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Education in the United Kingdom (Education Around the World #28)
by Colin BrockEducation in the United Kingdom is a comprehensive critical reference guide to education in England, Scotland, Wales, Northern Ireland, The Isle of Man, The Channel Islands, Gibraltar, The Cayman Islands, Bermuda, Anguilla and The British Overseas Territories. Although generically similar in education structures, the various components of the United Kingdom have separate systems, with some very distinctive differences. The chapters, written by regional experts, offer a review of contemporary national and regional educational structures and policies, research innovation and trends. Some of the themes covered include issues relating to the partition of Ireland, differences between maintained and independent schooling, language issues and radical alternatives in teacher education. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Education in West Africa (Education Around the World)
by Colin BrockEducation in West Africa is a comprehensive critical reference guide to education in the region. Written by regional experts, the book explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo. It critically examines the development of education provision in each country, whilst exploring both local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.
Geography of Education: Scale, Space and Location in the Study of Education
by Colin BrockGeography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.
Geography of Education: Scale, Space and Location in the Study of Education
by Colin BrockGeography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.
Education Around the World: A Comparative Introduction (Education Around the World)
by Colin Brock Nafsika AlexiadouFrom Europe and the USA to Sub-Saharan Africa and the emerging economic powers of Brazil, China and India, this book is an essential one-volume guide to the major issues in comparative and international education today and the insights that rigorous and appropriate study can offer for education provision, policy and practice. Education Around the World provides a complete introduction to the field including: - The history of the study of comparative and international education and why it matters today- Issues of scale in conducting thorough comparative research with reference to the USA and the world of small states- National and International educational development with examples from Europe, the emergent powers of Brazil, Russia, India and China, and the problems and prospects of Sub-Saharan Africa
Education Around the World: A Comparative Introduction (Education Around the World #13)
by Colin Brock Nafsika AlexiadouFrom Europe and the USA to Sub-Saharan Africa and the emerging economic powers of Brazil, China and India, this book is an essential one-volume guide to the major issues in comparative and international education today and the insights that rigorous and appropriate study can offer for education provision, policy and practice. Education Around the World provides a complete introduction to the field including: - The history of the study of comparative and international education and why it matters today- Issues of scale in conducting thorough comparative research with reference to the USA and the world of small states- National and International educational development with examples from Europe, the emergent powers of Brazil, Russia, India and China, and the problems and prospects of Sub-Saharan Africa
Education in South America (Education Around the World)
by Colin Brock Simon SchwartzmanEducation in South America is a critical reference guide to development of education in Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Paraguay, Peru, Uruguay and Venezuela. The chapters, written by local experts, provide an overview of the education system in each country, focusing particularly on policies and implementation of reforms. Key themes include quality and access, multicultural education and the management of education systems.Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Education in Non-EU Countries in Western and Southern Europe (Education Around the World)
by Colin Brock Terra SpragueEducation in Non-EU Countries in Western and Southern Europe is a critical reference guide to the development of education in Albania, Andorra, Bosnia and Herzegovina, the Faroe Islands, Iceland, Kosovo, Liechtenstein, Macedonia, Monaco, Montenegro, Norway, San Marino, Serbia, Switzerland and the Vatican City. The chapters, written by regional experts, provide detailed studies of educational systems, which are considered in the light of the broader international trends and developments. Key themes include educational reform and the quality of education, educational change processes in post-socialist transition, the Europeanization of higher education, and the unique challenges of educational provision faced by microstates. Including guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Education and NGOs (Education as a Humanitarian Response)
by Colin Brock Lorraine Pe SymacoEducation and NGOs discusses the role of sectors outside the mainstream in relation to improving access to education, with particular focus on the underprivileged. International case study examples offer insights into the work of non-governmental organizations, which play a crucial role in UNESCO's global Education for Sustainable Development (ESD) effort, by providing alternative forms of education and improving educational access.Including a discussion of the work of organizations such as Africa Educational Trust, Kids Company, FIDAL Foundation and many others, the volume explores the role of NGOs in the UK, the USA, India, Nepal, the Gaza Strip, Ecuador, Philippines and South Africa. Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.
Education and NGOs (Education as a Humanitarian Response)
by Colin Brock Lorraine Pe SymacoEducation and NGOs discusses the role of sectors outside the mainstream in relation to improving access to education, with particular focus on the underprivileged. International case study examples offer insights into the work of non-governmental organizations, which play a crucial role in UNESCO's global Education for Sustainable Development (ESD) effort, by providing alternative forms of education and improving educational access.Including a discussion of the work of organizations such as Africa Educational Trust, Kids Company, FIDAL Foundation and many others, the volume explores the role of NGOs in the UK, the USA, India, Nepal, the Gaza Strip, Ecuador, Philippines and South Africa. Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.
Education in a Single Europe
by Colin Brock Withold TulasiewiczThis book brings together contributors from the different member states of the European Union in order to understand the different degrees of subscription to the concept of Europe and the role education plays in such a process. This second edition includes the new countries which have become part of the union and also considers recent developments in policy and practice. Countries covered are: Austria; Belgium; Denmark; Finland; France; Germany; Greece; Ireland; Italy; Luxembourg; Netherlands; Portugal; Spain; Sweden and the UK. All sectors of education are dealt with in each case and the central theme of the European dimension is examined throughout.
Education in a Single Europe
by Colin Brock Witold TulasiewiczThis book brings together contributors from the different member states of the European Union in order to understand the different degrees of subscription to the concept of Europe and the role education plays in such a process. This second edition includes the new countries which have become part of the union and also considers recent developments in policy and practice. Countries covered are: Austria; Belgium; Denmark; Finland; France; Germany; Greece; Ireland; Italy; Luxembourg; Netherlands; Portugal; Spain; Sweden and the UK. All sectors of education are dealt with in each case and the central theme of the European dimension is examined throughout.
International Perspectives on Literacies, Diversities, and Opportunities for Learning: Critical Conversations
by Cynthia Brock Beryl Exley Lester-Irabinna RigneyThis book explores the conceptual framework, opportunities for learning, as a transaction between literacy learners, mediating agents, and the literacy content to be learned within social, cultural, and historical contexts. With contributions from top scholars from around the world, the chapters in this book provide a window into the varied ways learners, their families, educators, and researchers have co-constructed opportunities for learning in a range of PK-12 classrooms, community settings, and university classrooms across the globe. Building on decades of existing scholarship, contributors conceptualize literacy as social practice and discuss a variety of literacies—including engineering literacies, community literacies, and bilingual and multicultural literacies and more—through real-world and insightful examples. By situating literacy learning in the complex social, cultural, and historical contexts in which students, teachers, and families live and work, chapter authors provide nuanced, qualitative, and deeply profound views of literacy learning. Critical and informative, with a myriad of examples on co-constructed opportunities for learning, this volume is an essential text for graduate courses on literacy education, and for literacy researchers, teacher educators, and teachers.
Young Adult Literature in Action: A Librarian's Guide (Library and Information Science Text Series)
by Rose BrockTaking a genre approach, this overview of young adult literature shows new librarians and library science students the criteria to use for selecting quality books, including recommended titles.This third edition of Young Adult Literature in Action draws on the success of the previous two editions authored by Rosemary Chance, updating and expanding on them to meet the needs of today's librarians and library science students. It includes a new focus on diverse books, LGBTQ+ selections, the role of book formats, and the relevance of librarians serving teen populations and is an ideal resource for teaching young adult literature courses.Organized by major genre divisions, this easy-to-use book includes new information on timely topics such as audio and e-books, accessible books, and graphic novels. Each chapter includes revised and updated information on collaborative activities, featured books, special topics and programs, selected awards and celebrations, historical connections, recommended resources, issues for discussion, author comments, and assignment suggestions. Further updates include citations of exemplary young adult books and award winners, references, websites, and a bibliography.
Young Adult Literature in Action: A Librarian's Guide (Library and Information Science Text Series)
by Rose BrockTaking a genre approach, this overview of young adult literature shows new librarians and library science students the criteria to use for selecting quality books, including recommended titles.This third edition of Young Adult Literature in Action draws on the success of the previous two editions authored by Rosemary Chance, updating and expanding on them to meet the needs of today's librarians and library science students. It includes a new focus on diverse books, LGBTQ+ selections, the role of book formats, and the relevance of librarians serving teen populations and is an ideal resource for teaching young adult literature courses.Organized by major genre divisions, this easy-to-use book includes new information on timely topics such as audio and e-books, accessible books, and graphic novels. Each chapter includes revised and updated information on collaborative activities, featured books, special topics and programs, selected awards and celebrations, historical connections, recommended resources, issues for discussion, author comments, and assignment suggestions. Further updates include citations of exemplary young adult books and award winners, references, websites, and a bibliography.
Identifying, Assessing, and Treating ADHD at School (Developmental Psychopathology at School)
by Stephen E. Brock Shane R. Jimerson Robin L. HansenADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD. Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals: Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Offers practical guidance on setting up programs that address individual and classroom issues. School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.
Identifying, Assessing, and Treating Autism at School (Developmental Psychopathology at School)
by Stephen E. Brock Shane R. Jimerson Robin L. HansenThere is no other recently published book on this topic dedicated to school psychologists and other educational professionals. Focuses on the assessment, identification, and treatment of students in the school context. Unlike competing works, this would be an authored (not edited) volume and will, therefore, be much more focused and specific.- This book will be very practical and applied in its orientation. It will give readers direction that they can immediately follow in their school-based practice.- This book will clearly identifies the roles and responsibilities of educational professionals and school psychologists in identification of students with autism.
Facilitating Reflective Learning: Coaching, Mentoring and Supervision (Kogan Page Ser.)
by Anne Brockbank Dr Ian McGillFacilitating Reflective Learning: Coaching, Mentoring and Supervision is written by two leading experts in the field. The text explains how coaching and mentoring works in different situations. The authors guide the reader through key learning theories; describe the different models available for coaching and mentoring; and demonstrate how they can be applied in practice. In this completely revised new edition, robust theory is backed up by practical advice and numerous case studies. The coaching and mentoring skills used in different situations are clearly described. Ready to use resources include templates for contracting, reviewing and evaluating, as well as guidance on group dynamics for team coaching and group supervision. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision.
The Action Learning Handbook: Powerful Techniques for Education, Professional Development and Training
by Anne Brockbank Ian McGillAction learning is a continued process of learning and reflection with the support of a group of colleagues, working on real issues. The action learning method is increasingly used to bring innovation to many different fields of work. The principles of action learning can achieve improvement and transformation in a wide range of applications and disciplines, including professional training and educational contexts.This book is a comprehensive guide to action learning which maintains an accessible, practical focus throughout. It is packed with useful resources, including case studies and ideas for workshop sessions.Key topics covered include: * action learning in professional and educational settings* setting up, facilitating and evaluating an action learning programme* the roles and skills required to practice successfully* use of action learning in relation to the individual, the group and the organization* the role of reflection; and action learning theory.Newcomers to the area of action learning will find this an essential introduction which can be put to use straight away, while more experienced practitioners seeking a deeper understanding will value the thorough analysis of action learning theory.
The Action Learning Handbook: Powerful Techniques for Education, Professional Development and Training
by Anne Brockbank Ian McGillAction learning is a continued process of learning and reflection with the support of a group of colleagues, working on real issues. The action learning method is increasingly used to bring innovation to many different fields of work. The principles of action learning can achieve improvement and transformation in a wide range of applications and disciplines, including professional training and educational contexts.This book is a comprehensive guide to action learning which maintains an accessible, practical focus throughout. It is packed with useful resources, including case studies and ideas for workshop sessions.Key topics covered include: * action learning in professional and educational settings* setting up, facilitating and evaluating an action learning programme* the roles and skills required to practice successfully* use of action learning in relation to the individual, the group and the organization* the role of reflection; and action learning theory.Newcomers to the area of action learning will find this an essential introduction which can be put to use straight away, while more experienced practitioners seeking a deeper understanding will value the thorough analysis of action learning theory.
Facilitating Reflective Learning in Higher Education (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Anne Brockbank Ian McgillPraise for the previous edition:“This is a passionate and practical book”Teaching in Higher Education“This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.”Studies in Higher EducationThis significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.
Reflective Learning in Practice
by Anne Brockbank Ian McGillThis book gathers together details of seventeen case studies of learning in practice, after having set the issue of reflective learning in a theoretical context. The cases are drawn from a wide range of situations and discuss both apparent successes and failures. The cases are used as a basis to develop general findings. These general findings are expressed as themes and questions so that, as readers come across new circumstances, they are not limited by prescriptive recipes. Instead they are empowered by having both an open and focused approach: open because the starting point is questions rather than answers, and focused because the questions direct attention to factors that have been found to be influential for effective, reflective learning. The crucial factor is the ability of managers and others to extract quality learning from experience. Reflective Learning in Practice develops an approach that will help this to happen.
Reflective Learning in Practice
by Anne Brockbank Ian McGillThis book gathers together details of seventeen case studies of learning in practice, after having set the issue of reflective learning in a theoretical context. The cases are drawn from a wide range of situations and discuss both apparent successes and failures. The cases are used as a basis to develop general findings. These general findings are expressed as themes and questions so that, as readers come across new circumstances, they are not limited by prescriptive recipes. Instead they are empowered by having both an open and focused approach: open because the starting point is questions rather than answers, and focused because the questions direct attention to factors that have been found to be influential for effective, reflective learning. The crucial factor is the ability of managers and others to extract quality learning from experience. Reflective Learning in Practice develops an approach that will help this to happen.
Reflective Learning In Practice (PDF)
by Anne Brockbank Ian Mcgill Nic BeechThis book gathers together details of seventeen case studies of learning in practice, after having set the issue of reflective learning in a theoretical context. The cases are drawn from a wide range of situations and discuss both apparent successes and failures. The cases are used as a basis to develop general findings. These general findings are expressed as themes and questions so that, as readers come across new circumstances, they are not limited by prescriptive recipes. Instead they are empowered by having both an open and focused approach: open because the starting point is questions rather than answers, and focused because the questions direct attention to factors that have been found to be influential for effective, reflective learning. The crucial factor is the ability of managers and others to extract quality learning from experience. Reflective Learning in Practice develops an approach that will help this to happen.
Black Men Teaching in Urban Schools: Reassessing Black Masculinity (Routledge Critical Studies in Gender and Sexuality in Education)
by Edward BrockenbroughThis volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers’ relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms.