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This book examines and reports the findings regarding the level of satisfaction by students, teachers and parents with an innovative senior secondary Religious Education curriculum ¿Religion, Meaning and Life¿ (RML). The stimulus for RML is found in the changing profile of students within faith-based schools and the motivation of school authorities to be inclusive and responsive to changing needs and priorities of students and families. Curriculum practices typically mirror this continuing renewal as community expectations give rise to innovation in curriculum practice. This concept of continuity and discontinuity is evidenced in the field of Religious Education,, which recognizes religious plurality while giving preference to an imagination centred on inclusion, hospitality and respectful dialogue. In this context, new pathways are being explored as the reality and significance of Religious Education in faith-based school remain a priority for Christian organizations in Australia.Mindful of the diversity of expectations within the Catholic school, the curriculum initiative of RML was developed, supported and implemented. The La Salle Academy of the Australian Catholic University reviewed this senior secondary curriculum across three years and presents in this book an independent, evaluative report of the findings, together with insights for implementation at scale and associated applications across Christian faith-based institutions.

This book argues the importance of aesthetic literacies in learning and teaching in schools for future work. The study of aesthetics is critical in today¿s learning, due to the increasingly complex ways in which we communicate meaning, such as through the presentation of texts and objects. The book provides educators, pre-service teachers, and students an in-depth understanding of aesthetic literacies in innovative spaces, including in philosophical literature, environmental spaces, curricula and classrooms. Using various theoretical frames from both the arts and literacy fields, this book shares relevant pedagogies, theorisations and contexts where aesthetic literacies are at the core of learning. It emphasises how improved knowledge of aesthetics and quality experiences in beauty are vital in aiding students and young children develop the necessary resilience and tolerance needed in today¿s uncertain world.

This book gives an introduction to Jean-Francois Lyotard (1924-1998) as an educational thinker whose philosophical encounters with politics and art offer a radical reconsideration of the aims of education and the nature of pedagogy.

This book puts forth a call to engagement for educators at all levels of education and in all subject areas, with a focus on language education. Through using a grounded theory approach, it features semi-structured interviews, in a qualitative approach, with educators who embody community engaged education.

This book provides an introduction to what it means to be numerate, and how numeracy can best be developed and nurtured in children and in adults. This book identifies skills and concepts involved in achieving functional numeracy, and provides practical advice on effective teaching, learning and assessment.

This book reports on and analyses the Integrated Language Learning & Social Awareness Project, a unique project in the field of Foreign Language Learning and Telecollaboration till now in the world.

This book addresses contemporary issues on civic and citizenship education, challenging not just schools but society as a whole. The book takes society and the changes occurring within it as the starting point and assesses the implications of these changes for schools.

This book is cast in a Singaporean context in which Chinese Language is taught as a second language with an emphasis on communicational skills. As a collection of chapters relevant to cultural teaching, the book seeks to enthuse Chinese Language educators to incorporate elements of Chinese culture into their lessons.

This book presents and theorises research findings into why and how school principals play a critical role in engaging parents and their school communities to enhance student learning and wellbeing.

This book addressed teachers¿ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical:¿ Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality; ¿ Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation; ¿ Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening. The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.

This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing.

This book is written for teacher educators who are looking for strategies to teach a foreign or second language in a more meaningful way whilst applying active methodologies to develop critical thinking skills.

The central idea of this book is developing the 'Distributed University,' which distributes education to where it is needed, reducing local and global inequalities in access, and emphasizing local relevance in place of large centralized campuses, with a low impact on the environment.

This book is a philosophical enquiry into the educational consequences of SpinozaΓÇÖs political theory. SpinozaΓÇÖs political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, this book aims to introduce the reader to SpinozaΓÇÖs original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being carefully tailored and adjusted to the natural limitations of human reason. Readers will benefit from a succinct introduction to SpinozaΓÇÖs political philosophy and from an account of civic education that is based on careful exegetical work. It draws conclusions only hinted at in SpinozaΓÇÖs own writings.

The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning;

This book provides an account of a large-scale, national STEM initiative in Australia, the Maths Inside Project, which is designed to increase secondary school students' engagement and participation in mathematics.

This book draws on critical race theories and teachers' testimonials grounded in 20 years of teaching experiences to reveal the ways in which racial and cultural biases are embedded in school curricula, and both their intended and unintended consequences on the learning and well being of students of color.

Preface: Loving humanity is an extension of democratic citizenship education.- Chapter 1: Educational encounters, mutuality, trust and respect.- Chapter 2: Educational encounters as friendships.- Chapter 3: Educational encounters, autonomy and liberty.- Chapter 4: Educational encounters, deliberative iterations, and everyday talk.- Chapter 5: Educational encounters as loving relations.- Chapter 6: Educational encounters, and liquid love.- Chapter 7: Educational encounters, critical praxis and love.- Chapter 8: Educational encounters and the promise of a love that can heal hatred.- Chapter 9: Educational encounters and whatever singularity (the lovable).- Chapter 10: On thinking differently about educational encounters: on subjective (loving) encounters.

We then discuss the prevalence of faculty incivility (FI) and students' incivility (SI) in academic settings and focus on the dyadic relationships between faculty and students in the broader context of incivility in academia, with an added focus on faculty incivility.The second part introduces the main contributors to academic incivility.

This book explores why veteran teachers choose to remain in the classroom, making teaching their life¿s career. The authors felt compelled to interview veteran teachers to learn about their experiences, how they make meaning of their classrooms and schools, and in particular what can be known about the adversities they face and their resilience. Factors (individual and contextual) are uncovered that influence veteran teacher¿s resiliency and adaptation from veteran teachers¿ perspectives and the literature. Induction programs, professional development, and mentoring are also examined for their importance to the interviews and education.Features of this book include:Focuses on veteran teacher resilience and why veteran teachers choose to remain in the classroom and teaching professionUses an interview method involving veteran teachers that illuminates issues of resiliency and retention from their perspectiveHighlights 15 narrative accounts of veteran teachers tailored to their perceptions, experiences, and strategies for navigating barriers and overcoming challengeCombines conceptual frameworks, research results, interventions, and strategiesConnects implications of the study and suggestions for future research to practice and policy This book is for researchers interested in teacher resilience, particularly veteran teacher resilience and the study and development of it, as well as practitioners drawn to the same topic, with applicability to their fields. Anyone interested in resilience, particularly within demanding professional contexts and stressful situations, should find value. "The focus on teacher resilience is original and it is an important aspect of why teachers might choose to stay in the profession. Teacher resilience is understudied and should provide useful knowledge to policymakers and education leaders on how to improve working conditions and increase efficacy. So much ink is spilled extolling why teachers exit the profession--there is a dearth of research on why they stay, which in my opinion is even more important than why they leave. This book makes an important contribution to the literature and will hopefully inform policy making and inspire others to conduct research on the subject." Christopher H. Tienken, Associate Professor, Dept. of Education Leadership Management and Policy, Seton Hall University, South Orange, NJ, USA "The topic is original. It seems there is much literature on new teachers and why they leave, but little on veteran teachers and why they stay. The topic and the reporting of the findings with suggestions for practices to be implemented in university programs as well as in K-12 schools is very useful. The format this book follows is actually a strong one for other researchers and students in doctoral programs." Sandra Harris, Professor Emerita, Educational Leadership, Lamar University, Beaumont, Texas, USA

This book explores specific aspects of Martin Luther's ideas on education in general, and on religious education in particular, by comparing them to the views of other great sixteenth-century reformers: Huldrych Zwingli, John Calvin, and Philip Melanchthon.

This Springer brief explores the contribution of Nicolas de Condorcet in French higher education, the historical development of his work and its influence on the history of the French education system.Condorcet's educational proposals were first devised as five Memoires, which were consolidated into the ¿Rapport et Projet de Decret sur l'Organisation Generale de l'Instruction Publique¿. This report has sparked debate on the subject of education in the past and lives on as a basis for ongoing iterations of plans for education by other writers.In developing these ideas and especially how they apply to higher education, this book bridges the gap between the 18th century French Enlightenment shift and the Revolution of higher education, with the advent of the Grandes Écoles such as École Normale Supérieure, École Polytechnique and Conservatoire National des Arts et Metiers. Each of these schools was represented by a specific institutionalizededucational idea rooted in the works of the philosopher.This book offers insights to a wider audience in the educational thought of Condorcet, which at the time of his writing was overshadowed by Rousseau, and shows how his ideas of liberty and equality flourish in the French educational system and remain an important part in today's French academic, cultural and political culture.