Böcker i Routledge Research in Education-serien

This book explores the health-education interface and the complex nexus of discourses, principles and practices within which educators mobilize school based health education. The book provides an explicit interrogation of the ideas informing particular models and approaches to health education and provides insight into the principles and practices underpinning approaches to policy, curriculum, pedagogy and assessment.

This book explores the relationship between drama and social justice. Much has been written within the tradition of drama education and applied theatre based around the premise that drama can be a force for change within both individual lives and society more broadly. Despite this premise, and dramäs intrinsically entwined relationship with society, little has been written in terms of charting the nature of the relationship. This book seeks to unpack and understand this premise more comprehensively, purposefully and critically. Combining theoretical, historical and practical perspectives, Drama and Social Justice provides a wide-ranging exploration of the concept of social justice within the field of drama education and applied theatre.

This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800¿1950. The volume represents research that draws on several theoretical approaches and methodologies. It engages with feminist discourses, social history, oral history, visual culture, post-colonial studies, and the concept of transnationalism, to provide new insights into the work of Sisters in education.

Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation. In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP.

Synchronous technologies, particularly interactive video conferencing (IVC), are becoming common modes of teaching and delivering college courses. The increasing popularity of IVC in the U.S. and abroad calls for more pedagogically effective practices for teachers and researchers using this technology. This volume focuses on innovative and proven approaches to IVC teaching in a variety of disciplines. Contributors hail from pioneering universities such as Utah State University who are at the forefront of distance education and understand the practice and potential of IVC teaching at the highest levels.

Challenging the assumption that access to technology is pervasive and globally balanced, this book explores the real and potential limitations placed on young people's literacy education by their limited access to technology and digital resources.

This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses: 　 The Arts Education, Motivation, Engagement and Achievement Research Visual Arts, Drama and Music in Classrooms Technology-mediated Arts Engagement International Perspectives on Arts and Cultural Policies in Education 　 This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.

This book is the first collection devoted to the central concept of agency in childhood studies. Including contributions from experts in the field, chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency.

This book offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. It explores what imagination is and how applying imagination to teaching and learning can increase the engagement of disaffected students and reinvigorate their relationships with curriculum content.

Globalization and migration have led to a new era of populism and racism in Western countries, rekindling traditional forms of discrimination through innovative means. This book investigates how discriminatory stereotypes are built online, and how media education can help to deconstruct hate speech and promote young people's full participation in media-saturated societies.

This books presents a number of ways in which educational research can fulfil its commitments to educational practice, by assisting mathematics teachers and their students in improving the results of their efforts.

Based on archive-based empirical and historical research, this book takes a close look at past developments in the United Nations Educational, Scientific and Cultural Organization¿s educational policies and practices, with a particular focus on history teaching, in order to offer a new research trajectory for understanding the roles played by UNESCO and other international organizations and the effects of globalization on education.

Anthony Laker leads an outstanding international team of educational theorists in critically examining the theoretical underpinnings of physical education, and in challenging the rhetoric, the practices and the pedagogies that prevail in our schools.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

This book challenges the existing notion that transnationalism is fundamentally concerned with an action; the spatial movement of people. Instead, it argues that transnationalism incorporates a mindset that has evolved over the centuries, and was psychologically manifested, if dormant, in colonised populations. Each chapter of the book focuses upon educational transnationalism as a means of empowerment for groups throughout the British Empire, and how it became, and remains, the tool for liberation by marginalised groups within formerly colonised societies.

In this edited collection, authors from various academic, cultural, racial, linguistic, and personal backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society.

This book brings together educationalists from around the globe, who share a common interest in nurturing the spiritual lives of children and young people, to explore how approaches to spirituality and education have been shaped by the historical, cultural, religious and political contexts of different geographic regions.

This volume presents a scholarly investigation of the ways educators engage in artistic and contemplative practices and why this matters in education. Exploring artistic disciplines such as dance, drama, visual art, performative autoethnography, music, and writing, this book creates respectful spaces for multiple artistic practices and spiritual traditions.

Pleasure and desire have been important components of the vision for sexuality education for over 20 years. This book argues that there has been a lack of scrutiny over the political motivations that underpin research supportive of pleasure and desire within comprehensive sexuality education. Key researchers in the field consider how discourses related to pleasure and desire have been taken up internationally. They argue that sexuality education is shaped by specific cultural and political contexts, and examine how these contexts have shaped the development of pleasure¿s inclusion in such programs. This volume incites a re-configuration of thought regarding sexuality education¿s approach to pleasure and desire.

This edited volume will explore linguistic apartheid, or the disappearance of certain languages through cultural genocide by dominant European colonizers and American neoconservative groups. It will trace back this form of apartheid from the colonial era to the English-only movement in the United States. Contributors demonstrate the way and extent to which such actions have affected the cultural life, learning process, identity, and the subjective and material conditions of linguistically and historically marginalized groups, including students. Further, they propose alternative ways to counter linguistic apartheid that minority groups and students have faced in schools and society at large.

Critical pedagogy is often condemned as being mostly dominated by privileged white males, bringing issues of race and gender to the forefront. This volume provides insight on how critical pedagogy can be helpful to scholars and teachers alike in their analysis of racial, gender, linguistic and political problems. It features a wide range of respected scholars who examine the way and the degree to which critical pedagogy can be used to improve education for students of color, women and other marginalized groups.

This volume explores how technology-supported learning environments can incorporate physical activity and interactive experiences in formal education. It presents cutting-edge research and design work on a new generation of "body-centric" technologies such as wearable body sensors, GPS tracking devices, interactive display surfaces, video game controller devices, and humanlike avatars. Contributors discuss how and why each of these technologies can be used in service of learning within K-12 classrooms and at home, in museums and online.