
Today, nations throughout the world lack detailed information about the arrangements families make for the care or education of their pre-school aged children. The present volume addresses this problem by presenting information from Phase 1 of the IEA Preprimary Project, which conducted household
surveys with representative samples of families with 4-year-olds in the following 11 countries: Belgium, the People's Republic of China, Finland, Germany, Hong Kong, Italy, Nigeria, Portugal, Spain, Thailand, and the United States. Using a jointly-developed 50-minute parent/guardian interview,
researchers in each country collected information about what settings families choose for the care/education of their 4-year-old children, why families choose these particular settings, and what problems they encounter with the settings. Families were also asked how many out-of-home settings their
child typically attends each week and how long the child spends in these settings. In addition, interviewers gathered data about the family background (e.g. parental education and occupation) and asked parents to describe their child's routine for a typical 24-hour period. This volume of findings
from the IEA Preprimary Project will be useful to early childhood professionals and researchers as well as to policymakers concerned with family and educational issues. One chapter presents information about group settings in various nations, including their sponsorship, the auxiliary services they
offer and the extent of home-setting communication. Since the study is cross-national, it is possible to examine each nation's findings within a broader context and thus perhaps see new options for program planning and operation.
Martin Davies, Marcia Devlin, Malcolm Tight, Malcolm Tight
£131.24
Book + eBook
"Interdisciplinary Higher Education" offers a contemporary of our understanding and practice of interdisciplinary higher education. Part I (Chapters 1 to 5) considers a range of theoretical perspectives on interdisciplinarity: the nature of disciplines, complexity, leadership, group working, and
academic development. Part II (Chapters 6 to 18) provides more than a dozen vignettes of interdisciplinary practice, drawn from Australian, Malaysia, the Netherlands, New Zealand and the United Kingdom.
This book documents a radical shift in thinking from focusing on the school as the place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school. The narrative inquiry framing this
book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives. It draws on a research project involving multiperspectival narrative inquiries spanning four research sites and traces the tensions experienced by children, families and teachers
in multiple curriculum making sites and some of the profound identity making and assessment making implications that become visible. Its attention to the relational in narrative inquiry is focused on tensions that shape lives and, as well, the unfolding of narrative inquiries. This informative book
has a wide reaching audience of educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators and parents alike.
The chapters in this volume illustrate the ways in which U.S. sociologists of education continue to plumb the depths of fundamental questions about how schools are organized and consequences of school organization for students and teachers. These studies present new ideas and/or findings in an
engaging way, and they attempt to enlarge the audience for sociological research on education. Perhaps even more importantly, however, they generate a host of questions that warrant sustained inquiry by our community. If these authors lead us to think in new ways or to ask new questions, their
efforts will have been well-rewarded.
The chapters in this volume illustrate the ways in which U.S. sociologists of education continue to plumb the depths of fundamental questions about how schools are organized and consequences of school organization for students and teachers. These studies present new ideas and/or findings in an
engaging way, and they attempt to enlarge the audience for sociological research on education. Perhaps even more importantly, however, they generate a host of questions that warrant sustained inquiry by our community. If these authors lead us to think in new ways or to ask new questions, their
efforts will have been well-rewarded.
This volume covers such topics as the sociology of education, theoretical diversity in the analysis of gender and education, the influence of subject areas on middle school tracking policies, and unifying and differentiating processes in schools and classrooms.