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Medical learners’ achievement emotions during educational activities have remained unexamined in Asian cultural contexts. The Medical Emotion Scale (MES) was previously developed to assess achievement emotions experienced by North American medical learners during learning activities. The goal of this study was to create and validate a Japanese version of the Medical Emotion Scale (J-MES). We translated the MES into Japanese and conducted two initial validation studies of the J-MES. In the first pilot study, we asked five, native-Japanese, second-year medical students to assess their emotions with the J-MES during a computer-based clinical reasoning activity. Each participant was then interviewed to assess the clarity and suitability of the items. In a second, larger study, 41 Japanese medical students were recruited to assess the psychometric properties of the J-MES. We also conducted individual, semi-structured interviews with ten of these participants to explore potential cultural features in the achievement emotions of Japanese students. The first pilot study demonstrated that the J-MES descriptions were clear, and that the scale captured an appropriate range of emotions. The second study revealed that the J-MES scale’s profiles and internal structure were largely consistent with control-value theory. The achievement emotions of pride, compassion, and surprise in the J-MES were found to be susceptible to cultural differences between North American and Japanese contexts. Our findings clearly demonstrated the scoring capacity, generalizability, and extrapolability of the J-MES. Supplementary Information The online version contains supplementary material available at 10.1007/s10459-021-10048-9.

This chapter elaborates a rationale for posthuman approaches to early childhood education and development, albeit with some reservations. It traces how discussions of the posthuman build on critical theory and deconstructionist analyses of the limits of liberal bourgeois humanism. Such analyses have had considerable impact in psychology, since the liberal humanist subject clearly informs – in overt and covert ways – much modern developmental and educational theory and practice. As we shall see, a complicating factor is that – like its predecessor ‘poststructuralism’, for example – perspectives labelled as ‘posthuman’ vary and are not necessarily entirely convergent, since they are drawn from different disciplines and fields of practice. There are also considerable continuities and overlaps with previous critical frameworks, as well as newly emerging foci. Nevertheless, feminist, postcolonial and queer engagements with posthuman debates, in particular, provoke relevant re-evaluation of existing models and, beyond this, pose different research questions for early childhood education and development researchers. Taking in turn the key terms, ‘child’, ‘families’ and ‘communities’, that comprise the theme of this section of the book, the chapter indicates how frameworks associated with the posthuman reformulate each of these terms and their relationships with each other and also generate new conceptual and methodological agendas.

Answering the problems arising from the school context, science education research engages in diminishing the gap between educational theory and practice. Design-based research aims to develop an educational innovation, i.e. a teaching-learning sequence (TLS) that helps teachers and students in science classes to reach the objectives indicated in a curriculum. A pragmatic design-based research project starts in a situation where neither teachers nor researchers know how to act in certain settings. Design-based research constructs novel situations in order to research these situations and better understand teaching and learning. We emphasise the importance of engaging ordinary teachers in collaborative designing and validation of teaching-learning sequences. This collaborative design and validation of TLS is a way to seriously take into consideration the requirements of the school site. Therefore, we argue here that engaging teachers in shared design and validation activities would make it plausible that designed teaching-learning sequences would be widely adoptable.

In science education one notable line of inquiry, aspects of which date back to the 1980s, involves the design, implementation, and validation of short, topic-oriented sequences for science teaching in several subject areas, including, optics, motion, heat, electricity, structure of matter, fluids, respiration, and photosynthesis. This work falls within a science education research didactical tradition in which teaching and learning of conceptually rich topics are investigated at micro (e.g., single session) or medium (e.g., a few weeks) level rather than at the macro level of a whole curriculum (1 or more years). Although various terms have been employed in the past, the term teachinglearning sequence (TLS) is now widely used to denote the close linkage between proposed teaching and expected student learning as a distinguishing feature of such research-inspired subject-oriented sequences. A TLS is both an interventional research activity and a product, usually lasting a few weeks, comprising well-validated teaching-learning activities, empirically adapted to student reasoning and often including well-documented teaching suggestions and expected student reactions. The state of the art of TLS in 2004 was described in a special issue of the International Journal of Science Education (Vol. 26, No. 5, edited by Meheut and Psillos). The editors noted that TLS is a flourishing research sector, with several valuable empirical studies in various topics published over the last 30 years and that both theoretical positions and questions or issues regarding the character of research into TLS have been brought to the attention of the European (and indeed the worldwide) science education research community. Researchers generally agree that this sort of activity involves the interweaving of design, development, and application of a teaching sequence in a cyclic evolutionary process enlightened by rich research data. Interest in design research and development has also spread to education research more generally, mainly in the USA, under the broad perspective of design-based research (DBR) (Design-Based Research Collective 2003). DBR has been advocated as an approach to educational research that seeks to provide means for developing innovative teaching and learning environments and at the same time to develop theories of learning and teaching adapted to specific contexts. Few references to TLS appeared in early DBR studies and vice versa, however, a situation which has only recently started to change. Examination of publications concerning TLSor DBR-based work brings to the fore certain common features. First, the work is interventionist, seeking to develop useful products, such as teaching materials, in response to emerging problematic situations and needs. Second, it aims to contribute to the development of educational theory embedded in specific contexts in normal classrooms. Third, the work is iterative, which implies that both product and design are tested and revised in several cycles. Fourth, it is usually carried out by teams involving both researchers and teachers. These features also constitute open issues that continue to be studied and debated by researchers. Work in any design process involves drawing on several kinds of knowledge, including grand theories relevant to the problem. In the case of TLS, various grand theories of pedagogy, development, learning, motivation, epistemology, history of the subject, and sociology of education are

This chapter explores the relationship between education reform and gender equity, both within and between nation states. Utilising feminist critical policy analysis and post-colonial theory, it examines how education reform over the past decade has impacted on gender equity and how educational reform is itself gendered. It considers the nature of gender restructuring, maps significant shifts in gender equity policy in the wider context of educational and social inequality debates and, through an analysis of recent research on gender identity, schooling and leadership, argues that gender can no longer be privileged when identifying and responding to educational inequality. Key assumptions underpinning how social change and education reform deliver equity are questioned, concluding with feminist theorising about how social justice may inform equity policy and practice in culturally diverse educational contexts.

This chapter locates the process of globalisation, not in the narrow context of economics, but rather in its wider guises: sociocultural and political culture, as well as all other processes aimed at enlarging all human capabilities for nation-building. Also, in this chapter, globalisation is argued to be a discursively constructed myth, or grand narrative. This chapter first presents the opportunities and challenges that globalisation offers to Africa and examines how public expenditure has been impacted by one aspect of globalisation – the tidal force of finance-driven reform. We then review the way the process of globalisation, associated with neoconservative ideology is bound to reduce the ability of nations to collaborate and foster a human economic development partnership in national development (Zajda, Ideology. In: Phillips D (ed) Encyclopedia of educational theory and philosophy. Sage, Thousand Oaks, 2014a, Globalisation and Neo-liberalism as educational policy in Australia. In: Yolcu H, Turner D (eds) Neoliberal education reforms: a global analysis. Taylor & Francis/Routledge, New York, pp 164–183, 2014b, Values education. In: Phillips D (ed) Encyclopedia of educational theory and philosophy. Sage, Thousand Oaks, 2014c). The chapter suggests regulating globalisation in ways that minimise its impact on education through the use of safety nets of market creation. The conclusion show that globalisation has the potential to positively affect wealth creation and bring about social justice in education, but its current design has not allowed the achievement of these noble goals.

In his book “Cognition in the Wild”, Hutchins (1995) invites his readers to scan their immediate environment for objects that were not produced through collaborative efforts of several people, and remarks that the only object in his personal environment that passed this test was a small pebble on his desk. In fact, it is remarkable how our daily lives are shaped by collaboration. Whether it is in schools, at the workplace, or in our free time, we are constantly embedded in environments that require us to make use of social skills in order to coordinate with other people. Given the pervasiveness of collaboration in everyday life, it is somewhat surprising that the development of social and collaborative skills is largely regarded as something that will occur naturally and does not require any further facilitation. In fact, groups often fail to make use of their potential (Schulz-Hardt, Brodbeck, Group performance and leadership. In: Hewstone M, Stroebe W, Jonas K (eds) Introduction to social psychology: a European perspective, 4th edn, pp 264–289. Blackwell, Oxford, 2008) and people differ in the extent to which they are capable of collaborating efficiently with others. Therefore, there is a growing awareness that collaborative skills require dedicated teaching efforts (Schoenfeld, Looking toward the 21st century: challenges of educational theory and practice. Edu Res 28:4–14, 1999). Collaborative problem solving has been identified as a particularly promising task that draws upon various social and cognitive skills, and that can be analysed in classroom environments where skills are both measurable and teachable.

The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of schooling, educators must replace these pictures in their consciousness. One possible alternative is the Community of Thinking, a framework based on three stages: fertile question, research, and a concluding performance. These stages are supported by a continual process of initiation by which students form the common knowledge base necessary for creating questions and conducting research. Developed in Jerusalem by educators at the Branco Weiss Institute for the Development of Thinking, this framework is currently being implemented in 18 schools in Israel.

The ten chapters selected for this section were chosen to reflect the perspective of Mathematics Education. The first task of this commentary is hence to reflect on this perspective in comparison or contrast with the perspectives of the other three sections of the book: Mathematics and Philosophy, Psychology, Stochastics. The next consideration is how the topics of the ten chapters fit within the perspective of Mathematics Education and the contributions they make to our understanding of probability within Mathematics Education. This leads to further suggestions for extension of the projects and issues covered in the chapters. Finally, some comments are made about other past, current, and potential contributions from researchers in probability to the field of Mathematics Education.

This chapter assumes that if we would like to enlighten education as an anthropological phenomenon we will have to make its (soft) technology (used here in the classical sense reasoning special effects that specific actions may have for the experiences to be made) transparent. The basic pedagogical operative mechanism is the incommensurable relation between pointing and learning linked together by special forms of articulation. In other words, compulsory education can be regarded as the unity of the difference of two operations, of pointing and learning. This may be called the “pointing-structure of education” leading to different forms of education. The “mechanism in the art of educating” is demonstrated in the form of four specific triangles: the evolutionary triangle (nature–consciousness–culture/society), the ontogenetic triangle (baby—significant other—things), the didactic triangle (pupil—teacher—topic) and, as a kind of summary, the classical form calculus (causa finalis = topic—causa materialis = child—causa efficiens = educator). These four can be regarded as the “Bermuda-triangles of education” because education seems to disappear within each of the three given components and therefore educational theory has to bring them to reappear as a specific anthropological phenomenon and communicative practice. Finally, the chapter demonstrates that these triangles operate when five specific conditions are fulfilled: (a) the bodily basis, (b) affect and emotion, (c) special educational time (d), space, and (e) last but not least, social-structural conditions both materially and normatively. From this perspective, the limitations of education and its potentials and possibilities as a human practice become evident.

Ernst Mach was the first to write on the question of the implications on human knowledge, scientific knowledge and science education resulting from the evolutionary theory (i.e. the ideas by Lamarck, Erasmus Darwin, Spencer or Wallace as synthesised by Charles Darwin 1859 in his Origin of the Species). The ideas made a consistent genetic world view possible, which develops all scientific ideas (from all sciences) and experiences from the senses. Mach described this as the “adaptation of the thoughts to the facts and the facts to each other” (Mach 1905). For Mach, science education is the key to identify the necessary changes as well as implementing them. The question is how can we as humans adapt(Adapt and adaptation is meant here as a reciprocal process between the “world” and the “self”. The individual and the world are not separate, but the individual and human thoughts are part of “the world”, as well as “the world” is a necessary part of human perception and thinking. This is Mach’s monism. For Mach (and for Richard Avenarius) the separation of the “world” and the “self” is only the result of a pragmatic adaptation of the individual to the fact that some clusters of sensual impressions (one’s own body perception) are more consistent over time than others. Initially for the child there is no such separation. For instance, the concept of the “others” is constructed before a consistent concept of self.) our thoughts to a consistent world view, which is plastic, i.e. itself continuously adapting and transforming.

This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education has been little canvassed and remains an underdeveloped area. To help bring science education closer into the fold of educational philosophy and theorizing, the historical development of science education and philosophy of education are sketched to reveal their common roots, interests, and concerns. Thereto, the contours of a new philosophy of science education are presented (as an integration of three academic fields). Arguments are provided which seek to illustrate why philosophy in general and philosophy of education in particular can make positive contributions to teacher education and the research field together with suggesting future directions and possible reform contributions (scientific literacy, educational aims, educational theory, pedagogical content knowledge, science teacher, and curricular epistemologies).

This chapter engages with two of the most enduring debates in teacher education—especially in pre-service teacher education—concerning respectively the sites of professional learning and the relationship between educational theory and the practice of teaching. These two debates are very closely connected and it is the interaction between them that is the central concern of this chapter. In particular, there is an examination of how the issues have developed, been contested and are currently being reconstructed in the distinctive context of Scotland. The policy context for teacher education in Scotland is reviewed and a recently developed ‘clinical model’ of teacher education is outlined. Some of the similarities and differences with contemporaneous developments in England are also discussed.

A number of operating principles are discussed in this chapter: 1. Social justice is both necessary and contingent with respect to education, that is, social justice can never be guaranteed or sustained without continuous efforts, including work within difficult – undemocratic– circumstances. 2. Social justice, as a deliberate intervention, is different from good teaching and moral leadership. 3. Educational researchers come to know social justice through consequences experienced by participants, not by: (a) A priori theoretical concepts (b) Well-intentioned dispositions of researchers (c) Researcher awareness or diagnosis of inequities 4. As such, social justice is defined by material changes in participants’ lives and only then is it validated by educational researchers post hoc. 5. Social justice as an educational leadership construct has to do with the PLACE of education in societies in terms of re-centering and engaging educational leadership within dominant social, political, economic, and transcendent discourses.

This chapter is on Bruner’s educational theory in more recent years (roughly since the 1980s) that incorporates his psychological theory after the “cultural turn”. It also discusses the shift in his favored concepts and its theoretical and practical implications.

This chapter describes Bruner’s educational theory in the early years of his career (roughly in the 1960s and the 1970s). I will discuss some of his famous concepts and the practical applications of his theory.

The question of reading tends to be relegated to processes that occur within the head and between the ears. There are other approaches, however, that have shown to be of much greater use for understanding reading process and for how to design classroom instruction: those of anthropological and social-psychological nature. In this chapter, we articulate this theoretical approach and provide exemplary analyses of the process of reading pictures. We show that the implications of this way of conceptualizing the reading process are easily applicable in biology classrooms, insofar as reading pictures is treated as a social practice that has its origin, as other higher cognitive functions, in social relations.

In the preceding chapters, different angles were taken to illuminate the current appeal of psychology in education and educational research today. The different contributions of this book have spanned a wide range of psychological paradigms and subdisciplines, going from behaviourism and psychoanalysis over psychometrics, developmental psychology and educational psychology to present-day neurobiology. As a result, the attractions that have been identified are equally varied. While the extensiveness of the analysis that is offered provides a very rich picture, it is also prone to generate some conceptual confusion, which makes the jump to general, overarching conclusions particularly tricky. Nevertheless, it is possible to discern some broad lines and to identify some recurrent critiques which accompanied the examined attractions of psychology. In this chapter, Marc Depaepe1sets the scene under four headings:These headlines can be read as critiques on the features of certain psychological methodologies as they are exerted within the field of educational research, but they might equally be read as warnings for our evaluation of the attractions psychology seems to offer. As a general observation, psychology appears throughout the volume as a very adaptable social science, which seems to succeed particularly well to transform itself to its ‘host discipline’—one could say in this regard that psychology superimposes upon the ‘philosophy’ of disciplines it attaches itself to. Each of these metamorphoses, however, carries its own properties and troubles, some of which are present throughout the psychological discipline and others which are especially prominent in specific subdisciplines.

This chapter—mainly referring to the situation in Germany—consists of three parts: In the first section, the current presence of neurosciences in the public discourse will be described in order to illuminate the background which is relevant for contemporary educational thinking. The prefix ‘neuro-’ is ubiquitous today, and, therefore, concepts like ‘neuropedagogy’ or ‘neurodidactics’ seem to be in the mainstream of modern thinking. In the second part of this chapter, the perspective changes from the public discourse to the disciplinary discourse; a brief excursus into developmental psychiatry, neuropsychology and modern psychoanalysis will be used in order to demonstrate how results of neuroscientific research are integrated in their theoretical frameworks. These three disciplines have no difficulty to integrate neuroscientific findings because each of them possesses a systematic core composed of ‘native concepts’. In contrast to them, educational theory has much more integration problems as to be shown in the third part. On the one hand, neuroscientific thinking seems to be able to conquer education rather easily and without great resistance especially in the fields of early childhood education, instruction and learning mainly by simplifying educational processes and by reducing the complexity of the educational task to a mere ‘relationship problem’. On the other hand, this attraction of neuroscience in education could be understood as the reflection of a theoretical deficit in educational theory itself with the significance of affect and emotion not receiving proper attention.

This report surveys the theoretical genealogy of the Clinical Theory on Human Becoming. The emergence of this new discipline was within the Pedagogy of the Kyoto School. The Kyoto School was a local branch of the German philosophy and accepted the new ideas in their own way in their own Japanese context, where the traditional thought of Buddhism and the social hardships of poverty and illness prevailed. The Kyoto School itself became known as a factory of philosophical study, also produced the pedagogy, beginning with Motomori Kimura’s (1895–1946) ‘Ichida no Nomi’ (‘One Carving of a Chisel’) (1933) and culminating with Akira Mori’s (1915–1976) Theory of Seimei Tuzumihashi (the Human Lifecycle as an Arch Bridge) (1977). The Clinical Theory on Human Becoming was conceived in the context of the unfolding and eventual dissolution of the Pedagogy of the Kyoto School. This is one of the beams in Japan’s unique structure of educational theory—a beam which was chiseled out of native Japanese timber but lathed according to the templates of Europe and America.

When we consider, first, school-based responses to the computer and communication technologies that underpin much social change, and, secondly, school-based responses to student diversity it becomes clear that schools have not yet been able to respond in any sustained or significant way to the most fundamental challenges posed by the external world within which they are located and which they ostensibly exist to support. In exploring this challenge, this chapter put forward the contested concept of future proofing and discusses to what extent, and in what ways, it is possible to future proof diverse children for unknown and unknowable futures.

This contribution focuses on language socialization in multilingual settings in early childhood, and perspectives for early childhood education as plurilingual language education. It summarizes monolingual and monocultural traditions of education systems, research and practices, particularly in European states, which contribute to the persistent exclusion of bilingual children of migrant backgrounds and to language programs that focus mainly on national majority languages. Paths of early childhood bilingualism reveal differences that affect education theory, research and practice, and evidence from second language acquisition research shows that children benefit from growing up bilingual, especially when having language contacts in their early years. Based on these findings, an inclusive approach to plurilingual education is sketched, and some of its practical implications for early education institutional processes are discussed.

An idea can be called a fact only within a system of thought, or worldview. Facts, to be facts, are necessarily context-dependent. But not all worldviews are created equal. Only the Protestant worldview, rooted as it is in divine revelation, gives rise to metaphysically warranted facts. In all other worldviews, the very notion of “facticity” is compromised because it is rooted in a metaphysical cheat, an epistemological question begging that lies at the root of all secular knowing. The implications of this metaphysical cheat are enormous for pedagogy, both in its presuppositions and applications, the chief consequence being the cosmic nihilism and despair it inevitably imposes on thinking persons, but is shamefully avoided in contemporary secular educational theory, which lacks intellectual justification and internal consistency.

This chapter adopts the position that changes to medical and surgical education over the last 25 years can only be properly understood through an appreciation of the evolution of key educational ideas over that period. It also postulates that understanding of key educational ideas is central to effective responses to, and participation in, changes in surgical training. This chapter introduces a range of learning theories – both cognitive and social – evolving ideas about hierarchies of knowledge, learning outcomes and curriculum design, work-based learning, and the role of assessment in learning. These areas form a useful underpinning to subsequent book chapters; in each case an attempt is made to show how they can be used to understand, explain, and enhance surgical education. It uses problem-based learning as a case study. The chapter concludes by pointing to some implications of educational ideas for surgical training, trainers, and trainees.

In this chapter I argue that the traditional dichotomy and separation between ‘theory’ – the principles, models and method of the particular discipline – and ‘practice’ – that applies the theories – is problematic. Instead, we take an integrated, holistic approach to the theory and practice of learning, teaching, professional and leadership development and argue for a dialectical relationship between theory and practice and for alternative modes of theorizing and knowledge creation. This argument for a theory/practice dialectic is very topical in times of uncertainty and has been revived in recent literature (Marsh, 2010) with or without reference to classical, seminal works. These seminal works include those of Greek philosophers, the concepts of ‘dialectic’, ‘praxis’, ‘Indigeneity’ (Harris and Wasilewski, 2004), and of the ‘mediating discourse’ (Gustavsen, 2001). The chapter concludes that the art of PALAR requires a synthesis of theory and practice, an integration of knowledge and wisdom, mind and heart, of practical ‘know-how’ and creative dialectic thinking, and of research and development in partnership between research/scholarship and practice/policy development. In this way the discussion in this chapter moves toward connecting the world of theory, research and scholarship with the world of practice.

This article analyzes how leadership development and preparation is conceptualised and contextualised in the national education program for newly appointed school principals in Norway. Our main focus is on exploring whether there are differing epistemological foundations of various approaches to learning-centred school leadership. Our theoretical framework is informed by a review of a variety of studies, which focus on the relationship between leadership and student learning, and by Michael Fullan’s (2001) framework for thinking about and leading complex change. As empirical basis we have selected and compared two different preparatory programs. While both programs have been granted a status as a national leadership program in Norway, they also demonstrate a variation in understanding leadership for school improvement and student learning. The findings also demonstrate some significant differences across providers with regard to perspective and the emphasis on outcomes, and questioning the extent to which the knowledge base is characterised by a combination of educational theories and research on leadership. Despite these distinctions, which are anchored in different epistemological foundations, both programmes are assumed to contribute to the implementation of a national policy for leadership development and training in Norway. Our main argument is that to understand how this is possible, it is important to trace historical and cultural patterns of social development within the Norwegian context.

The development and spread of research methods in sociology can be understood as a story about the increasing sophistication of tools in order to better answer fundamental disciplinary questions. In this chapter, we argue that recent developments, related to both increased computing power and data collection ability along with broader cultural shifts emphasizing interdependencies, have positioned Social Network Analysis (SNA) as a powerful tool for empirically studying the dynamic and processual view of schooling that is at the heart of educational theory. More specifically, we explore how SNA can help us both better understand as well as reconceptualize two central topics in the sociology of education: classroom interaction and status attainment. We conclude with a brief discussion about possible future directions network analysis may take in educational research, positing that it will become an increasingly valuable research approach because our ability to collect streaming behavioral and transactional data is growing rapidly.

In the main, Beeby’s 1966 book generalised from his practical experience as a high level educational administrator in an attempt to promote the development of educational theory that would provide justification for educationalists’ attempts to improve the quality of education in developing countries. As a later autobiographical book explained, the ideas were embedded in a philosophy of education that he had been responsible for implementing as Director of Education in New Zealand from 1940 to 1960 (Beeby 1992; also Alcorn 1999, pp. 95-161). The philosophy related to the equalisation and democratisation of schooling in the sense of opening up opportunity to all individuals.

This chapter brings the discussion from the previous chapter into more recent times. That is, the social construction of psychological concepts within the contemporary context is examined. After analyzing some of the larger implications of this hegemonic conditioning, a review of how teacher education students have internalized these constructs is explored. The final section examines the critical constructivism/postformalism of Kincheloe as a critical pedagogical approach to solving the problem of what we might refer to as the colonialist legacy of psychology situated within this neoliberal age of global capitalism.

From their review of the literature on the professional curriculum, the authors confirm that teaching and learning situations vary considerably and instructors in workplace settings are constantly challenged to identify and apply appropriate methods that will help preprofessional students reach their learning goals. With education theory and research showing the complexity of teaching and learning processes in the workplace, the authors of this chapter present research related to teaching methods and strategies that best support learning in the workplace for students pursuing careers in the four professions that are featured in this volume. In addition, the authors discuss areas where teaching methods overlap across the professions and present suggestions to meet the challenges of teaching in the workplace.

Each chapter of this book has examined “extraordinary learning in the workplace” from a major area of educational theory and research, namely curriculum, instructional design, learning, assessment, and faculty development. The purpose of this chapter is to present a framework for workplace learning, to synthesize the findings of the preceding chapters as they relate to this framework, and to discuss opportunities to advance research on workplace learning and improve student learning in professional workplaces. The framework contains three themes – selection of tasks and activities, relationships within the practice community, and the nature of work practices – and draws on behavioral, cognitive, constructivist, and social learning theories as they apply to learning through real work practices. Curriculum, instruction, assessment, and faculty development are also discussed within this framework when they pertain to one of the themes, thus providing an opportunity to incorporate much of what the authors presented in previous chapters of this book.

Quantitative modelling using correlational data supports the testing of complex educational theories, but causal theoretical claims can be made on the basis of cor-relational relations only under quite specific circumstances. This chapter examines the role of experimental methodologies in education, and how such methodologies might complement both quantitative and qualitative alternatives. Beginning with a review of the threats to validity of results of different experimental designs, it dis-cusses the role that experiments may play in understanding causal relations. The potential range of the methodology in addressing educational design and policy questions is considered, along with alternatives such as quasi-experiments and propensity score matching. In common with correlational studies, the generalis-ability of results across experimental studies is a concern for theorists and policy makers, leading to a consideration of meta-analysis. The chapter concludes with consideration of contemporary areas of educational policy and practice which might benefit from experimental investigation.

Education represents the primary means of cultural transmission, and a crucial unit in the set of challenges human groups have to meet in time. A variety of educational systems and pedagogic strategies have been created in order to deal with this challenge. By promoting the association of their memes with individuals’ psychological selection, cultures can successfully survive in the long term, and at the same time support individuals’ development and well-being. Given the importance of learning for both individuals and societies, flow researchers have devoted much attention to its investigation. In this chapter, we will sum up major findings related to the quality of experience during formal learning activities across cultures. We will identify the activities associated with optimal experience, the contextual and individual factors favoring flow in education, and we will outline the short- and long-term consequences of flow in learning. We will conclude by stressing the active role of the individual in perpetrating cultural information and the importance of an educational system allowing for the integration of memes from different cultures thus sustaining plurality, complexity, and differentiation in a global society.

This chapter argues that an explicitly futures-focused approach is essential for students to be able to actively engage with education for sustainability (EfS). It is argued that given the current global situation, it is clear that sustainability is the key issue for global pedagogies in the early twenty-first century and beyond. The chapter suggests that one of the key pedagogical roles of Futures Education (FE) is to enable all students, whatever their age, to become active participants in creating and learning to bring forth a different reality of sustainability and to generate a renewed sense of hope and purpose for a sustainable future that is worth living for in the global culture.

This chapter describes the pedagogy advocated by the Ukrainian moral educator, Vasyl Sukhomlinsky, during the 1960s and 1970s. In his view, the central task of school education was to instil moral attitude, convictions and behaviour through supporting, loving, understanding and reassuring the child on the “wish to be good”, thereby promoting personal integrity. The “wish to be good” was his way of speaking of a profound desire on the part of all people to be holistically developed. Hence, moral education was the basis of all education because it went to the heart of the human quest. There are many links between the educational theory and practice of Vasyl Sukhomlinsky and those presented in the various chapters of this handbook.

This chapter introduces the reader to the many issues schools are facing that relate to gender and sexual diversity. This chapter presents a brief overview of some of the main topics including bullying and harassment, diversity and equity, sexual and emotional health, positive school climates, and academic success. It also presents some related educational theories and situates how the theoretical foundations of each argue for inclusive discussions of gender and sexual diversity. The following educational philosophies are introduced: democratic, critical pedagogy, multicultural, social justice, feminist, anti-oppressive, and queer. Finally, the chapter gives examples from the curriculum, extracurricular activities, and school design to show how sexual and gender diversity are already present in schools, but generally not addressed in positive or inclusive ways.

Counts (1939) encouraged educators to sustain our democracy through engaging in “new ventures” and the “launching of a bold and vigorous program of action” (p. 11). As a graduate student and social studies teacher I have questioned, and heard colleagues question, the relevance of education theory in the realities of classroom practice. Many authors suggested that linking theory to practice could be done through inquiry (Dewey, 1910; Marano, 1998; LaBoskey, 2004a; Russell, 2004). Through engaging in self-study, I have seen the power and witnessed the promise of self-study to connect these two aspects of my teaching and learning. As well as this, I have seen the ways in which collaborative self-study helps you frame and reframe (Schon, 1983; Hamilton & Pinnegar, 1998; Loughran & Northfield, 1998) experiences and bring out new themes and emerging lines of inquiry for continued self-study, essentially leading to sustained professional development (Feiman-Nemser, 2001).

This chapter positions “learning” in the midst of the real-life experiences and events above and beyond formal instruction that still prevail in the majority of classrooms. The chapter argues that significant events in human culture should become unorthodox subject matter to be critically examined and to learn from. Applying the intellectual corpus of, among others, French philosophers, Gilles Deleuze and Julia Kristeva, to educational theory, this chapter also explores Nel Noddings’ recent call for critical lessons as a paradigm for educating in/by events and learning from experience. The chapter suggests that real-life events, such as 9/11, can become a means for creating the new pedagogy of hope paramount for our global age. The chapter introduces and develops a novel concept of the new values education as an ethics of integration in education and proposes that teachers, both at pre-service levels and in the form of professional development, be exposed to the fundamentals of these ethics so as to incorporate them in their classrooms, because classical ethical theories have become redundant in twenty-first century culture. The chapter represents a heavily conceptualized conclusion to the section on values education and wellbeing as good practice curriculum and pedagogy.

Student teaching is one of the most powerful and influential experiences for candidates preparing to become teachers. It provides sustained opportunities for teacher candidates to apply the educational theories they have been studying with the actual practice of teaching. This culminating experience allows candidates to learn and practice multiple techniques of teaching while working in real classrooms with real students, under the supervision of a licensed teacher. While student teaching expectations vary across institutions, almost all traditional teacher preparation programs finish with a student teaching or internship experience. Unfortunately at most institutions, student teaching has remained relatively unchanged for the last 100 years (Guyton and McIntyre 1990). In a traditional student teaching experience, teacher candidates typically spend their initial weeks as silent observers, gradually assuming the multiple roles of a teacher leading up to full responsibility in the classroom. Often, teacher candidates in traditional settings are left alone or at a minimum, unassisted in a classroom as they take on this full responsibility.

The system and structure of teacher education in Mainland China (hereafter referred to as China) were modeled on those of the former Soviet Union. The Soviet system was based on the commune model with an emphasis on collective effort in enhancing school-based teachers’ professional development (Yang & Wu, 1999). The Soviet model was adopted by China in the early 1950s to deal with the large number of untrained teachers who had been recruited to teach in schools due to a serious shortage of teachers (Xie, 2001). Teaching and Research Groups were set up in schools with two major tasks: to learn how to conduct a good lesson and to learn the educational theory expounded by Ivan Andreyevich Kairov, the then Deputy Minister of Education of the former Soviet Union. Every teacher was required to teach a good lesson and to demonstrate an understanding of the theoretical underpinnings of good instruction. This then became the patterned practice of the teaching profession in China.

This chapter examines the restructuring of marginalised students’ habitus; specifically, the pedagogical messages of schooling that frame what it means to be identified as a student. We explore the tensions between how marginalised students see themselves and how they are seen by their peers, teachers and fellow community members. Specifically, it asks: how do marginalised students from Crimson Brook Secondary College see themselves? How do their peers, teachers and fellow community members see them? What do they want them to become? What do they expect them to become? The tensions in these issues are addressed with specific reference to Bourdieu’s concept of habitus.

This article argues that a philosophical approach to education needs a comparative dimension and that a comparative approach to education needs a philosophical dimension. An analysis of the proper relationship between a philosophical and a comparative approach to education is developed with reference to needs, difficulties and opportunities.

Series editor's foreword. Introduction Deborah L. Tidwell, Melissa L. Heston, Linda M. Fitzgerald. Section 1: Self-Study through the Use of Text. 1. Co/autoethnography: Exploring Our Teaching Selves Collaboratively Lesley Coia, Monica Taylor. 2. Teaching and Learning through Narrative Inquiry Rosa T. Chiu-Ching, Esther Yim-mei Chan. 3. Passages: Improving Teaching Education through Narrative Self-Study Julian Kitchen. Section 2: Self-Study through Discourse and Dialogue. 4. Taling Teaching and Learning: Using Dialogue in Self-Study Katheryn East,,Linda M. Fitzgerald,,Melissa L. Heston. 5. 'Name It and Claim It': The Methodology of Self-Study as Social Justice Teacher Education Vicki Kubler LaBoskey. 6. Many Mile and Many Emails: Using Electronic Technologies in Self-Study to Think about, Refine and Reframe Practice Amanda Berry, Alicia R. Crowe. Section 3: Self-Study through Visual Representation. 7. Faces and Spaces and Doing Research Morwenna Griffiths, Heather Malcolm, Zoe Williamson. 8. Facing the Public: Using Photography for Self-Study and Social Action Claudia Mitchell, Sandra Weber, Kathleen Pithouse. 9. Making Meaning of Practice through Visual Metaphor Deborah L. Tidwell, Mary P. Manke. 10. Creating Representations: Using Collage in Self-Study Mary Lynn Hamilton, Stefinee Pinnegar. Section 4: Self-Study on the Impact of Practice on Students. 11. How Do I Influence the Generation of Living Educational Theories for Personal and Social Accountability in Improving Practice? Using a Living Theory Methodology in Improving Educational Practice Jack Whitehead. 12. Assumption Interrogation: An Insight into a Self-Study Researcher's PedagogicalFrame Robyn Brandenburg. 13. Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels Clare Kosnik, Clive Beck.