Books in the Routledge Research in Education series

Narrative inquiry is used more widely in the UK, the USA, Canada, Australia, New Zealand and the Northern European countries.

Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile.

This book explores the health-education interface and the complex nexus of discourses, principles and practices within which educators mobilize school based health education. The book provides an explicit interrogation of the ideas informing particular models and approaches to health education and provides insight into the principles and practices underpinning approaches to policy, curriculum, pedagogy and assessment.

This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800¿1950. The volume represents research that draws on several theoretical approaches and methodologies. It engages with feminist discourses, social history, oral history, visual culture, post-colonial studies, and the concept of transnationalism, to provide new insights into the work of Sisters in education.

Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation. In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP.

Synchronous technologies, particularly interactive video conferencing (IVC), are becoming common modes of teaching and delivering college courses. The increasing popularity of IVC in the U.S. and abroad calls for more pedagogically effective practices for teachers and researchers using this technology. This volume focuses on innovative and proven approaches to IVC teaching in a variety of disciplines. Contributors hail from pioneering universities such as Utah State University who are at the forefront of distance education and understand the practice and potential of IVC teaching at the highest levels.

Challenging the assumption that access to technology is pervasive and globally balanced, this book explores the real and potential limitations placed on young people's literacy education by their limited access to technology and digital resources.

This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses: 　 The Arts Education, Motivation, Engagement and Achievement Research Visual Arts, Drama and Music in Classrooms Technology-mediated Arts Engagement International Perspectives on Arts and Cultural Policies in Education 　 This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.

This book is the first collection devoted to the central concept of agency in childhood studies. Including contributions from experts in the field, chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency.

This book offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. It explores what imagination is and how applying imagination to teaching and learning can increase the engagement of disaffected students and reinvigorate their relationships with curriculum content.

Globalization and migration have led to a new era of populism and racism in Western countries, rekindling traditional forms of discrimination through innovative means. This book investigates how discriminatory stereotypes are built online, and how media education can help to deconstruct hate speech and promote young people's full participation in media-saturated societies.

This volume offers both theoretical and research-based accounts from mothers in academia who must balance their own intricate knowledge of school systems, curriculum and pedagogy with their children¿s education and school lives. It explores the contextual advantages and disadvantages of "knowing too much" and how this impacts children¿s actions, scholastics and developing consciousness along various lines. Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it¿s like to raise children amidst educational and sociocultural change.

Bringing together theory and research, this volume describes the various ways in which learning science in informal settings has been conceptualized as well as empirical evidence to illustrate the role of informal science environments in supporting learning.

This collection of original research explores ways that educators can create participatory spaces that foster civic engagement, critical thinking, and authentic literacy practices for adolescent youth in urban contexts.

In this collection, contributors examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.

This books presents a number of ways in which educational research can fulfil its commitments to educational practice, by assisting mathematics teachers and their students in improving the results of their efforts.

Based on archive-based empirical and historical research, this book takes a close look at past developments in the United Nations Educational, Scientific and Cultural Organization¿s educational policies and practices, with a particular focus on history teaching, in order to offer a new research trajectory for understanding the roles played by UNESCO and other international organizations and the effects of globalization on education.

Informed by the experiences of 772 Black churches, this book relies on a multidisciplinary, mixed-methodological lens to examine how today¿s Black churches address the religious and non-religious educational and broader socialization needs of youth. Drawing from a cultural and ecological framework of village-mindedness, Barnes and Wimberly examine the intersected nature of place, space, and race to propel a conversation about whether and how the Black Church can become a more relevant and empowering presence for youth and the Black community.