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Bending the Future to Their Will
This lively and thought-provoking collective biography uncovers the contributions of past women educators who promoted a distinctive vision of citizenship education. A distinguished group of scholars, including editors Margaret Smith Crocco and O. L. Davis, Jr., consider the lives and perspectives of eleven women educators and social activists—Jane Addams, Mary Sheldon Barnes, Mary Ritter Beard, Rachel Davis DuBois, Hazel Hertzberg, Alice Miel, Lucy Sprague Mitchell, Bessie Pierce, Lucy Maynard Salmon, Hilda Taba, and Marion Thompson Wright—concerned over the last century with issues of difference in schools and society. This volume's reconstruction of "hidden history" reveals the importance of these women to contemporary debate about gender, pluralism, and education in a democracy. Characterized by views of education that were constructivist, customized, and transformative, their lives and ideas present an alternative model to dominant conceptualizations of education—one sensitive to the demands of pluralism within civil education long before the present-day debates about multiculturalism.
Teacher's Personality and Professionalism
The papers in this collection analyse the professionalism of teachers in Estonia and neighbouring countries from several perspectives. Data from the OECD TALIS survey have been used to study the transformation of the teaching profession in recent years. As Estonia is bicultural, one paper deals with the transition to Estonian as the language of instruction in Russian-medium schools. Teacher professionalism is related to communication skills and this is also explored. It is generally accepted that teachers' beliefs guide them in their daily work, and so three papers deal with the professional self and self-efficacy beliefs among teachers. In addition, an adaptation of the Teacher Efficacy Scale to the Estonian context is presented. The professional experience of young teachers is analysed and a comparison of the school practicum in teacher training in the Netherlands, Estonia and Finland is explored. Finally, the stress that teachers experience has been studied along with the preferred strategies for coping.
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Understanding the Constructions of Identities by Young New Europeans
How do young people construct their identities in the complexity of their own country, belonging to the European Union, and being part of global society? This book is based on a unique empirical study of a thousand young people, aged between eleven and nineteen, from fifteen European countries. Covering East European states that joined the EU be
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