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Intro -- Title Page -- Copyright -- Contents -- General Editors' Introduction -- Editor's Introduction -- Historical Background -- Freedom of Conscience -- The Role of Core Beliefs in Human Experience and Knowledge -- Taking Education out of Politics -- The Unity of the Child -- Sound Pedagogy -- Parental Rights -- Church Rights -- Preparation for Future Service to Society -- Free Initiative and Civil Society -- Justice for the Poor -- National Unity -- Dutch Culture and Heritage -- Some Thoughts on Educational Liberty in America -- Volume Introduction: Kuyper and Free Schools, Then and Now -- The Deeper Struggle over Education and Culture -- The American "School Struggle" -- Abbreviations -- General and Bibliographic -- Old Testament -- New Testament -- Part One: Entering the School Struggle -- The Society "For the Common Good" -- Text Introduction -- The Society "For the Common Good" -- Teaching Immortality in the Public School -- Text Introduction -- Teaching Immortality in the Public School -- I -- II -- III -- Part Two: Christian Education and Its Counterfeits -- Government Funding or Citizen Initiative? -- Text Introduction -- Government Funding or Citizen Initiative?: The Demise of the Free Christian School -- The Ambush -- The Fatal Proposal -- Iron and Clay -- Text Introduction -- Iron and Clay -- Introductory Address at the Prayer Service for the Only University in This Nation that Stands on the Foundation of God's Word, June 30, 1885 -- Bound to the Word -- Text Introduction -- Bound to the Word: How Can a University Be Bound to the Word of God? -- I -- II -- Scholarship -- Text Introduction -- Scholarship: Two Convocation Addresses -- The Secret of Genuine Study (1889) -- The Goal of Genuine Study (1900) -- Part Three: A Pluralistic Program for National Education -- Ideas for a National Education System -- Text Introduction.

Discusses the politics and likely outcomes of privatizing public education. Conservatives decry the state of public education, but ignore causes such as underfunding of schools in disadvantaged areas. They also exploit political divisions on the left over school vouchers.

Intro -- Contents -- Introduction -- Tip 1 Learn the child -- Tip 2 Assess the impact of the child's history on her education -- Tip 3 Gather information about the child's education history -- Tip 4 Get to know the carers and work with them -- Tip 5 Find out as much as possible about the school -- Tip 6 Form a relationship with key school staff members -- Tip 7 Facilitate the links between the carers and the school -- Tip 8 Ensure the child has information that makes sense to her -- Tip 9 Support the child through transitions -- Tip 10 Assess the network for areas of positive impact -- Conclusion -- References -- Useful organisations -- Useful resources.

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy.? In the book 'Beyond Quality in ECE and Care' authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children's play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Cana.

Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE). Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term "hidden curricula" and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education. The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011). This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors: - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects. - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research. - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics. - By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. ; Editorial presentation and problematisation of the concept of Normativity in Social Science Education and History Education

The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities.