The Mission Hill School, founded by MacArthur Award winner Deborah Meier and colleagues in 1997, is a small public school that has rethought almost everything about the process of teaching and learning. Beyond richly describing and evaluating this high-achieving school, the author argues that democratic education is increasingly difficult in this era of testing and standardization and that a school such as Mission Hill must be continually thoughtful, innovative, and courageous in counteracting systemic inequality. This in-depth examination is essential reading for anyone interested in how to better understand seemingly intractable problems related to urban public education in the United States. Book Features: An exemplary model of democratic education that shows the inner workings of a largely teacher-governed school.A rare example of an urban school implementing Dewey-influenced progressive pedagogy.In-depth descriptions of an anti-racist and culturally relevant pedagogy and curriculum.A close examination of successful practices, including shared decision making, intensive problem solving, and looking at student work. Matthew Knoester is a National Board Certified Teacher and former teacher at the Mission Hill School in Boston. He received his Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison and is currently Assistant Professor of Education at the University of Evansville. “Matthew Knoester has done us an enormous favor by showing us, in detail, what could be—one example of how schools can be the building blocks for democracy, recreating community for all to taste, feel, hear, and see.” —From the Foreword by Deborah W. Meier “This is exactly the kind of book that is so necessary at this time. Schools can be respectful, responsive, and caring places. Matthew Knoester gives us a detailed picture of such a school. If more people would read books such as this, the national debate on education would be all the better for it.” —Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin–Madison “Knoester’s account of the Mission Hill School captures the ‘habits of mind’ needed if public schools are to be truly democratic in spirit and in practice, centered on the children, and, as Deborah Meier so powerfully advocates, protected from those policies and social forces that accept and perpetuate disengagement and inequality in our children's education.” —Linda McSpadden McNeil, Professor of Education, Rice University; author of Contradictions of School Reform “To those who have never seen the Mission Hill School in Boston, it may sound like a magical place. The good news is that it is real and Knoester shows us through his compelling narrative how and why they have been able to achieve so much. For educators, students, and parents this book will be a source of inspiration. At a time when our policymakers and many so-called reformers are actively undermining support for public education, this important book will serve as a reminder that we can do a much better job at educating all children.” —Pedro Noguera, Executive Director,Metropolitan Center for Urban Education, New York University

Now fully updated to reflect the changing social work placement landscape and the BASW refreshed (2022) Practice Educator Professional Standards (PEPS), this best-selling book is an invaluable guide for social workers undertaking learning and assessment to gain and maintain Stage 1 or 2 qualified practice educator status and for those involved in facilitating the mentoring, learning, support, assessment and CPD of practice educators. It covers all key areas within Practice Educator training and offers guidance on the application of key skills and knowledge in supporting, assessing and teaching social work students and managing the placement. It will particularly assist Practice Educators to: Understand, prepare for and provide appropriate learning opportunities Understand and implement effective supervision of social work students, including development of reflection, knowledge, skills and values Understand holistic assessment of practice; assessing in line with capability levels expected at the end of first and final placement Deal with weaker or failing students Prepare the reader for the PEPS qualification process.

Serious games provide a unique opportunity to fully engage students more than traditional teaching approaches. Understanding the best way to utilize these games and the concept of play in an educational setting is imperative for effectual learning in the 21st century. Gamification in Education: Breakthroughs in Research and Practice is an innovative reference source for the latest academic material on the different approaches and issues faced in integrating games within curriculums. Highlighting a range of topics, such as learning through play, virtual worlds, and educational computer games, this publication is ideally designed for educators, administrators, software designers, and stakeholders in all levels of education.

Based in sociologist Zygmunt Bauman’s theory of liquid modernity, this volume describes and critiques key aspects and practices of liquid education--education as market-driven consumption, short life span of useful knowledge, overabundance of information--through a systematic comparison with ancient Greek paideia and medieval university education, producing a sweeping analysis of the history and philosophy ofeducation for the purpose of understanding current higher education, positing a more holisitic alternative model in which students are embedded in a learning commutity that is itself embedded in a larger society. If liquid modernity has left a vacuum where, according to Bauman, the pilot’s cabin is empty, this volume argues that no structure is better positioned to fill this vacuum than the university and outlines a renewed vision of social transformation through higher education.

This edited volume presents a broad range of original practice-oriented research studies about tertiary mathematics education. These are based on current theoretical frameworks and on established and innovative empirical research methods. It provides a relevant overview of current research, along with being a valuable resource for researchers in tertiary mathematics education, including novices in the field. Its practice orientation research makes it attractive to university mathematics teachers interested in getting access to current ideas and results, including theory-based and empirically evaluated teaching and learning innovations. The content of the book is spread over 5 sections: The secondary-tertiary transition; University students' mathematical practices and mathematical inquiry; Research on teaching and curriculum design; University students’ mathematical inquiry and Mathematics for non-specialists.

This book project poses a major challenge to Japanese science education researchers in order to disseminate research findings on and to work towards maintaining the strength and nature of Japanese science education. It also presents a unique opportunity to initiate change and/or develop science education research in Japan. It provides some historical reasons essential to Japanese students’ success in international science tests such as TIMSS and PISA. Also, it helps to tap the potential of younger generation of science education researchers by introducing them to methods and designs in the research practice.

Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement. Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

"This book presents a framework for teaching that empowers students, fosters literacy development, and explains the underlying factors that influence pedagogy, highlighting practices from around the globe"--

This book brings together a broad range of approaches and methodologies relevant to international comparative vocational education and training (VET). Revealing how youth in transition is affected by economic crises, it provides essential insights into the strengths and weaknesses of the various systems and prospects of VET in contexts ranging from North America to Europe, (e.g. Spain, Germany or the UK) to Asia (such as China, Thailand and India). Though each country examined in this volume is affected by the economic crisis in a different way, the effects are especially apparent for the young generation. In many countries the youth unemployment rate is still very high and the job perspectives for young people are often limited at best. The contributions in this volume demonstrate that VET alone cannot solve these problems, but can be used to support a smooth transition from school to work. If the quality of VET is high and the status and job expectations are good, VET can help to fill the skills gap, especially at the intermediate skill level. Furthermore, VET can also offer a realistic alternative to the university track for young people in many countries.

Seminal lectures on music education since the 1990s. There is no question that music education is in crisis today. The place of music in the national curriculum is controversial; there have been cuts in the provision of individual lessons; and there have been severe reductions in government funding, with more planned. This book, containing the first five Bernarr Rainbow Lectures, makes an important and timely contribution to the debate on music education. Baroness Warnock brings the perspective of a distinguished philosopher to bear on issues about the nature of music and its study; Lord Moser urges us to maintain and expand what has been achieved since World War II; the late Professor John Paynter, responsible for the 1960s surge in creative approaches to music teaching, presents his case in two contributions; John Stephens discusses structures for music teaching and then, in a second contribution, brings everything up to date; and Professor Gavin Henderson traces his own colourful career and supports music for all ages. Also included is the 2005 Royal Philharmonic Society by the Master of the Queen's Music, Sir Peter Maxwell Davies; an assessment from Bernarr Rainbow himself, written late in his life; an indictment from Wilfrid Mellers; and two reviews of Bernarr Rainbow on Music: Memoirs and Selected Writings, showing the continuing importance of his work fifteen years after his death. This book is part of the series Classic Texts in Music Education, edited by Professor Peter Dickinson, and supported by the Bernarr Rainbow Trust. Peter Dickinson is a British composer, writer and pianist and authorand editor of books on Lennox Berkeley, Copland, Cage, Barber and Berners.