Reprint of the original, first published in 1883.

This title explores the place of education in development debates and provides a systematic as well as a theoretical overview of the main approaches to education and development. It emphasises the fact that education is profoundly shaped by national and local cultures even if many issues are shared across institutions in different locations. Education and Development discusses different theoretical accounts from different disciplinary traditions to help students understand the complexity of the overall debate. The text does not shy away from discussions of education’s negative impacts, and insists that an account of education must include consideration of early childhood development, adult, vocational and higher education, as well as the growing range of informal and distance forms. It includes chapters on human capital, human rights and human development, and on education, gender and development, and draws on examples from a wide range of countries and regions such as India, Hong Kong, Kenya and South Africa. The book has a well-developed pedagogy including text boxes, chapter summaries, key questions, links to websites and videos, and annotated further reading sections. Particular attention is paid to ensuring that a plurality of voices, contexts and educational sub-sectors are represented in the boxes, weblinks and references. Education and Development provides an introductory overview to the field, aimed at the undergraduate level, while critically engaging with key themes and questions. The book will also be of interest to development practitioners, policymakers, entrepreneurs and corporate employees engaged in aspects of education and development work.

Cooperative/collaborative learning procedures increasingly attract great attention in school and higher education settings. This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models with respect for the differences and diversity of goals among professionals in school communities, and second, to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities. The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers. They advocate that schools be administered under collaborative principles so teachers can "live the experience" that they are trying to create in their own classrooms. Professional Development for Cooperative Learning describes what works for professional development in cooperative learning and how difficult it is to bring about lasting change in school settings. Brody and Davidson focus the dialogue on the nature of professional development linked to systemic changes and the successes, failures, and challenges encountered in the process.

Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

This timely book explores the sustainable development goals, how well universities have been able to integrate them into their curriculum, and how universities can institutionalize the goals and sustainable development into their strategic plans and institutional culture

The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond «start up» stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE).

This work evaluates and attempts to produce a model for effective professional development. It contrasts the work in Britain with that in other countries, with case studies and exercises to illustrate points, highlighting good practice.

The book will focus on the applications of machine learning for sustainable development. Machine learning (ML) is an emerging technique whose diffusion and adoption in various sectors (such as energy, agriculture, internet of things, infrastructure) will be of enormous benefit. The state of the art of machine learning models is most useful for forecasting and prediction of various sectors for sustainable development.