This landmark collection explores the origins and foundations of music education in Europe, The Americas, Africa and Asia-Pacific, and the Middle East, and considers the inclusion of music as part of the compulsory school curriculum in the context of the historical, social and political landscape. Within each chapter, the contributors explore the following key areas: - the aims, objectives and content of the music curriculum - teaching methods - the provision and training of teachers of music - the experiences of pupils This fully revised second edition includes new chapters on Brazil, Israel, Kosovo, Lithuania, and Turkey, along with questions to encourage reflection and discussion. A concluding chapter has been added to encourage readers to consider the evolution of music education globally. The Foreword for this new edition has been written by Sheila Woodward, President of the International Society for Music Education. Contributors have been carefully selected to represent countries that have incorporated music into compulsory schooling for a variety of reasons resulting in a diverse collection which will guide future actions and policy.

When the organization and structure of the church in America was altered in the early 1900s to meet modern demands, the role of the pastorate became more specialized to adapt to the burdens of the new, “efficient” structure. In 1920, Gaines Dobbins utilized the business efficiency model at Southern Baptist Theological Seminary to formulate a distinct ecclesiology. Discontent with traditional methods of instruction in theological education, Dobbins sought to implement theories and methodologies from modern educationalists. He adopted a psychologized educational methodology and utilized the psychology of religion as an empirical measure of the soul, human nature, and human behavior. Use of the social sciences seemed to grant Dobbins, as a practitioner, academic respectability within the realm of theological education. Both the professionalization that resulted from Dobbins’s efficiency standards, and a working theory of human nature derived from psychological models, were synthesized into a specialized system of pastoral care. Dobbins followed the new shape of pastoral theology in America, adopting Clinical Pastoral Education (CPE) as the model for pastoral training. As a result, CPE became an integral part of the curriculum at Southern Baptist Theological Seminary for over sixty years, and spread to influence many other SBC entities.

Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Textbook of Mental Health Nursing, Vol - II

A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts.

Aging populations are a major consideration for socio-economic development in the early 21st century. This demographic change is mainly seen as a threat rather than as an opportunity to improve the quality of human life. Aging population is taking place in every continent of the world with Europe in the least favourable situation due to its aging population and reduction in economic competitiveness. Economic Foundations for Creative Aging Policy offers public policy ideas to construct positive answers for ageing populations. This exciting new volume searches for economic solutions that can enable effective social policy concerning the elderly. Klimczuk covers theoretical analysis and case study descriptions of good practices, to suggest strategies that could be internationally popularised.

The Routledge Companion to Interdisciplinary Studies in Singing, Volume II: Education examines the many methods and motivations for vocal pedagogy, promoting singing not just as an art form arising from the musical instrument found within every individual but also as a means of communication with social, psychological, and didactic functions. Presenting research from myriad fields of study beyond music—including psychology, education, sociology, computer science, linguistics, physiology, and neuroscience—the contributors address singing in three parts: Learning to Sing Naturally Formal Teaching of Singing Using Singing to Teach In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume II: Education focuses on the second question and offers an invaluable resource for anyone who identifies as a singer, wishes to become a singer, works with singers, or is interested in the application of singing for the purposes of education.