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Music --- Instruction and study. --- Education, Musical --- Music education --- Musical education --- Musical instruction --- Study and teaching --- Ensenyament de la música --- Aprenentatge de la música --- Educació musical --- Ensenyament musical --- Instrucció musical --- Ensenyament --- Apreciació musical --- Conservatoris de música --- Educació de l'oïda --- Escoles de música --- Interpretació musical --- Anàlisi musical --- Audicions musicals --- Exercicis musicals --- Llenguatge musical

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This book is a collection of leading international authors in the field of music education taking the concept of 'craft' as a starting point to deconstruct and reconstruct their understanding of the practices and theories of music education. Their insights draw from deep wells of resources located in historical, philosophical, epistemological, musicological and educational traditions that lead to rich and complex insights on the evolving field of music education. In so doing, they generate a constellation of new understandings and illustrations of what crafts can mean in this field. Historically, the idea of craft was typically associated with a skill or experience in knowing how to do or make something, or an activity of some kind that requires specific professional skills. In Old Norse, the concept for craft was kraptr, meaning strength and virtue, while Old English and continental use was associated with power and physical strength, as well as skill. When these definitions of ‘crafts’ are infused into contemporary understandings of the field of music education as a professional field, a whole new set of possible interpretations are unearthed. Such insights are not exhaustive, but rather, point the way in which this professional, diverse, inclusive and ambiguous field might continue to evolve in the 21st century.

Music --- Instruction and study. --- Education, Musical --- Music education --- Musical education --- Musical instruction --- Study and teaching --- Ensenyament de la música --- Aprenentatge de la música --- Educació musical --- Ensenyament musical --- Instrucció musical --- Ensenyament --- Apreciació musical --- Conservatoris de música --- Didàctica de la música --- Educació de l'oïda --- Escoles de música --- Interpretació musical --- Anàlisi musical --- Audicions musicals --- Exercicis musicals --- Llenguatge musical --- Art --- Education --- Teachers --- Creativity and Arts Education. --- Philosophy of Education. --- Teaching and Teacher Education. --- Study and teaching. --- Philosophy. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

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This book provides critical insights into the interplay of sociocultural change and educational practices by elucidating the trajectory of Hong Kong’s early childhood music education system. It presents an extensive analysis of postcolonial music education in relation to globalization, westernization, cosmopolitanism, and nationalization. It makes contributions to the theoretical arguments that can be used to interpret the impact of China on the previously Western orientation of education in Hong Kong. This book also explicitly problematizes the theoretical foundations of mandated policies such as play-based learning and moral education in early childhood through music in Hong Kong and across the globe. The analysis of historical context, political influences, and education ideologies in Hong Kong’s early childhood education subsystem provides fertile ground for a thorough understanding of the meaning and implications of globalization in education at multiple levels. Many empirical-based discussions in this book reflect the ideologies, trends, and practices of music education globally. Framed by Bandura’s social cognitive theory, the empirical studies discussed in the book explore the self-efficacy and practices of education leaders and teachers, reflecting the contemporary challenges of music education. Ultimately, it makes a vital contribution by offering a new conceptual model of music teacher education within a globally resonant framework. Fanny M. Y. Chung is an Assistant Professor in Cultural Management, Faculty of Arts, The Chinese University of Hong Kong. She has published on music and arts education, cultural management, and cultural heritage of traditional Chinese theatre.

Early childhood education. --- Education --- Ensenyament de la música --- Educació infantil --- Hong Kong (Xina) --- Cicle 0-6 --- Educació dels infants --- Etapes educatives --- Escoles bressol --- Parvularis --- Ensenyament preescolar --- Treball per racons --- Aprenentatge de la música --- Educació musical --- Ensenyament musical --- Instrucció musical --- Ensenyament --- Apreciació musical --- Conservatoris de música --- Educació de l'oïda --- Escoles de música --- Interpretació musical --- Anàlisi musical --- Audicions musicals --- Exercicis musicals --- Llenguatge musical --- Hsiang-kang (Xina) --- Xianggang (Xina) --- Xina --- Education. --- Children. --- Teaching. --- Ethnology --- Culture. --- Childhood Education. --- Pedagogy. --- Asian Culture. --- Asia. --- Cultural sociology --- Culture --- Sociology of culture --- Civilization --- Popular culture --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Social aspects

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This book is about makers and makerspaces in education. It furnishes and analyzes case studies from sixty teachers working in twenty different school districts in Ontario, Canada. Each author provides research and analyzes data about the process of establishing makerspaces and implementing maker pedagogies with students in grades K-8. The first chapter sets the stage for the book, describing the theoretical framework and methodology used and offering information on the schools in which the research occurred. Subsequent chapters focus on specific topics and individual case studies, including assessment, pedagogic techniques, equity, inclusivity, and methods of making. The book will prove valuable to both researchers and practitioners, any educator interested in this developing topic, including school leaders, school district leaders, educational researchers, and teacher educators. It will also be useful for initial teacher education programs.

Education, Elementary. --- Educational change --- Schools. --- Public institutions --- Education --- Children --- Elementary education --- Primary education (Great Britain) --- School children --- Education (Elementary) --- Educació primària --- Escoles --- Reforma de l'educació --- Ontario --- Canvi educatiu --- Reforma de l'ensenyament --- Reforma educativa --- Innovacions educatives --- Programes de millora de l'eficàcia escolar --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Ensenyament elemental --- Etapes educatives --- Cicle inicial d'educació primària --- Cicle mitjà d'educació primària --- Cicle superior d'educació primària --- Ensenyament primari --- Canada West --- Ontario (Canadà) --- Ontario (Canadà : Província) --- Canadà --- Hamilton (Ontario) --- Educational technology. --- Teachers --- Digital Education and Educational Technology. --- Teaching and Teacher Education. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices

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“Parker-Shandal’s book moves educators and administrators away from thinking about restorative justice as a disciplinary response and toward an understanding of restorative justice in education (RJE) and circles as ways to create just and equitable classrooms that encourage diverse perspectives and problem solving. Her sound theoretical framework coupled with real teachers’ implementation struggles and achievements offer us a vision of how circles and RJE can confound mandates to teach false narratives by elevating marginalized voices, promoting critical thinking, and transforming conflict.” —Martha A. Brown, Author of Creating Restorative Schools: Setting Schools Up to Succeed (2018), USA “The circle discussions in the book bring the reader directly into the daily rhythm of a classroom, in all its awkward, inspirational, and mundane glory. The reader relates to the teachers as they make decisions regarding how to respond to student comments and emotions; the reader also senses the incredible impact that such decisions can have on student relations and wellbeing. With sensitivity and respect, Crystena supports teachers to better embody an anti-racist approach to RJE.” —Kristin Elaine Reimer, Senior Lecturer, School of Education, Culture, and Society, Monash University, Australia This book focuses on how teachers can transmit and practice values through classroom circles that attend to and empower all students’ voices. A growing number of teachers are using relational pedagogy, drawing on Indigenous circle practice, as a pedagogical tool. Done well, circles can build and sustain dialogue and peaceful relations. Done poorly, circles reflect and reinforce relations of power, which, if disregarded, can be damaging for participants whose voices are silenced or not sufficiently heard. Parker-Shandal’s consideration of teachers’ professional learning and training in restorative justice in education focuses on ethnographic, classroom-based research in diverse urban elementary schools. Her data include observations of classrooms, teacher surveys, and interviews with students, teachers, and principals. The book provides a detailed account of the lived experience of students and teachers as they engage with and experience the transformative power of constructive dialogue about conflicts embedded in curriculum subject matter through restorative justice pedagogies. Crystena A. H. Parker-Shandal is Associate Professor of Social Development Studies at Renison University College at the University of Waterloo, Canada.

Inclusive education. --- Education. --- Children. --- Social justice. --- Schools. --- Education—Philosophy. --- Teachers—Training of. --- Inclusive Education. --- Childhood Education. --- Social Justice. --- School and Schooling. --- Educational Philosophy. --- Teaching and Teacher Education. --- Public institutions --- Education --- Equality --- Justice --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Restorative justice in schools. --- Restorative discipline in schools --- Restorative practice in schools --- School discipline --- Justícia reparadora --- Escoles --- Centres d'ensenyament --- Centres docents --- Centres educatius --- Col·legis --- Establiments docents --- Institucions educatives --- Institucions públiques --- Alumnes --- Centres d'educació especial --- Conservatoris de música --- Escoles a l'aire lliure --- Escoles alternatives --- Escoles bressol --- Escoles d'estiu --- Escoles de música --- Escola nova --- Escoles petites --- Escoles públiques --- Escoles rurals --- Escoles urbanes --- Escoles secundàries --- Internats --- Universitats --- Activitats dirigides --- Colònies escolars --- Cursos per correspondència --- Educació --- Justícia restauradora --- Administració de justícia penal --- Reparació (Dret) --- Resolució de conflictes (Dret)