New publications

This publication applies the work of Vygotsky, Piaget, Freud, Erikson and others to the area of special needs education. As such, it considers the assumptions of developmentalist and psychoanalytical approaches in regard to the cognitive, sensory, social and emotional development of children, and the implications of these for the teaching of children with special needs.    

This resource traces the history of multicultural music education in the United States, examines it philosophical foundations, and assesses the influence of multiculturalism on music education. Educators attempting to understand the area of multicultural music education, as well as those seeking to implement such programs, will benefit from this publication.    

John Dewey and the Art of Teaching applies Dewey's philosophy of education to the practical realities of teacher's work and, in so doing, it brings to teachers' attention the many roles they have as educationists - 'artist, curriculum builder, orchestral conductor, group leader' - and the kinds of characteristics that define good teaching practice. It also places in the forefront of teachers' minds the function of schooling - equipping individuals for democratic societies - and challenges school leaders and policy makers to be less restrictive, so that teachers may be more innovative in their practice.  

Intended for use in pre-service education courses in the United States, this collection of narratives provides useful insights for beginning teachers on the challenges, joys and problems that reside within the classroom's walls. All the contributions included in the collection are from practising teachers, who share their experiences and personal journeys as education professionals. Each contribution is prefaced by the editor to provide the context for the chapter, and there are follow-up questions to encourage readers to reflect on the content of the narratives.

By linking school leadership to improved student outcomes, the authors of this book consider the contributions that problem-based learning and organisational learning can make to more collaborative and organisational-wide models of leadership. Successful transformations of schools depend on whole-school approaches to change, in which staff and students participate in the learning involved in confronting issues and challenges. Working from that premise, the authors demonstrate to school leaders how to promote organisational learning, and provide professional development resources and diagnostic instruments for that purpose.      

With society in the midst of an information revolution, this publication seeks to define the place of ICT in education, and examines the strategies and the aims of integrating ICT in school education. It contains a general overview of the issues involved in using ICT in education, and considers ICT's potential for changing education.