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The Role Of The Head Routledge Revivals

Author: R. S. Peters
Publisher: Routledge
ISBN: 1317498585
Size: 73.24 MB
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First published in 1967, this book looks at what the role of a headteacher should be, challenging the traditional views of the head and the authoritarian structure of schools. Contributors explore new concepts of the head’s role in school and authors include both theorists and headteachers coming from various backgrounds including those that are historical, philosophical, sociological, and practical. The book also benefits from some more down-to-earth musings by heads on the job. The collection as a whole offers a stimulating variety of views on a subject which is of importance to all teachers, as well as those concerned with management and decision making. Although first published some time ago, it explores issues that are ever present today.

Ethics And Education Routledge Revivals

Author: R. S. Peters
Publisher: Routledge
ISBN: 1317494776
Size: 72.46 MB
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First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal to both teachers and students of philosophy as well as education.

Psychology And Ethical Development Routledge Revivals

Author: R. S. Peters
Publisher: Routledge
ISBN: 1317494660
Size: 41.67 MB
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First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order at ethical development. The third part combines a novel approach to the problem of understanding other people, whilst the fourth part is biographical in an unusual way. The volume can be viewed as a companion to the author’s Ethics and Education and will appeal to students and teachers of education, philosophy and psychology, as well as to the interested non-specialist reader.

The Concept Of Motivation

Author: R. S. Peters
Publisher: Routledge
ISBN: 1317496124
Size: 30.44 MB
Format: PDF, ePub
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First published in 1958 with a second edition in 1969, The Concept of Motivation looks philosophically and psychologically at the idea of motivation in order to explain human behaviour. Chapters cover types of explanation in psychological theories, motives and motivations, a look at Freud’s theory, drive theories, and regression to hedonism. Despite its original publication date, the book explores topics which are still of great interest to us today. ‘This is indeed an outstanding book; perhaps the best study in philosophical psychology to appear since Ryle and a work which [...] will remain a classic for many years’ Philosophy

A Companion To Research In Education

Author: Alan D. Reid
Publisher: Springer Science & Business Media
ISBN: 9400768095
Size: 16.29 MB
Format: PDF, ePub, Mobi
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This volume offers a unique commentary on the diverse ways that educational inquiry is conceived, designed and critiqued. An international team of scholars examines cross-cutting themes of how research in education is conceptualised, characterised, contextualised, legitimated and represented. Contributions include specially commissioned essays, critical commentaries, vignettes, dialogues and cases. Each section discusses the significance of a complex terrain of ideas and critiques that can inform thinking and practice in educational research. The result is a thorough and accessible volume that offers fresh insights into the perspectives and challenges that shape diverse genres of research in education. ​

School Design Matters

Author: Harry Daniels
Publisher:
ISBN: 9781138280113
Size: 35.53 MB
Format: PDF, ePub, Docs
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The Design Matters? project on which this book is based produced the most accurate picture ever of the effects of school design on the practice and experience of school, from perspectives of teachers, students and parents. This book reviews its fascinating conclusions and shows how school design does not simply cause outcomes, but offers opportunities for, and constraints on, practices. It highlights the degree to which good school design can influence expectations and philosophies of school leaders, and how continuity of vision from design-to-build- to-occupation may produce more harmonious outcomes. This is a vital contribution to the debates about school design on a number of levels.

Why Do We Educate

Author: David L. Coulter
Publisher: John Wiley & Sons
ISBN: 1444307223
Size: 33.56 MB
Format: PDF
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This book reflects the editors; concerns that too many public discussions of education are dominated by too few ideas, and is intended to serve as a kind of handbook for those who wish to enter the conversation about education A work of impressive scholarship accessible to the general reader A unique collection of essays written by internationally recognized and emerging thinkers from the field of education and related disciplines Contributors, among others, include Anthony Appiah (Princeton); Seyla Benhabib (Yale); Eamonn Callan (Stanford); Joseph Dunne (St. Patrick’s College, Ireland); Kieran Egan (Simon Fraser); Ursula Franklin (Toronto); Nel Noddings (Stanford); Martha Nussbaum (Chicago) and Diane Ravitch (New York)

The Routledge International Handbook Of The Sociology Of Education

Author: Michael W. Apple
Publisher: Routledge
ISBN: 1135179700
Size: 59.57 MB
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This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. The Routledge International Handbook of the Sociology of Education examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas: perspectives and theories social processes and practices inequalities and resistances. The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ‘sociological work’ in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education.

Semiotic Theory Of Learning

Author: Andrew Stables
Publisher: Routledge
ISBN: 1351725165
Size: 25.94 MB
Format: PDF
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Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. ?Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology and sexuality. The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics. Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies.