Inclusive Schooling

Author: Stanley J. Vitello
Publisher: Routledge
ISBN: 1135461651
Size: 46.72 MB
Format: PDF, ePub, Docs
View: 3071
Download Read Online
This book provides new information on how various inclusion policies have been implemented in different schools and school districts in North America and in a range of European countries. The purpose of inclusion policy is to prevent the marginalization of people who experience unfavorable circumstances in life. It is an approach to the education of students with disabilities that is based on a commitment to what all members of a free society deserve in order to become fully participating members--a fair chance to find a meaningful place in their own communities. This book is a kind of status report on what inclusive education has achieved and what it may achieve in the future for children and youth with disabilities. It describes the philosophical, legal, and practical terrain covered by inclusion policy in general and inclusive schooling in particular. Contributors assess inclusion policy and suggest ways to reconceptualize it, bringing to their data analysis a depth of experience and knowledge about public schooling in their respective countries. Although inclusion of students with disabilities in general education classes has been embraced by politicians and educators calling for equal opportunity in our society and is being incorporated into national and international education laws, it continues to be controversial and the debate is sometimes heated. A goal of this book is to shed some light on this debate. Is inclusion mostly about student placement? Are students with disabilities attaining social and learning membership in general classrooms? Have they benefitted from inclusion? How about students without disabilities? What have been the benefits? Must learning take second priority to socialization and friendship? Are teachers getting the training they need? How do parents feel about inclusion programs? How do students feel? What kind of curricular accommodations should be made? These and other questions are addressed. This volume is based on original papers presented by the contributing authors in October 1997 at the Rutgers Invitational Symposium on Education on Inclusive Schooling: National and International Perspectives.

Ethnicity Race And Nationality In Education

Author: N. Ken Shimahara
Publisher: Routledge
ISBN: 113564828X
Size: 18.99 MB
Format: PDF, ePub, Mobi
View: 2086
Download Read Online
This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap. *Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China. *Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa. *Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States. *Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication. The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

Psychological Perspectives On Early Childhood Education

Author: Susan L. Golbeck
Publisher: Routledge
ISBN: 1135669643
Size: 16.98 MB
Format: PDF, Mobi
View: 384
Download Read Online
The field of early childhood education and the science of psychology have a long and closely intertwined history. The study of young children's learning within school contexts provides a test of developmental theory while at the same time identifies the limits of psychology for informing practice. The purpose of this book, part of the Rutgers Invitational Symposium on Education Series, is to bring together the work of the leading researchers in the field of child development and early education to inform three issues facing the United States today: * clarifying developmentally appropriate instruction from the perspective of cognitive developmental psychology; * ensuring that young children's schooling adequately addresses content; and * meeting cognitive goals while simultaneously supporting social and emotional development. Throughout, the role of empirical inquiry in developmental psychology for the practice of early education is examined.

Annual Report

Author: National Foundation for Educational Research in England and Wales
Publisher:
ISBN:
Size: 17.86 MB
Format: PDF
View: 1594
Download Read Online

Books In Print

Author:
Publisher:
ISBN:
Size: 63.57 MB
Format: PDF, ePub, Mobi
View: 6548
Download Read Online
Books in print is the major source of information on books currently published and in print in the United States. The database provides the record of forthcoming books, books in-print, and books out-of-print.

Cognitive Perspectives On Peer Learning

Author: Angela M. O'Donnell
Publisher: Routledge
ISBN: 1135688192
Size: 51.47 MB
Format: PDF
View: 4006
Download Read Online
The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment. Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated. The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed. This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.

Critical Perspectives On International Education

Author: Yvonne Hébert
Publisher: Springer Science & Business Media
ISBN: 9460919065
Size: 44.62 MB
Format: PDF
View: 5304
Download Read Online
In rapidly globalizing spaces of life, any research project on international education would necessarily have multi-directional emphases, with the quality of observations and analyses reflecting the expanding political, economic and cultural intersections which characterize this potentially promising century. To respond to these emerging learning and living contexts of our world, this book brings together some of the most active and established scholars in the field. As such, the book represents important epistemic interventions that analyze and critique the institutional, socio-economic, linguistic and pedagogical platforms of international education. As the locus of international education cannot be detached from the pragmatics of social development, the specific recommendations embedded in this book expand the debates and broaden the boundaries of learning projects that should enhance the lives of people, especially those who are continually marginalized by the regimes of globalization. Thus, the book actively advocates for possibilities of human well-beings via different formats of education in diverse locations of life. “Critical Perspectives on International Education offers a historically comprehensive, intellectually honest, and perspective-rich scholarly exploration of a new education-globalization dynamic. This book courageously offers up diverse voices, gathered into a robust and useful conversation regarding global education. This book adds greatly to understanding why educational marketplaces must be driven by principles and practices that empower diverse peoples, to secure sustainable knowledge benefits that contribute to personal, local, national and international well-being. This critical perspective reader will engage scholars, researchers and citizens.” Jim Paul, University of Calgary “In the current intensifications of globalization and its resulting inequalities, it is crucial to better understand the role of knowledge creation and knowledge dissemination. Should knowledge be only a commodity to be sold in the market and a tool to increase economic capital, or should it be a shared sociocultural capital aimed at improving democracy and the common good? In Critical Perspectives on International Education, Yvonne Hébert and Ali A. Abdi assemble an impressive array of contributions from all over the world that address this question from a variety of critical perspectives and case studies. I recommend this book to everyone interested in the connections between education, citizenship development and human well-being.” Daniel Schugurensky, Arizona State University

Language And Globalization

Author: Maryam Borjian
Publisher: Taylor & Francis
ISBN: 1315394618
Size: 55.31 MB
Format: PDF
View: 3254
Download Read Online
In this collection of real-life, personal narratives on the theme of language and globalization, scholars from a range of different sub-disciplines of linguistics, time periods, and geographical spaces throughout the world examine the interaction and intersectionality of languages and globalization and the implications of such interactions for world languages and cultures. A feature of the book is the application of autoethnography as its underlying approach/method, in which contributors draw on their own lived experiences (of life, scholarship, and work) to investigate and reflect on linguistic globalization and its issues and challenges against the backdrop of the globalized world of the 21st century.