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This book combines the ideologies of parentocracy and consumer theory as theoretical lenses to view the private supplementary tutoring, also known as shadow education, with a focus on the demand at primary and lower secondary levels in China. It first explains parents’ motivations of seeking private tutoring and their decision-making dynamics, and then explores the evolving micro-level process of demand that has changed over time. It further investigates how demand for private tutoring varies across parental socioeconomic status. This book also discusses parents’ attitudes towards the Double Reduction policy and corresponding changes in their demand for tutoring. It concludes with some implications for regulating private tutoring and for improving school education. This book has pertinence in other countries as well as in China. Unpacking the demand for tutoring improves understanding of the global expansion and changing shapes of the phenomenon. Researchers, educational policy-makers, teachers, tutors, consultants, and other educational practitioners interested in the topic of private tutoring will find this work thought-provoking, instructive and informative.

Curriculum development --- Educational sciences --- scholen --- curriculumontwikkeling --- Education—Curricula. --- Schools. --- Curriculum Studies. --- School and Schooling. --- Education --- Tutoria (Ensenyament) --- Presa de decisions --- Relacions família-escola --- Pares i fills --- Xina

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“Deeply thoughtful, richly crafted, this book untangles the racial privileging and aesthetic hierarchy in music education. It explores diaspora as a paradigm shift for understanding multiculturalism as an indeterminate, unfinished project, rather than a final emancipation. Gustafson demonstrates eloquently that the colonial logic of comparison based on the stubborn categories of race, nation, and ethnicity needs to be fundamentally challenged in music education. A major breakthrough, this book should be read again and again by students, educators, and researchers in music and multicultural education.” —Jinting Wu, Assistant Professor of Educational Culture, Policy and Society, Graduate School of Education, The State University of New York at Buffalo, USA “Documenting the racial politics informing multicultural music education as it has been widely conceptualized and practiced, this book offers a fresh and potentially more equitable way to think about people, music, and music making. This timely and thoughtful book is a must-read for all music teachers and researchers.” —Julia Eklund Koza, Professor Emeritus, Department of Curriculum and Instruction and the School of Music, University of Wisconsin-Madison, USA. This book challenges simplified claims of racial, national, and ethnic belonging in music education by presenting diaspora as a new paradigm for teaching music, departing from the standard multicultural guides and offering the idea of unfinished identities for musical creations. While multiculturalism—the term most commonly used in music education—had promised a theoretical framework that puts classical, folk, and popular music around the world on equal footing, it has perpetuated the values of Western aesthetics and their singular historical development. Breaking away from this standard, the book illuminates a diasporic web of music’s historical pathways, avoiding the fragmentation of music by categories of presumed origins whether racial, ethnic, or national. Ruth Iana Gustafson is an independent scholar of music education. She has taught numerous education courses at the University of Wisconsin-Madison, USA. She is the author of Race and Curriculum: Music in Childhood Education (2009), as well as many journal articles on the history of music education in the United States.

Sociology of education --- Didactics --- Teaching --- Didactics of the arts --- Music --- muziek --- onderwijs --- opvoeding --- cursussen --- kunstopvoeding --- Art education. --- Educational sociology. --- Music. --- Curriculums (Courses of study). --- Education—Curricula. --- Creativity and Arts Education. --- Ethnicity in Education. --- Curriculum Studies. --- Sociology of Education.

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This book offers pedagogic and governance foundations and guidelines for systemic education. It provides an overall systems-based picture of what formal education should be about, and of how things should be carried out in practice, in order to empower students – and teachers – for success in life. It transcends traditional disciplinary education, showing how systemic, praxis immersive, convergence education (SPICE) produces graduates who know how to think outside the box and excel in practical real-life situations. Drawing on philosophy, cognition, and the latest developments in neuroscience, the book calls for systemic pedagogical frameworks that allow for different curricula to be coherently and efficiently designed, and consistently and systematically deployed across different disciplines and various grade levels in the context of mind-and-brain based experiential learning ecologies. This volume is a major design and practice reference for school teachers, university professors, graduate students, along with interested educators, educationists, and stakeholders in various sectors of society.

Philosophy --- Study methods --- Curriculum development --- Teaching --- onderwijsfilosofie --- curriculumontwikkeling --- leren --- studievaardigheden --- Education—Curricula. --- Study Skills. --- Education—Philosophy. --- Curriculum Studies. --- Study and Learning Skills. --- Educational Philosophy. --- Study Skills --- Education --- Study Aids --- Ensenyament --- Currículums (Ensenyament) --- Mètodes d'estudi --- Aprenentatge cognitiu

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This is the first ever handbook on giftedness and talent development for the Asia-Pacific region. It discusses important issues for an important group of students, addresses a gap in the current understanding of gifted students in the region, traverses substantial intellectual terrain, and draws on past and present research literature. The handbook brings together contributions from 18 countries, providing a diverse, unique and comprehensive contemporary research and practice on giftedness and talent development in the Asia-Pacific region. It highlights contemporary issues and incorporates important topics such as conceptions, identification, curriculum, and programs. Chapters in the book will include a stronger focus on pedagogy that could assist researchers, academics and educators, post-graduate students, families, advocates, teachers and practitioners, and other stakeholders to support gifted students. It also informs pre-service education programs in gifted education, in-service professional learning programs, and future research and practice in this region of the world. .

Sociology of education --- Educational psychology --- Curriculum development --- Teaching --- Educational sciences --- vergelijkende pedagogiek --- onderwijspolitiek --- pedagogische psychologie --- schoolpsychologie --- onderwijs --- curriculumontwikkeling --- onderwijsonderzoek --- Educational psychology. --- School Psychology. --- International education. --- Comparative education. --- Education and state. --- Learning, Psychology of. --- Education --- Educational Psychology. --- International and Comparative Education. --- Educational Policy and Politics. --- Instructional Psychology. --- Curriculum Studies. --- Curricula. --- Gifted children --- Talented students

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Reading instruction is the most legislated area of education and the most frequently referenced metric for measuring educational progress. This book traces the trajectories of policy issues with direct implications for literacy teaching, learning, and research in order to illustrate the dynamic relationships between policy, research, and practice as they relate to perennial issues such as: retention in grade, remediation, intervention, instruction for English learners, early literacy instruction, coaching, and leadership. Using policy documents and peer-reviewed articles published from the 1960s to the present, the editor and authors illustrate how issues were framed, what was at stake, and how policy solutions to persistent questions have been understood over time. In doing so, the book link a generation of scholars with research that illustrates trajectories of development for ideas, strategies, and solutions. Rachael Gabriel is Professor of Literacy Education at the University of Connecticut, USA. She studies the intersections of education policy and classroom practice, prepares literacy specialists and doctoral students, and supports teachers and schools to build systems that create equitable opportunities to develop literacy.

Sociology of education --- Curriculum development --- Teaching --- Didactics of languages --- Educational sciences --- Linguistics --- onderwijspolitiek --- geletterdheid --- onderwijs --- talenonderwijs --- curriculumontwikkeling --- lesgeven --- Education and state. --- Literacy. --- Language and languages --- Education --- Teaching. --- Inclusive education. --- Educational Policy and Politics. --- Language Education. --- Curriculum Studies. --- Didactics and Teaching Methodology. --- Inclusive Education. --- Study and teaching. --- Curricula. --- Alfabetització --- Política governamental --- Política educativa