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We are at a crossroads in history. If we hope to share our planet successfully with one another and the AI systems we are creating, we must reflect on who we are, how we got here, and where we are heading. "The Importance of Being Educable" puts forward a provocative new exploration of the extraordinary facility of humans to absorb and apply knowledge. The remarkable "educability" of the human brain can be understood as an information processing ability. It sets our species apart, enables the civilization we have, and gives us the power and potential to set our planet on a steady course. Yet it comes hand in hand with an insidious weakness. While we can readily absorb entire systems of thought about worlds of experience beyond our own, we struggle to judge correctly what information we should trust. In this visionary book, Leslie Valiant argues that understanding the nature of our own educability is crucial to safeguarding our future. After breaking down how we process information to learn and apply knowledge, and drawing comparisons with other animals and AI systems, he explains why education should be humankind's central preoccupation. Will the unique capability that has been so foundational to our achievements and civilization continue to drive our progress, or will we fall victim to our vulnerabilities? If we want to play to our species' great strength and protect our collective future, we must better understand and prioritize the vital importance of being educable. This book provides a road map.

This book offers a comprehensive exploration of emotions in the context of education, aiming to shed light on their multifaceted roles and implications. Employing a who, what, when, where, why, how, and "so what" approach, this work delves into various aspects of emotions within educational settings. The book sets out to define emotions, providing an extensive examination of different perspectives and contemporary theories. It explores the intricate relationship between emotions and cognition, tracing their pivotal role in human evolution and adaptation. The book also critically addresses criticisms and controversies in the study of emotions. Drawing on research from diverse fields, this book employs a multidisciplinary approach. It utilises data and analysis methods to explore the types and causes of emotions, categorising them into basic and complex emotions, as well as positive and negative emotions. The book presents key findings related to emotions in education. It highlights the benefits of positive emotions for physical and mental health and their impact on interpersonal relationships and social behavior. Conversely, it examines the costs of negative emotions and their role in stress, anxiety, and depression. Strategies for promoting positive emotions and coping with negative ones are discussed. The book underscores the importance of understanding academic emotions and their impact on academic motivation, engagement, and performance. It delves into the role of educators in fostering positive academic emotions and managing negative ones. Additionally, it explores evidence-based interventions and the ethical considerations in addressing these emotions in education. This book is supplemented with a wealth of resources, including valid and reliable measures of academic emotions, discussions on cultural and contextual factors, and research opportunities in the field. It also explores current trends, interdisciplinary collaborations, and implications for policy, practice, and social justice. "Understanding Emotions in Education" offers a comprehensive overview of emotions in educational contexts. It provides valuable insights and practical strategies for educators, researchers, and policymakers, emphasizing the significance of emotions in shaping the educational experience.

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 19-22, 2023, in Las Vegas, Nevada. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on October 20-23, 2023, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC. The month of the conference on the cover page (November) is incorrect. The correct month is October.]

Drawing on an asset-based approach to adolescents and their literacy practices, this book is a powerful resource for secondary teachers across all content areas. The authors encourage a "widened lens" approach that considers varied perspectives and research findings when engaging in multiple and often competing initiatives, issues, and pedagogies. Using examples from their own and others' classroom experiences, the authors explore numerous theoretical and practical understandings of literacy to inform classroom instruction. They discuss different theories of literacy instruction and the ways that sociocultural and cognitive approaches to literacy like the Science of Reading and Whole Language can work in concert with each other. Readers will find relevant information about adolescents' multiliteracies, text selection and complexity, and meeting the needs of diverse learners. With suggested resources, teaching strategies, and discussion questions throughout, this is an ideal text for teacher education courses, professional learning communities, and professionals who want to learn more about how to support adolescents' literacy development. Book Features: (1) Research-based strategies to improve the reading ability of adolescents; (2) Concise descriptions of current literacy approaches commonly referenced in educational policy and the media; (3) Application suggestions with scenarios from middle and high school classrooms; (4) Guiding questions to help beginning teachers reflect on their own literacy experiences and their adolescent students; and (5) Tables and a glossary of key terms to support readers' understanding of complex concepts. [Foreword written by Julie Bell.]

A must for home visiting programs, the updated second edition of the LSP is the most efficient, reliable way to evaluate a parent's life skills: the abilities, behaviors, and attitudes they need to achieve a healthy and satisfying family life. For use with at-risk, low-income pregnant and parenting individuals with children from birth to 5 years of age, the LSP is a field-tested, validated, and reliable tool that generates a broad, accurate portrait of the life skills of parents, caregivers, and young children. Easy to complete in about 10 minutes, the LSP will help your program establish baseline and ongoing assessment profiles of clients, identify strengths and needs, plan interventions, and demonstrate the effectiveness of your practices through monitoring of outcomes. How it works: Home visitors, including public health nurses, social workers, mental health care providers, and family development and family support workers, use the LSP to evaluate a variety of important life skills. An experienced professional familiar with the family records information on 43 items in eight important domains: (1) Relationships with Family and Friends; (2) Relationships with Children; (3) Relationships with Supportive Resources; (4) Education and Employment; (5) Health and Medical Care; (6) Mental Health and Substance Abuse; (7) Basic Essentials; and (8) Infant/Toddler Development. Home visitors rate each competency from 1 to 5 on a simple-to-complete form, where they can also record important case data in the notes section. No judgment of families is implied--the LSP is used only to track the progress of children and parents or caregivers, and can be repeated every six months until the child is 5. What's new: (1) New chapter on using the LSP to promote maternal health literacy; (2) Guidance on completing the LSP during virtual home visits; (3) LSP Instrument and downloads now provided as fillable PDFs; (4) Updated research, citations, and information throughout; (5) Updates and improvements based on customer surveys and feedback from the field; (6) Scoring descriptions updated for clarity; and (7) Ancillary materials now provided as convenient downloads.

Education, science, and technology disciplines are closely and extensively connected in all formats and levels. The outbreak of COVID-19 has further squeezed this interconnection where the delivery of education in different scientific fields of studies at all education levels is almost impossible without the presence of technology. Today, there is a need more than ever to explore the intersection of education, science, and technology at both administrative and classroom levels. Educational leaders and policymakers should be aware of the requirements (e.g., role of culture, educational governance) for effective teaching and learning in the post-COVID-19 era. Teachers, instructors, and researchers need to be proficient in the way to convey knowledge with effective and innovative adoption of technology (e.g., online peer feedback) to the young generation as they are called "digital natives". This book focuses on addressing and exploring these needs and recommends solutions from multiple perspectives. The book is divided into three sections related to studies on education, science, and technology. While each of the fist two sections includes five chapters, the last section involves four chapters. The chapters' contributors are from the following countries: Albania, Australia, Azad Kashmir, Ghana, Indonesia, Iran, Kazakhstan, Morocco, Philippines, Singapore, the Netherlands, the USA, Tunisia, and Turkey. The diversity of the chapters from 14 different countries brings an international perspective to the book. [For the 2021 edition, see ED617831.]

This open access book provides a comprehensive overview and in-depth coverage of contemporary aspects of leadership in the field of education in Finland. It brings together Finnish scholars to critically explore and discuss leadership in education in the context of the Finnish education system and in relation to international discourses around the topic. It discusses the phenomenon of leadership in educational contexts through several novel empirical and theoretical research designs. It includes themes such as distributed leadership and collaborative governance, changing aspects in the leadership profession, and contradictions in everyday organizational practices and realities. The work also combines conceptual discussions in educational and pedagogical leadership to analyze and to clarify the theoretical and conceptual multidimensionality and ambiguities.

What is education, and who counts as an 'educated person' amidst competing religious, political, and pedagogical ideologies, which have shaped contemporary educational practices and institutions in Nepal? How have social and political changes, an increasing commodification of education, a continued reliance on foreign aid, and expanded geographical horizons contributed to a reshaping of the educational landscape of Nepal and thereby altered, opened up, and closed avenues of learning available to the Nepali people? Grounded in the intersection between anthropology, sociology, and development studies, and based on rich ethnographic evidence, the essays in this edited volume illuminate educational transformations and avenues of learning in the context of wider social and political changes in Nepal. They capture diverse and competing educational experiences and trajectories; examine the process of construction and transmission of knowledge in different sites within and beyond institutions of formal education; and explore the interconnections between education, state, and society.

Studies in the fields of education and social sciences have always been important in terms of their impacts on society. These studies have gained even more importance during the COVID-19 pandemic process. The impact of the pandemic period on children, schools and society has been demonstrated through such studies. This book also includes studies conducted during the pandemic period. The studies in this book contribute to the fields of education and social sciences by different research methods, participants, and contexts and add a global perspective to these fields. The book is divided into two sections related to studies on social sciences and education sciences. Each section includes four chapters. The chapter's contributors are from the following countries: the United States, Turkey, China, Indonesia, Russia, Rwanda, and Malaysia.

Education, science, and technology disciplines at all levels have never been more important, more exciting, or more crucial for its broader impacts on human society. The need for advanced technical skills is increasingly pressing to address climate change, combat COVID and other diseases, enhance the infrastructural built environment, grow food sources to feed an expanding planetary population, make new scientific discoveries, and interface synergistically with the arts, humanities, and social sciences. Teachers/instructors/mentors/professors need to be proficient in the best ways to convey knowledge and motivate the next generations of productive and engaged citizens of an increasingly diverse planet on which its human inhabitants must learn to confront and surmount increasingly difficult challenges to survival and prosperity. Students need to be focused on honing their learning skills and adapting to an ever-evolving global economy demanding always higher levels of technical proficiency. Students also need to be free to pursue any and all areas of interest without interference from cultural, political, ideological, or faith-imposed limitations. Policymakers need to provide the financial and human resources to fuel the engine of education, and they must create the maximum possible latitude for both those who teach and those who learn to pursue science, technology, engineering, and mathematics to their limits. This book contributes to addressing these needs and to suggesting potential solutions from multiple global perspectives. Adaptability of instructional methods, relevance of instructional content to students' lived experiences, and sensitivity to the mental and physical demands imposed on students must be hallmarks of education. The book is divided into three sections related to studies on education, science, and technology. Each section includes three chapters. The chapter's contributors are from the following countries: the United States, Germany, Greece, Indonesia, the United Kingdom, Russia, and Malaysia. This diversity brings an international perspective to the book.

Why do people act as they do? How can we improve our health and well-being? What can the past tell us about our future? Research can help us address such questions, but the journey to finding answers can be challenging and full of adventure. Curated from interviews featured on the public radio show, "The Measure of Everyday Life," this collection reveals ways that we can ask useful questions. The book also offers insights from behind the scenes of social science research, communication campaigns and interventions, and community engagement projects. A wide range of audiences--including anyone interested in applying academic research to practical projects, new graduate students, and undergraduate students learning about research--should find useful material in the collection.

"Children's Budget 2022" finds that the share of federal spending on children climbed to a historic 11.98% of the U.S. budget in FY 2022, producing remarkable declines in child poverty, hunger and the rate of children without health insurance. The report finds that the share of U.S. domestic and international spending on children rose 21% over the last five years, making up 11.98% of all federal spending in FY 2022 (11.88% for domestic, 0.10% for international). This share stands in stark contrast to pre-pandemic investments when the total share of federal spending on children was only 7.55% of the federal budget. Congress, however, has begun backing off these investments, with inflation-adjusted dollars for children dropping nearly 17% between FY 2021 and FY 2022. The report tracks federal spending in roughly 250 domestic and international programs. This year for the first time First Focus on Children began to track outlays that protect children from the impact of climate change, air pollution, toxic substances, pesticides, and other areas of environmental health. [For "Key Takeaways from Children's Budget 2022," see ED626706. For the 2021 report, see ED617710.]

This book examines today's central and yet often misunderstood and misconstrued notion of interculturality. It specifically focuses on one aspect of intercultural awareness that has been ignored in research and education: the presence and influence of things on the way we experience, do, and reflect on interculturality. This book provides the readers with opportunities to engage with interculturality by reflecting on how our lives are full of things and entangled with them. It urges teachers, teacher educators, scholars, and students to open their eyes to the richness that the more-than-human, with which we can reflect, has to offer for intercultural communication education.

"The Oxford Encyclopedia of Philosophy of Education" provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range of topics, ideas, and diverse perspectives from around the world, and features an editorial board composed entirely of women. Each chapter is an in-depth exploration of a philosophical topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the "Encyclopedia's" authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle "common sense," propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of ideas and experience, and offer alternative possibilities. "The Oxford Encyclopedia of Philosophy of Education" is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics in education; and contemporary topics and issues in philosophy of education. This combination of breadth and depth makes "The Oxford Encyclopedia of Philosophy of Education" an important and essential guide to the complex philosophical issues informing all facets of education today.

This book presents a framework for addressing intersectionality within educational spaces to combat the cumulative effects of systemic marginalization due to race, gender, disability, class, sexual orientation, and other identity-based labels. Readers can use the framework to consider the impact of identities that individuals adopt or are assigned, move beyond discrete subgroup labels, and fully consider how such markers impact how education policy and research are developed, enacted, and experienced. The text presents examples of existing systems (education, law, medicine, and juvenile justice) as experienced by individuals with intersectional social identities. Each chapter provides an innovative framework that highlights diverse ways of knowing, generating insights that can inform more equitable policy analysis, research, and practice. This book features: (1) A protocol for applying an intersectionality-based analytic (IBA) approach to education policy, research, and practice; (2) Case study examples of how IBA can be implemented to improve decision making across disciplines and by various stakeholders; and (3) Guiding questions that can be used to develop complex research questions and methods that interrupt power differentials within research and policymaking processes. [Foreword written by Sonia Nieto.]

Federal spending dedicated to children represents just 7.83 percent of the federal budget in fiscal year 2016, and total spending on children's programs has decreased by five percent in the last two years, according to "Children's Budget 2016." The federal government makes more than 200 distinct investments in children. These include traditional children's initiatives like education and child abuse and neglect prevention. They also include other investments that improve the lives of kids, like Medicaid and the Supplemental Nutrition Assistance Program. Following a message from Bruce Lesley, the President of First Focus, "Children's Budget 2016" offers a detailed guide to federal spending on children and an invaluable resource for those seeking to improve the lives of America's youth. The majority of budget numbers in this book for fiscal year (FY) 2016 can be found in the appropriations bills considered by Congress, including the Consolidated and Further Continuing Appropriations Act of 2016. For the purpose of this book, children are defined as persons age 18 and under. To determine the amount of money spent on children, this book draws on the work of the Urban Institute in their First Focus-commissioned report, "Kids' Share 2015: Report on Federal Expenditures on Children Through 2014." Some programs included in this book are not included in "Kids' Share." These programs include the Consumer Product Safety Commission, Poison Control, and the Corporation for National and Community Service, among others. For each program listed in this book, "Children's Budget 2016" reports the nominal funding level and the nominal percent change from the previous year, as well as the real percent change. This book primarily focuses on the budget authority and outlays of each program through the yearly budget process. However, starting in FY 2009, some of these programs received additional resources to spend through the American Recovery and Reinvestment Act (ARRA), a package of tax cuts and investments intended to help stimulate economic growth and stem losses from a deepening recession. Mindful of the enormous impact that ARRA had on the overall federal investment in children and on individual programs, this book incorporates the effects of ARRA where relevant. A brief separate analysis of resources from ARRA is included within the basic overview of spending that precedes certain policy areas where it is relevant. Individual programs that received investments from ARRA are marked with the Recovery.gov logo. In addition, this book relies on the Congressional Budget Office's (CBO's) "Budget and Economic Outlook Fiscal Years 2013-2023" and the work of Julia Isaacs, et al. in "Kids' Share 2015: Report on Federal Expenditures on Children Through 2014" for projections as to the timing of the flow of ARRA money. For those children's programs that are not broken out separately, analyses in this book assume that money in those programs will be spent along the same time frame as the larger categories into which they fall. It is important to reiterate that the levels contained in the program tables do not include ARRA funding, and therefore neither do the resulting percentage change values. This book provides details regarding the following programs: Child Welfare; Early Childhood; Education; Education: Military; Health; Housing; Income Support; Nutrition; Safety; and Training. Contains the following indices: (1) Alphabetical Index of Programs; and (2) Index of Programs by Department and Bureau. [For "Children's Budget 2015," see ED569992.]

Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out in subtle and unconscious ways, which take a psychological and physiological toll on the body, mind, and spirit. The authors make a unique contribution to the study of racial microaggressions by using Critical Race Theory (CRT) to develop the concepts, frameworks, and models provided in this book. Focusing on the lived experiences of People of Color, "Racial Microaggressions" can be used to disrupt the everyday racism that continues to target so many Communities of Color. The book features: (1) Theoretical, conceptual, and pedagogical tools to help all people recognize, respond to, and challenge racial microaggressions; (2) An interdisciplinary approach that draws from the fields of education, law, policy, ethnic studies, Women of Color feminisms, sociology, history, theatre, psychology, and public health; and (3) Visual examples of racial microaggressions in historical and contemporary life.

The federal government makes more than 200 distinct investments in children. These include traditional children's initiatives like education and child abuse and neglect prevention. They also include other investments that improve the lives of kids, like Medicaid and the Supplemental Nutrition Assistance Program (formerly Food Stamps). Following a message from Bruce Lesley, the President of First Focus, "Children's Budget 2015" offers a detailed guide to federal spending on children and is an invaluable resource for those seeking to improve the lives of America's youth. The majority of budget numbers in this book for fiscal year (FY) 2015 can be found in the appropriations bills considered by Congress, including the Consolidated and Further Continuing Appropriations Act of 2015. For the purpose of this book, children are defined as persons age 18 and under. To determine the amount of money spent on children, this book draws on the work of the Urban Institute in their First Focus-commissioned report, "Kids' Share 2014: Report on Federal Expenditures on Children Through 2013." Some programs included in this book are not included in "Kids' Share." These programs include the Consumer Product Safety Commission, Poison Control, and the Corporation for National and Community Service, among others. For each program listed in this book, "Children's Budget 2015" reports the nominal funding level and the nominal percent change from the previous year, as well as the real percent change. This book primarily focuses on the budget authority and outlays of each program through the yearly budget process. However, starting in FY 2009, some of these programs received additional resources to spend through the American Recovery and Reinvestment Act (ARRA), a package of tax cuts and investments intended to help stimulate economic growth and stem losses from a deepening recession. Mindful of the enormous impact that ARRA had on the overall federal investment in children and on individual programs, this book incorporates the effects of ARRA where relevant. A brief separate analysis of resources from ARRA is included within the basic overview of spending that precedes certain policy areas where it is relevant. Individual programs that received investments from ARRA are marked with the Recovery.gov logo. In addition, this book relies on the Congressional Budget Office's (CBO's) "Budget and Economic Outlook Fiscal Years 2013-2023" and the work of Julia Isaacs, et al. in "Kids' Share 2014: Report on Federal Expenditures on Children Through 2013" for projections as to the timing of the flow of ARRA money. For those children's programs that are not broken out separately, analyses in this book assume that money in those programs will be spent along the same time frame as the larger categories into which they fall. It is important to reiterate that the levels contained in the program tables do not include ARRA funding, and therefore neither do the resulting percentage change values. This book provides details regarding the following programs: Child Welfare; Early Childhood; Education; Education: Military; Health; Housing; Income Support; Nutrition; Safety; and Training. Contains the following indices: (1) Alphabetical Index of Programs; and (2) Index of Programs by Department and Bureau.

The notion of otherness, often misused, requires important conceptualization work in order for it to be considered in all of its forms, and not simply reduced to the account of others. Although otherness certainly questions the link to the other (relation), it also questions the link to the self (reflexivity) and the link to knowledge (epistemology). Being tridimensional, the process of otherness is a paradox, the meaning of which can only be drawn thanks to ethics, psychoanalytical orientation and the history of philosophical ideas. This book, which relates to philosophy of education, seeks to explain the problematic notion of otherness, the desire for which is specific to humankind. It examines how otherness questions the limits of knowledge, transmission and language, and argues that it is in fact a value, a tool and practice for all the actors involved in the relationship between education, knowledge and care. [This book was co-published with ISTE (United Kingdom).]

This book highlights some of Kenneth King's diverse contributions to international and comparative education, African studies and development studies over more than four decades. From his pioneering work on the first educational commissions to Africa, through his research on skills training in the informal sector, and on to his critical analysis of education analysis in development agencies, this book makes influential materials available in one place. Appropriately, it illustrates his career-long connections with Kenya, but also his more recent engagement with Japan, China and India. It is the first CERC [Comparative Education Research Centre] volume to pay significant attention to the policies and politics of skills development. Kenneth King is an Emeritus Professor of the University of Edinburgh. He was based in and directed its Centre of African Studies for many years, and lectured on international perspectives in education and training in its School of Education. His research interests have addressed the politics and planning of skills development, including in the informal sector of the economy, aid policies towards education of both Western and Asian donors, and higher education cooperation. He founded NORRAG, the network for international policies and cooperation in education and training, in 1986, and edited NORRAG News until 2016. He was President of the British Association for International and Comparative Education (BAICE) from 2014-2016, and was one of the founding members of the UK Forum on International Education and Training (UKFIET). King's works included in the book are: (1) The Phelps-Stokes Commissions and the Politics of Negro Education; (2) Skill Acquisition in the Informal Sector; (3) Aid, Research and Education; (4) Education and Training for Self-Employment in Kenya; (5) Exploring the Impact of Primary Education; (6) The Vocational School Fallacy Revisited; (7) Africa's Informal Economies: Thirty Years On; (8) Re-targeting Schools, Skills and Jobs in Kenya: Quality, Quantity and Outcomes; (9) Skills and Education for All from Jomtien (1990) to the GMR of 2012: A Policy History; (10) Experience, Experts and Knowledge in Japanese Aid Policy and Practice; (11) African Students in China: Changing Characteristics, Contexts and Challenges; (12) The Geopolitics and Meaning of India's Massive Skills Development Ambitions; and (13) Conclusions around Education, Skills, Knowledge and Work -- and the Role of Aid.

This book is about social categories such as gender, race, dis-ability, intelligence, sexuality and class, as they are used in education. Knowledge of and about them and their effects is central to how we can understand society, equalities and inequalities within it, and educational relations. The evidence to support the claims being made in this book are traces and footprints about educational events, happenings and experiences. However, these claims have the potential to allow us to develop understandings of those ever-changing mechanisms of gender, class, dis-ability, intelligence, race and sexuality that constitute our lives. The aim of this book is to develop a more coherent account of how these social and educational mechanisms work in society. There is no more important task in the field of education than this, and one that has the potential to transform our understandings of these matters and hence our educational practices.

Drawing from an international authorship and having global appeal, this book scrutinizes, suggests and aggravates the relationships, boundaries and connections between arts, research and education in various contexts. Building upon existing publications in the field of arts-based educational research, it deliberately connects and disconnects the terms in order to expose and broaden the scope of this field thereby encouraging fresh perspectives. This book portrays both contemporary theoretical prospects as well as contemporary examples of practice. It also presents work of emerging scholars, thereby 'growing the field'. The book includes academic text-based chapters, as well as poetry, narrative fiction, visual essays, and combinations of text-image-sound/video that demonstrate performance of music, theatre, exhibition and dance. This book provides and provokes critical dialogue about the forms, representations, dissemination and intersections of the arts, research and education. This is a focused collection and resource for scholars and students with an international authorship, perspective and audience. [Individual chapters are indexed in ERIC.]

America brims with education data and these days it seems everyone in education claims to be guided by data. In this book, leaders and scholars map the landscape of data providers and users and explores why what is supplied by the former but frequently fails to meet the needs of the latter. It documents the barriers to collecting good information, including well-meaning privacy laws and the maze of overlapping government units and agencies. It explores potential solutions, including a future system where a "backpack" of achievement information would accompany every student from place to place. Main points include: (1) America has made significant gains in education data; (2) Many education-data systems remain archaic, cumbersome and non-comparable; (3) Barriers to quality data are tough but surmountable; (4) There are data 'gaps' to be filled; and (5) Getting the education data America needs to the people who need it will not be easy, but it is doable. Following a Foreword (Marci Kanstoroom, Eric C. Osberg, and Robert D. Muller) and Introduction: Education Data Today (Paul Manna), the book is divided into three sections. "Why We Don't Have the Data We Need" includes: (1) Getting FERPA Right: Encouraging Data Use While Protecting Student Privacy (Chrys Dougherty); (2) Federalism and the Politics of Data Use (Kenneth K. Wong); and (3) Political Roadblocks to Quality Data: The Case of California (RiShawn Biddle). "Innovations and Promising Practices" includes: (4) States Getting It Right: The Cases of Kansas and Virginia (Nancy Smith); (5) The Student Data Backpack (Margaret Raymond); (6) Balanced Scorecards and Management Data (Frederick M. Hess and Jon Fullerton); (7) Circling the Education-Data Globe (Daniele Vidoni and Kornelia Kozovska); and (8) Cutting-Edge Strategies from Other Sectors (Bryan C. Hassel.) The final section, "The Way Forward", includes: (9) From Building Systems to Using Their Data (Aimee Rogstad Guidera); and (10) Education Data in 2025 (Chester E. Finn, Jr.). Contributor biographies are appended. (Endnotes, figures and tables are included by individual chapter.)

A complementary volume to Dilly Fung's "A Connected Curriculum for Higher Education" (2017) [see ED613384], this book explores 'research-based education' as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution's creative approach to research-based education -- UCL's Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study -- and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline -- including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences -- while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.

An adequate, well-trained, and diverse health care workforce is essential for providing access to quality health care services. However, despite more than a decade of concerted global action to address the health workforce crisis, collective efforts are falling short in scaling up the supply of health workers. The resulting health workforce shortage affects people's access to quality health care around the globe. In October 2016, the National Academies of Sciences, Engineering, and Medicine convened a workshop to explore resources for financing health professional education in high-, middle-, and low-income countries and innovative methods for financially supporting investments in health professional education within and across professions. Participants examined opportunities for matching population health needs with the right number, mix, distribution, and skill set of health workers while considering how supply and demand drive decisions within education and health. This publication summarizes the presentations and discussions from the workshop. (Individual presentations and discussions contain references.)

This collection of four essays examines the ways in which education, as a discipline, currently reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Teacher Education and Multicultural Education: Research, Students, and Teaching" Carl A. Grant notes that while a growing number of universities are offering multicultural education courses, the inclusion of multicultural education in the total teacher education program structure is met with resistance at both the student and faculty level. In "Taking Teachers' Blinders Off: A Short History of the Politics of Teacher Education," Kimberly Kinsler examines the evolution of teacher education and how it is influenced by the power politics of various interest groups. In "Education: Rethinking the Discipline for Race, Class, Gender, and Ethnicity," Milgra Morales-Nadal reviews changes in texts over the last several decades and the integration of new scholarship into the teacher education curriculum. In "Testing, Scholarship, and the Curriculum," Carol Kehr Tittle reviews the research on testing, test bias, and the effects of testing on teacher education. Each essay contains references. (MDM)

This publication contains six essays responding to the following themes: information as a resource to be shared; whether and how new technologies are causing change in the nature and definition of information; and how changes are affecting the fields of education, economics, sociology, technology, business, and world affairs. Following the foreword (Paul J. Myer), examples of the range of information available to everyone are reviewed in an introduction to the essays (Nicholas Johnson). The value of information is discussed in "The Role of Technology in an Information Age" (Stephen H. Haeckel and Richard L. Nolan). "The Economics of Information" (Roger G. Noll) provides a readable introduction to the subject for noneconomists. "Competing with Information" (Blake Ives and Sirkka L. Jarvenpaa) provides a theoretical base and a case study for conclusions about the nature of information for business, predicting information and expertise will supplant physical goods as the basis of developed nations' economies. "The Promise of a New World Information Order" (Peter F. Cowhey and M. Margaret McKeown) addresses issues such as the utility of the content of global communications. "Technology, Information, and Social Behavior" (Sara B. Kiesler and Pamela Hinds) suggests that it may be as important to study people as information technology itself. "Network Literacy in an Electronic Society" (Charles R. McClure) describes the educational implications of the changing nature of information. (KRN)

This guide catalogs and describes over 60 major survey and statistical databases containing useful information about the characteristics, experiences, and behavior of U.S. families and is designed to assist researchers in locating suitable databases. The surveys described deal with substantive issues, including health, education, employment and unemployment, poverty, crime, family formation and dissolution, child development, and substance abuse. Most surveys were federally funded and nearly all were based on large national data collections using true probability samples. For each survey or statistical program, material is presented on the purpose of the effort, the sponsoring agency, and the design of the study, including sample size, how often the survey has been conducted, and completion rate. The content of the survey instrument or data collection form is summarized by listing topics covered. Gaps and biases in the data are identified for each study. The guide lists articles that have made use of major data sets, and gives contact information for persons who can provide additional information on each database. Also included for each study are checklists showing what the survey or data collection form provides in the way of descriptive material about the families covered in the sample, including family-level characteristics, adult family member characteristics, and child characteristics. The guide's introduction describes a family-based approach to social policy, suggests uses for the databases, discusses advantages and drawbacks of using existing databases for research, and suggests improvements in survey data on families. (Author/JC)

Entrepreneurship has a tremendous impact on the economic development of a country, so much that entrepreneurship is seen as a solution for the fast changing economic demands worldwide and has been recognized as a path to sustainable economic development. Despite recognition of entrepreneurship on the road to global economic development, a large body of research on the elements of entrepreneurship education remains unresolved. Are these behaviors inherent to human beings, their genetic code, their psychological traits, or can students, young children, and even adults, be taught how to become an entrepreneur? This book presents several chapters following different approaches to answer these questions. Researchers explore education programs in different countries, they show experiences in entrepreneurship education, explain how to teach entrepreneurial skills, cultural issues, and propose some orientations and reflections on entrepreneurship education. The book contains the following chapters: (1) The Spirit of Entrepreneurial Education in Namibia--An Exploratory Study (Wilfred Isak April); (2) Entrepreneurship Education for Women in Brazil--Challenges and Limits (Elaine da Silveira Leite); (3) Entrepreneurship Education in China (Weiming Li and Chunyan Li); (4) Entrepreneurship Education in Spain (José C. Sánchez-García and Brizeida Hernández-Sánchez); (5) The Importance of Partnerships in Promoting Entrepreneurship Education--Case Study of a Group of Schools (Maria Isabel Carvalho and Mário Franco); (6) Educating Succeeding Generation Entrepreneurs in Family Businesses--The Case of Slovenia (Mojca Duh, Marina Letonja and Jaka Vadnjal); (7) Promoting Entrepreneurship Education through University Networks--A Case Study in Mozambique (Dambusse Libombo, Anabela Dinis and Mário Franco); (8) Customer Orientation of Current and Future Entrepreneurs in Research Using Projection Methods--Implications for Education (Anna Pawlowska); (9) Teaching and Detecting The Creative Potential--Experience and Perspectives (Sílvio Manuel Brito); (10) Entrepreneurship Education as Learning to Form Identities--Cross-Cultural Perspective (Iiris Aaltio and Qian Wang); (11) Training New Housing Entrepreneurs--A Malaysian Scenario (Mastura Jaafar, Syed Putra Syed Abu Bakar and Wan Mohd Dzulkifli Wan Daud); (12) New Perspectives in Entrepreneurship Education--A Brazilian Viewpoint (Eric Charles Henri Dorion, Cristine Hermann Nodari, Pelayo Munhoz Olea, Paula Patricia Ganzer and Claudio Baltazar Côrrea de Mello); and (13) Mismatch in Teachers' Ontological Conception of Entrepreneurship Education (Kaarlo Paloniemi and Pekka Belt).

Education is of relevance to everyone but it involves a specialized vocabulary and terminology which may be opaque or unfamiliar to those new to the field. This UK-focused Dictionary of Education provides clear and concise definitions for over 1,100 terms, from A* to zero tolerance, that anyone studying education or working in the field is likely to encounter. Coverage includes all sectors of education: pre-school, primary, secondary, further and higher education, special needs, adult and continuing education, and work-based learning. It also includes major legislation, key figures and organizations, and national curriculum and assessment terminology. This second edition covers all the contemporary reforms being introduced to revise the school examinations system and to reform the process of initial teacher training in England and Wales. Coverage of the vocabulary of education has also been increased, and longer and more detailed entries are included for terms relating to disability and inclusive practice, such as autistic spectrum disorder, attention deficit, and dyslexia, and to professional development, such as mentor. Entries regarding projects and initiatives that are now obsolete have been deleted. The dictionary features entry-level web links, accessible and kept up to date via the Dictionary of Education companion website. Detailed appendices include a timeline summary of landmark educational legislation since 1945 and a glossary of acronyms. In addition, there is a useful, fully cross-referenced section of comparative terms used in the US, Canada, Australia, and South Africa. This concise yet authoritative dictionary is essential for all students of education, teachers, and lecturers on development programmes, and it is strongly recommended for governors, classroom assistants, and parents.

Coh-Metrix is among the broadest and most sophisticated automated textual assessment tools available today. Automated Evaluation of Text and Discourse with Coh-Metrix describes this computational tool, as well as the wide range of language and discourse measures it provides. Section I of the book focuses on the theoretical perspectives that led to the development of Coh-Metrix, its measures, and empirical work that has been conducted using this approach. Section II shifts to the practical arena, describing how to use Coh-Metrix and how to analyze, interpret, and describe results. Coh-Metrix opens the door to a new paradigm of research that coordinates studies of language, corpus analysis, computational linguistics, education, and cognitive science. This tool empowers anyone with an interest in text to pursue a wide array of previously unanswerable research questions. This book: (1) Provides a comprehensive introduction to Coh-Metrix unavailable elsewhere; (2) Is the first textbook to focus on Coh-Metrix; and (3) Engages questions relevant to scholars in diverse fields, including education, political science, and linguistics.

Roughly 54 million people with disabilities live in the U.S., and there are many more millions of people with disabilities around the world. Not surprisingly, differences among and between people with disabilities are often as notable as differences between people with and without disabilities. While the lack of homogeneity among people with disabilities makes creating a valid taxonomy under this term difficult, if not impossible, there is commonality among and between people with disabilities that justifies an authoritative resource on positive psychology and disability. That is, they have experienced discrimination and marginalization as a function of their disability. This volume assembles chapters by leading scholars in the fields of disability and positive psychology to provide a comprehensive synthesis of the state of the field of positive psychology and disability. Chapters are organized into thematic sections, beginning with an introductory section providing information on overarching themes in positive psychology and disability. The second section highlights the application of positive psychological constructs to disability, including quality of life, self-determination, adaptive behavior, optimism, hope, problem solving, forgiveness, gratitude, and spirituality. The following section addresses systemic issues in disability that impact positive psychology, again turning to disciplines beyond just psychology (special education, rehabilitation sciences, family, and disability policy) to address areas in which positive psychology can be applied. A fourth section examines positive psychology in specific disabled populations, including physical disabilities, cognitive and developmental disabilities, severe multiple disabilities, emotional and behavioral disabilities, and autism spectrum disorders. Disability has always been associated with "differentness" and, consequently, people with disabilities have, throughout time, been treated as such. As the first handbook to consider disability from a strengths-based perspective, this volume provides a catalyst to accelerate the application of positive psychology with regard to how disability is understood. This book contains the following chapters: (1) Beyond Pathology: Positive Psychology and Disability (Michael L. Wehmeyer); (2) Understanding Disability: A Strengths-Based Approach (Wil H. E. Buntinx); (3) Positive Psychology and Disability: An Historical Analysis (Karrie A. Shogren); (4) The Impact of the Quality of Life Concept on the Field of Intellectual Disability (Robert L. Schalock and Miguel Angel Verdugo Alonso); (5) Optimism within the Context of Disability (Kevin Rand and Amanda M. Shea); (6) Social Well-Being and Friendship of People with Intellectual Disability (Joanne Kersh, Laura Corona, and Gary Siperstein); (7) Exercise, Leisure, and Well-Being for People with Disabilities (Jennifer Rowland); (8) Coping and Disability (Lillian R. Reuman, Chelsea Mitamura, and Michele Tugard); (9) Adaptive Behavior (Marc J. Tassé); (10) Self-Determination (Michael L. Wehmeyer and Todd D. Little); (11) Self-Determined Learning (Dennis Mithaug); (12) Understanding Hope in Individuals with Disabilities (Cindy Pressgrove Buchanon and Shane Lopez); (13) Family Perspectives on Child Intellectual Disability: Views from the Sunny Side of the Street (Jan Blacher, Bruce Baker, and Lauren D. Berkovitz); (14) Resilience and Disability: Concepts, Examples, Cautions, and Prospects (Christopher Murray and Bonnie Doren); (15) Problem Solving and Decision Making (Linda Hickson and Ishita Khemka); (16) Forgiveness, Gratitude, and Spirituality (William Gaventa); (17) Career Development and Career Thoughts (Salvatore Soresi, Laura Nota, Lea Ferarri, and Teresa Maria Sgaramella); (18) Self-Regulation (Dale H. Schunk and William D. Bursuck); (19) Disability Studies/Disability Culture (Brenda Jo Brueggemann); (20) Positive Behavior Support: Foundations, Systems, and Quality of Life (Glen Dunlap, Donald Kincaid, and Donald Jackson); (21) Supports and Support Needs (James R. Thompson and Yuwadee Viriyangkura); (22) Supported Employment (Paul Wehman, Vicki Brooke, Stephanie Lau, and Pamela Targett); (23) Family Quality of Life (Caya Chiu, Kathleen Kyzar, Nina Zuna, Ann Turnbull, Jean Ann Summers, and Vivi Aya Gomez); (24) Education (Sharon Field); (25) Aging with Disability (Tamar Heller and Lieke van Heumen); (26) A Positive Psychology of Physical Disability: Principles and Progress (Dana S. Dunn, Gitendra Uswatte, Timothy R. Elliott, Allissa Lastres, and Brittany Beard); (27) Cognitive and Developmental Disabilities (Karrie A. Shogren); (28) Severe, Multiple Disabilities (Mats Granlund, Jenny Wilder, and Lena Almqvist); (29) Positive Psychology and Children with Emotional and Behavioral Disability (Dan Olympia, Lora Tuesday Heathfield, William R. Jenson, Holly Majszak, Virginia Ramos-Matias, and Monique Thacker); (30) Autism Spectrum Disorders (Dianne Zager); and (31) Limitations to Positive Psychology Predicted by Subjective Wellbeing Homeostasis (Robert A. Cummins).

Mark Van Doren, the noted literary scholar, once remarked, "The college is meaningless without a curriculum, but it is more so when it has one that is meaningless." Many current critics of undergraduate curricula in America assent to the crucial need for programmatic renewal in our colleges and universities. They bemoan the cookie-cutter sameness in far too many of them. The oddity is that U.S. colleges have long touted their "diversity" while largely holding fast to rather traditional pathways. This illuminating volume goes beyond formulaic nuts-and-bolts recipes for constructing curriculum: it seeks to interpret and analyze the contemporary landscape of college curriculum. Yet it also hopes to heighten pedagogic horizons in more imaginative, innovative ways by presenting actual curricula from more distinctive academic offerings. This book will stimulate vitally needed "out-of-the-box" thinking about curricula among faculty, administrators, and students, and ultimately invite the emergence of more radically diverse visions and realities for today's college curriculum. Contents include: (1) What Is a Liberal Education? (Roger William Gilman); (2) Liberal Education: The Challenge of Consumerism, Careerism, and Commodification (Christopher J. Lucas); (3) Liberal Education and Moral Education (Daniel R. DeNicola); (4) A Core Curriculum for Civic Literacy? (Donald Lazere); (5) Understanding Student Motivation: A Key to Effective Curriculum Design (Jonathan D. Stolk); (6) Community Service Learning and Higher Education: The Need for a Prerequisite to Thoughtful Service (Eric C. Sheffield); (7) Schubert: Multiple Curricula in Higher Education (William H. Schubert:); (8) The Habit of Reflection: An Essay on St. John's College (Peter Kalkavage); (9) An Essay in American Liberal Education: University of Dallas's "Core Curriculum" (William A. Frank); (10) Fairhaven College and the Progressive Curriculum (Roger William Gilman); (11) The Plan for Bennington: An (Ever) Emergent Curriculum (Duncan Dobbelmann and Isabel Roche); (12) Multiple Routes, Alternative Learning Experiences: Developing Analytic Abilities, Practical Skills, Creativity, and Self-Reflection at Hampshire College (Laura Wenk and Kristen Luschen); (13) Individualized Undergraduate Curricula at SUNY Empire State College (Susan Oaks); (14) Prescott College: Lessons Learned "For the Liberal Arts, Environment, and Social Justice" (Kristin Woolever and Paul Burkhardt); (15) The Colorado College Block Plan (Susan A. Ashley); (16) A Community of Advisors: The Johnston Center for Integrative Studies at the University of Redlands (Tim Seiber and Kelly Hankin); (17) Building an Integrated Science and Technology Program at James Madison University (Jeffrey Tang); (18) Olin College: Re-Visioning Undergraduate Engineering Education (Lynn Andrea Stein, Mark H. Somerville, Jessica Townsend, and Vincent P. Manno); (19) Teaching and Learning Outside the Box at John Jay College of Criminal Justice (Amy S. Green); (20) "Connecting the Classroom to the World": An Integrative, Interdisciplinary, and Experiential Approach to Learning at George Mason University (Lisa Gring-Pemble); (21) The Liberal Arts Approach to Leadership: The Curriculum of the Jepson School of Leadership Studies at the University of Richmond (Terry L. Price); (22) Revising the Salem Signature: Crafting an Interdisciplinary General Education Program (Daniel O. Prosterman); (23) Developing a New Individualized and Interdisciplinary Curriculum for the 21st Century: Miami University's Western Program Reimagined (Nicholas P. Money); (24) Staying Alive With The Wagner Plan: How to Keep a New First-Year Program Thriving Fifteen Years Out (John P. Esser, Lily D. McNair, and Richard Guarasci); (25) The Intellectual Inquiry Curriculum at Roanoke College (Adrienne Bloss and Gail Steehler); (26) Starting With the Students: Integrating Theory and Practice in Teaching, Learning, and Curriculum Development at Alverno College (Stephen Sharkey and Kathleen O'Brien); (27) Seeking "Productive, Caring, and Fulfilling Lives" Through the Environmental Liberal Arts at Green Mountain College (Thomas J. Mauhs-Pugh and Meriel Brooks); (28) Starting Its Second Century: Cooperative Education at the University of Cincinnati (Michelle Clare, Anita Todd, and Kettil Cedercreutz); (29) Building Students' Capacity to Lead: The West Point Leader Development System (Bruce Keith and Thomas Judd); (30) From the Local to the Global, to the "Beyond" and the In-Between: Earlham College's Peace and Global Studies Program (Joanna Swanger); and (31) Union College's Ethics Across the Curriculum Program (Robert Baker).

While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. "Thinking Comprehensively About Education" sheds much-needed light on those systems, programs, and practices; conceptualizing education more broadly through a nuanced exploration of: (1) the various spaces where education occurs; (2) the non-dominant practices and possibilities of those spaces; and (3) the possibilities of enabling social systems, institutions, and programs of comprehensive education. This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system. "Thinking Comprehensively About Education" is a must-read for faculty, students, policy analysts, and policymakers. Chapters of this book include: (1) Introduction: Social Space and the Political Economy of Education Conceived Comprehensively (Ezekiel Dixon-Roman); (2) Toward a Re-conceptualization of Education (Edmund W. Gordon with Paola Heincke and Kavitha Rajagopalan); (3) Products of the Revolution: The Social System of Comprehensively Conceived Education in Cuba (Ezekiel Dixon-Roman); (4) The Ethnic System of Supplementary Education: Lessons from Chinatown and Koreatown, Los Angeles (Min Zhou); (5) San Diego's Diamond Neighborhoods and The Jacobs Center for Neighborhood Innovation (Andrea Yoder Clark & Tracey Bryan); (6) Re-Storying the Spaces of Education through Narrative (Lalitha Vasudevan & Kristine Rodriguez); (7) The Drum in the Dojo: Re-sounding Embodied Experience in Taiko Drumming (Kimberly Powell); (8) The Cultural Modeling of Comprehensively Conceived Education (Carol Lee); (9) Theoretical Analysis of Resilience and Identity: An African American Engineer's Life Story (Ebony McGee & Margaret Beale Spencer); (10) Exploring Educative Possibility Through the Process of Learning in Youth Sports (Na'ilah Nasir); (11) We are the Ones: Educative Possibilities in Youth Poetry (Korina Jocson); (12) The Challenges of Developing a Robust Knowledge Base on Complementary Education: Toward a Policy Relevant Research Agenda (Jacob Leos Urbel & J. Lawrence Aber); (13) A Broader and Bolder Approach for Newark (Lauren Wells & Pedro Noguera); and (14) School Reform: A Limited Strategy in National Education Policy (Edmund W. Gordon & Paola Heincke). [Foreword by Angela Glover Blackwell.]

Securing the future of the human race will require an improved understanding of the environment as well as of technological solutions, mindsets and behaviors in line with modes of development that the ecosphere of our planet can support. Some experts see the only solution in a global deflation of the currently unsustainable exploitation of resources. However, sustainable development offers an approach that would be practical to fuse with the managerial strategies and assessment tools for policy and decision makers at the regional planning level. Environmentalists, architects, engineers, policy makers and economists will have to work together in order to ensure that planning and development can meet our society's present needs without compromising the security of future generations. Better planning methods for urban and rural expansion could prevent environmental destruction and imminent crises. Energy, transport, water, environment and food production systems should aim for self-sufficiency and not the rapid depletion of natural resources. Planning for sustainable development must overcome many complex technical and social issues. This book contains the following chapters: (1) Indigenous Epistemologies, Sustainability and Schooling: The Case of South Africa (Anders Breidlid); (2) Malaysian Primary Pre-Service Teachers' Understanding and Awareness of Environmental Knowledge (Mageswary Karpudewan and Zurida Ismail); (3) Alternative Perspective to Funding Public Universities in Nigeria (Shina Olayiwola); (4) Sustainable Business Development--A Case Study of the International Logistics Industry (Anna Larsson, Ronald Muyingo, Dmytro Serebrennikov, Shohana Ahmed and Cecilia Mark-Herbert); (5) The Obligation of Sustainable Fisheries Management: Review of Endured Failures and Challenges in Exploitation of the Living Sea (Hans-Joachim Ratz); (6) Modelling for Sustainable Development: Inundation Risk Management and Decision Making in Water Sector (Sellami Mohamed Habib and Siddiki Ezeddine); (7) Sustainable Building in Malaysia: The Development of Sustainable Building Rating System (Ar Zuhairuse MD Darus and Nor Atikah Hashim); (8) Mapping is a Key for Sustainable Development of Coastal Waters: Examples of Seagrass Beds and Aquaculture Facilities in Japan with Use of ALOS Images (Teruhisa Komatsu, Tatsuyuki Sagawa, Shuhei Sawayama, Hideaki Tanoue, Akihiko Mohri and Yoshihiko Sakanishi); (9) Sustainable Development of the Built Environment: The Role of the Residential/Housing Sector (Tom Kauko); (10) Using Index to Measure and Monitor Progress on Sustainable Development (Geoffrey K. F. Tso and Jin Li); (11) Sustainability in Urban Ecosystems and Detecting Urban Vegetation from Different Images Using an Object-Based Approach (Metin Tunay, Ayhan Atesoglu, Aycan M. Marangoz, Serkan Karakis and Hakan Akcin); (12) Sustainable Solutions in Development Countries--Lithuania Case (Marija Burinskiene and Vitalija Rudzkiene); (13) Sustainable Farming Systems vs Conventional Agriculture: A Socioeconomic Approach (Athanasios Theocharopoulos, Stamatis Aggelopoulos, Panoraia Papanagiotou, Katerina Melfou and Evangelos Papanagiotou); (14) Improving Food Security Risk Management for Sustainable Development (Menghestab Haile and Lieven Bydekerke); (15) Three Totally Different Environmental/GDP Curves (Leif Bratt); (16) Temporal-Spatial Changes of the Oasis in the Heihe River Basin over the Past 25 Years (Yaowen Xie, Linlin Li, Xiaojiong Zhao and Chunxia Yuan); and (17) Saving the World's Most Precious Resource (Dewi Rogers and Alessandro Bettin).

Over the past decade there has been a considerable and growing interest in globalisation as a phenomenon. Education at all levels has been deeply implicated in the processes of globalization, partly as a product that can be made more efficient in the name of competitive advantage and partly as a beneficiary of investment in a hazily defined concept of knowledge economy. A key player in the global economy, the World Trade Organization has had far-reaching effects on education through two major agreements: the General Agreement on Trade in Services and the Trade Agreement Aspects of Intellectual Property Rights. Each chapter in this book examines the ways in which WTO processes work alongside and within national education systems and together they contribute to overall insights and theorisations about the processes of global governance, globalisation and education.

"The Dialectics of African Education and Western Discourses" addresses how continental Africans who have worked or are currently working in the Canadian academy address their dual legacy of African and Euro-American knowledge paradigms. Reflecting a range of approaches to hegemonic Euro-American paradigms that can be summarized as "appropriation, ambivalence and alternatives," the authors bring African indigenous knowledge and praxes into play in addressing issues in various sub-fields of education from philosophy and gnosis to teacher education and classroom practice, memory work and storying to higher education policy and development studies, language and mathematics pedagogy to giftedness and special education. By simultaneously engaging Western and African worldviews, theory, policy and practice, the twelve essays provide an intervention in and contribution to critical approaches to education as a comprehensive global field and as an aspect of African studies. Contents include: (1) Introducing the Dialectics of African Education and Western Discourses: Appropriation, Ambivalence, and Alternatives (Handel K. Wright and Ali A. Abdi); (2) Eurocentric Discourses and African Philosophies and Epistemologies of Education: Counter-Hegemonic Analyses and Responses (Ali A. Abdi); (3) Ubuntu, African Epistemology and Development: Contributions, Contradictions, Tensions, and Possibilities (Dalene Swanson); (4) Inkumbulo as Remembering, Communing, and Praxis: Retelling the Stories of Transformation and Learning (Nombuso Dlamini); (5) Integrating African Indigenous Knowledge in Kenya's Formal Education System: The Potential for Sustainable Development (Jenipher A. Owuor); (6) Reframing African Higher Education (Michael Kariwo); (7) Re-Culturing Teacher Education in Africa (Musembi Nungu); (8) Reframing and Indigenizing Science Education in Africa (Samson M. Nashon); (9) African Ways of Knowing: Rethinking Pedagogy in Africa (Constantine Ngara); (10) Linguistic Independence and African Education and Development (Edward Shizha); (11) Cultural Games and Mathematics Education in Ghana: A Theoretical Analysis (Michael Nabie); and (12) Is This an African I See Before Me? Black/African Identity and the Politics of (Western, Academic) Knowledge (Handel Kashope Wright).

This book is divided into four parts. In Part One the author considers the natural factors which have influenced the various national systems of education. They comprise racial, linguistic, geographical and economic factors. In Part Two he considers the contribution of religious traditions to education, more particularly those of the Catholic and Puritan faiths, and in Part Three the secular traditions of humanism, socialism and nationalism. Finally in Part Four a comparison is made of the systems of education in England and Wales, the USA, France and the Soviet Union.

Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and "queer" theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of education research beyond the confines of the education sphere into an arena of sociological and cultural discourse. This book contains the following: (1) The Unhappy Marriage Between Marxism and Race Critique: Political Economy and the Production of Racialized Knowledge (Zeus Leonardo); (2) The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence (David Gillborn); (3) Interrogating Pigmentocracy: The Intersections of Race and Social Class in the Primary Education of Afro-Trinidadian Boys (Ravi Rampersad); (4) A Critical Appraisal of Critical Race Theory (CRT): Limitations and Opportunities (Alpesh Maisuria); (5) Race Slash Class: Mixed Heritage Youth in a London School (Indra Dewan); (6) "If You're Holding a Degree in This Country No-One's Gonna Ask No Question": Intra-Categorical Intersectionality and BAME Youth Post-Compulsory Educational Achievement in the U.K. (Andrew Morrison); (7) Intersection Class and Gender in the Social and Political Identifications of Young Muslims in England (Farzana Shain); (8) Understanding Class Anxiety and "Race" Certainty in Changing Times: Moments of Home, School, Body and Identity Configuration in "New Migrant" (Dublin Karl Kitching); (9) Beyond Culture: From Beyonce's Dream, "If You Thought I Would Wait for You, You Got It Wrong" (2008), to the Age of Michelle Obama (Namita Chakrabarty); and (10) Intelligibility, Agency, and the Raced-Nationed-Religioned Subjects of Education (Deborah Youdell). An introduction, "Intersectionality and "Race" in Education: Theorising Difference," by Kalwant Bhopal and John Preston and a conclusion, "Intersectional Theories and "Race": From Toolkit to "Mash Up"", by John Preston and Kalwant Bhopal are included.

Recent work on children's digital cultures has identified a range of literacies emerging through children's engagement with new media technologies. This edited collection focuses on children's digital cultures, specifically examining the role of play and creativity in learning with these new technologies. The chapters in this book were contributed by an international range of respected researchers, who seek to extend our understandings of children's interactions with new media both within and outside of school. They address and provide evidence for continuing debates around the following questions: What notions of creativity are useful in our fields? How does an understanding of play inform analysis of children's engagement with digital cultures? How might school practice take account of out-of-school learning in relation to digital cultures? How can we understand children's engagements with digital technologies in commercialised spaces? Offering current research, theoretical debate and empirical studies, this intriguing text will challenge the thinking of scholars and teachers alike as it explores the evolving nature of play within the media landscape of the 21st-century. Following an introduction entitled "Encountering Play and Creativity in Everyday Life Rebekah Willett and Muriel Robinson", this book is divided into three sections. Section I, Contexts of Digital Cultures, contains the following: (1) Introduction to Section One; (2) Games within Games: Convergence and Critical Literacy (Catherine Beavis); (3) Achieving a Global Reach on Children's Cultural Markets: Managing the Stakes of Inter-Textuality in Digital Cultures (Valerie-Ines de la Ville and Laurent Durup); and (4) Consumption, Production and Online Identities: Amateur Spoofs on YouTube (Rebekah Willett). Section II, Children and Digital Cultures, contains the following: (5) Introduction to Section Two; (6) The Texts of Me and the Texts of Us: Improvisation and Polished Performance in Social Networking Sites (Clare Dowdall); (7) Exciting Yet Safe: The Appeal of Thick Play and Big Worlds (Margaret Mackey); (8) Online Connections, Collaborations, Chronicles and Crossings (Julia Davies); and (9) Mimesis and the Spatial Economy of Children's Play across Digital Divides: What Consequences for Creativity and Agency? (Beth Cross). Section III, Play, Creativity and Digital Learning, contains the following: (10) Introduction to Section Three; (11) Creativity: Exploring the Rhetorics and the Realities (Shakuntala Banaji); (12) What Education Has to Teach Us about Games and Game Play (Caroline Pelletier); (13) Digital Cultures, Play, Creativity: Trapped Underground.jpg (Victoria Carrington); (14) Productive Pedagogies: Play, Creativity and Digital Cultures in the Classroom (Jackie Marsh); and (15) Conclusion (Muriel Robinson and Rebekah Willett).