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From Education Policy to Education Practice: Unpacking the Nexus (Policy Implications of Research in Education #15)
by Tine S. Prøitz Petter Aasen Wieland WermkeThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.
From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education
by Tia Brown McNair Estela Bensimon Lindsey Malcolm-PiqueuxA practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.
From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education
by Tia Brown McNair Estela Bensimon Lindsey Malcolm-PiqueuxA practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.
From Exam Factories To Communities Of Discovery: The Democratic Route
by Frank Coffield Bill WilliamsonFrom Exam Factories to Communities of Discovery passionately calls for educators to challenge the dominant market-led model of education and instead build a more democratic one, better able to face threats such as environmental damage; intensified global competition; corrosive social inequalities in and between nations in the world; and the need for a new, just and sustainable economic model. The book documents how education policy has led to schools and universities becoming exam factories and further education colleges becoming skills factories. The authors analyze neo-conservative agendas and conclude that solutions pursued in this way will only strengthen social inequalities and corrode the security and professionalism of educators. They then set out an educational balance sheet that captures the strengths and weaknesses of the present "system" of education, drawn from England and from education debates across the developed world. They use this evidence to propose an alternative future for education, which builds "communities of discovery" by realising the collective creativity of students and educators through democracy. They explain how this alternative is better suited to current times and refer to organizations that have embraced this approach to solve problems such as how to re-engage disaffected youth. The authors conclude by asking "Can we do it?" and warn us of what we may face if we don't act. This book is written as a call to action for all educators working in a wide variety of settings - in schools, colleges and universities, in work-based learning and within communities - and for those interested in education policy.
From Exclusion to Excellence: Building Restorative Relationships to Create Inclusive Schools (Personal/Public Scholarship)
by Michal Razer Victor J. FriedmanThe authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators’ emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed.I am not an education expert, but you don’t have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus—before passing out any curriculum or teaching any classes—on building that elusive thing called “trust”, or what the authors call “inclusion”. When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier—the most difficult students become more educable and inspired and take more ownership over their success—and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. – Thomas L. Friedman, New York Times columnist"
From Exclusivity to Exclusion: The LD Experience of Privileged Parents (Bold Visions in Educational Research #33)
by Chris HaleWhat is lived experience at the intersection of privilege and disability? More specifically, what are the experiences of privileged parents of a child with disability? How does their child’s disability impact their efforts to reproduce their advantage? These and other questions inspired the research on which this book is based. The plight of poor and marginalized parents of children with disabilities has received considerable scholarly attention yet the experiences of their counterparts at the opposite end of the socioeconomic spectrum have garnered scant notice. For parents at the bottom rung of society, their child’s disability becomes yet another compounding marker of oppression. For parents of means and influence, disability represents an ontological contradiction. While they are oppressors, in that they reap the benefits of inequitable and oppressive social structures, they are also oppressed by ableism and other systems of societal bias. The product of an ethnographic case study, this book trains a phenomenological lens on the lived experience of this contradiction. The participants in this research are privileged urban parents of a 14-year-old boy with dyslexia. Their account of the struggles they faced over the three years their son spent in a mainstream private school is the focus of analysis and discussion. Despite their efforts, including lavish expenditures of economic and cultural capital, the school community’s responses to the child’s disability and subsequent academic failure resulted in iterated enactments of symbolic and physical segregation and eventual banishment. Their son’s dyslexia threatened the collective investment in normality, his academic failure threatened the underlying assumptions of schooling, and his parents’ advocacy challenged the symbolic authority of school professionals.
From Expert Student to Novice Professional (Professional Learning and Development in Schools and Higher Education #99)
by Anna Reid Madeleine Abrandt Dahlgren Lars Owe Dahlgren Peter PetoczStudents entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how students navigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other—Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies.
From Fear to Respect: Young people’s views on violence (PDF)
by Sue SharpeWhether as participants or observers, violence is a part of many young people's lives; at home, at school, in the street and in the community. This 'think piece' provides an understanding of the meaning and significance of violence in young people's lives. From Fear to Respect examines violence in the family, bullying, fighting, community violence and violence in the media. It looks at what legitimates such violence for young people, how young people's moral values about the rights and wrongs of violence clash with their life experiences, how their attitudes and views may be the same or different from those of adults, and how living in cultures characterised by violence or non-violence create different moral perspectives.
From Followers to Leaders: The Apostles in the Ritual Status Transformation in Acts 1-2 (The Library of New Testament Studies #255)
by Nelson P. EstradaNelson Estrada examines the apostles' transformation of status from followers to leaders in Acts 1-2. He challenges the common view that Acts 1:12-14 is the preparation for the coming of the Spirit in Acts 2, and that the sole purpose of Acts 1:15-26 is to set the number of the apostles at twelve-in line with Jesus' prophecy in Luke 22:30. Instead, Estrada reads Acts 1:12-14 and 1:15-26 as primarily propagandistic in nature. He argues that these pericopes promote the leadership integrity of the apostles by attempting to win the support of the women disciples and Jesus' family and then, through Judas' excommunication, extirpation, and replacement, to win that of the 120 disciples.
From Followers to Leaders: Managing Technology and Innovation
by Naushad Forbes David WieldThe last years have seen a profusion of books and articles on managing technology, focused almost exclusively on leading edge firms in leading edge countries. This book argues that succeeding as a follower-firm requires learning from many experiences and avoiding simplistic 'how-to' approaches that prescribe one best practice. Individual chapters cover: * the role of innovation on the shop-floor* the importance of mixing process and product innovation* the challenges involved in building an innovation culture* the special role of R&D and design. These topics instruct a deeper understanding of strategy in follower-firms, simultaneously providing insight for public policy in building local technological capacity. Forbes and Wield argue that there are many 'leading edges' which appear in the most unlikely places. Their book contains major case studies from many different firms in twelve countries over five continents, in industry segments as diverse as pharmaceuticals, software, garments, beer and steel. This informative book for students, researchers and professionals in the fields of business, management and information technology shows that successful experiences can arise anywhere in the world.
From Followers to Leaders: Managing Technology and Innovation
by Naushad Forbes David WieldThe last years have seen a profusion of books and articles on managing technology, focused almost exclusively on leading edge firms in leading edge countries. This book argues that succeeding as a follower-firm requires learning from many experiences and avoiding simplistic 'how-to' approaches that prescribe one best practice. Individual chapters cover: * the role of innovation on the shop-floor* the importance of mixing process and product innovation* the challenges involved in building an innovation culture* the special role of R&D and design. These topics instruct a deeper understanding of strategy in follower-firms, simultaneously providing insight for public policy in building local technological capacity. Forbes and Wield argue that there are many 'leading edges' which appear in the most unlikely places. Their book contains major case studies from many different firms in twelve countries over five continents, in industry segments as diverse as pharmaceuticals, software, garments, beer and steel. This informative book for students, researchers and professionals in the fields of business, management and information technology shows that successful experiences can arise anywhere in the world.
From Ghosts to Graduates: An Educator’s Guide to Identifying and Reconnecting Disengaged Students
by Emily FreelandFrom Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system – they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read. With the deliberate practices in this book, you’ll be able to change the trajectory of the ghosting trend and help more of your students be seen.
From Ghosts to Graduates: An Educator’s Guide to Identifying and Reconnecting Disengaged Students
by Emily FreelandFrom Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system – they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read. With the deliberate practices in this book, you’ll be able to change the trajectory of the ghosting trend and help more of your students be seen.
From Giftedness to Gifted Education: Reflecting Theory in Practice
by Jonathan A. Plucker Anne Rinn Matthew C. MakelThe fields of gifted education and talent development have numerous theories and conceptions for how to identify and serve students. This book helps introduce and apply these ideas to help reflect theory in practice. Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. Some chapters are based on theories that have been around for decades, and some have been developed more recently. But all chapters focus on helping empower readers to understand and take action without having to reinvent the wheel.
From Giftedness to Gifted Education: Reflecting Theory in Practice
by Jonathan A. Plucker Anne Rinn Matthew C. MakelThe fields of gifted education and talent development have numerous theories and conceptions for how to identify and serve students. This book helps introduce and apply these ideas to help reflect theory in practice. Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. Some chapters are based on theories that have been around for decades, and some have been developed more recently. But all chapters focus on helping empower readers to understand and take action without having to reinvent the wheel.
From Governance to Identity: A Festschrift for Mary Henkel (Higher Education Dynamics #24)
by Alberto Amaral Ivar Bleiklie Christine MusselinOn the occasion of Mary Henkel’s seventieth birthday a group of her colleagues have come together to write this volume of articles as a tribute to her work and a token of gratitude for contributions to higher education research. The authors analyse these developments leading up to and possibly beyond the present in a tribute to Mary Henkel’s work using her birthday as an occasion to focus attention on her contributions to higher education research – something she would normally seek to avoid. This book is also a contribute to understanding how research in higher education has developed since its origins as Mary Henkel was one of its founding scholars together with other well-known researchers such as Maurice Kogan, Guy Neave, Ulrich Teichler, Martin Trow, Burton Clark, etc. The book will be useful to all researchers in areas related to higher education, namely governance, academic work, academic identities and quality.
From Great to Gone: Why FMCG Companies are Losing the Race for Customers
by Peter Lorange Jimmi RembiszewskiThe modern consumer is no longer attracted by single-minded, predictable and one-benefit-focused brand promises. The old-fashioned FMCG communication strategies based on television, radio and print with constant repetition have become outdated. From Great to Gone shows that what’s needed are ’Lego’ strategies, whereby the marketing and communication strategies are built up by many key facets (like building blocks) and delivered to the consumer through a mix of various touch points. Most importantly, you need to leave consumers to put all of that together themselves. There are major internal and external hurdles to transforming FMCGs successfully into FICGs - Fast Innovating Consumer Goods. It requires new brand strategies and flatter, more top-down than bottom-up, decision-making organisations and a 21st-century model for advertising agencies. Externally these companies need a new route to market through transformation of their old retail dependencies. Changes are also required in all communication delivery, reflecting modern consumers’ connectivity and unlimited access to information. In the book the authors showcase what the winners of the 21st century have in common that has enabled them to become FICGs. New, unimagined models continue emerge, to which, with the authors’ guidance producers and retailers may develop their own sustainable responses.
From Great to Gone: Why FMCG Companies are Losing the Race for Customers
by Peter Lorange Jimmi RembiszewskiThe modern consumer is no longer attracted by single-minded, predictable and one-benefit-focused brand promises. The old-fashioned FMCG communication strategies based on television, radio and print with constant repetition have become outdated. From Great to Gone shows that what’s needed are ’Lego’ strategies, whereby the marketing and communication strategies are built up by many key facets (like building blocks) and delivered to the consumer through a mix of various touch points. Most importantly, you need to leave consumers to put all of that together themselves. There are major internal and external hurdles to transforming FMCGs successfully into FICGs - Fast Innovating Consumer Goods. It requires new brand strategies and flatter, more top-down than bottom-up, decision-making organisations and a 21st-century model for advertising agencies. Externally these companies need a new route to market through transformation of their old retail dependencies. Changes are also required in all communication delivery, reflecting modern consumers’ connectivity and unlimited access to information. In the book the authors showcase what the winners of the 21st century have in common that has enabled them to become FICGs. New, unimagined models continue emerge, to which, with the authors’ guidance producers and retailers may develop their own sustainable responses.
From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession
by Rakesh KhuranaIs management a profession? Should it be? Can it be? This major work of social and intellectual history reveals how such questions have driven business education and shaped American management and society for more than a century. The book is also a call for reform. Rakesh Khurana shows that university-based business schools were founded to train a professional class of managers in the mold of doctors and lawyers but have effectively retreated from that goal, leaving a gaping moral hole at the center of business education and perhaps in management itself. Khurana begins in the late nineteenth century, when members of an emerging managerial elite, seeking social status to match the wealth and power they had accrued, began working with major universities to establish graduate business education programs paralleling those for medicine and law. Constituting business as a profession, however, required codifying the knowledge relevant for practitioners and developing enforceable standards of conduct. Khurana, drawing on a rich set of archival material from business schools, foundations, and academic associations, traces how business educators confronted these challenges with varying strategies during the Progressive era and the Depression, the postwar boom years, and recent decades of freewheeling capitalism. Today, Khurana argues, business schools have largely capitulated in the battle for professionalism and have become merely purveyors of a product, the MBA, with students treated as consumers. Professional and moral ideals that once animated and inspired business schools have been conquered by a perspective that managers are merely agents of shareholders, beholden only to the cause of share profits. According to Khurana, we should not thus be surprised at the rise of corporate malfeasance. The time has come, he concludes, to rejuvenate intellectually and morally the training of our future business leaders.
From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession
by Rakesh KhuranaIs management a profession? Should it be? Can it be? This major work of social and intellectual history reveals how such questions have driven business education and shaped American management and society for more than a century. The book is also a call for reform. Rakesh Khurana shows that university-based business schools were founded to train a professional class of managers in the mold of doctors and lawyers but have effectively retreated from that goal, leaving a gaping moral hole at the center of business education and perhaps in management itself. Khurana begins in the late nineteenth century, when members of an emerging managerial elite, seeking social status to match the wealth and power they had accrued, began working with major universities to establish graduate business education programs paralleling those for medicine and law. Constituting business as a profession, however, required codifying the knowledge relevant for practitioners and developing enforceable standards of conduct. Khurana, drawing on a rich set of archival material from business schools, foundations, and academic associations, traces how business educators confronted these challenges with varying strategies during the Progressive era and the Depression, the postwar boom years, and recent decades of freewheeling capitalism. Today, Khurana argues, business schools have largely capitulated in the battle for professionalism and have become merely purveyors of a product, the MBA, with students treated as consumers. Professional and moral ideals that once animated and inspired business schools have been conquered by a perspective that managers are merely agents of shareholders, beholden only to the cause of share profits. According to Khurana, we should not thus be surprised at the rise of corporate malfeasance. The time has come, he concludes, to rejuvenate intellectually and morally the training of our future business leaders.
From Idea to Funded Project: Grant Proposals for the Digital Age
by Julia M. Jacobsen Jan Fay KressIdeas are products of individual human minds. Some of the ideas that emerge in educational, cultural, health-related, community, service, and faith-based organizations are potentially as important to the institutions as their endowments. These ideas are the concern of this guidebook: how to encourage their articulation, how to muster the cooperation necessary to turn them into formal blueprints, and how to secure whatever support is needed to see them materialize as projects serving the interests of the originators and their institutions.Designed for grant seekers in the digital age, this book helps readers make sense of the various printed and Web-based resources that are available to improve the quality of proposals and find successful funding. The chapters cover origins and early development of an idea, drawing up a proposal, finding funding sources, submitting a proposal, evaluation of a project, grant administration, and basic resources.
From Illiteracy to Literature: Psychoanalysis and Reading
by Anne-Marie PicardFrom Illiteracy to Literature presents innovative material based on research with ‘non-reading’ children and re-examines the complex relationship between psychoanalysis and literature, through the lens of the psychical significance of reading: the forgotten adventure of our coming to reading. Anne-Marie Picard draws on two specific fields of interest: firstly the wish to understand the nature of literariness or the "literary effect", i.e. the pleasures (and frustrations) we derive from reading; secondly research on reading pathologies carried out at St Anne’s Hospital, Paris. The author uses clinical observations of non-reading children to answer literary questions about the reading experience, using psychoanalytic theory as a conceptual framework. The notion that reading difficulties or phobias should be seen as a symptom in the psychoanalytic sense, allows Picard to shed light on both clinical vignettes taken from children’s case histories and reading scenes from literary texts. Children experiencing difficulties in learning to read highlight the imaginary stakes of the confrontation with the arbitrary nature of the letter and the "price to pay" for one’s entrance into the Symbolic. Picard applies the lesson "taught" by these children to a series of key literary texts featuring, at their very core, this confrontation with the signifier, with the written code itself.. This book argues that there is something in literature that drives us back, again and again, to the loss we have suffered as human beings, to what we had to undergo to become human: our subjection to the common place of language. Picard shows complex Lacanian concepts "at work" in the field of reading pathologies, emphasizing close reading and a clinical attention to the "letter" of the texts, far from the "psychobiographical" attempts at psychologizing literary authors. From Illiteracy to Literature presents a novel psychodynamic approach that will be of great interest to psychotherapists and language pathologists, appealing to literary scholars and those interested in the process of reading and "literariness."
From Illiteracy to Literature: Psychoanalysis and Reading
by Anne-Marie PicardFrom Illiteracy to Literature presents innovative material based on research with ‘non-reading’ children and re-examines the complex relationship between psychoanalysis and literature, through the lens of the psychical significance of reading: the forgotten adventure of our coming to reading. Anne-Marie Picard draws on two specific fields of interest: firstly the wish to understand the nature of literariness or the "literary effect", i.e. the pleasures (and frustrations) we derive from reading; secondly research on reading pathologies carried out at St Anne’s Hospital, Paris. The author uses clinical observations of non-reading children to answer literary questions about the reading experience, using psychoanalytic theory as a conceptual framework. The notion that reading difficulties or phobias should be seen as a symptom in the psychoanalytic sense, allows Picard to shed light on both clinical vignettes taken from children’s case histories and reading scenes from literary texts. Children experiencing difficulties in learning to read highlight the imaginary stakes of the confrontation with the arbitrary nature of the letter and the "price to pay" for one’s entrance into the Symbolic. Picard applies the lesson "taught" by these children to a series of key literary texts featuring, at their very core, this confrontation with the signifier, with the written code itself.. This book argues that there is something in literature that drives us back, again and again, to the loss we have suffered as human beings, to what we had to undergo to become human: our subjection to the common place of language. Picard shows complex Lacanian concepts "at work" in the field of reading pathologies, emphasizing close reading and a clinical attention to the "letter" of the texts, far from the "psychobiographical" attempts at psychologizing literary authors. From Illiteracy to Literature presents a novel psychodynamic approach that will be of great interest to psychotherapists and language pathologists, appealing to literary scholars and those interested in the process of reading and "literariness."
From Inclusion to Engagement: Helping Students Engage with Schooling through Policy and Practice
by Paul Cooper Barbara JacobsFrom Inclusion to Engagement challenges the ideologically driven academic discourse that has come to dominate inclusive education by presenting research-based knowledge about what actually works. Presents an innovative approach rooted in a biopsychosocial theoretical perspective – an approach that is still relatively misunderstood within the educational sphere Offers insights based on an extensive review of contemporary international research in the field Avoids the biases of ideology in favour of science-based social and educational outcomes The first comprehensive account of evidence-based interventions for students with Social, Emotional and Behavioural Difficulties
From Inclusion to Engagement: Helping Students Engage with Schooling through Policy and Practice
by Paul Cooper Barbara JacobsFrom Inclusion to Engagement challenges the ideologically driven academic discourse that has come to dominate inclusive education by presenting research-based knowledge about what actually works. Presents an innovative approach rooted in a biopsychosocial theoretical perspective – an approach that is still relatively misunderstood within the educational sphere Offers insights based on an extensive review of contemporary international research in the field Avoids the biases of ideology in favour of science-based social and educational outcomes The first comprehensive account of evidence-based interventions for students with Social, Emotional and Behavioural Difficulties