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The Oxford Handbook of Lexicography (Oxford Handbooks)
This volume provides concise, authoritative accounts of the approaches and methodologies of modern lexicography and of the aims and qualities of its end products. Leading scholars and professional lexicographers, from all over the world and representing all the main traditions and perspectives, assess the state of the art in every aspect of research and practice. The book is divided into four parts, reflecting the main types of lexicography. Part I looks at synchronic dictionaries - those for the general public, monolingual dictionaries for second-language learners, and bilingual dictionaries. Part II and III are devoted to the distinctive methodologies and concerns of historical dictionaries and specialist dictionaries respectively, while chapters in Part IV examine specific topics such as description and prescription; the representation of pronunciation; and the practicalities of dictionary production. The book ends with a chronology of major events in the history of lexicography. It will be a valuable resource for students, scholars, and practitioners in the field.
The Oxford Handbook of Music and Disability Studies (Oxford Handbooks)
The Oxford Handbook of Disability Studies represents a comprehensive state of current research for the field of Disability Studies and Music. The forty-two chapters in the book span a wide chronological and geographical range, from the biblical, the medieval, and the Elizabethan, through the canonical classics of the eighteenth and nineteenth centuries, up to modernist styles and contemporary musical theater and popular genres, with stops along the way in post-Civil War America, Ghana and the South Pacific, and many other interesting times and places. Disability is a broad, heterogeneous, and porous identity, and that diversity is reflected in the variety of bodily conditions under discussion here, including autism and intellectual disability, deafness, blindness, mobility impairment often coupled with bodily difference, and cognitive and intellectual impairments. Amid this diversity of time, place, style, medium, and topic, the chapters share two core commitments. First, they are united in their theoretical and methodological connection to Disability Studies, especially its central idea that disability is a social and cultural construction. Disability both shapes and is shaped by culture, including musical culture. Second, these essays individually and collectively make the case that disability is not something at the periphery of culture and music, but something central to our art and to our humanity.
The Oxford Handbook of Music Education, Volume 1 (Oxford Handbooks)
Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education offers a comprehensive overview of the many facets of musical experience, behavior and development in relation to this diverse variety of contexts. In this first of two volumes, an international list of contributors discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years. Exploring how children across the globe learn and make music and the skills and attributes gained when they do so, these chapters examine the means through which music educators can best meet young people's musical needs. The second volume of the set brings the exploration beyond the classroom and into later life. Whether they are used individually or in tandem, the two volumes of The Oxford Handbook of Music Education update and redefine the discipline, and show how individuals across the world learn, enjoy and share the power and uniqueness of music.
The Oxford Handbook of Music Education, Volume 2 (Oxford Handbooks)
Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education offers a comprehensive overview of the many facets of musical experience, behavior and development in relation to this diverse variety of contexts. While the first volume primarily focuses on children during school-age years, this second collects an international list of contributors to explore how music learning takes place outside of the traditional classroom environment. Discussing a range of issues such as music education for the special needs population, music learning in adulthood, and music learning through media and technology these chapters help to broaden conceptions of music and musical involvement. Whether they are used individually or in tandem, the two volumes of The Oxford Handbook of Music Education update and redefine the discipline, and show how individuals across the world learn, enjoy and share the power and uniqueness of music.
The Oxford Handbook of Music Listening in the 19th and 20th Centuries (Oxford Handbooks)
An idealized image of European concert-goers has long prevailed in historical overviews of the nineteenth and twentieth centuries. This act of listening was considered to be an invisible and amorphous phenomenon, a naturally given mode of perception. This narrative influenced the conditions of listening from the selection of repertoire to the construction of concert halls and programmes. However, as listening moved from the concert hall to the opera house, street music, and jazz venues, new and visceral listening traditions evolved. In turn, the art of listening was shaped by phenomena of the modern era including media innovation and commercialization. This Handbook asks whether, how, and why practices of music listening changed as the audience moved from pleasure gardens and concert venues in the eighteenth century to living rooms in the twentieth century, and mobile devices in the twenty-first. Through these questions, chapters enable a differently conceived history of listening and offer an agenda for future research.
The Oxford Handbook of Music Making and Leisure (Oxford Handbooks)
Music has been a vital part of leisure activity across time and cultures. Contemporary commodification, commercialization, and consumerism, however, have created a chasm between conceptualizations of music making and numerous realities in our world. From a broad range of perspectives and approaches, this handbook explores avocational involvement with music as an integral part of the human condition. The chapters in The Oxford Handbook of Music Making and Leisure present myriad ways for reconsidering and refocusing attention back on the rich, exciting, and emotionally charged ways in which people of all ages make time for making music. The contexts discussed are broadly Western, including an eclectic variety of voices from scholars across fields and disciplines, framing complex and multifaceted phenomena that may be helpfully, enlighteningly, and perhaps provocatively framed as music making and leisure. This volume may be viewed as an attempt to reclaim music making and leisure as a serious concern for, amongst others, policy makers, scholars, and educators who perhaps risk eliding some or even most of the ways in which music - a vital part of human existence - is integrated into the everyday lives of people. As such, this handbook looks beyond the obvious, asking readers to consider anew, "What might we see when we think of music making as leisure?"
The Oxford Handbook of Music Performance, Volume 1 (Oxford Handbooks)
The two-volume Oxford Handbook of Music Performance provides a resource that musicians, scholars and educators will use as the most important and authoritative overview of work within the areas of music psychology and performance science. The 80 experts from 13 countries who prepared the 53 chapters in this handbook are leaders in the fields of music psychology, performance science, musicology, psychology, education and music education. Chapters in the Handbook provide a broad coverage of the area with considerable expansion of the topics that are normally covered in a resource of this type. Designed around eight distinct sections - Development and Learning, Proficiencies, Performance Practices, Psychology, Enhancements, Health & Wellbeing, Science, and Innovations - the range and scope of The Oxford Handbook of Music Performance is much wider than other publications through the inclusion of chapters from related disciplines such as performance science (e.g., optimizing performance, mental techniques, talent development in non-music areas), and education (e.g., human development, motivation, learning and teaching styles) as well as the attention given to emerging critical issues in the field (e.g., wellbeing, technology, gender, diversity, inclusion, identity, resilience and buoyancy, diseases, and physical and mental disabilities). Within each chapter, authors have selected what they consider to be the most important scientific and artistic material relevant to their topic. They begin their chapters by surveying theoretical views on each topic and then, in the final part of the chapter, highlight practical implications of the literature that performers will be able to apply within their daily musical lives.
The Oxford Handbook of Music Performance, Volume 2 (Oxford Handbooks)
The two-volume Oxford Handbook of Music Performance provides a resource that musicians, scholars and educators will use as the most important and authoritative overview of work within the areas of music psychology and performance science. The 80 experts from 13 countries who prepared the 53 chapters in this handbook are leaders in the fields of music psychology, performance science, musicology, psychology, education and music education. Chapters in the Handbook provide a broad coverage of the area with considerable expansion of the topics that are normally covered in a resource of this type. Designed around eight distinct sections - Development and Learning, Proficiencies, Performance Practices, Psychology, Enhancements, Health & Wellbeing, Science, and Innovations - the range and scope of The Oxford Handbook of Music Performance is much wider than other publications through the inclusion of chapters from related disciplines such as performance science (e.g., optimizing performance, mental techniques, talent development in non-music areas), and education (e.g., human development, motivation, learning and teaching styles) as well as the attention given to emerging critical issues in the field (e.g., wellbeing, technology, gender, diversity, inclusion, identity, resilience and buoyancy, diseases, and physical and mental disabilities). Within each chapter, authors have selected what they consider to be the most important scientific and artistic material relevant to their topic. They begin their chapters by surveying theoretical views on each topic and then, in the final part of the chapter, highlight practical implications of the literature that performers will be able to apply within their daily musical lives.
The Oxford Handbook of Neo-Riemannian Music Theories (Oxford Handbooks)
In recent years Hugo Riemann's ideas have thoroughly captured the music-theoretical imagination, both in the United States and abroad. Neo-Riemannian theory has proven particularly adept at explaining features of chromatic music where other theoretical approaches have failed, and in so doing has established itself as the leading theoretical approach of our time. The Oxford Handbook of Neo-Riemannian Music Theories brings together an international group of leading proponents of Riemannian and neo-Riemannian theory for a thoroughgoing exploration of the music-analytical, systematic, and historical aspects of this important new field. The volume elucidates key aspects of the field, draws connections between Riemann's original ideas and current thought, and suggests new applications and avenues for further study. A number of essays suggest connections to other fields of inquiry, such as cognitive and mathematical music theory, as well as applications in the field of metric or melodic analysis. The selection of essays is complemented by several of Hugo Riemann's key original texts, many of which appear in English translation for the first time, and is rounded off by a glossary of key concepts for easy reference.
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (Oxford Handbooks)
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers' understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.
The Oxford Handbook of Philosophy in Music Education (Oxford Handbooks)
Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music. Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves.
The Oxford Handbook of Preservice Music Teacher Education in the United States (Oxford Handbooks)
The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.
The Oxford Handbook of Religion and American Education (Oxford Handbooks)
From the founding of Harvard College in 1636 as a mission for training young clergy to the landmark 1968 Supreme Court decision in Epperson v. Arkansas, which struck down the state's ban on teaching evolution in schools, religion and education in the United States have been inextricably linked. Still today new fights emerge over the rights and limitations of religion in the classroom. The Oxford Handbook of Religion and American Education brings together preeminent scholars from the fields of religion, education, law, and political science to craft a comprehensive survey and assessment of the study of religion and education in the United States. The essays in the first part develop six distinct conceptual lenses through which to view American education, including Privatism, Secularism, Pluralism, Religious Literacy, Religious Liberty, and Democracy. The following four parts expand on these concepts in a diverse range of educational frames: public schools, faith-based K-12 education, higher education, and lifespan faith development. Designed for a diverse and interdisciplinary audience, this addition to the Oxford Handbook series sets for itself a broad goal of understanding the place of religion and education in a modern democracy.
The Oxford Handbook of Screendance Studies (Oxford Handbooks)
The Oxford Handbook of Screendance Studies offers a full overview of the histories, practices, and critical and theoretical foundations of the rapidly changing landscape of screendance. Drawing on their practices, technologies, theories, and philosophies, scholars from the fields of dance, performance, visual art, cinema and media arts articulate the practice of screendance as an interdisciplinary, hybrid form that has yet to be correctly sited as an academic field worthy of critical investigation. Each chapter discusses and reframe current issues, as a means of promoting and enriching dialogue within the wider community of dance and the moving image. Topics addressed embrace politics of the body; agency, race, and gender in screendance; the relationship of choreography to image; constructs of space and time; representation and effacement; production and curatorial practice; and other areas of intersecting disciplines. The Oxford Handbook of Screendance Studies features newly-commissioned and original scholarship that will be essential reading for all those interested in the intersection of dance and the moving image, including film and video-makers, dance artists, screendance artists, academics and writers, producers, composers, as well as the wider interested public. It will become an invaluable resource for researchers and professionals in the field.
The Oxford Handbook of Social Justice in Music Education (Oxford Handbooks)
Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters.
The Oxford Handbook of Social Media and Music Learning (Oxford Handbooks)
The rapid pace of technological change over the last decade, particularly the rise of social media, has deeply affected the ways in which we interact as individuals, in groups, and among institutions to the point that it is difficult to grasp what it would be like to lose access to this everyday aspect of modern life. The Oxford Handbook of Social Media and Music Learning investigates the ways in which social media is now firmly engrained in all aspects of music education, providing fascinating insights into the ways in which social media, musical participation, and musical learning are increasingly entwined. In five sections of newly commissioned chapters, a refreshing mix of junior and senior scholars tackle questions concerning the potential for formal and informal musical learning in a networked society. Beginning with an overview of community identity and the new musical self through social media, scholars explore intersections between digital, musical, and social constructs including the vernacular of born-digital performance, musical identity and projection, and the expanding definition of musical empowerment. The fifth section brings this handbook to full practical fruition, featuring firsthand accounts of digital musicians, students, and teachers in the field. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a musical community member in an age of technologically mediated relationships that break down the limits of geographical, cultural, political, and economic place.
The Oxford Handbook of Technology and Music Education (Oxford Handbooks)
Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. To tease out and elucidate some of the salient problems, interests, and issues, The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives: historical; philosophical; socio-cultural; pedagogical; musical; economic; policy, organized around four broad themes: Emergence and Evolution; Locations and Contexts: Social and Cultural Issues; Experiencing, Expressing, Learning and Teaching; and Competence, Credentialing, and Professional Development. Chapters from a highly diverse group of junior and senior scholars provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field. The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses.
The Oxford Handbook of the Bible and American Popular Culture (Oxford Handbooks)
The study of the reciprocal relationship between the Bible and popular culture has blossomed in the past few decades, and the time seems ripe for a broadly-conceived work that assesses the current state of the field, offers examples of work in that field, and suggests future directions for further study. This Handbook includes a wide range of topics organized under several broad themes, including biblical characters (such as Adam, Eve, David and Jesus) and themes (like Creation, Hell, and Apocalyptic) in popular culture; the Bible in popular cultural genres (for example, film, comics, and Jazz); and "lived" examples (such as museums and theme parks). The Handbook concludes with a section taking stock of methodologies and the impact of the field on teaching and publishing. The Oxford Handbook of the Bible and American Popular Culture represents a major contribution to the field by some of its leading practitioners, and will be a key resource for the future development of the study of both the Bible and its role in American popular culture.
The Oxford Handbook of the Bible and Ecology (Oxford Handbooks)
Environmental issues are an ever-increasing focus of public discourse and have proved concerning to religious groups as well as society more widely. Among biblical scholars, criticism of the Judeo-Christian tradition for its part in the worsening crisis has led to a small but growing field of study on ecology and the Bible. This volume in the Oxford Handbook series makes a significant contribution to this burgeoning interest in ecological hermeneutics, incorporating the best of international scholarship on ecology and the Bible. The Handbook comprises 30 individual essays on a wide range of relevant topics by established and emerging scholars. Arranged in four sections, the volume begins with a historical overview before tackling some key methodological issues. The second, substantial, section comprises thirteen essays offering detailed exegesis from an ecological perspective of selected biblical books. This is followed by a section exploring broader thematic topics such as the Imago Dei and stewardship. Finally, the volume concludes with a number of essays on contemporary perspectives and applications, including political and ethical considerations. The editors Hilary Marlow and Mark Harris have drawn on their experience in Hebrew Bible and New Testament respectively to bring together a diverse and engaging collection of essays on a subject of immense relevance. Its accessible style, comprehensive scope, and range of material means that the volume is a valuable resource, not only to students and scholars of the Bible but also to religious leaders and practitioners.
The Oxford Handbook of the Bible in Orthodox Christianity (OXFORD HANDBOOKS SERIES)
The Oxford Handbook of the Bible in Orthodox Christianity investigates the various ways in which Orthodox Christian, i.e., Eastern and Oriental, communities, have received, shaped, and interpreted the Christian Bible. The handbook is divided into five parts: Text, Canon, Scripture within Tradition, Toward an Orthodox Hermeneutics, and Looking to the Future. The first part focuses on how the Orthodox Church has never codified the Septuagint or any other textual witnesses as its authoritative text. Textual fluidity and pluriformity, a characteristic of Orthodoxy, is demonstrated by the various ancient and modern Bible translations into Syriac, Coptic, Ethiopian, Armenian among other languages. The second part discusses how, unlike in the Protestant and Roman-Catholic faiths where the canon of the Bible is "closed" and limited to 39 and 46 books, respectively, the Orthodox canon is "open-ended," consisting of 39 canonical books and 10 or more anaginoskomena or "readable" books as additions to Septuagint. The third part shows how, unlike the classical Protestant view of sola scriptura and the Roman Catholic way of placing Scripture and Tradition on par as sources or means of divine revelation, the Orthodox view accords a central role to Scripture within Tradition, with the latter conceived not as a deposit of faith but rather as the Church's life through history. The final two parts survey "traditional" Orthodox hermeneutics consisting mainly of patristic commentaries and liturgical interpretations found in hymnography and iconography, and the ways by which Orthodox biblical scholars balance these traditional hermeneutics with modern historical-critical approaches to the Bible.
The Oxford Handbook of the Positive Humanities (Oxford Library of Psychology)
This handbook examines the new and rapidly growing field of the positive humanities--an area of academic research at the intersection of positive psychology and the arts and humanities. Written by leading experts across a wide range of academic disciplines, the volume begins with an overview of the science and culture of human flourishing, covering historical and current trends in this literature. Next, contributors consider the well-being benefits of engagement with the arts and humanities, marking out neurological, cognitive, emotional, behavioral, and social pathways to human flourishing. These pathways lead to detailed investigations of individual fields within the arts and humanities, including music, the visual arts, philosophy, history, literature, religion, theater, and film. Along the way, the book thoroughly synthesizes theory, research, and exemplary practice, concluding with thought-provoking discussions of avenues for public engagement and policy. With its expansive coverage of both the field as a whole and specialized disciplinary and interdisciplinary drivers, The Oxford Handbook of the Positive Humanities advances the literature on the theory and science of well-being and extends the scope of the arts and humanities.
The Oxford Handbook of Time in Music (Oxford Handbooks)
Music represents one of humanity's most vivid contemplations on the nature of time itself. The ways that music can modify, intensify, and even dismantle our understanding of time's passing is at the foundation of musical experience, and is common to listeners, composers, and performers alike. The Oxford Handbook of Time in Music provides a range of compelling new scholarship that examines the making of musical time, its effects and structures. Bringing together philosophical, psychological, and socio-cultural understandings of time in music, the chapters highlight the act of 'making' not just as cultural construction but also in terms of the perceptual, cognitive underpinnings that allow us to 'make' sense of time in music. Thus, the Handbook is a unique synthesis of divergent perspectives on the nature of time in music. With its focus on contemporary music (while paying attention to some of the generative temporalities of the nineteenth century), the volume establishes the richness and complexity of so much current music-making and in the process overcomes historic demarcations between art and popular musics.
The Oxford History of Protestant Dissenting Traditions, Volume I: The Post-Reformation Era, 1559-1689 (The Oxford History of Protestant Dissenting Traditions)
The Oxford History of Protestant Dissenting Traditions, Volume I traces the emergence of Anglophone Protestant Dissent in the post-Reformation era between the Act of Uniformity (1559) and the Act of Toleration (1689). It reassesses the relationship between establishment and Dissent, emphasising that Presbyterians and Congregationalists were serious contenders in the struggle for religious hegemony. Under Elizabeth I and the early Stuarts, separatists were few in number, and Dissent was largely contained within the Church of England, as nonconformists sought to reform the national Church from within. During the English Revolution (1640-60), Puritan reformers seized control of the state but splintered into rival factions with competing programmes of ecclesiastical reform. Only after the Restoration, following the ejection of two thousand Puritan clergy from the Church, did most Puritans become Dissenters, often with great reluctance. Dissent was not the inevitable terminus of Puritanism, but the contingent and unintended consequence of the Puritan drive for further reformation. The story of Dissent is thus bound up with the contest for the established Church, not simply a heroic tale of persecuted minorities contending for religious toleration. Nevertheless, in the half century after 1640, religious pluralism became a fact of English life, as denominations formed and toleration was widely advocated. The volume explores how Presbyterians, Congregationalists, Baptists, and Quakers began to forge distinct identities as the four major denominational traditions of English Dissent. It tracks the proliferation of Anglophone Protestant Dissent beyond England—in Wales, Scotland, Ireland, the Dutch Republic, New England, Pennsylvania, and the Caribbean. And it presents the latest research on the culture of Dissenting congregations, including their relations with the parish, their worship, preaching, gender relations, and lay experience.
Partizipation und Schule: Perspektiven auf Teilhabe und Mitbestimmung von Kindern und Jugendlichen
Dieser Sammelband zeigt auf, dass trotz pädagogisch, gesellschaftlich und rechtlich begründeter Forderungen nach Partizipation in der Schule deren flächendeckende Umsetzung aufgrund systemimmanenter Strukturen, Kulturen und Praktiken noch nicht erfolgt ist. Unterschiedliche Beiträge aus Theorie, Empirie und Schulpraxis befassen sich mit Chancen und Herausforderungen von ernsthaften Teilhabe- und Mitbestimmungsmöglichkeiten der Schülerinnen und Schüler. Es werden Wege für die Umsetzung von Partizipation in der Schule dargelegt, die verdeutlichen, dass Herausforderungen Barrieren sind, die den Weg erschweren – aber nicht unbedingt unüberwindbare Grenzen, die verhindern, ihn zu gehen.
Partnership and Powerful Teacher Education: Growth and Challenge in an Urban Neighborhood Program
This collaborative volume offers an in-depth portrait and valuable reference for the development of clinical or school-embedded partnerships in teacher preparation by drawing on the decades-long partnership between a university and set of schools in an urban neighborhood. In the midst of a national movement towards partnership-based clinical teacher education, this book explains and illustrates the roles, commitments, and collaborative practices that have evolved. Divided into three parts, contributors outline the theory and practice of the clinical teacher preparation model and its neighborhood focus, covering topics such as: The social and institutional context of partnership development and teacher education; Key collaborative and learning practices; Challenges and questions that have emerged, and what can be learned from the experience. Written with voices of university faculty, school educators, program graduates, and students from partner schools, Thomas Del Prete offers a volume perfect for those looking to be inspired by an example of clinical teacher education and partnership in an urban community and to learn what can be achieved with conviction and perseverance over time.