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Rethinking Problem-based Learning for the Digital Age: A Practical Guide for Online Settings
by Maggi Savin-Baden Heather FraserRethinking Problem-based Learning for the Digital Age provides grounded, evidence-based strategies for teaching faculty, academic developers and educational technologists who are changing their problem-based learning (PBL) modules and programmes from face-to-face to online. Given today’s rapid advancements in learning and curriculum development specific to online and blended modes, there is considerable potential to introduce new forms of PBL in higher education. This book applies fundamental and cutting-edge research, including original scholarship by the authors, to innovative PBL practices and realistic tasks that can be brought to life through digital environments, teamwork and resources. Whether re-contextualizing PBL practices for newly online/blended instruction or seeking fresh PBL approaches for existing digital education environments across disciplines, readers will be guided to construct active, highly motivating, learner-centred experiences using simulations, games, virtual reality, multimedia and other complex innovations.
Rethinking Problem-based Learning for the Digital Age: A Practical Guide for Online Settings
by Maggi Savin-Baden Heather FraserRethinking Problem-based Learning for the Digital Age provides grounded, evidence-based strategies for teaching faculty, academic developers and educational technologists who are changing their problem-based learning (PBL) modules and programmes from face-to-face to online. Given today’s rapid advancements in learning and curriculum development specific to online and blended modes, there is considerable potential to introduce new forms of PBL in higher education. This book applies fundamental and cutting-edge research, including original scholarship by the authors, to innovative PBL practices and realistic tasks that can be brought to life through digital environments, teamwork and resources. Whether re-contextualizing PBL practices for newly online/blended instruction or seeking fresh PBL approaches for existing digital education environments across disciplines, readers will be guided to construct active, highly motivating, learner-centred experiences using simulations, games, virtual reality, multimedia and other complex innovations.
Rethinking Professional Issues in Special Education (Contemporary Studies in Social and Policy Issues in Education: The David C. Anch)
by James L. PaulSpecial educators are facing new challenges at the beginning of the 21st century as public education is being reformed by a vision focusing on measurable student outcomes. The future course of the field will be shaped by the policy and programmatic responses to several issues, including demographic changes in student populations, a lack of certified special education teachers, criticism in the public media for the rising costs of services, and debates about the preferred philosophy of service delivery for students with disabilities. Additional chapters discuss university-school collaboration, charter schools, disability studies, school violence, disproportionality in placement, male African-American teachers, and ethics.This book has been written out of a context of research and program development activities with public schools over the past decade in one of the largest Colleges of Education in a diverse metropolitan area in the country. The issues selected for analysis and the perspective guiding those analyses grew out of this work and out of a national Delphi study of the views of parents and constituent organizations and leading researchers, teacher educators, and policy makers in Special Education.
Rethinking Public Education Systems in the 21st Century Scenario: New and Renovated Challenges between Policies and Practices (The World Council of Comparative Education Societies)
by Felicitas Acosta Sonia NogueiraThis book emanated from presentations at the World Congress of Comparative Education Societies (WCCES), held in Buenos Aires, Argentina in June 2013. The Congress theme of “New Times, New Voices” provided the broad frame of the post-Buenos Aires series of volumes including this one containing research contributions focusing on the situation of public education systems. The chapters in this volume are selected for quality of research and relevance to the theme, and for representation across global regions. They examine the new and renovated challenges faced by public education systems at present for which different paths are suggested. In particular, this book puts together studies from authors from Latin American countries, especially from the Southern Cone, as a way of giving voice to particular educational problems and perspectives in a globalized world. Getting into educational systems in Argentina, Brazil and Chile and analysing some of its current particularities through the lenses of regional and international comparison, contributes to a better understanding of the processes of circulation, reception, appropriation and translation that historically characterizes educational systems development. This is why the volume also includes studies regarding the impact on contemporary educational reforms in the public sector, their links to past reforms and their cumulative impact on educational systems.
Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice (Critical Cultural Studies of Childhood)
by Jeanne Marie Iorio Will ParnellThis book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.
Rethinking Reflection and Ethics for Teachers
by R. Scott Webster John D. WhelenThis book reexamines reflection and ethics for teachers, and argues the case for ensuring teaching practices are educational and professional rather than simply technical or clinical. Demonstrating that theory is indispensable when it comes to professional deliberation and educational practice, the authors draw on their experience to provide insights for teachers that will enable them to become better professional educators. This collection of research chapters, written by established researchers and educators in the field who are familiar with a variety of teaching contexts and are conversant with the current teaching standards and policies relating to teaching and teacher education, is a valuable resource for practicing teachers, researchers, policy-makers as well as for final-year student-teachers in Initial Teacher Education programs. Further, it enables early career teachers to meet their professional responsibilities in a more critically informed and capable manner.
Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy
by Robert JacksonHow should schools deal with religions in matters of curriculum, procedure and policy?As Western society becomes increasingly multicultural in character, schools must reassess the provision of religious education and look at how they might adapt in order to accommodate students' diverse experiences of plurality. This book offers a critical view of approaches to the treatment of different religions in contemporary education, in order to devise approaches to teaching and learning, and to formulate policies and procedures that are fair and just to all. Beginning with a contextual overview of the religious, social and cultural changes of the past fifty years, the book goes on to illuminate and assess six different responses to the challenges posed by religious plurality in schools. Conclusions are drawn from the various positions explored in this book, identifying what the character of religious education should be, how it should be taught and addressing the issues raised for policy, practice and research. Rethinking Religious Education and Plurality argues for a plural approach to education and will be a valuable resource for students and researchers studying courses in religious education as well as teachers, education advisers and policy makers.
Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy
by Robert JacksonHow should schools deal with religions in matters of curriculum, procedure and policy?As Western society becomes increasingly multicultural in character, schools must reassess the provision of religious education and look at how they might adapt in order to accommodate students' diverse experiences of plurality. This book offers a critical view of approaches to the treatment of different religions in contemporary education, in order to devise approaches to teaching and learning, and to formulate policies and procedures that are fair and just to all. Beginning with a contextual overview of the religious, social and cultural changes of the past fifty years, the book goes on to illuminate and assess six different responses to the challenges posed by religious plurality in schools. Conclusions are drawn from the various positions explored in this book, identifying what the character of religious education should be, how it should be taught and addressing the issues raised for policy, practice and research. Rethinking Religious Education and Plurality argues for a plural approach to education and will be a valuable resource for students and researchers studying courses in religious education as well as teachers, education advisers and policy makers.
Rethinking Rural Literacies: Transnational Perspectives
by Michael CorbettThe chapters in this international collection investigate a wide range of theorizations of rurality and literacy; literate practices and pedagogies; questions of place, space, and sustainability; and representations of rurality that challenge simplistic conceptions of standardized literacy and the real-and-imagined world beyond the metropolis.
Rethinking The School Curriculum: Values, Aims And Purposes (PDF)
by John WhiteIn 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum. In two general introductory chapters John White discusses the validity of the aims and how they might be realized in schools. The remainder of the book focuses on subject specific areas and how these need to be brought into line with the new aims, so as to produce a more relevant and enjoyable curriculum experience for pupils, including more opportunities for choice of activities. The book concludes with suggestions about how government policy on the curriculum should now succeed. This portrayal of the school curriculum today and how it could be developed in line with the new aims will be of interest to those studying education with a particular focus on the areas of curriculum, assessment, school management, philosophy of education and the history of education.
Rethinking The School Curriculum: Values, Aims And Purposes
by John WhiteIn 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum. In two general introductory chapters John White discusses the validity of the aims and how they might be realized in schools. The remainder of the book focuses on subject specific areas and how these need to be brought into line with the new aims, so as to produce a more relevant and enjoyable curriculum experience for pupils, including more opportunities for choice of activities. The book concludes with suggestions about how government policy on the curriculum should now succeed. This portrayal of the school curriculum today and how it could be developed in line with the new aims will be of interest to those studying education with a particular focus on the areas of curriculum, assessment, school management, philosophy of education and the history of education.
Rethinking school inspection: Is there a better way?
by Tracey O'BrienThis timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process.
Rethinking school inspection: Is there a better way?
by Tracey O'BrienThis timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process.
Rethinking School Mathematics
by Mr Andy NoyesWhy is it that so many pupils are put off by maths, seeing it as uninspiring and irrelevant, and that so many choose to drop it as soon as they can? Why is it socially acceptable to be bad at maths? Does the maths curriculum really prepare pupils for life? This book presents some answers to these questions, helping teachers to think through their own attitudes to teaching and learning, and to work with pupils towards more effective and inspiring mathematical engagement. Part I of the book explores the nature of school mathematics - showing how the curriculum has been developed over the years, and how increasing effort has been devoted to improving the quality of mathematics teaching, with little apparent effect. Part II focuses on ways of thinking about classroom mathematics which take account of social, cultural, political and historical aspects. The chapters bring together a collection of activities, resources and discussion which will help teachers develop new ways of teaching and learning maths. This book will be essential reading for all maths teachers, including maths specialists on initial teacher training courses.
Rethinking School Mathematics (PDF)
by Mr Andy NoyesWhy is it that so many pupils are put off by maths, seeing it as uninspiring and irrelevant, and that so many choose to drop it as soon as they can? Why is it socially acceptable to be bad at maths? Does the maths curriculum really prepare pupils for life? This book presents some answers to these questions, helping teachers to think through their own attitudes to teaching and learning, and to work with pupils towards more effective and inspiring mathematical engagement. Part I of the book explores the nature of school mathematics - showing how the curriculum has been developed over the years, and how increasing effort has been devoted to improving the quality of mathematics teaching, with little apparent effect. Part II focuses on ways of thinking about classroom mathematics which take account of social, cultural, political and historical aspects. The chapters bring together a collection of activities, resources and discussion which will help teachers develop new ways of teaching and learning maths. This book will be essential reading for all maths teachers, including maths specialists on initial teacher training courses.
Rethinking School Spaces for Transgender, Non-binary, and Gender Diverse Youth: Trans-ing the School Washroom (Routledge Critical Studies in Gender and Sexuality in Education)
by Jennifer IngreyPositing the washroom as an onto-epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives. Drawing on media-policy analysis, empirical study, and arts-based methodologies, it demonstrates how school spaces must be re-thought via a trans-centred epistemology, to be reflected in teacher education, policy, and curricula. Beginning with a review of the theoretical constellation of the heterotopia and critical trans-ing informing the analysis of data, it moves to offer a critical media and policy analysis of how trans and gender-diverse students are de-limited, erased, or harmed. This position is supported by analysis of empirical data from a school bathroom project, including student photographs of washrooms, and other visual expressions of gender-diverse and gender-complex individuals. These elements—the media-policy analysis, the empirical study, and the archival online material—ultimately combine to offer new justifications for critical trans-informed policies and practices in education that recognize and centre trans and gender-diverse knowledges, expressions, and experiences. Centring the specific and nuanced debates around trans phenomena via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender-inclusive bathrooms, as well as trans rights to self-identification. As such, it will appeal to scholars, postgraduates, educators, and faculty working in the area of gender and sexuality in education, with interests in trans phenomena.
Rethinking School Spaces for Transgender, Non-binary, and Gender Diverse Youth: Trans-ing the School Washroom (Routledge Critical Studies in Gender and Sexuality in Education)
by Jennifer IngreyPositing the washroom as an onto-epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives. Drawing on media-policy analysis, empirical study, and arts-based methodologies, it demonstrates how school spaces must be re-thought via a trans-centred epistemology, to be reflected in teacher education, policy, and curricula. Beginning with a review of the theoretical constellation of the heterotopia and critical trans-ing informing the analysis of data, it moves to offer a critical media and policy analysis of how trans and gender-diverse students are de-limited, erased, or harmed. This position is supported by analysis of empirical data from a school bathroom project, including student photographs of washrooms, and other visual expressions of gender-diverse and gender-complex individuals. These elements—the media-policy analysis, the empirical study, and the archival online material—ultimately combine to offer new justifications for critical trans-informed policies and practices in education that recognize and centre trans and gender-diverse knowledges, expressions, and experiences. Centring the specific and nuanced debates around trans phenomena via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender-inclusive bathrooms, as well as trans rights to self-identification. As such, it will appeal to scholars, postgraduates, educators, and faculty working in the area of gender and sexuality in education, with interests in trans phenomena.
Rethinking School-to-Work Transitions in Australia: Young People Have Something to Say (Critical Studies of Education #6)
by Barry Down John Smyth Janean RobinsonThis book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in ‘getting a job’ in precarious times and from their vantage point. It maps the kinds of educational policies and practices that need to be created and more widely sustained to assist their career aspirations and life chances. It is timely in terms of contributing to an alternative set of possibilities based on a commitment to the principles and values of social justice, respect, trust, care, democracy and citizenship. In constructing an alternative vision and practice for education and training it advocates the right of all young people to have a say in these broader public debates. In pursuing this agenda, it deliberately sets out to listen to what young people themselves have to say with a view to interrupting the way things are. In other words, the book seeks to identify and explain the dreams, desires and aspirations of young people with a view to creating a new imaginary and socially just future.
Rethinking School Violence: Theory, Gender, Context
by Kerry Robinson Cristyn DaviesTaking a sociocultural approach to understanding violence, the authors in this collection examine how norms of gender, culture and educational practice contribute to school violence, providing strategies to intervene in and address violence in educational contexts.
Rethinking Schools and Renewing Energy for Learning: Research, Principles and Practice (Routledge Research in Education)
by Kris Van den BrandenRethinking Schools and Renewing Energy for Learning presents a comprehensive view on the major challenges educators face in the 21st century, and the ways in which schools can make a difference. It describes key principles that can serve as guidelines for tackling those challenges in an effective and manageable way, looking both at what children should learn, and what they want to learn. Drawing on research, policy-related literature, and a wide range of practice-based examples, the book addresses various topics, such as goals, pedagogy, assessment, equity, policy, and the role of technology in learning. The book suggests that schools can be as rewarding and fulfilling as they have been in the past and gives examples of how this can be accomplished. Rethinking Schools and Renewing Energy for Learning will be of great interest to academics, postgraduate students, teacher educators, and scholars in the field of education, specifically interested in primary education, secondary education, teacher education, and education policy.
Rethinking Schools and Renewing Energy for Learning: Research, Principles and Practice (Routledge Research in Education)
by Kris Van den BrandenRethinking Schools and Renewing Energy for Learning presents a comprehensive view on the major challenges educators face in the 21st century, and the ways in which schools can make a difference. It describes key principles that can serve as guidelines for tackling those challenges in an effective and manageable way, looking both at what children should learn, and what they want to learn. Drawing on research, policy-related literature, and a wide range of practice-based examples, the book addresses various topics, such as goals, pedagogy, assessment, equity, policy, and the role of technology in learning. The book suggests that schools can be as rewarding and fulfilling as they have been in the past and gives examples of how this can be accomplished. Rethinking Schools and Renewing Energy for Learning will be of great interest to academics, postgraduate students, teacher educators, and scholars in the field of education, specifically interested in primary education, secondary education, teacher education, and education policy.
Rethinking Scientific Literacy (Critical Social Thought)
by Wolff-Michael Roth Angela Calabrese BartonRethinking Scientific Literacy presents a new perspective on science learning as a tool for improving communities. By focusing on case studies inside and outside of the classroom, the authors illuminate the relevance of science in students' everyday lives, offering a new vision of scientific literacy that is inextricably linked with social responsibility and community development. The goal if not tote memorization of facts and theories, but a broader competency in scientific thinking and the ability to generate positive change.
Rethinking Scientific Literacy (Critical Social Thought)
by Wolff-Michael Roth Angela Calabrese BartonRethinking Scientific Literacy presents a new perspective on science learning as a tool for improving communities. By focusing on case studies inside and outside of the classroom, the authors illuminate the relevance of science in students' everyday lives, offering a new vision of scientific literacy that is inextricably linked with social responsibility and community development. The goal if not tote memorization of facts and theories, but a broader competency in scientific thinking and the ability to generate positive change.
Rethinking Secondary Education: A Human-Centred Approach
by Scherto Gill Garrett Thomson'This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.' Professor Michael Fielding, Institute of Education, University of London, UK. 'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view' Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK. Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum? How could such a system focus on both human and educational values? How could secondary education combine the personal development of students with good academic standards? In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike. Key features of the text: A balanced approach, comparing and contrasting both traditional and alternative approaches to education Strong grounding in theory and research The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent Links to practice - showing how the theory and research can actually be put into practice to bring about change
Rethinking Secondary Education: A Human-Centred Approach
by Scherto Gill Garrett Thomson'This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.' Professor Michael Fielding, Institute of Education, University of London, UK. 'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view' Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK. Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum? How could such a system focus on both human and educational values? How could secondary education combine the personal development of students with good academic standards? In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike. Key features of the text: A balanced approach, comparing and contrasting both traditional and alternative approaches to education Strong grounding in theory and research The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent Links to practice - showing how the theory and research can actually be put into practice to bring about change