This volume completes G H Bantock’s comprehensive study of educational thought, and its relationship to the broad development of European culture, from the time of the Renaissance to the present day. During the period under consideration, the new freedom from dogma and hierarchy allowed for the emergence of a large number of models of education intended to accommodate the autonomous personality and at the same time to meet the demand for educational expansion. The need to educate ‘the masses’ was increasingly recognized, and the dilemma posed by ‘mass civilisation and minority culture’ became acute as ‘liberal’ autonomy was increasingly threatened by new egalitarian and collectivist notions. The author considers the work of key theorists from the period, including such writers as Coleridge, Nietzsche and Tolstoy, all relatively neglected as educationists.

The essential textbook in the field of blindness and visual impairment has been updated for the 21st c. Volume I includes new chapters focusing on crucial topics connecting the education of students with visual impairments to the context of educational theory. Icons in the book direct readers to supplemental materials in an online Learning Center.

"The authors’ research is well known and among the most important American works being done on how children learn history. It is thus a great idea to gather this pivotal research in one place. The volume offers a new perspective through the authors’ reflections on the research process. It is profound without pomposity, ideal for the intended audience; the tone is just right. There really isn’t another book that does what this one does." Stephen J. Thornton, University of South Florida Researching History Education combines a selection of Linda Levstik’s and Keith Barton’s previous work on teaching and learning history with their reflections on the process of research. These studies address students’ ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students’ and teacher’s thinking. These pieces—widely cited in history and social studies education and typically required reading for students in the area—were chosen to illustrate major themes in the authors’ own work and trends in recent research on history education. In a series of new chapters written especially for this volume, the authors introduce and reflect on their empirical studies and address three issues suggested in the title of the volume: theory, method, and context. Although research on children’s and adolescents’ historical understanding has been the most active area of scholarship in social studies in recent years, as yet there is little in-depth attention to research methodologies or to the perspectives on children, history, and historical thinking that these methodologies represent. This book fills that need. The authors’ hope is that it will help scholars draw from the existing body of literature in order to participate in more meaningful conversations about the teaching and learning of history. Researching History Education provides a needed resource for novice and experienced researchers and will be especially useful in research methodology courses, both in social studies and more generally, because of its emphasis on techniques for interviewing children, the impact of theory on research, and the importance of cross-cultural comparisons.

This book examines key theorists in depth in order to give some insight into cultural change as reflected in their curricular recommendations and in the interplay they reveal between the two fundamental educational concepts of ‘artifice’ and ‘nature’. The essays on the various theorists – Erasmus, Vives, Castiglione, Elyot, Montaigne, Bacon, Comenius, Locke and Rousseau can be read separately but the book also forms an integrated whole, with a continuity of themes explored from theorist to theorist. The book not only charts a historical development but also reveals much that may deepen our understanding of contemporary educational dilemmas.

The COVID-19 pandemic has likely changed the mathematics, health and environmental education research landscape in profound and long-lasting ways. As such, more than ever, there is a need to creatively and critically think about how we design research and for what purposes. This necessitates a considered and robust discussion about educational research theory, method, and methodology to ensure that our research continues to impact practice in valuable ways. This book maps out some of these key challenges and opportunities as we collectively enter a post-COVID-19 world in which method and methodology need to be appreciated as much as research findings. Topics explored here range from big-picture issues in STEM Education research, through perspectives on design-based research, to questions of analysis, complexity, the Delphi method, and ethical dilemmas.

The essential textbook in the field of blindness and visual impairment has been updated for the 21st c. Volume II contains new material on planning, assessment, instruction, and supporting students with visual impairments in the general education classroom. Icons in the book direct readers to supplemental materials in an online Learning Center.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews, designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.

A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.