Books in the Routledge Research in Education series

Recognizing the determination of a canon as an ongoing process of discussion and debate, which helps us to better understand the concept of meaningful and important literature, this edited collection turns a critical spotlight on Young Adult Literature (YAL) to explore some of the most read, taught, and discussed books of our time.

Originally published as a special issue of Research in Dance Education, now with an added chapter, this text acknowledges and celebrates the increasingly diverse careers and employment networks in which dance professionals and dance educators are engaged.

Schooling and Social Change in England since 1760 offers a powerful critique of the situation of British education system today and shows the historical processes which have helped generate the crisis confronting policymakers and practitioners at the present time.

Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept.

"This book examines the implications of computer-generated learning for curriculum design, epistemology, and pedagogy, exploring the ways these technologies transform the relationship between knowledge and learning, and between teachers and students. It argues that these technologies and practices have the potential to refocus on the human factors that are at the center of the learning process"--

This book gives a forum to many established and leading scholars to review and critically appraise the research contribution of Gerald Grace to Catholic education.

Meeting the Challenges of Existential Threats through Educational Innovation is the first book of its kind to provide an educational and systematic analysis of problems and solutions regarding the most pressing threats that humankind is facing.

This book examines the status of training and the continuing professional development of teachers on a national and international level.

This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research.

This edited volume explores how Stephen Ball's work has shaped the field of the sociology of education worldwide.