Oliver Holz

Vana Chiou

Nesrin Oruç Ertürk

Fiona Shelton

Lotte Geunis

Justyna Ratkowska-Pasikowska

This edited collection focuses on educational challenges, questions and discussions in a range of educational contexts and phases of learning, including early years, primary, secondary and higher education. These individual discourses lead to connected conversations where educational challenges are pondered, solutions offered, and where research findings can extend our insights and understanding to enhance educational practices. The scope of the book is multi-faceted and explores a range of practices and research contexts such as sustainable development, parent/carer engagement, cyber bullying, social pedagogy, professional development, educational innovations, language learning, gender, diversity and inclusion. The chapters offer an insight into how we can think about and offer solutions to complex educational challenges for sustainable and enhanced pedagogic practice.

Diverse Discourse, Connected Conversations

Research and Evidence-based Perspectives in Education

Voices from the Classroom illustrates that teachers have a leading voice in the policies that impact their students and the profession of teaching. The aim is to provide a rich and broad view of the impact of inquiry in the classrooms, from primary to higher education, and to provide a window into the perspective of teachers. Voices from the Classroom allows us to advance this mission by identifying and then turning educators' ideas into action. The publication includes chapters on issues ranging from dyslexic students' geospatial abilities to teachers' differential behaviours related, student characteristics and the experiences of refugees with bullying in the educational space. All the contributions published in this book emerged from real classrooms: our teachers and researchers conducted their research by drawing on their experience as educators. We believe that these insights into everyday classrooms, and the issues affecting them, are crucial to making teaching and learning better. We hope they can help drive real, positive change for students and teachers.

Voices from the Classroom: A Celebration of Learning

Ayse Karaçizmeli

The attitudes of societies towards ageism in an aging Europe have now become a social phenomenon. This study, which examines and deals with this phenomenon in various European countries, provides an opportunity to analyze the dimensions of ageism in different contexts. Based on these analyses, the exposure levels of older individuals to ageism in aging societies and the discriminatory attitudes of younger generations have been revealed. The book aims to make contributions to the field of ageism in European countries and contains a brief literature review on ageism and descriptive analyses in country context. As part of the project the project 'WISELIFE: Raising Awareness About Ageism' funded by EU ERASMUS+, this book investigates the concept of ageism in Turkey, Hungary, Poland and Italy. It is an essential resource for institutions working with older people, non-governmental organizations, academic circles dealing with age discrimination, and organizations such as the continuing education centers and lifelong learning centers providing education for older people to understand age discrimination and the situation of this concept in Europe.

Understanding and Challenging Ageism

Aging and Age Discrimination in Europe

Every day educators are presented with enlightening insights, questions, and encounters which reveal how students engage in learning, how new ideas can impact positively on student outcomes and how - when challenges are uncovered - there can be a sense of puzzlement where rethinking of pedagogical approaches is critical for student success. In this volume of Voices from the Classroom, "Contemporary Challenges in Education - Paradoxes and Illuminations", an international team of authors explores paradoxes, shares illuminations and invites you to reflect on educational practices to enhance pedagogy, scaffold learning and keep pace with educational advancements. This collection written by students, teachers, researchers and higher education instructors discusses education across all phases of learning. It explores issues such as instructional scaffolding in kindergarten, understanding transition through children's voices, youth participation in curriculum development of sex education, delivering crisis assistance to university students and staff in times of conflict in Ukraine, using augmented reality for transformative learning, co-creating university practices with staff and students, and how inclusive practices can help meet the needs of international postgraduate students. This comprehensive and diverse collection will have wide appeal for teachers, headmasters, stakeholders in the area of education and all those working in different educational contexts.

Paradoxes and Illuminations

Contemporary Challenges in Education

Aynur Yürekli

Inclusive Education: Definition and Conceptual Framework is a recourse for the readers who would like to learn more about the background of inclusion and diversity in higher education in Flanders, Germany, Greece, Poland, Turkiye and the UK. Rather than the differences, the authors wanted to discuss the common ground of how inclusive education will make higher education more functional for both students and teachers. This book is an intellectual output of the European Project JOINME2 'Promoting Inclusive Education in Tertiary Level' aiming at equipping Higher Education (HE) instructors with the necessary competencies in equality and diversity to promote a learning environment which is more inclusive and therefore more effective because only then does a conversation about real education become possible.

Definition and Conceptual Framework

Inclusive Education

Educational institutions should offer a safe and secure environment for young people. Part of that should be educational equity, which is a measure of achievement, fairness, and opportunity in education. This publication analyses and discusses educational equality from different angles. All contributions reflect on the current situation of 11 European countries. All of them are part of the Bologna process and are dealing with the challenges of the development of a European Higher Education Area. This ongoing process is reflected in the present publication, with a specific focus on equality in education. The authors cover aspects like inclusion and inequality, internationalizing education, and accessing education, but they also deal with learning foreign languages, education for the future, assessment, feedback and student success, lifelong learning, teacher training as well as different aspects of the LGB(T+) community and gender and education.

Nesrin Oruç Ertürk

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