Based on a large-scale international study of teachers in Los Angeles, Chicago, Ontario, and New York, this book illustrates the ways increased use of high-stakes standardized testing is fundamentally changing education in the US and Canada with a negative overall impact on the way teachers teach and students learn. Standardized testing makes understanding students' strengths and weaknesses mor…
Introduction; Nel Noddings -- This Handbook; Helen E Lees -- Section 1: Thinking Differently -- Chapter 1: The Mind of the Educator; Kris De Meyer; Chapter 2: an ordinary day; Philipp Klaus -- Chapter 3: Mother Nature’s Pedagogy: How Children Educate Themselves; Peter Gray -- Chapter 4: Using the Future in Education: Creating Space for Openness, Hope and Novelty; Keri Facer -- Chapter 5: Prom…
1. Dialogic Interdisciplinary Self-Study through the Practice of Duoethnography -- Section One: Duoethnographies of Classroom Practice -- 2. In Search of an Artistic Curriculum Identity -- 3. Tracing the Roots of a Desire for Mutualist Teaching and Learning: Valuing Community Building and Democratic Classrooms -- 4. Talking with Rousseau: Pedagogic Encounters with the Curriculum Ghosts of Early…
Chapter 1. The University Goes to Market: The Infiltration of Neoliberalism -- Chapter 2. Producing Marginalized Knowledge: Privilege and Oppression on the Basis of Species, Class and Gender -- Chapter 3. Connecting With Others at the Margins: Researching Women, Companion Animals, Love and Loss -- Chapter 4. Researching Marginalised issues, Policies and Programs: Companion Animals, Same Sex Abu…
Chapter One- The Privileging of Epistemology over Ontology in Educational Research and its Ontological Consequences -- Chapter Two- The Reduction of Education To Curriculum as Techne and its Ontological Consequences -- Chapter Three- A Poeticizing Phenomenology of Education and Well-being -- Chapter Four- Curriculum and the Reduction of Temporality to Time and its Ontological Consequences. .Thi…
Preface -- 1. Introduction to the book -- 2. Interactional expertise -- 3. Grounded cognition -- 4. Concrete and ‘abstract’ knowledge -- 5. Derived embodiment and interactional expertise -- 6. Mental applications -- 7. Educational implications -- 8. Issues to consider -- References.How does knowledge of phenomena and events we have no direct experiences of emerge? Having a brain that learns…