Educational Foundations

Political agendas for education from race to the top to saving the planet

Political agendas for education : from race to the top to saving the planet

by Joel H. Spring

callnumbericon LC 89 S67 2014       ED-61814

Edition: 5th ed.

Language: English  

Publisher: New York : Routledge, 2014

Summary:     The fifth edition of Joel Spring's ongoing documentation and analysis of political agendas for education reflects the major political issues in education since 2008. This edition focuses on the education sections of the 2012 Republican, Democratic, Green, and Libertarian Party platforms. Taking a fresh look at the social and political forces, educational research, and ideologies shaping the educational agendas of these political parties and a comparative approach, the book stimulates reflection and discussion.

Provocations philosophy for secondary school

Provocations : philosophy for secondary school

by David Birch; Peter Worley

callnumbericon  B 52.3 G7 B57 2014       ED-61182

Language: English  

Publisher: Bancyfelin, Camarthen, Wales, UK : Crown House Publishing Limited, 2014

Summary:       This book is ideal for teachers in secondary schools, whether they are trained in philosophy for children or just experimenting with the subject. It will help teachers to present ideas and stimulate discussions which both accommodate and engage adolescent appetites. Are human beings flawed? Is murder an act of insanity or just plain thoughtless? Do we need a soul? From the fall of Icarus to the rise of Caesar this practical book draws upon history, philosophy and literature to provoke students to think, question and wonder. Divided into chapters on The World, Self, Society and Others, this resource for secondary school is written to give teachers the means to listen rather than teach and to allow the ideas and thoughts of students to form the centre of the lesson. It raises questions on the nature of evil, belief in God, slavery, consumerism, utopia, the limits of freedom, and a whole lot more. With a clear introductory outline on its use both in and out of the classroom, Provocations also contains tips and advice to help guide teachers to span the curriculum. Applicable to history, geography, science, art, English and citizenship it offers teachers of all subjects the opportunity to introduce a student-centered approach to their lessons. There is also an extensive bibliography for those who wish to explore the topics discussed.

Psychological anthropological and sociological foundations of education

Psychological, anthropological, and sociological foundations of education

by Violeta A. Vega

callnumbericon  Fil LB 1051 V44 2015       ED-61570       ED-61571

Language: English  

Publisher: Pateros, Metro Manila : Grandbooks Publishing, Inc., [2015]

Summary: This book is intended primarily for future teachers and beginning teachers who need to have a thorough knowledge of the psychological, anthropological and sociological foundations of education. Part I of the book discusses the psychological foundations of education. It provides insights on the three components of the teaching-learning process: the learner, the learning process, and the learning environment. The anthropological foundations of education are presented and explained in Part II of the book. It describes our cultural heritage, the Filipino family, Philippine cultural values, and the concepts and characteristics of our culture which are significant to the teaching-learning process. The last part of the book focuses on the sociological foundations of education with emphasis on the relationship between education and society and the societal factors that greatly affect learning. – Preface

Reflective teaching in further adult and vocational education

Reflective teaching in further, adult and vocational education

by Margaret Gregson; Yvonne Hillier; Gert Biesta

callnumbericon  LC 5219 H55 2015       ED-61664

Edition: 4th ed.

Language: English  

Publisher: London : Bloomsbury Academic, 2015

Summary:     Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism. Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: * practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and * evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices. The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams.

Rethinking field experiences in pre service teacher preparation meeting new challenges for accountability

Rethinking field experiences in pre-service teacher preparation : meeting new challenges for accountability

by Etta R. Hollins

callnumbericon LB 1707 R48 2015       ED-61665

Language: English  

Publisher: New York : Routledge, 2015

Summary:     The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes-learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation-Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.

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