Released on 2013-05-01Categories Education

Issues in Teaching and Education Policy, Research, and Special Topics: 2013 Edition

Issues in Teaching and Education Policy, Research, and Special Topics: 2013 Edition

Author:

Publisher: ScholarlyEditions

ISBN: 9781490108254

Category: Education

Page: 888

View: 176

Issues in Teaching and Education Policy, Research, and Special Topics: 2013 Edition is a ScholarlyEditions™ book that delivers timely, authoritative, and comprehensive information about Education Testing and Evaluation. The editors have built Issues in Teaching and Education Policy, Research, and Special Topics: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Education Testing and Evaluation in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Teaching and Education Policy, Research, and Special Topics: 2013 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.
Released on 2020-08-03Categories Social Science

Juvenile Delinquency

Juvenile Delinquency

Author: William E. Thompson

Publisher: Rowman & Littlefield Publishers

ISBN: 9781538130308

Category: Social Science

Page: 465

View: 307

This sophomore/junior level core text is intended for the juvenile delinquency course taught in criminal justice, criminology, and sociology departments at both four year and two year institutions. Taking a sociological approach, Juvenile Delinquency, Eleventh Edition, discusses delinquency as it relates to and emerges from the youth's family, neighborhood, school, peer group, social class, and overall cultural and social environment. The author incorporates contributions from sociologists, psychologists, social workers, criminologists, and other specialists who have sought to understand, explain, control, and prevent juvenile delinquency. Updates to the Eleventh Edition: • New coauthor Mica L. Thompson adds to feminist perspective and analysis • Completely updated data from FBI Uniform Crime Reports and Juvenile Court Statistics, as well as new figures, tables, and boxes • New chapter on female delinquency, LGBTQ youths, and feminist theories of delinquency • Coverage of contemporary topics such as the influence of social media, the possible connection between video gaming and violence, cyberbullying, school shootings, as well as data on drug usage, drinking, smoking, and vaping • Streamlined chapter on juvenile corrections and treatment and prevention
Released on 2018-04-05Categories Education

Accent and Teacher Identity in Britain

Accent and Teacher Identity in Britain

Author: Alex Baratta

Publisher: Bloomsbury Publishing

ISBN: 9781350054943

Category: Education

Page: 216

View: 105

In British society, we celebrate diversity and champion equality across many areas, such as race and religion. However, where do British accents stand? Do notions such as 'common' or 'posh' still exist regarding certain accents, to the extent that people are deemed fit, or not, for certain professions, despite their qualifications? Accent and Teacher Identity in Britain explores these questions and Alex Baratta's research shows that those with accents regional to the North and Midlands are most likely to be told by mentors and senior staff to essentially sound less regional, whereas those from the Home Counties are less likely to be given instructions to change their accent at all. Baratta investigates the notion of linguistic power, in terms of which accents appear to be favoured within the context of teacher training and from the perspective of teachers who feel they lack power in the construction of their linguistic teacher identity. He also questions modifying one's accent to meet someone else's standard for what is 'linguistically appropriate', in terms of how such a modified accent impact on personal identity. Is accent modification regarded by the individual neutrally or is it seen as 'selling out'?
Released on 2018-06-09Categories Education

International Handbook of Philosophy of Education

International Handbook of Philosophy of Education

Author: Paul Smeyers

Publisher: Springer

ISBN: 9783319727615

Category: Education

Page: 1472

View: 610

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg
Released on 2017-03-21Categories Education

Transformational Leadership and Teacher Job Satisfaction. A Critical Investigation of Public Primary Schools in Belgut Sub-County, Kenya

Transformational Leadership and Teacher Job Satisfaction. A Critical Investigation of Public Primary Schools in Belgut Sub-County, Kenya

Author: Joshua Gichaba Manduku

Publisher: GRIN Verlag

ISBN: 9783668419759

Category: Education

Page: 19

View: 142

Essay from the year 2017 in the subject Pedagogy - Nursery Pedagogy, Early Childhood Education, grade: 4, , course: EDUCATION ADMINISTARTION, language: English, abstract: The purpose of this study was to investigate the influence of transformational leadership by head teachers in Belgut Sub County and its relationship to teacher job satisfaction. This study was conceived after the realization that there had been increased cases of teacher attrition (transfers and resignation) in the past three years. For example, teachers’ transfers had been increasing by 5.2 percent annually while teachers resigning from their jobs had been on a steady increase. The objectives of the study were to establish the extent to which head teachers apply inspirational motivational approaches and idealized influence, on teachers’ job satisfaction in Belgut Sub County primary schools. The theoretical framework for this study was based on transformational leadership theory developed by Burns (1978) and elaborated by Bass (1985). The study adopted an ex post facto and descriptive survey research designs. The study was conducted in Belgut Sub County, Belgut County. The target population for the study comprised of 52 head teachers and 667 teachers employed by TSC. The sample size studied comprised of 16 head teachers who were purposively selected and 200 teachers who were selected using stratified and simple random sampling methods. The study used questionnaires to collect data. The research instruments were tested for validity and reliability prior to being used in the field. The data collected from the field was analyzed using mixed method approaches. Statistical Package for Social Sciences aided in data entry, coding and analysis of quantitative data from questionnaires. In presenting analysed quantitative data, descriptive statistics indicating frequency, percentages, means, and standard deviations were executed to analyze the data quantitatively while inferential statistics: multiple regression analysis and T-test correlation were used to check on the relationship between various transformational leadership strategies and teachers job satisfaction.