EDUCATIONAL EXPLANATIONS Educational Explanations is a comprehensive study of the main philosophical questions that confront empirical educational researchers. The book outlines the sense in which empirical educational research pursues truth and sets out and defends an account of its task as the offering of explanations for the many educational problems that claim our attention. The book goes on to look at the criteria for high quality research, the relationship between different methodological approaches and the scope and limits of intervention studies. At all stages detailed examples are presented to make the argument clearer. A distinctive feature of the book is the presentation of four detailed case studies, over four chapters, of influential educational research programmes that not only examine what they have achieved, but emphasise the conceptual issues that researchers are confronted with as they seek to provide explanations. The book goes on to examine the impact of empirical educational research on educational practice and on the practice of teachers in particular.

EDUCATIONAL EXPLANATIONS Educational Explanations is a comprehensive study of the main philosophical questions that confront empirical educational researchers. The book outlines the sense in which empirical educational research pursues truth and sets out and defends an account of its task as the offering of explanations for the many educational problems that claim our attention. The book goes on to look at the criteria for high quality research, the relationship between different methodological approaches and the scope and limits of intervention studies. At all stages detailed examples are presented to make the argument clearer. A distinctive feature of the book is the presentation of four detailed case studies, over four chapters, of influential educational research programmes that not only examine what they have achieved, but emphasise the conceptual issues that researchers are confronted with as they seek to provide explanations. The book goes on to examine the impact of empirical educational research on educational practice and on the practice of teachers in particular.

In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.

Throughout U.S. history, education policies, practices, and politics have been described and tested to yield empirical data, often with little attempt to place findings in a larger theoretical infrastructure that could provide them with increased explanatory, critical, or even liberatory power. This collection fills that void by taking the point of view that neither research nor theory alone is adequate to the task of social explanation. Instead, Jean Anyon and her collaborators argue that they imbricate and instantiate one another, forming and informing each other as the inquiry process unfolds.

O'Donnell et al.'s Educational Psychology provides pre-service teachers with a comprehensive framework for implementing effective teaching strategies aimed at enhancing students' learning, development, and potential. Through a meticulous examination of relevant psychological theories, supplemented by contemporary local case studies, and detailed analysis of lesson plans, the text offers a nuanced understanding of educational psychology without resorting to specialised terminology. Central to the text is a reflective practice framework, equipping readers with the essential skills to bridge theoretical concepts with real-world classroom scenarios. Emphasising critical thinking and reflective practice, the text underscores their significance in fostering sustained professional growth and success. By integrating reflective practice into the fabric of the narrative, utilising real classroom examples, Educational Psychology cultivates a deep-seated understanding of the practical applications of psychological principles in educational contexts.

This book identifies strategies that are consistently associated with good teaching and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. The book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work, and provides extensive practical advice.

Through the narratives of practitioner-researchers, this practical guide shares the proven processes, phases and supports that are most effective for generating living-educational-theories with values of human flourishing. Filled with case studies and continuing professional development activities, this book supports readers to conduct a values-based inquiry to improve their lives, describing and explaining how they influence themselves, others and the places where they live and work. There are four parts to the book, guiding readers through the process of creating and sharing their own living-educational-theory: Part One is designed to meet the needs of the beginning researcher as they start a project to improve their practice. Part Two builds on Part One to address the deeper, more complex requirements of those interested in more academic projects potentially for accreditation at the Master’s level. Part Three is a description and explanation of the history and context of Living Educational Theory Research with a focus on doctoral degrees. Part Four focuses on applying this knowledge more widely to living our educational responsibilities as global citizens. This book will serve as a useful guide, as opposed to a fixed template, to support readers in living their values more fully. It is an essential resource for all practitioners interested in establishing a Culture of Inquiry to create their own living-educational-theories. These are explanations of values-based professional development within their school community and can be submitted for academic accreditation.