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Inclusive education and the issue of change : theory, policy and pedagogy
\"This book critically examines transformative change within the context of inclusive education policy and practice. Exploring the theoretical, policy and classroom (pedagogical) dimensions of the process of transformative change, this book documents the ways in which ideological presuppositions and professional practice should be transformed in order to meet learner diversity in effective and non-discriminatory ways. The distinctiveness of the book lies in its analytical approach, which aims to blend diverse perspectives and disciplinary lenses to provide a comprehensive understanding of the ways in which transformative changes aligned with the tenets of an inclusive discourse can be theorized and enacted. The sheer complexity and interdependency of the perspectives underpinning the process of change, necessitates adopting a multiperspectival and multidisciplinary approach to theorizing educational change. \"-- Provided by publisher.
Book
Between citizens and the state
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
eBook
A teacher's guide to adapted physical education : including students with disabilities in sports and recreation, fourth edition
\"Thoroughly updated and expanded to be primary text for adapted physical education (APE) courses, this textbook is the authoritative guide for making physical education inclusion work. Inclusion expert Martin Block and a team of highly respected contributors provide current foundational information on laws and standards, as well as vital practical information on planning and implementing instruction, behavioral support strategies, considerations for a wide range of activities and environments and various settings including community recreation programs, multicultural considerations, and more. The book is filled with concrete, easy-to-implement, low-cost adaptations; examples that model problems and solutions; a helpful resource list; and guidance on key issues like safety, behavior problems, group games, and social acceptance. The cutting-edge information makes this an ideal text for coursework, and several photocopiable forms make it a helpful companion for inservice physical educators planning their classes. NEW TO THIS EDITION: 9 new chapters detail disability-specific information, expanding the textbook application to APE courses--More photos and illustrations throughout the book--Alignment to key elements from the NASPE standards for general PE and the Adapted Physical Education Standards (APENS) for APE--Features for textbook use, such as chapter objectives and more case studies--For instructors, PowerPoint slides and sample syllabi for using the text in Inclusion in PE or APE classes\"-- Provided by publisher.
Book
The role and impact of public-private partnerships in education
Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.
eBook
Language, power, and resistance : mainstreaming deaf education
\"The current policy ofeducating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than inthe segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness.Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author's findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts\"-- Provided by publisher.
Book
Fabricating Quality in Education
How is European Education Governed?
Data is now the lifeblood of education governance. At the international level, organisations like the OECD steer education systems through their programmes of assessment and the European Commission's project of creating the most successful knowledge economy in the world is driven by data collection, analysis and comparison. At the national level, policy-makers increasingly depend on data to show them where they are positioned, in relation to their competitors, and draw on data to justify policy directions. Within systems, schools and teachers have become proficient in data use, and interpret their priorities with reference to data.
This book draws on a three-year comparative study of the influence of data on education systems in Europe, looking at the contrasting policy contexts of Denmark, England, Finland, Scotland and Sweden, and examining the use of data in these systems, in relation to steering by Europe, as well as policy mediation and 'translation' of data within systems. The authors draw on interviews with key policy actors in the European Commission and with national policy makers in all five systems, as well as on local case studies and a major comparative survey of the effects of data production and use on the work of teachers and headteachers. The research brought together international researchers from a variety of disciplinary backgrounds, including educationalists, political scientists and specialists in research and evaluation.
The book offers new arguments relating to the use of Quality Assurance and Evaluation as a means of standardising and harmonising education policy and practice, while also drawing attention to significant variation in policy and practice across these systems. It should be of interest to researchers, post-graduate students and advanced undergraduate students in policy studies in education and more generally.
eBook
Conducting educational research
\"Conducting Educational Research is geared to help students understand and apply the most important principles of scholarly investigation. Now in its 6th edition, this research textbook includes updates such as a completely rewritten Chapter 12, a chapter devoted to statistical research without having to use the expensive program SPSS. The text has been revised throughout to include recent technological advances, simpler exercises, and visual elements to help the student understand the research process\"-- Provided by publisher.
Book
The education myth : how human capital trumped social democracy
The Education Myth questions the idea that education represents the best, if not the only, way for Americans to access economic opportunity. As Jon Shelton shows, linking education to economic well-being was not politically inevitable. In the eighteenth and nineteenth centuries, for instance, public education was championed as a way to help citizens learn how to participate in a democracy. By the 1930s, public education, along with union rights and social security, formed an important component of a broad-based fight for social democracy.
Shelton demonstrates that beginning in the 1960s, the political power of the education myth choked off powerful social democratic alternatives like A. Philip Randolph and Bayard Rustin's Freedom Budget. The nation's political center was bereft of any realistic ideas to guarantee economic security and social dignity for the majority of Americans, particularly those without college degrees. Embraced first by Democrats like Lyndon Johnson, Jimmy Carter, and Bill Clinton, Republicans like George W. Bush also pushed the education myth. The result, over the past four decades, has been the emergence of a deeply inequitable economy and a drastically divided political system.
eBook