Valuing Students with Impairment

Author: Joy Cumming
Publisher: Springer Science & Business Media
ISBN: 9400729359
Format: PDF, Kindle
Download Now
In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment—while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability—categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created—a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries.

Successful Educational Actions for Inclusion and Social Cohesion in Europe

Author: Ramon Flecha
Publisher: Springer
ISBN: 3319111760
Format: PDF, Mobi
Download Now
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

ADHD in Lebanese Schools

Author: Hala Mohammed Berri
Publisher: Springer
ISBN: 3319287001
Format: PDF
Download Now
This Brief addresses the causes, assessment, and treatment of ADHD in Lebanese schoolchildren. It details how the disorder is currently defined in Lebanese elementary schools and examines schoolteachers’ understanding of and conceptions about ADHD across three domains: general knowledge; symptoms and diagnosis; and treatment. This concise volume presents the authors’ research into Lebanese schoolteachers’ knowledge of ADHD and their ability and readiness to address the psychological and academic needs of their students who have been diagnosed with the disorder. In addition, the Brief explores the teachers’ ability to identify ADHD subtypes in relation to a student’s gender within the Lebanese context, emphasizing the differing sociocultural expectations in the behaviors of boys and girls. Topics featured in this Brief include:divulliCurrent procedures for identifying ADHD in Lebanon. br/liliLebanese teachers’ knowledge about ADHD, their misconceptions, and factors that influence their opinions. br/liliBiases toward and confusion about disorders on the basis of perceived gender differences. br/liliADHD assessment and implementation strategies for Lebanese special education professionals.br/liliResearch questions, design, and methods as well as data collection and analysis procedures used in the study. br/li/ul/divdivbr/divdiviADHD in Lebanese Schools

Young Children s Play and Environmental Education in Early Childhood Education

Author: Amy Cutter-Mackenzie
Publisher: Springer Science & Business Media
ISBN: 3319037404
Format: PDF, ePub, Mobi
Download Now
In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada

The PROSPER School Pathways for Student Wellbeing

Author: Toni Noble
Publisher: Springer
ISBN: 331921795X
Format: PDF
Download Now
This brief defines student wellbeing and outlines seven evidence-informed pathways that schools can take to promote student wellbeing and develop their school as an enabling institution. The acronym PROSPER is applied as an organizer for both the psychological elements of wellbeing and for these Positive Education pathways. These pathways focus on encouraging Positivity, building Relationships, facilitating Outcomes and a sense of competence, focusing on Strengths, fostering a sense of Purpose, enhancing Engagement and teaching Resilience. Each pathway draws on both the principles of positive psychology and the educational research that identifies the impact of each pathway for student learning. The benefits of a school-wide focus on student wellbeing for student engagement in learning and their success in school and in life are outlined. Practical guidelines for the development and implementation of educational policy that has student wellbeing as its central focus are also provided.

Early Career Teachers

Author: Bruce Johnson
Publisher: Springer
ISBN: 981287173X
Format: PDF, ePub, Docs
Download Now
This book addresses one of the most persistent issues confronting governments, educations systems and schools today: the attraction, preparation, and retention of early career teachers. It draws on the stories of sixty graduate teachers from Australia to identify the key barriers, interferences and obstacles to teacher resilience and what might be done about it. Based on these stories, five interrelated themes - policies and practices, school culture, teacher identity, teachers’ work, and relationships – provide a framework for dialogue around what kinds of conditions need to be created and sustained in order to promote early career teacher resilience. The book provides a set of resources – stories, discussion, comments, reflective questions and insights from the literature – to promote conversations among stakeholders rather than providing yet another ‘how to do’ list for improving the daily lives of early career teachers. Teaching is a complex, fragile and uncertain profession. It operates in an environment of unprecedented educational reforms designed to control, manage and manipulate pedagogical judgements. Teacher resilience must take account of both the context and circumstances of individual schools (especially those in economically disadvantaged communities) and the diversity of backgrounds and talents of early career teachers themselves. The book acknowledges that the substantial level of change required– cultural, structural, pedagogical and relational – to improve early career teacher resilience demands a great deal of cooperation and support from governments, education systems, schools, universities and communities: teachers cannot do it alone. This book is written to generate conversations amongst early career teachers, teacher colleagues, school leaders, education administrators, academics and community leaders about the kinds of pedagogical and relational conditions required to promote early career teacher resilience and wellbeing.

Community Based Education for Students with Developmental Disabilities in Tanzania

Author: Angela Stone-MacDonald
Publisher: Springer Science & Business Media
ISBN: 940077320X
Format: PDF, Mobi
Download Now
Based on a yearlong ethnographic study, this book describes the daily life and work of the Irente Rainbow School, a special education school for students with developmental disabilities in Lushoto, Tanzania. It examines the use of local context, community funds of knowledge, culturally relevant pedagogy, and community support to teach students with disabilities important life skills, independence, self-advocacy and to fight for their human rights. This book offers several lessons for different audiences; it is a primer on disability and education in a rural African town, an alternative model for non-governmental agencies to consider in designing community-based and community-engaged programs, and a story about an exceptional group of teachers, students and families who took action to provide an education and a realization of rights for children with disabilities. ​

Beyond Safety Training

Author: Corinne Bieder
Publisher: Springer
ISBN: 3319655272
Format: PDF, Kindle
Download Now
This book is open access under a CC BY 4.0 license. This book investigates why, despite more and more resources devoted to safety training, expectations are not entirely met, particularly in the industrial sectors that have already achieved a high safety level. It not only reflects the most precious viewpoints of experts from different disciplines, different countries, with experiences in various industrial fields at the cutting edge of theories and practices in terms of safety, professionalization and their relationships. It also consolidates the positioning of the Foundation for an Industrial Safety Culture, highlighting what is currently considered at stake in terms of safety training, taking into account the system of constraints the different stakeholders are submitted to. It reports some success stories as well as elements which could explain the observed plateau in terms of outcome. It identifies some levers for evolution for at-risk industry and outlines a possible research agenda to go further with experimental solutions.

Children s Rights and Social Work

Author: Hanita Kosher
Publisher: Springer
ISBN: 3319439200
Format: PDF, Kindle
Download Now
This book provides a conceptual framework for children's rights as well as specific strategies and opportunities for social workers to apply in their work. It guides social work professionals and students through the history of children's rights. It also includes a call for a paradigm shift from a focus on the right to nurturance to the right to self-determination, as well as a contrasting look at children's rights in the West versus the rest of the world.

Narratives of Social Justice Educators

Author: Shirley Sommers
Publisher: Springer
ISBN: 3319084313
Format: PDF
Download Now
This book presents narratives of eminent social justice educators, which provide a window into why these educators have made it their mission to educate for attainment of social justice; it succinctly defines what social justice education is and what it is not. Eleven nationally and internationally eminent narratives of social justice educators, namely, Beverly Daniel Tatum, Sonia Nieto, Kevin Kumashiro, Valerie Ooka Pang, Teresita Aguilar, Gaille Canella, Christine Sleeter, Julie Andrzejewski, Norma Bailey, Kent Koppelman, and Cathy Pohan, are featured. Racial, gender, socio-economic class, and sexuality diversity of the social justice educators enriches the book by providing multidimensional perspectives on the impact of social positioning in choosing to educate for social justice. Chapter One, “Introduction to Social Justice Educators,” provides an in-depth introduction to the social justice educators who are featured in the book. It delineates reasons they were selected to participate in the study of narratives for social justice educators. This chapter highlights diverse paths that contributed to the participants engaging in social justice education and outlines all their contributions to social justice education. Chapter Two, “Personal Influence,” describes the participants’ personal influences and how formative years of interacting with family members and peers contributed in shaping their identities as social justice educators. In addition, this chapter examines how their varied racial, gender, and sexuality identities served to prepare them for their profession. Chapter Three, “Professional Influence,” offers a window into the participants’ professional life influences on their choice to work toward social justice education. The educators discuss the impact of individual teachers and professors, the field in which they work and exposure to specific curriculum and readings that served to ignite their interest in educating for social justice. Chapter Four, “ Impact of Social and Historical Events,” explores the influence of social and historical events had in the evolution of social justice educators. Such events compelled social justice educators to critically reflect on their roles in society and the importance of engaging in social justice activism through their work. Chapter Five, “ Reasons for Standing Firm,” focuses on reasons that keep social justice educators holding firm to their convictions of social justice education and teaching for social change. It explores the role of spirituality and their sense of commitment. Chapter Six , “Epilogue,” offers a synthesis of the experiences of social justice educators, implications for teacher education programs, and lessons that can be gleaned from their narratives. Stories from the social justice educators provide theoretical and pedagogical frameworks for teaching about social justice issues in education. Each chapter concludes with lessons that can be gleaned from the narratives and applied when working with students.​