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The Power of Pedagogy

‘[This book] is readable, engaging, informative and provoking’ – Tony Rae, ESCalate

‘The book is encompassing all my own passions as a holistic practitioner; I feel it is multi-cultural, offering powerfully diverse and inclusive ideas of pedagogy. In particular, the concepts of this book are like a breath of fresh air for the ‘disabled’ student, talking about alternative assessment etc.’ – Helene McArthur, ESCalate

`Every now and again you come across a really important book that shifts and clarifies your thinking. The Power of Pedagogy is one of those books. Here you’ll find a fascinating analysis of the myriad of issues and ideas surrounding teaching and learning today. Drawing on history, theory and vignettes form today’s classrooms, these two experienced and active thinkers and practitioners have managed to provide new perspectives on the pedagogic mission. A remarkable piece of scholarship, it’s a ‘must’ for all those setting out to teach and for those already teaching with the sort of intellectual curiosity that is the hallmark of the outstanding teacher’ – Tim Brighouse, formerly Adviser for London Schools, is Visiting Professor at the Institute of Education

‘This important book manages to combine an illuminating breadth of global reference with real insight into the practice of teaching and learning. Its highly readable investigative narrative integrates theory and practice with a quality of analysis that is both rare and entirely convincing’ – Sir David Winkley, former Headteacher Grove School, Handsworth and government education advisor

The concept of ‘pedagogy’ has become increasingly important as a frame of reference for debate about teaching and learning. In this book the authors analyse and explore contemporary ideas of pedagogy through the work of key figures including Freire, Montessori and Vygotsky, and explain how a new conception of pedagogy could transform educational institutions, particularly schools.

In locating pedagogy as central to the process of education the authors:

– explore the historical and cultural antecedents of our understanding of pedagogy

– analyse the way understanding of the working of the human mind influences teaching and learning

– review and critique ideas about learning and the construction of knowledge

– examine the way new forms of communication are impacting on the processes and purposes of pedagogic activity.

Highly relevant for masters and doctoral students of education, this book will also be of interest to educational practitioners undertaking research on issues related to pedagogy, both in the UK and internationally.

Bob Moon and the late Jenny Leach have written extensively on pedagogy, teacher education and international developments in the field, including Learners and Pedagogies (1999). They lead the Research Group on Teacher Education across Societies and Cultures (RITES) at the Open University, UK.

Bob Moon is Professor of Education at the Open University and Director of the Teacher Education in Sub-Saharan Africa (TESSA) Programme.

Jenny Leach was Professor of Teacher Learning and Development at the Open University.

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Promoting Social and Emotional Learning

Educators today have a renewed perspective: when schools attend systematically to students’ social and emotional skills, the academic achievement of children increases, the incidence of problem behaviors decreases, the quality of the relationships surrounding each child improves. The challenge of raising knowledgeable, responsible, and caring children can be enhanced by thoughtful, sustained, and systematic attention to children’s social and emotional learning (SEL). The purpose of this book is to address the crucial need among educators for a straightforward and practical guide to establishing, implementing and evaluating comprehensive, coordinated programming to enhance the social and emotional development of children from preschool through high school. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and school districts. Chapter 1 addresses the “Need for Social and Emotional Learning.” Chapter 2 addresses “Reflecting on Your Current Practices.” Chapter 3, “How Does Social and Emotional Education Fit in Schools?”, provides a more indepth examination of what social and emotional education is. Chapter 4, “Developing Social and Emotional Skills in Classrooms,” explains how teachers can help students develop social and emotional skills in their individual classrooms. Chapter 5, “Creating the Context for Social and Emotional Learning,” examines issues related to creating an organizational climate supportive of social and emotional educational programs. Chapter 6, “Introducing and Sustaining Social and Emotional Education,” discusses practical issues involved in starting and continuing a program. Chapter 7, “Evaluating the Success of Social and Emotional Learning,” outlines ways to evaluate social and emotional education efforts to determine whether specific goals are being achieved. Chapter 8, “Moving Forward: Assessing Strengths, Priorities, and Next Steps,” revisits the self-reflection process. Three appendices offer a curriculum scope for different age groups, guidelines for social and emotional education, and program description, contacts, and site visit information. (SD)

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Parallel practices

In Parallel Practices, a social justice-focused elementary teacher narrates ber own experience with the rationale for selected lessos from critical literacy, equityoriented multiculturalism, and pedagogical practice course. She examines the “parallel pratice” implications of ehr own curriculum with graduate student for the work her students will do with children. Regenspan situates her practices in a unique interpretation of John Dewey’s thinking–one that suggests a standpoint for both for terpretation of John Dewey’s thinking–one that suggests a standwpoint for both her own curriculum-making and that of her students in opposition to the divison fo labor into thinking work and doing work. Using Dewey’s later thinking, which calls for the integration of “mind-body in wholeness of operation, ” Regenspan insits that the work of social justice-focused education is equally political and spiritual.

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Ethical School Leadership

Typically, educational leadership is not considered a moral-ethical undertaking. But educators face a dismaying array of moral-ethical challenges from academic dishonesty to sexual harassment every day in our nation’s schools. Ethical School Leadership provides a systematic approach to resolving these school-based moral-ethical issues. It offers real world moral-ethical dilemmas, alternate theories of ethical decision-making, and differing philosophies of leadership. Present and future school leaders will find knowledge, dispositions, and performance criteria by which to evaluate case studies of moral-ethical leadership. This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument. Its aim is to provide encouraging, practical thinking about the moral-ethical problems facing our school leaders today and will be of interest to school principals, teachers, school board members and students of education.

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The Big Picture

What is the purpose of education? What kind of people do we want our children to grow up to be? How can we design schools so that students will acquire the skills they’ll need to live fulfilled and productive lives?

These are just a few of the questions that renowned educator Dennis Littky explores in The Big Picture: Education Is Everyone’s Business. The schools Littky has created and led over the past 35 years are models for reformers everywhere: small, public schools where the curriculum is rich and meaningful, expectations are high, student progress is measured against real-world standards, and families and communities are actively engaged in the educational process.

This book is for both big “E” and small “e” educators:

* For principals and district administrators who want to change the way schools are run.

* For teachers who want students to learn passionately.

* For college admissions officers who want diverse applicants with real-world learning experiences.

* For business leaders who want a motivated and talented workforce.

* For parents who want their children to be prepared for college and for life.

* For students who want to take control over their learning . . . and want a school that is interesting, safe, respectful, and fun.

* For anyone who cares about kids.

Here, you’ll find a moving account of just what is possible in education, with many of the examples drawn from the Metropolitan Regional Career and Technical Center (“The Met”) in Providence, Rhode Island–a diverse public high school with the highest rates of attendance and college acceptance in the state. The Met exemplifies personalized learning, one student at a time.

The Big Picture is a book to reenergize educators, inspire teachers in training, and start a new conversation about kids and schools, what we want for both, and how to make it happen.

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Curriculum Development in the Postmodern Era

This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. This new edition brings readers up to date on the major research themes (postmodernism,ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers.

Changes in the Third Edition

  • New Glossary – brief summaries in the text direct readers to the Companion Website to read the entire entries
  • New analysis of the current accountability movement in schoolsincluding the charter school movement.
  • More international references clearly connected to international contexts
  • More narratives invite readers to engage the complex theories in a personal conversation
  • Companion Website-new for this edition
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The SAGE Handbook of Philosophy of Education

This book provides an authoritative, yet accessible guide to the Philosophy of Education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.

Section one of the book exemplifies different styles of philosophy, paying attention to the contemporary debates as to the nature, possibilities and limitations of these different approaches to philosophy of education. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophic thought on education, providing the basis and reference point for an exploration of contemporary issues.

The handbook is designed primarily to be useful to students studying the field of philosophy of education, in the context of the study of educational foundations or theory. But it is also designed to be of use to practising teachers who wish to gain easy access to current philosophical thinking on particular contemporary educational issues, and to educationalists of all types who want a succinct guide to questions relating to the nature, the history, and the current state of the art of philosophy of education.

Visit Richard Bailey’s website : here

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Global Leadership for Social Justice

Global Leadership For Social Justice: Taking It From The Field To Practice proposes perspectives for conceptualizing the preparation of leaders for social justice and equity-oriented work in schools. Although faculty in the field of education have prepared thousands of school leaders, and the research continues to expand, limited research exists regarding how to prepare leaders for social justice work in schools, especially considering international contexts. This book builds on extant empirical and theoretical work in the area of educational leadership, and deepens understanding of what leading for social justice and equity-oriented work looks like within diverse schools. The first section focuses on what it means to prepare leaders for social justice within international perspectives. The second centers on practices implemented within preparation programs to promote entire programs toward preparing school leaders to lead socially just schools. The third section offers a forum to understand how school leaders engage in this work in schools. Finally it explores conceptual frameworks to inform the future scholarship and pedagogical practices in educational leadership programs.

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Enjoyment and the Activity of Mind

This book urges educational institutions to contemplate the harm they have caused to individual and society by their tragic suppression of the energy essential to the flowering of the mind’s full potential. No more strident and uncompromising a voice is to be found on this topic than Whitehead’s, in The Aims of Education and Other Essays. Walker’s interpretation of these essays is set in a story of the lives of several teachers, education students, parents, and a professor. Whitehead’s presence is conjured among them as an uncomfortable and challenging gadfly. The philosophic depth is made widely accessible through the conversational language of imaginary journals and dialogues. This strategy also enables Walker to demonstrate the neglected power of dialogic pedagogy, and to suggest its centrality in the realization of Whiteheadian aims. The dialogues show a group of people curiously energized by an inquiry in which their stereotypical foundations are crumbling under the combined impact of focused dialogue and the brilliance of Whitehead’s counterpoint. Their creative vitality of mind is shaken out of the narcosis of ingrained routines and secondhand ideas, and they discover the forgotten power of revitalizing outlook and action with an individual discernment of meaning, importance, and truth. They have immediately experienced the very quality of mind and its manner of cultivation Whitehead insists upon. This is intelligence enriching life with its full and interweaving spectrum of intellectual, aesthetic, ethical, and spiritual sensitivities.

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Social Crisis and Educational Research (RLE Edu L)

Originally written at a time of crisis in the education system of Britain – occasioned by cuts, contradictions and change – many of the issues discussed in this book are still relevant today. Debate in the book focuses upon an examination of the nature of the crisis, an exploration of the impact of the crisis upon school processes and upon the relationship between life in school and in the wider community, an investigation of the responses being made by pupils, teachers and educationalists to the day-to-day manifestations of the crisis and a consideration of how the current crisis is giving a particular poignancy to issues to do with the theories and methods employed in our study and interpretation of contemporary educational processes.