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Values in Early Childhood Education: Citizenship for Tomorrow (Towards an Ethical Praxis in Early Childhood)
by Eva Johansson Johanna EinarsdottirDr Eva Johansson is Professor of Education at the Department of Early Childhood Education, University of Stavanger, Norway. Dr Johanna Einarsdottir is a Professor of Early Childhood Education and the Dean of School of Education at the University of Iceland.
Values in Education
by Eva Burman Maxine Cooper Lorraine Ling Joan Stephenson Joan Stephenson* Nfa*Based upon an empirical study involving training and practising teachers from seven countries, this book investigates the various attitudes and practices towards the teaching of values and their place in the curriculum. Countries covered include: Australia, Eire, Israel, Slovenia, Switzerland, UK and USA. The findings of each of the countries are compared and contrasted in the light of the diverse cultural conditions which are apparent. This book brings together various approaches currently taken in values education and also suggests a theoretical foundation for decision making. The book culminates in practical examples, drawn from the evidence of the research project, which teachers can adapt for use with their own pupils. This book provides a challenging and imaginative perspective on values in education and comes at a time when educators face a new era which demands dynamic, transformative and reflective approaches.
Values in Education and Education in Values
by J. Mark Halstead Monica J. TaylorAn investigation into how schools can influence the developing values of young people is given in this book. The authors first look, from the perspective of educationalists and policy makers, at values within contemporary education; in particular, moral, spiritual, democratic and environmental values together with arts and health education. Secondly, they focus on the values of pupils and schools, examining school aims and mission statements, the formal curriculum, school ethos and assessment of children's development.; Insights are provided with guidance on how values may be most effectively incorporated into the activities of the schools. This book is intended to be of use as a practical and informative guide to all those involved in primary and secondary education and those interested in values education generally.
Values in English Language Teaching
by Bill JohnstonThis book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students' acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about. Values in English Language Teaching explores the complex and often contradictory moral landscape of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with dilemmas and making difficult decisions in situations often riven with conflict. It examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values are played out in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationship(s) between teacher identity and values; the meaning of professionalism and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching. All the examples are taken from real-life teaching situations--the complexity and messiness of these situations is always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States. This book will change the way teachers see language classrooms--their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators.
Values in Higher Education Teaching
by Tony Harland Neil PickeringValues in Higher Education Teaching explores the way in which teaching, research, learning and higher education are a values enterprise and that an exploration of values is necessary to work out the full purposes of a higher education to guide practices and help academics understand academic work. Values inform thinking and actions and although this is well recognized, values are seldom brought to the forefront of inquiries as practices in higher education are developed. This book argues that by putting values firmly on the agenda of those who teach, work and learn in higher education the academic profession can open up new spaces for value conversations and potentially transform the way in which they practice. Values in Higher Education Teaching is key reading for university lecturers, those with responsibility for leadership and management of higher education and postgraduates studying for higher degrees in higher education. There are few books that directly address the broad and complex question of values in teaching in higher education yet at the same time values are widely recognised as permeating all our practices. In this sense an accepted part of academic life remains in the realm of ‘taken for granted’ rather than being consciously and explicitly explored and practiced. The book deals with the idea of values in both a philosophical and practical manner. It is based on original research and uses both empirical data and theory to address teaching values in higher education and the current values of the higher education system. It explores what academics have valued historically in teaching and also addresses the major reforms of the last 20 years. Reforms have essentially changed the nature of western higher education but have made little real difference to the outcomes for student learning and society whereas teaching with values in all subjects has the potential to radically alter student experiences.
Values in Science Education: The Shifting Sands
by Angela Fitzgerald Alister Jones Cathy Buntting Deborah CorriganIn 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes have been rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.
Values in Sex Education: From Principles to Practice
by Michael Reiss Mark HalsteadSex education is rarely out of the news. Despite this, there exist surprisingly few studies of the principles, policies and practice of sex education. This book provides such an examination, focusing on the values to which children are exposed in sex education. Sex education inevitably involves the transmission of values, regardless of whether this is intended by teachers. Throughout the book, academic and professional literature on both values and sex education is reviewed and discussed. The authors look at the implicit liberal values, which underpin programmes of sex education, and at the challenges presented by the diversity of values in contemporary society. The book also considers:* Why values are central to sex education* Children's voices and children's values* Religious and family values* Achievable aims for school sex education* How to help young people to reflect critically on the influences to which they are exposed and on their own developing sexual values * How to build values into practical approaches to sex education at both primary and secondary levels.This timely book will help all those involved in sex education to steer a path between controversial and often opposing views and will be essential reading for students on PGCE and BEd courses. It will also be a valuable resource for teachers and professionals involved in teaching sex education such as teachers of personal and social education, form tutors, heads of year, school nurses, health workers and academics.
Values into Practice in Special Education
by Geoff LindsayFirst Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Values of the University in a Time of Uncertainty
by Paul Gibbs Jill Jameson Alex ElwickThis deliberately wide-ranging book addresses issues related to trust, compassion, well-being, grace, dignity and integrity. It explores these within the context of higher education, giving existential and empirical accounts of how these moral duties can be expressed within the academy and why they ought to be. The chapters range from values used in the marketing and management of institutions to their realisation in therapeutic and teacher training spaces. The book opens with a specific introduction which positions the work and outlines the context of duties and obligations at play. This is followed by two distinct but related sections including chapters on theoretical issues, organisational practices and personal praxis. The first part is more abstract and theoretical, the second locates the values discussed within the practices of the university. In doing so the book encompasses a wide range of issues from multi-disciplinary and geo-political regions. The authors are a mixture of world-leading authorities on values in higher education and earlier career researchers, who are nonetheless equally passionate contributors. This mix gives the book vibrancy and offers insight which appeals to both an academic and managerial readership.
Values, Education and the Adult (International Library of the Philosophy of Education Volume 16)
by R.W.K. PatersonIn this study of the main conceptual and normative issues to which the education of the adult gives rise, the author demonstrates that these issues can be understood and resolved only by coming to grips with some of the central and most contentious questions in epistemology, philosophy of mind, ethics, and social philosophy. A salient feature of the book is its searching examination of the different types of value judgement by which all educational discourse is permeated. The analysis of the nature and justification of educational judgements forms the basis of an overall philosophy of adult education which should provide a much needed axiological framework for the guidance of practitioners in this growing area of educational concern.
Values, Moral Courage, and Bureaucracy: Navigating the Journey to Virtuous Leadership in Rules-Based Organizations
by Kate RobinsonThis book focuses on understanding values-based leadership in rules-based organizations. It assists leaders, whether they are Board Members, CEOs, Executives, or Middle to Lower Management, in understanding how to enact and embody values/virtues-based leadership. Of particular interest to readers are the discussions around primary data collected from participants at three levels of leadership in the military who responded to a vignette and interview. The results of the case study are used in conjunction with current trends or practices that are considered unethical and questionable behavior which undermine trust and integrity in organizations. By using a case study from the military, the highly codified rules-based organization illustrates the tensions, contradictions, and paradoxes that leaders face and provide a teachable moment for leaders in all industries the complexities in achieving virtue eudaimonia. In doing so, the book also illustrates the tension and complexities between an individual’s multiple subject positions, organizational rules and values, and the ability to have agency.
Values, Objectivity, and Explanation in Historiography (Routledge Approaches to History #21)
by Tor Egil FørlandBringing sophisticated philosophy to bear on real-life historiography, Values, Objectivity, and Explanation in Historiography rekindles and invigorates the debate on two perennials in the theory and methodology of history. One is the tension between historians' values and the ideal—or illusion—of objective historiography. The other is historical explanation. The point of departure for the treatment of values and objectivity is an exceptionally heated debate on Cold War historiography in Denmark, involving not only historians but also the political parties, the national newspapers, and the courts. The in-depth analysis that follows concludes that historians can produce accounts that deserve the label "objective," even though their descriptions are tinged by ineluctable epistemic instability. A separate chapter dissects the postmodern notion of situated truths. The second part of the book proffers a new take on historical explanation. It is based on the notion of the ideal explanatory text, which allows for not only causal—including intentional—but also nomological, structural, and functional explanations. The approach, which can accommodate narrative explanations driven by causal plots, is ecumenical but not all-encompassing. Emergent social properties and supernatural entities are excluded from the ideal explanatory text, making scientific historiography methodologically individualistic—albeit with room for explanations at higher levels when pragmatically justified—and atheist.
Values, Relationships and Engagement in Quaker Education: Student Perspectives on Inclusive School Cultures (Palgrave Studies in Alternative Education)
by Nigel NewtonThis book provides a unique critical perspective on the importance of values to school culture. Drawing on research in Quaker schools in England, and the perspectives of students, it challenges the idea that school evaluation should be primarily based on measurable outcomes and argues that values matter more to learning than is often acknowledged. Furthermore, the book provides important insights on how to research schools that claim to hold similar values, from multi-academy chains to other so-called faith schools. Throughout the text, the author underscores the importance of values to students’ dispositions, in order to engage with the learning opportunities their schools provide. He argues for seeing schools as places where equality, inclusiveness and mutual respect should be central, not only to help students understand our fragile, multicultural democracy, but also because these values open up the possibility of learners’ increased engagement with curriculum knowledge.
Values, Religions and Education in Changing Societies
by Karin Sporre Jan MannbergEducation is a societal matter and takes place in relation to societal changes. Today, in many countries, it has to grapple with diversity and differences brought about by migration and changes in gender relations. Questions of values, human rights and the role of religions are raised. In this book scholars from Sweden, Norway, Germany, Great Britain, Canada, Namibia and South Africa discuss the issues above. Similarities as well as differences are highlighted. The varied contributors engage in a North-South dialogue. Among the questions addressed are: Can the Scandinavian countries be understood as more religious than their up-to-date, seemingly secularist reputation has led us to believe? How do some European, Muslim, Christian and secular pupils understand the religious education they receive? Could a global citizenship education, with a gendered understanding as an integral part, be accomplished? 'Diversity' and 'social justice': what does it take to theoretically integrate these two crucial parameters in education, in South Africa, and in Sweden? The role of religious and values education under changing circumstances is explored through the diverse contributions, that also challenge the hegemony of a Western understanding of democracy, among other values. The purpose of this is to assess what could now constitute global educational common ground.
Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy
by Alister Jones Deborah Corrigan Richard GunstoneAssessment is a fundamental issue in research in science education, in curriculum development and implementation in science education as well as in science teaching and learning. This book takes a broad and deep view of research involving assessment in science education, across contexts and cultures (from whole countries to individual classrooms) and across forms and purposes (from assessment in the service of student learning to policy implications of system wide assessment). It examines the relationships between assessment, measurement and evaluation; explores assessment philosophies and practices in relation to curriculum and scientific literacy/learning; and details the relationships between assessment and science education policy. The third in a series, Valuing Assessment in Science Education has chapters from a range of international scholars from across the globe and staff from Monash University, King's College London and University of Waikato. The two previous books in the series examined research relevant to the re-emergence of values in science education and teaching across the spectrum of science education as well as across cultural contexts through the professional knowledge of science teaching. This third book now moves to examine different aspects of generating understanding about what science is learnt, how it is learnt, and how it is valued. Valuing Assessment in Science Education will appeal to all those with some engagement with and/or use of research in science education, including research students, academics, curriculum development agencies, assessment authorities, and policy makers. It will also be of interest to all classroom science teachers who seek to keep abreast of the latest research and development and thinking in their area of professional concern.
Valuing Interdisciplinary Collaborative Research: Beyond Impact
by Keri Facer and Kate PahlUniversities are increasingly being asked to take an active role as research collaborators with citizens, public bodies, and community organisations, which, it is claimed, makes them more accountable, creates better research outcomes, and enhances the knowledge base. Yet many of these research collaborators, as well as their funders and institutions, have not yet developed the methods to ‘account for’ collaborative research, or to help collaborators in challenging their assumptions about the quality of this work. This book, part of the Connected Communities series, highlights the benefits of universities collaborating with outside bodies on research and addresses the key challenge of articulating the value of collaborative research in the arts, humanities and social sciences. Edited by two well respected academics, it includes voices and perspectives from researchers and practitioners in a wide range of disciplines. Together, they explore tensions in the evaluation and assessment of research in general, and the debates generated by collaborative research between universities and communities to enable greater understanding of collaborative research, and to provide a much-needed account of key theorists in the field of interdisciplinary collaborative research.
Valuing Peak Experience in Everyday Lives: Insights from Positive and Transpersonal Psychology
by Kay A Weijers Elaine R CoxValuing Peak Experience in Everyday Lives takes Abraham Maslow’s concept of peak experience and compares how people have encountered transcendent peak experiences and related phenomena, such as flow and peak performance, in their everyday lives. By examining existing research and sharing people’s actual encounters in different contexts, such as music, education, sport, creative arts, and nature, the importance and value of peak experiences and self-transcendence in our lives can be better understood and fostered. The book explores the challenges, benefits, and opportunities presented by understanding peak experience in contemporary contexts. Drawing on research from positive and transpersonal psychology, each of the 12 chapters reports on a work or leisure context where peak experiences have been generated and studied. The chapters are introduced by drawing on relevant theory and research, and then expanded via accounts, vignettes, and examples from people immersed in those activities or contexts to provide a blend of case stories and theoretical foundations. The book is valuable reading for professional practitioners such as psychologists, educators, coaches, psychotherapists, and those interested in personal development. Also, it will be relevant for students of transpersonal and positive psychology, as well as humanism and human development, interested in understanding transcendent peak experiences and related concepts, such as flow.
Valuing Profoundly Disabled People: Fellowship, Community and Ties of Birth (Routledge Research in Special Educational Needs)
by John VorhausGrowing numbers of human beings live with profound and multiple learning difficulties and disabilities. Exploring the moral, social and political implications of this trend, Valuing Profoundly Disabled People addresses questions that are high on policy and practice agendas in numerous regions around the world, including the UK and the EU, the USA, and Australasia. In this important work Vorhaus examines fundamental moral and social questions about profound disability, and each chapter combines a comprehensive review of existing literature with thought-provoking and original philosophical arguments. Vorhaus argues that there is a pressing need to consider the moral and political claims of people whose lives are characterised by extensive impairments, dependency and vulnerability. The book prompts readers to reflect on complex issues relating to the practices of caring, teaching and treating people with profound disabilities in contexts such as education, health care and social policy. Providing a much-needed contribution to the field, this book will be of interest to postgraduates, academics and researchers in a number of distinct and interrelated fields, including disability and impairment, human rights, philosophy, sociology, health and social policy, and education. The book will also be of great interest to practitioners and policymakers seeking to promote the aims of realising human potential and respecting disability.
Valuing Students with Impairment
by J. Joy CummingIn 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.
Valuing the Past, Sustaining the Future?: Exploring Coastal Societies, Childhood(s) and Local Knowledge in Times of Global Transition (MARE Publication Series #27)
by Dympna Devine Spyros Spyrou Anne Trine Kjørholt Firouz Gaini Sharon BessellThis book explores questions related to social and cultural sustainability of coastal communities in transition through the lens of childhood. Contributors explore diverse local and national contexts spanning several countries aiming to shed light on the shifting and dynamic interplay between education, knowledge production, society and working life in coastal environments from an intergenerational perspective. Key points that are disclosed are:the current threat to the social and cultural sustainability of coastal communities in different local and national contexts, and the reason they must be preserved the centrality of processes of inter generational transmission of local knowledge to the preservation and development of sustainable coastal communitiesthe central role of children and young people as actors in creating sustainable livelihoods, economies and knowledge in coastal communities for the future?the practices across different country contexts The book will address the challenges to sustainability experienced by local communities in light of local, national and global social and economic changes. Looking at these challenges cross-nationally and through the lens of childhood, and knowledge production across generations, will provide for a much-needed perspective in ongoing discussion on sustainability in coastal communities.
Vamped
by Lucienne Diver"Vamped is a total delight! Diver delivers a delightful cast of undead characters and a fresh, fast take on the vampire mythos. Next installment, please!" --Rachel Caine, New York Times bestselling author of the Morganville Vampires series. Gina Covello's Perks and Pitfalls of Vamp Life 1. Hello?! Eternal youth and beauty! 2. Free. Designer. Clothes. 3. My hot new boyfriend Bobby went from chess dud to vamp stud. 4. No reflection! First order of business: turn my own stylist to stop the downward spiral from chic to eek. 5. Vampire vixen Mellisande has taken an interest in my boyfriend, and is now transforming the entire high school into her own personal vampire army. If anyone's going to start their own undead entourage it should be me. I guess I'll just have to save everyone from fashion disasters and other fates worse than death.
Vampires Don't Wear Polka Dots (The Adventures of the Bailey School Kids #1)
by Debbie Dadey Marcia Thornton JonesFrom the Book Jacket: There are some pretty weird grown-ups living in Bailey City. But could the new third grade teacher from the Transylvania Alps really be a vampire? The Bailey School Kids are going to find out! The third grade at Bailey Elementary was very hard to handle. Most teachers quit -and moved far away - after trying to teach them. But Mrs. Jeepers was different. No one ever dared make her mad - because whenever they did, the strangest things would happen.... Other books in this series are available from Bookshare.
Vampirina Read-Along Storybook: Vee's Slumber Party
by Disney Book GroupVampirina's hosting a sleepover and her new friends are curious to hang out with the new girl in town, her unique family, and her adorable dog, Wolfie. Vampirina just hopes her first slumber party won't turn into a fright-fest! This read-along storybook features the actual character voices and sound effects from the fang-tastic episode!
Van Gogh on Demand: China and the Readymade
by Winnie Won Yin WongIn a manufacturing metropolis in south China lies Dafen, an urban village that famously houses thousands of workers who paint van Goghs, Da Vincis, Warhols, and other Western masterpieces for the world market, producing an astonishing five million paintings a year. To write about work and life in Dafen, Winnie Wong infiltrated this world, first investigating the work of conceptual artists who made projects there; then working as a dealer; apprenticing as a painter; surveying wholesalers and retailers in Europe, East Asia and North America; establishing relationships with local leaders; and organizing a conceptual art exhibition for the Shanghai World Expo. The result is Van Gogh on Demand, a fascinating book about a little-known aspect of the global art world--one that sheds surprising light on the workings of art, artists, and individual genius. Confronting big questions about the definition of art, the ownership of an image, and the meaning of originality and imitation, Wong describes an art world in which idealistic migrant workers, lofty propaganda makers, savvy dealers, and international artists make up a global supply chain of art and creativity. She examines how Berlin-based conceptual artist Christian Jankowski, who collaborated with Dafen's painters to reimagine the Dafen Art Museum, unwittingly appropriated the work of a Hong Kong-based photographer Michael Wolf. She recounts how Liu Ding, a Beijing-based conceptual artist, asked Dafen "assembly-line" painters to perform at the Guangzhou Triennial, neatly styling himself into a Dafen boss. Taking the Shenzhen-based photojournalist Yu Haibo's award-winning photograph from the Amsterdam's World Press Photo organization, she finds and meets the Dafen painter pictured in it and traces his paintings back to an unlikely place in Amsterdam. Through such cases, Wong shows how Dafen's painters force us to reexamine our preconceptions about creativity, and the role of Chinese workers in redefining global art. Providing a valuable account of art practices in an ascendant China, Van Gogh on Demand is a rich and detailed look at the implications of a world that can offer countless copies of everything that has ever been called "art. "
Van Gogh: The Life
by Steven Naifeh Gregory White SmithSteven Naifeh and Gregory White Smith, who galvanized readers with their Pulitzer Prize–winning biography of Jackson Pollock, have written another tour de force—an exquisitely detailed, compellingly readable portrait of Vincent van Gogh. Working with the full cooperation of the Van Gogh Museum in Amsterdam, Naifeh and Smith have accessed a wealth of previously untapped materials to bring a crucial understanding to the larger-than-life mythology of this great artist: his early struggles to find his place in the world; his intense relationship with his brother Theo; and his move to Provence, where he painted some of the best-loved works in Western art. The authors also shed new light on many unexplored aspects of Van Gogh’s inner world: his erratic and tumultuous romantic life; his bouts of depression and mental illness; and the cloudy circumstances surrounding his death at the age of thirty-seven. Though countless books have been written about Van Gogh, no serious, ambitious examination of his life has been attempted in more than seventy years. Naifeh and Smith have re-created Van Gogh’s life with an astounding vividness and psychological acuity that bring a completely new and sympathetic understanding to this unique artistic genius. NEW YORK TIMESBESTSELLER Praise forVan Gogh: The Life “Magisterial. ”—Michiko Kakutani, The New York Times “This generation’s definitive portrait of the great Dutch post-Impressionist. ”—Time “A tour de force . . . an enormous achievement . . . Reading his life story is like riding an endless roller coaster of delusional highs and lows. . . . [A] sweepingly authoritative, astonishingly textured book. ”—Los Angeles Times “Marvelous . . . [Van Gogh] reads like a novel, full of suspense and intimate detail. . . . In beautiful prose, Naifeh and Smith argue convincingly for a subtler, more realistic evaluation of Van Gogh, and we all win. ”—The Washington Post “Brilliant . . . At once a model of scholarship and an emotive, pacy chunk of hagiography. ”—The Daily Telegraph(London) ANEW YORK TIMESNOTABLE BOOK NAMED ONE OF THE BEST BOOKS OF THE YEAR BYTHE WASHINGTON POST • THE WALL STREET JOURNAL • SAN FRANCISCO CHRONICLE• NPR •THE ECONOMIST • NEWSDAY• BOOKREPORTER