International Handbook of Learning, Teaching and Leading in Faith-Based Schools PDF Download
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Author: Judith D. Chapman
Publisher: Springer
ISBN: 940178972X
Category : Religion
Languages : en
Pages : 725
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Book Description
The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections. (1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings; Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions. (2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to: Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools; Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures; Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways. (3) Current Practice and Future Possibilities, which aims to: Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools; Examine the ways in which the professional learning of teachers and educational leaders in faith- based settings might be articulated and developed; Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future.
Author: Judith D. Chapman
Publisher: Springer
ISBN: 940178972X
Category : Religion
Languages : en
Pages : 725
Get Book Here
Book Description
The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections. (1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings; Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions. (2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to: Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools; Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures; Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways. (3) Current Practice and Future Possibilities, which aims to: Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools; Examine the ways in which the professional learning of teachers and educational leaders in faith- based settings might be articulated and developed; Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future.
Author: Huda, Miftachul
Publisher: IGI Global
ISBN: 1522585303
Category : Education
Languages : en
Pages : 374
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Book Description
The process of curriculum enhancement through various educational approaches aims to enhance quality assurance in the educational process itself. In Islamic education, traditional educational trends are enhanced by expanding the embodiment process on experiential learning to evaluate the achievement in creating outcomes that balance not only spirituality and morality but also quality of cognitive analytical performances. Global Perspectives on Teaching and Learning Paths in Islamic Education is a comprehensive scholarly book that provides broad coverage on integrating emerging trends and technologies for developing learning paths within Islamic education. Highlighting a wide range of topics such as digital ethics, psychology, and vocational education, this book is ideal for instructors, administrators, principals, curriculum designers, professionals, researchers, academicians, and students.
Author: Shuqin Xu
Publisher: Springer
ISBN: 9811016437
Category : Education
Languages : en
Pages : 207
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Book Description
This book examines and theorizes the dynamics and complexities of leadership in citizenship education in junior secondary schools in Shanghai, China. Specifically, it examines from a macro- and micro-political theoretical perspective the interactions between principals and school party secretaries (SPSs), and how they respond to the demands of macro- and micro-political actors. This qualitative empirical research found four major school leadership/citizenship education scenarios in which principals and SPSs addressed the interests of different macro- and micro-political actors. Moreover, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while competing for power over leadership in citizenship education. Principals’ and SPSs’ leadership in citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in citizenship education in China as a political exercise. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors.
Author: David N. Aspin
Publisher: Springer Science & Business Media
ISBN: 9400723601
Category : Education
Languages : en
Pages : 1011
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Book Description
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.
Author: Terence Lovat
Publisher: Springer
ISBN: 9813290544
Category : Education
Languages : en
Pages : 86
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Book Description
This book summarizes and updates findings from the Australian Values Education Program with a focus on the latest international research in the field, both theoretical and practice-based. Further, it provides a theoretical and practical basis for understanding the disenchantment with low-level accountability approaches to learning (e.g. NAPLAN in Australia). In turn, the book demonstrates the effectiveness of Values Education as a holistic pedagogy with the potential to enhance students’ learning effects in terms of their personal, social, emotional and academic development. It offers well-tested alternative pedagogical approaches, based on research insights largely originating from actual classroom-based practice.
Author: Gill Richards
Publisher: Routledge
ISBN: 1317419189
Category : Education
Languages : en
Pages : 186
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Book Description
This accessible text focuses on diversity in education and the inclusion of all children and young people in all aspects of the school or college community. It provides an introduction to policy, theory and practical strategies in relation to diversity in education for practitioners, researchers and policy makers. The fully revised and updated chapters discuss recent debates, research studies and current initiatives, particularly relating to teaching and learning, and conclude with key questions for student reflection. Topics include: Inclusive education ethnic and cultural diversity challenging behaviour bullying gender identity and sexuality Gypsy, Roma and Traveller children special educational needs listening to parents religious and cultural diversity disability and human rights children and young people who are refugees or seeking asylum Reflecting on legislative duties, personal values and the importance of listening to the voice of all learners, particularly those who may experience disadvantage or discrimination in educational settings, Teaching and Learning in Diverse and Inclusive Classrooms is a key resource for initial teacher training programmes and professional development courses.
Author: Rubina Ramji
Publisher: Bloomsbury Publishing
ISBN: 1350203874
Category : Social Science
Languages : en
Pages : 401
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Book Description
The Bloomsbury Handbook of Religion and Migration presents the story of religion and migration predominantly through the experiences of Muslims, Sikhs, Hindus and Buddhists, considering intersectional issues including race, ethnicity, class, gender and generation throughout. Many chapters are grounded in embodied ethnography including participant observation fieldwork, interviews, oral history collections and qualitative analysis, drawing on sociological and anthropological theory, as well as non-western and historical approaches to religion. Chapters also chronicle migration in regional, transnational, multicultural and populist contexts, examining everyday religiosity and religion across generations. The volume includes chapters on Islam and Muslim identity, Chinese and Vietnamese Buddhism, Filipino and Korean religiosity and Polish Catholicism.
Author: Wendt, Jillian L.
Publisher: IGI Global
ISBN: 1522578153
Category : Education
Languages : en
Pages : 334
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Book Description
This title is an IGI Global Core Reference for 2019 as it provides the timeliest, trending research around overcoming challenges within the urban educational system. Featuring real-world solutions and comprehensive coverage on teacher professional development, racial microaggressions, STEM, and diversity in elementary and secondary education, this publication is ideal for teachers, faculty, administrators, policymakers, and educational researchers. K-12 STEM Education in Urban Learning Environments provides emerging research on the challenges and barriers of STEM education in urban environments and how to move forward in overcoming these challenges and barriers to provide equitable education for all K-12 students. Featuring coverage on a broad range of topics such as teacher preparation, programming, gender and racial barriers, and more, this publication is ideally designed for teachers, faculty, administrators, policymakers, researchers, and scholars.
Author: Ruth Wills
Publisher: Bloomsbury Publishing
ISBN: 1350157163
Category : Education
Languages : en
Pages : 449
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Book Description
How do children determine which identity becomes paramount as they grow into adolescence and early adulthood? Which identity results in patterns of behaviour as they develop? To whom or to which group do they feel a sense of belonging? How might children, adolescents and young adults negotiate the gap between their own sense of identity and the values promoted by external influences? The contributors explore the impact of globalization and pluralism on the way most children and adolescents grow into early adulthood. They look at the influences of media and technology that can be felt within the living spaces of their homes, competing with the religious and cultural influences of family and community, and consider the ways many children and adolescents have developed multiple and virtual identities which help them to respond to different circumstances and contexts. They discuss the ways that many children find themselves in a perpetual state of shifting identities without ever being firmly grounded in one, potentially leading to tension and confusion particularly when there is conflict between one identity and another. This can result in increased anxiety and diminished self-esteem. This book explores how parents, educators and social and health workers might have a raised awareness of the issues generated by plural identities and the overpowering human need to belong so that they can address associated issues and nurture a sense of wholeness in children and adolescents as they grow into early adulthood.
Author: Rosemary Laoulach
Publisher: Wipf and Stock Publishers
ISBN: 1532606230
Category : Religion
Languages : en
Pages : 405
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Book Description
Inquiry into Religious and Philosophical Issues provides an educational experience of both wonder and discovery. The text's focus on epistemology applies this inquisitive discipline to an array of topics, including religious faith, ethics, personal meaning and happiness. Sources from philosophy, theology, and psychology interact with debates, role-playing, essays, and other student-centered activities to encourage meaningful thinking and engagement. Students are taught skills to develop personal awareness and resilience in order to help them flourish. Complex subjects such as religion and philosophy often lead to difficult questions and ideas that, for many students, go unheard. With Inquiry into Religious and Philosophical Issues, these questions and ideas will now have a voice.
