Reimagining Teaching In Early 20th Century Experimental Schools

This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces. The authors examine the social, political, and historical preconditions for the transfer of “new education” theory and practices in each period, place, and school, along with the networks of ideas and experts that supported this. The authors use historical methods to examine the schools and to pursue the story of the circulation of new ideas in education. In particular, chapters investigate how educational ideas develop within contexts, travel across boundaries, and are adapted in new contexts.

Friedrich Froebel (1782 – 1852), the inventor of kindergarten, was one of the most influential educational thinkers of the 19th century. This book showcases the cutting-edge work being undertaken around the world inspired by this pioneer of early childhood education and shows the many ways in which Froebel's work has been applied and extended. It presents a wealth of Froebelian expertise on topics including pedagogy and curriculum, history, architecture, neuroscience, peace and religious education and links Froebel's theories to other thinkers including John Dewey, Michel Foucault, Paulo Freire, Aili Helenius and Chen Heqin. It highlights what Froebel means today in a variety of settings around the world and includes contributions from academics and practitioners based in North and South America, Europe, Australasia, Africa and Asia.

From Theory of Knowledge Management to Practice is a collaborative compilation featuring contributions from various authors. The book amalgamates analytical principles with the practical aspects of knowledge management in the business realm. Its unique contribution lies in bridging the gap between engineering/technology disciplines and the organizational, administrative, and planning dimensions of knowledge management. This integration is particularly valuable when viewed in conjunction with other sub-disciplines like economics, finance, marketing, and decision and risk analysis, among others. The book not only introduces but also illustrates knowledge management theories through practical case studies. These case studies showcase significant outcomes across different sectors, drawing on diverse real-world scenarios. The theoretical framework is accompanied by relevant analytical techniques, adopting a progressive approach that transitions from basic concepts to intricate and dynamic decision-making processes involving multiple data points, including big data and extensive datasets. The integration of computational techniques, dynamic analysis, probabilistic methods, and mathematical optimization further enhances the book's utility, offering expert support for the analysis of multi-criteria decision-making problems characterized by specific constraints and requirements.

Calls for a redirection of money and energy to raise the status of teaching and to redefine the nature of work.

This book challenges common understandings of boredom and disengagement in classrooms, taking a relational approach to boredom which looks beyond the usual distinctions between in-school and out-of-school practices. The book explores how a sociomaterial perspective can provide an alternative analysis of boredom as performative, and as a phenomenon assembled in space and time rather than as a psychological attribute of the individual student. This perspective explores the affective experience of learning and how it is created in the classroom through assemblages of people, technology, objects and environment and the differing relations within them. Drawing on empirical data from a case study which compares formal learning and digital gaming practices in a group of secondary schools in England, the book suggests that by altering the affordances and constraints available in learning situations we can prevent boredom and disengagement emerging in the classroom. This innovative book proposes that the mobility and dynamism of game spaces offer us new ways to re-imagine engagement in learning and will be of relevance to scholars, researchers and postgraduate students in the fields of teaching and learning, digital gaming, educational philosophy and educational technology.

While there are many books that tell the "stories" about churches and church life, this work takes the rarely traveled path of looking directly into the lives of church members, focusing on the process of spiritual formation in each.

The interwoven futures of humanity and our planet are under threat. Urgent action, taken together, is needed to change course and reimagine our futures.

This engaging book presents a frontal attack on current forms of schooling and a radical rethinking of the whole education process. Kieran Egan, a prize-winning scholar and innovative thinker, does not rail against teachers, administrators, or politicians