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What Should Schools Teach?
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of c...
EBOOK: Personal Well-Being Lessons for Secondary Schools: Positive psychology in action for 11 to 14 year olds
"Boniwell and Ryan provide an excellent synopsis of the current state of wellbeing literature focusing on evidence-based studies and how these link into contemporary public policy. This underpins the work that Boniwell and Ryan have done to ensure that the 'hands-on' methodology outlined throughout the text is underscored by science that highlights the importance of each exercise. Students are encouraged by this design to take a long term view of their development.Boniwell and Ryan's text is a significant contribution to the growing area of Wellbeing and Positive Education literature. Its teacher friendly format and engaging exercises will stimulate many classroom discussions." Dr Mathew A W...
Knowing History in Schools
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Nurture Groups in School
This book is a bible for nurture group enthusiasts and should be essential reading for anybody who has the desire to make a significant impact in the area of social change.
Understanding Schools and Schooling
Understanding Schools and Schooling provides students with the knowledge about school policy and process that they need in order to address and respond to current trends and discourses in critical, well-informed ways that will enhance their teaching and job satisfaction. The book presents issues, questions and dilemmas and invites the reader to find their own answers through guided activities, discussion with colleagues and further reading. The book provides a philosophical context for teachers' developing classroom practice and empowers them to participate fully in local and national debate about the nature, purposes and future of compulsory education in the UK and elsewhere.
London Art Schools
Since 1960, progressive forces within art education have stoked, and continued to fire, new impulses in the field of artistic production. As society at large embraced youth and popular culture, art school students with international aspirations exploded class barriers, fused fashion with Pop and insisted that art was integral to social change. These possibilities were unthinkable without shifts in priorities. Replacing a craft-based curriculum, the teaching in art schools across Britain, and notably in London, began to widen the range of artistic exploration. A new generation emerged, whose techniques, perspectives, and arguments had their origins in these innovations and whose most striking...
Schools of Recognition
Bingham (education, DePaul University) proposes a framework of recognition for education in the classroom setting. The book critically addresses educational discourses of recognition, with specific chapters focused on elements like mirroring, confirmation, subjection, and reciprocity. Multiple perspectives are presented and evaluated, using both narrative and philosophical analysis. The self's need for recognition is examined, and the implications for classroom practices detailed. c. Book News Inc.
Schools and Societies
"Schools and Societies" provides a synthesis of key issues in the sociology of education, focusing on American schools while offering a global, comparative context.
Choices for Self-Managing Schools
`The book is helpful in a number of (individual) ways and makes a valuable contribution to the body of literature on education management in the late 1990s'- School Leadership & Management `The tension between the freedom to develop in an autonomous way and the need to be accountable is increasingly being commented upon, and Choices for Self- Managing Schools makes a useful new contribution to this debate' - Times Educational Supplement This book provides, in an accessible way, the essential ideas and concepts underlying the management of autonomous schools. It aims to present theoretical frameworks which are valuable for conceptualising management and managing,
