"This book provides authoritative definitions for more than 2,600 terms that apply to educational research, practice and theory. The overall focus is on the most critical terms in education as used by current practitioners, yet references to significant historical events in education are also included." "This reference work will be valuable for professionals in the K-12 setting, students of education, and educators and researchers in colleges of education. Librarians at academic, public, and school libraries will find the dictionary immensely useful in interpreting education terminology."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
The first edition of Nel Noddings’ Philosophy of Education was acclaimed as the #147;best overview in the field” by the journal Teaching Philosophy and predicted to become #147;the standard textbook in philosophy of education” by Educational Theory. This classic text, originally designed to give the education student a comprehensive look at philosophical thought in relation to teaching, learning, research, and educational policy, has now been updated to reflect the most current thinking in the field. Features of the third edition include a new chapter on multiculturalism and cosmopolitanism in education, as well as updates on the latest work in care ethics. Philosophy of Education introduces students to the evolution of educational thought, from the founding fathers to contemporary theorists, with consideration of both analytic and continental traditions. This is an essential text not only for teachers and future teachers, but also for anyone needing a survey of contemporary trends in philosophy of education.
This book investigates variation in the classroom speech of 7-year-old children who are learning Standard Jamaican English as a second language variety in rural Jamaica. For sociolinguists and second language/dialect researchers interested in the acquisition and use of sociolinguistic variables, an important challenge is how to efficiently account for language learning mechanisms and use. To date, this book is the first to offer an interdisciplinary look into phonological and phonetic variation observed in primary school in Jamaica, that is from the perspective of classic variationist and quantitative sociolinguistics and a usage-based model. Both frameworks function as explanatory for the childrenâe(tm)s learning of phono-stylistic variation, which they encounter in their immediate linguistic environment, i.e. most often through their teachersâe(tm) speech. This book is intended for sociolinguists interested in child language variation, linguists working on formal aspects of the languages of the Caribbean, applied linguists concerned with the teaching and learning of second language phonology, and any researchers interested in applying variationist and quantitative methods to classroom second language learning.
As the global economy rapidly changes and new technologies are introduced, more highly-skilled workers are required. In the countries of the Organization of Eastern Caribbean States (OECS), firms struggle to fill skilled positions due to a lack of qualified candidates, while the number of unemployed low skilled workers is growing. This paradox especially affects youth. Even during recent economic booms, youth unemployment has remained high, indicating a mismatch between skills acquired in school and the critical skills demanded by the labor market. More relevant education and training is needed to prepare young people for the demands of work.'School and Work in the Eastern Caribbean' reviews the CARICOM Single Market Economy and resulting free movement of labor, and the implications this has for common standards and certification. The study provides in-depth analysis and relevant international cutting-edge practices to guide policymakers, educators, and the private sector leaders in fostering a creative, productive, and well-paid workforce. Specifically, it makes the case for why the education and training systems in OECS member countries need to be more responsive to changing labor market demands in the region, and discusses how this could be achieved, taking into consideration the latest education and training policies in the region.
In Teacher Leadership, Lieberman and Miller discuss current changes in the teacher's role, and make sense of the research on teacher leadership. They offer case studies of innovative programs - such as the National Writing Project - that provide teachers with opportunities to lead within a professional community. In addition, they tell stories of individual teachers - from Maine to California - who are able to lead in a variety of contexts. Teacher Leadership offers a new standard of teaching and community that recognizes all teachers as leaders. It shows how to develop learning communities that include rather than exclude, create knowledge rather than merely apply it, and that offer challenge and support to both new and experienced teachers. This book is a volume in the Jossey-Bass Leadership Library in Education - a series designed to meet the demand for new ideas and insights about leadership in schools.
Mathematical reasoning is a key aspect of curriculum reforms internationally. This book will illustrate five South African teachers' attempts to teach mathematical reasoning in their Grade 10 and 11 classrooms. The book will deal with different aspects of developing mathematical reasoning which include: working with a comprehensive view of mathematical proficiency, individual reasoning within collaborative learning; how learners respond to tasks that involve reasoning; listening to learners in order to hear their reasoning; and how teachers deal with learners' misconceptions. The book will also begin to develop a language of description for teacher moves as teachers work with learners' mathematical thinking.This book is intended for teachers and teacher educators who are concerned with the strengths and difficulties of working with learners' mathematical reasoning in ways suggested by curriculum reforms. It aims to provide evidence from classrooms of the challenges and rewards of working with learners' mathematical reasoning as experienced by five experienced mathematics teachers. The teachers provide analyses of their own teaching, and in this way open their practice up for inspection by other teachers and teacher educators. The academic analyses the different teachers' practices in relation to each other and broadens and deepens the insights that the individual teachers bring.The book is based on a collaborative project between the teachers and an academic and suggests fruitful ways in which teachers and academics can collaborate as researchers in order to understand mathematics classroom practices in more depth. The book also suggests a language of description for analyzing mathematics classrooms. In this way it can serve as a text for academic researchers, teachers as researchers and teachers as practitioners.