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Provides readers with a rich source of sports metaphors for understanding organisation and management processes and how to use metaphors to become more effective leaders and managers within their organisations. Each chapter discusses how sports may be used to help improve organisational productivity and effectiveness.

Each themed volume in this series draws on the research and innovative practices of investigators, academics, educators, politicians, administrators, and community organizers around the globe. This volume consists of three sections; each centred on an aspect of gender equity in the context of education.

Set in South Africa, this book affords an in-depth journey that immerses a reader into the realities of evaluation and its relation to democracy. The book starts with the broader introductory chapters that set the scene for more detailed ones which bring thorough insights into national government, local government, and civil societies' experience of democratic evaluation.

Attempts to interpret and understand curriculum texts and theorists of the 1990s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1990s illuminate new possibilities forward for us as scholar educators today.

Attempts to interpret and understand curriculum texts and theorists of the 1990s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1990s illuminate new possibilities forward for us as scholar educators today.

Provides a rich collection of chapters that provide an invaluable resource to scholars, researchers and practitioners in psychology. Psychological interventions are becoming increasingly popular in contemporary societies. This volume is intended to help psychologists and other professionals understand how general psychological knowledge can serve to guide local and particular interventions.

Brings to light the great discoveries about human learning by illuminating key metaphors underlying the major learning perspectives. Such metaphors include, among others, the mind as computer, the mind as ecosystem, and the mind as cultural tools. These metaphors reveal the essence of different learning perspectives in a way that is accessible and engaging for teachers and students.

Reviews cognitive and neuroscience studies of the relations between timing of both neural and behavioural events and human experience. The historical roots of these discussions are traced to the beginning of modern psychology. This monograph is intended for anyone interested in an in-depth look at the role of timing of neural and behavioural processes in affecting human experience.

Highlights how student affairs has grown as a field of practice in response to the growth of student diversity on college campuses, and honours the remarkable career of Melvin C. Terrell. Researchers, practitioners, and key decision makers will equally be empowered to employ the lessons and approaches informed by the evolution of student affairs over the past 30 years.

Draws on the authors' research and experience integrating issues of equity, diversity, and social justice into their work as mathematics teacher educators of preservice and inservice preK-9 teachers. Reflecting the World includes both a framework for integrating issues of equity into mathematics teacher education courses and professional development and example lessons.

Focuses both on theoretical and practical aspects of organisational social irresponsibility and provides a contribution to the contemporary state of knowledge about its causes and results. Contributors are from all over the world. They provide examples of some irregularity in social organisational activity.

Focuses on the question: what is an "effective" assessment? In this volume, research conducted between university professors and teachers is described, focusing on innovative assessment practices. These practices include role-playing activities depicting historical events; Socratic seminars revolving around public policy issues; and collaborative student projects on a range of social inquiries.

Focuses on the question: what is an "effective" assessment? In this volume, research conducted between university professors and teachers is described, focusing on innovative assessment practices. These practices include role-playing activities depicting historical events; Socratic seminars revolving around public policy issues; and collaborative student projects on a range of social inquiries.

Focuses both on theoretical and practical aspects of organisational social irresponsibility and provides a contribution to the contemporary state of knowledge about its causes and results. Contributors are from all over the world. They provide examples of some irregularity in social organisational activity.

Questions the appropriateness of current approaches to international conflict mediation and whether today's practitioners have the necessary passion and training to manage twenty-first century conflicts. This book also examines whether the current approaches to the mediation of international conflict and peacebuilding effectively consider the influence of the post-Cold War environment.

Examines the relationship between science inquiry and service learning. Its primary intent is to bridge the gaps between research and practice. The volume is meant to be useful to science and service learning researchers and practitioners such as teachers and administrators because it provides information about strategies to integrate service learning into the science curriculum and instruction.

Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors explain what cinematic social studies can/should look like.

Examines the relationship between science inquiry and service learning. Its primary intent is to bridge the gaps between research and practice. The volume is meant to be useful to science and service learning researchers and practitioners such as teachers and administrators because it provides information about strategies to integrate service learning into the science curriculum and instruction.

Provides illustrations of urban school-university partnerships recognised by the Shirley Schwartz Award of Council of Great City Schools. The authors share their work by blending practitioner and researcher voices to offer educators, policy makers, and foundation leadership potential solutions to the complex problem of preparing educators and enhancing teaching within urban schools.

Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors explain what cinematic social studies can/should look like.

Across the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual wellbeing and development of youth. This volume is a theoretically and empirically grounded edited volume that describes practical ways to address bullying at both systemic and individual levels.

Presents a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long-established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed.

Provides illustrations of urban school-university partnerships recognised by the Shirley Schwartz Award of Council of Great City Schools. The authors share their work by blending practitioner and researcher voices to offer educators, policy makers, and foundation leadership potential solutions to the complex problem of preparing educators and enhancing teaching within urban schools.

No book has ever presented a selection of writings of anarchists from the Portuguese speaking world to an English speaking audience. In The Luso-Anarchist Reader, writings by feminist radicals such as Maria Lacerda de Moura and anarchist communists such as Neno Vasco are made available in English for the first time.