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020 _a9783031517846
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024 7 _a10.1007/978-3-031-51784-6
_2doi
050 4 _aLB2801-3095
072 7 _aJNL
_2bicssc
072 7 _aEDU000000
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072 7 _aJNL
_2thema
100 1 _aNewton, Nigel.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_978374
245 1 0 _aValues, Relationships and Engagement in Quaker Education
_h[electronic resource] :
_bStudent Perspectives on Inclusive School Cultures /
_cby Nigel Newton.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXXVII, 248 p. 13 illus., 3 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Alternative Education,
_x2946-5044
505 0 _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.
520 _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.
650 0 _aSchools.
_959494
650 0 _aAlternative Education.
_971031
650 0 _aEducation
_xPhilosophy.
_960756
650 0 _aChristianity and the social sciences.
_971224
650 0 _aChristian sociology.
_971225
650 1 4 _aSchool and Schooling.
_970534
650 2 4 _aAlternative Education.
_971031
650 2 4 _aEducational Philosophy.
_968856
650 2 4 _aSocial Scientific Studies of Christianity.
_971226
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
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776 0 8 _iPrinted edition:
_z9783031517853
776 0 8 _iPrinted edition:
_z9783031517860
830 0 _aPalgrave Studies in Alternative Education,
_x2946-5044
_978375
856 4 0 _uhttps://doi.org/10.1007/978-3-031-51784-6
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