04190nam a22004935i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001600153072001600169072002300185072001500208100007600223245015700299250001800456264008500474300006600559336002600625337002600651338003600677347002400713490005800737505076300795520160401558650001303162650002703175650002703202650004203229650002503271650002603296650002703322650002803349650004703377710003403424773002603458776003603484776003603520776003603556830005803592856004603650978-3-031-51784-6DE-He21320251030112301.0cr nn 008mamaa240606s2024    sz |    s    |||| 0|eng d  a97830315178467 a10.1007/978-3-031-51784-62doi 4aLB2801-3095 7aJNL2bicssc 7aEDU0000002bisacsh 7aJNL2thema1 aNewton, Nigel.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aValues, Relationships and Engagement in Quaker Educationh[electronic resource] :bStudent Perspectives on Inclusive School Cultures /cby Nigel Newton.  a1st ed. 2024. 1aCham :bSpringer International Publishing :bImprint: Palgrave Macmillan,c2024.  aXXVII, 248 p. 13 illus., 3 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aPalgrave Studies in Alternative Education,x2946-50440 aChapter 1. Introduction -- Chapter 2. Quaker perspectives on education -- Chapter 3. Are ‘Quaker’ schools Quaker? -- Chapter 4. School cultures, values education and personal education -- Chapter 5. How Quaker school students’ perspectives were explored -- Chapter 6. Quaker survey data analysis -- Chapter 7. Why relationships within a school matter to learning -- Chapter 8. Why valuing the individual matters to learning -- Chapter 9. Why equality, mutual respect and inclusiveness matter to learning -- Chapter 10. How Quaker schools create environments conducive to learning -- Chapter 11. The fragile ecology of schools that value equality -- Chapter 12. Lessons for schools from Quaker education -- Chapter 13. Researching within Quaker schools.  a"This important study reveals the unique strengths of Quaker schooling. Newton’s excellent text raises important questions about the relationship between school culture and pupils' learning." — Patricia Broadfoot CBE, Emeritus Professor of Education, University of Bristol, UK This book provides a unique critical perspective on the importance of values to school culture. Drawing on research in Quaker schools in England, and the perspectives of students, it challenges the idea that school evaluation should be primarily based on measurable outcomes and argues that values matter more to learning than is often acknowledged. Furthermore, the book provides important insights on how to research schools that claim to hold similar values, from multi-academy chains to other so-called faith schools. Throughout the text, the author underscores the importance of values to students’ dispositions, in order to engage with the learning opportunities their schools provide. He argues for seeing schools as places where equality, inclusiveness and mutual respect should be central, not only to help students understand our fragile, multicultural democracy, but also because these values open up the possibility of learners’ increased engagement with curriculum knowledge. Nigel Newton is an experienced educational researcher currently working within the Cardiff School of Education and Social Policy at Cardiff Metropolitan University, UK. His work has included an evaluation of the development of a new national curriculum, study of graduate employees, student course choice, and school culture. 0aSchools. 0aAlternative Education. 0aEducationxPhilosophy. 0aChristianity and the social sciences. 0aChristian sociology.14aSchool and Schooling.24aAlternative Education.24aEducational Philosophy.24aSocial Scientific Studies of Christianity.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303151783908iPrinted edition:z978303151785308iPrinted edition:z9783031517860 0aPalgrave Studies in Alternative Education,x2946-504440uhttps://doi.org/10.1007/978-3-031-51784-6