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Series: Vernon Series in Education A book series dedicated to the scholarly study of Education.

Capital, capabilities and culture: a human development approach to student and school transformation

Cliona Hannon, The University of Dublin

ISBN: 978-1-62273-743-7
Availability: Available 4 weeks
322pp. ¦ $64 £48 €55

This book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 – College for Every Student (TA21-CFES) higher education access project in four schools. Qualitative analysis is presented from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a ‘lived’ project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students’ capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider ‘a life of value’. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes.

Acceptance, Understanding, and the Moral Imperative of Promoting Social Justice Education in the Schoolhouse

Nicholas D. Young, American International College et al.

February 2019 / ISBN: 978-1-62273-623-2
Availability: In stock
144pp. ¦ $45 £34 €38

This book examines the critical issues associated with the topic of social justice in primary and secondary education. Understanding the challenges related to educational inequity requires a comprehensive and systematic re-examination of educational reform; specifically, this book defines social justice education, offers different perspectives from major thought leaders and examines the challenges faced by different populations when it comes to receiving equal opportunity and treatment. Emphasis will be placed on programs, approaches and strategies to increasingly teach tolerance, respect, and understanding within and between these groups and members of the majority culture. The focus, then, will be on educational practices designed to prepare students from diverse backgrounds to be active, contributing, and fully participatory members of our contemporary society. This book is most appropriate for preservice and veteran teachers, school and educational psychologists, related special education service professionals, educational administrators, guidance counselors, graduate education professors, policymakers, parents, and student leaders who wish to gain a better understanding of how social justice can and should become a valuable part of the educational landscape.

Children and Languages Today

First and Second Language Literacy Development

Edited by Željka Flegar, University of Osijek, Croatia and Ivana Moritz, University of Osijek, Croatia

March 2019 / ISBN: 978-1-62273-510-5
Availability: In stock
232pp. ¦ $59 £44 €50

Motivated by the need to bring together researchers involved in the acquisition, learning and teaching of the Croatian language and foreign languages to learners at lower elementary level, the recurring scientific conferences Children and Languages Today were established in 2001. At the time the Croatian academic community was short of a conference that was dedicated entirely to critical thinking and the exchange of research findings, outcomes and experience in these particular study areas. As it turns out, Children and Languages Today has served as an incentive for other conferences and meetings in Croatia that continue to promote research in the fields of first and second language acquisition of young learners. Children and Languages Today: First and Second Language Literacy Development is the outcome of the conference held in 2017 at the Faculty of Education, University of Osijek. It is a collection of papers by experts on a wide range of topics that include developing literacy in teaching first and second languages and encompassing different fields of science and expertise, such as children's literature, bilingualism, metaphor usage, translation, vocabulary, narrative and orthography. This book hopes to shed light on and open up an array of questions in the area of literacy development.

Design School: After Boundaries and Disciplines

Edited by Paul A. Rodgers, University of Lancaster, UK and Craig Bremner, Charles Sturt University, Australia

February 2019 / ISBN: 978-1-62273-586-0
Availability: In stock
228pp. ¦ $60 £45 €51

By examining the contemporary situation of the Design School from a global perspective, this book explores how the structure of design learning and teaching, research and practice, is being transformed by a number of internal, external, and contextual factors and the implications of these factors for future iterations of the Design School. Exploring contemporary design education, this book asks whether Design Schools are shaping a new type of designer, or if tomorrow’s designers will emerge from other professions such as business, health care, education, and computing, where design ‘thinking’ is now regularly applied. The book is proposed at a time when governments and markets across the world are reshaping education. In a time of rapid and intensive change, it looks internationally at the shape of the Design School of the future. The book has been developed from a series of summits that explored the future of the contemporary Design School informed by international perspectives from high level invited speakers from design education, culture and industry who were asked: * How can a Design School in the age of the Anthropocene best prepare future designers for this complex world? * How can the Design School maximize the potential opportunities suggested by this future, uncertain world at a time of rapid and intensive change? * Having changed the planet how should the Design School react to the planet changing us? The three summits reflect three significant turns in the contemporary Design School. The first focused on the current issues surrounding the Design School from the academic perspective. The second summit examined the increasingly intensive relationship between industry and Design Schools. The third summit focused on the increasingly close relationship between the Design School and the Cultural Sector. The book includes essays from the expanding landscape of the Design School, including educational providers, the design museum sector, the international design festival circuit and influential practitioners engaged in design education. The essays in this book provide a valuable, comprehensive examination of the future of the Design School and render a unique forecast of its probable trajectory.

Captivating Campuses: Proven Practices that Promote College Student Persistence, Engagement and Success

Nicholas D. Young, American International College et al.

February 2019 / ISBN: 978-1-62273-613-3
Availability: In stock
184pp. ¦ $45 £33 €38

What role does student engagement play in educational achievement on the post-secondary campus? And, what factors affect each student’s ability and motivation to engage with the full college experience, both in and outside of the classroom? It is now widely acknowledged that post-secondary institutions must not only focus on facilitating the transition from high school to college, but that they must also make a concerted effort to listen to the needs and experiences of their students in order to achieve maximal involvement within the college environment. Students need to be captivated by at least one element of their college experience - whether that be in the classroom, dorm, or extracurricular activities - in order to form a bond with their institution and feel motivated and attached enough to put in the hard work until graduation. Campuses that capture their students’ interests and passions, provide spaces for them to develop as individuals, and opportunities to form meaningful professional and personal relationships have a far greater chance of both retaining their students to graduation and helping them develop as whole human beings who will contribute. This book studies the many facets of student engagement as it attempts to define student engagement, differentiating it from involvement, and covers seminal theories of college student engagement. The contributions to this volume discuss the powerful role that relationships play in helping students identify their interests and talents, and other examples of best practice when it comes to creating engaging classroom experiences, such as collaborative projects with peers, study abroad, and learning that is situated in real-life problems that are of importance to the student.

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