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11. Revolutions in Educational Policy: The Vexed Question of Evidence and Policy Development -- Part III: Practice -- 12. Why Isn't This Empowering? The Discursive Positioning of Teachers in Efforts to Improve Teaching -- 13. Can Teachers Still Be Teachers? The Near Impossibility of Humanity in the Transactional Workplace -- 14. Contestation, Contradiction and Collaboration in Equity and Widening Participation: In Conversation with Geoff Whitty -- 15. Quality, Impact and Knowledge Traditions in the Study of Education -- Geoff Whitty: A Biographical Note -- Index

State departments of education were surveyed to determine the definitions of severely handicapped currently in use and also to determine whether the provision of education services to this population was mandatory or permissive. It was found that while the majority of states required that education services be provided to all children, fewer than half had a definition of the severely handicapped. Of the states surveyed which had definitions, the majority referred to either the mentally retarded or the multiply handicapped.

Preface -- Prologue: social purpose, challenges to achievement, the possibility of universities with specific social purposes and a response -- Chapter 1 Universities and Social Purpose: setting the scene for a conversation on social purpose -- Chapter 2 Participation, social mobility and social purpose -- Chapter 3 Teaching in Universities and Specific Social Purposes -- Chapter 4 Research and social purpose -- Chapter 5 Community engagement and social purpose -- Chapter 6 Competitive individualism, intellectual independence and imagining some alternatives and consequences -- Chapter 7 Governance of universities' social purposes and monitoring, measuring, evaluating or researching universities' progress -- Epilogue.

Acknowledgments; Introduction; Part I. Ideals; Chapter 1. The Challenges of Measuring School Quality: Implications for Educational Equity, Helen Ladd and Susanna Loeb; Chapter 2. Equality, Adequacy, and K-12 Education, Rob Reich; Chapter 3. Learning to Be Equal: Just Schools as Schools of Justice, Anthony Simon Laden; Chapter 4. Education for Shared Fate Citizenship, Sigal Ben-Porath; Part 2. Constraints; Chapter 5. Can Members of Marginalized Groups Remain Invested in Schooling? An Assessment from the United States and the United Kingdom, Angel L. Harris

The term pedagogy (gr. 'Paîs', paída - child, gr. 'Ágō', gogos - leader) is ancient and is derived from the Greek word "paydogogos", which means "child leader". Historical sources show that in ancient Greece, slaves were called "pedagogues" (tutors), ie educators who traveled, cared for, and taught military skills to their master's children. Later, people who were specially trained and trained in pedagogy were called pedagogues

Foreword : democracy under siege and the rise of the unthinkable / Peter McLaren -- Introduction : equality and human rights in the United States today / Mike Cole -- Feminism and socialism : looking back, looking ahead / Julie Matthaei and Mike Cole -- Gender and education : the revolutionary 'force and reason' of women / Lilia D. Monzó and Kandace Branch -- U.S. history breathes and bleeds racism / Miguel Zavala -- Racism and education : failure to achieve democratic aims inclusively in public schooling / Sheron Fraser-Burgess -- The making of sexuality in the United States : normativity, heteropatriarchy, and resisting the 'euphoria' of androcentric logic / Jessica Heybach -- Toward a Marxian understanding of sex education policy and curriculum in the United States / Faith Agostinone-Wilson -- Disability matters : a materialist history of disability under U.S. settler capitalism / Laura J. Jaffee -- Disabling learning conditions : ability-segregated education and the creation of disability / Laura J. Jaffee -- Marx and the Marxist alternative to neoliberal capitalism : the case for a fully inclusive ecosocialism for today / Mike Cole -- The hidden cost of class disavowal and the case for a new education system : social class and education in the U.S. / Ezekiel Joubert III.

The author of this book analyses the development of education during the colonial history of Zimbabwe to contribute to the debate on the present situation and future trends of the Zimbabwean education system. He tries to demonstrate that all problems - like inadequate schools and educational equipment, irrelevant curricula and too few qualified teachers - have their roots in the specific methods of the implementation of colonial policies in Zimbabwe. (DÜI-Hff)

PurposeEnvironmental assessment (EA) is a proactive planning tool designed to consider the ecological, cultural, socio‐political and economic impacts of potential projects, making it a major tool for achieving sustainable development. Meaningful EA requires a bridging of the natural sciences with the social sciences to broaden understanding of the overall environmental impacts of development projects on humans, the natural environment and other organisms. As a result of this complexity, education and training needs are great. The purpose of this paper was to consider EA educational opportunities at Canadian universities and to test a model for the analysis of the state of such education.Design/methodology/approachThe research design used a qualitative interactive approach, including a survey of 2001 university course calendars, participant observation and semi‐structured interviews.FindingsResults indicate that the number of universities offering EA courses has tripled to 40 since the mid‐1980 s. While this is a positive finding, data illustrate that the bulk of the courses offered are survey‐oriented and introductory in nature, with little opportunity to specialize. This cursory approach is exacerbated by a lack of teaching resources and instructor development. Despite the nature of the courses offered, many professors encourage critical thinking and use innovative teaching techniques, including role‐playing, to promote self‐reflection. In fact, the interdisciplinary approach to the curricula and the promotion of critical thinking outside disciplinary boundaries are two strengths of current EA programming.Originality/valueIn light of this state of formal EA education in Canada, more research and international level dialogue are warranted.