Books For Review

To request an book for review:

  • Register as an author with this journal.
  • Log in as an author.
  • Click on the request link that corresponds to the object of interest.


  • Filter by:
  • Sort by:
##plugins.generic.objectsForReview.public.coverPage.altText##

Designing Gifted Education Programs and Services: From Purpose to Implementation

Author: Scott J. Peters
Abstract: This book is intended to support educators in the design and implementation of comprehensive gifted education plans. From planning to actual implementation, this book takes the reader from goals and purpose to assessing student needs and program design. The authors begin with a broad overview of best practices in programming and services, highlighting connections to student needs, programming standards, and state laws. Their recommendations include philosophical, cultural, and practical considerations and data-based decision making. In this book, Peters and Brulles guide the reader through the process of determining the most optimal programming methods for schools to take based on their individual needs and circumstances. With this book, schools will be able to design and develop programs and/or services that lay the foundation necessary to ensure all students are appropriately challenged.
Publisher: Prufrock Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Digital Personalization in Early Childhood: Impact on Childhood

Author: Natalia Kucirkova
Abstract:

Digital personalization is an emerging interdisciplinary research field, with application to a variety of areas including design, education and publication industry. This book focuses on children's education and literacy resources, which have undergone important changes with the 'personalization revolution' in the early 21st century.

The author develops original insights from educational research and her own studies concerned with digital and non-digital personalization, to discuss in a clear and critical way the thinking, research issues and practical implications of this new field. She scrutinises the character of technology-based personalized education to substantiate the claim that the current models of personalized education tend to be technology- and business-driven, with little pedagogical understanding of the social value of personalization. Research involving touchscreens, personalized books and 2-8-year olds is interrogated for its impact on children's development of language, creativity, identity, as well as family dynamics and classroom dialogue. The literature available on digital and non-digital personalization is discussed in relation to five key themes of personalized education, the so-called 5As: autonomy, authorship, aesthetics, attachment and authenticity. It is argued that the 5As need to be anchored in humanist principles for a sustainable pedagogy and practice. Based on the insights from research with typically and atypically developing children, Kucirkova proposes personalised pluralisation, as a pedagogical framework of personalized education for the future. The book aims to help scholars and professionals understand the connections between personalization and literacy, personalization and education, and personalization and wider socio-moral issues.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Digital Technologies in Early Childhood Art: Enabling Playful Experiences

Author: Mona Sakr
Abstract:

Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Distrust and Educational Change: Overcoming Barriers to Just and Lasting Reform

Author: Katherine Schultz
Abstract: Through a set of illustrative stories, Schultz analyzes the role of distrust in the failure of educational change and transformation. By creating a taxonomy that includes three kinds of distrust—relational, structural, and contextual—she suggests ways to analyze, understand, and discuss the impact of distrust on schools, districts, and large-scale educational processes. She concludes by offering concrete recommendations for addressing distrust in classrooms, schools, and districts; discusses the roles played by teachers, principals, parents, and students in building trust; and points to schools and programs where distrust has been acknowledged and repaired successfully. By creating spaces that honor human dignity, Schultz argues, it is possible to replace a culture of systemic distrust built over time.
Publisher: Harvard Education Press
key words:

Doing PDS: Stories and Strategies from Successful Clinically Rich Practice

Editor: Keli Garas-York
Editor: Pixita del Prado Hill
Editor: Leslie K. Day
Editor: Kim Truesdell
Editor: Susan Kellers-Mathers
Abstract: SUNY Buffalo State is a unique urban comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools (PDS) consortium. Beginning in 1991 with one partner school, the SUNY Buffalo State PDS consortium now partners with approximately 45 schools locally, in Western New York, New York City, and across five continents. This book seeks to share the skills, knowledge, and examples of evidence-based practice of this innovative program to offer readers ideas for how teacher education and professional development might be re-conceptualized and re-energized.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educação e linguagens hipermidiáticas da cibercultura: Desafios à formação inicial do/a pedagogo/a

Author: Lucila Pesce
Abstract:

Com o objetivo de investigar o modo como os cursos em tela têm ressignificado as recomendações legais sobre formação de professores para integrar as Tecnologias Digitais da Informação e Comunicação (TDIC) às práticas educativas, o estudo se vale de um quadro teórico de referência que engendra os seguintes campos conceituais: formação de professores sob enfoque culturalista (em contraposição às premissas neoliberais das reformas políticas); educação e TDIC (contexto histórico da cibercultura, demandas para o letramento digital, perspectivas instrumental e culturalista); currículo (principais vertentes curriculares e abordagens pedagógicas de utilização das TDIC).

Publisher:
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educação e regimes ditatoriais: 50 anos de golpe militar no Brasil

Author: Odair Sass
Abstract:

Esta coletânea, fruto do V Seminário Internacional promovido pelo PEPG em Educação: História, Política, Sociedade (Educação e Regimes Ditatoriais: 50 anos do Golpe Militar no Brasil”), da Pontifícia Universidade Católica de São Paulo, realizado em 2014, reúne contribuições de pesquisadores nacionais e estrangeiros, cujas análises compõem as quatro grandes partes da obra: 1) Ditaduras na América Latina e no Brasil; 2) Movimentos Sociais e a Luta pela Educação; 3) Memória, Autoritarismo e Justiça; e 4) O Uso de Futebol pelas Ditaduras e a Resistência, além da conferência de abertura, à cargo de Noam Chomsky, Professor Emérito do Instituto de Tecnologia de Massachusetts – MIT, em que desenvolve raciocínio pautado na relação entre democracia e educação, recuperando princípios necessários à liberdade em todos os planos da vida social, sobretudo o da educação.

Publisher: Junqueira & Marin
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educação e tecnologias: Abordagens críticas

Author: Giselle Martins dos Santos Ferreira et al.
Abstract:

O e-Book bilíngue (Português/Inglês) Educação e Tecnologia: abordagens críticas (Education and Technology: critical approaches)congrega textos que questionam a hipotética neutralidade da tecnologia e promovem a desnaturalização de sua presença em contextos educacionais. Os capítulos que o compõem abordam questões de poder e consideram especificidades contextuais e históricas, escapando da usual euforia em torno das tecnologias digitais e da perspectiva “solucionista” que tende a obscurecer a diferença e a diversidade. Publicada em 2017, esta coletânea de 12 textos escritos por autores de diversos países, incluindo pesquisadores internacionalmente renomados, se mantém uma fonte relevante e atual para pesquisadores na área. Complementarmente aos textos, o livro inclui 24 imagens gentilmente cedidas pelo artista polonês Pawel Kuczynzki, conhecido por suas sutis, porém profundas, críticas a aspectos da contemporaneidade relacionados à expansão das tecnologias digitais.

Publisher: SESES/UNESA
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educações, culturas e hackers: Escritos e reflexões

Author: Nelson de Luca Pretto
Abstract:

Educações, Culturas e Hackers: escritos é reflexões é composto de duas partes, sendo que na primeira – Escritos – o autor faz um reflexão sobre a perspectiva plural que deve acompanhar a educação e a cultura, propondo, ao fim, a ideia de uma educação (ou educações) com um jeito hacker de ser. Para o autor, importante considerar que “os hackers são aqueles que fazem apaixonadamente e de forma aberta e colaborativa aquilo que gostam e, dessa, forma, é isso mesmo que deve ser um professor e a educação, sempre pensada na perspectiva plural.”

Na segunda parte – Reflexões -, estão organizados pequenos artigos publicados em jornais de Salvador e de fora da Bahia, em blogues e revistas eletrônicas, além de outros textos originais, escritos para o livro e, com isso, dão uma ideia de unidade no pensamento do líder do grupo de Pesquisa Educação, Comunicação e Tecnologias (GEC) da Faculdade de Educação da Universidade Federal da Bahia (UFBA).

 


Publisher: EDUFBA
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Education in the Arab World

Editor: Serra Kirdar
Abstract: Education in the Arab World is a critical reference guide to development of education in Algeria, Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Tunisia, the United Arab Emirates and Yemen. The chapters, written by local experts, provide an overview of the education system in each country, as well as discussion of educational reforms and socio-economic and political issues. Including a comparative introduction to the issues facing education in the region as a whole, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Education, Equity, and the States: How Variations in State Governance Make or Break Reform

Author: Sara E. Dahill-Brown
Abstract: Drawing on original research, Sara E. Dahill-Brown highlights three major factors that differ from state to state: the number of districts (fragmentation); the degree to which education governance is separated from other political issues (exceptionalism); and how much state legislation tends to impinge on local autonomy (local control). She examines the historical and political trends that have shaped differences among the states and how they affect the impact of education reforms. By identifying typical patterns in state governance, Dahill-Brown suggests ways to work with varying governance structures to lead to more successful and equitable outcomes.
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educational Inequality and School Finance: Why Money Matters for America’s Students

Author: Bruce D. Baker
Abstract: Baker explores school finance, the school and classroom resources derived from school funding, and how and why those resources matter. He provides a critical examination of popular assumptions that undergird the policy discourse around school funding—notably, that money doesn’t matter and that we are spending more and getting less—and shows how these misunderstandings contribute to our reluctance to increase investment in education at a time when the demands on our educational system are rising.
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Effective Teacher Development: Theory and Practice in Professional Learning

Author: Bob Burstow
Abstract: Effective Teacher Development encourages readers to move beyond this and to enhance their strategic decision making in order to effectively develop CPD programmes within their school, partner schools, federations or school chains. The theory behind CPD is explored, drawing on research and evidence from recent practice, including a 10-year international longitudinal study of the effectiveness of professional development to teachers. Readers are supported to develop their understanding of the whole life cycle of a CPD programme, from setting up a new programme to evaluating the effectiveness of existing provision.
Publisher: Bloomsbury
key words:

Enduring Myths That Inhibit School Turnaround

Editor: Coby V. Meyers
Editor: Marlene J. Darwin
Abstract: The concept of school turnaround—rapidly improving schools and increasing student achievement outcomes in a short period of time—has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The “turnaround challenge” remains salient regardless of what we call it. We must improve the nation’s lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Engaging African American Males in Community Colleges

Editor: Ted N. Ingram
Editor: James Coaxum, III
Abstract: The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Epistemologia da práxis na formação de professores - Perspectiva Crítico-emancipadora

Author: Kátia Augusta Curado Pinheiro Cordeiro da Silva
Abstract:

A proposta deste livro está vinculada a um estudo bibliográfico, que busca construir conhecimentos que contribuam para uma proposta de formação de professores da Educação Básica, pensada a partir da epistemologia da práxis. Essas questões surgiram para se (re)pensar a formação de professores cuja referência é a atividade humana expressa na práxis e no trabalho. Considera-se que o professor necessita, pela natureza do seu trabalho, vivenciar uma formação de natureza científica, artística, ética e técnica, de elevado nível, que impõe, portanto, suas atividades de prática e teoria. O intuito é construir o sentido da práxis como ação de conhecer e transformar, sustentada pelo conhecimento da realidade e reflexão, que fortalece o sentido histórico da ação educativa a favor da emancipação. Assim, o objetivo central da obra é fundamentar a formação de professores - inicial e continuada - com base nos pressupostos de uma educação crítico-emancipadora, em que se entende a realidade como pseudoconcreta, dialética e contraditória com vistas e possibilidades da emancipação humana tendo a escola como um dos espaços educativos para viabilizar tal processo.

Publisher: Mercado Letras
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Escola Pública Tempos difíceis, mas não impossíveis

Author: Nora Krawczyk
Abstract:

Este livro é uma amostra dos problemas que a educação brasileira enfrenta e enfrentará nas próximas décadas. Eles passam pelas questões políticas contemporâneas, que conformam a educação brasileira e também o desenvolvimento de seu ensino superior, repercutindo na educação básica; pelas concepções de Estado e suas formas de enfrentar os problemas
sociais; pelas dificuldades de implementação das políticas públicas; pelo impacto da internacionalização das políticas educacionais; pelo desenvolvimento profissional de nossos professores; e também pela disputa da escola como lócus formativo que tem levado as forças políticas conservadoras a propor um maior controle da escola, incluindo sua privatização e a restrição de sua diversidade. Nenhum destes aspectos opera isoladamente – constituem um mosaico de fatores que afetam a educação brasileira e precisam ser enfrentados conjuntamente. Cada um dos temas abordados eleva nossa compreensão e nos mobiliza a
enfrentá-los em um momento muito particular da vida pública brasileira. Um momento em que, como nunca, dependemos do envolvimento de todos os atores da educação (pais, gestores, professores e estudantes) para que ela seja um espaço público e democrático

Publisher: FE-UNICAMP
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Estudos de Bebês e Diálogos com a Sociologia

Editor: Gabriela Guarnieri de Campos Tebet
Abstract: O livro Estudos de bebês e diálogos com a Sociologia, organizado pela Profa. Dra. Gabriela Tebet, docente credenciada no Programa de Pós-Graduação em Educação da Unicamp, reúne 33 capítulos de livros que abordam a temática sob diferentes perspectivas teóricas, metodológicas e do campo das experiências formativas, haja vista que os autores são docentes e pesquisadores vinculados a instituições brasileiras e de outros cinco diferentes países, além de estudantes de pós-graduação e de graduação da Unicamp e UFSCar. A obra foi submetida a Edital Público elaborado pelo Programa de Pós-Graduação em Educação da Unicamp (PPGE/Unicamp), sediado na Faculdade de Educação, e escolhida para sua publicação com financiamento parcial da verba PROAP/CAPES. Reúne textos de docentes do PPGE/Unicamp de três diferentes Linhas de Pesquisa: Educação e Ciências Sociais, Linguagem e Arte em Educação e Psicologia e Educação. E de três grupos de pesquisa da Faculdade de Educação. Expressa o trabalho desses colegas em redes de colaboração de pesquisa e formação com pesquisadores da Argentina, Escócia, França, Portugal e Reino Unido, bem como, no Brasil, com a UFPR, no Paraná; a UESC, na Bahia; a UNIFESP, da USP, e a UFSCar, em São Paulo; a UNIFAL, da UFLA, e da UFJF em Minas Gerais, e a UFF, no Rio de Janeiro. É um retrato em multiplicidades de um campo de estudos e pesquisas cujas densidades conceituais, dos processos de investigação acadêmica e dos percursos de formação na docência e na educação de forma mais ampliada, expandem significações já pensadas e que, muitas vezes, se enraízam em discursos e práticas que visibilizam a infância e os bebês como pontos de estabilidade, a fim de os analisar, interpretar e os figurar.  (Excerto da Apresentação, elaborada por Antônio Carlos Amorim - coordenador do PPGE - UNICAMP)
Publisher: Pedro & Joao
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Evaluative Research Methods: Managing the Complexities of Judgement in the Field

Author: Saville Kushner
Abstract: This book is written for research students and their supervisors, for ‘program evaluators’, and for those researchers who don’t call themselves evaluators, but whose research is evaluative. It is aimed, this is to say, at those whose research involves judgment - of policies, practices or organization. judgment of their value, merit or their appropriateness. The involvement of judgment changes the nature of any research and makes particular demands on the researcher in terms of choice and use of method, ethics, political relationships and even emotional capabilities. There are many methodological text-books and models to support the researcher to meet such challenges. This is not one of those. Rather than teach a methodology or propose a model, this book helps you to think methodologically - i.e. to solve methodological, political, emotional issues as they arise, using your own judgment and your own resources. There are no blueprints for dealing with the ethics and the politics of evaluative research, there is only your ability to manage complexity and unpredictability. This book supports you in developing just that. Since this is an intellectual challenge the book offers both theory and method combined, and is laced with practical examples. Here at last is a thoughtful and important effort to enlarge the theoretical and practical evaluative framework that includes consideration of the political environment.
Publisher: Information Age
key words:

Exploring the Mathematical Education of Teachers Using TEDS-M Data

Editor: Maria Teresa Tatto
Editor: Michael Rodriguez
Editor: Wendy Smith
Editor: Mark Reckase
Editor: Kiril Bankov
Abstract:

This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings.  The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs.  The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.

Publisher: Springer International
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Facing Challenges and Complexities in Retention of Novice Teachers

Editor: Denise McDonald
Abstract: The chapters in the book present in-depth examination of novice teachers experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Factories for Learning: Making Race, Class and Inequality in the Neoliberal Academy

Author: Christy Kulz
Abstract: Over half of England's secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields' glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields' results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.
Publisher: Manchester University Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Failure Up Close: What Happens, Why It Happens, and What We Can Learn from It

Editor: Jay P. Greene
Editor: Michael Q. McShane
Abstract: For many reasons, failure in education reform is rarely admitted. Even though it is incredibly hard work to try and improve the enormous and diverse American education system, because there are political consequences of admitting that a particular effort did not live up to its promises and pressure from philanthropic funders to show success, unsuccessful efforts are often swept under the rug or papered over with public relations efforts that avoid wrestling with the tough realities of educational improvement. This doesn’t help anyone. As any educator will tell you, failure is an essential part of learning. Insofar as education reform needs to be a learning movement itself, it has to be able to admit where it has failed and learn from it. Failure Up-Close engages a select group of scholars from across the ideological spectrum to examine particular education reform efforts of recent years that have not succeeded and offer lessons for school and system improvement that can be learned from them. Rather than view failure as negative, this volume looks at failure as an opportunity to learn and grow. In fact, the editors endeavored to find authors that would analyze reforms for which they had some fundamental sympathy. The goal is not to bash particular efforts or castigate their supporters but rather to help those supporters understand how to do what they do better, and ultimately, do better for children.
Publisher: Rowman & Littlefield Publishers
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Federalism and Education

Editor: Kenneth K. Wong
Editor: Felix Knüpling
Editor: Mario Kölling
Editor: Diana Chebenova
Abstract: This volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Formação para o trabalho docente

Author: Jussara Marques de Macedo
Abstract:

Tomando como referência sócio histórica a contrarreforma burguesa frente à crise estrutural do capital, o livro Formação para o trabalho docente evidencia que o conjunto de mudanças na educação brasileira nos últimos anos visa a conformar o sistema educacional do país ao processo de recomposição das bases de acumulação de capital corroídas pela crise orgânica do sistema de produção e reprodução social da vida material vigente, submetendo as políticas de formação e qualificação docente à ideia de qualidade referenciada na lógica mercantil, vista como requisito fundamental para garantir empregabilidade. Sua ideia central é que as propostas dos organismos internacionais para a formação do professor implementadas no Brasil funcionam como mecanismo de subordinação e conformação dos trabalhadores em educação. Trata-se de uma obra indispensável para estudantes de cursos de licenciatura, bem como para estudantes de pós- graduação em Educação e Ensino, para pesquisadores e para profissionais da educação comprometidos com a educação pública, gratuita e de qualidade referenciada socialmente. Nesse aspecto, Formação para o trabalho docente constitui-se em importante contribuição ao debate sobre formação de professores, não somente por sua profundidade analítica e seu rigor conceitual, mas também pelo ineditismo de sua abordagem, o que diferencia do conjunto da produção científica nessa área.

Publisher: Appris
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Foucault and School Leadership Research: Bridging Theory and Method

Author: Denise Mifsud
Abstract:

Foucault and School Leadership Research illustrates the application of Foucauldian theory to an educational leadership research context, thus staging the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry within education research. The book focuses on and demonstrates the challenging enterprise of the art of theory application in method by outlining the epistemological, operational and analytical challenges encountered: the application of Foucauldian concepts in education research contexts; the adaptation of methodological and theoretical concerns; in addition to showing how the quality of research outcomes is shaped by social theory.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

From Giftedness to Gifted Education: Reflecting Theory in Practice

Author: Jonathan Plucker
Author: Ann Rinn
Author: Matthew Makel
Abstract: The fields of gifted education and talent development have numerous theories and conceptions for how to identify and serve students. This book helps introduce and apply these ideas to help reflect theory in practice. Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. Some chapters are based on theories that have been around for decades, and some have been developed more recently. But all chapters focus on helping empower readers to understand and take action without having to reinvent the wheel.
Publisher: Prufrock Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Gender, Sex and Children's Play

Author: Jacky Kilvington
Author: Ali Wood
Abstract: Does gender, sex and sexuality influence children's play, and their learning? Can/should professionals try to influence children's gender and sexual concepts? Can/should professionals try to prevent gender stereotyping? These and other questions are explored in a lively and thought-provoking text that looks at why and how children inhabit or develop their gender and sexuality. Written in an approachable way and illustrated with case studies and linked to current research and theory, the book helps students, teachers and playworkers understand the debates about biology versus culture and social learning and how these impact on children's expression of gender and sexuality. Engaging the reader in a thorough reflection of their own views and approaches to the genderized and sexualized behaviour of children at play, this text is an invaluable guide for all those interested in the importance of play, gender and sexuality and how they relate to children's lives.
Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Gestão, liderança e clima escolar

Author: Ana Cristina Prado de Oliveira
Abstract: Que relações podem ser estabelecidas entre o trabalho desempenhado pelo diretor, o trabalho desenvolvido pelos professores e o desempenho dos alunos? Tomando como referência analítica os conceitos de gestão, liderança e clima escolar, este livro descreve um amplo trabalho que envolveu metodologias quantitativas e qualitativas de pesquisa complementares. Inicialmente, um survey foi elaborado tendo questionários criados especialmente para esta pesquisa e aplicados a gestores e professores de uma amostra de escolas municipais do Rio de Janeiro. A análise estatística dos dados trouxe importantes indicativos para responder à questão levantada. Em seguida, um mergulho qualitativo em duas escolas aprofundou as informações coletadas pelo survey. Este livro narra todo este processo, trazendo importantes contribuições para o campo, tanto conceituais quanto metodológicas.
Publisher: Appris Editora
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School

Author: Antero Garcia
Abstract:

Schools and school districts have one approach to innovation: buy more technology. In Good Reception, Antero Garcia describes what happens when educators build on the ways students already use technology outside of school to help them learn in the classroom. As a teacher in a public high school in South Central Los Angeles, Garcia watched his students' nearly universal adoption of mobile devices. Whether recent immigrants from Central America or teens who had spent their entire lives in Los Angeles, the majority of his students relied on mobile devices to connect with family and friends and to keep up with complex social networks. Garcia determined to discover how these devices and student predilection for gameplay, combined with an evolving "culture of participation," could be used in the classroom. Garcia charts a year in the life of his ninth-grade English class, first surveying mobile media use on campus and then documenting a year-long experiment in creating a "wireless critical pedagogy" by incorporating mobile media and games in classroom work. A year in the life of a ninth-grade English class shows how participatory culture and mobile devices can transform learning in schools.

Publisher: MIT Press
key words:
31 - 60 of 272 Items     << < 1 2 3 4 5 6 7 8 9 10 > >>