Books published by Emerald Publishing Inc

This book is an attempt to relate moral formation to democratic life and to the emotional emotion of shame. The argument is that shame is essential to moral formation, that it tells us when we are violating our own moral norms. Contrary to common belief, it argues that shame is neither imposed on us by others (though it is certainly a product of our communal memberships) nor necessarily harmful.

Brings together an international group of researchers reporting on their work about play and early childhood education across 13 countries - Norway, Sweden, Denmark, England, Germany, Hong Kong, United States of America, India, The Maldives, Sri Lanka, Singapore, China and Australia. It contributes to growing international conversations about play and the role of play in early childhood education.

Brings together an international group of researchers reporting on their work about play and early childhood education across 13 countries - Norway, Sweden, Denmark, England, Germany, Hong Kong, United States of America, India, The Maldives, Sri Lanka, Singapore, China and Australia. It contributes to growing international conversations about play and the role of play in early childhood education.

This is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholar educators today.

The authors share in this volume their thoughts about education for the future, but also inform us about the past. Whether you encounter this book as a textbook or for a professional learning community, the contents will inform and inspire you, encouraging you to think deeply and work towards the improvement of education.

The authors share in this volume their thoughts about education for the future, but also inform us about the past. Whether you encounter this book as a textbook or for a professional learning community, the contents will inform and inspire you, encouraging you to think deeply and work towards the improvement of education.

Discusses the principles, processes, and practices of visionary strategic leadership. While most of the existing literature covers the subject from organisational and management perspectives, this book focuses on a holistic view of the corporation and all of the supporting entities and customers and stakeholders.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds.

Dennis McInerney is one of the key pioneering figures in cross-cultural educational psychology. His ideas and research have inspired many to examine the role of sociocultural context in motivation and learning. This volume is a celebration of McInerney's numerous and extensive contributions as a scholar, as well as an appreciation of his personal qualities that make him such an inspiring person.

Dennis McInerney is one of the key pioneering figures in cross-cultural educational psychology. His ideas and research have inspired many to examine the role of sociocultural context in motivation and learning. This volume is a celebration of McInerney's numerous and extensive contributions as a scholar, as well as an appreciation of his personal qualities that make him such an inspiring person.

The 14 chapters in this book address education policy as it is being implemented in three world regions - Africa, the Caribbean and the Middle East. The diverse authors utilise original local data, interpreting it to describe policy development and implementation across a range of nations who share commonalities but also differences.

The 14 chapters in this book address education policy as it is being implemented in three world regions - Africa, the Caribbean and the Middle East. The diverse authors utilise original local data, interpreting it to describe policy development and implementation across a range of nations who share commonalities but also differences.

Takes the reader on a journey into neighbourhood networks of learning at different times and places. Using autobiographical accounts, Nettles discusses the informal instructional practices of community "coaches" from the perspective of African American adults who look back on their childhood learning experiences in homes, libraries, city blocks, schools, churches, places of business, and nature.

With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures. After providing the political and cultural contexts for the rise of the testing accountability movement in the 1960s that culminated almost forty years later in No Child Left Behind and Race to the Top, this book then moves on to provide a policy history and social policy analysis of valueadded testing in Tennessee that is framed around questions of power relations, winners, and losers.In examining the issues and exercise of power that are sustained in the longstanding policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of valueadded assessment in Tennessee, a finegrained and contemporary case is provided within that larger context. The last half of the book provides a detailed survey of the research based critiques of valueadded methodology, while detailing an aggressive marketing campaign to make valueadded modeling (VAM) a central component of reform strategies following NCLB. The last chapter and epilogue place the continuation of testbased accountability practices within the context of an emerging pushback against privatization, high stakes testing, and other education reforms.This book will be useful to a wide audience, including teachers, parents, school leaders, policymakers, researchers, and students of educational history, policy, and politics.