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Towards Coherence Between Classroom Assessment and Accountability
In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms. This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.
Reclaiming the Great World House
"Reclaiming the Great World House in the 21st Century: Cross-Disciplinary Explorations of the Vision of Martin Luther King, Jr., does just that. Established and emerging scholars explore Martin Luther King, Jr.'s global vision and his lasting relevance to a globalized rights culture. The editors further explain that this edited collection looks at: King afresh in his own historical context, while also refocusing his legacy of ideas and social praxis in broader directions for today and tomorrow. Employing King's metaphor of "the great world house," with major attention to racism, poverty, and war - or what he called 'the evil triumvirate"--the focus is on King's appraisal of and approach to t...
Inspiration and Innovation in Teaching and Teacher Education
Inspiration and Innovation in Teaching and Teacher Education is an edited collection that offers a variety of conceptual and research-based discussions on teaching and teacher education in Canada and internationally. The ideas, research, and practices presented in the book focus on three broad themes: the essence of teacher education, innovative practices in teacher education, and emerging issues in teacher education. The book includes chapter contributions from a group of international scholars, teacher educators, and teachers who are adopting innovation in how they are conceptualizing teaching and teacher education and in how they are engaging in the practices of teaching and teacher education. The contributions examine emerging issues that have far-reaching implications for what we do in teacher education, elucidating the successes, opportunities, and challenges inherent in teacher education. The contributors to this book are inspiring others to examine their own beliefs and practices about what constitutes effective teacher education.
Foundations of Education
Ideas about education have consequences. This book, edited by Matthew Etherington, provides readers with ideas and insights drawn from fifteen international scholars in Christian thought within the fields of philosophy, theology, and education. Each author responds to the philosophical, historical, and sociological challenges that confront their particular line of educational inquiry. The authors offer a view of Christian education that promotes truth, human dignity, peace, love, diversity, and justice. The book critically analyzes public discourse on education, including the wisdom, actions, recommendations, and controversies of Christian education in the twenty-first century. This timely book will appeal to those concerned with Christian perspectives on education, Aboriginality, gender, history, evangelism, secularism, constructivism, purpose, hope, school choice, and community.
Brokenness and Grace
In an era where contemporary education often neglects the complexities of brokenness, evil, and sin, this volume offers a pioneering examination of these concepts through a theological lens. Roel Kuiper and Bram de Muynck curate contributions from distinguished scholars across pedagogy, psychology, philosophy, and theology to reintegrate notions of grace, forgiveness, and hope into educational discourse. Addressing manifestations of evil and suffering within educational settings, this interdisciplinary work provides educators with theoretical and practical frameworks to enhance human flourishing. By bridging historical and contemporary perspectives, this book seeks to enrich educational theory and practice with profound, holistic approaches to human formation.
New Publications
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Curriculum Theorizing and Teacher Education
If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teachers’ intellectual and political freedom and to concerns about the legitimacy of what we do in teacher education, in the name of Education. Anne Phelan demonstrates how curriculum theorizing can serve such an educational project by engaging concerns about subjectivity (human agency and action), society, and historical moment, thereby widening the field of insight in teacher education and informing debates about new trajectories for policy and practice. Exploring teacher education through ethical...
Teaching Global Citizenship
Teaching Global Citizenship brings together perspectives from former and current teachers from across Canada to tackle the unique challenges surrounding educating for global awareness. The contributors discuss strategies for encouraging young people to cultivate a sense of agency and global responsibility. Reflecting on the educator’s experience, each chapter engages with critical questions surrounding teaching global citizenship, such as how to help students understand and navigate the tension at the heart of global citizenship between universalism and pluralism, and how to do so without frightening, regressing, mythicizing, imposing, or colonizing. Based on narrative inquiry, the contrib...
Why Do We Educate?
This book reflects the editors; concerns that too many public discussions of education are dominated by too few ideas, and is intended to serve as a kind of handbook for those who wish to enter the conversation about educationA work of impressive scholarship accessible to the general readerA unique collection of essays written by internationally recognized and emerging thinkers from the field of education and related disciplinesContributors, among others, include Anthony Appiah (Princeton); Seyla Benhabib (Yale); Eamonn Callan (Stanford); Joseph Dunne (St. Patrick's College, Ir.
Creationism USA
Creationism USA reveals how common misconceptions about creationism have led Americans into a century of unnecessary culture war histrionics about evolution education and creationism. Adam Laats argues that Americans do not have deep, fundamental disagreements about evolution, but that they do have significant disagreements about creationism. Creationism USA both explains the current state of America's battles over creationism and offers a nuanced yet straight-forward prescription to solve them.
