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Towards a Curriculum for All: A Practical Guide for Developing an Inclusive Curriculum for Pupils Attaining Significantly Below Age-Related Expectations

Designing an inclusive curriculum for all pupils is not easy. The practicing teachers who have written this book offer clearly laid out ideas and objectives for learning that goes beyond the National Curriculum. It incorporates a holistic approach to the development of a relevant curriculum for pupils and students who experience profound and multiple learning difficulties (PMLD).

Towards a Curriculum for All: A Practical Guide for Developing an Inclusive Curriculum for Pupils Attaining Significantly Below Age-Related Expectations

Designing an inclusive curriculum for all pupils is not easy. The practicing teachers who have written this book offer clearly laid out ideas and objectives for learning that goes beyond the National Curriculum. It incorporates a holistic approach to the development of a relevant curriculum for pupils and students who experience profound and multiple learning difficulties (PMLD).

Towards a Framework for Representational Competence in Science Education (Models and Modeling in Science Education #11)

This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representations in science education, assessment, and instruction. Currently, there is not a consensus in science education regarding representational competence as a unified theoretical framework. There are multiple theories of representational competence in the literature that use differing perspectives on what competence means and entails. Furthermore, dependent largely on the discipline, language discrepancies cause a potential barrier for merging ideas and pushing forward in this area. While a single unified theory may not be a realistic goal, there needs to be strides taken toward working as a unified research community to better investigate and interpret representational competence. An objective of this book is to initiate thinking about a representational competence theoretical framework across science educators, learning scientists, practitioners and scientists. As such, we have divided the chapters into three major themes to help push our thinking forward: presenting current thinking about representational competence in science education, assessing representational competence within learners, and using our understandings to structure instruction.

Towards a Global Community: Educating for Tomorrow's World (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #7)

This book is the outcome of a global study undertaken on behalf of the World Education Fellowship (WEF) in collaboration with UNESCO. It provides education policy makers with evidence to support programs that address the major challenges faced by education systems in the next decade. It contains case studies, and it expands on the work done by UNESCO’s International Commission on Education for the 21st Century (the Delors Report).

Towards a Hybrid, Flexible and Socially Engaged Higher Education: Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 2 (Lecture Notes in Networks and Systems #900)

This book contains papers in the fields of educational virtual environments, future of education, project-based learning (PBL), and digital education strategy and engineering pedagogy. The authors currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.

Towards a Hybrid, Flexible and Socially Engaged Higher Education: Proceedings Of The 26th International Conference On Interactive Collaborative Learning (icl2023), Volume 2 (Lecture Notes In Networks And Systems Ser. #900)

Towards a Hybrid, Flexible and Socially Engaged Higher Education: Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 1 (Lecture Notes in Networks and Systems #899)

This book contains papers in the fields of collaborative learning, digital transition in education, and AI and learning analytics in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.

Towards a Hybrid, Flexible and Socially Engaged Higher Education: Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3 (Lecture Notes in Networks and Systems #901)

This book contains papers in the fields of engineering pedagogy education, research in engineering pedagogy, and games in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.

Towards a Hybrid, Flexible and Socially Engaged Higher Education: Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 4 (Lecture Notes in Networks and Systems #911)

We are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary.The 26th International Conference on Interactive Collaborative Learning (ICL2023), which will take place in Madrid, Spain, between 26th and 30th September 2023, will be the perfect place where to present and discuss current trends in Higher Education.Since its beginning in 1998 this conference is devoted to new approaches in learning with a focus on collaborative learning in Higher Education. Nowadays the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators.

Towards a Just Curriculum Theory: The Epistemicide

Towards a Just Curriculum Theory: The Epistemicide responds to a need for ‘alternative ways of thinking about alternatively’ about education and curriculum. It challenges the functionalism of both dominant and specific counter-dominant education and curriculum perspectives and in so doing suggests an Itinerant Curriculum Theory (ICT) as a new path for the field. The volume brings challenges critical educators to decolonize and to deterritorialize, providing scholars and educators a more nuanced analysis. By offering strategies to achieve a just curriculum theory, and by positioning curriculum theory to establish social and cognitive justice, this book aims to educate a more just and democratic society. With contributions from leading scholars across the field education, this volume argues that to deny the existence of any epistemological form beyond the Western mode can be a form of social fascism, which leads to an uncritical reading of history. Together, the essays offer and encourage a more deliberative, democratic engagement that seeks to contextualize and bring to life diverse epistemologies, value-sets, disciplines, theories, concepts, and experiences in education and beyond.

Towards a Just Curriculum Theory: The Epistemicide

Towards a Just Curriculum Theory: The Epistemicide responds to a need for ‘alternative ways of thinking about alternatively’ about education and curriculum. It challenges the functionalism of both dominant and specific counter-dominant education and curriculum perspectives and in so doing suggests an Itinerant Curriculum Theory (ICT) as a new path for the field. The volume brings challenges critical educators to decolonize and to deterritorialize, providing scholars and educators a more nuanced analysis. By offering strategies to achieve a just curriculum theory, and by positioning curriculum theory to establish social and cognitive justice, this book aims to educate a more just and democratic society. With contributions from leading scholars across the field education, this volume argues that to deny the existence of any epistemological form beyond the Western mode can be a form of social fascism, which leads to an uncritical reading of history. Together, the essays offer and encourage a more deliberative, democratic engagement that seeks to contextualize and bring to life diverse epistemologies, value-sets, disciplines, theories, concepts, and experiences in education and beyond.

Towards a New European Bauhaus—Challenges in Design Education: EAAE Annual Conference—Madrid 2022

This book gathers the latest advances and innovations in the field of architectural and design education, as presented at the 2022 annual conference of the European Association for Architectural Education (EAAE AC), “Towards a New European Bauhaus - Challenges in Design Education”, hosted by ETSAM Madrid School of Architecture of the Universidad Politécnica de Madrid, in Madrid, Spain, on August 31–September 2, 2022.

Towards a New Paradigm for English Language Teaching: English for Specific Purposes in Asia and Beyond (Routledge Research in Language Education)

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability. The contributors to the volume argue that learners should not try to become proficient all-around users of ‘idealistic native-like’ English, but instead should be realistic about what they need to acquire and how to go about achieving their specific goals. The book discusses the present situation by describing the status quo of English language education in Japan, taking into consideration recent trends of CLIL (content and language integrated learning), EMI (English medium instruction), and TBLT (task-based language teaching) as well as the work done on the Common European Framework of Reference for Languages (CEFR). It introduces new movements in ESP in Japan and in other Asian regions, covering topics ranging from genre analysis to corpus linguistics, and presents application examples of ESP practice in a range of educational situations in Japan from the graduate school level to elementary and middle school contexts. It also offers readers application examples of ESP practice in a range of business settings and expands the discussion to the global sphere where EAP and ESP are gaining importance as the number of ELF (English as a Lingua Franca) speakers continue to increase. The book will be of great interest to academics, researchers, and post-graduate students working in the fields of EFL and ESL.

Towards a New Paradigm for English Language Teaching: English for Specific Purposes in Asia and Beyond (Routledge Research in Language Education)

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability. The contributors to the volume argue that learners should not try to become proficient all-around users of ‘idealistic native-like’ English, but instead should be realistic about what they need to acquire and how to go about achieving their specific goals. The book discusses the present situation by describing the status quo of English language education in Japan, taking into consideration recent trends of CLIL (content and language integrated learning), EMI (English medium instruction), and TBLT (task-based language teaching) as well as the work done on the Common European Framework of Reference for Languages (CEFR). It introduces new movements in ESP in Japan and in other Asian regions, covering topics ranging from genre analysis to corpus linguistics, and presents application examples of ESP practice in a range of educational situations in Japan from the graduate school level to elementary and middle school contexts. It also offers readers application examples of ESP practice in a range of business settings and expands the discussion to the global sphere where EAP and ESP are gaining importance as the number of ELF (English as a Lingua Franca) speakers continue to increase. The book will be of great interest to academics, researchers, and post-graduate students working in the fields of EFL and ESL.

Towards a New Pedagogy for Teaching Foreign Language Politeness: Halliday’s Model and Approaches to Politeness (Routledge Research in Language Education)

This book examines how foreign language speakers establish and maintain social and transactional relationships in their target language, and how pedagogic intervention can help learners implement practices that will allow them to participate and react in both socially acceptable and individualistically empowering ways. Arguing that ‘doing’ foreign-language politeness and culture does not simply involve the indiscriminate and uncritical adoption and implementation of target-language patterns and practices, the author advocates instead for active, judicious and even critical social action. As such, the book presents a dynamic and vibrant dimension to target language politeness and cultural practices, demonstrating that raising learners’ critical language awareness in identifying productive communicative resources and assets can lead to successful interpersonal and transactional communication. Building on this notion of a ‘positive’ pedagogy, Halliday’s model of ideational, interpersonal and textual is utilised as a framework for exploring how foreign language users can approach target language politeness in terms of prosocial, interpersonal and contested politeness, with reference to a study of Mexican speakers of English as a foreign language. Heightening awareness of foreign language politeness patterns and practices, as well as presenting knowledge and resources for overcoming challenges and accentuating benefits of a nuanced learning scheme for politeness in foreign language, this book will appeal to language educators, researchers and bilingual speakers. It will also benefit those working across pragmatics, sociolinguistics, TESOL, cultural studies.

Towards a New Pedagogy for Teaching Foreign Language Politeness: Halliday’s Model and Approaches to Politeness (Routledge Research in Language Education)

This book examines how foreign language speakers establish and maintain social and transactional relationships in their target language, and how pedagogic intervention can help learners implement practices that will allow them to participate and react in both socially acceptable and individualistically empowering ways. Arguing that ‘doing’ foreign-language politeness and culture does not simply involve the indiscriminate and uncritical adoption and implementation of target-language patterns and practices, the author advocates instead for active, judicious and even critical social action. As such, the book presents a dynamic and vibrant dimension to target language politeness and cultural practices, demonstrating that raising learners’ critical language awareness in identifying productive communicative resources and assets can lead to successful interpersonal and transactional communication. Building on this notion of a ‘positive’ pedagogy, Halliday’s model of ideational, interpersonal and textual is utilised as a framework for exploring how foreign language users can approach target language politeness in terms of prosocial, interpersonal and contested politeness, with reference to a study of Mexican speakers of English as a foreign language. Heightening awareness of foreign language politeness patterns and practices, as well as presenting knowledge and resources for overcoming challenges and accentuating benefits of a nuanced learning scheme for politeness in foreign language, this book will appeal to language educators, researchers and bilingual speakers. It will also benefit those working across pragmatics, sociolinguistics, TESOL, cultural studies.

Towards a Pedagogy of Higher Education: The Bologna Process, Didaktik and Teaching (Routledge Research in Higher Education)

Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels. This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education. Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.

Towards a Pedagogy of Higher Education: The Bologna Process, Didaktik and Teaching (Routledge Research in Higher Education)

Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels. This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education. Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.

Towards a Philosophy of Caring in Higher Education: Pedagogy and Nuances of Care

This book advances a re-imagined view of caring in higher education. The author proposes an argument of rhythmic caring, whereby teachers hold back or release their judgments in such a way that students’ judgments are influenced accordingly. In doing so, the author argues that rhythmic caring encourages students to become more willing and confident in articulating their understandings, judgments and opinions, rather than being prematurely judged and prevented from re-articulating themselves. Thus, rhythmic caring can engender a different understanding of higher education: one that is connected to the cultivation of values such as autonomy, justice, empathy, mutual respect and Ubuntu (human dignity and interdependence). This book will be of interest and value to students and scholars of caring within education, as well as Ubuntu caring through the African context.

Towards a Philosophy of Critical Mathematics Education (Mathematics Education Library #15)

In Nineteen Eighty-Four George Orwell gives a description of different forms of suppression. We learn about the telescreens placed everywhere, through which it is possible for Big-Brother to watch the inhabitants of Oceania. However, it is not only important to control the activities of the inhabitants, it is important as well to control their thoughts, and the Thought Police are on guard. This is a very direct form of monitoring and control, but Orwell also outlines a more imperceptible and calculated line of thought control. In the Appendix to Nineteen Eighty-Four Orwell explains some struc­ tures of 'Newspeak', which is going to become the official language of Oceania. Newspeak is being developed by the Ministry of Truth, and this language has to substitute 'Oldspeak' (similar to standard English). Newspeak should fit with the official politics of Oceania ruled by the Ingsoc party: "The purpose of Newspeak was not only to provide a medium of expression for the world-view and mental habits proper to the devotees of Ingsoc, but to make all other modes of thought impos­ sible. It was intended that when Newspeak had been adopted once and for all and Oldspeak forgotten, a heretical thought - that is, a thought diverging from the principles of Ingsoc - should be literally unthink­ able, at least as far as thought is dependent on words.

Towards a Political Education Through Environmental Issues

The growing field of political education through environmental issues is organized around processes, which reach beyond the formal ones found in academic disciplines and national curricula into informal processes (such as social mobilization) and nonformal processes (such as those found in various international educational recommendations). Using theoretical approaches from the fields of political philosophy and the social sciences, this book develops a simultaneously conceptual and analytical framework for the political in educational content involving environmental issues. This framework is then used to empirically analyze educational content on sustainable development formulated by UNESCO, as well as the Tunisian curriculum. The theoretical and empirical studies carried out in this book lead to proposed curriculum tags for political education through environmental issues, with the intent of opening this field to inclusion in the didactics of curriculum research.

Towards a Political Education Through Environmental Issues

The growing field of political education through environmental issues is organized around processes, which reach beyond the formal ones found in academic disciplines and national curricula into informal processes (such as social mobilization) and nonformal processes (such as those found in various international educational recommendations). Using theoretical approaches from the fields of political philosophy and the social sciences, this book develops a simultaneously conceptual and analytical framework for the political in educational content involving environmental issues. This framework is then used to empirically analyze educational content on sustainable development formulated by UNESCO, as well as the Tunisian curriculum. The theoretical and empirical studies carried out in this book lead to proposed curriculum tags for political education through environmental issues, with the intent of opening this field to inclusion in the didactics of curriculum research.

Towards a Political Theory of the University: Public reason, democracy and higher education (New Directions in the Philosophy of Education)

Towards a Political Theory of the University argues that state and market forces threaten to diminish the legitimacy, authority and fundamental purposes of higher education systems. The political role of higher education has been insufficiently addressed by academics in recent decades. By applying Habermas’ theory of communicative action, this book seeks to reconnect educational and political theory and provide an analysis of the university which complements the recent focus on the intersections between political philosophy and legal theory. In this book, White argues that there is considerable overlap between crises in democracy and in universities. Yet while crises in democracy are often attributed to the inability of political institutions to adapt to the pace of social and cultural change, this diagnosis wilfully ignores the effects of privatisation on public institutions. Under present political conditions, the university is regarded in instrumental and economic terms, which not only diminishes its functions of developing and sustaining culture but also removes its democratic capabilities. This book explores these issues in depth and presents some of the practical problems associated with turning an independent higher education system into a state-dominated and then, subsequently, marketised system. This book bridges political and educational theory in an original and comprehensive way and makes an important contribution to the debate over the role of the university in a democracy. As such, it will appeal to researchers, academics and postgraduate students in the fields of the philosophy of education, higher education, and political and educational theory. With its implications for policy and practice, it will also be of interest to policy makers.

Towards a Political Theory of the University: Public reason, democracy and higher education (New Directions in the Philosophy of Education)

Towards a Political Theory of the University argues that state and market forces threaten to diminish the legitimacy, authority and fundamental purposes of higher education systems. The political role of higher education has been insufficiently addressed by academics in recent decades. By applying Habermas’ theory of communicative action, this book seeks to reconnect educational and political theory and provide an analysis of the university which complements the recent focus on the intersections between political philosophy and legal theory. In this book, White argues that there is considerable overlap between crises in democracy and in universities. Yet while crises in democracy are often attributed to the inability of political institutions to adapt to the pace of social and cultural change, this diagnosis wilfully ignores the effects of privatisation on public institutions. Under present political conditions, the university is regarded in instrumental and economic terms, which not only diminishes its functions of developing and sustaining culture but also removes its democratic capabilities. This book explores these issues in depth and presents some of the practical problems associated with turning an independent higher education system into a state-dominated and then, subsequently, marketised system. This book bridges political and educational theory in an original and comprehensive way and makes an important contribution to the debate over the role of the university in a democracy. As such, it will appeal to researchers, academics and postgraduate students in the fields of the philosophy of education, higher education, and political and educational theory. With its implications for policy and practice, it will also be of interest to policy makers.

Towards a Posthuman Theory of Educational Relationality: Cutting Through Water (New Directions in the Philosophy of Education)

Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies.