Reforming Education Systems for Inclusion and Equity addresses the universal challenge of developing forms of education that make a difference for all children and young people, no matter their characteristics or backgrounds. From renowned author Mel Ainscow, this impactful book offers guidance for developing, implementing, and monitoring policies for inclusion and equity in education systems. Drawing from the author's extensive work across the globe as well as from international research contributions and literature in the field, Ainscow presents a framework to plan a strategy for reform, featuring six key ideas: centre inclusion and equity in educational policies; identify and address contextual barriers; support and encourage the development of all members of the learning environment; strengthen networking amongst schools; engage family and community partners; provide challenge and support locally. This exciting new book is written for school and system leaders, district administrators, community partners, and policy-makers.

Adopting a macro-meso-micro framework, this book explores the recent developments of digital transformation in Chinese education.

From a macro perspective, this book examines the sociocultural background and policy environment of China's educational digital transformation. At the meso level, it analyzes the dynamics and challenges of educational digitalization within the context of regional equity. Finally, it examines the impact of digital technologies on school practices at the micro level. By delving into the driving forces behind the digital transformation of education in China, and assessing its empowerment of regional equity and its impact on educational practices, this book will provide theoretical and practical support for future educational reforms and offer insights into the digital transformation of education in other developing countries.

This book will attract academic researchers of educational technology and policy, policymakers, and educational administrators.

Philosopher Kwame Anthony Appiah explores how early social scientists developed our modern understandings of society through their theories of religion

The foundations of modern social science were built on the study of religion, the acclaimed thinker Kwame Anthony Appiah argues. Delving into the intellectual currents of the nineteenth and early twentieth centuries, he investigates how formative thinkers-notably Edward Burnett Tylor, Emile Durkheim, Georg Simmel, and Max Weber-grappled with the concepts of society and religion as interdependent categories. Appiah shows how their efforts to define religion, or evade the task, mark the power and limitations of social thought in ways that persist among theorists today. Religion was not merely an object of study but a framework through which early social scientists established sociology as a discipline.

Appiah also examines more recent work in both interpretive sociology and evolutionary and cognitive psychology about the mechanisms through which communities form beliefs and values-while underscoring the enduring significance of these earlier debates for contemporary social thought. Throughout, he intertwines storytelling, historical analysis, and philosophical reflection to show how our ideas about society and culture have been, and continue to be, forged in dialogue with religious questions.

Challenging dominant views of early childhood language development and knowledge, this thought-provoking volume illuminates the importance of place, the body, and movement in opening space for young children's improvisatory, creative, playful language practices.

Bringing together a rich collection of contemporary research and diverse perspectives, the book centers on the premise that 'where' talk happens-be it spoken, mimed, signed, or assisted through one or more communication tools-is not a neutral backdrop or controllable variable. Rather, it is deeply entangled in the emergence of language from bodies, in how these vocalizations make their way into the world, what they might feel like and set into motion, and how they are received, heard and listened to by other humans and by non-humans. Chapter authors introduce theories about language, body, and place, while also providing examples of what this work may look like in practice.

This book is key reading for those who work with young children and families, including teachers, pre-service teachers studying child development, speech and language therapists, support workers, and those in the arts, cultural and environmental sectors. It is also highly relevant to researchers, literacy education scholars, and anyone who endeavors to think more expansively and critically about language and literacy in early childhood contexts.

Designing Instruction with Generative AI offers a novel set of tools and strategies for leveraging generative AI to create engaging and personalized learning experiences. While instructional designers are a tremendous asset to higher education, not all colleges or universities have the robust staff needed to support all instructors on staff or large student populations. Drawing on a wealth of research, professional experience, and strategic insights, this book equips new and seasoned teaching faculty and trainers with step-by-step directions on how freely accessible artificial intelligence software can assist with all aspects of the course creation and instruction process and cater to the needs of diverse learners. Each chapter offers forward-thinking and empirically validated ways to help faculty create and improve instructional materials, course design, and learning environments while supporting their digital literacies. Rather than introduce AI as a means of outsourcing subject-area expertise, critical thinking, or cognitive processes, the author instead emphasizes its potential to build on traditionally honed knowledge and foundational instructional design practices. From optimizing course alignment and accessibility practices to fostering active learning, motivation, and engagement, educators will find new solutions to common teaching and learning challenges with greater efficiency in time and capacity.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Washback is understood as the effect tests have on teaching and learning, with positive washback producing intended outcomes and negative washback generating unintended effects. By surveying the latest developments in the field and charting future directions, this collection offers a comprehensive treatment of research on washback in the field of language assessment.

The book contains chapters exploring fundamental aspects of washback, including the impact-by-design approach, theoretical models, validity frameworks, research designs, and methods. Additional chapters examine washback across various assessment contexts, covering migration-related proficiency tests, formative and standards-based assessments, multilingual and professional language assessments, and the role of technology, including computer-based testing and AI. The book also surveys washback research in primary, secondary, and higher mainstream education, and shadow education, with a focus on English learning in Asian contexts.

This book will be of interest to scholars and stakeholders in language testing and assessment, educational measurement, and applied linguistics.

Everyone knows that education is important. We are confronted daily by discussion of it in the media and by politicians, but how much do we really know about education? Education: The Basics is a lively and engaging introduction to education as an academic subject, taking into account both theory and practice. Covering the schooling system, the nature of knowledge and methods of teaching, this book analyses the viewpoints of both teachers and pupils.

This fully updated second edition considers the many developments in education since the book was first released, brought about by political interventions and the changing social context, including the Covid-19 pandemic, new technologies, gender dysphoria and the deteriorating mental health of children and young people. Key questions are answered, including:

• What is education and what is it for?
• Where does education take place?
• How do we learn?
• Who are the students?
• What is being taught in schools and universities and why?
• What is the state of education across the world?

With further reading suggested throughout, Education: The Basics is essential for all those embarking on undergraduate courses in Education and Education Studies, for those with an involvement in teaching at all levels, and for those with a general interest in this vital topic.

AI-Powered Pedagogy and Curriculum Design offers practical insights and guidance on the effective integration of AI tools into teaching practices and curriculum design. While numerous claims exist as to the validity and authenticity of the applications of AI in schools, too little attention has been paid to empirical research conducted with and by teachers in real-world classrooms. This book synthesises diverse viewpoints from teacher educators across disciplines and levels toward a comprehensive, context-specific understanding of the challenges and best practices for responsibly leveraging Generative AI to enhance outcomes in classrooms. Contributors further shed light on how Generative AI can align with standards, assessment practices, and teacher training programs in different settings. Firsthand classroom experiences and experimental approaches of educators in the United Kingdom and Europe will provide current and aspiring teachers with insights into the intersection between AI and teacher empowerment, student participation, ethical implications, and socially just approaches.

This book, written by educators with a wealth of expertise across all age phases, provides an accessible, informative and thought-provoking exploration of how practitioners might place the human-centred values of social pedagogy at the heart of their own education and care practice to enrich and transform the learning experience.

A clear overview of why and how the underpinning principles of social pedagogy can benefit both the learner and the educator is provided, and answers to current educational challenges are offered. Chapters in the book cover topics including:

• supporting children with special educational needs and disabilities
• working with marginalised families and communities
• tackling bias in higher education
• alternative approaches to education leadership
• establishing relationships within an online environment

This book concludes by considering the value of social pedagogical approaches beyond the realm of education, in wider work with children and families. It discusses how this approach can build communities, offer hope and provide opportunities for all. Supplying a fresh and highly relevant perspective to help face the challenges in education today, this book will be key reading for policymakers, teachers and students in the field of education studies and beyond.

The second edition of this popular textbook provides a current and comprehensive understanding of sex and gender that incorporates biological, psychological, and social approaches. Using both scientific and feminist approaches in its analysis, this book shows how sex and gender can only be properly understood when taking into account biopsychological approaches and the interactions between these processes.

The first section discusses a biological analysis that includes evolutionary, cellular, and genetic processes. The second section considers a psychological and sociological analysis that discusses stereotypes, sexism, and theories of gender. The third section discusses current global challenges surrounding sex and gender, such as discrimination and religious and social oppression of various groups. The new edition has been thoroughly updated to include more discussion of gender identities such as nonbinary and gender fluid, as well as more coverages of global LGBTQIA+ rights and more global cultures and reproductive rights across the world.

Sex and Gender is an invaluable textbook that considers biological, psychological, and social processes as separate entities and interacting processes. It is an essential resource for students and instructors on courses relating to sex and gender, the psychology of gender, gender studies, and women's studies who are looking for a thorough analysis of sex and gender studies.

Women's history traveled a long and fascinating path before it became a respected and recognized academic field in twentieth-century America. This book explores the field's development as a multiracial and multigenerational effort, going beyond the careers of individual women historians to focus on how the discipline itself took shape. Focusing on the crucial period between 1900 and 1968, Jennifer Banning Tomas shines a light on the work performed by archivists and professional historians that gave women's history its own identity and legitimacy.

The women in Reclaiming Clio laid the groundwork for the field's remarkable expansion during the final wave of twentieth-century feminism after 1970, when a genuine movement for women's history emerged. Their contributions made the later success of women's history possible. Tomas reveals the dedication and vision that turned women's history into the thriving, influential field it is today.

Defining the principles and practices of walking as critical pedagogy, this book engages with social questions and challenges related to understandings of the Anthropocene.

Through a series of chapters that operationalize walking as a form of participatory pedagogy, it explores issues including migration and borders, sustainability and climate change, gender and feminist thought, the labour market, crime and rehabilitation, and urban life and regeneration. Showing how walking enables us to learn creatively, convivially and critically on the move in city spaces, while thinking relationally, the authors demonstrate the importance of space, time and place: the layers of history embedded in the present, and the importance of active, embodied, participatory, collaborative, creative and place based learning.

A pioneering approach to walking as a form of engagement and learning, Walking as Critical Pedagogy will appeal to researchers and students across the social sciences interested in new methods and research methodologies, and creative ways of teaching and learning about - and engaging with - major global issues in society.

Strengths-Based Changemakers in Education is the perfect tool for educators looking for brief articles involving the history and current state of racial equity in education. Following each reading, educators can complete self-reflection questions, identify changes needed in their own school, and create a plan of action. The format allows for independent use or with professional learning communities, equity teams, or school improvement planning committees working to interrupt racism in their school.

The book explores different aspects of modern education beginning with a brief history, an understanding of laws and policies and their impact on education, and a dive into how schools are structured. Readers will then consider their own role in education, their school community, and the current state in which they work. Finally, the book considers implementation theory, resistance to change, and dismantling the current to create the new.

For use on its own or in conjunction with the authors' book Interrupting Racism, this book lends itself well to use as a guiding resource for equity teams in schools.

The adoption of building information modeling (BIM) in both pedagogy and practice has experienced significant growth in the past decade. As the use of BIM is being quantitatively and qualitatively shown to improve project outcomes, many educators and practitioners are still struggling with how to incorporate BIM into curriculum, training, and current and future projects.

This book:

• is a compilation of the best academic and research articles on the topic of BIM
• provides a resource for both educators and practitioners for understanding issues regarding BIM
• covers BIM topics such as BIM Execution Planning, Collaboration, Visualization, Site Utilization Planning, Safety, Estimating, Sequencing, Coordination/Clash Detections, Integrated Project Delivery, Legal considerations for BIM, Industry Uses of BIM, Sustainability, Facilities Management, Interoperability, Modular Construction, and Virtual Reality
• and includes a new introduction and conclusion

Building Information Modeling in Pedagogy and Practice will be an invaluable resource for engaged academics and teaching practitioners interested in playing a key role in the future development of the building profession, as well as undergraduate and postgraduate students wishing to understand the importance of BIM.

Most of the chapters in this book were originally published in the International Journal of Construction Education and Research.