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From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (Advances in Mathematics Education)
by Birgit Pepin Bettina Roesken-WinterThis book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings.Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?
From Birth to Five Years: Practical Developmental Examination
by Ajay Sharma Helen CockerillThis fully updated new edition of From Birth to Five Years: Practical Developmental Examination is a step-by-step ‘how to’ guide to the developmental examination of pre-school children. Based on up-to-date research into current child development philosophies and practices, this text supports the wider group of professionals who are required to assess children’s developmental progress as part of their day-to-day working practices. It begins with a practical framework for developmental examination, then progresses through each of the key developmental domains, offering guidance on enquiry and observation, and on how to chart typical and atypical patterns, with red flags for recognising significant delay or disordered development. Advice is also given on how to make sense of the findings and how best to communicate this information to parents. To consolidate and expand on the practical and theoretical information across this book and its companion, Mary Sheridan's From Birth to Five Years, an updated companion website is available at www.routledge.com/cw/sharma, which includes the following additional learning material: An interactive timeline of the key developmental domains; Introductions to theory with links to further reading; Research summaries; Video clips demonstrating practical assessment skills; Downloadable resources including pictures to support examination of verbal and non-verbal development, and tips to facilitate and promote development. Developed alongside the original Mary Sheridan’s From Birth to Five Years: Children’s Developmental Progress, this unique guide expands on its normative developmental stages by offering practical guidance for health, education and social care professionals, or anyone concerned with monitoring children’s developmental progress.
From Birth to Five Years: Practical Developmental Examination
by Ajay Sharma Helen CockerillThis fully updated new edition of From Birth to Five Years: Practical Developmental Examination is a step-by-step ‘how to’ guide to the developmental examination of pre-school children. Based on up-to-date research into current child development philosophies and practices, this text supports the wider group of professionals who are required to assess children’s developmental progress as part of their day-to-day working practices. It begins with a practical framework for developmental examination, then progresses through each of the key developmental domains, offering guidance on enquiry and observation, and on how to chart typical and atypical patterns, with red flags for recognising significant delay or disordered development. Advice is also given on how to make sense of the findings and how best to communicate this information to parents. To consolidate and expand on the practical and theoretical information across this book and its companion, Mary Sheridan's From Birth to Five Years, an updated companion website is available at www.routledge.com/cw/sharma, which includes the following additional learning material: An interactive timeline of the key developmental domains; Introductions to theory with links to further reading; Research summaries; Video clips demonstrating practical assessment skills; Downloadable resources including pictures to support examination of verbal and non-verbal development, and tips to facilitate and promote development. Developed alongside the original Mary Sheridan’s From Birth to Five Years: Children’s Developmental Progress, this unique guide expands on its normative developmental stages by offering practical guidance for health, education and social care professionals, or anyone concerned with monitoring children’s developmental progress.
From Birth to One (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Maria Robinson"The book is written in an engaging and accessible style and the passion of the author is evident. ...an interesting and timely text that will be useful to those working with very young children and their families." British Journal of Educational Studies"a challenging and worthwhile read" Nursery WorldThe first year of life is the year of opportunity. It is when the foundations for our emotional and social well being together with our motivation and ability to learn begin to be laid down by an ongoing interplay of physical, neurological and psychological processes Maria Robinson draws upon up to date research to illuminate this process and highlights the importance of understanding the meaning and influence of adult interactions, reactions and behaviour towards their child and the child's impact on the adult. She indicates how the outcomes of early experience can influence the direction of future development so providing insight into the potential reasons for children's behavioural responses. The powerful nature of working with babies and young children is addressed in a separate section which encourages practitioners to reflect on how personal attitudes, beliefs and values can influence professional practice.This fascinating book is a valuable resource for all early years practitioners including teachers, social workers and health visitors who wish to understand behaviour within a context of early developmental processes.
From Birth to Sixteen: Children's Health, Social, Emotional and Linguistic Development
by Helen CowieThis new edition of From Birth to Sixteen outlines children’s physical, social, emotional and cognitive development from infancy through to adolescence. In both its practical application of research and its contribution to the assessment of child development, this text provides essential reading for students and practitioners in nursing, health visiting, play work, youth work, early years education, teaching, social work and occupational therapy. This innovative and broad-ranging text is accessible and engaging, with case studies, tables, and references to relevant studies making links to professional practice throughout. Taking into account the diversity of ways in which children develop – including considerations of gender, ethnicity, social background, disability and resilience – it presents developmental models for the years from birth to sixteen under each of the following themes: children’s rights and responsibilities relationships in the family relationships in day care, at school and with the peer group language and communication children and the media health and physical development mental health. This fully updated new edition offers additional content on topics such as attachment theory, the neuroscience of the brain, sleep patterns, multi-lingualism in childhood, disability, making the transition to young adulthood, and impact of war and other forms of adversity on emotional health and well-being. A companion website offers additional teaching and learning resources for students and lecturers. From the foundations of the subject through to its application in practice, From Birth to Sixteen provides an indispensable companion for those studying child development or working with children.
From Birth to Sixteen: Children's Health, Social, Emotional and Linguistic Development
by Helen CowieThis new edition of From Birth to Sixteen outlines children’s physical, social, emotional and cognitive development from infancy through to adolescence. In both its practical application of research and its contribution to the assessment of child development, this text provides essential reading for students and practitioners in nursing, health visiting, play work, youth work, early years education, teaching, social work and occupational therapy. This innovative and broad-ranging text is accessible and engaging, with case studies, tables, and references to relevant studies making links to professional practice throughout. Taking into account the diversity of ways in which children develop – including considerations of gender, ethnicity, social background, disability and resilience – it presents developmental models for the years from birth to sixteen under each of the following themes: children’s rights and responsibilities relationships in the family relationships in day care, at school and with the peer group language and communication children and the media health and physical development mental health. This fully updated new edition offers additional content on topics such as attachment theory, the neuroscience of the brain, sleep patterns, multi-lingualism in childhood, disability, making the transition to young adulthood, and impact of war and other forms of adversity on emotional health and well-being. A companion website offers additional teaching and learning resources for students and lecturers. From the foundations of the subject through to its application in practice, From Birth to Sixteen provides an indispensable companion for those studying child development or working with children.
From Birth to Three: An Early Years Educator’s Handbook
by Julia Manning-MortonThis accessible handbook offers an in-depth exploration of the distinctive features of the play, development and learning of children from birth to three years old. Key theoretical ideas relating to social, emotional, cognitive and physical development are discussed in relation to everyday practice, offering a wealth of information and guidance on working with this unique age group. The book emphasises the connections between all aspects of a child’s experience and development; addressing key questions of what babies and young children need, enjoy and have a right to experience. It demonstrates how early years educators can develop their practice and organise their provision in a way that is positive for babies and young children and their families. Focusing on the holistic nature of early development, chapters explore the following: The importance of interactions and relationships between educators and children How to develop a holistic pedagogy that gives equal consideration to children’s care, play and learning The value of the connections that children make with the world around them, and how educators can create an environment conducive to nurturing these connections Observation and self-evaluation of practice and provision Each chapter features case studies, links to key aspects of practice and practical tasks to help readers apply the ideas to their own context. The book is accompanied by an extensive companion website (www.routledge.com/cw/Manning-Morton) containing video explainers, reflection points, practice tasks, downloadable resources, quizzes and more. Opening a window on what it is like to be a baby or young child in an early years setting, this is an essential tool for all early years educators and students on a wide range of early years courses. It will also be of interest to parents.
From Birth to Three: An Early Years Educator’s Handbook
by Julia Manning-MortonThis accessible handbook offers an in-depth exploration of the distinctive features of the play, development and learning of children from birth to three years old. Key theoretical ideas relating to social, emotional, cognitive and physical development are discussed in relation to everyday practice, offering a wealth of information and guidance on working with this unique age group. The book emphasises the connections between all aspects of a child’s experience and development; addressing key questions of what babies and young children need, enjoy and have a right to experience. It demonstrates how early years educators can develop their practice and organise their provision in a way that is positive for babies and young children and their families. Focusing on the holistic nature of early development, chapters explore the following: The importance of interactions and relationships between educators and children How to develop a holistic pedagogy that gives equal consideration to children’s care, play and learning The value of the connections that children make with the world around them, and how educators can create an environment conducive to nurturing these connections Observation and self-evaluation of practice and provision Each chapter features case studies, links to key aspects of practice and practical tasks to help readers apply the ideas to their own context. The book is accompanied by an extensive companion website (www.routledge.com/cw/Manning-Morton) containing video explainers, reflection points, practice tasks, downloadable resources, quizzes and more. Opening a window on what it is like to be a baby or young child in an early years setting, this is an essential tool for all early years educators and students on a wide range of early years courses. It will also be of interest to parents.
From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline
by Fabio RojasThe black power movement helped redefine African Americans' identity and establish a new racial consciousness in the 1960s. As an influential political force, this movement in turn spawned the academic discipline known as Black Studies. Today there are more than a hundred Black Studies degree programs in the United States, many of them located in America’s elite research institutions. In From Black Power to Black Studies, Fabio Rojas explores how this radical social movement evolved into a recognized academic discipline.Rojas traces the evolution of Black Studies over more than three decades, beginning with its origins in black nationalist politics. His account includes the 1968 Third World Strike at San Francisco State College, the Ford Foundation’s attempts to shape the field, and a description of Black Studies programs at various American universities. His statistical analyses of protest data illuminate how violent and nonviolent protests influenced the establishment of Black Studies programs. Integrating personal interviews and newly discovered archival material, Rojas documents how social activism can bring about organizational change.Shedding light on the black power movement, Black Studies programs, and American higher education, this historical analysis reveals how radical politics are assimilated into the university system.
From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline
by Fabio RojasThe black power movement helped redefine African Americans' identity and establish a new racial consciousness in the 1960s. As an influential political force, this movement in turn spawned the academic discipline known as Black Studies. Today there are more than a hundred Black Studies degree programs in the United States, many of them located in America’s elite research institutions. In From Black Power to Black Studies, Fabio Rojas explores how this radical social movement evolved into a recognized academic discipline.Rojas traces the evolution of Black Studies over more than three decades, beginning with its origins in black nationalist politics. His account includes the 1968 Third World Strike at San Francisco State College, the Ford Foundation’s attempts to shape the field, and a description of Black Studies programs at various American universities. His statistical analyses of protest data illuminate how violent and nonviolent protests influenced the establishment of Black Studies programs. Integrating personal interviews and newly discovered archival material, Rojas documents how social activism can bring about organizational change.Shedding light on the black power movement, Black Studies programs, and American higher education, this historical analysis reveals how radical politics are assimilated into the university system.
From Boardbook to Facebook: Children's Services in an Interactive Age
by Adele M. FasickDiscover new approaches for extending children's library services beyond the library building and learn how to utilize technology to bring learning to children wherever they may be.The ways in which we communicate, learn, and interact have changed drastically in the last decade, and this worldwide revolution applies to the youngest members of society as well. Today's books and learning materials are being presented and used in new and different ways. From the toddler's first boardbooks to the young teen's conversations on Facebook, children are interacting with print and media rather than passively listening or viewing. Libraries can contribute to this interactive world by inviting children to take an active role in their library collection and library service experiences. This book examines the impact of new technologies on children's experiences of books and libraries, and demonstrates how librarians can adapt to new technologies and integrate library services into the lives of today's children. From Boardbook to Facebook: Children's Services in an Interactive Age draws on current research to illuminate how children's use of media has changed in recent years and suggests ways in which new technologies can be integrated into library services now and in the future.
From Brain to Mind: Using Neuroscience to Guide Change in Education
by James E. ZullFinalist for Foreword Magazine's 2011 Book of the YearWith his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education.Stating that educational change is underway and that the time is ripe to recognize that “the primary objective of education is to understand human learning” and that “all other objectives depend on achieving this understanding”, James Zull challenges the reader to focus on this purpose, first for her or himself, and then for those for whose learning they are responsible. The book is addressed to all learners and educators – to the reader as self-educator embarked on the journey of lifelong learning, to the reader as parent, and to readers who are educators in schools or university settings, as well as mentors and trainers in the workplace.In this work, James Zull presents cognitive development as a journey taken by the brain, from an organ of organized cells, blood vessels, and chemicals at birth, through its shaping by experience and environment into potentially to the most powerful and exquisite force in the universe, the human mind.Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.At a time when we can expect to change jobs and careers frequently during our lifetime, when technology is changing society at break-neck speed, and we have instant access to almost infinite information and opinion, he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education, in the light of all this and what neuroscience can tell us, is a key element in future development of healthy and productive societies.
From Brain to Mind: Using Neuroscience to Guide Change in Education
by James E. ZullFinalist for Foreword Magazine's 2011 Book of the YearWith his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education.Stating that educational change is underway and that the time is ripe to recognize that “the primary objective of education is to understand human learning” and that “all other objectives depend on achieving this understanding”, James Zull challenges the reader to focus on this purpose, first for her or himself, and then for those for whose learning they are responsible. The book is addressed to all learners and educators – to the reader as self-educator embarked on the journey of lifelong learning, to the reader as parent, and to readers who are educators in schools or university settings, as well as mentors and trainers in the workplace.In this work, James Zull presents cognitive development as a journey taken by the brain, from an organ of organized cells, blood vessels, and chemicals at birth, through its shaping by experience and environment into potentially to the most powerful and exquisite force in the universe, the human mind.Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.At a time when we can expect to change jobs and careers frequently during our lifetime, when technology is changing society at break-neck speed, and we have instant access to almost infinite information and opinion, he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education, in the light of all this and what neuroscience can tell us, is a key element in future development of healthy and productive societies.
From Bunker Hill to Baghdad: True Stories of America's Veterans
by Patrick MendozaThese compelling, enlightening, and often highly personal experiences tell stories of average citizens as well as historical figures who made huge sacrifices by serving in the military, giving the reader new perspectives on war, and its real costs.Wars are generally started by those holding power—those whose names are recorded in history books—yet they are fought by the average citizen. In wartime, a single person's action can change the course of history. From Bunker Hill to Baghdad: True Stories of America's Veterans presents stories told by just a handful of the limitless number of men and women who put their lives on the line for the lives of others in every major American military conflict from the Revolutionary War to the present. A fantastic resource for storytellers, this collection can also be used for student research as well as for read-alouds.Many of the informative, entertaining, and uplifting stories in this book are derived from the interviews author and storyteller Pat Mendoza conducted with veterans or family members of veterans during his travels throughout the United States. The book introduces general readers and those interested in the experiences of war veterans to a diverse selection of individuals who fought in America's wars—military service people and others—and to their amazing experiences, some of which have never been previously published. For educators who work with students in grade four to the college level, these poignant, real-life stories of American military history will serve to supplement curricula and help make their students' studies come to life and gain meaning and relevance.
From Bunker Hill to Baghdad: True Stories of America's Veterans
by Patrick MendozaThese compelling, enlightening, and often highly personal experiences tell stories of average citizens as well as historical figures who made huge sacrifices by serving in the military, giving the reader new perspectives on war, and its real costs.Wars are generally started by those holding power—those whose names are recorded in history books—yet they are fought by the average citizen. In wartime, a single person's action can change the course of history. From Bunker Hill to Baghdad: True Stories of America's Veterans presents stories told by just a handful of the limitless number of men and women who put their lives on the line for the lives of others in every major American military conflict from the Revolutionary War to the present. A fantastic resource for storytellers, this collection can also be used for student research as well as for read-alouds.Many of the informative, entertaining, and uplifting stories in this book are derived from the interviews author and storyteller Pat Mendoza conducted with veterans or family members of veterans during his travels throughout the United States. The book introduces general readers and those interested in the experiences of war veterans to a diverse selection of individuals who fought in America's wars—military service people and others—and to their amazing experiences, some of which have never been previously published. For educators who work with students in grade four to the college level, these poignant, real-life stories of American military history will serve to supplement curricula and help make their students' studies come to life and gain meaning and relevance.
From Camouflage to Classroom: What my Army career taught me about teaching
by George VlachonikolisOn George Vlachonikolis' 25th birthday, he was holding an SA80 assault rifle. Inside his webbing pouches were 150 rounds of ammunition, two HE grenades, two smoke grenades, a small survival kit, 20 Marlboro Lights, and a medikit that included two sticks of morphine and two tourniquets. Strapped to the left-hand side of his Osprey body armour, within easy reach, was his bayonet. George was in Helmand Province, Afghanistan. On George’s 37th birthday, he was wearing a striped cotton twill shirt and well-ironed beige chinos. A thin fabric lanyard carried his ID badge proudly. In front of him was a class of secondary school students, who were settling down and getting ready for their next lesson. George was in a school in the UK. From Camouflage to Classroom is about everything George learned with the Army in Afghanistan and has brought to his classroom teaching today. By reflecting on the most intense and thought-provoking experiences of his life, George aims to explore the role of the classroom teacher from an original perspective: one based on military principles and practice. This book takes a direct, human and very honest look at the challenges faced by classroom teachers today and offers some military-inspired solutions.
From Campus to Capitol: The Role of Government Relations in Higher Education
by William McMillenFrom Campus to Capitol takes a comprehensive look at how governments affect institutions of higher learning, in the process illuminating the role of the government relations officer. All institutions of higher learning, from large state universities to community and private colleges, benefit from strong relationships with local, state, and federal governments. This book examines the importance of government relations officers and discusses how they can most effectively negotiate a tangled web of political entities—from community associations to mayors to lobbyists—while ensuring that their institution's best interests are met. In an era of declining state appropriations, increasing economic instability, and surging enrollments, successful interaction with government representatives is crucial. Whether securing a million-dollar federal earmark or helping to support the local economy, the government relations officer's influence is essential, both where it shows and behind the scenes. Drawing on more than thirty years of experience, William McMillen offers an insider's account of this major player in American higher education. Anecdotes and interviews with other government relations officers illustrate the challenges they face on and off campus.
From Carmel to Horeb: Elijah in Crisis (The Library of Hebrew Bible/Old Testament Studies)
by Alan J. Hauser Russell GregoryThe two independent studies in this volume are: 1. Alan J. Hauser, Yahweh versus Death-The Real Struggle in 1 Kings 17-19. Hauser argues that although Yahweh emerges victorious in the famous match against Baal in ch. 18, it is Yahweh's struggle with death that gives 1 Kings 17-19 its literary shape and dynamic. 2. Russell Gregory, Irony and the Unmasking of Elijah. Gregory detects a fundamental irony in 1 Kings 17-19: Elijah, driven by his ambitions to clear the country of the prophets of Baal and to lead the people back to the worship of the one true god, appears to be a diligent and forceful prophet for Yahweh. And yet, his frenetic activity only veils his arrogance and his subversion of the prophetic task.
From Chaos to Restoration: An Integrative Reading of Isaiah 24-27 (The Library of Hebrew Bible/Old Testament Studies)
by Dan G. JohnsonThis work takes seriously the compositional nature of Isaiah 24-27 and moves beyond the schema established by Bernard Duhm who defined these chapters as a composite of unrelated pericopae. This new approach has enabled new light to be brought to such perennial problems as the identity of the city (or cities), the date of the composition, the structure of the four chapters, the perspective of the composition and the nature of the resurrection alluded to in 26.19. This study concludes that Isaiah 24-27 was written during the exile, a time significantly earlier than is commonly held by critical scholars. The composition exhibits the marks of a coherent and integrated work. It is not apocalyptic in the sense of envisioning the termination of the present age, nor is there any notion of an individual resurrection such as one finds in the book of Daniel.
From Childhood to Chivalry: The Education of the English Kings and Aristocracy 1066-1530 (Routledge Revivals)
by Nicholas OrmeOriginally published in 1984, this is a study of the kings and the aristocracy who ruled England between the Conquest and the Reformation. Not, as usual, about their adult lives, but how they became the people they were through childhood and education. The first such study of its kind, it follows noble boys and girls from birth through the care of their nurses, masters and mistresses, until they left home for further training in noble households, monasteries and universities. The author examines the theories and treatises on noble education, again for the first time. The rest of the book broadens into a wide cultural survey as Dr Orme describes the skills and ideas which noble children learnt. He explains how they mastered speech and literacy; worship and behaviour; dancing, music and applied art; athletics and training for war. This part of the study is a handbook of noble pursuits in medieval times. In his final chapter the author considers the nature of noble education in the middles ages, and examines how and whether it changed at the Renaissance. Nicholas Orme has written a comprehensive study, spanning 450 years of English history and making a major contribution to social and cultural history, as well as the history of education. His book will be invaluable to historians and medievalists of all disciplines, and essential reading from those who study the Renaissance.
From Childhood to Chivalry: The Education of the English Kings and Aristocracy 1066-1530 (Routledge Revivals)
by Nicholas OrmeOriginally published in 1984, this is a study of the kings and the aristocracy who ruled England between the Conquest and the Reformation. Not, as usual, about their adult lives, but how they became the people they were through childhood and education. The first such study of its kind, it follows noble boys and girls from birth through the care of their nurses, masters and mistresses, until they left home for further training in noble households, monasteries and universities. The author examines the theories and treatises on noble education, again for the first time. The rest of the book broadens into a wide cultural survey as Dr Orme describes the skills and ideas which noble children learnt. He explains how they mastered speech and literacy; worship and behaviour; dancing, music and applied art; athletics and training for war. This part of the study is a handbook of noble pursuits in medieval times. In his final chapter the author considers the nature of noble education in the middles ages, and examines how and whether it changed at the Renaissance. Nicholas Orme has written a comprehensive study, spanning 450 years of English history and making a major contribution to social and cultural history, as well as the history of education. His book will be invaluable to historians and medievalists of all disciplines, and essential reading from those who study the Renaissance.
From Children's Services to Children's Spaces: Public Policy, Children and Childhood
by Peter Moss Pat PetrieMore than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices.Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue.This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.
From Children's Services to Children's Spaces: Public Policy, Children and Childhood
by Peter Moss Pat PetrieMore than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices.Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue.This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.
From Citizenship Education to National Education: Perceptions of National Identity and National Education of Hong Kong’s Secondary School Teachers (Routledge Series on Schools and Schooling in Asia)
by King Man ChongThis book makes a timely contribution to understanding perceptions on national identity and National Education, with both of them have become controversial topics in Hong Kong Special Administrative Region (SAR) of China. In a so-called globalization era, national identity and National Education, with the latter having an aim of fostering a Chinese national identity in education, have been significantly pushed ahead by the Hong Kong SAR government since the early 2000s as a response to the return of sovereignty to China in 1997. Teacher perception matters to what they select and how they teach in the schools. By incorporating fieldworks of teacher interviews, observation and documentary analysis, this book argues for a multi-layered conception of identity, different aims, contents and diversified methods of National Education should be recognized. This book is likely to become a useful account of teacher perception on national identity and National Education in citizenship education literature, and it will be relevant to policymakers, teachers, trainers and researchers. Chapters include, 1. Different meanings of national identity of teachers and aims, contents and methods of National Education2. From Citizenship Education to National Education in a Chinese society3. Implications for understanding National Education in a globalization era: mixed identification, multi-layered identities, knowledge transmission, and ‘global identity’
From Citizenship Education to National Education: Perceptions of National Identity and National Education of Hong Kong’s Secondary School Teachers (Routledge Series on Schools and Schooling in Asia)
by King Man ChongThis book makes a timely contribution to understanding perceptions on national identity and National Education, with both of them have become controversial topics in Hong Kong Special Administrative Region (SAR) of China. In a so-called globalization era, national identity and National Education, with the latter having an aim of fostering a Chinese national identity in education, have been significantly pushed ahead by the Hong Kong SAR government since the early 2000s as a response to the return of sovereignty to China in 1997. Teacher perception matters to what they select and how they teach in the schools. By incorporating fieldworks of teacher interviews, observation and documentary analysis, this book argues for a multi-layered conception of identity, different aims, contents and diversified methods of National Education should be recognized. This book is likely to become a useful account of teacher perception on national identity and National Education in citizenship education literature, and it will be relevant to policymakers, teachers, trainers and researchers. Chapters include, 1. Different meanings of national identity of teachers and aims, contents and methods of National Education2. From Citizenship Education to National Education in a Chinese society3. Implications for understanding National Education in a globalization era: mixed identification, multi-layered identities, knowledge transmission, and ‘global identity’