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This book, the first comprehensive, critical examination of the theory and pedagogy of the field of social foundations of education and its relevance and role within teacher education:linebreak*Articulates central questions in the field--such as "What is social foundations?"; "Is there a social foundations canon?"; "Is it possible to teach for social justice?"; "What is student resistance?";linebreak*Explores the limits and possibilities of teaching social foundations of education;linebreak*Provides strong arguments for the continued relevance of the discipline for teacher education;linebreak*Features a variety of clearly presented, theoretically grounded models for teaching social foundations within teacher education programs--including aesthetic education, critical theory, and eco-justice perspectives, the use of community-based oral histories, and experiential learning activities;linebreak*Provides concrete examples, actual syllabi, and a host of additional resources to help faculty teach, publish, and do research; andlinebreak*Proposes new directions for research and dialogue within the field.linebreakThis volume is an ideal entrance into the field for graduate students, junior faculty, and professors from other areas of education who are teaching in the social foundations field for the first time

This article applies Fuzzy Set Qualitative Comparative Analysis to examine how sub-national education systems affect the extent of social inequality in education within the German federal states. Variations in educational outcomes between the federal states can be primarily attributed to the strict educational decentralization in Germany. We examine four conditions of regional education systems presumed to be relevant for the extent of social inequality in education: the availability of early childhood education, the development of all-day schools, the onset of tracking to different school types, and the degree of tripartition in secondary education. Altogether, we find systematic relationships between the variation of sub-national education systems and the extent of social inequality in education. The results indicate that well-developed early childhood education is necessary for a low degree of educational inequality. However, educational inequality is not directly related to partisan and socioeconomic determinants. Adapted from the source document.

Cover -- Contents -- List of Figures -- List of Tables -- General Editors' Preface Bruce Maxwell and Lauren Bialystok -- Introduction Álvaro Choi -- 1 Mapping the Field: The Golden Age of a Young Discipline Álvaro Choi -- 2 Purposes of Education: The Iterative 5D Model for Sustainable Improvement of Educational Quality Chris van Klaveren and Ilja Cornelisz -- 3 Curriculum: Exposure to Mathematics in Secondary Education and Its Economic Benefits-The Role of Mathematics Achievement, Attitudes, and Self-Beliefs Francesca Borgonovi and Alessandro Ferrara -- 4 Schools and Education Systems: How Costs and Production Technologies Influence the Structure of Provision Geraint Johnes -- 5 Learning and Human Development: Educational Achievement-Its Determinants and Long-Term Effects Silvia Granato, Enkelejda Havari, and Sylke V. Schnepf -- 6 Teaching and Teacher Education: What We Know, Who Enters, Stays in, and Thrives in the Classroom Seth Gershenson -- 7 Assessment and Evaluation: The Uses and Misuses of Test-Based Assessments Helen F. Ladd and Edward B. Fiske -- List of Contributors -- Index.