Böcker i Routledge Research in Education-serien

With contributions from experts in the multidisciplinary field of physical education, this book provides societal, theoretical, school and practice perspectives on learning and teaching. Covering each of the four perspectives and drawing on examples from across the Anglophone world to support their findings, chapters use evidence-based research to critically analyse and discuss vital learning and teaching issues and points of contestation associated with present-day physical education. By incorporating and merging ideas from practice and theory, the proposed book engages with a broad range of issues and concerns which are pertinent at various levels to the future of physical education.

This book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement`s leaders worldwide. It comprises four parts: 1) history, philosophy and theoretical foundations; 2) specialized uses of philosophical dialogues; 3) theoretical concerns; and 4) the issues and challenges in the implementation of P4C worldwide. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme.

This collection chronicles a collaborative action research project joining researchers and practitioners in the development of multimodal literacies pedagogies for multilingual and diverse elementary classrooms.

This book collection disrupts received notions of educational leadership, culture and diversity as currently portrayed in practice and theory. It draws on compelling studies of educational leadership from the global north and south, as well as from a range of ethnic, religious and gendered perspectives and critical research approaches. In so doing, the book powerfully challenges contemporary leadership discourses of diversity that reproduce essentialising leadership practices, binary divisions and asymmetrical power relations. This book offers readers new directions and possibilities through which to understand, theorise and practise educational leadership in the twenty first century.

This book explores the complexities of investigating minorities, majorities, boundaries and borders and the experiences of researchers who choose to work in these spaces, and examines epistemologies that appear to shape researchers¿ beliefs about the forms of research that are valued in educational research and theory.

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.

This book explores different perspectives on the role, influence and importance of participants in education research. Drawing on a variety of philosophical, theoretical and methodological approaches, the book examines how researchers relate to and with their participants before, during, and after the collection and/or production of data; reimagining the rights of participants, the role/s of participants, the concept/s of "participant" itself.

This book draws together leading educationalists, philosophers, theologians, and social scientists to explore issues, problems, and tensions concerning religious education in a variety of international settings. The contributors explore the possibilities and limitations of religious education in preparing citizens in multicultural and multi-religious democratic societies.

This volume explores the critical role of family and community in the life and experiences of college students, showing how the the family experience may deepen higher education practice and analyzing the ways in which family and community are included, valued, or devalued in higher education.

This volume posits geography as a bridge between the natural and social sciences, demonstrating how issues such as discrimination and poverty can be more deeply understood with a spatial perspective from varying scales: individual, community, region, nation, and world. It explores new developments in geography and their implications for the K-12 social studies curriculum, introducing teachers and teacher educators to new research in the field and providing theoretical and practical examples of geography in the curriculum.

Drama as a process-centred form is a popular and valued methodology used to develop thinking and learning in children, while theatre provides a greater focus on the element of performance. In recent years, offering drama and theatre as a shared experience is increasingly used to engage children and to facilitate learning in a drama classroom. This book is an amalgamation of theory, research and practice from across the globe, using drama and theatre as a central component with children. It provides an exploration of the methodologies and techniques used to improve drama in the curriculum, and highlights the beneficial impact drama has in a variety of classrooms, enriching learning and communication.

This book argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing. Chapters show why and how spiritual learning should be addressed across the curriculum, with implications for the design of learning programs and environments.

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.

Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the ΓÇÿeducation revolutionΓÇÖ in Australia.Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the ΓÇÿMy SchoolΓÇÖ website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the ΓÇÿgood teacherΓÇÖ, the involvement of parents in school and the ΓÇÿdigital revolutionΓÇÖ. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study.This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the ΓÇÿeducation revolutionΓÇÖ on the Principal, parents, teachers and students. It comprehensively challenges the official ΓÇÿMy SchoolΓÇÖ representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally.

This book focuses on two key issues first, the centrality of education (knowledge creation and pedagogy) to all projects of radical democracy; and second, the educative character of radical democracy as a mode of political and ethical life. In this text Amsler explores why radical democracy is so difficult yet so possible, and why understanding it as a critical educational process greatly increases our chances to make it work.

This book provides an analytical exploration of the condition of teachers working in expanding school systems across the world, with a particular focus on the lives of women teachers in rural Sub-Saharan Africa. Drawing from award-winning research, it looks beyond the official portrayals of teachers' lives in order to better understand the reality of the contexts in which teachers live and work.