David Bridges – författare

The essays bring to contemporary debates about educational research both a first hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them. They are both measured and passionate - sparked by an intense personal curiosity, which takes Bridges into unexpected resources and territory (such as the insights of museology into debates on educational research as narrative fiction) as well as more familiar material relating to, for example, issues about the assessment of quality of educational research and the concern for its relevance.

The book makes an articulate case, by its own example as well as in its argument, for the continuing contribution of philosophical thinking to the development and critique of educational research. It will be essential reading for researchers already engaged in this development and for masters and doctoral students who are coming to terms with educational research, and it offers a contribution to the literature in philosophy of education which is richly grounded in the wider field of educational research.

Universities and societies around the world are involved in significant transition. Universities are now invited to expand their central aims and purposes in order to embrace a role in relation to the development of the societies in which they are located. This change of focus has major implications for curricula, modes of teaching and the student body.

International contributors to this wideranging text discuss different aspects of the phenomenon of globalisation in relation to higher education, but also in relation to moves by nation states to devolve government to regional and subregional bodies and the implications this has for educational systems.

Universities and societies around the world are involved in significant transition. Universities are now invited to expand their central aims and purposes in order to embrace a role in relation to the development of the societies in which they are located. This change of focus has major implications for curricula, modes of teaching and the student body.

International contributors to this wideranging text discuss different aspects of the phenomenon of globalisation in relation to higher education, but also in relation to moves by nation states to devolve government to regional and subregional bodies and the implications this has for educational systems.

The book, first published in 1983, explores the argument that justifies mixed ability groupings in schools and the consequences of practicing the different justificatory arguments. The issues to be dealt with by staff making decisions about grouping arrangements in their schools are clearly worked out from basic principles rooted in social philosophy. The ideas of social justice and fraternity, implicit and unexamined in much discussions about mixed-ability grouping are here explained and their limitations and implications described.

The issues discussed in this book are not only important for teachers and for those studying to become teachers, but also for school governors, administrators and parents who can gain a better understanding of the school system through this study.

The book, first published in 1983, explores the argument that justifies mixed ability groupings in schools and the consequences of practicing the different justificatory arguments. The issues to be dealt with by staff making decisions about grouping arrangements in their schools are clearly worked out from basic principles rooted in social philosophy. The ideas of social justice and fraternity, implicit and unexamined in much discussions about mixed-ability grouping are here explained and their limitations and implications described.

The issues discussed in this book are not only important for teachers and for those studying to become teachers, but also for school governors, administrators and parents who can gain a better understanding of the school system through this study.

These kids today just might change the world.

Do you ever feel like life has handed you lemons? Within the pages of this book you will discover kids who have been handed lemons. Yet, instead of allowing these lemons to make them sour, they have chosen to make the sweetest lemonade you have ever tasted. If you like a good story, you will love this book. David Bridges draws you into each and every story as if you were there.

For eight years David has taught an middle school speech class called Teen Leadership. During that time, David and his students laughed together and many times cried together. Most importantly however, they challenged each other to fulfill their destiny. While so many of his students had their innocence stolen from them sat such a young age, they refuse to quit. They will never give up. Excuses will not be found anywhere on the radar of these young heroes.

David currently serves as a leadership consultant for The Flippen Group. He now trains teachers throughout the U. S. how to capture the hearts of the students they serve every day.

If you are a teacher, parent, youth pastor or community volunteer working with teenagers you will be encouraged and inspired to keep battling for our kids. If you are a teenager, taste the lemonade these kids have made, and maybe make some lemonade of your own.

David loves teaching and working with educators. Davids wife, Robbin, his two oldest daughters and son-in-law are teachers as well. His youngest daughter is studying Music Education at Baylor University. David and Robbin currently reside in Texas.