Search results for 'Education Social aspects' (try it on Scholar)

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  1. Robert Willmott (2002). Education Policy and Realist Social Theory: Primary Teachers, Child-Centred Philosophy, and the New Managerialism. Routledge.score: 291.0
    Over the last two decades, the framework of economic competitiveness has become the defining aim of education. This book thoughtfully and persuasively argues against this new vision of education.
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  2. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.score: 282.0
    Machine generated contents note: Preface (Paul Standish).Introduction: Reading R. S. Peters on Education Today (Stefaan E. Cuypers and Christopher Martin).Part I: The Conceptual Analysis of Education and Teaching.1. Was Peters Nearly Right About Education? (Robin Barrow).2. Learning Our Concepts (Megan Laverty).3. On Education and Initiation (Michael Luntley).4. Ritual, Imitation and Education in R. S. Peters (Bryan Warnick).5. Transformation and Education: the Voice of the Learner in Peters' Concept of Teaching (Andrea English).Part II: The Justification (...)
     
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  3. Robert Strathdee (2008). Tertiary Education in the 21st Century: Economic Change and Social Networks. Palgrave Macmillan.score: 282.0
  4. Daniel C. Oshi, Sarah Nakalema & Luke L. Oshi (2005). Cultural and Social Aspects of HIV/AIDS Sex Education in Secondary Schools in Nigeria. Journal of Biosocial Science 37 (2):175-183.score: 261.0
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  5. J. A. Mangan (1995). A Significant Social Revolution: Cross-Cultural Aspects of the Evolution of Compulsory Education. British Journal of Educational Studies 43:462-462.score: 246.0
     
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  6. Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.score: 237.0
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that (...)
     
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  7. John N. Hawkins & W. James Jacob (eds.) (2011). Policy Debates in Comparative, International, and Development Education. Palgrave Macmillan.score: 237.0
    Machine generated contents note: PART I: OVERVIEW OF KEY INTERNATIONAL EDUCATION POLICY DEBATES * PART II: THE ROLE OF POLICY IN SOCIAL JUSTICE DEBATES * PART III: POLICY DEBATES IN INTERNATIONAL HIGHER EDUCATION * PART IV: EDUCATION POLICY DEBATES WITH LASTING CONSEQUENCES.
     
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  8. Sarah Kuhn (1998). When Worlds Collide: Engineering Students Encounter Social Aspects of Production. [REVIEW] Science and Engineering Ethics 4 (4):457-472.score: 234.0
    To design effective and socially sensitive systems, engineers must be able to integrate a technology-based approach to engineering problems with concerns for social impact and the context of use. The conventional approach to engineering education is largely technology-based, and even when additional courses with a social orientation are added, engineering graduates are often not well prepared to design user- and context-sensitive systems. Using data from interviews with three engineering students who had significant exposure to a socially-oriented perspective (...)
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  9. Joel H. Spring (2006). Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture From Socrates to Human Rights. L. Erlbaum Associates, Publishers.score: 225.0
    In this popular text, Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophers, from Plato to Paulo Freire, regarding the contribution of education to the creation of a democratic society. Each section focuses on an important theme: “Autocratic and Democratic Forms of Education;” “Dissenting Traditions in Education;” “The Politics of Culture;” “The Politics of Gender;” and “Education and Human Rights.” This edition features a special emphasis on human rights education. Spring advocates a legally (...)
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  10. Kathryn E. Patten & Stephen R. Campbell (eds.) (2011). Educational Neuroscience. Wiley-Blackwell.score: 222.0
    Machine generated contents note: Notes on Contributors.1. Introduction: Educational Neuroscience (Kathryn E. Patten and Stephen R. Campbell).2. Educational Neuroscience: Motivations, methodology, and implications (Stephen R. Campbell).3. Can Cognitive Neuroscience Ground a Science of Learning? (Anthony E. Kelly).4. A Multiperspective Approach to Neuroeducational Research (Paul A. Howard-Jones).5. What Can Neuroscience Bring to Education? (Michel Ferrari).6. Connecting Education and Cognitive Neuroscience: Where will the journey take us? (Daniel Ansar1, Donna Coch and Bert De Smedt).7. Position Statement on Motivations, Methodologies, and (...)
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  11. John Dewey (1916/2004). Democracy and Education. Dover Publications.score: 216.0
    The distinguished author of books on psychology, ethics, and politics, John Dewey specialized in the philosophy of education. In this landmark work on public education, Dewey discusses methods of providing quality public education in a democratic society. First published close to 90 years ago, Democracy and Education sounded the call for a revolution in education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self (...)
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  12. Stephen J. Ball (ed.) (1990). Foucault and Education: Disciplines and Knowledge. Routledge.score: 216.0
    1 Introducing Monsieur Foucault Stephen J. Ball Michel Foucault is an enigma, a massively influential intellectual who steadfastly refused to align himself ...
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  13. Stephen J. Ball (2012). Foucault, Power, and Education. Routledge.score: 216.0
    Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy.
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  14. Gordon Tait (2013). Making Sense of Mass Education. Cambridge University Press.score: 216.0
    Provides comprehensive and accessible analysis of the field of mass education, assessing traditional issues and dispelling myths about the classroom.
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  15. James W. Garrison (2012). John Dewey's Philosophy of Education: An Introduction and Recontextualization for Our Times. Palgrave Macmillan.score: 210.0
    In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole.
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  16. Rahat Naqvi & Hans Smits (eds.) (2011). Thinking About and Enacting Curriculum in "Frames of War". Lexington Books.score: 210.0
    Machine generated contents note: Table of Contents -- About the Cover -- Acknowledgments -- Introduction: The World on the Verge of a Nervous Breakdown, by Rahat Naqvi & Hans Smits -- Chapter One: Challenging the Frames of Curriculum Hans Smits & Rahat Naqvi -- Chapter Two: Facing the War in Afghanistan: A Curriculum Journey of a "Good Canadian", by David Blades -- Chapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert Nellis -- Chapter Four: Sound Curriculum: Recognizing the Field, (...)
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  17. Warren Midgley, Patrick Alan Danaher & Margaret Baguley (eds.) (2012). The Role of Participants in Education Research: Ethics, Epistemologies, and Methods. Routledge.score: 210.0
    This book explores different perspectives on the role, influence and importance of participants in education research.
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  18. Sandra Wilde (2012). Care in Education: Teaching with Understanding and Compassion. Routledge.score: 210.0
    Although it uncovers a tragic conflict between caring and aspects of contemporary schooling, this book offers hope for teachers.
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  19. Daniel R. DeNicola (2012). Learning to Flourish: A Philosophical Exploration of Liberal Education. Continuum.score: 210.0
    pt. 1. Toward a theory of liberal education. Mixed messages and false starts -- Liberal education and human flourishing -- pt. 2. Paradigms of liberal education. Transmission of culture -- Self-actualization -- Understanding the world -- Engagement with the world -- The skills of learning -- pt. 3. The values and moral aims of liberal education. Core values of liberal education -- Intrinsic value -- Educating a good person -- pt. 4. Obstacles, threats and prospects. (...)
     
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  20. Isolde Woolley (2012). In Defence of the Human in Education. Peter Lang.score: 207.0
     
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  21. Vanessa Andreotti (2011). Actionable Postcolonial Theory in Education. Palgrave Macmillan.score: 201.0
  22. Jean Anyon (2011). Marx and Education. Routledge.score: 201.0
  23. P. E. Jones (2011). Marxism and Education: Renewing the Dialogue, Pedagogy, and Culture. Palgrave Macmillan.score: 201.0
  24. Zhuying Zhou (2011). Taiwan Education at the Crossroad: When Globalization Meets Localization. Palgrave Macmillan.score: 201.0
     
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  25. Douglas J. Simpson (1997). Educational Reform: A Deweyan Perspective. Garland Pub..score: 198.0
    This book illuminates contemporary educational reform discussions regarding teacher education programs and pre-K-12 schools by providing a clear analysis and application of John Dewey's relevant educational writings and ideas. The volume addresses issues of how future teachers should be liberally educated as well as prepared to be professional educators. Pre-K-12 education is evaluated through a Deweyan lens, involving a discussion of such topics as the teacher's responsibilities, charter schools, a common curriculum, professional development schools, new curricula, school administration, (...)
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  26. David B. Clark (1976). The Academic, the Interpersonal, and the Role of the Teacher in Social and Moral Education. Journal of Moral Education 5 (2):145-157.score: 198.0
    Abstract: This paper is based on the premise that one major reason for adolescent pupil dissatisfaction in our schools is the neglect of moral and social education as an essential ingredient of all genuine education. A model is presented to demonstrate the importance of three aspects of the learning situation: academic learning, interpersonal learning and the locus of authority, in the class. This reveals four typical learning contexts which are examined in turn. It is argued that (...)
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  27. Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.score: 195.0
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss some (...)
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  28. Paulo Freire (1998). Teachers as Cultural Workers: Letters to Those Who Dare Teach. Westview Press.score: 192.0
    Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book challenges all (...)
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  29. Tom Barone (2000). Aesthetics, Politics, and Educational Inquiry: Essays and Examples. P. Lang.score: 189.0
  30. Thomas F. Green (1980). Predicting the Behavior of the Educational System. Syracuse University Press.score: 189.0
  31. Sadaf Rizvi (ed.) (2011). Multidisciplinary Approaches to Educational Research: Case Studies From Europe and the Developing World. Routledge.score: 189.0
  32. Marilyn Strathern (ed.) (2000). Audit Cultures: Anthropological Studies in Accountability, Ethics, and the Academy. Routledge.score: 183.0
    If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.
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  33. Ian Hardy (2012). The Politics of Teacher Professional Development: Policy, Research and Practice. Routledge.score: 183.0
    Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, ...
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  34. Rob Moore (2013). Basil Bernstein: The Thinker and the Field. Routledge.score: 183.0
    Basil Bernstein: The Thinker and the Field provides a comprehensive introduction to the work of Basil Bernstein, demonstrating his distinctive contribution to social theory by locating it within the historical context of the development of ...
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  35. Ronald B. Jacobson (2012). Rethinking School Bullying: Dominance, Identity and School Culture. Routledge.score: 183.0
    "This book takes a new angle on a much-studied phenomenon, focusing on the role of domination and identity construction, understanding and self-knowledge, moral transformation and the social community, systems of training and hierarchy used ...
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  36. Salvatore Vascellaro (2011). Out of the Classroom and Into the World: Unlocking the Educational Potential of America's Children and Teachers. New Press, The.score: 183.0
  37. Salvatore Vascellaro (2011). Out of the Classroom and Into the World: Learning From Field Trips, Educating From Experience, and Unlocking the Potential of Our Students and Teachers. New Press, The.score: 183.0
  38. Paulo Freire (1994). Pedagogy of Hope: Reliving Pedagogy of the Oppressed. Continuum.score: 180.0
    In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...
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  39. Rita Angulo Villanueva (ed.) (2007). Conocimiento y Región: La Investigación En Filosofía, Teoría y Campo de la Educación En El Sur de México: (Estado Del Conocimiento Regional 1992-2002). [REVIEW] Plaza y Valdés.score: 180.0
  40. Inger Enkvist (2006). Repensar la Educación. Ediciones Internacionales Universitarias.score: 180.0
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  41. Paulo Freire (2005). Pedagogia da Tolerância. Editora Unesp.score: 180.0
  42. Slavica Juka (2007). Prema Filozofiji Odgoja. Filozofski Fakultet Sveučilišta.score: 180.0
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  43. José María Marco (2008). Francisco Giner de Los Ríos: Pedagogía y Poder. Ciudadela Libros.score: 180.0
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  44. Małgorzata Muszyńska (2000). Wizualne Analogie W Edukacji: U Podstaw Antropologicznej Koncepcji Kształcenia Studentów. Wydawn. Uniwersytetu Mikołaja Kopernika.score: 180.0
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  45. S. V. Prabhath (ed.) (2010). Perspectives on Nai Talim. Serials Publications.score: 180.0
    section 1. Conceptual underpinnings -- section 2. Relevance and strategies of Nai Talim -- section 3. Mainstreaming Nai Talim -- section 4. Explorations and applications of Nai Talim -- section 5. Focus on Nai Talim in specific sectors -- section 6. Models of Nai Talim -- section 7. Nai Talim in the reckoning.
     
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  46. Kyu-ho Yi (2005). Ch'ŏrhakchŏk In'ganhak. Yŏnse Taehakkyo Ch'ulp'anbu.score: 180.0
    Saram toem ui ttŭt -- In'gan ŭi sahoehwa wa sahoe ŭi in'ganhwa.
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  47. Marcus Peter Ford (2002). Beyond the Modern University: Toward a Constructive Postmodern University. Praeger.score: 174.0
    We are in the midst of an unprecedented, human-caused, environmental crisis.
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  48. Diana Senechal (2011). Republic of Noise: The Loss of Solitude in Schools and Culture. R&L Education.score: 174.0
    Machine generated contents note: Chapter 1 Acknowledgments -- Chapter 2 Introduction: The Chatter of the Present -- Chapter 3 Definitions of Solitude -- Chapter 4 Distraction: The Flip Side of Engagement -- Chapter 5 Antigone: Literature as "Thinking Apart" -- Chapter 6 The Workshop Model in New York City -- Chapter 7 The Folly of the "Big Idea" -- Chapter 8 The Cult of Success -- Chapter 9 Mass Personalization and the "Underground Man" -- Chapter 10 The Need for Loneliness (...)
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  49. Alister H. Cumming (ed.) (2012). Adolescent Literacies in a Multicultural Context. Routledge.score: 174.0
    "This book presents results from a four-year project addressing the central question: What factors, challenges, and contexts contribute to and constrain literacy achievement among at-risk adolescent learners with culturally diverse ...
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  50. Fernando Espinoza (2011). The Nature of Science: Integrating Historical, Philosophical, and Sociological Perspectives. Rowman & Littlefield Publishers.score: 174.0
    The need for scientific literacy -- The origins of accomplishing tasks : from individual to organized efforts -- The earliest comprehensive and rationalistic syntheses -- 4- knowing, doing and the inevitability of curiosity and exploration -- From the transcendent to the temporal-a transformative experience -- From qualities to quantities : the mathematization of nature -- Internalizing naturalistic explanations, benefit or threat? -- Dispensing with philosophy and entertaining limits to human knowledge -- Scientifically speaking, we know a lot, or do we? (...)
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