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Educational Trends Exposed: How to be a Critical Consumer [Minkštas viršelis]

2.00/5 (1 ratings by Goodreads)
, (University of South Australia, Australia)
  • Formatas: Paperback / softback, 166 pages, aukštis x plotis: 234x156 mm, weight: 240 g, 2 Tables, black and white; 4 Line drawings, black and white; 18 Halftones, black and white; 22 Illustrations, black and white
  • Išleidimo metai: 31-Dec-2021
  • Leidėjas: Routledge
  • ISBN-10: 1032151285
  • ISBN-13: 9781032151281
Kitos knygos pagal šią temą:
Educational Trends Exposed: How to be a Critical ConsumerDidesnis paveikslėlis
  • Formatas: Paperback / softback, 166 pages, aukštis x plotis: 234x156 mm, weight: 240 g, 2 Tables, black and white; 4 Line drawings, black and white; 18 Halftones, black and white; 22 Illustrations, black and white
  • Išleidimo metai: 31-Dec-2021
  • Leidėjas: Routledge
  • ISBN-10: 1032151285
  • ISBN-13: 9781032151281
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781032151281.html
Raktažodžiai:
Educational Trends Exposed explains and critically reviews eighteen of the most prevalent trends sweeping schools, colleges and universities over the last decade and beyond. Amid the buzz from news outlets, websites and social media peddling this works approaches and quick fix solutions, this book provides educators with a practical tool to help answer important questions such as: what does this trend actually involve? Is it worth the investment of time and resources? Does it work what does research say? Do the claimed benefits to students outweigh any downsides?

In this timely book, David Armstrong and Gill Armstrong cast a critical, expert eye over these trends, referencing the latest research and offering a framework for considering educational trends, empowering readers as informed critical consumers. They argue that trends disclose deeper truths about the state and direction of contemporary public education in Australia, England and the US and provide original, thought-provoking analysis. This book demonstrates that a greater understanding of trends can teach some important lessons, including how parents, teachers and educational decisions makers can agitate and collaborate for a modernised and more socially equitable education system.

Educational Trends Exposed is essential reading for pre- and in-service teachers, and all educational decision makers who are faced with a choice of which trend, if any, to follow.

Recenzijos

"In a complex world beset with seemingly intractable problems and a hunger for quick fixes it is unsurprising that antidotes that are long on promise and short on substance are common; they come and go in quick succession. This is certainly true for education. In Educational Trends Exposed: How to be a Critical Consumer, David Armstrong encourages us to develop a critical scepticism to resist educational 'snake-oil'. In a highly competitive environment where education jurisdictions and schools compete against each other for superior standing on league tables, education provides fertile fields for the emergence and attraction of trends. This book offers a methodology for evaluating the veracity of the conceptualisation and the claims of educational trends. I would recommend David Armstrong's text to teacher educators, teachers, education leaders and administrators with instruction that they learn to use "critical trend analysis" reflexively."

Roger Slee, Diamond Professor of Disability and Inclusion, School of Sociology and Social Policy, University of Leeds

List of figures
x
List of tables
xi
Acknowledgements xii
Introduction: educational trends and the Jupiter Metaphor 1(7)
The Jupiter Metaphor
2(1)
Structure of educational trends
3(2)
Considering cost
5(3)
1 Performance-enhancing trends: Brain Gym®, direct instruction and synthetic phonics
8(28)
Belonging: school attachment lite?
9(1)
Identity and belonging
10(1)
What does belonging consist of?
11(1)
Belonging trend evaluation
12(1)
Brain Gym®
12(1)
Educational kinesiology foundation and Brain Gym®
12(1)
What does Brain Gym® consist of?
13(1)
Brain Gym® evaluation: red
14(1)
Direct instruction (DI)
14(1)
Project follow through and DI
14(2)
What does Direct Instruction consist of?
16(2)
Direct Instruction Evaluation: orange
18(4)
Synthetic phonics: a template trend
22(1)
Synthetic phonics: a solution to moral panic
23(4)
What does SP consist of?
27(6)
Synthetic phonics evaluation: amber
33(3)
2 Technical trends: positive behaviour interventions and supports, neuromyths and response to intervention
36(21)
ClassDojo
39(1)
Making education something you will love
39(1)
Development
40(2)
What ClassDojo consists of?
42(2)
ClassDojo evaluation: red
44(2)
Positive Behaviour Interventions and Supports (PBIS)
46(1)
PBIS: addressing school exclusion and suspension
46(1)
What does PBIS consist of?
47(2)
PBIS evaluation: green
49(1)
Response to intervention (RtI)
49(1)
RtI: a system for organising tiered support
49(2)
Further detail about support tiers in RtI
51(1)
RtI evaluation: green
52(1)
Brain based learning, educational neuroscience and neuromyths
53(1)
The promise of educational neuroscience
54(1)
What does brain-based learning and educational neuroscience consist of?
54(1)
Brain-based learning and educational neuroscience evaluation: amber
55(2)
3 The crumbling orthodoxy: behaviour management and teacher quality
57(14)
Behaviour management: behaviourism lite?
58(1)
What does behaviour management consist of?
59(1)
Behaviour management evaluation: red
60(2)
Quality: the teacher quality trend
62(1)
The rise of teacher quality
63(6)
Teacher quality evaluation: red
69(2)
4 Cures, therapy and hope: mindsets, mindfulness, school-based mental health and inclusion
71(25)
Balanced literacy
71(1)
Balanced literacy: a counter-response to synthetic phonics
71(1)
What does balanced literacy consist of?
72(2)
Balanced literacy evaluation: amber
74(1)
Growth mindset: unplanned obsolescence?
75(1)
The unstoppable growth of growth mindset
75(1)
What does a growth mindset consist of?
76(2)
Growth mindset evaluation: amber
78(1)
Mindfulness: promising but ethically questionable?
79(1)
What do mindfulness programs consist of?
79(2)
Mindfulness evaluation: amber
81(1)
Inclusion
82(1)
Inclusion and social equity
83(3)
What does inclusion consist of?
86(3)
Inclusion evaluation: green
89(1)
School-based mental health
90(1)
Mental health and pastoral care
91(3)
School-based mental health evaluation: green
94(2)
5 Trends of the near future: evidence-based practice, HITS and neurodiversity
96(30)
Evidence-based practice (EBD) and high impact teaching strategies (HITS)
97(1)
Origins
97(4)
What does EBP consist of?
101(1)
High impact teaching strategies (HITS)
101(3)
Evidence-based practice and HITS evaluation: amber
104(3)
Neurodiversity
107(1)
Neurodiversity: deep philosophical roots
107(2)
Neurodiversity and inclusion: connections and differences
109(2)
Neurodiversity evaluation: amber
111(2)
Summary
113(1)
Conclusion: moving beyond trends
114(1)
The problem-solution cycle driving educational trends
114(4)
The educational economy and the performative school
118(2)
Small changes with substantial flow-on effects
120(1)
Unfinished business and future trends
121(1)
The performative school and instructional casualties
121(1)
Critical Trend Analysis (CTA)
122(1)
Meta-trends: the performative school and the caring school
123(2)
Final recommendations
125(1)
Glossary 126(2)
References 128
David Armstrong is Senior Lecturer in Inclusive Education at RMIT University Melbourne where he leads provision in this area in the main teacher education program.

Gill Armstrong is a UK registered architect, a qualified teacher and a researcher in Built Environment Teaching and Learning (BEL+T) at University of Melbourne, who use design-think to deliver teaching and learning at Australian universities.