Trousson, Raymond / Vercruysse, Jeroom (dir.), Dictionnaire general de Voltaire. (Champion classiques, references et dictionnaires 18) 1272 p. 2020:10 (Champion, FR) <670-9>
ISBN 978-2-38096-016-7 paper ¥7,064.- (税込) EUR 38.00

Harmes, Marcus K / Harmes, Barbara / Harmes, M. (eds.), Histories and Philosophies of Carceral Education: Aims, Contradictions, Promises and Problems. 260 pp. 2022:9 (Palgrave Macmillan, UK) <685-628>
ISBN 978-3-030-86829-1 hard ¥24,306.- (税込) EUR 99.99

This edited collection encourages philosophical exploration of the nature, aims, contradictions, promises and problems of the practice of education within prisons around the world. Such exploration is particularly necessary given the complex operational barriers to education, and higher education in particular, within prison-based teaching and learning. These operational barriers are matched by cultural and polemical barriers, such as the criticism of diverting resources to and spending money on prisoner education when the cost of some education seems prohibitive for people outside prison. More so than in other education contexts, prison education may fall short of higher ideals because it is shot through with both practical and moral-political problems and challenges, especially in the age of global late capitalism, high technology and mass incarceration or securitization. This book includes insights and issues around a wide range of areas including: ethics, religion, sociology, justice, identity and political and moral philosophy.

Tiedemann, Markus / Bussmann, Bettina (eds.), Gender Issues and Philosophy Education: History - Theory - Practice. 242 pp. 2022:10 (Palgrave Macmillan, UK) <685-47>
ISBN 978-3-476-05906-2 paper ¥17,013.- (税込) EUR 69.99

Clark, Alison, Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education. (Contesting Early Childhood) 176 pp. 2022:12 (Routledge, UK) <685-1315>
ISBN 978-0-367-50880-7 hard ¥36,025.- (税込) GB￡ 125.00 *
ISBN 978-0-367-50881-4 paper ¥8,642.- (税込) GB￡ 29.99 *

This book explores the relationship with time in early childhood by arguing for the valuing of slow pedagogies and slow knowledge. Alison Clark points to alternative practices in Early Childhood Education and Care that enable a different pace and rhythm, against the backdrop of the acceleration in early childhood and the proliferation of testing and measurement. Diverse approaches are explored to enable an 'unhurried child' and less hurried adults. Slow Knowledge and the Unhurried Child is divided in three parts. Part 1, Reasons to be slow, looks at the pressures in Early Childhood Education and Care to speed up and for children to be 'readied' for the next stage. The book then explores different relationships with time for young children and educators. Part 2, Slow pedagogies and practices, explore some of the forms slow practices can take including outdoors, in the studio, in everyday routines, through stories, in pedagogical documentation and in 'slow' research. Part 3, Moving forward, shows what a 'timefull' approach to ECEC can look like, whilst debating the challenges and possibilities that exist. The book serves as a catalyst for urgent discussion about the need to slow down in early childhood education and teacher education and explores case studies of where slow early childhood education are already happening. It will be a key reading for researchers, practitioners and policy-makers about the relationship with time in early childhood and the importance of taking a longer view.

Fedoruk, Lisa M. (ed.), Ethics and the Scholarship of Teaching and Learning. (Ethics and Integrity in Educational Contexts 2) 220 pp. 2022:9 (Springer, GW) <685-1316>
ISBN 978-3-031-11809-8 hard ¥24,306.- (税込) EUR 99.99

This book addresses issues related to ethics and the scholarship of teaching and learning, and pays special attention to ethical concerns and experiences that have arisen from engaging in Scholarship of Teaching and Learning (SoTL) work. The book draws on a range of research projects, theoretical frameworks and narrative experiences to provide multiple perspectives of how meaning is made of research ethics in SoTL, academic community and REB partnerships, experiences of Students as Partners in SoTL, and ethically-minded approaches to teaching, learning and inquiry. Specifically, this edited book includes ethical practices that have become increasingly expansive in an ever-evolving academic environment such as navigating pandemic pedagogy and data ownership due to increased online content. In addition, contributions pertaining to academic community partnerships between REBs and faculty detail realistic narratives and lessons learned about how higher education can become more equitable, diverse and inclusive. Subsequently, decolonial ethics for teaching and learning in higher education, as well as participatory parity, exemplify the need for SoTL practitioners to be responsive to the social and cultural realities of a global context in ways that address social inequities and social responsibility. Relational ethics by way of student perspectives on vulnerability and classroom-based SoTL research underscore the need for students to be taught about their own agency as a means of providing student voice within SoTL work. Lastly, this book celebrates how ethically-minded approaches to teaching, learning and inquiry uncover strategies and pedagogy that encourage concepts such as ethical imagination and systems and design thinking practices.

Harris, Dan / Luka, Mary Elizabeth / Markham, A. N. (eds.), Massive/Micro Autoethnography: Creative Learning in COVID Times. (Studies in Arts-Based Educational Research 4) 248 pp. 2022:10 (Springer, GW) <685-1318>
ISBN 978-981-16-8304-6 hard ¥34,030.- (税込) EUR 139.99

This book presents the creative, arts-based and educative thinking resulting from a "21 day autoethnography challenge" set of self-guided prompts arising from the large-scale collaborative, creative, and global project to explore Massive and Microscopic Sensemaking during COVId-19 Times. It employs a guiding methodological framework of critical autoethnography, narrating the macro and micro experiences of COVID-19 from a first-person, and critically, culturally-informed perspective. The book features chapters creatively responding to the 21-day pandemic experiment through digital autoethnographic artworks, writings, and collaborations. It allowed authors to build embodied sensibilities, practice autoethnographic forms of writing and making, and transform personal experiences through the COVID-19 moment into critical understanding of scale, sense-making, and the relationality of humans, nonhumans, and the planet.

Kergel, David / Heidkamp-Kergel, Birte et al. (eds.), Agile Learning and Management in a Digital Age: Dialogic Leadership. (Perspectives on Education in the Digital Age) 232 pp. 2022:12 (Routledge, UK) <685-1319>
ISBN 978-1-03-203731-8 hard ¥36,025.- (税込) GB￡ 125.00 *
ISBN 978-1-03-203732-5 paper ¥10,083.- (税込) GB￡ 34.99 *

This book offers a detailed theoretical analysis of the fields of learning and management in the digital age. Taking an interdisciplinary approach, it opens a dialogue between agile management theory and agile learning theory.The book argues that there is a tension between participative and action-orientated approaches on the one hand and neoliberal enclosure of the actor on the other hand. It takes this as an opportunity for interdisciplinary dialogue between learning theories and management concepts. With contributions from a range of international experts, chapters discuss the need for suitable theoretical, epistemological, and ethical foundations as well as practice-orientated methods for learning and management to implement appropriate strategies and meet educational challenges.This highly topical book will be of great interest to academics, postgraduate students, and researchers in the fields of digital learning, educational theory, management theory, and communication studies.

Lichtman, Marilyn, Qualitative Research in Education: A User's Guide. 4th ed. 432 pp. 2022:12 (Routledge, UK) <685-1320>
ISBN 978-1-03-225175-2 hard ¥36,025.- (税込) GB￡ 125.00 *
ISBN 978-1-03-225174-5 paper ¥14,118.- (税込) GB￡ 48.99 *

The fourth edition of this reader-friendly book offers an accessible introduction to conducting qualitative research in education. The text begins with an introduction to the history, context, and traditions of qualitative research, and then walks readers step-by-step through the research process. Lichtman outlines research planning and design, as well as the methodologies, techniques, and strategies to help researchers make the best use of their qualitative investigation. Throughout, chapters touch on important issues that impact this research process such as ethics and subjectivity and making use of technology.The fourth edition has been thoroughly revised and updated featuring new examples, an increased focus on virtual and digital data collection, and the latest approaches to qualitative research.Written in a practical, conversational style and full of real-world scenarios drawn from across education, this book is a practical compendium on qualitative research in education ideal for graduate and advanced undergraduate research methods courses and early career researchers alike.Hear Marilyn discuss what inspired her to write this fourth edition and what readers can expect. In this podcast episode of The Qualitative Report, she discusses the various types of qualitative research and what defines quality and rigor as well as current issues in education and how qualitative research methods can be used to address them. Finally, she shares her thoughts about technology and the future of qualitative research.

Okoko, Janet / Tunison, Scott / Walker, Keith (eds.), Varieties of Qualitative Research Methods: Selected Contextual Perspectives. (Springer Texts in Education) 571 pp. 2022:10 (Springer, GW) <685-1321>
ISBN 978-3-031-04393-2 hard ¥20,660.- (税込) EUR 84.99

This book is a compilation of more than 70 qualitative research concepts that are used by researchers and practitioners in the social sciences and humanities. The concepts include methods and methodologies applied in qualitative research in various contexts. Each concept is a standalone chapter that is authored by a researcher or practitioner who has had some scholarly experience with it. The chapters are alphabetized using the titles of the concepts to provide easy access for readers. They follow a prescribed outline which ensures homogeneity in the layout of the book. Each chapter starts with a brief historical background of the concept, followed by a concise description of the concept, and the process used in its application. Readers are then provided with the possible ways in which the concept can be used, and its benefits. Each chapter concludes by providing readers with some strengths and limitations of the concept and a list of references that authors have used in the chapter.

Sanders-Smith, Stephanie C. / Ya-Hsuan Yang, Sylvia et al., The Yew Chung Approach to Early Childhood Education: Centering Emergent Curriculum, Child-Led Inquiry, and Multilingualism. (Routledge Research in Early Childhood Education) 180 pp. 2022:12 (Routledge, UK) <685-1322>
ISBN 978-1-03-229958-7 hard ¥36,025.- (税込) GB￡ 125.00 *
ISBN 978-1-03-229959-4 paper ¥10,083.- (税込) GB￡ 34.99 *

This volume details the Yew Chung Approach and the Twelve Values that exemplify the approach as a unique contribution to the field of early childhood education. The Yew Chung Education Foundation (YCEF) in Hong Kong is a nonprofit organization and a high-quality early childhood program that promotes a global lens and multilingualism through an emergent curriculum. This book explores the Twelve Values that exemplify the approach, including relationships, the emergent curriculum, inquiry-based pedagogy, and the multilingual and multicultural approach. Grounding these values in daily classroom practice and the broader sociocultural context of Hong Kong, it shows how the Yew Chung Approach effectively supports additional language learning through a progressive emergent curriculum with a high degree of child agency. It also explores the unique history of Hong Kong as an incubator and setting for the Yew Chung Approach and considers the relationships between the colonial history of the city, Hong Kong's current status as a global city, and the mission of Yew Chung to provide children with a global lens.An important study which exemplifies and investigates a unique program and perspective within the field, this book will benefit scholarly and practitioner audiences within the global early childhood community, as well as appealing to academics, researchers and postgraduates working within early childhood education, comparative education, and bilingual education.

van der Ark, L. Andries / Emons, Wilco H. M. et al. (eds.), Essays on Contemporary Psychometrics. (Methodology of Educational Measurement and Assessment) 295 pp. 2022:10 (Springer, GW) <685-1324>
ISBN 978-3-031-10369-8 hard ¥36,461.- (税込) EUR 149.99

This book 'Essays on Contemporary Psychometrics' provides an overview of contemporary psychometrics, the science devoted to the advancement of quantitative measurement practices in psychology, education and the social sciences. The volume consists of four parts, each having several chapters on cutting-edge work in the field. Part I, General Perspectives on Psychometrics, includes expert views on topics such as psychological models vs. measurement models, using tests in decision making, artificial intelligence, and psychometric network models. Part II, Factor Analysis and Classical Test Theory, the type of psychometrics that is still used most often in the social and behavioral sciences, includes state-of-the-art contributions on test-score reliability, change-score reliability, handling missing data in principal component analysis, test equating, and conditional standard errors of measurement. Part III, Item Response Theory, the leading form of psychometrics in modern educational measurement, includes discussions of sampling from many conditional distributions, transparent score reporting, nonparametric item response theory, and targeted testing. Part IV, New Psychometrics, discusses recently developed ideas beyond classical test theory and item response theory, including topics related to computer adaptive testing, response-time modelling, validity indices, diagnostic classification models, and the sparse latent class model for ordinal measurements.Together, these four parts provide an overview of the current state-of-the-art in psychometrics in educational measurement. They are a valuable source of information for graduate students who (intend to) study psychometrics and need an overview of the field, and for researchers interested in the current developments in the field. Chapters [3], [5], [8], [16] and [19] are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

White, Mathew A. / McCallum, Faye, Transforming Teaching: Wellbeing and Professional Practice. 154 pp. 2022:9 (Springer, GW) <685-1325>
ISBN 978-981-19-4944-9 hard ¥24,306.- (税込) EUR 99.99