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Love is a necessary ingredient of effective pedagogy, yet to this point there has been a distinct lack of serious theoretical and practical work on the topic. What does it really mean to adopt a loving approach to pedagogy? This book provides a pragmatic and thoughtful treatment of the topic of love as pedagogy, examining the use and role of love in teaching and learning, and providing suggestions on how educators can effectively recognise and use love in their work. This text begins with a discussion of what love is, what pedagogy is, and how the two are inseparable in an effective educational context. It then moves on to address ethical considerations. Drawing on discourse on love found in psychology, philosophy, and religion the text examines various aspects of love and their relationship to effective teaching and learning including kindness and empathy, intimacy and bonding, sacrifice and forgiveness, and acceptance and community. This book concludes with a photographic case study of loving pedagogy in action and practical suggestions for educators wishing to adopt the approach. This text is suitable for educators at all levels, especially those in early childhood, elementary, and secondary school settings along with students in education and related programs at universities and colleges. Tim Loreman, PhD., is Professor in the Faculty of Education at Concordia University College of Alberta, Canada.

Education -- Aims and objectives. --- Education -- Philosophy. --- Love. --- Teaching -- Psychological aspects. --- Education --- Social Sciences --- Theory & Practice of Education --- Teaching --- Philosophy. --- Aims and objectives. --- Psychological aspects. --- Affection --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Education. --- Learning & Instruction. --- Emotions --- First loves --- Friendship --- Intimacy (Psychology) --- Educational sociology --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Learning. --- Instruction. --- Learning process --- Comprehension --- Study and teaching.

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In the first section, broad issues associated with assessment for, of, and in learning in inclusive classrooms; measuring the implementation of inclusive policy; identifying and removing barriers to inclusion; resourcing and financing; and, evaluating effective teacher preparation for inclusion provide the structure for discussion. The second section commences with a current and in-depth review of the literature on the development of international indicators for measuring inclusive education. Examples of some of the models presently employed to frame an evaluation of inclusive practice are studied. These provide illustrations of effective measurement strategies to evaluate inclusive educational practice at all levels of administration, from governments to classrooms, and ways to recognize the positive outcomes attained by all involved.

Educational indicators. --- Educational indicators --- Education --- Educational accountability --- Inclusive education --- Geïntegreerd onderwijs --- Evaluation --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Schools. --- Inclusive education. --- Inclusive Education. --- General. --- Administration --- Mainstreaming.

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While resource provision is widely recognized as an essential element of successful inclusive education, this is the first time an entire book has been dedicated to the topic. In this volume leading experts address international perspectives on funding models, the role of resources, and the development of professionals for the implementation of effective inclusive education. Split into two parts, the first section of the book addresses funding challenges that have emerged following the implementation of an inclusive school system. The authors present a broad range of international perspectives on different funding models and collate evidence from a variety of countries. They also unearth a variety of perceptions regarding resourcing for successful implementation of inclusive education. In the second part of the book, the authors focus on international perspectives of teacher training and professional development for inclusive education, ranging from early childhood education to post-secondary teacher training. Providing critical information and empirical studies, valuable to all of those engaged in the endeavour of providing adequate resources to support inclusive education, this volume is of interest to education policy makers, school and system leaders, and economists.

Inclusive education. --- Inclusive education --- Education --- Inclusive education, mainstreaming. --- Finance. --- Inclusive Education. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education

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