Bøker i SpringerBriefs in Education-serien

It illustrates the complex and sophisticated thinking that characterises Luhmann's work and explains that Luhmann's theory has given an important and original contribution to the study of education from a sociological point of view.

This book challenges the dominant expertise professionalism rationale for music education by responding to the call to develop ¿ecological awareness¿ at a time when all professions have a moral obligation to place sustainable and interdependent life at the center. The book aims to expand music education¿s professional horizons to acknowledge the responsibility of the music field to contribute to the demands of complex questions of sustainability and identify the ways in which sustainable music education may be strengthened through an activist relational ecological stance. It suggests a radical moral turn by asking: What if music education is recognised as part of the problem of sustaining unsustainability? and What if music teacher education was developed in and through dialogue with a futures perspective? These questions are interrogated through a critical analysis of the historical positioning of music in education and an interdisciplinary application of theories of ecology and professionalism.

The book presents the multi-faceted opus of Danilo Dolci within the framework of Environmental Education, focusing on his work as a grassroots community educator, nonviolent activist and poet.

This book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden.

This book provides groundbreaking evidence demonstrating how student-authored explanatory animations can embody and document learning as an exciting new development within digital pedagogy.

It includes many instructive and inspiring examples of how international agencies such as UNESCO, FAO, WHO, UNICEF, USAID and the Commonwealth of Learning and national providers are using radio, TV, online and mobile learning, telecentres and other means to achieve the Education for All, Millennium Development and Sustainable Development Goals.

This book offers a succinct guide to Friedrich Nietzsche's contributions to educational thought, placing them within the context of his overall philosophy and adding biographical background information that sheds light on his thinking.

Using survey data and semi-structured interviews, the book offers valuable and far-reaching insights into the first in family student experience, and provides recommendations for future practice at the national and institutional level for teaching and professional staff as well as for first in family students.

This book offers a first look at transnational education corporations, new firms that operate international schools. Private firms, publicly listed firms, and private equity groups have transformed international education into an industry valued at over USD 30 billion.

This book addresses the nature of professional learning, paramedic skill development, practice assessment, and feedback from both clinical and educational theory perspectives.

This book helps teachers understand the links between cooperative learning (also known as collaborative learning and peer learning) and other student-centered approaches.

It provides an overview of the key features influencing 'democratic deconsolidation' , suggests ways in which civic and citizenship education needs to be reframed in order to fit this new political environment, and demonstrates how social media will play a significant role in any future for civic and citizenship education.

This book is open access under a CC BY 4.0 license. This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea.

This book is open access under a CC BY 4.0 license. This book describes the history, structure and institutions of open and distance education in six countries: Australia, Brazil, Canada, Germany, the UK and the US.

This book covers Rudolf Steiner's biography, presented from an educational point of view and also unfolds the different aspects of Steiner's educational thought in Waldorf Education. Steiner was in many ways ahead of his time and his educational ideas are still relevant to many present day educational issues and problems.

Educational themes in Marx's thinking are identified: the role of education within capitalist society, the contribution of education to human development and the character of education in a future society.

This new addition to Springer's series on Key Thinkers in World Education tracks the intellectual and philosophical journey of a trail-blazing innovator whose ideas have fired the imaginations of progressive educationalists for almost a century.

This open access book explores the transformative experiences of participants in the University of Sydney's National Centre for Cultural Competence (NCCC) programs.

This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented.

This book examines what collaboration means in practice, and the factors that enable effective team collaboration for learning and teaching in higher education.

Dedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein's later philosophy and his own training and practice as an educator.

This book focuses on the relationship between cultural capital and student achievement. This review addresses the knowledge gap on reviews investigating the effects of different forms of cultural capital on student achievement as compared to the more established evidence base in the related field of socioeconomic status.

This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today¿s¿ most urgent challenges and to invent a better future. Offering a comprehensive and multidimensional framework for designing and implementing a global education program that combines cultural, psychological, professional, institutional and political perspectives the book integrates an extensive body of empirical literature on the practice of global education. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed inorder to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a ¿bridge¿ for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work.At a time when the urgency of our shared global challenges calls for more understanding and collaboration and when the rapid transformation of societies requires that we help students develop a clear sense of relevancy and purpose, this book offers a way to pursue deep and sustainable change in instruction and school culture, so that students learn that nothing human is foreign and that they can find meaning in lives aligned with audacious purposes to make the world better.

Zizek demands we take a long, hard look at the painful reality of education in contemporary capitalist society, and to actively seek out its 'trouble in paradise': Why is it education is supposedly failing to meet the demands of our society?

This book sets out to explore the challenge to education contained in Heidegger's work. Although he did not develop a systematic philosophy of education, his philosophical insights and occasional remarks about education make him an interesting and troubling figure for education.

This book considers Foucault as educator in three main ways. That is, education as a form of what Allen (2014) calls benign violence - which operates through mundane, quotidian disciplinary technologies and expert knowledges which together construct a 'pedagogical machine'.