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  • BSZ  (675)
  • 2025-2025  (3)
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  • Rotterdam : SensePublishers  (379)
  • Dordrecht : Springer
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Year
Author, Corporation
Publisher
Keywords
Subjects(RVK)
  • 1
    Journal/Serial
    Journal/Serial
    Dialectical anthropology (from 1975-)
    Dordrecht : Springer | Amsterdam : Elsevier | Dordrecht : Nijhoff | Dordrecht : Kluwer ; 1.1975/76(1975) -
    Details
    ISSN: 0304-4092 , 1573-0786 , 1573-0786
    Language: English
    Dates of Publication: 1.1975/76(1975) -
    Parallel Title: Erscheint auch als Dialectical anthropology
    DDC: 100
    Keywords: Zeitschrift ; Anthropologie ; Anthropologie
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    Journal/Serial
    BSZ
    GBV
    MPI Ethno. Forsch.
    GRASSI Mus. Leipzig
  • 2
    Journal/Serial
    Journal/Serial
    Monographiae biologicae : MOBI (from 1957-)
    Dordrecht : Springer | Den Haag : Junk ; 5.1957 -
    Details
    ISSN: 0077-0639
    Language: English
    Dates of Publication: 5.1957 -
    Additional Information: 18=1; 19=2 von Biogeography and ecology in South America The Hague, 1968
    Parallel Title: Erscheint auch als Monographiae biologicae
    Former Title: Vorg. Physiologia comparata et oecologia
    DDC: 570
    Keywords: Monografische Reihe ; Physiologie ; Medizin
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    Journal/Serial
    DNB
    BSZ
    GBV
    Ethn. Museum Berlin
    GRASSI Mus. Leipzig
  • 3
    Journal/Serial
    Journal/Serial
    Dialectical anthropology (from 1975-)
    Dordrecht : Springer | Amsterdam : Elsevier | Dordrecht : Nijhoff | Dordrecht : Kluwer ; 1.1975/76(1975) -
    Details
    ISSN: 0304-4092 , 1573-0786 , 1573-0786
    Language: English
    Dates of Publication: 1.1975/76(1975) -
    Parallel Title: Erscheint auch als Dialectical anthropology
    DDC: 100
    Keywords: Zeitschrift ; Anthropologie ; Anthropologie
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    Journal/Serial
    BSZ
    GBV
  • 4
    Online Resource
    Online Resource
    Quartiersforschung : Zwischen Theorie und Praxis (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783531199634
    Language: German
    Pages: Online-Ressource (380 Seiten)
    Edition: 2. Auflage
    Parallel Title: Druckausg. Quartiersforschung
    DDC: 307.76072
    RVK:
    RB 10627
    RVK:
    MS 1810
    Keywords: Adaptation, Psychological ; Social ecology ; Social history - 20th century ; Electronic books ; Aufsatzsammlung ; Stadtviertel ; Stadtforschung
    Abstract: Inhaltsverzeichnis; Einführung zur zweiten Auflage und Zusammenfassung der Beiträge; Die Beiträge im Überblick; I Überblick; Quartiersforschung im Überblick: Konzepte, Definitionen und aktuelle Perspektiven; 1 Unterwegs in dynamischen Mikrowelten; 2 Acht Portale zum Quartier; 2.1 Sozialökologie: Quartiere zwischen Zyklizität und Homöostase; 2.3 Housing Demography - Quartiere als Orte von Bevölkerungsbewegungen; 2.4 Soziographie - holistische Quartiersbetrachtung; 2.5 Nachbarschaft - von Subkulturalität, Lebenswelten und Aktionsräumen
    Abstract: 2.6 Urban Governance und professionelle Akteure im Quartier2.7 (Neo-)Marxistisch orientierte Theorieansätze: Produktion und Regulation des Quartiers; 2.8 Neuere Raumtheoretische Ansätze und Poststrukturalismus: Quartierskonstruktion und Quartiersdekonstruktion; 3 Definitionen? Abgrenzungen? Die Ambivalenz von realer Komplexität und notwendiger Vereinfachung; 3.1 Begriffsverwendung und Definitionen von „Quartier"; 3.2 Muss man ein „Quartier" abgrenzen können? Und: wie?; 3.3 Versuch einer Re-Definition von Quartier als „Fuzzy Concept"; 4 Fazit: Wozu „Quartiersforschung"?; Literatur
    Abstract: II Theoretische Perspektiven auf das QuartierStadt der Quartiere? Das Place-Konzept und die Idee von urbanen Dörfern; 1 Eckpunkte des Place-Konzeptes im Kontext der Quartiersforschung; 1.1 Zur symbolischen Dimension von Place; 1.2 Zur sozialen Dimension von Place; 1.3 Zur physischen Dimension von Place; 2 Place-Studien: Das Beispiel ‚Urbane Dörfer' und weitere Felder der empirischen Praxis; 3 Die Stadt der Quartiere als Summe urbaner Dörfer?; 4 Das Place-Konzept in der Quartiersforschung - eine Evaluation; Literatur
    Abstract: Die Metapher vom Raum als soziale Landschaft: Perspektiven zur Überwindung der Dichotomie von Quartierkonzeptionen1 Das Quartier in der klassischen Stadtforschung; 2 Relativistische Ansätze inner- und ausserhalb des absolutistischen Raumverständnisses; 3 Die Metapher des Raums als soziale Landschaften; 4 Junge Erwachsene in der Stadt Basel: empirische Annäherung an das Konzept der sozialen Landschaften; 4.1 Landschaftstyp: Transnationale soziale Netzwerke und der Rückzug in der segregierten Stadt
    Abstract: 4.2 Landschaftstyp: Lokale Netzwerke und Orte gemeinsamer Alltagskultur in der sozialpädagogischen Stadt5 Fazit; Literatur; Quartier als Landschaft? Eine Exploration am Beispiel des Wandels in Berlin-Moabit; 1 Das Quartier als Landschaft; 2 Das Fallbeispiel Berlin-Moabit: Quartiersensembles als Landschaften des sozialen Wandels; 3 Vormoderne: Moabit als quasi-natürliche Antithese zur Stadt; 4 Frühmoderne: Moabit als dynamische Industrielandschaft; 5 Einschnitte: Trümmerlandschaften; 6 Hochmoderne: Multikulturelle Arbeiter- und Justizlandschaft
    Abstract: 7 Postmoderne: Moabit als fragmentierte Investitions- und Desinvestitionslandschaft
    Abstract: Wohnviertel, Stadtquartiere, Kieze: Für BewohnerInnen sind sie nicht mehr und nicht weniger als die lokale Verankerung in der (Groß)stadt und der globalisierten Welt. In der Wissenschaft existieren inzwischen vielfältige Diskurse über den lokalen Nahraum. Ebenso wichtig ist das Quartier als strategische Planungskategorie: Es hat als Meso-Level zwischen Stadt und Individualebene in den letzten Jahren geradezu Karriere gemacht - im Rahmen von Stadtentwicklungsprogrammen ebenso wie in der Wohnungswirtschaft. Mit dem Ziel, einen vertieften Dialog anzustoßen, zeigen die AutorInnen dieser aktualisie
    Note: Description based upon print version of record
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  • 5
    Online Resource
    Online Resource
    Ulrich Beck : Pioneer in Cosmopolitan Sociology and Risk Society (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783319049908
    Language: English
    Pages: Online-Ressource (1 online resource (201 p.))
    Edition: Online-Ausg.
    Series Statement: SpringerBriefs on Pioneers in Science and Practice
    Series Statement: EBL-Schweitzer
    Parallel Title: Druckausg. Ulrich Beck
    DDC: 302.12
    RVK:
    LB 27015
    RVK:
    MS 1190
    Keywords: Electronic books
    Abstract: Preface; Contents; Part I Ulrich Beck; 1 Ulrich Beck's Scientific Leadership Profile; 2 Ulrich Beck: An Introduction to the Theory of Second Modernity and the Risk Society; 2.1…Introduction and a Short Biography; 2.2…From Slupsk to Sociological World Fame: A Short Biography; 3 Bibliography; 3.1…Books (in Chronological Order); 3.2…Book Chapters (in Reverse Chronological Order); 3.3…Journal Articles (in Reverse Chronological Order); Part II Ulrich Beck's Work in the Perspective of Colleagues; 4 The Risk Society Thesis in Environmental Politics and Management: A Global Perspective; Epilogue
    Abstract: References5 Reflexive Modernization; References; 6 The Reality of Cosmopolitanism; 7 Jerusalem Versus Athens Revisited; References; Part III Selected Key Texts by Ulrich Beck; 8 Incalculable Futures: World Risk Society and Its Social and Political Implications; 8.1…Old Dangers, New Risks: Conceptual Differentiation, Historical Localization; 8.1.1 Conceptual Distinctions; 8.1.2 Historical Contextualization; 8.2…What is Meant by the 'Cosmopolitan Moment'?; Bibliography and References; 9 Individualization is Eroding Traditions Worldwide: A Comparison Between Europe and China
    Abstract: 9.1…On the Distinction Between Individualism and Individualization9.2…Individualization and Social Morality; 9.3…Chinese Individualization; References; 10 Beyond Class and Nation: Reframing Social Inequalities in a Globalizing World; 10.1…Introduction; 10.2…''What Exactly Constitutes Individualization and to What Extent has it Really Displaced Class?''; 10.2.1 What Does Individualization Mean Empirically?; 10.2.2 Beyond the Normal Family and Normal Class; 10.3…The Transnationalization of Social Inequalities; 10.3.1 Critique of Methodological Nationalism; 10.3.2 Politics of Framing
    Abstract: 10.4…The Inequality of Global Risks10.5…Pan-European Inequalities; 10.6…Border Artistes: Agency, Legitimacy and Immigrant Dynamics; 10.7…Prospect: The 'Modernity Dispute' in International Sociology; References; 11 The Two Faces of Religion; References; 12 The Global Chaos of Love: Towards a Cosmopolitan Turn in the Sociology of Love and Families; 12.1…Cosmopolitan Families: Characteristics and Constellations; 12.2…Cosmopolitan Theory; 12.3…The Rise of a Transnational Shadow Economy; 12.3.1 The Stalled Revolution; 12.3.2 From Mother's Task to Migrants' Job; 12.3.3 By Silent Agreement
    Abstract: 12.4…Transnational Motherhood and Global Care Chains12.4.1 A Global Hierarchy of Care; 12.5…Loss and Gain: Cosmopolitan Comparisons; 12.5.1 Seeing with the Eyes of the Respective 'Other'; 12.6…Conclusions; References; 13 Reframing Power in the Globalized World; References; 14 We Do Not Live in an Age of Cosmopolitanism but in an Age of Cosmopolitization: The 'Global Other' is in Our Midst; 14.1…Critique of Methodological Nationalism; 14.2…How to Research 'Really Existing Cosmopolitization'?; 14.2.1 Cuisine; 14.2.2 Migration; 14.2.3 Work and Workers; 14.2.4 Love; 14.2.5 Kidneys
    Abstract: 14.2.6 Villages
    Abstract: This book presents Ulrich Beck, one of the world's leading sociologists and social thinkers, as a Pioneer in Cosmopolitan Sociology and Risk Society. His world risk society theory has been confirmed by recent disasters ? events that have shaken modern society to the core, signaling the end of an era in which comprehensive insurance could keep us safe. Due to its own successes, modern society now faces failure: while in the past experiments were conducted in a lab, now the whole world is a test bed. Whether nuclear plants, genetically modified organisms, nanotechnology ? if any of these experim
    Note: Description based upon print version of record
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  • 6
    Book
    Book
    Handbook of the sociology of emotions (2006-2014)
    Dordrecht : Springer | New York, NY [u.a.] : Springer
    Show associated volumes/articles
    Details
    Language: English
    Series Statement: Handbooks of sociology and social research
    RVK:
    MP 1000
    RVK:
    MR 6100
    RVK:
    CP 3200
    Keywords: Aufsatzsammlung ; Soziologie ; Gefühl ; Emotionales Verhalten
    Note: [Vol. 1] ed. by Jan E. Stets
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    BSZ
  • 7
    Book
    Book
    Reproductive decision-making in a macro-micro perspective (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401794008
    Language: English
    Pages: VII, 178 S. , graph. Darst.
    Parallel Title: Online-Ausg. Philipov, Dimiter Reproductive Decision-Making in a Macro-Micro Perspective
    DDC: 304.666
    Keywords: Family planning Decision making ; Social Sciences ; Demography ; Family ; Personality and Social Psychology ; Electronic books
    URL: Cover
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  • 8
    Online Resource
    Online Resource
    Flourishing children : defining and testing indicators of positive development (2014)
    Dordrecht : Springer
    Details
    ISBN: 9401786070 , 9789401786072
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg.
    Series Statement: SpringerBriefs in well-being and quality of life research
    Series Statement: SpringerBriefs in Well-Being and Quality of Life Research Ser.
    Parallel Title: Print version Flourishing children
    DDC: 155.5180287
    Keywords: Developmental psychology ; Behavioral assessment of teenagers ; Adolescent psychology ; Behavioral assessment of teenagers.. ; Adolescent psychology.. ; Developmental psychology ; Electronic books
    Abstract: This volume presents the results of the Flourishing Children Project. The study addressed gaps in the research on indicators of positive development of adolescents. Such indicators are essential for the balanced and scientifically sound study of adolescents. Yet measures of many aspects of flourishing are not available, and when they do exist, they are rarely measured in a developmentally appropriate manner for adolescents. In addition, they are often too long for program evaluations and surveys, have not been tested on diverse populations, nor carefully validated as predictors of positive out
    Description / Table of Contents: Contents; Abstract; 1 Studying Aspects of Flourishing Among Adolescents; 1.1…Introduction to the Project; 1.1.1 Why Measure What Adolescents Need to Flourish?; 1.2…Overview of Project Activities; 1.2.1 Item Development and Review; 1.2.2 Cognitive Interviews; 1.2.3 Pilot Test; 1.2.4 Psychometric Work; 1.3…Conceptual Framework and Constructs; 1.4…Constructs; 1.4.1 Relationship Skills; 1.4.1.1 Empathy; 1.4.1.2 Social Competence; 1.4.2 Flourishing in Relationships; 1.4.2.1 Parent-Adolescent Relationship; 1.4.2.2 Peer Friendship; 1.4.3 Flourishing in School and Work
    Description / Table of Contents: 1.4.3.1 Diligence and Reliability1.4.3.2 Educational Engagement; 1.4.3.3 Initiative Taking; 1.4.3.4 Thrift; 1.4.3.5 Trustworthiness and Integrity; 1.4.4 Helping Others to Flourish; 1.4.4.1 Altruism; 1.4.4.2 Generosity/Helping Family and Friends; 1.4.5 Environmental Stewardship; 1.4.5.1 Environmental Stewardship; 1.4.6 Personal Flourishing; 1.4.6.1 Forgiveness; 1.4.6.2 Goal Orientation; 1.4.6.3 Gratitude; 1.4.6.4 Hope; 1.4.6.5 Life Satisfaction; 1.4.6.6 Purpose; 1.4.6.7 Spirituality; References; 2 Cognitive Interviews: Designing Survey Questions for Adolescents; 2.1…Introduction
    Description / Table of Contents: 2.1.1 Rationale for Cognitive Testing2.1.2 What is Cognitive Interviewing?; 2.1.3 Research on Developing Survey Questions for Adolescents; 2.1.4 Research on Surveying with Parents as Proxy Reporters; 2.1.5 Best Practices for Survey-Item Development; 2.2…Method; 2.2.1 Recruitment; 2.2.2 Sample; 2.2.3 Study Design; 2.2.4 Study Procedures; 2.2.5 Protocols; 2.2.6 Data Analysis; 2.3…Results; 2.3.1 Lesson 1: Reference Groups; 2.3.2 Lesson 2: Construct Selection; 2.3.3 Lesson 3: Clarity of Items; 2.3.4 Lesson 4: Item Salience; 2.3.5 Lesson 5: Parent Reports; 2.3.6 Lesson 6: Response Variability
    Description / Table of Contents: 2.3.7 Lesson 7: Developing Congruent Response Options2.4…Discussion; References; 3 Pilot Study and Psychometric Analyses; 3.1…Pilot Study Introduction; 3.1.1 Recruitment; 3.1.2 Procedures; 3.1.3 Incentives; 3.1.4 Survey; 3.2…Psychometric Analyses; 3.2.1 Overview of Psychometric Analyses; 3.2.2 Subgroups; 3.2.3 Construct Validity; 3.3…Results; 3.3.1 Relationship Skills; 3.3.1.1 Empathy; 3.3.1.2 Social Competence; 3.3.2 Flourishing in Relationships; 3.3.2.1 Parent-Adolescent Relationship; 3.3.2.2 Peer Friendship; 3.3.3 Flourishing in School and Work; 3.3.3.1 Diligence and Reliability
    Description / Table of Contents: 3.3.3.2 Educational Engagement3.3.3.3 Initiative Taking; 3.3.3.4 Thrift; 3.3.3.5 Trustworthiness and Integrity; 3.3.4 Helping Others to Flourish; 3.3.4.1 Altruism; 3.3.4.2 Generosity/Helping Family and Friends; 3.3.5 Environmental Stewardship; 3.3.5.1 Environmental Stewardship; 3.3.6 Personal Flourishing; 3.3.6.1 Forgiveness; 3.3.6.2 Goal Orientation; 3.3.6.3 Gratitude; 3.3.6.4 Hope; 3.3.6.5 Life Satisfaction; 3.3.6.6 Purpose; 3.3.6.7 Spirituality; 3.4…Discussion; 3.5…Conclusions; References
    Note: Includes bibliographical references
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  • 9
    Online Resource
    Online Resource
    Handbuch Migrationsarbeit (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783531199450
    Language: German
    Pages: Online-Ressource (1 online resource (386 p.))
    Edition: 2nd ed (Online-Ausg.)
    Parallel Title: Druckausg. Handbuch Migrationsarbeit
    DDC: 301
    RVK:
    DO 9000
    RVK:
    MS 3600
    RVK:
    MS 3300
    Keywords: Emigration and immigration - Economic aspects ; Emigration and immigration - Government policy ; Migrant labor ; Migration ; Electronic books ; Einwanderer ; Interkulturelle Sozialarbeit
    Abstract: Inhaltsverzeichnis; Grußwort; MigrantInnenarbeit - eine Einführung; 1 Zielsetz ung des Handbuches; 2 Defi nitionen und Diff erenzierungen; 3 Gliederung und Konzept; Teil A Theoretische Einführung; 1.1 Soziodemografi sche Merkmale der Migrationsbevölkerung; 1 Die Volkszählung des Jahres 2011; 2 Bevölkerungsanteil; 3 Geografi sche Verteilung; 4 Demografi sche Struktur; 5 Sozialstruktur; 5.1 Herkunft und Problemlagen; 5.2 Formaler Bildungsabschluss und berufliche Bildung; 5.3 Arbeitsmarkt und soziale Lage; 5.4 Auswirkungen mangelnder Sprachkompetenz; 6 Religiöse Bindungen: Islam; 7 Überleitung
    Abstract: 1.2 Soziale und politische Teilhabe1 Spezifi ka von Migrationsgruppen; 2 Mediennutz ung3; 2.1 Soziale Umgebung und Medienkonsum; 2.2 Printmedien; 2.3 Fernsehen; 2.4 Computer; 2.5 Auswirkungen des Medienkonsums; 3 Außerhäusliche Freizeit; 4 Mitgliedschaften in Gewerkschaften; 5 Politische Aktivitäten; 5.1 Politisches Interesse; 5.2 Werthaltungen und politische Einstellungen; 5.3 Wahlbeteiligung; 5.4 Parteipräferenzen; 5.5 Mitgliedschaften in Parteien; 5.6 Nicht-elektorale politische Partizipation; 6 Gibt es Parallelgesellschaften?; 7 Schlussbemerkung
    Abstract: 1.3 Gesellschaftliche Teilhabe und Chancengleichheit als Indikatoren für Integration1 Rechtliche Teilhabe und Chancengleichheit; 1.1 Das Allgemeine Gleichbehandlungsgesetz; 1.2 Aufenthaltsdauer und Wahlrecht; 1.3 Einbürgerung; 2 Soziale Teilhabe und Chancengleichheit; 2.1 Sprachliche Voraussetzungen - Sprache als Voraussetzung?; 2.2 Wohnen und sozialräumliche Integration; 2.3 Gesundheit und Migration; 2.4 Vereine und Verbände; 3 Gelungene Integration oder ungleiche Lebensverhältnisse?; 1.4 Interkulturelle Arbeit zwischen Anspruch und Wirklichkeit
    Abstract: 1 Kompensatorisches Konzept: Die Ausländerpädagogik2 Emanzipatorisches Konzept: Der Anspruch der interkulturellen Erziehung; 3 Partizipatives Konzept: Diversity; 4 Interkulturelle Kompetenz - die Wirklichkeit; 5 Partizipativ + Emanzipatorisch = Chance auf Interkulturalität; 1.5 Migrantenorganisationen als Motoren der Integrationsarbeit; 1 Relevanz von Selbstorganisationen; 2 Migrantenorganisationen als politische Vertretung; 3 Migrantenorganisationen als Träger sozialer Projekte; 4 Kompetenz und Vernetzung - das soziale Kapital von Migranten-organisationen
    Abstract: 5 Weiterbildungsbedarfe von Migrantenorganisationen und die Grenzen von Weiterbildung5.1 Angebote und Träger; 5.2 Migrantenorganisationen als Träger von Weiterbildung; 5.3 Tandemprojekte zur Qualifizierung von Migrantenorganisationen; 5.4 Qualitätsstandards in der Weiterbildung von und für Migrantenorganisationen; 6 Schlussbetrachtung: Migrantenorganisationen und die interkulturelle Öffnung der Gesellschaft; Teil B Aktivierung von Migrantinnen und Migranten in Theorie und Praxis; 2.1 Frühkindliche Bildung; 2.1.1 Frühkindliche Bildung; 1 Einleitung
    Abstract: 2 Ein Blick zurück: Interkulturelle Pädagogik und Frühpädagogik
    Abstract: Deutsche mit Migrationshintergrund und Migrantinnen und Migranten aus verschiedenen Landern sind Realitat geworden in unserer Gesellschaft. Gleichzeitig mussen wir jedoch auch feststellen, dass gesellschaftliche Teilhabe und Chancengleichheit fur diese Menschen nicht vorhanden ist. Mit der Anerkennung des Einwanderungslandes Deutschland und der Tatsache der Benachteiligung werfen sich nun Fragen auf. Wie konnen Benachteiligungen abgebaut werden Was kann die deutsche Mehrheitsgesellschaft tun und was konnen die Minderheiten tun Wie kann ein Gleichgewicht hergestellt werden Welche Maßnahmen muss
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  • 10
    Online Resource
    Online Resource
    Sexting : Gender and Teens (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098510
    Language: English
    Pages: 1 Online-Ressource (X, 132 p)
    Edition: 1st ed. 2014
    Series Statement: The Future of Education Research
    Series Statement: Teaching Gender 3
    Series Statement: Springer eBooks
    Series Statement: Humanities, Social Sciences and Law
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Sexting: Gender and Teens
    DDC: 370.1
    Keywords: Education, general ; Sexting ; Teenagers Sexual behavior ; Education
    Abstract: Sexting: Gender and Teens provides a close-up look into the intimate and gendered world of teens and those who live with and work with them. The author draws upon interviews with teens, parents and caregivers, and many others who work with teens from teachers and youth workers to principals and police, we learn how the new digital world is still permeated by beliefs and patterns of earlier patriarchal structures. This three state study reveals there are significant gendered differences among teens in their perspectives on sexting, and these differences have implications for how to respond to the issue of teen sexting. Adults, too, demonstrate gendered differences in their views on teen sexting, and these differences have an important impact on the shaping of youth views about gender and sexuality. As one mother said, “Girls set the pace, and boys notch the bedpost.” Some key findings include: • The human curriculum of sexuality is both conserving and adapting, and these two impulses are always interacting. • We are in the midst of social and technological changes that have vast implications for all of our cultural notions, including sexuality. • Regarding sexting: Adults are pointing fingers in many directions and leaving adolescents to fend for themselves. This compelling account—presented through the words of participants—provides a vivid introduction to hands-on social research that will be of interest to those in gender and women’s studies as well as the broader disciplines that touch upon these concerns, such as sociology, education, psychology, media studies, criminal justice, and other fields. Sure to spark strong opinions and discussion, the book offers opportunities for sustained engagement with topics of critical interest to today’s digital world. Judith Davidson, Ph.D., is an associate professor in the Graduate School of Education at University of Massachusetts–Lowell, where she teaches qualitative research methods. As a methodologist, she is particularly interested in the use of digital tools in qualitative research and working with research design for complex projects. She is a co-founder of the cross-campus Qualitative Research Network and has overseen numerous qualitative research dissertations, both activities that allow her to enjoy coaching qualitative research. She has consulted and worked on qualitative research projects in diverse areas from sexting to technology integration in K-12 schools
    DOI: 10.1007/978-94-6209-851-0
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  • 11
    Online Resource
    Online Resource
    Gender & pop culture : a text-reader (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095755
    Language: English
    Pages: Online Ressource (xii, 208 pages)
    Edition: Online-Ausg.
    Series Statement: Teaching Gender
    Parallel Title: Erscheint auch als Gender & pop culture : a text-reader
    DDC: 306.071
    Keywords: Popular culture Study and teaching ; Sex role in mass media ; Popular culture Study and teaching ; Education ; Education (general) ; SOCIAL SCIENCE ; Popular Culture ; Droit ; Sciences sociales ; Sciences humaines ; Popular culture ; Study and teaching ; Sex role in mass media ; POLITICAL SCIENCE ; Public Policy ; Cultural Policy ; Social Sciences ; SOCIAL SCIENCE ; Anthropology ; Cultural ; Electronic books ; Electronic books ; Aufsatzsammlung ; Konferenzschrift
    Abstract: Gender & Pop Culture provides a foundation for the study of gender, pop culture and media. This comprehensive, interdisciplinary text provides text-book style introductory and concluding chapters written by the editors, seven original contributor chapters on key topics and written in a variety of writing styles, discussion questions, additional resources and more. Coverage includes: - Foundations for studying gender & pop culture (history, theory, methods, key concepts) - Contributor chapters on media and children, advertising, music, television, film, sports, and technology - Ideas for activism and putting this book to use beyond the classroom - Pedagogical Features - Suggestions for further readings on topics covered and international studies of gender and pop culture Gender & Pop Culture was designed with students in mind, to promote reflection and lively discussion. With features found in both textbooks and anthologies, this sleek book can serve as primary or supplemental reading in undergraduate courses across the disciplines that deal with gender, pop culture or media studies
    Note: Includes bibliographical references. - Description based on online resource; title from PDF title page (SpringerLink, viewed April 18, 2014)
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  • 12
    Book
    Book
    Modelling norms (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400770515
    Language: English
    Pages: X, 213 S. , graph. Darst.
    Parallel Title: Online-Ausg. Elsenbroich, Corinna Modelling Norms
    Parallel Title: Erscheint auch als Elsenbroich, Corinna Modelling norms
    DDC: 303.3/7
    RVK:
    AP 13625
    RVK:
    MR 7300
    Keywords: Social norms Simulation methods ; Soziale Norm ; Kriminalitätstheorie ; Modellierung
    Abstract: "The book focusses on questions of individual and collective action, the emergence and dynamics of social norms and the feedback between individual behaviour and social phenomena. It discusses traditional modelling approaches to social norms and shows the usefulness of agent-based modelling for the study of these micro-macro interactions. Existing agent-based models of social norms are discussed and it is shown that so far too much priority has been given to parsimonious models and questions of the emergence of norms, with many aspects of social norms, such as norm-change, not being modelled. Juvenile delinquency, group radicalisation and moral decision making are used as case studies for agent-based models of collective action extending existing models by providing an embedding into social networks, social influence via argumentation and a causal action theory of moral decision making. The major contribution of the book is to highlight the multifaceted nature of the dynamics of social norms, consisting not only of emergence, and the importance of embedding of agent-based models into existing theory."--Publisher's website
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  • 13
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    Book
    Territoriality and migration in the E.U. neighbourhood : spilling over the wall (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400767447
    Language: English
    Pages: vi, 254 Seiten , Illustrationen
    Series Statement: International perspectives on migration 5
    DDC: 325.4
    RVK:
    LB 56005
    RVK:
    MK 5205
    Keywords: Europäische Union ; Internationale Migration ; Migrationspolitik ; Einwanderungspolitik ; Aufsatzsammlung ; Aufsatzsammlung ; Konferenzschrift ; Aufsatzsammlung ; Konferenzschrift ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Note: Literaturangaben
    URL: Cover
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Cover
    URL: Cover
    URL: Cover
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    MPI Ethno. Forsch.
  • 14
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    Book
    Large dams in Asia : contested environments between technological hydroscapes and social resistance (2014)
    Dordrecht : Springer
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    Details
    ISBN: 9789400727977 , 9789401777384
    Language: English
    Pages: XIII, 175 S. , Ill., graph. Darst., Kt , 24 cm
    Series Statement: Advances in Asian human-environmental research
    Parallel Title: Online-Ausg. Nüsser, Marcus, 1964 - Large Dams in Asia
    DDC: 627.8095
    RVK:
    LB 47330
    RVK:
    LB 68330
    RVK:
    LC 51330
    Keywords: Environmental sciences ; Geology ; Physical geography ; Environmental management ; Human geography ; Dams ; Asia ; Aufsatzsammlung ; Aufsatzsammlung ; Talsperre
    Note: Literaturangaben
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
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  • 15
    Online Resource
    Online Resource
    Self-reported population health : an international perspective based on EQ-5D (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400775954 , 9400775954 , 9789400775961 , 9400775962
    Language: English
    Pages: 1 Online-Ressource (xv, 196 p.) , ill. , 24 cm.
    DDC: 306.0
    Keywords: Health Status Indicators ; Health Surveys ; Europe ; Statistics ; Tables
    Note: Includes bibliographical references (p. 189-192) and index
    URL: teilw. kostenfrei
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  • 16
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    Flourishing Children : Defining and Testing Indicators of Positive Development (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401786072
    Language: English
    Pages: Online-Ressource (VII, 105 p. 58 illus, online resource)
    Series Statement: SpringerBriefs in Well-Being and Quality of Life Research
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Lippman, Laura H. Flourishing children
    Keywords: Philosophy (General) ; Quality of Life Research ; Psychology ; Quality of Life ; Developmental psychology ; Psychometrics
    Abstract: This volume presents the results of the Flourishing Children Project. The study addressed gaps in the research on indicators of positive development of adolescents. Such indicators are essential for the balanced and scientifically sound study of adolescents. Yet measures of many aspects of flourishing are not available, and when they do exist, they are rarely measured in a developmentally appropriate manner for adolescents. In addition, they are often too long for program evaluations and surveys, have not been tested on diverse populations, nor carefully validated as predictors of positive outcomes. The Flourishing Children Project undertook the development of scales for adolescents ages 12-17 for 19 aspects of flourishing covering six domains: flourishing in school and work, personal flourishing, flourishing in relationships, relationship skills, helping others to flourish, and environmental stewardship. This volume describes the four-stage process of developing the scales, including: Reviewing the literature for extant measures for items to test and synthesizing the existing research into consensus definitions for each construct; conducting cognitive testing of items with adolescents and their parents; pilot testing the items; and conducting psychometric analyses
    DOI: 10.1007/978-94-017-8607-2
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  • 17
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    Book
    Intersecting interregionalism : regions, global governance and the EU (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400775657
    Language: English
    Pages: XIII, 196 S. , graph. Darst.
    Series Statement: United Nations University series on regionalism 7
    Parallel Title: Online-Ausg. Baert, Francis Intersecting Interregionalism
    DDC: 327
    RVK:
    MK 4100
    Keywords: Europäische Union ; Regionalwissenschaft ; Regionalökonomik ; Integration ; Theorie ; EU-Staaten ; Welt ; Interregionalism ; Regionalism ; Internationale Politik ; Qualitativ vergleichende Analyse ; European Union countries Foreign relations ; Erde ; Aufsatzsammlung ; Europäische Union ; Regionalismus ; Global Governance ; Internationale Kooperation
    Description / Table of Contents: Part I. Theorising InterregionalismPart II. Regional Actors and Strategies.
    Note: Enth. 8 Beitr. - Enth. Index
    URL: Autorenbiografie
    URL: Verlagsangaben
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  • 18
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    Moral status of technical artefacts (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400779143
    Language: English
    Pages: 1 Online-Ressource (vi, 248 Seiten)
    Series Statement: Philosophy of Engineering and Technology Volume 17
    Parallel Title: Erscheint auch als The moral status of technical artefacts
    DDC: 303.483
    RVK:
    CC 8700
    Keywords: Technology -- Social aspects ; Engineering design -- Philosophy ; Technology ; Social aspects ; Engineering design ; Philosophy ; Electronic books ; Engineering ; Philosophy ; Philosophy (General) ; Political science ; Technology ; Technik ; Artefakt ; Ethik ; Artefakt ; Ethik ; Technik
    Abstract: This book considers the question: to what extent does it make sense to qualify technical artefacts as moral entities? The authors' contributions trace recent proposals and topics including instrumental and non-instrumental values of artefacts, agency and artefactual agency, values in and around technologies, and the moral significance of technology. The editors' introduction explains that as 'agents' rather than simply passive instruments, technical artefacts may actively influence their users, changing the way they perceive the world, the way they act in the world and the way they interact with each other. This volume features the work of various experts from around the world, representing a variety of positions on the topic. Contributions explore the contested discourse on agency in humans and artefacts, defend the Value Neutrality Thesis by arguing that technological artefacts do not contain, have or exhibit values, or argue that moral agency involves both human and non-human elements.The book also investigates technological fields that are subject to negative moral valuations due to the harmful effects of some of their products. It includes an analysis of some difficulties arising in Artificial Intelligence and an exploration of values in Chemistry and in Engineering. The Moral Status of Technical Artefacts is an advanced exploration of the various dimensions of the relations between technology and morality.
    Abstract: Intro -- Contents -- Chapter 1: Introduction: The Moral Status of Technical Artefacts -- Reference -- Chapter 2: Agency in Humans and in Artifacts: A Contested Discourse -- 2.1 Intentions, Ethics, and Artifacts -- 2.2 Artifacts with Secondary Agency -- 2.3 Artifacts as Delegated Agents -- 2.4 Artifacts and Cultures -- 2.5 Questioning Conclusions -- References -- Chapter 3: Towards a Post-human Intra-actional Account of Sociomaterial Agency (and Morality) -- 3.1 Introduction -- 3.2 Making Sense of Sociomaterial Agency (and Morality) -- 3.2.1 The Inter-actional Human-Centred Account of Sociomaterial Agency -- 3.2.2 The Intra-actional Post-humanist Account of Sociomaterial Agency -- 3.3 Figuring Intra-actional Agency in the Plagiarism Detection Phenomenon -- 3.3.1 'Cutting and Pasting' and the Reconstitution of Writing and Authorship -- 3.3.2 The Emergence of the Phenomenon of Plagiarism -- 3.3.3 'Cutting and Pasting' and the Constitution of the Plagiarist -- 3.3.4 PDS, Education and the Production of Intellectual Property -- 3.4 Intra-actional Agency and Disclosive Ethics -- 3.4.1 Disclosive Archaeology of Phenomena -- 3.4.2 Towards Intra-actional Responsibility -- References -- Chapter 4: Which Came First, the Doer or the Deed? -- 4.1 Introduction -- 4.2 Individualism -- 4.3 A Modernist Frame -- 4.4 Composite Agency -- 4.5 A Postmodernist Frame -- 4.6 Zooming Out -- 4.7 Conclusion -- References -- Chapter 5: Some Misunderstandings About the Moral Significance of Technology -- 5.1 Introduction -- 5.2 Do Artifacts Have Morality? -- 5.3 Do Artifacts Have Agency? -- 5.4 Can Things Have Intentionality? -- 5.5 Can Freedom Be Technologically Mediated? -- 5.6 Conclusion: Is There a Symmetry Between Humans and Technologies? -- References -- Chapter 6: "Guns Don't Kill, People Kill" -- Values in and/or Around Technologies -- 6.1 Introduction.
    Note: Includes bibliographical references at the end of each chapters. Description based on print version record
    DOI: 10.1007/9789400779143
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  • 19
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    Book
    Mortality in an international perspective (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783319030289
    Language: English
    Pages: XI, 359 S. , graph. Darst., Kt. , 24 cm
    Series Statement: European studies of population 18
    Series Statement: European studies of population
    Parallel Title: Onlineausg. Anson, Jon Mortality in an International Perspective
    DDC: 304.64
    RVK:
    MS 4200
    Keywords: Mortality ; Mortality ; World health ; Aufsatzsammlung ; Aufsatzsammlung ; Sterblichkeit ; Sterbeziffer ; Internationaler Vergleich
    Note: Based on conference proceedings. - Includes bibliographical references
    URL: Cover
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  • 20
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    The Machines of Sex Research : Technology and the Politics of Identity, 1945-1985 (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400770638
    Language: English
    Pages: Online-Ressource (104 p)
    Edition: Online-Ausg.
    Series Statement: Springerbriefs in History of Science and Technology
    Series Statement: SpringerBriefs in History of Science and Technology Ser.
    Parallel Title: Print version The Machines of Sex Research : Technology and the Politics of Identity, 1945-1985
    DDC: 306.7072
    Keywords: Sexology ; Research ; Electronic books ; Electronic books
    Abstract: The Machines of Sex Research describes how researchers worldwide integrated technology into studies of human sexuality in the postwar era. The machines they invented made new ways of seeing bodies possible. Some researchers who studied men used machines like penile strain gauges to police ""deviant"" male sexuality; others used less painful devices like penis-cameras to study women's sexual responses and map the physiology of their arousal and orgasm. While researchers used the findings from their technological innovations to propose their own views of how people should view their bodies and s
    Description / Table of Contents: Acknowledgments; Contents; 1 The Machines of Sex Research; Abstract; Chapter Overview; Theoretical Background; Historical Background; References; 2 The Penile Strain Gauge and Aversion Therapy: Measuring and Fixing the Sexual Body; Abstract; Historical Background; The Sex Research Laboratory; Aversion Therapy; Resistance; Conclusion; 3 The Couples Laboratory and the Penis-Camera: Seeking the Source of Orgasm; Abstract; The Visible Body in the Laboratory; What the Machines Discovered about the Sexual Body; Criticizing the Mechanization of Sexuality; Conclusion; References
    Description / Table of Contents: 4 The Vaginal Photoplethysmograph and Devices for Women: Gauging Female ArousalAbstract; Measure for Measure: Inventing Machines for Female Sexual Response; The Vaginal Photoplethysmograph, the Labial Clip, and the Thermograph; Conclusion; References; 5 Conclusion: The Future of Human Sex Research Technologies; Abstract; References
    Note: Description based upon print version of record
    URL: Volltext
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  • 21
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    Book
    Handbook of the sociology of emotions; Vol. 2 (2014)
    Dordrecht : Springer
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    In:  2
    Details
    ISBN: 9789401791298
    Language: English
    Pages: VIII, 579 S. , graph. Darst. , 26 cm
    Parallel Title: Online-Ausg. u.d.T. Handbook of the Sociology of Emotions: Volume II
    Angaben zur Quelle: 2
    DDC: 302.1
    Keywords: Emotions Sociological aspects ; Social psychology
    URL: Cover
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  • 22
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    Popular Culture, Piracy, and Outlaw Pedagogy : A Critique of the Miseducation of Davy Jones (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096134
    Language: English
    Pages: Online-Ressource (X, 120 p, online resource)
    Series Statement: Youth, Media, & Culture Series
    Series Statement: Youth, Media, and Culture Series 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Popular Culture, Piracy, and Outlaw Pedagogy: A Critique of the Miseducation of Davy Jones
    Keywords: Teaching ; Education ; Education
    Abstract: Preliminary Material /Elizabeth Alford Pollock -- Pirates as Treasure Chests of Curricular Experiences /Elizabeth Alford Pollock -- On Being/Becoming a Pirate /Elizabeth Alford Pollock -- From Past Pirates to Post-Piracy /Elizabeth Alford Pollock -- Pirate Captains, East India Companies and Questions of Representations /Elizabeth Alford Pollock -- Lessons from Somalia: Pirates, Paradoxes, and the Erasure of Educational Corruption /Elizabeth Alford Pollock -- Pirates of the Caribbeanand the Hypothetical Mass Man /Elizabeth Alford Pollock -- Pirates of the Caribbeanand the Hypothetical Mass Man, and the Teacher in Between /Elizabeth Alford Pollock -- Welcome the Outlaw /Elizabeth Alford Pollock -- References /Elizabeth Alford Pollock.
    Abstract: Popular Culture, Piracy, and Outlaw Pedagogy explores the relationship between power and resistance by critiquing the popular cultural image of the pirate represented in Pirates of the Caribbean. Of particular interest is the reliance on modernism’s binary good/evil, Sparrow/Jones, how the films’ distinguish the two concepts/characters via corruption, and what we may learn from this structure which I argue supports neoliberal ideologies of indifference towards the piratical Other. What became evident in my research is how the erasure of corruption via imperial and colonial codifications within seventeenth century systems of culture, class hierarchies, and language succeeded in its re-presentation of the pirate and members of a colonized India as corrupt individuals with empire emerging from the struggle as exempt from that corruption. This erasure is evidenced in Western portrayals of Somali pirates as corrupt Beings without any acknowledgement of transnational corporations’ role in provoking pirate resurgence in that region. This forces one to re-examine who the pirate is in this situation. Erasure is also evidenced in current interpretations of both Bush’s No Child Left Behind and Obama’s Race to the Top initiative. While NCLB created conditions through which corruption occurred, I demonstrate how Race to the Top erases that corruption from the institution of education by placing it solely into the hands of teachers, thus providing the institution a “free pass” to engage in any behavior it deems fit. What pirates teach us, then, are potential ways to thwart the erasure process by engaging a pedagogy of passion, purpose, radical love and loyalty to the people involved in the educational process
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION: PIRATES AS TREASURE CHESTS OF CURRICULAR EXPERIENCES; DISCOVERING THE TREASURE; READING THE TREASURE MAP; LIMITATIONS TO THE TEXT; CHAPTER 1: ON BEING/BECOMING A PIRATE; CONSTRUCTING AN IMAGE; READING THE IMAGE; DERRIDA...A PIRATE?; TEACHERS AS PIRATES; CHAPTER 2: FROM PAST PIRATES TO POST-PIRACY; READING THE HOOKS AND CRANNIES; DEAD MEN TELL NO TALES; DAVY JONES: MONSTROUS MUTATION OR ZOMBIE POLITICIAN?; CHAPTER 3: PIRATE CAPTAINS, EAST INDIA COMPANIES AND QUESTIONS OF REPRESENTATIONS; LORD CUTLER BECKETT AND THE OCCIDENTAL TOURIST
    Description / Table of Contents: JOHN COMPANY AND THE POST-COLONIAL QUESTIONCIRCLES, SHIPS AND SYMBOLISM; CHAPTER 4: LESSONS FROM SOMALIA: PIRATES, PARADOXES, AND THE ERASURE OF EDUCATIONAL CORRUPTION; EXPLORING PIRATICAL REVISIONS; THE ECOLOGY OF CONTEMPORARY PIRACY; THE PIRATES' PARADOX; UNDER THE BLACK FLAG OR UNDER ERASURE; CHAPTER 5: PIRATES OF THE CARIBBEAN AND THE HYPOTHETICAL MASS MAN: A Conjecture; ON THE REVOLT OF THE MASSES; THE CHARACTERIZATION OF STRUCTURAL VIOLENCE; CHAPTER 6: PIRATES OF THE CARIBBEAN, THE HYPOTHETICAL MASS MAN, AND THE TEACHER IN BETWEEN; THE DICHOTOMY OF GOOD AND EVIL
    Description / Table of Contents: THE MASS MAN TRUMPS THE CHRISTIAN GODCONDITIONS OF THE HEART; TRACES OF LOVE IN A PIRATE CODE; CHAPTER 7: WELCOME THE OUTLAW: Piracy as a Pedagogy of Possibility; LOOKING BACK, SO AS TO MOVE FORWARD; CHARTING A COURSE THROUGH OUTLAW PEDAGOGY; WHEN WE ACCEPT, WE CAPITULATE; IF A PIRATE I MUST BE; REFERENCES
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-613-4
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  • 23
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    Online Resource
    Science Teachers’ Use of Visual Representations (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783319065267
    Language: English
    Pages: Online-Ressource (VIII, 338 p. 65 illus, online resource)
    Series Statement: Models and Modeling in Science Education 8
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Science teachers' use of visual representations
    RVK:
    DP 4600
    RVK:
    ZX 7240
    RVK:
    TB 4056
    RVK:
    DP 1960
    RVK:
    AL 34330
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Education ; Science Study and teaching ; Aufsatzsammlung ; Hochschule ; Lehre ; Visualisierung
    Abstract: This book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum materials as well as explores future possibilities. The book begins by looking at the significance of visual representations in the teaching of science. It then goes on to detail two recent innovations in the field: simulations and slowmation, a process of explicit visualization. It also evaluates the way teachers have used different diagrams to illustrate concepts in biology and chemistry. Next, the book explores the use of visual representations in culturally diverse classrooms, including the implication of culture for teachers’ use of representations, the crucial importance of language in the design and use of visualizations, and visualizations in popular books about chemistry. It also shows the place of visualizations in the growing use of informal, self-directed science education. Overall, the book concludes that if the potential of visualizations in science education is to be realized in the future, the subject must be included in both pre-service and in-service teacher education. It explores ways to develop science teachers’ representational competence and details the impact that this will have on their teaching. The worldwide trend towards providing science education for all, coupled with the increased availability of color printing, access to personal computers and projection facilities, has lead to a more extensive and diverse use of visual representations in the classroom. This book offers unique insights into the relationship between visual representations and science education, making it an ideal resource for educators as well as researchers in science education, visualization and pedagogy
    Description / Table of Contents: Section A: Research into teaching with visual representationsIntroduction -- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert -- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton -- Section B: Teachers’ selections, constructions and use of visual representations -- Introduction -- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni -- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran -- Chapter 5 : Secondary biology teachers’ use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust -- Chapter 6 : Teaching stoichiometry with particulate diagrams - linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert -- Section C: Teachers’ use of visual representations in culturally-diverse classrooms -- Introduction -- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf -- Chapter 8 : The implication of culture for teachers’ use of representations, B. Waldrip, S. Satupo, F. Rodie -- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino -- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso -- Section D: Teachers’ supporting student learning from visual representations -- Introduction -- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan -- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton -- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger -- Section E: Overview -- Chapter 14: Developing science teachers’ representational competence and its impact on their teaching, J.K.Gilbert, B. Eilam.
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-319-06526-7
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  • 24
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    A Learning Profession? : Teachers and their Professional Development in England and Wales 1920–2000 (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095724
    Language: English
    Pages: Online-Ressource (XII, 202 p, online resource)
    Series Statement: Studies in Professional Life and Work 2
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
    Keywords: Career development ; Teachers In-service training ; Teachers Training of ; Education ; Education
    Abstract: Preliminary Material -- Introduction: Aims, Context and Methodology -- National Policy Mapping -- The Vacation Course 1920–1940 -- Special Advanced Courses for Teachers 1945–1960 -- The Teachers’ Centre 1960–1990 -- Teachers’ Experiences of Professional Development -- Evaluating Impact: Personal and Professional Perspectives -- Professional Development and Perceptions of Teacher Professional Identity -- Conclusion -- Select Bibliography.
    Abstract: This ground-breaking book uncovers a hidden history of the professional development of serving teachers. Drawing on hitherto unpublished archive material, Wendy Robinson reveals an optimistic and liberal age of high class conferences in the 1920s and 1930s, in London hotels and Oxford colleges, free from government control, where teachers from across the country and abroad, gathered for professional, intellectual and cultural ‘refreshment’. The status attached to these occasions was signified by the celebrities who graced them, including royalty, public intellectuals, educational practitioners and politicians. Professor Robinson then shows how post-war training became more instrumental, taken over by the Ministry of Education with its centrally-prescribed advanced courses, and, from 1970, by Local Education Authorities’ invention of apparently democratic Teachers’ Centres. This analysis is complemented by face-to-face interviews with teachers and other practitioners once active in professional development. Fascinating, detailed interviews brilliantly capture teachers’ lived experience of professional development and its influence on their teaching, career development and professional identity. Fresh and original, lucidly written by one of the leading historians of education in Britain, A Learning Profession? is essential and engaging reading for those interested in the development of a teaching profession
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; PART 1 SETTING THE SCENE; CHAPTER 1 INTRODUCTION: AIMS, CONTEXT AND METHODOLOGY; CONTEXT AND OBJECTIVES; METHODOLOGY AND SOURCES; ORGANISATIONAL STRUCTURE OF THE BOOK; NOTES; CHAPTER 2 NATIONAL POLICY MAPPING; INTRODUCTION; PHASE ONE: INITIAL DEVELOPMENT 1914-1945; PHASE TWO: MCNAIR AND THE CONSOLIDATION OF EXISTING MODELS 1945-1960; PHASE THREE: CHALLENGE AND EXPANSION 1960-1980; PHASE FOUR: PRIVATISATION AND CENTRAL CONTROL 1980-2000; NOTES; PART 2 CHRONOLOGICAL CASE STUDIES; CHAPTER 3 THE VACATION COURSE 1920-1940; INTRODUCTION
    Description / Table of Contents: HISTORICAL CONTEXT AND VACATION COURSE OUTLINESORGANISATION, LOCATION AND FUNDING; COURSE CONTENT; SOCIAL AND CULTURAL OPPORTUNITIES; THE VACATION COURSE AND TEACHER PROFESSIONALISM; NOTES; CHAPTER 4 SPECIAL ADVANCED COURSES FOR TEACHERS 1945-1960; INTRODUCTION; THE DEVELOPMENT OF 'SPECIAL ADVANCED COURSES FOR SERVING TEACHERS' BY THE MINISTRY OF EDUCATION; CASE STUDIES: THE UNIVERSITY OF LONDON INSTITUTE OF EDUCATION AND THE BRISTOL INSTITUTE OF EDUCATION; CHAPTER SUMMARY; NOTES; CHAPTER 5 THE TEACHERS' CENTRE 1960-1990; TEACHERS' CENTRES IN CONTEXT; TEACHERS' CENTRES: AN OVERVIEW
    Description / Table of Contents: TEACHERS' CENTRE LEADERSTEACHERS' CENTRES AND INTERNATIONAL DEVELOPMENTS; CHAPTER SUMMARY; NOTES; CHAPTER 6 TEACHERS' EXPERIENCES OF PROFESSIONAL DEVELOPMENT; EARLY CAREER EXPERIENCES: 'IN AT THE DEEP END'; FORMAL PROFESSIONAL DEVELOPMENT: 'GOING ON COURSES'; RESOURCED PROFESSIONAL DEVELOPMENT THROUGH TEACHER SECONDMENT; NATIONAL INITIATIVES AND TEACHER PROFESSIONAL DEVELOPMENT; INFORMAL/ORGANIC TEACHER DEVELOPMENT; CHAPTER SUMMARY; NOTES; PART 3 TEACHERS' EXPERIENCES OF PROFESSIONAL DEVELOPMENT; CHAPTER 7 EVALUATING IMPACT: PERSONAL AND PROFESSIONAL PERSPECTIVES; MEANINGS OF IMPACT
    Description / Table of Contents: PERCEPTIONS OF QUALITYIMPACT FOR WHOM? MOTIVATIONS AND REACH; CHAPTER SUMMARY; NOTES; CHAPTER 8 PROFESSIONAL DEVELOPMENT AND PERCEPTIONS OF TEACHER PROFESSIONAL IDENTITY; PERSONAL AND PROFESSIONAL DIMENSIONS; PERCEPTIONS OF STATUS AND ACCREDITED DEGREES; PROFESSIONAL DEVELOPMENT AND THE WIDER PROFESSIONAL COMMUNITY; BEING A TEACHER, BEING A LEARNER; CHAPTER SUMMARY; NOTES; CHAPTER 9 CONCLUSION; RESOURCE, CONTROL AND REACH; PROFESSIONAL AND PERSONAL DEVELOPMENT; PROFESSIONAL LEARNING AND PROFESSIONAL IDENTITY; NOTES; SELECT BIBLIOGRAPHY; ARCHIVE SOURCES; OFFICIAL PUBLICATIONS
    Description / Table of Contents: PUBLISHED BOOKS AND ARTICLESUNPUBLISHED WORK
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-572-4
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  • 25
    Online Resource
    Online Resource
    Alliances for Advancing Academic Women : Guidelines for Collaborating in STEM Fields (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096042
    Language: English
    Pages: Online-Ressource (XXII, 216 p, online resource)
    Series Statement: Bold Visions in Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Alliances for Advancing Academic Women: Guidelines for Collaborating in STEM Fields
    Keywords: Women college teachers ; Women in higher education ; Women in science ; Education ; Education
    Abstract: Preliminary Material /Penny J. Gilmer , Berrin Tansel and Michelle Hughes Miller -- Deciding to Collaborate and Selecting our STEM Project /Penny J. Gilmer and Kathryn M. Borman Professor Emerita of Anthropology -- Metalogue /Michelle Hughes Miller Associate Professor -- Focusing Collaborative Activities for Women STEM Faculty /Berrin Tansel Professor -- Metalogue /Michelle Hughes Miller Associate Professor -- Collaborating with STEM Faculty Across the Team /Penny J. Gilmer and Vanessa Martinez -- Metalogue /Michelle Hughes Miller Associate Professor -- Analyzing STEM Faculty Demographics and Faculty Climate Survey /Vanessa Martinez , Michelle Hughes Miller Associate Professor and Will Tyson Associate Professor -- Metalogue /Michelle Hughes Miller Associate Professor -- Assessing Academic STEM Women’s Sense of Isolation in the Workplace /Chrystal A. S. Smith -- Metalogue /Michelle Hughes Miller Associate Professor -- Recruiting Women STEM Faculty /Eva C. Fernandez , Dragana Popović and Penny J. Gilmer -- Metalogue /Michelle Hughes Miller Associate Professor -- Mentoring Women STEM Faculty /Sylvia W. Thomas Associate Professor -- Metalogue /Michelle Hughes Miller Associate Professor -- Developing Academic Women Leaders in STEM /Penny J. Gilmer , Garnett S. Stokes and Karen A. Holbrook -- Metalogue /Michelle Hughes Miller Associate Professor -- Learning through Collaboration /Chrystal A. S. Smith and Sylvia W. Thomas Associate Professor -- Biographical Sketches of Authors /Penny J. Gilmer , Berrin Tansel and Michelle Hughes Miller -- Index /Penny J. Gilmer , Berrin Tansel and Michelle Hughes Miller.
    Abstract: This unique book provides important guidelines and examples of ways STEM (e. g., science, technology, engineering, and mathematics) faculty and administration can collaborate towards goals of recruiting, mentoring, and promoting leadership to academic women faculty. Based on the experiences of faculty across five Florida universities, including one national laboratory, each chapter highlights one aspect of a multi-institutional collaboration on an NSF ADVANCE-PAID grant dedicated to achieving these three goals. Highlighting the importance of coordination, integration, and flexibility, each chapter details strategies and challenges of establishing a multi-site collaboration, assessing climate in STEM departments, addressing differential institutional readiness and infrastructure, and implementing change. The authors suggest ways to build on intrainstitutional strengths through interinstitutional activities, including shared workshops, research, and materials. Separate chapters focus on recruiting women into STEM departments, mentoring women faculty, and providing leadership opportunities to women. A theoretical chapter includes Cultural historical activity theory as a lens for examining the alliances’ activities and evaluation data. Other chapters present research on women STEM faculty, contributing insights about STEM women’s sense of isolation. Chapters include a reflective metalogue written by a social scientist. The book closes with lessons learned from this collaboration
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""TABLE OF ABBREVIATIONS""; ""PREFACE""; ""ADVANCE-PAID ALLIANCE IN FLORIDA""; ""LAYOUT OF BOOK""; ""AUTHORS & LEADERSHIP TEAM""; ""ACKNOWLEDGMENTS""; ""REFERENCES""; ""AFFILIATION""; ""SECTION I GETTING STARTED""; ""1. DECIDING TO COLLABORATE AND SELECTING OUR STEM PROJECT""; ""ALLIANCE IN FLORIDA TO ADVANCE ACADEMIC WOMEN IN STEM""; ""PURPOSE AND LAYOUT OF THIS BOOK""; ""KEY BOOKS ON WOMEN FACULTY IN STEM""; ""INSTITUTIONAL OVERVIEWS""; ""Faculty Demographics Before Starting Our Grant""; ""Chemistry Departments""; ""College of Engineering Departments""
    Description / Table of Contents: ""Prior Research on Faculty Issues at Two of Our Five Universities""""TIMELINE FOR ACTIVITIES""; ""OBJECTIVES MET THROUGH PROGRAMS IMPLEMENTED""; ""Recruitment of Women STEM Faculty ""; ""Retention of Women Faculty by Mentoring and Networking""; ""Promotion of Leadership Among Women STEM Faculty ""; ""REFLECTIONS ON THE AAFAWCE""; ""APPENDIX""; ""REFERENCES""; ""AFFILIATIONS""; ""1. METALOGUE""; ""FOUNDATIONS""; ""COMMONALITIES VS. DIFFERENCES""; ""INTERINSTITUIONAL AND INTRAINSTUTIONAL COLLABORATIONS""; ""REFERENCE""; ""AFFILIATION""
    Description / Table of Contents: ""2. FOCUSING COLLABORATIVE ACTIVITIES FOR WOMEN STEM FACULTY""""IDENTIFYING INITIAL TASKS AND COMMUNICATION FORMAT""; ""DEFINING OUR PROJECT""; ""Defining the Mission""; ""Developing the Logo and Banner""; ""Establishing the Project Web Site and Communication Portal""; ""ANNOUNCING THE PROGRAM""; ""DEFINING AND REFINING THE GOALS""; ""Identifying Major Problems to Advancement""; ""Recruitment Activities""; ""Mentoring and Networking""; ""Leadership Workshops""; ""AAFAWCE Faculty Climate Survey""; ""IDENTIFYING KEY PARTICIPANTS""; ""Search Committee Members""; ""Administrators""; ""Faculty""
    Description / Table of Contents: ""Human Resources""""IDENTIFYING CAMPUS-SPECIFIC ACTIONS""; ""DEVELOPING COLLABORATIVE MATERIALS BASED ON A COMMON ROADMAP AND TIMELINE""; ""The AAFAWCE PowerPoint Presentation""; ""Developing the AAFAWCE Program Brochure""; ""CONCLUSIONS""; ""REFERENCES""; ""AFFILIATION""; ""2. METALOGUE""; ""SHARED IDENTITY""; ""SHARED GOALS AND OBJECTIVES""; ""COMMON COLLABORATIVE ACTIVITIES""; ""REFERENCE""; ""AFFILIATION""; ""3. COLLABORATING WITH STEM FACULTY ACROSS THE TEAM""; ""THEORETICAL PERSPECTIVE ON COLLABORATION""; ""Cultural Historical Activity Theory""; ""Three Central Components of CHAT""
    Description / Table of Contents: ""Four Influential Factors of CHAT""""Coherences and Contradictions in Human Activities""; ""Communities Involved""; ""COLLABORATIVE SUPPORT""; ""Not Having to “Reinvent the Wheel�""; ""Sharing Resources""; ""Sharing Products""; ""Developing Supportive Frameworks""; ""CHALLENGES OF WORKING COLLABORATIVELY""; ""Geographic Distances""; ""Differences in Disciplinary and Academic Roles""; ""Different University Missions and Stages of Development""; ""Differences in Work Styles""; ""SUMMARY""; ""ACKNOWLEDGMENTS""; ""APPENDICES""; ""REFERENCES""; ""AFFILIATIONS""; ""3. METALOGUE""
    Description / Table of Contents: ""ENHANCED COMMUNITY OF COLLABORATORS""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-604-2
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    Giving Space to African Voices : Rights in Local Languages and Local Curriculum (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097346
    Language: English
    Pages: Online-Ressource (XXII, 218 p, online resource)
    Series Statement: Comparative and International Education, A Diversity of Voices
    Series Statement: Comparative and International Education: Diversity of Voices 33
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Giving Space to African Voices: Rights in Local Languages and Local Curriculum
    Keywords: Curriculum planning Africa ; Education ; Education
    Abstract: Preliminary Material /Zehlia Babaci-Wilhite -- Localization of Instruction as a Right in Education: Tanzania and Nigeria Language-in-Education´s Policies /Zehlia Babaci-Wilhite and Macleans A. Geo-Jaja -- Language, Learning, and Education for All in Africa /Sam Mchombo -- Voices in Development Struggles in the South: Experiences in Education in Tanzania, 1961-2011 /Abel G. Ishumi -- Shaping Muslim Curriculum in Kenya /Ousseina Alidou -- Rights to Quality Education /Samir Amin -- Enhancing Capacities for Improving Quality Education Assessment Practices /Justinian C. J. Galabawa -- Rethinking Quality Education in Tanzania´s Classrooms /Ladislaus M. Semali -- Appropriate Language in Education: The Strategy for National Development in Nigeria /Jerome Ikechukwu Okonkwo -- Examining Ugandan and Malawian Language of Instruction Policies from a Linguistic Human Rights Perspective /Ismail S. Gyagenda and Wardah M. Rajab-Gyagenda -- Violation for Linguistic Rights: The Effects on Tanzanian Education System and Work Places /Julitha C. John -- Infusing a Rights-Based Approach in Initial Teacher Education in Postcolonial Zanzibar: Critical Insiders´ Perspectives /Maryam J. Ismail -- The Local and the Global in Zanzibar´s Educational Policy: Implications for Children´s Rights in Education /Zehlia Babaci-Wilhite -- Afterword: Paulo Freire´s Legacy to World Education Rights /Francisco Gomes De Matos.
    Abstract: This book sets out to bring voices of the South to the debate on localization of education and makes the case that it should be considered a right in education. Despite all the scientifically-based evidence on the improved quality of education through the use of a local language and local knowledge, English as a language of instruction and “Western” knowledge based curriculum continue to be used at all educational levels in many developing nations. This means that in many African countries, the goal of rights to education is becoming increasingly remote, let alone that of rights in education. With this understanding and with the awareness of the education challenges of millions of children throughout Africa, the authors argue that local curriculum through local languages needs to be valued and to be preserved, and that children need to be prepared for the world in a language that promotes understanding. The authors make a clear case that policy makers are in a position to work towards a quality education for all as part of a more comprehensive right-based approach. We owe it to the children of the South to offer the best quality education possible in order to achieve social justice
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGMENTS; ABOUT THE AUTHORS; INTRODUCTION; THE ORGANIZATION OF THE BOOK; FOREWORD : PART OF THE SOLUTION; NOTES; REFERENCES; PART I: LOCALIZATION OF INSTRUCTION AND CURRICULUM DEVELOPMENT; LOCALIZATION OF INSTRUCTION AS A RIGHT IN EDUCATION: TANZANIA AND NIGERIA LANGUAGE-IN-EDUCATION´S POLICIES; INTRODUCTION; HISTORICAL BACKGROUND FOR THE DEBATES ABOUTLANGUAGE IN SCHOOLS; In Tanzania; In Nigeria; IMPLICATIONS FOR QUALITY LEARNING; RECOGNIZING THE IMPORTANCE OF CULTURAL IDENTITY FOR BETTER LEARNING; HUMAN RIGHTS IN EDUCATION; CONCLUDING COMMENTS; NOTE; REFERENCES
    Description / Table of Contents: AFFILIATIONSLANGUAGE, LEARNING, AND EDUCATION FOR ALL IN AFRICA; INTRODUCTION; LANGUAGE, MEDIUM, AND KNOWLEDGE REPRESENTATION; EDUCATION IN COLONIAL AFRICA; RIGHTS 'IN' EDUCATION; ON CHOICE OF LANGUAGE OF INSTRUCTION; LANGUAGE AND MATH/SCIENCE EDUCATION; REVIEW OF THE CURRICULUM IN AFRICAN SCHOOLS; GLOBAL POLITICS; NOTES; REFERENCES; AFFILIATION; VOICES IN DEVELOPMENT STRUGGLES IN THE SOUTH: EXPERIENCES IN EDUCATION IN TANZANIA, 1961-2011; INTRODUCTION; The Voices of Enthusiasm: 1961-80; Planning Quick-Fixes for Pupil Enrolment and School Expansion; (A) Primary and Secondary Education
    Description / Table of Contents: (A) Adult Literacy and Non-Formal Learning(A) Associated Educational Innovations; VOICES OF CONCERN AND CAUTION: 1981-2000; (A) The Primary and Secondary Education Sectors; THE VOICES OF ANGUISH AND DISENCHANTMENT: 2001-2011; CONCLUSION AND IMPLICATIONS; NOTES; REFERENCES; AFFILIATION; SHAPING MUSLIM CURRICULUM IN KENYA; INTRODUCTION; THE COLONIAL BEGINNING: AN HISTORICAL BACKGROUND TO MUSLIM EDUCATION; POSTCOLONIAL DEVELOPMENTS: MUSLIM EDUCATION; THE NEW VISION: MODERN INTEGRATED MADRASA NURSERY CURRICULUM; CONCLUDING REMARKS; NOTES; REFERENCES; AFFILIATION; PART II: RIGHTS TO EDUCATION
    Description / Table of Contents: RIGHTS TO QUALITY EDUCATION: (Translated From French To English By Zehlia Babaci-Wilhite)INTRODUCTION; TRUE EQUALITY IN ACCESS TO QUALITY EDUCATION; THE OBJECTIVES OF EDUCATION AND THE QUESTION OF EMANCIPATION; REALITIES AND MYTHS CONCERNING "MULTI CULTURALISM"; REFERENCES; AFFILIATION; ENHANCING CAPACITIES FOR IMPROVING QUALITY EDUCATION ASSESSMENT PRACTICES; INTRODUCTION; ECONOMY-WIDE CONTEXT OF EDUCATIONAL ASSESSMENT FOR QUALITY EDUCATION; EDUCATION FOR COMPETITION VIS-À-VIS EDUCATION AS HUMAN RIGHT; FROM TRADITIONAL GOALS TO NEW LOCAL (NATIONAL) AND INTERNATIONAL DEMANDS/PRACTICES
    Description / Table of Contents: FROM CENTRAL ASSESSMENT TO INCLUSIVE DECENTRAL CAPACITY BUILDING PRACTICESLEARNING FROM "OUTCOMES" LITERATURE AND CURRENT FRAMEWORKS FOR MEASURING LEARNING OUTCOMES; PRACTICE AND LESSONS FROM NATIONAL FRAMEWORKS; CONCLUSION AND STRATEGIC POLICY PRIORITIES AND TARGETS; REFERENCES; AFFILIATION; RETHINKING QUALITY EDUCATION IN TANZANIA´S CLASSROOMS; INTRODUCTION; Global Context of Quality Education; Quality of Education in the Context of EFA; Quality Education as Reflected in Monitoring and Evaluation Data; Macro Dimensions of Quality Education; CONTEXT OF QUALITY EDUCATION IN TANZANIA
    Description / Table of Contents: DIMENSIONS OF QUALITY EDUCATION IN TANZANIA
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-734-6
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    The Role of Science Teachers’ Beliefs in International Classrooms : From Teacher Actions to Student Learning (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095571
    Language: English
    Pages: Online-Ressource (VI, 230 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Role of Science Teachers' Beliefs in International Classrooms: From Teacher Actions to Student Learning
    Keywords: Science teachers Psychology ; Science teachers Training of ; Education ; Education
    Abstract: Preliminary Material /Robert Evans , Julie Luft , Charlene Czerniak and Celestine Pea -- Teaching Self-Efficacy of Science Teachers /Ron Blonder , Naama Benny and M. Gail Jones -- Overview of the Role of Teacher Beliefs in Science Education /Carolyn S. Wallace -- Cultural Effects on Self-Efficacy Beliefs /Robert H. Evans -- Teacher Professional Development and Self-Efficacy Beliefs /Andrew Lumpe , Amy Vaughn , Robin Henrikson and Dan Bishop -- Cross-Cultural Research and Perspectives on Epistemology, Learning Environments, and Culture /Kadir Demir and Chad D. Ellett -- Situating Beliefs in the Theory of Planned Behavior /P. Sean Smith , Adrienne A. Smith and Eric R. Banilower -- Measurement of Science Teachers’ Efficacy Beliefs /Gail Shroyer , Iris Riggs and Larry Enochs -- NSF-Funded Research on Beleifs in STEM Education /Celestine H. Pea -- Connecting Teacher Beliefs Research and Policy: An Overview and Potential Approaches /Julie A. Luft and Sissy S. Wong -- Becoming an Activist Science Teacher: a Longitudinal Case Study of an Induction Intervention /Sarah Elizabeth Barrett -- Examining Science Teachers’ Orientations in an Era of Reform: The Role of Context on Beliefs and Practice /Vanashri Nargrund-Joshi , Meredith Park Rogers and Heidi Wiebke -- Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development /Kadir Demir and Chad D. Ellett -- Science Teachers’ Beliefs about Nature of Science and Science-Technology-Society Issues: Cross-Cultural Results Through a New Standardized Assessment /Ángel Vázquez-Alonso and María-Antonia Manassero-Mas -- Challenges of Elementary Science Teaching /James J. Watters -- Index /Robert Evans , Julie Luft , Charlene Czerniak and Celestine Pea.
    Abstract: This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-557-1
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    Physicalism and the Mind (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401794510
    Language: English
    Pages: Online-Ressource (XII, 90 p, online resource)
    Series Statement: SpringerBriefs in Philosophy
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Philosophy of mind ; Science Philosophy ; Philosophy
    Abstract: This book addresses a tightly knit cluster of questions in the philosophy of mind. There is the question: Are mental properties identical with physical properties? An affirmative answer would seem to secure the truth of physicalism regarding the mind, i.e., the belief that all mental phenomena obtain solely in virtue of physical phenomena. If the answer is negative, then the question arises: Can this solely in virtue of relation be understood as some kind of dependence short of identity? And answering this requires answering two further questions. Exactly what sort of dependence on the physical does physicalism require, and what is needed for a property or phenomenon to qualify as physical? It is argued that multiple realizability still provides irresistible proof (especially with the possibility of immaterial realizers) that mental properties are not identical with any properties of physics, chemistry, or biology. After refuting various attempts to formulate nonreductive physicalism with the notion of realization, a new definition of physicalism is offered. This definition shows how it could be that the mental depends solely on the physical even if mental properties are not identical with those of the natural sciences. Yet, it is also argued that the sort of psychophysical dependence described is robust enough that if it were to obtain, then in a plausible and robust sense of ‘physical’, mental properties would still qualify as physical properties
    DOI: 10.1007/978-94-017-9451-0
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    Project-Based Writing in Science (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096714
    Language: English
    Pages: Online-Ressource (XVI, 108 p, online resource)
    Series Statement: Bold Visions in Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Project-Based Writing in Science
    Keywords: Report writing ; Grading and marking (Students) ; Science Study and teaching ; Education ; Education
    Abstract: Preliminary Material -- Project-Based Writing in Science -- Assessing Writing While Maintaining Sanity -- Going Viral -- Survival of the Smartest -- The Physics of Running -- The Fight for Water -- It’s a Dog’s life -- References.
    Abstract: Turn your students into scientists who use their knowledge and creativity to solve real-world problems. Each lesson features a step-by-step guide; a summary of recent research; and handouts that are classroom-ready. Learn about the three levels of writing, from a Level 1 quickwrite to a formal, multi-part, Level 3 research paper. Each writing assignment—narrative, persuasive, and informative—includes a detailed rubric that makes grading easy. Students collaborate to contain an outbreak of avian flu, lead a group of people trying to survive under harsh conditions, battle drought in a densely-populated city in the American southwest, research the behavior of animals in the local region, and calculate their own speed, velocity, and momentum. Engaging and demanding, Project-Based Writing in Science helps students to understand and improve the world
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""LIST OF FIGURES""; ""FOREWORD TO LAWRENCE BAINES� PROJECT-BASED WRITING IN SCIENCE""; ""REFERENCES""; ""CHAPTER 1: PROJECT-BASED WRITING IN SCIENCE""; ""THE POWER OF WRITING""; ""WRITING AND STANDARDS""; ""INFORMATIVE WRITING""; ""PERSUASIVE WRITING""; ""NARRATIVE WRITING (ALSO KNOWN AS “TO CONVEY EXPERIENCE�)""; ""Expressive Writing""; ""CREATIVE WRITING AND MIXED MEDIA""; ""SPECIFY THE AUDIENCE""; ""SELECT THE MEDIUM""; ""DETERMINE THE LENGTH OF TIME STUDENTS GET TO WRITE""; ""OTHER FACTORS""; ""FLOWCHART FOR WRITING""; ""LEVELS OF WRITING""
    Description / Table of Contents: ""CHAPTER 2: ASSESSING WRITING WHILE MAINTAINING SANITY""""VALID AND RELIABLE ASSESSMENT""; ""MYSTERY ASSESSMENTS""; ""THE CRITERIA FOR WRITING ASSESSMENTS""; ""HOW TO SCORE WRITING""; ""CHAPTER 3: GOING VIRAL""; ""INTRODUCTION""; ""RESEARCH ON USING WRITING TO TEACH MICROBIOLOGY""; ""RESEARCH ON “LEARNING BY DESIGN� IN MICROBIOLOGY""; ""COMMENTS ON MICROBIOLOGY""; ""THE LESSON""; ""ACTIVITY""; ""ANCHOR POINT""; ""CHALLENGE""; ""TIMELINE""; ""OBJECTIVE""; ""SUMMARY""; ""MATERIALS""; ""FIVE USEFUL WEBSITES""; ""SET-UP""; ""PROCEDURE""; ""COMMENT""; ""ENRICHMENT""
    Description / Table of Contents: ""CHAPTER 4: SURVIVAL OF THE SMARTEST""""INTRODUCTION""; ""RESEARCH ON SIMULATION AND PROJECT-BASED LEARNING (PBL)""; ""RESEARCH SUPPORTING THE USE OF AN INTERDISCIPLINARY APPROACH TO TEACHING SCIENCE""; ""COMMENTS ON LEARNING SCIENCE""; ""THE LESSON""; ""ACTIVITY""; ""GLOBAL LOCATIONS FOR SIMULATIONS""; ""ANCHOR POINT""; ""CHALLENGE""; ""TIME""; ""OBJECTIVE""; ""SUMMARY""; ""MATERIALS""; ""SET-UP""; ""GROUPS""; ""CAPTAIN""; ""DOCTOR""; ""SCIENTIST""; ""THE SCOUT""; ""PROCEDURE""; ""Overview""; ""1 Week Before Beginning""; ""Day 1""; ""Day 2""; ""Day 3""; ""Day 4""; ""Day 5""; ""Day 6""
    Description / Table of Contents: ""Day 7""""Day 8 (and 9, if needed)""; ""COMMENT""; ""ENRICHMENT""; ""SURVIVAL OF THE SMARTEST: Required tasks, by role""; ""SURVIVAL OF THE SMARTEST""; ""SURVIVAL OF THE SMARTEST""; ""CHAPTER 5: THE PHYSICS OF RUNNING""; ""INTRODUCTION""; ""RESEARCH ON THE IMPORTANCE OF CONCEPTUAL UNDERSTANDING IN PHYSICS""; ""RESEARCH ON MOTIVATING STUDENTS TO LEARN PHYSICS""; ""COMMENTS ON THE PHYSICS OF RUNNING""; ""THE LESSON""; ""ACTIVITY""; ""ANCHOR POINT""; ""CHALLENGE""; ""USEFUL WEBSITES""; ""TIMELINE""; ""OBJECTIVE""; ""MATERIALS""; ""SET-UP""; ""PROCEDURE""; ""Day One""; ""Day Two""; ""Day Three""
    Description / Table of Contents: ""COMMENT""""ENRICHMENT""; ""PHYSICS OF RUNNING: SPEED""; ""SPEED WORK""; ""PHYSICS OF RUNNING: VELOCITY""; ""PHYSICS OF RUNNING: LINEAR MOMENTUM""; ""THE PHYSICS OF RUNNING""; ""CHAPTER 6: THE FIGHT FOR WATER""; ""INTRODUCTION""; ""RESEARCH ON WATER SUPPLY""; ""RESEARCH ON WATER DEMAND""; ""RESEARCH ON USING PERSUASIVE WRITING IN SCIENCE""; ""THE LESSON""; ""ACTIVITY""; ""ANCHOR POINT""; ""CHALLENGE""; ""TIMELINE""; ""OBJECTIVE""; ""MATERIALS""; ""SET UP""; ""PROCEDURE""; ""Day 1""; ""Day 2""; ""COMMENT""; ""ENRICHMENT""; ""TWENTY QUESTIONS""; ""CHAPTER 7: IT�S A DOG�S LIFE""
    Description / Table of Contents: ""INTRODUCTION""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-671-4
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    Empires, Post-Coloniality and Interculturality : New Challenges for Comparative Education (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097315
    Language: English
    Pages: Online-Ressource (VIII, 282 p, online resource)
    Series Statement: The CESE Series
    Series Statement: Comparative and International Education: Diversity of Voices 32/3
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Empires, Post-Coloniality and Interculturality: New Challenges for Comparative Education
    Keywords: Comparative education ; Education ; Education
    Abstract: Preliminary Material /Leoncio Vega -- Empires, Post-Coloniality and Interculturality /Leoncio Vega -- Comparative Studies and the Reasons of Reason /Thomas S. Popkewitz , Ayesha Khurshid and Weili Zhao -- Complexity of History–Complexity of the Human Being. Education, Comparative Education, and Early Modernity /Carlo Cappa -- Time, Location and Identity of WWII–Related Museums /Masako Shibata -- Citizenship, Values and Social Orders. The Assessment System of Census and Ritual Education in Ancient Rome /Anselmo R. Paolone -- Science and Educational Models in Europe. From the Disaster of 98 to the Weimar Republic (1898–1932) /Juan Luis Rubio Mayoral and Guadalupe Trigueros Gordillo -- High Performance in Reading Comprehension in Poverty Conditions in South America /Gabriela Gómez , Juan Pablo Valenzuela and Carmen Sotomayor -- Approaches to Assist Policy–Makers’ use of Research Evidence in Education in Europe /Caroline Kenny , David Gough and Janice Tripney -- Redesigning Curricula Across Europe /Irene Psifidou -- Performativity and Visibility /Valentina D’Ascanio -- Transnational Educational Spaces /Sabine Hornberg -- The Interplay of “Posts” in Comparative Education /Iveta Silova -- Childhood and Power /zélia Granja Porto -- Translating Higher Education in the British Empire /Grace Ai–Ling Chou -- Finnish, Japanese and Turkish Pre–Service Teachers’ Intercultural Competence /Sari Hosoya , Mirja–Tytti Talib and Hasan Arslan -- Constructing the ‘Other’ /Eleni Theodorou -- About the Authors /Leoncio Vega -- Index /Leoncio Vega.
    Abstract: Empires, Post-Coloniality and Interculturality: New Challenges for Comparative Education , presents some outcomes of the 25th Conference of the Comparative Education Society in Europe (CESE), held in Salamanca, in June 2012. The central aim proposed for the debates of the Conference revolves around an intellectual effort to re-think and re-direct the scientific discipline of Comparative Education based on the broad cultural trends that influence the internationalization and/or globalization of education. Reconsidering and/or re-thinking our discipline involves studying the influence exerted on it by three major international forces. First, empires, not so much in terms of discipline or governance but more related to cultural, technological and knowledge perspectives. This area addresses both historical process and contemporary circumstances and is expressed through networks, research programs, academic reform in universities supported by criteria of governance and efficiency, transnational mobility, and linguistic monopolies. Second, it is necessary to re-think the influence of post-colonialism in educational models and models of citizens’ education not only from the perspective of their impact on the curricular reorganization of education systems but also of their educational and sociocultural expression. Both forms were acclaimed both in the 19th century and the 20th century within different international geographic contexts. The third component of the discourse triangle is the reconsideration (not only historical) of the impact of migratory fluxes, or better said, of “cultural migrations”, and their relationship with the reordering of curricular and educational processes in both education systems and in the social framework. Education is now in a transition from “monoculture” to multiple cultures in the classroom. This publication is structured along four themes that illustrate the academic contributions to the Conference. The themes are as follows: I. From Empires, History and Memory: Comparative Studies of Education, II. Learning and Assessment Processes: an International Perspective, III. Transnational Education and Colonial Approach, IV. International Education: Comparative Dimensions
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; EMPIRES, POST-COLONIALITY AND INTERCULTURALITY:New Challenges for Comparative Education; XXX CESE CONFERENCE; AUDIENCES IN COMPARATIVE EDUCATION; THE MYTHS OF RESEARCH INTO COMPARATIVE EDUCATION; THE CONTRIBUTIONS INCLUDED IN THE BOOK; Comparative Studies and the Reasons of Reason: Historicizing Differences and"Seeing" reforms in Multiple Modernities.; Complexity of History-Complexity of the Human Being. Education, ComparativeEducati, and Early Modernity; Time, Location and Identity of WWII-Related Museums: An InternationalComparative Analysis
    Description / Table of Contents: Citizenship, Values and Social Orders. The Assessment of "census" and RitualEducation in Ancient RomeScience and Educational Models in Europe. From the Disaster of 98 to the WeimarRepublic (1898-1932); High Performance in Reading Comprehension in Poverty Conditions in South America. The Case of Resilient Student in PISA 2009 in Argentina, Chile, andUruguay; Approaches to Assist Policy-Makers´ use of Research Evidence inEducation in Europe; Redesigning Curricula across Europe: Implications for Learner´s Assesment inVocational Education and Training
    Description / Table of Contents: Performativity and Visibility. Shapes, Paths, and Meanings in the European HigherEducation SystemsTransnational Educational Spaces: Border-transcending Dimensions in Education; The Interplay of "Posts" in Comparative Education: Post-Socialism and Post-Colonialism after the Cold War; Childhood and Power: Transnational and National Discourses on the Regulationof Policies for Early Childhood Education in Brazil; Translating Higher Education in the British Empire. The Question of VernacularDegrees in Postwar Malaya
    Description / Table of Contents: Finnish, Japanese and Turkish Pre-service Teachers´ Intercultural Competence:the Impact of Pre-service Teachers´Culture, Personal Experiences, and EducationConstructing the "other": Politics and Policies of Intercultural Education inCyprus; REFERENCES; AFFILIATIONS; SECTION I: FROM EMPIRES, HISTORY AND MEMORY:COMPARATIVE STUDIES OF EDUCATION; COMPARATIVE STUDIES AND THE REASONS OF REASON:Historicizing Differences and "Seeing" Reforms in Multiple Modernities; MODERNITY, DIFFERENCE, AMERICAN SOCIAL SCIENCE, SYSTEMS OFREASON; MAPPING MULTIPLE MODERNITIES, DIFFERENCES, AND SYSTEMS OF REASON
    Description / Table of Contents: CHINESE DISCIPLINING: THE REASON OF SCOLDING AND EDUCATIONTeachers' Scolding Education and Educational Policy; Cultural Grid around Scolding Education; DEMOCRATIC AND PARTICIPATORY EDUCATION AND THE SUBJECTIVITY OFPAKISTANI MUSLIM WOMEN; COMPARATIVE STUDY AND SYSTEMS OF REASON; NOTES; REFERENCES; AFFILIATIONS; COMPLEXITY OF HISTORY-COMPLEXITY OF THE HUMAN BEING. EDUCATION, COMPARATIVEEDUCATION, AND EARLY MODERNITY; INTRODUCTION; THE PAST ...; ... AND THE POST( S ): ENDS - RE-READINGS - RESTARTS; HOW MANY MODERNITIES ?; PRUDENCE AND RHETORIC AS INSTRUMENTS TO EXPERIENCE COMPLEXITY; CONCLUSIONS
    Description / Table of Contents: NOTES
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-731-5
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    The Hazard Called Education by Joseph Agassi : Essays, Reviews, and Dialogues on Education from Forty-Five Years (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096264
    Language: English
    Pages: Online-Ressource (XLVI, 224 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als The Hazard Called Education by Joseph Agassi: Essays, Reviews, and Dialogues on Education from Forty-Five Years
    Keywords: Education ; Education
    Abstract: Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the “sting of a bee” for all those who wear the intellectual fashions of the day. To most of Agassi’s students he is known primarily as an exemplary model of the Socratic teacher. The question of most urgency for educators today who care about the intellectual development of students is: How do we make ready our educational institutions for more Socratic teachers? The philosophical or theoretical question is: Why do we want Socratic teachers? In outline, of the many of Agassi’s educational essays selected for this book, Agassi answers those questions: authoritarianism (or anti-democracy) blocks the democratic reform of educational institutions where Socratic teachers and students could find a safe haven; and, Socratic teaching is the main anti-dote to authoritarianism. The removal of authoritarianism from education also removes the hazard that education has become to students; to their happiness, creativity, and dignity as autonomous individuals.
    DOI: 10.1007/978-94-6209-626-4
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  • 32
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    Interpersonal Relationships in Education : From Theory to Practice (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097018
    Language: English
    Pages: Online-Ressource (VIII, 250 p, online resource)
    Series Statement: Advances in Learning Environments Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Interpersonal Relationships in Education: From Theory to Practice
    Keywords: Teacher-student relationships ; Interpersonal relations in children ; Education ; Education
    Abstract: Preliminary Material /David Zandvliet , Perry den Brok , Tim Mainhard and Jan van Tartwijk -- The Theory and Practice of Interpersonal Relationships in Education /David Zandvliet , Perry den Brok , Tim Mainhard and Jan van Tartwijk -- Interpersonal Relationships and Students’ Academic and Non-academic Development /Andrew Martin -- Problem Behaviour and the Development of the Teacher-child Relationship in Special Education /Linda D. Breeman , Nouchka T. Tick , Theo Wubbels , Athanasios Maras and Pol A.C. van Lier -- Enhancing the Interpersonal Relationships in Teacher Education through the Development and Practice of Reflective Mentoring /Michael Dyson and Margaret Plunkett -- Navigating Middle Ground /Anneli Frelin and Jan Grannäs -- I Felt Safe to Be a Child, I Wanted to Learn /Ann Higgins -- The Role of Role-taking /Aaron King , Geoff Marietta and Hunter Gehlbach -- The Role of Emotions and Interpersonal Relationships in Educational Reform /Claire W. Lyons and Ann Higgins -- Do Teacher-student Interpersonal Relationships Deteriorate over Time? /Ridwan Maulana and Marie-Christine Opdenakker -- Social Forces in School Teams /Nineke M. Moolenaar , Alan J. Daly , Peter J. C. Sleegers and Sjoerd Karsten -- Learning Environment Experiences in Primary Education /Marie-Christine Opdenakker and Alexander Minnaert -- Learning Environments in Higher Education /Carlos G. A. Ormond and David B. Zandvliet -- My Friends Made Me Do It /Heather E. Price -- Stimulating Autonomous Motivation in the Classroom /Lindy Wijsman , Tim Mainhard and Mieke Brekelmans.
    Abstract: This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues
    Description / Table of Contents: CONTENTS; FOREWORD:Theory and Practice in Interpersonal Relationships in Education; REFERENCES; 1. THE THEORY AND PRACTICE OF INTERPERSONAL RELATIONSHIPS IN EDUCATION; REFERENCES; 2. INTERPERSONAL RELATIONSHIPS AND STUDENTS' ACADEMIC AND NON-ACADEMIC DEVELOPMENT:What Outcomes Peers, Parents, and Teachers Do and Do Not Impact; INTRODUCTION; THREE MAJOR INTERPERSONAL RELATIONSHIPS IN STUDENTS' LIVES: PARENTS, TEACHERS, AND PEERS; THE IMPORTANCE OF INTERPERSONAL RELATIONSHIPS; HOW DO INTERPERSONAL RELATIONSHIPS ASSIST STUDENTS' OUTCOMES?
    Description / Table of Contents: INTERPERSONAL RELATIONSHIPS AS A LENS THROUGH WHICH TO UNDERSTAND EDUCATIONAL PHENOMENAINTERPERSONAL RELATIONSHIPS IN SALIENT ACHIEVEMENT MOTIVATION THEORIES; RECENT FINDINGS FROM A RESEARCH PROGRAM INVESTIGATING INTERPERSONAL RELATIONSHIPS; Teacher-student Relationships in the Educational Ecology; Impact of Relationships with Teachers, Parents and Peers; Relationships and School Absenteeism; Same-sex and Opposite-sex Peers; Balancing Multiple Teacher-Student Relationships in the Classroom; The Quality of Distant Parent-Child Relationships
    Description / Table of Contents: The Role of Personality in Interpersonal RelationshipsINTEGRATING RELATIONSHIPS INTO THE EVERYDAY COURSE OF PEDAGOGY: CONNECTIVE INSTRUCTION; CONCLUSION; REFERENCES; APPENDIX A: CONNECTIVE INSTRUCTION - INTERPERSONAL RELATIONSHIP; APPENDIX B: CONNECTIVE INSTRUCTION - SUBSTANTIVE RELATIONSHIP; APPENDIX C: CONNECTIVE INSTRUCTION - PEDAGOGICAL RELATIONSHIP; 3. PROBLEM BEHAVIOUR AND THE DEVELOPMENT OF THE TEACHER-CHILD RELATIONSHIP IN SPECIAL EDUCATION; INTRODUCTION; METHODS; Participants; Measurements; Data analysis; RESULTS; DISCUSSION; Recommendations; Limitations; ACKNOWLEDGEMENTS; REFERENCES
    Description / Table of Contents: 4. ENHANCING INTERPERSONAL RELATIONSHIPS IN TEACHER EDUCATION THROUGH THE DEVELOPMENT AND PRACTICE OF REFLECTIVE MENTORINGINTRODUCTION; BACKGROUND TO THE STUDY; SIGNIFICANCE OF THE RESEARCH; CONCEPTUAL FRAMEWORK; METHODOLOGY; Theme 1: Support & guidance; Theme 2:Trust; Theme 3:Frequent conversations; Theme 4:Non judgemental environment; Theme 5:Returning to issues for further discussion; LITERATURE REVIEW; Re-theorising the Model; Time for Reflection - Gathering and Analyzing Data in Phase 2; The Refined Model; CONCLUSION; REFERENCES
    Description / Table of Contents: 5. NAVIGATING MIDDLE GROUNDA: Spatial Perspective on the Borderlands of Teacher-student Relationships in Secondary SchoolINTRODUCTION; SPATIAL DIMENSIONS IN SCHOOL LIFE; Mental Space; Social Space; Consequences for Teachers' Work; METHODOLOGY; NAVIGATING MIDDLE GROUND IN SCHOOL; The Teachers; The Students; CONCLUDING COMMENTS; REFERENCES; 6. I FELT SAFE TO BE A CHILD, I WANTED TO LEARN: Locating Caring Respectful Relationships as Core Components in Enabling Learning Accessibility; INTRODUCTION; METHODOLOGY AND DATA SOURCES; SETTING THE CONTEXT; THE GROWTH AND DEVELOPMENT OF KCP; OUTCOMES
    Description / Table of Contents: IMPACT ON TARGET INDIVIDUALS
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-701-8
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  • 33
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    Detournement as Pedagogical Praxis (2014)
    Rotterdam : SensePublishers
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    ISBN: 9789462098008
    Language: English
    Pages: Online-Ressource (VIII, 210 p, online resource)
    Series Statement: Breakthroughs in the Sociology of Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Detournement as Pedagogical Praxis
    Keywords: Education, general ; Teaching Philosophy ; Internationale situationniste ; Education ; Education
    Abstract: The Situationist International (SI) was a Paris-based artistic and political avant-garde group that formed in 1957, went through three distinct phases during its existence, and dissolved in 1972. In 1967, SI leader Guy Debord published his book The Society of the Spectacle, which presents his theory of how “the Spectacle” (i.e., the Capitalist system in its totality) works endlessly (though not always successfully) to transform people into spectators whose sole purposes are to consume commodities and to live de-politicized, passive, isolated, and contemplative lives. To challenge and subvert “the Spectacle,” Debord and his SI associates theorized and practiced the anti-spectacular critical art they called “detournement,” which entails reusing existing artistic and mass-produced elements to create new combinations or ensembles. As Debord wrote in 1956, detournement has the potential to be “a powerful cultural weapon in the service of real class struggle.” In this edited book, the authors contribute chapters about how they created their own detournements and used them as central audio-visual texts in critical projects that they designed and carried out in a variety of pedagogical situations. Most of the projects involved preservice teachers in teacher education courses, and the anti-spectacular purposes include challenging Hollywood’s problematic representations of Native Americans, subverting the racist stereotypes of Latins in a popular children’s book, and critiquing the neoliberal agenda of the charter school movement. This book offers readers detailed accounts of pedagogical projects that can serve as examples of the critical possibilities of detournement
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. THE INTRODUCTION TO DETOURNEMENT AS PEDAGOGICAL PRAXIS; THE "MOSH PIT"; A PEDAGOGY OF "SHORT CIRCUITS"; CRITICAL SOCIAL THEORY SHORT CIRCUITED WITH POPULAR FILMS; STUART HALL: ENCODING/DECODING, REPRESENTATION, AND CHALLENGING STEREOTYPES; THE SITUATIONIST INTERNATIONAL; THE SPECTACLE; Detournement Defined by Debord and the SI; Detournements by Debord and Other SI Members; A MOMENT OF CRITICAL REFLECTION; BRIEF DESCRIPTIONS OF THE AUTHORS' CHAPTERS; A CONVERGENCE OF INFLUENCES; FINAL WORDS; NOTES; REFERENCES
    Description / Table of Contents: 2. A DETOURNEMENT OF JOE CLARK'S PROBLEMATIC "MOTTO" OF PERSONAL AGENCY IN LEAN ON MEINTRODUCTION: CRITICAL PEDAGOGY, MEDIA CULTURE, AND SCHOOL FILMS; LEAN ON ME AS A "PUBLIC PEDAGOGY" ABOUT AGENCY; A VIDEOCOLLAGE COUNTERTEXT; Sequence A: Linear Juxtaposition; Sequence B: Separation and Rearticulation; DETOURNEMENT AS A "CRITICAL ART" THEORY AND PRACTICE; NOTES; REFERENCES; 3. JUAN SKIPPY: A CRITICAL DETOURNEMENT OF SKIPPYJON JONES; INTRODUCTION; CRITICAL ANALYSIS OF CHILDREN'S LITERATURE; Skippyjon Jones: The Series; THEORETICAL FRAMEWORK; Juan Skippy: The Detournement
    Description / Table of Contents: INTERPRETATIONS AND ARGUMENTLANGUAGE AND REPRESENTATION; THEME OF A WHITE SAVIOR; IMPORTANCE FOR TEACHER EDUCATION; PUZZLING FROM PEDAGOGICAL PRAXIS; RIPPLING ACTION FROM PEDAGOGICAL PRAXIS; APPENDIX A: COMPLETE LYRICS OF "SYMPATHY"; NOTE; REFERENCES; 4. THE HOLLYWOOD INDIAN GOES TO SCHOOL: Detournement as Praxis; COMING TO THE STORY; CONSTRUCTING THE "HOLLYWOOD INDIAN"; THE ETHNOGRAPHIC CONSTRUCTION OF INDIANS; THE "HOLLYWOOD INDIAN" GOES TO SCHOOL; TEACHER EDUCATION; Detournement as Pedagogy in Preservice Education; My Course; A Detournement of The Hollywood Indian
    Description / Table of Contents: The Detournement: "Challenging Hollywood's Indian"Description of Segments; Students' Responses to the Detournement; CONCLUSION; NOTES; REFERENCES; 5. DETOURNEMENT AS ANTI-OPPRESSIVE PEDAGOGY AND INVITATION TO CRISIS: Queering Gender in a Preservice Teacher Education Classroom; CONTEXT: THE GUEST LIST; THEORETICAL FRAMEWORK: CRAFTING THE INVITATION THROUGH DETOURNEMENT; Detournement in Preservice Teacher Education; Social Justice in Teacher Education; QUEER THEORY; METHODS: THE INVITATION; THE JUXTAPOSITION OF SCENES; Sequence 1; Explanation of Sequence; Sequence 2; Explanation of Sequence
    Description / Table of Contents: Analysis of Student ResponsesFindings: (Un)Accepting the "Invitation to Crisis"; "What's So Wrong with Gender Roles?"; "Why Would a Parent Not Assign a Gender?"; "The Media is Solely Responsible for Gender Construction"; "Now I See Gender Everywhere"; "Race and Gender Are Inextricably Linked"; "I Get it Now"; DISCUSSION; NOTE; REFERENCES; 6. IN GOD'S COUNTRY: Deploying Detournement to Expose the Enmeshment of Christianity within the Spectacle of Capitalism; INTRODUCTION; Religion and Power: Hegemony, Consent & Trasformismo: Antonio Gramsci; Ideological State Apparatuses: Louis Althusser
    Description / Table of Contents: Market Baptism: The Disease of Christian Social Imagination
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-800-8
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    Quantitative Reasoning in the Context of Energy and Environment : Modeling Problems in the Real World (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095274
    Language: English
    Pages: 1 Online-Ressource (VIII, 446 p)
    Edition: 1st ed. 2014
    Series Statement: Springer eBooks
    Series Statement: Humanities, Social Sciences and Law
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Quantitative Reasoning in the Context of Energy and Environment: Modeling Problems in the Real World
    Keywords: Education, general ; Quantitative research ; Environmental education ; Education
    Abstract: This book provides professional development leaders and teachers with a framework for integrating authentic real-world performance tasks into science, technology, engineering, and mathematics (STEM) classrooms. We incorporate elements of problem-based learning to engage students around grand challenges in energy and environment, place-based leaning to motivate students by relating the problem to their community, and Understanding by Design to ensure that understanding key concepts in STEM is the outcome. Our framework has as a basic tenet interdisciplinary STEM approaches to studying real-world problems. We invited professional learning communities of science and mathematics teachers to bring multiple lenses to the study of these problems, including the sciences of biology, chemistry, earth systems and physics, technology through data collection tools and computational science modeling approaches, engineering design around how to collect data, and mathematics through quantitative reasoning. Our goal was to have teachers create opportunities for their students to engage in real-world problems impacting their place; problems that could be related to STEM grand challenges demonstrating the importance and utility of STEM. We want to broaden the participation of students in STEM, which both increases the future STEM workforce, providing our next generation of scientists, technologists, engineers, and mathematicians, as well as producing a STEM literate citizenry that can make informed decisions about grand challenges that will be facing their generation. While we provide a specifi c example of an interdisciplinary STEM module, we hope to do more than provide a single fish. Rather we hope to teach you how to fish so you can create modules that will excite your students
    DOI: 10.1007/978-94-6209-527-4
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    Mobile Teachers, Teacher Identity and International Schooling (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098992
    Language: English
    Pages: 1 Online-Ressource (VIII, 162 p)
    Edition: 1st ed. 2014
    Series Statement: Springer eBooks
    Series Statement: Humanities, Social Sciences and Law
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Mobile Teachers, Teacher Identity and International Schooling
    Keywords: Education, general ; International schools ; Teachers, Foreign ; Education
    Abstract: "Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book. This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?"
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-899-2
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    See You at the Crossroads: Hip Hop Scholarship at the Intersections : Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096745
    Language: English
    Pages: Online-Ressource (XVI, 198 p, online resource)
    Series Statement: Constructing Knowledge: Curriculum Studies in Action
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als See You at the Crossroads: Hip Hop Scholarship at the Intersections: Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices
    Keywords: Music Instruction and study ; Rap (Music) History and criticism ; Education
    Abstract: See You at the Crossroads: Hip Hop Scholarship at the Intersections Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices offers several essential contributions to the field of Hip Hop studies. It presents several snapshots of innovative work within (and at the intersections between) several intellectual fields of study. The collection of essays reveal the dialectical harmony and solidarity with which Hip Hop scholars, activists, and artists collectively mobilize, stand together, and collaboratively sustain in hopes of realizing social justice and actualizing global liberation. Several leading scholars in Hip Hop studies also provide insight to the aesthetic, the affordances, the ethics, and panoply of voices in Hip Hop culture. Finally, through empirical research, direct artistic engagement and critical pedagogical praxis, the contributors demonstrate how Hip Hop Based Education (HHBE) catalyzes civic engagement and democratic participation in schools through the use of democratic aesthetic tools to galvanize social change
    DOI: 10.1007/978-94-6209-674-5
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  • 37
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    Leaders in Mathematics Education : Experience and Vision (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097193
    Language: English
    Pages: Online-Ressource (VI, 218 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Leaders in Mathematics Education: Experience and Vision
    Keywords: Mathematics Study and teaching ; Mathematics teachers ; Education ; Education
    Abstract: Preliminary Material /Alexander Karp and David Lindsay Roberts -- History of Mathematics Education – Personal Perspectives /Alexander Karp -- Interview with Michèle Artigue /Alexander Karp and David Lindsay Roberts -- Interview with Heinrich Bauersfeld /Alexander Karp and David Lindsay Roberts -- Interview with Ubiratan D'Ambrosio /Alexander Karp and David Lindsay Roberts -- Interview with Geoffrey Howson /Alexander Karp and David Lindsay Roberts -- Interview with Celia Hoyles /Alexander Karp and David Lindsay Roberts -- Interview with Jeremy Kilpatrick /Alexander Karp and David Lindsay Roberts -- Interview with Henry Pollak /Alexander Karp and David Lindsay Roberts -- Interview with Alan Schoenfeld /Alexander Karp and David Lindsay Roberts -- Interview with Zalman Usiskin /Alexander Karp and David Lindsay Roberts -- Interview with Alexey Werner /Alexander Karp and David Lindsay Roberts -- Interview with Izaak Wirszup /Alexander Karp and David Lindsay Roberts.
    Abstract: This book consists of interviews with the most important mathematics educators of our time. These interviews were originally published in the International Journal for the History of Mathematics Education and are now being offered to a wider readership for the first time, collected in a single volume. Among the individuals interviewed are scholars from Brazil, France, Germany, Russia, the United Kingdom, and the United States who have made a significant impact on the development of mathematics education in their countries and internationally. The interviews cover their biographies, including their memories of their own studies in mathematics and their intellectual formation, their experience as researchers and teachers, and their visions of the history and future development of mathematics education. With contributions by David Lindsay Roberts , Prince George’s Community College
    Description / Table of Contents: TABLE OF CONTENTS; HISTORY OF MATHEMATICS EDUCATION - PERSONAL PERSPECTIVES: (Instead of an introduction); THE HISTORY OF MATHEMATICS EDUCATION AS A SCIENTIFIC DISCIPLINE; THREE QUARTERS OF A CENTURY IN MATHEMATICS EDUCATION: ACHIEVEMENTS AND CHALLENGES; THE INTERVIEW AS A MEANS OF UNDERSTANDING AND AS A MEANS OF COLLECTING DATA; AFFILIATION; INTERVIEW WITH MICHÈLE ARTIGUE; BEGINNING. SCHOOL YEARS; UNIVERSITY YEARS; BEGINNING OF THE WORK AND RESEARCH IN MATHEMATICS EDUCATION; RESEARCHING TECHNOLOGY IN MATHEMATICS EDUCATION; OTHER DIRECTIONS OF RESEARCH
    Description / Table of Contents: ON FRENCH SCHOOL OF MATHEMATICS EDUCATIONON ICMI AWARDS IN MATHEMATICS EDUCATION; WORKING IN ICMI EXECUTIVE COMMITTEE AND BEING A PRESIDENT OF ICMI; ON HISTORY OF MATHEMATICS EDUCATION; NOTES; REFERENCES; INTERVIEW WITH HEINRICH BAUERSFELD; BEGINNING: SCHOOL YEARS; HIGHER EDUCATION; FIRST YEARS OF TEACHING; YEARS IN FRANKFURT AM MAIN; YEARS IN BIELEFELD; MORE ON RESEARCH; ON INFLUENTIAL SCHOLARS; ON A PARADOX IN MATHEMATICS EDUCATION; NOTES; REFERENCES; PUBLICATIONS OF IDM; INTERVIEW WITH UBIRATAN D' AMBROSIO; SCHOOL YEARS; UNIVERSITY EDUCATION; FURTHER CAREER IN EDUCATION; ETHNOMATHEMATICS
    Description / Table of Contents: ON THE DEVELOPMENT OF RESEARCH IN MATHEMNATICS EDUCATIONON THE HISTORY OF MATHEMATICS EDUCATION; INTERVIEW WITH GEOFFREY HOWSON; BACKGROUND: COMING TO THE FIELD; SCHOOL MATHEMATICS PROJECT; WORKING FOR EDUCATIONAL DEVELOPMENT OVERSEAS; RETURNING TO SOUTHAMPTON; WORKING FOR ICMI; RESEARCHING IN THE HISTORY OF MATHEMATICS EDUCATION; THINKING ABOUT THE RECENT PAST; NOTES; REFERENCES; INTERVIEW WITH CELIA HOYLES; BACKGROUND; STARTING RESEARCH AND BECOMING INTERESTED IN TECHNOLOGY; PARTICIPATING IN INTERNATIONAL PROJECTS; WORKING AS A GOVERNMENT CHIEF ADVISOR FOR MATHEMATICS EDUCATION
    Description / Table of Contents: WORKING ON TVPARTICIPATING IN BRITISH PROJECTS; ON THE DEVELOPMENT OF TECHNOLOGY IN MATHEMATICS EDUCATION; ON THE HISTORY OF MATHEMATICS EDUCATION; NOTES; INTERVIEW WITH JEREMY KILPATRICK; BACKGROUND; ED BEGLE ON PSYCHOLOGY; FIRST RESEARCH PROJECTS; SMSG; MORE ON ED BEGLE AND RESEARCH IN MATHEMATICS EDUCATION; LESSONS LEARNED FROM THE NEW MATH ERA; PÓLYA, BEGLE, AND KLINE; AT TEACHERS COLLEGE (TC), COLUMBIA UNIVERSITY, AND AT UNIVERSITY OF GEORGIA (UGA); NCTM STANDARDS AND OTHER RECENT INITIATIVES; HISTORY OF MATHEMATICS EDUCATION; NOTES; REFERENCES; INTERVIEW WITH HENRY POLLAK
    Description / Table of Contents: GETTING INVOLVED IN MATHEMATICS EDUCATIONSCHOOL MATHEMATICS STUDY GROUP; WHAT IS FIRST YEAR ALGEBRA ALL ABOUT?; FEW MORE IDEAS; SMSG AND INTERNATIONAL EXPERIENCE; ON CRITIQUES OF SMSG; COLLEGE TEACHING; TEACHING MODELING; MORE ON INTERNATIONAL CONNECTIONS; NOTES; REFERENCES; INTERVIEW WITH ALAN SCHOENFELD; SCHOOL YEARS; UNIVERSITY EDUCATION; MORE ON PROBLEM SOLVING; ON FURTHER RESEARCH; ON NCTM STANDARDS; ON THE DEVELOPMENT OF RESEARCH IN MATHEMATICS EDUCATION; INTERNATIONAL CONNECTIONS AND INFLUENCES; ON THE HISTORY OF MATHEMATICS EDUCATION; NOTES; INTERVIEW WITH ZALMAN USISKIN; SCHOOL YEARS
    Description / Table of Contents: UNIVERSITY EDUCATION
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-719-3
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    Algebra Teaching around the World (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097070
    Language: English
    Pages: Online-Ressource (VIII, 264 p, online resource)
    Series Statement: Series Preface
    Series Statement: The Learner’s Perspective Study 5
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Algebra Teaching around the World
    Keywords: Algebra Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Frederick K.S. Leung , Kyungmee Park , Derek Holton and David Clarke -- How is Algebra Taught around the World? /Frederick K.S. Leung , David Clarke , Derek Holton and Kyungmee Park -- Solving Linear Equations: A Balanced Approach /Glenda Anthony and Tim Burgess -- Rethinking Algebra Teaching in the Light of ‘Orchestration of Signs’ – Exploring the “Equal Sign” in a Norwegian Mathematics Classroom /Birgit Pepin , Ole Kristian Bergem and Kirsti Klette -- Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations /Jarmila Novotná and Alena Hošpesová -- Developing Procedural Fluency in Algebraic Structures – A Case Study of a Mathematics Classroom in Singapore /Berinderjeet Kaur -- Eye of the Beholder: The Discrepancy between the Teacher’s Perspectives and Students’ Perspectives on Algebra Lessons in Korea /Kyungmee Park and Frederick K. S. Leung -- Construction Zone for the Understanding of Simultaneous Equations: An Analysis of One Japanese Teacher’s Strategy of Reflecting on a Task in a Lesson Sequence /Minoru Ohtani -- Understanding the Concept of Variable Through Whole-Class Discussions: The Community of Inquiry from a Japanese Perspective /Toshiakira Fujii -- Understanding the Current Beijing Classrooms Through Linear Inequalities Teaching /Zhongdan Huan , Jianhua Li , Ping Ma and Li Fu -- Teaching the Graphical Method of Solving Equations: An Example in the Shanghai Lessons /Ida Ah Chee Mok -- Teaching Algebraic Concepts in Chinese Classrooms: A Case Study of Systems of Linear Equations /Rongjin Huang , Ida Ah Chee Mok and Frederick K. S. Leung -- Promoting Mathematical Understanding: An Examination of Algebra Instruction in Chinese and U.S. Classrooms /Rongjin Huang and Yeping Li -- Different Opportunities to Learn: The Case of Simultaneous Equations /Johan Häggström -- The LPS Research Design /David Clarke -- Subject Index /Frederick K.S. Leung , Kyungmee Park , Derek Holton and David Clarke.
    Abstract: Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and ‘Western’ countries. It seems that a common emphasis of algebra teaching in CHC countries is the ‘linkage’ or ‘coherence’ of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in ‘real world’ contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention of helping students to form connections between algebra and other aspects of their experience
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""SERIES PREFACE""; ""CHAPTER 1: How is Algebra Taught around the World?""; ""INTRODUCTION""; ""THE LEARNER�S PERSPECTIVE STUDY (LPS)""; ""What are algebra and algebraic activities?""; ""CONTENT OF THIS BOOK""; ""ALGEBRA TEACHING IN DIFFERENT COUNTRIES""; ""Similarities and differences among countries""; ""How is algebra taught differently in different countries?""; ""Conceptual understanding""; ""Theory of variation""; ""VARIATIONS IN ALGEBRA TEACHING AMONG THE CLASSROOMS FROM THE CHC CLUSTER OF COUNTRIES""
    Description / Table of Contents: ""COMPARING CHARACTERISTICS OF ALGEBRA TEACHING IN CHC AND WESTERN CLASSROOMS""""IS ALGEBRA “UNIVERSAL�?""; ""CONCLUDING REMARKS""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 2: Solving Linear Equations: A Balanced Approach""; ""INTRODUCTION""; ""TEACHING LINEAR EQUATIONS""; ""THE BALANCE MODEL""; ""CONTEXTUALISING THE CASE""; ""OCCASIONING THE TRANSITION""; ""Anticipating future learning""; ""Refocusing on the meaning of the equal sign""; ""Orientating students to more powerful ways of thinking""; ""INTRODUCING THE BALANCE MODEL""; ""Coping with the unexpected""
    Description / Table of Contents: ""Detaching from the model""""BALANCING ACTS""; ""CONCLUSION""; ""NOTE""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 3: Rethinking Algebra Teaching in the Light of �Orchestration of Signs� � Exploring the “Equal Sign� in a Norwegian Mathematics Classroom""; ""INTRODUCTION""; ""UNDERSTANDINGS OF EQUALITY AND THE EQUAL SIGN""; ""THEORETICAL FRAMEWORK""; ""THE STUDY""; ""THE FINDINGS""; ""Contexts-Mathematics classroom environments""; ""Description of the lesson and identification/use of �signs�""; ""DISCUSSION OF FINDINGS""
    Description / Table of Contents: ""CONCLUSIONS AND IMPLICATIONS FOR THEORY AND PRACTICE""""NOTE""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 4: Traditional Versus Investigative Approaches to Teaching Algebra at the Lower Secondary Level: The Case of Equations""; ""INTRODUCTION""; ""ALGEBRA IN SCHOOL MATHEMATICS IN THE CZECH REPUBLIC""; ""DATA COLLECTION""; ""THE ABILITY TO UNDERSTAND EQUALITY AND EQUATIONS""; ""THE ABILITY TO APPLY EQUALITY AND EQUATIONS IN REAL WORLD PROBLEM-SOLVING SETTINGS""
    Description / Table of Contents: ""THE ABILITY TO THINK IN A SYMBOLIC LANGUAGE, TO UNDERSTAND ALGEBRA AS GENERALIZED ARITHMETIC, AND TO UNDERSTAND ALGEBRA AS THE STUDY OF MATHEMATICAL STRUCTURES""""EQUATIONS IN CZ1 AND CZ2""; ""ACKNOWLEDGEMENTS""; ""NOTES""; ""REFERENCES""; ""AFFILIATIONS""; ""CHAPTER 5: Developing Procedural Fluency in Algebraic Structures � A Case Study of a Mathematics Classroom in Singapore""; ""INTRODUCTION""; ""THE CASE STUDY""; ""Teacher Data""; ""Stage 1: Introduction of factorisation involving difference of two squares""; ""Stage 2: Demonstration of how to apply a2 � b2 = (a + b)(a � b)""
    Description / Table of Contents: ""Stage 3: Students assigned seatwork""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-707-0
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    How World-Class Universities Affect Global Higher Education : Influences and Responses (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098213
    Language: English
    Pages: Online-Ressource (VIII, 204 p, online resource)
    Series Statement: Global Perspectives on Higher Education 26
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als How World-Class Universities Affect Global Higher Education: Influences and Responses
    Keywords: Education, Higher ; Education ; Education
    Abstract: Preliminary Material /Ying Cheng , Qi Wang and Nian Cai Liu -- How World-Class Universities Affect Global Higher Education /Ying Cheng , Qi Wang and Nian Cai Liu -- A New Push in French Excellence /Michel Rocard -- Context and First Observations on the “Investment Programme for the Future” in France /Ghislaine Filliatreau -- Promoting Research Excellence /Jiani Zhu -- Top Down Push for Excellence /Isak Froumin and Alexander Povalko -- The Korean Government’s Policies and Strategies to Foster World-Class Universities /Geo-Suk Suh and Sang-June Park -- Continuity and Transformation /Akiyoshi Yonezawa and Angela Yung Chi Hou -- Reflections on the Effects of the 985 Project in Mainland China /Qi Wang and Ying Cheng -- Privatization, the State, and the Transformation of World-Class Research Universities /William G. Tierney -- On Mergers and Missions /Marijk van der Wende -- Too Small to Succeed /Andrés Bernasconi -- What Matters in Global Outreach? /Gerard A. Postiglione -- Global Competition among Research Universities /Kathryn Mohrman -- About the Authors /Ying Cheng , Qi Wang and Nian Cai Liu -- Global Perspectives on Higher Education /Ying Cheng , Qi Wang and Nian Cai Liu.
    Abstract: World-class universities, commonly recognized as global research universities or flagship universities, are cornerstone institutions embedded in any academic system and play an important role in developing a nation’s competitiveness in the global knowledge economy. The development of world-class universities is high on the policy agenda of various stakeholders across the globe. In the past few years, an increasing number of nations, regions and higher education institutions in both developed and developing countries have joined the same race for academic excellence and have adopted a range of development strategies and implemented various reforms. From a comparative perspective, How World-Class Universities Affect Global Higher Education intends to provide an in-depth picture of excellence initiatives and relevant policies adopted in various nations and regions, and to reflect opportunities and challenges of developing excellence. This book not only represents a contribution to the ongoing discussion on the topic of building world-class universities, but can be seen a continuation of the previous four volumes on this topic— World-Class Universities and Ranking: Aiming beyond Status, The World-Class University as Part of a New Higher Education Paradigm: From Institutional Qualities to Systemic Excellence, Paths to a World-Class University: Lessons from Practices and Experiences, and Building World-Class Universities: Different Approaches to a Shared Goal . All five books will be useful reading for students and academics in higher education generally, in addition to policy makers and informed practitioners
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. HOW WORLD-CLASS UNIVERSITIES AFFECT GLOBAL HIGHER EDUCATION:Influences and Responses; INTRODUCTION; GLOBAL IMPACT OF WORLD-CLASS UNIVERSITY MOVEMENT: EXCELLENCE INITIATIVES; CONTRIBUTIONS TO THIS VOLUME; National and Regional Reflections on Excellence Initiatives; Opportunities and Challenges of Developing Excellence; REFERENCES; SECTION 1: NATIONAL AND REGIONAL REFLECTIONSON EXCELLENCE INITIATIVES; 2. A NEW PUSH IN FRENCH EXCELLENCE:Could France Again Be Capable of World-Class Research?
    Description / Table of Contents: 3. CONTEXT AND FIRST OBSERVATIONS ON THE "INVESTMENT PROGRAMME FOR THE FUTURE" IN FRANCE1INTRODUCTION; FRENCH HIGHER EDUCATION AND RESEARCH SYSTEM; REFORMS IN HIGHER EDUCATION; REFLECTION ON AND INITIAL IMPACT OF PIA; ACKNOWLEDGEMENTS; NOTES; REFERENCES; 4. PROMOTING RESEARCH EXCELLENCE:The Excellence Initiative in Germany; INTRODUCTION; Glorious History vs. Mediocre Accomplishments; Staying Egalitarian vs. Pursuing Excellence; Unity of Teaching and Research vs. Under-investment in Research; INITIATIVES: RESTRUCTURING GERMAN'S HIGHER EDUCATION LANDSCAPE; Purpose
    Description / Table of Contents: Organization, Selection Procedure and Funding Areas Organization.Monitoring and Evaluation; THE CHALLENGE: DISCUSSIONS AND REFLECTIONS; Outcomes and Critiques; Discussions and Reflection; NOTES; REFERENCES; 5. TOP DOWN PUSH FOR EXCELLENCE:Lessons from Russia; INTRODUCTION; "NATIONAL TREASURES"; "FEDERAL UNIVERSITIES" PROJECT; NATIONAL RESEARCH UNIVERSITIES INITIATIVE; LESSONS; NEW INITIATIVE; ACKNOWLEDGEMENTS; REFERENCES; 6. THE KOREAN GOVERNMENT'S POLICIES AND STRATEGIES TO FOSTER WORLD-CLASS UNIVERSITIES; INTRODUCTION
    Description / Table of Contents: THE STRATEGIES AND ACCOMPLISHMENTS OF THE KOREAN GOVERNMENT IN ESTABLISHING WORLD-CLASS UNIVERSITIESBrain Korea 21 (BK21, 1990-2012); World-Class University, 2008-2013; MAIN ACHIEVEMENTS OF THE POLICIES; Developing Human Capital; Strengthening Research Competitiveness; Increasing the Globalization of Universities; FUTURE POLICIES AND STRATEGIES; Brain Korea 21 PLUS (BK21 PLUS, 2013-2019); The Goals and Direction of BK21 PLUS.; The Strategies and Policies of Korean WCU; CONCLUSION; REFERENCES
    Description / Table of Contents: 7. CONTINUITY AND TRANSFORMATION:Continuous Challenges for World-Class Status among Universities inTaiwan and Japan as Ageing SocietiesINTRODUCTION; FUNDING SCHEMES FOR ESTABLISHING WORLD-CLASS UNIVERSITIES; Japan; Taiwan; CHALLENGES IN THE FIERCE GLOBAL COMPETITION; Selection and Concentration; Globally Competitive Salary; Reforms of PhD Programme; RANKINGS AND INTERNATIONALIZATION; Research, Development, and Evaluation Commission; CONCLUSION; REFERENCES; 8. REFLECTIONS ON THE EFFECTS OF THE 985 PROJECT IN MAINLAND CHINA; INTRODUCTION; THE BACKGROUND OF THE 985 PROJECT
    Description / Table of Contents: Developing the Elite Sector
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-821-3
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    Creative Practitioner Inquiry in the Helping Professions (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097438
    Language: English
    Pages: Online-Ressource (XVIII, 218 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Creative Practitioner Inquiry in the Helping Professions
    RVK:
    MR 2800
    Keywords: Narrative inquiry (Research method) Case studies ; Creative nonfiction ; Qualitative research Case studies ; Education ; Education ; Helfender Beruf ; Forschung ; Kreativität
    Abstract: Preliminary Material /Jane Speedy and Jonathan Wyatt -- Introduction to ‘Creative Practitioner Inquiry in the Helping Professions’ /Jane Speedy and Sue Porter -- Introduction to Visual Inquiry /Jane Speedy and Mike Gallant -- Seeing Learning Disability /McClain Percy -- From a Different Perspective /Briege Casey -- Sailing and the Dad Connection /Cindy Gowen -- Dzo Dancing /Dave Bainton -- Introduction to Written Inquiry /Jane Reece and Jane Speedy -- A Life of My Story /Tim Heywood -- Battered Fish out of Water /Mike Gallant -- Cocka Rogie’s Song /Francine Bradshaw -- Sisters, Secrets and Silence /Chris Scarlett -- New Scripts for Old Women /Joyce Ferguson -- Visible Women /Christine Bell -- Writing Back to Life /Donna Kemp -- Introducing Collaborative Ways of Working /Jane Speedy and Sue Porter -- Conversation with Sylvia in Colour /Jane Reece -- Two Men Talking /Ken Gale and Jonathan Wyatt -- Bare Arsed Stories /Sue Porter -- Encountering ‘Gerald’ /Bristol Collaborative Writing Group -- Epilogue /Jane Speedy and Jonathan Wyatt.
    Abstract: This beautiful volume offers a range of research possibilities for practitioners. Bringing together the work of a community of scholars whose work blurs the edges between the arts and social sciences in the name of practice-based inquiry, Creative Practitioner Inquiry in the Helping Professions offers engaging and accessible exemplars alongside clear explanations of the theoretical understandings and backgrounds to the approaches offered. The book’s contributors are teachers, doctors, social workers, counsellors, psychotherapists, health and community workers and organisational consultants; together they passionately engage in arts-based research as an effective and accessible instrument of inquiry, knowledge dissemination and social change
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; ABOUT THE CONTRIBUTORS; PROLOGUE:How and Why This Book Was Written; AN UNAPOLOGETICALLY MESSY TEXT FOR A MULTI-STORIEDAND MESSY OLD WORLD; PRODUCING THIS BOOK; REFERENCES; 1. INTRODUCTION TO 'CREATIVE PRACTITIONER INQUIRY IN THE HELPING PROFESSIONS'; BLOG ENTRY, SEPTEMBER 25, 2924; Sue to Jane, 31/3/13; Jane to Sue 4/4/13; Sue writes to Jane 21.4.13:; BLOG ENTRY, SEPTEMBER 26TH, 2924.; REFERENCES; PART ONE: VISUAL INQUIRY; 2. INTRODUCTION TO VISUAL INQUIRY:Between the Visual and the Textual; TRANSFORMING INQUIRIES: TRANSFORMING OURSELVES THROUGH MAKING ART
    Description / Table of Contents: PHOTOGRAPHY, MEMORY, NARRATIVE AND IDENTITYCRITICAL METHODOLOGICAL QUESTIONS; REFERENCES; 3. SEEING LEARNING DISABILITY:A Re/claimed Book; RE/CLAIMING A BOOK; NOTES; REFERENCES; 4. FROM A DIFFERENT PERSPECTIVE:Interrogating Nursing Through Art; SCRATCHING SURFACES: INQUIRING AND EXPERIENCING THROUGH ART-MAKING PROCESSES; Helen's comment on her piece; DEVELOPING THE ART OF INTERPRETATION; UNEARTHING THE OBSCURED; INTERROGATING SELF AND PURPOSE; Lisa'scomment; CHALLENGES EXPERIENCED IN USING ART-BASED APPROACHES; CONCLUSION; REFERENCES; 5. SAILING AND THE DAD CONNECTION; 6. DZO DANCING
    Description / Table of Contents: PROLOGUEWEALTH/POVERTY?; POSTSCRIPT; REFERENCES; PART TWO: WRITTEN INQUIRY; 7. INTRODUCTION TO WRITTEN INQUIRY; WRITING AS INQUIRY; WRITING SOCIAL RESEARCH DIFFERENTLY; CRITICAL RESEARCH QUESTIONS RAISED BY CHAPTERS 8-13 OF THIS BOOK; REFERENCES; 8. A LIFE OF MY STORY; REFERENCES; 9. BATTERED FISH OUT OF WATER: AWork in Progress; PROLOGUE. SANDWICH MAKING WITH ANGER; BROWN BREAD (BOTTOM SLICE); THE FILLING (IN THIRTEEN SCENES); Scene 1. The Pink Bedroom; Scene 2. The Beach Below Our House; Scene 3. Busy Pedestrianised Street in a Provincial Town; Scene 4. The deck of a P&O ferry
    Description / Table of Contents: Scene 5. The Head Teacher's OfficeScene 6. The un/shoreline; Scene 7. Office Environment-Brightness 95%; Scene 8. Night-High Angle View of Father and Mother Asleep; Scene 9. Close-up LCD Screen6; Scene 10. The Pink Bedroom7; Scene 11. Battered Fish out of Water; Scene 12. The Pink Bedroom and the Father's Office; BROWN BREAD (TOP SLICE-TO COVER AND CONTAIN); EPILOGUE; NOTES; REFERENCES; 10. COCKA ROGIE'S SONG:Outsiders Within; THE POSITION: INSIDE/OUTSIDE; APPROACHING THE STUDY; THE JOURNEY BEGINS; INSIDER/OUTSIDER POSITIONS: ENVIABLE/DANGEROUS?; RE-POSITIONING; NOTES; REFERENCES
    Description / Table of Contents: 11. SISTERS, SECRETS AND SILENCEFRAGMENT (1); FRAGMENT (2); FRAGMENT (3); REFERENCES; 12. NEW SCRIPTS FOR OLD WOMEN; NEW SCRIPTS FOR OLD WOMEN: ACT 1-THE RESEARCH TEAM GETS TOGETHER; Act Two: The Study Team Meet; REFERENCES; 13. VISIBLE WOMEN; WHAT IS POETIC INQUIRY?; FIRST LETTER FROM LYNN; IN SEARCH OF THE INVISIBLE WOMAN; FIRST LETTER FROM PAT; FIRST LETTER FROM JANE; FINDING MY COLLABORATORS; FIRST LETTER FROM ALISON; FIRST LETTER FROM SARA; NOT BEING OBJECTIVE; FIRST LETTER FROM CINDY; THE LIVING, BREATHING, SPEAKING BEING; FIRST LETTER FROM MARIE; REFERENCES; 14. WRITING BACK TO LIFE
    Description / Table of Contents: COMING …
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-743-8
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    Higher Education in Societies : A Multi Scale Perspective (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097469
    Language: English
    Pages: Online-Ressource (VIII, 214 p, online resource)
    Series Statement: Higher Education Research in the 21st Century Series
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Higher Education in Societies: A Multi Scale Perspective
    RVK:
    MS 7375
    Keywords: Education, Higher Research ; Education ; Education ; Tertiärbereich
    Abstract: Preliminary Material /Gaële Goastellec and France Picard -- Introduction /Gaële Goastellec and France Picard -- How Do University, Higher Education and Research Contribute to Societal Well-Being? /Michèle Lamont -- A Persian Grandee in Lausanne /Sheldon Rothblatt -- A New Social Contract for Higher Education? /Peter Maassen -- Higher Education and Public Good /Simon Marginson -- Defending Knowledge as the Public Good of Higher Education /Joanna Williams -- Partisan Politics in Higher Education Policy /Jens Jungblut -- Access, Equity and Regional Development /Rómulo Pinheiro -- Shrinking Higher Education Systems /Madalena Fonseca , Sara Encarnação and Elsa Justino -- Pathways to Higher Education in France and Switzerland /Jake Murdoch , Christine Guégnard , Maarten Koomen , Christian Imdorf and Sandra Hupka-Brunner -- The Development of the Québec Higher Education System /France Picard , Pierre Canisius Kamanzi and Julie Labrosse -- Engineering Access to Higher Education through Higher Education Fairs /Agnès van Zanten and Amélia Legavre -- Conclusion /France Picard and Gaële Goastellec -- About the Authors /Gaële Goastellec and France Picard.
    Abstract: Universities are not only economic engines but societal ones. This book interrogates the embeddedness of Higher Education (HE) systems in national social contracts, and discusses how their renegotiation is at play in the organisation of students’ access to universities. Structured around the central concept of the social contract, the growing recognition of the role of HE in its implementation, and regulations governing both individual and collective access, Higher Education in Societies: A Multiscale Perspective , explores the shifting mission of HE over the years from one thought to produce an elite to one of distributive justice by presenting research at the macro, meso and micro levels. In bringing together researchers from different countries, continents, and disciplines to study the same issue through a multiscale analysis, this book forms the starting line for further theoretical and methodological debate on the value of weaving together different approaches to the study of HE, including historical, comparative, sociological, organisational, institutional, quantitative, and qualitative
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; REFERENCES; 1. HOW DO UNIVERSITY, HIGHER EDUCATION AND RESEARCH CONTRIBUTE TO SOCIETAL WELL-BEING?; INTRODUCTION; HOW PROFESSORS THINK; UBER EXCELLENCE AND THE CHALLENGES THAT PEER REVIEW MEET; SOCIETAL WELL BEING, HIGHER EDUCATION AND RESEARCH; NOTES; REFERENCES; 2. A PERSIAN GRANDEE IN LAUSANNE; INTRODUCTION; CHER MEMORIES: CHANGES IN HIGHER EDUCATION, CHANGES IN RESEARCH; EDUCATION'S ABIDING MORAL DILEMMA: MERIT AND WORTH IN THE CROSS-ATLANTIC DEMOCRACIES, 1800-2006; CONCLUSION; NOTES; REFERENCES
    Description / Table of Contents: 3. A NEW SOCIAL CONTRACT FOR HIGHER EDUCATION?INTRODUCTION; ANALYTICAL FRAMEWORK; HISTORICAL DEVELOPMENT; The German Research University and Its Scientific Structure; The Land-Grant Universities; Post-1945 Science Pact in the USA; The Post-1945 Science Pact in Europe; FINAL REFLECTIONS; NOTES; REFERENCES; 4. HIGHER EDUCATION AND PUBLIC GOOD: A Global Study; INTRODUCTION; The Conceptual Basis for an Empirical Study; HIGHER EDUCATION AS A SOCIAL SECTOR; A Worldwide Assemblage; Universities and States: The Comparative Dimension
    Description / Table of Contents: CONCEPTUAL FRAMEWORKS FOR IDENTIFYING PUBLIC GOODS IN HIGHER EDUCATIONEconomics; Political Theory and Communications Theory; Global Public Goods; THE EMPIRICAL TERRAIN; POLICY PROBLEMS; MOVING FORWARD; Starting Notion of Public Good; Measurability; Globalised Comparative Methods; CONCLUSIONS; APPENDIX: EMPIRICAL RESEARCH AND DATA ANALYSIS; REFERENCES; 5. DEFENDING KNOWLEDGE AS THE PUBLIC GOOD OF HIGHER EDUCATION; INTRODUCTION; THE PROBLEM OF DEFINITION; HIGHER EDUCATION AND THE PUBLIC GOOD BEFORE WORLD WAR TWO; HIGHER EDUCATION AND THE PUBLIC GOOD 1939-1963
    Description / Table of Contents: HIGHER EDUCATION AND THE PUBLIC GOOD 1963-1997HIGHER EDUCATION AND THE PUBLIC GOOD 1997-2007; WHAT HAS HAPPENED TO KNOWLEDGE?; INCULCATING VALUES; CONCLUSIONS; NOTE; REFERENCES; 6. PARTISAN POLITICS IN HIGHE REDUCATION POLICY: How Does the Left-Right Divide of Political Parties Matter in Higher Education Policy in Western Europe?; INTRODUCTION; HIGHER EDUCATION - A MORE SALIENT BUT LESS SPECIAL POLICY FIELD; HIGHER EDUCATION POLICY IN COMPARATIVE POLITICS; The Re-distributive Characteristics of Higher Education Policy; The Cultural Conflict Dimension in Higher Education Policy
    Description / Table of Contents: HIGHER EDUCATION POLICY AND THE VARIETIES OF CAPITALISMCME and LME Higher Education Systems; SUGGESTION OF A RESEARCH DESIGN; CONCLUSION; ACKNOWLEDGEMENTS; NOTES; REFERENCES; 7. ACCESS, EQUITY, AND REGIONAL DEVELOPMENT: A Norwegian Tale; INTRODUCTION; CONCEPTUAL BACKDROP; Access, Regionalisation, and Regional Development; EMPIRICAL SECTION (I): GOVERNING ACCESS; "More is Better" (Mid-50s-Early 70s); "More Is a Problem" (Mid-1980s-Mid-1990s); "More but Different" (Mid-90s-2013); EMPIRICAL SECTION (II): EQUITY, ACCESS, AND DEVELOPMENT; DISCUSSION; CONCLUSION AND RESEARCH IMPLICATIONS; NOTES
    Description / Table of Contents: REFERENCES
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-746-9
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    Dao Companion to Japanese Confucian Philosophy (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789048129218
    Language: English
    Pages: Online-Ressource (XI, 422 p, online resource)
    Series Statement: Dao Companions to Chinese Philosophy 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als Dao companion to Japanese Confucian philosophy
    RVK:
    CI 8520
    Keywords: Philosophy (General) ; Philosophy, modern ; Regional planning ; Religion (General) ; Philosophy ; Philosophy, Confucian--Japan. ; Aufsatzsammlung ; Japan ; Konfuzianismus ; Ideengeschichte 1600-1868
    Abstract: This volume features in-depth philosophical analyses of major Japanese Confucian philosophers as well as themes and topics addressed in their writings. Its main historical focus is the early-modern period (1600-1868), when much original Confucian philosophizing occurred. Written by scholars from the United States, Canada, Europe, Australia, Japan, and China and eclectic in methodology and disciplinary approach, this anthology seeks to advance new multidimensional studies of Japanese Confucian philosophy for English language readers. It presents essays that focus on Japanese Confucianism, while including topics related to Buddhism, Shintō, Nativism, and even Andō Shōeki 安藤昌益 (1703-1762), one of the most vehement critics of Confucianism in all of East Asia. The book builds on the premise that Japanese Confucian philosophy consists in the ongoing engagement in critical, self-reflective discussions of and speculative theorizing about ethics, epistemology, metaphysics, political theory, and spiritual problems, as well as aesthetics, cosmology, and ontology
    DOI: 10.1007/978-90-481-2921-8
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    A Comparative Analysis of Higher Education Systems : Issues, Challenges and Dilemmas (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095335
    Language: English
    Pages: Online-Ressource (VIII, 226 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Comparative analysis of higher education systems
    Keywords: Education, Higher Cross-cultural studies ; Comparative education ; Education
    Abstract: This is a well crafted, timely book that comes at a time when so much is happening in higher education contexts across the world. Clearly, it is in response to these global (and selectively local) trends that Kariwo, Gounko and Nungu bring together an impressive lineup of both established and emerging scholars who achieve a comprehensive and critically constructed perspective on tertiary education systems. Collectively, the chapters in this work shall expand the epistemic boundaries of the area and its affiliated disciplines, and the book as a whole will greatly benefit interested scholars, students, education policy makers and the public at large. - Ali A. Abdi, Professor, University of Alberta This book is a valuable contribution to knowledge on higher education and provides an international perspective on issues, challenges and dilemmas resulting from the rapid expansion of higher education. The volume is an excellent text that integrates theoretical and analytical studies as well as empirical regional studies. The book gives some insights on how different countries and regions have been responding to massification and accessing of higher education. It will appeal to researchers, graduate students and faculty in Higher or Post-Secondary Education as well as International and Comparative Education. - Edward Shizha, Associate Professor, Wilfrid Laurier University (Brantford Campus)
    DOI: 10.1007/978-94-6209-533-5
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    (Re)Constructing Memory : School Textbooks and the Imagination of the Nation (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096561
    Language: English
    Pages: Online-Ressource (XII, 344 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als (Re)Constructing Memory: School Textbooks and the Imagination of the Nation
    Keywords: Textbooks History ; Nationalism Study and teaching ; Education ; Education
    Abstract: Preliminary Material /James H. Williams -- Nation, State, School, Textbook /James H. Williams -- The Mobilization of Historical Consciousness in the Narratives About the Last Argentine Dictatorship /Daniel S. Friedrich -- Domesticating Democracy? /Shoko Yamada -- State Formation and Nation Building Through Education /Yeow Tong Chia -- Publicizing Nationalism /Caroline Dolive -- Pedagogies of Space /Iveta Silova , Michael Mead Yaqub and Garine Palandjian -- Whose Past, Whose Present? /Michelle J. Bellino -- Revision for Rights? /Federick J. Ngo -- Studying the Past in the Present Tense /Esther Yogev -- History Teachers Imagining the Nation /Lisa Y. Faden -- (Re)Learning Ukrainian /Michael Mead Yaqub -- The Abc’s of Being Armenian /Garine Palandjian -- An Unimagined Community? /Christine Beresniova -- Legitimizing an Authoritarian Regime /Karina V. Korostelina -- Textbooks, Schools, Memory, and the Technologies of National Imaginaries /Noah W. Sobe -- Strategic “Linguistic Communities” /William C. Brehm -- School Textbooks and the State of the State /James H. Williams -- Contributors /James H. Williams -- Index /James H. Williams.
    Abstract: This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials—children’s readers, a required text penned by the head of state, a holocaust curriculum, etc. . The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children’s readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion
    Description / Table of Contents: TABLE OF CONTENTS; (RE)CONSTRUCTING MEMORY: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community; ACKNOWLEDGMENTS; 1. NATION, STATE, SCHOOL, TEXTBOOK; CORE NATIONAL TASKS FOR THE SCHOOL: SCHOOLS' CIVIC WORK; WORKS CITED; Section 1. Shoring up the State; 2. THE MOBILIZATION OF HISTORICAL CONSCIOUSNESS IN THE NARRATIVES ABOUT THE LAST ARGENTINE DICTATORSHIP; HISTORICAL/PERSONAL CONTEXT; METHODOLOGY; NARRATING THE LESSON; Historical Consciousness and the Reasoning Behind Telling the Story; Plot Points and Demarcation of Eras
    Description / Table of Contents: The Binary Opposition Between Authoritarianism and DemocracyPopulation: Between Victimhood and Resistance; Activating the Mind; SUMMARY; Historical Consciousness, Progress, and Democratic Knowledge; NOTES; TEXTBOOK MATERIALS ANALYZED; WORKS CITED; 3. DOMESTICATING DEMOCRACY?: Civic and Ethical Education Textbooks in Secondary Schools in Democratizing Ethiopia; THE POLITICAL SITUATION AND EDUCATIONAL DEVELOPMENT UNDER THE CURRENT FDRE GOVERNMENT; Political Situation; Educational Programs and Global Influence; DEVELOPMENT OF THE CURRICULUM OF CIVIC AND ETHICAL EDUCATION
    Description / Table of Contents: Characteristics of Three Curricular PeriodsThe Process of Developing the 2010 CEE Textbooks; METHODOLOGY; Text Analysis; CHANGING PATTERNS OF TEXTBOOKS ACROSS DIFFERENT PERIODS: FINDINGS FROM QUANTITATIVE ANALYSIS; Values and Principles Discussed in the Textbooks; Greater Attention to Individuals and Social Cohesion; Pedagogical Changes Toward Learner-Centeredness; ETHIOPIAN FLAVORS IN CEE TEXTBOOKS FINDINGS FROM QUALITATIVE CONTENT ANALYSIS; International Dependency; CONCLUSION; NOTES; WORKS CITED
    Description / Table of Contents: 4. STATE FORMATION AND NATION BUILDING THROUGH EDUCATION: The Origins and Introduction of the "National Education" Program in SingaporeORIGINS OF NATIONAL EDUCATION: TOTAL DEFENCE; LAUNCH OF NATIONAL EDUCATION IN SCHOOLS; IMPLEMENTATION OF NATIONAL EDUCATION; NATIONAL EDUCATION EXHIBITION: THE SINGAPORE STORY; CONCLUSION; NOTES; WORKS CITED; 5. PUBLICIZING NATIONALISM: Legitimizing the Turkmen State through Niyazov's Rukhnama; SAPARMYRAT NIYAZOV; A BRIEF HISTORY OF TURKMENISTAN AND THE TURKMEN PEOPLE; NARRATIVES AS TOOLS FOR NATION BUILDING; RUKHNAMA; Description and Purpose
    Description / Table of Contents: Turkmenistan's Tribal HeroesTurkmen Leadership; Turkmen State Building and the Development of National Pride; Effects of the Soviet Era; Traditional Values and Ways of Life; Turkmen Spiritual Development; INFLUENCES ON NIYAZOV'S BRAND OF NATIONALISM; CONCLUSION; NOTES; WORKS CITED; 6. PEDAGOGIES OF SPACE: (Re)Mapping National Territories, Borders, and Identities in Post-Soviet Textbooks; TEACHING GEOGRAPHIES, (RE)MAPPING IDENTITIES: THEORIZING SPACE AND SOCIETY; PEDAGOGIES OF SPACE; MAPPING PEDAGOGIES IN POST-SOVIET TEXTBOOKS: RESEARCH APPROACH; Sample and Research Questions
    Description / Table of Contents: LEARNING TO READ THE NATIONAL SPACE: ON LANDSCAPES, LIMITS, AND LOVE FOR THE HOMELAND
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-656-1
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    Anecdotes and Afterthoughts : Literature as a Teacher’s Curriculum (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097285
    Language: English
    Pages: Online-Ressource (XII, 222 p, online resource)
    Series Statement: Bold Visions in Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum
    Keywords: Curriculum planning ; Literature Study and teaching ; Education ; Education
    Abstract: Preliminary Material -- Prologue -- Character As Doppelganger -- Character As Conscience -- Character As Nemesis -- Discourse One -- Dialogue as Meaning-Making -- Dialogue As Irony -- Dialogue As A Veil -- Discourse Two -- Journey As Metaphor -- Night As Metaphor -- Double-Consciousness As Metaphor -- Discourse Three -- Epilogue -- References.
    Abstract: This qualitative journey explores how literature informs and challenges my understanding of teaching and learning. Insights, questions, and conflicts are revealed through a series of essays in which my evolving teacher identity is illuminated through literature and imagination. Hopefully reading this portrayal of literature, which has been a source of educational insight and imagination for me, will be of use to other educators as they reflect on their own teaching. The primary works of literature used to facilitate this journey are: The Red Badge of Courage (1895), Les Miserables (1862), and American Idiot (2004); Light in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, Night (1960), and The Souls of Black Folk (1903). By delving beneath my exterior ‘teacher mask,’ a collage of images, anecdotes, reflections, aspirations, and fears is exposed. As a resource for pre-service teachers or a reflective exercise for veteran teachers, this study aims to benefit educators by providing a new pathway through which to better understand their intrinsic identities as teachers. Each chapter concludes with “Recommendations for Reflection” that readers are encouraged to consider individually and/or collectively. The spirit of daydreams allows me to integrate literature, autobiography, and imagination through inventive and inspired discourses with literary figures, using authentic quotations as content for original commentaries that further examine the intrinsic nature of teacher identity. My hope is that this journey will inspire other educators to further reflect on realities and possibilities of what it means to be a teacher
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""PREFACE""; ""ACKNOWLEDGMENTS""; ""CHAPTER 1: PROLOGUE""; ""CHAPTER 2: CHARACTER AS DOPPELGANGER: The Red Badge of Courage, Stephen Crane""; ""FINDING THE PATH TO THE THRESHOLD OF TRANSFORMATION""; ""PASSING THROUGH THE THRESHOLD OF ILLUMINATION""; ""TRANSITIONING FROM PERSONAL EPIPHANY TO CLASSROOM PRACTICE""; ""TOPICS FOR REFLECTION""; ""CHAPTER 3: CHARACTER AS CONSCIENCE: Les Miserables, Victor Hugo""; ""EXPELLING THE SHADOW AND ENTERING THE LIGHT""; ""ENCOUNTERING OXYMORON""; ""ENDURING CONFLICTS OF CONSCIENCE""; ""TOPICS FOR REFLECTION""
    Description / Table of Contents: ""CHAPTER 4: CHARACTER AS NEMESIS: American Idiot (Billie Joe Armstrong)""""THE ROAD TO THE BOULEVARD OF BROKEN DREAMS""; ""ONTO THE STREETS OF SHAME""; ""WAKE ME UP WHEN SEPTEMBER ENDS""; ""TOPICS FOR REFLECTION""; ""CHAPTER 5: DISCOURSE ONE""; ""CHAPTER 6: DIALOGUE AS MEANING-MAKING: Absolum, Absolum! (William Faulkner) Light in August (William Faulkner) The Sound and the Fury (William Faulkner)""; ""VERISIMILITUDE OVER VERIFIABILITY""; ""THE DREAM-WORK OF LANGUAGE""; ""WHEN A WORD IS WORTH A THOUSAND PICTURES""; ""TOPICS FOR REFLECTION""; ""CHAPTER 7: DIALOGUE AS IRONY: Seinfeld scripts""
    Description / Table of Contents: ""RELATING ONE�S FICTION AS REALITY""""DISCOURSE THAT MAKES THE UNREAL REAL""; ""WHEN HAVING NOTHING IS THE SAME AS HAVING EVERYTHING""; ""TOPICS FOR REFLECTION""; ""CHAPTER 8: DIALOGUE AS A VEIL: Frankenstein (Mary Shelley)""; ""A VEIL OF FORM AND FUNCTION""; ""A VEIL OF POWER""; ""A VEIL OF ETHICS""; ""TOPICS FOR REFLECTION""; ""CHAPTER 9: DISCOURSE TWO""; ""CHAPTER 10: JOURNEY AS METAPHOR: Odyssey (Homer)""; ""JOURNEY OF INSPIRATION""; ""JOURNEY OF TRANSFORMATION""; ""JOURNEY OF TRANSCENDENCE""; ""TOPICS FOR REFLECTION""; ""CHAPTER 11: NIGHT AS METAPHOR: Night (Elie Wiesel)""
    Description / Table of Contents: ""UNDISCOVERED SELF""""METAPHORICAL CRUCIFIXION""; ""DESCENT INTO UNDERWORLD""; ""TOPICS FOR REFLECTION""; ""CHAPTER 12: DOUBLE-CONSCIOUSNESS AS METAPHOR: The Souls of Black Folk (W.E.B. Du Bois)""; ""IDENTITY AND INTEGRITY DISCOVERED""; ""SELF-RESPECT REALIZED""; ""INNER LIFE ACKNOWLEDGED""; ""TOPICS FOR REFLECTION""; ""CHAPTER 13: DISCOURSE THREE""; ""CHAPTER 14: EPILOGUE""; ""PERSONAL HOPES AND FUTURE POSSIBILITIES""; ""REFERENCES""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-728-5
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    Leaders in Social Education : Intellectual Self-Portraits (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096653
    Language: English
    Pages: Online-Ressource (XII, 264 p, online resource)
    Series Statement: Leaders in Educational Studies
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Leaders in Social Education: Intellectual Self-Portraits
    Keywords: Social sciences Study and teaching ; Educators Biography ; Education ; Education
    Abstract: Preliminary Material /Christine Woyshner -- Introduction /Christine Woyshner -- Legacies of the Chat-N-Nibble /Keith C. Barton -- Tex/Mex Border Roots and Beyond /Gloria Contreras -- The Accidental Educationist /Margaret Smith Crocco -- Continuity, Challenge, and Change Over the Course of a Professional Career /Terrie Epstein -- Forty Days and Forty Nights /Ronald W. Evans -- Framing a Scholarly Life /S. G. Grant -- Social Studies and Social Change from the Local to the Global /Carole L. Hahn -- The Power of a Past /Linda S. Levstik -- Crossing Cultures and Global Interconnectedness /Merry M. Merryfield -- Progressing Through Education /Jack L. Nelson -- Building Bridges Between Rice and Potatoes /Valerie Ooka Pang -- Travels with (UN)Conventional Wisdom /Walter Parker -- A Sense of Where You are /E. Wayne Ross -- On Being Critical /Avner Segall -- From Social Reconstruction to Social Education in a Tragic Context /William B. Stanley -- Identifying What Matters /Stephen J. Thornton -- The Poorly Planned Trajectory of a Slow but Impulsive Apprentice /Bruce Vansledright -- The Evolution of a Civic Educator /Elizabeth Yeager Washington -- What Kind of Scholar? /Joel Westheimer.
    Abstract: Research in social education over the last forty years has broken new ground in such areas as historical understanding, civic education, cultural studies, and curriculum and assessment. This collection is comprised of reflections on the professional trajectories of nineteen leading social studies scholars. Demonstrating that their professional interests have emerged from their autobiographies, the scholars write about their personal influences, professional choices, and contributions. The book reveals how social justice, difference and diversity, and a commitment to the ongoing project of democracy have been central to their work. The chapters in this volume reveal leading social educators’ determined sense of urgency about making the world a better place through their leadership in the field. Each essay provides students, practitioners, and researchers alike with background on the nineteen scholars. Also, the scholars provide lists of their favorite publications as well as the works of other scholars that influenced them. Taken together, the chapters in this volume offer thoughts on the past, present, and future of social studies
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; FOREWORD; REFERENCES; INTRODUCTION; LEGACIES OF THE CHAT-N-NIBBLE; FAVORITE WORKS; Mine; Others; REFERENCES; TEX/MEX BORDER ROOTS AND BEYOND; 'VIDA LOCA' ON THE BORDERLANDS; EDUCATION BARRIERS; FIRST IN THE FAMILY; AN ENDURING MODEL SURGES; INTERNATIONALLY CONNECTED FOREVER; TESTED; CONCERNS AND THE FUTURE OF SOCIAL EDUCATION; FAVORITE WORKS; Others; REFERENCES; THE ACCIDENTAL EDUCATIONIST; SOCIAL JUSTICE; PASSIONATELY PRAGMATIC; INTERDISCIPLINARITY; WOMEN'S STUDIES; A SERENDIPITOUS ENCOUNTER; CONCLUSION; FAVORITE WORKS; Mine; Others
    Description / Table of Contents: CONTINUITY, CHALLENGE, AND CHANGE OVER THE COURSE OF A PROFESSIONAL CAREERFAVORITE WORKS; Mine; Others; REFERENCES; FORTY DAYS AND FORTY NIGHTS; THE WILDERNESS OF CAPITALIST SCHOOLING REVISITED; EARLY YEARS; WHAT WILL YOU DO WHEN YOU GRADUATE?; INSPIRED BY ISSUES; BACK TO SCHOOL, AGAIN; SCHOLARLY INFLUENCES; AN OVERVIEW OF THE WORK; REALITIES OF SCHOOLING; LESSONS LEARNED; NOTE; FAVORITE WORKS; Mine; Others; REFERENCES; FRAMING A SCHOLARLY LIFE; FRAME 1: THE NEW KID; FRAME 2: SOCIAL STUDIES TEACHER; FRAME 3: NOVICE SCHOLAR; FRAME 3: SCHOLAR AND WRITER; FRAME 5: THE IDEAS
    Description / Table of Contents: The Relevance of PolicyAmbitious Teaching; Teaching with Big Ideas; A Postscript of Sorts; FAVORITE WORKS; Mine; Others; SOCIAL STUDIES AND SOCIAL CHANGE FROM THE LOCAL TO THE GLOBAL; ONE WOMAN'S STORY; ONCE UPON A TIME … MY STORY BEGINS; A CAREER BEGINS: CONTROVERSIAL ISSUES TEACHING AND THE NEW SOCIAL STUDIES; GENDER AND SOCIAL STUDIES; GLOBAL, INTERNATIONAL, AND COMPARATIVE SOCIAL STUDIES; FROM GLOBAL TO GLOBAL AND COMPARATIVE EDUCATION; FAVORITE WORKS; Mine; Others; REFERENCES; THE POWER OF A PAST; FAVORITE WORKS; Mine; Others; REFERENCES; CROSSING CULTURES AND GLOBAL INTERCONNECTEDNESS
    Description / Table of Contents: EARLY EXPERIENCES WITH RACE AND EUROCENTRISMLEARNING ABOUT AND WITH THE OTHER; APPLYING THEORY TO RESEARCH; DEVELOPING CRITICAL GLOBAL EDUCATION; THE COMPLEXITY OF GLOBAL EDUCATION; Teacher and Classroom Centered; Integration of Multicultural and Global; Teacher Education through World-Centered, Intercultural Pedagogy; FAVORITE WORKS; Mine; Others; REFERENCES; PROGRESSING THROUGH EDUCATION; GENERAL INFLUENCES; EDUCATIONAL INFLUENCES: ELEMENTARY AND SECONDARY; HIGHER EDUCATION; BUDDING INTEREST IN ACADEMIC FREEDOM IN SCHOOLS; EDUCATIONAL VALUES OF MILITARY LIFE; GETTING INTO EDUCATION
    Description / Table of Contents: BECOMING A COLLEGE INSTRUCTORSUNY, BUFFALO DAYS; THE RUTGERS YEARS; OTHER INTELLECTUAL INFLUENCES: THE WRITERS; CONTRIBUTIONS AND CONCLUSION; FAVORITE WORKS; Mine; Others; BUILDING BRIDGES BETWEEN RICE AND POTATOES; CARING, CITIZENSHIP, AND CULTURE; HOW FAMILY SHAPED MY EARLY LIFE; MY DAD'S FAMILY; MY MOTHER'S FAMILY: INTERNED BY THEIR OWN COUNTRY; MY FATHER: FIRST JAPANESE AMERICAN ELECTED TO A PUBLIC OFFICE IN THE STATE OF WASHINGTON; GROWING UP AS A TEACHER; GRADUATE SCHOOL AND BEYOND; INTEGRATING SOCIAL STUDIES, MULTICULTURAL EDUCATION, AND GLOBAL EDUCATION
    Description / Table of Contents: CARING, SOCIAL JUSTICE AND CITIZENSHIP
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-665-3
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    American Black Women and Interpersonal Leadership Styles (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098787
    Language: English
    Pages: 1 Online-Ressource (XXVIII, 104 p)
    Edition: 1st ed. 2014
    Series Statement: Transgressions, Cultural Studies and Education  103
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBooks
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als American Black Women and Interpersonal Leadership Styles
    Keywords: Education, general ; Leadership in minority women ; African American leadership ; African American women executives ; Education
    Abstract: American Black women bring different interpersonal leadership styles to Fortune and non-Fortune 500 organizations. Their interpersonal leadership styles are developed at home, within their community, through their educational experiences, and within society. They bring unique perspectives to the workplace. Organizations that recognize, respect, and value their different viewpoints have leaders who are contributing to the financial growth of their organizations. American Black women have career capital to offer to organizations through their self-efficacy, emotional intelligence, and the leadership strategies that they understand and apply in the workplace. In addition they bring high educational achievement, practical skills, and analytical abilities that are useful when leading others. They bring a persistent work ethic, support for education and leadership development, and an enduring spirit of cooperation in the midst of undeserved, personal challenges to the workplace. They solve problems, help others succeed, enhance the workplace environment and organization culture, and help their organizations maintain competitive advantage in an evolving global economy. Executive leadership should lead the effort to enhance the role of American Black women within their organizations. Change begins at the top and integrating American Black women into executive leadership roles is a change initiative that must be strategically developed and managed through understanding who they are. This book provides a foundation upon which individuals and organizations can begin the change initiative through the use of the Five Values model as a career management system for developing and enhancing the careers of American Black women who are leading within and want to lead organizations
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-878-7
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    Reclaiming the Sane Society : Essays on Erich Fromm’s Thought (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096073
    Language: English
    Pages: Online-Ressource (XXIV, 224 p, online resource)
    Series Statement: Imagination and Praxis, Criticality and Creativity in Education and Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Reclaiming the Sane Society: Essays on Erich Fromm's Thought
    Keywords: Civilization, Modern 21st century ; Humanism ; Education ; Education
    Abstract: Preliminary Material /Seyed Javad Miri , Robert Lake and Tricia M. Kress -- On the Psychology and Libertarian Socialism of Erich Fromm /Rodolfo Leyva -- Fromm’s Dialectic of Freedom and the Praxis of Being /Vicki Dagostino and Robert Lake -- Humanism and Sociological Imagination in a Frommesque Perspective /Seyed Javad Miri -- Normative Humanism as Redemptive Critique /Michael J. Thompson -- Erich Fromm’s Socialist Program and Prophetic Messianism, In Two Parts /Nick Braune and Joan Braune -- Marx and Religion /Erich Fromm -- What is Spirituality? /Richard Curtis -- Erich Fromm’s Social Psychological Theory of Religion /Rudolf Siebert -- Erich Fromm and Thomas Merton /Joan Braune -- Fromm’s Notion of the Prophet and the Priest /Dustin J. Byrd -- The Relevance of Fromm’s Concept of the Distorted Personality /Gregory R. Smulewicz-Zucker -- Neoliberalism as Social Necrophilia /Panayota Gounari -- Hope—Faith—Fortitude→ Praxis /Tricia M. Kress and Patricia M. Patrissy -- Revisiting Beyond the Chains of Illusion /Irene Rosenberg Javors -- Notes on Contributors /Seyed Javad Miri , Robert Lake and Tricia M. Kress.
    Abstract: “A valuable contribution to the renaissance of Frommian thought.” — The Marx and Philosophy Review of Books Erich Fromm’s body of work, written more than 50 years ago, was prophetic of the contemporary moment: Increasingly, global society is threatened by the many-headed monster of corporate greed, neo-liberalism, nihilism, extreme fundamentalist beliefs, and their resulting effects on the natural world and the lived lives of people. Fromm clearly warned us of the peril of the misuse of technology and the destructive nature of man’s perverse desire to possess, control and/or destroy. Through his theories of having vs. being, the importance of hope as active resistance, and his notion of freedom as the capacity to love self, and others, Fromm encouraged his readers to cultivate biophilic ways of being in the world that will counter and heal the impending necrophilic plunder of man’s hubris. This multi-authored volume sheds new light on Fromm’s forgotten role in the formation of contemporary thought through an engaging variety of reflexive and historical narratives from fields of sociology, clinical psychology, political science, critical theory of religion and education. Key concepts from his body of work are interpreted and expressed in ways that offer hopeful and humane alternatives to the present global conditions of despair, greed and depersonalization
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; FOREWORD: Erich Fromm's social psychological approach and its relevance for today; FROMM'S THEORETICAL CONTRIBUTION TO THE SOCIAL SCIENCES; The New View on Man and Society; The Relevance for Social Sciences; "DIRECT MEETING": FROMM'S WAY TO BE A SOCIAL SCIENTIST; A Personal Report; Face-to-Face Encounter; Letting Someone Sense: "This Is You"; An Exhilarating Experience; Encountering the Foreign; REFERENCES; PART I: THE SOCIAL PSYCHOLOGY OF ERICH FROMM; 1. ON THE PSYCHOLOGY AND LIBERTARIAN SOCIALISM OF ERICH FROMM: Towards an Empirically Based Psychological Retrofit
    Description / Table of Contents: INTRODUCTIONBEYOND HOME-ECONOMICUS AND HOME-SEXUALIS; THE SANE SOCIETY; EMPIRICAL VINDICATION; SOCIAL NEUROSCIENCE, CREATIVITY, AND DEMOCRACY; IMPLICATIONS FOR CONTEMPORARY NEOLIBERAL MODES; CONCLUSION; REFERENCES; 2. FROMM'S DIALECTIC OF FREEDOM AND THE PRAXIS OF BEING; FROMM ON CAPITALISM AND ALIENATION; PRODUCTIVE LOVE; BEING AND POSITIVE FREEDOM; STEPS TOWARD BEING; THE PRAXIS OF BEING AND POSITIVE FREEDOM; REFERENCES; 3. HUMANISM AND SOCIOLOGICAL IMAGINATIONIN A FROMMESQUE PERSPECTIVE; INTRODUCTION; NORMATIVE HUMANISM AND THE QUESTION OF WELL-BEING; HUMANISM
    Description / Table of Contents: HUMANISTIC RELIGION VERSUS AUTHORITARIAN RELIGIONREFERENCES; 4. NORMATIVE HUMANISM AS REDEMPTIVE CRITIQUE: Knowledge and Judgment in Erich Fromm's Social Theory; INTRODUCTION; A CRISIS OF CRITIQUE AND JUDGMENT; FROMM'S NORMATIVE HUMANISM AND CRITICAL THEORY; CAN THERE BE OBJECTIVE VALUES?; THE FUTURE OF CRITICAL THEORY; REFERENCES; 5. ERICH FROMM'S SOCIALIST PROGRAM AND PROPHETIC MESSIANISM, IN TWO PARTS1; INTRODUCTION; PART I: FROMM'S PROGRAM AND MESSIANISM, IN THE CONTEXT OF HIS ORGANIZING BY NICK BRAUNE; "PROPHETIC MESSIANISM" -A LITERARY FLOURISH OR A CENTRAL CONCERN?
    Description / Table of Contents: PROPHETIC MESSIANISM: ITS REVOLUTIONARY (HUMANIST) JEWISH ROOTSII. PROPHETIC MESSIANISM: AN EXCURSUS AND FURTHER DEFENSE BY JOAN BRAUNE; ERICH FROMM'S CONCEPT OF HOPE; FROMM'S CONCEPT OF PROPHETIC MESSIANISM; REFERENCES; PART II: FROMM AND RELIGION; 6. MARX AND RELIGION1; 7. WHAT IS SPIRITUALITY?: Insights from Religious Studies and Humanistic Psychology; INTRODUCTORY THOUGHTS; THE DEFINTION; LOVE; RECONNECTING; SOME COMPLICATING FACTORS; GOING FROM THEORY TO PRACTICE; PRODUCTIVE VERSUS UNPRODUCTIVE; REFERENCES
    Description / Table of Contents: 8. ERICH FROMM'S SOCIAL-PSYCHOLOGICAL THEORY OF RELIGION: Toward the X-Experience and the City of BeingINTRODUCTION1; INSTITUTIONAL CONTEXT; AUTHORITARIAN AND REVOLUTIONARY PERSONALITIES; LIQUIDATION; RETURN; IRONY; HISTORICAL MATERIALISM; SPARKS OF THE ETERNAL; HISTORICAL IDEALISM; DAOISM, BUDDHISM, HINDUISM, AND SUFISM; SPARK OF THE SOUL; GOOD AND BAD RELIGION; THE MURDER OF CHRIST; FAITH IDEA; SYNTHESIS; REFERENCES; 9. ERICH FROMM AND THOMAS MERTON1: Biophilia, Necrophilia, and Messianism; ABSTRACT; TWO TYPES OF MESSIANISM; ABOUT THE PAMPHLET, WAR WITHIN MAN; PROGRESS OR RETURN?
    Description / Table of Contents: MERTON AND FROMM
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-607-3
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    A Living Systems Theory of Vocational Behavior and Development (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096622
    Language: English
    Pages: Online-Ressource (XVI, 140 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als A Living Systems Theory of Vocational Behavior and Development
    Keywords: Vocational guidance ; Education ; Education
    Abstract: Preliminary Material /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- The Case for Integrative Theorizing in Vocational Behavior and Development /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- Theoretical Foundation /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- A Living Systems Theory of Vocational Behavior and Development /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- Applying The LSVD to Facilitate Vocational Behavior and Development /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- Methodological Considerations /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- Epilogue /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- References /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli -- Index /Fred W. Vondracek , Donald H. Ford and Erik J. Porfeli.
    Abstract: The Living Systems Theory of Vocational Behavior and Development (LSVD) explains and illustrates the processes by which individuals construct their work experiences, vocational pathways and career patterns through episodes of interaction with affordances they recognize within their contexts, and how counseling can facilitate those processes. The LSVD was created by combining the scientifically based systems theory that explicates the dynamics of all aspects of human functioning and development, called Humans as Self-Constructing Living Systems , with important ideas about vocational behavior and development. The resulting integrative theory represents the individual person as a dynamic, self-directing and self-constructing entity, i.e., a living system. Behavior Episodes (BEs) are the fundamental, person-in-context, dynamic units of analysis that serve as the “building blocks” by which individuals construct and retain their experiences in patterns that can be reactivated to facilitate future BEs. The book describes how individuals’ history of satisfying BEs and their current activities provide the means by which vocational and career counselors can assist them to create satisfying vocational pathways. It also describes for researchers how new, non-linear, person-centered, quantitative and qualitative research methods can be used to analyze BE patterns to advance understanding of person-level processes that play key roles in individuals’ vocational behavior and development. The LSVD was designed to be not just an integrative framework for the field of career development, but also to reconnect the field to related areas such as human resources and industrial-organizational psychology and to the range of human sciences that have already embraced a living systems theoretical model
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; LIST OF TABLES; LIST OF FIGURES; CHAPTER 1: THE CASE FOR INTEGRATIVE THEORIZING IN VOCATIONAL BEHAVIOR AND DEVELOPMENT; CURRENT STATUS OF VOCATIONAL PSYCHOLOGY; Conceptual and Definitional Issues; HISTORICAL PERSPECTIVE ON THE EVOLUTION OF CAREER DEVELOPMENT THEORIES; Trends Toward Integrative Theorizing; A STRATEGY FOR CREATING AN INTEGRATIVE THEORETICAL MODEL; Concepts; Processes; Reframing the Task; CHAPTER 2: THEORETICAL FOUNDATION:The Living Systems Framework (LSF); PERSON PATTERNS AS THE BASIC UNIT
    Description / Table of Contents: THE LSF PROPOSITIONAL MODEL: PROCESSES PRODUCING INTEGRATED DYNAMIC FUNCTIONING AND CHANGEGeneral System Dynamics; Examples of System Dynamics Functioning; HUMANS AS DEVELOPMENTAL SYSTEMS; Four Human Self-Construction Processes; Three Propositions of the Developmental Model concerning how Change Occurs; THE LSF CONCEPTUAL MODEL: PERSON AND CONTEXT COMPONENTS AND PATTERNS; Person Attributes and Patterns; Environment and Context Attributes and Patterns; HUMANS AS SELF-CONSTRUCTING LIVING SYSTEMS; Behavior Episodes (BE): The Basic Unit for Creating and Understanding Developmental Pathways
    Description / Table of Contents: Behavior Episode Schema (BES): Using Past Experience to Guide Current BehaviorThe Dynamics of Stability, Change and Development in Humans; HOW THINKING, REMEMBERING AND COMMUNICATION WORK; Words are the Servants of Meanings; Memories are Constructions Rather Than Recordings; Where are Memories When They are Not in Use?; Where are Action Patterns When They are Not Being Used?; CHAPTER 3: A LIVING SYSTEMS THEORY OF VOCATIONAL BEHAVIOR AND DEVELOPMENT; THE NATURE AND HISTORY OF VOCATIONAL BEHAVIOR AND DEVELOPMENT; THE PERSON-IN-CONTEXT AS A HIERARCHICALLY ORGANIZED, INTEGRATED UNIT
    Description / Table of Contents: THE PERSONAL AND SOCIAL IMPORTANCE OF INDIVIDUALS' VOCATIONAL BEHAVIOR AND DEVELOPMENTDEVELOPMENT OF VOCATIONAL PATHWAYS; Developing Activity Pathways Through BES Construction from Similar Behavior Episodes; The Role of Motivational Processes in the Development of Vocational Pathways; Non-Motivational Implementation Processes and Vocational Pathway Development; DEVELOPING SUCCESSFUL AND REWARDING VOCATIONAL AND CAREER PATHWAYS THROUGH EFFECTIVE PERSON-IN-CONTEXT FUNCTIONING; Achievement and Competence in the Development of Vocational Pathways
    Description / Table of Contents: BEHAVIOR EPISODE ACTIVITY PATHWAYS DEVELOP INTO VOCATIONAL PATHWAYSSue: How Shared Friendships Can Lead to New Activity Patterns; Owen: Behavior Episode Patterns Must Serve Personal Goals to Develop into Vocational Pathways; Alex: Behavior Episodes in Potential Occupations help shape Vocational Development Decisions; An Analysis of How These Examples Meet the Four Vocational Pathway Criteria; CHAPTER 4: APPLYING THE LSVD TO FACILITATE VOCATIONAL BEHAVIOR AND DEVELOPMENT; AN EXAMPLE OF VOCATIONAL COUNSELING PROCESSES: THE CASE OF TED
    Description / Table of Contents: A Prototypical First Session: Initiating the Counseling Relationship
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-662-2
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  • 50
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    Heidegger, Žižek and Revolution (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096837
    Language: English
    Pages: Online-Ressource (VIII, 158 p, online resource)
    Series Statement: Perspectives of Critical Theory and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Heidegger, Žižek and Revolution
    RVK:
    CI 2617
    RVK:
    CI 7751
    Keywords: Revolutionaries ; Liberalism ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Metaphysics is Politics -- Heidegger on Revolution -- What is Wrong in Heidegger’s Revolution? -- Industrial Agriculture and Concentration Camps or the Will and Evil -- Žižek on a See-Saw -- Žižek and Heidegger Avec Means -- Bibliography.
    Abstract: Why did Martin Heidegger, the giant of continental philosophy, believe in 1933 that Hitler is the future of Europe? And why does Slavoj Žižek, “the most dangerous philosopher in the West”, support Heidegger’s right wing militancy? Heidegger and Žižek are not only erudite thinkers on human being but also incorrigible revolutionaries who even after the catastrophic failures of their favourite revolutions—the October revolution for Žižek and the National Socialist revolution for Heidegger—want to overcome capitalism; undemocratically, if necessary. The two share a spirited and sophisticated rejection of the liberalist worldview and the social order based on it. The problem is not that liberalism is factually wrong, but rather that it is ethically bad. Both argue for building and educating a new collective based on human finitude and communality. In the tradition of the Enlightenment, Žižek advocates a universalist revolution, whereas Heidegger sees the transformation rooted in particular historical existence, inviting a bewildering array of mutually exclusive criticisms and apologies of his view. The crisis that Heidegger and Žižek want to address is still here, but their unquestioned Europocentrism sets a dark cloud over the whole idea of revolution
    Description / Table of Contents: CONTENTS; ACKNOWLEDGEMENTS; CHAPTER 1:INTRODUCTION; A REVOLUTION, AFTER ALL?; RADICAL HEIDEGGER AS THE STARTING POINT; NOTES; CHAPTER 2:METAPHYSICS IS POLITICS; TRUTH IS NOT NEUTRAL; HEIDEGGER AND ŽIŽEK IN EVERYDAY POLITICS; HEIDEGGERIAN MARXISM AND ŽIŽEK AS THE NEW MARCUSE?; THE PROBLEM WITH THE LIBERAL SUBJECT; NOTES; CHAPTER 3:HEIDEGGER ON REVOLUTION; THE SUBJECT, THE WORKER, THE POLIS; "NUR NOCH DIE JUGEND KANN UNS RETTEN"; HEIDEGGER'S STEP AND ITS DIRECTION; NOTES; CHAPTER 4:WHAT IS WRONG IN HEIDEGGER'S REVOLUTION?; A SMALL MAN LIVING IN HARD TIMES
    Description / Table of Contents: THE LIBERAL CRITICISM: TOO MUCH POSTMODERNISMDECISIONISM; THE FRENCH CRITIQUES: TOO LITTLE POSTMODERNISM; NAZISM AS ANTICOMMUNISM; NAZISM AS ASUBJECTIVE NATIONAL EXPERIENCE; THE TYPICAL MARXIST CRITIQUE; ŽIŽEK›S UNTYPICAL MARXIST CRITIQUE AND PRAISE; NOTES; CHAPTER 5:INDUSTRIAL AGRICULTURE AND CONCENTRATION CAMPS OR THE WILL AND EVIL; NOTES; CHAPTER 6:ŽIŽEK ON A SEE-SAW; NOTES; CHAPTER 7:ŽIŽEK AND HEIDEGGER AVEC MEANS; NOTES; BIBLIOGRAPHY
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-683-7
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    Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096868
    Language: English
    Pages: Online-Ressource (XII, 174 p, online resource)
    Series Statement: Professional Learning
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices
    Keywords: Teachers Training of ; Social aspects ; Education ; Education
    Abstract: Preliminary Material /Monica Taylor and Lesley Coia -- Introduction /Monica Taylor and Lesley Coia -- Addressing Gender, Feminism, and Queer Theory Through Self-Study of Teacher Education Practices: A Literature Review /Monica Taylor and Lesley Coia -- Exploring and Connecting Lines of Flight in a Self-Study Community /Kathryn Strom , Rabab Abi-Hanna , Linda Abrams , Charity Dacey and Jacqueline Dauplaise -- Interpretation and Gender Within the Zone of Inconclusivity /Mary Lynn Hamilton and Stefinee Pinnegar -- Feeling: Feminist? A Self-Study of Emotion as a Feminist Epistemology in Education Practice /Rachel Forgasz and Allie Clemans -- Disturbing Masculinities: Epistemology, Outlaw Emotions, and the Gendered Self In Self-Study Research /Jeffrey J. Kuzmic -- Familial Reality Engendering Feminism: The Impact of a Matriarchal Upbringing on Thinking about Teaching and Learning /Deborah L. Tidwell , Pamela T. Schwartz and Janet T. Dunn -- Gendered Discourse in the Evangelical South: Fashioning a Conservatively Critical Pedagogy of Teacher Education /Nathan D. Brubaker -- Inqueeries into Self-Study: Queering the Gaze on Teacher Educator Identity and Practice /Julian Kitchen -- From Adam and Eve to Dick and Jane: A Literary Nomadic Inquiry on Gender and Sexuality In Teaching and Teacher Education /Adrian D. Martin -- A Co/Autoethnography of Feminist Teaching: Nomadic Jamming into the Unpredictable /Lesley Coia and Monica Taylor -- Biographies /Monica Taylor and Lesley Coia.
    Abstract: This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community’s interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; SERIES EDITOR'S FOREWORD; REFERENCES; INTRODUCTION; FOCUSING ON GENDER, FEMINISM, AND QUEER THEORY TO MAKE A DIFFERENCE; NAVIGATING THE CHAPTERS; REFERENCES; ADDRESSING GENDER, FEMINISM, AND QUEER THEORY THROUGH SELF-STUDY OF TEACHER EDUCATION PRACTICES: A LITERATURE REVIEW; METHODS OF ANALYSIS; GENDER; Examining Gender as Part of a Larger Lens on Social Justice; Narrowly Focusing on Gender Stereotypes; Gender and Agency; FEMINISM; Feminist Perspectives on Self-Study; Studying the Self; Exploring Power and Authority; Maintaining Complexity
    Description / Table of Contents: Using Feminist Research Methods in Self-StudyQUEER THEORY; Addressing Issues of Sexuality; Influence of Sexuality on Teacher Educator Identity; Queer Theory as an Analytical Lens for Self-Study; CONCLUSION; REFERENCES; AFFILIATIONS; EXPLORING AND CONNECTING LINES OF FLIGHT IN A SELF -STUDY COMMUNITY; PROLOGUE; CONTEXT; RHIZOMATICS; MAPPING LINES OF FLIGHT; BECOMINGS; Working as a Group; Consciousness Raising; Claiming Power; Enacting Agency; Transforming Self; DISCUSSION; EPILOGUE: WHERE DO WE GO NEXT?; REFERENCES; AFFILIATIONS; INTERPRETATION AND GENDER WITHIN THE ZONE OF INCONCLUSIVITY
    Description / Table of Contents: THEORETICAL FRAMESFeminist and Queer Theories; Positioning Theory; SELF-STUDY OF TEACHING AND TEACHER EDUCATION PRACTICES RESEARCH; Dialogue; Ontology As Stance; Interpretation; Bakhtin's Zones of Maximum Contact and Inconclusivity; METHODOLOGY; INTERPRETIVE PROCESS; Text Fragment One: November 1st; Reinterpretation 1; Establishing Trustworthiness; SHIFT TO POSITIONING THEORY; Text Fragment 2: December 8 th; Reinterpretation 2; Shift to Positioning Theory; QUEER THEORY AS INTERPRETIVE LENS; CONCLUSIONS; REFERENCES; AFFILIATIONS
    Description / Table of Contents: FEELING: FEMINIST? A SELF-STUDY OF EMOTION AS A FEMINIST EPISTEMOLOGY IN EDUCATION PRACTICEOUR PROVOCATION; EMOTION AND EPISTEMOLOGY; THE STUDY; What Counts as Knowledge: Repositioning Feeling as a Form of Knowledge; Who Knows? Feeling as a Way Into Knowledge Production PositionsStudents as Knowers; How Do We Come To Know Through Feeling? Processes For WorkingWith Feeling; THINKING THROUGH IMPLICATIONS; REFERENCES; AFFILIATIONS; DISTURBING MASCULINITIES: EPISTEMOLOGY, OUTLAW EMOTIONS, AND THE GENDERED SELF IN SELF-STUDY RESEARCH; EPISTEMOLOGY AND EMOTIONS
    Description / Table of Contents: ENGENDERING THE SELF: MASCULINITY AND METHODOLOGYCOMING TO KNOW DIFFERENTLY: PATRIARCHY, EPISTEMOLOGY, AND THE GENDERED SELF; OUTLAW EMOTIONS; DISTURBING MASCULINITIES: EMOTIONS, EPISTEMOLOGIES, AND PATRIARCHY; GENDER, OUTLAW EMOTIONS, EPISTEMOLOGY, AND SELF-STUDY; Emotional Matters: Deconstructing the Epistemological Hegemony of Patriarchy; Gender Matters: The Politics of Outlaw Emotions; DISTURBING EPISTEMOLOGIES: CONCLUDING THOUGHTS; REFERENCES; AFFILIATIONS; FAMILIAL REALITY ENGENDERING FEMINISM: THE IMPACT OF A MATRIARCHAL UPBRINGING ON THINKING ABOUT TEACHING AND LEARNING
    Description / Table of Contents: THE CONTEXT FOR THE SELF-STUDY
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-686-8
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    Health Practice Relationships (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097889
    Language: English
    Pages: Online-Ressource (XII, 248 p, online resource)
    Series Statement: Practice, Education, Work and Society
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Health Practice Relationships
    Keywords: Medical care Psychological aspects ; Communication in medicine ; Medical personnel and patient ; Medicine and psychology ; Physical fitness ; Education ; Education
    Abstract: Preliminary Material /Joy Higgs , Anne Croker , Diane Tasker , Jill Hummell and Narelle Patton -- Health Practice Relationships /Joy Higgs AM PhD -- Professional Practice /Joy Higgs AM PhD and Narelle Patton BAppSc(Phty), MHSc, PhD -- Healthcare Systems and Spaces /Anne Croker PhD , Dale Sheehan PhD and Rick Iedema PhD -- Changing Directions in Healthcare /Anne Croker PhD , Jim Croker MBBS FRACP and Miriam Grotowski B.Med, FRACGP, Dip Psychiatry (ED) -- Patient-Centred Context of Health Practice Relationships /Franziska Trede MHPEd, PhD and Rick Flowers PhD -- Professionalism and Relationships /Diane Tasker PhD and Joy Higgs AM PhD -- Negotiating Healthcare Relationships through Communication /Jill Hummell PhD and Alison Gates PhD -- Working in Teams /Julia Coyle PhD and Anne Croker PhD -- Collaboration and Collaborating /Anne Croker PhD , Franziska Trede MHPEd,PhD and Joy Higgs AM PhD -- People Caring /Debbie Horsfall B.Ed, MA, PhD and Joy Higgs AM PhD -- Access, Agency and Abilities /Narelle Patton BAppSc(Phty), MHSc, PhD and David Nicholls PhD, MA, GradDipPhys -- Expectations and Responsibilities /Wendy Bowles PhD and Narelle Patton BAppSc(Phty), MHSc, PhD -- Person-Centred Care (In Nursing) /Tracy Levett-Jones PhD, RN, MEd & Work, BN, DipAppSc (Nursing) -- Developing Professional Relationships with Clients’ Families /Linda Goddard PhD -- In Their Space /Diane Tasker B.Phty, PhD and Peter Jones -- Relationships in Clinical Education /Narelle Patton BAppSc(Phty), MHSc, PhD , Joy Higgs AM and Megan Smith PhD -- Interprofessional Relationships in Healthcare Practice /Fiona Little DipApplSc(N), GradDip(MHlth), MN(MHlthN) , Leanne Brown BHSc(N&D), Cert Sports Nutr, Cert Paed (N&D), PhD , Miriam Grotowski B.Med(Newc) FRACGP, Dip.Psychiatry (ED) and Deanne Harris BSc, MNutDiet -- Relationships in Indigenous Health Practice /Kym M. Rae PhD and Loretta Weatherall -- Health Education and Practice Relationships in a Rural Context /Tony Smith PhD, MSc, BSc, DipAppSci(MedRad), FIR -- Caring for Patients Who Have Sexually Transmitted Infections /Karin Fisher PhD and Miriam Grotowski B.Med, FRACGP, Dip Psychiatry (ED) -- Long-Term Mental Health Relationships /Lynne Adamson PhD, MAppSci(OT), BAppSci(Occ Ther) -- Care and Control in Ongoing Healthcare Relationships /Robin Turnham and Diane Tasker PhD -- Healthcare Relationships /Jill Hummell PhD -- Interprofessional Training Wards /Edward G. Stewart-Wynne MBChB FRACP and Fiona Macdonald RN -- The Benefits of Longitudinal Relationships with Patients for Developing Health Professionals /Judith Nicky Hudson BMBS, MSc, PhD and Kathryn M. Weston BSc (Hons), PhD -- Health Practice and Relationships /Diane Tasker PhD , Anne Croker PhD , Narelle Patton BAppSc(Phty), MHSc, PhD and Joy Higgs AM PhD -- Healthcare Systems and Policies /Jill Hummell PhD , Diane Tasker PhD and Anne Croker PhD -- Implications for Health Professional Education /Narelle Patton BAppSc(Phty), MHSc, PhD and Joy Higgs AM PhD -- Contributors /Joy Higgs , Anne Croker , Diane Tasker , Jill Hummell and Narelle Patton.
    Abstract: The quality, resourcing and accessibility of healthcare is a key issue facing societies in the 21st century. Despite the system delivery focus of these factors it is critical to remember that healthcare is a human service and as such, people need to be placed at the centre of healthcare systems and processes. To do this we need to improve the way that people are valued and involved in healthcare practices. Professional relationships lie at the heart of such practices. This book illuminates and challenges professional healthcare relationships. The authors examine the nature, context and purpose of healthcare relationships, explore models through which these relationships are enacted, developed and critiqued, and provide narratives of health practice relationships in action. These narratives reveal how health practice relationships are experienced and created in real-world situations. The various chapters generate a range of implications and recommendations for healthcare practice and systems and for the education of health professionals. This is a book for practitioners, educators, clients, members of the community, advocacy and agency groups, regulatory bodies and those with power to shape the future direction of healthcare. There are four sections in the book: Section 1: Health practice relationships context Section 2: Understanding professional relationships Section 3: Health practice relationships narratives Section 4: Implications for practice, systems and education
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""SERIES INTRODUCTION: Practice, Education, Work and Society""; ""FOREWORD""; ""SECTION 1: HEALTH PRACTICE RELATIONSHIPS CONTEXT""; ""1. HEALTH PRACTICE RELATIONSHIPS""; ""PRACTICE""; ""CONTEXTUALISING HEALTH PRACTICE RELATIONSHIPS""; ""PRACTICE RELATIONSHIPS""; ""PARTICIPANT VOICES AND CHALLENGES""; ""A MODEL FOR HEALTH PRACTICE RELATIONSHIPS""; ""CONCLUSION""; ""REFERENCES""; ""2. PROFESSIONAL PRACTICE""; ""ORIGINS AND EVOLUTION""; ""RECENT CHALLENGES TO THE PROFESSIONS""; ""PROFESSIONS AND THEIR CHARACTERISTICS""; ""PROFESSIONAL PRACTICE""
    Description / Table of Contents: ""Enacted Professional Practice""""Communities of Practice""; ""CONCLUSION""; ""NOTE""; ""REFERENCES""; ""3. HEALTHCARE SYSTEMS AND SPACES""; ""DIVERSE UNDERSTANDINGS OF HEALTHCARE""; ""NATURE OF AUSTRALIAN AND NEW ZEALAND HEALTHCARE SYSTEMS""; ""Governance of Healthcare Systems""; ""Responsive Strategies""; ""Quality in Healthcare""; ""Healthcare Education Integrated with Healthcare Service Provision""; ""COMPLEXITY OF HEALTHCARE SPACES""; ""Exploring Spatial Dimensions of Care""; ""CONCLUSION""; ""REFERENCES""; ""4. CHANGING DIRECTIONS IN HEALTHCARE""
    Description / Table of Contents: ""DRIVERS OF CHANGE IN HEALTHCARE SYSTEMS""""Drivers Related to Resource Efficiency""; ""Drivers Related to Information and Technology""; ""Drivers in Relation to Workforce Capability""; ""Drivers Related to Human Aspects of Healthcare""; ""HEALTHCARE CHANGE AS A COMPLEX PHENOMENON""; ""CONCLUSION""; ""ACKNOWLEDGEMENTS""; ""REFERENCES""; ""5. PATIENT-CENTRED CONTEXT OF HEALTH PRACTICE RELATIONSHIPS""; ""THE ROLE OF PATIENTS IN PROFESSIONAL RELATIONSHIPS: AN HISTORICAL OVERVIEW""; ""A PARADIGMATIC OVERVIEW OF PROFESSIONAL RELATIONSHIPS""
    Description / Table of Contents: ""Framing Health Practice Relationships Through a Sociocultural Practice Lens""""FRAMING HEALTH PRACTICE PROFESSIONAL RELATIONSHIPS THROUGH DIALOGUES AND STORIES""; ""COMMUNICATION, KNOWLEDGE AND THE INTERNET""; ""CONCLUSION""; ""REFERENCES""; ""SECTION 2: UNDERSTANDING PROFESSIONAL RELATIONSHIPS""; ""6. PROFESSIONALISM AND RELATIONSHIPS""; ""RELATIONSHIPS IN HEALTHCARE""; ""PROFESSIONALISM AS AN ETHICAL FRAME FOR HEALTHCARE RELATIONSHIPS""; ""THE CARING PROFESSIONAL""; ""CONCLUSION""; ""REFERENCES""; ""7. NEGOTIATING HEALTHCARE RELATIONSHIPS THROUGH COMMUNICATION""
    Description / Table of Contents: ""HEALTHCARE RELATIONSHIPS: A SOCIAL-ECOLOGICAL MODEL""""Nested Dimensions of Healthcare Relationships""; ""COMMUNICATION WITHIN HEALTHCARE RELATIONSHIPS""; ""HEALTHCARE RELATIONSHIPS: COMMUNICATION BETWEEN INDIVIDUALS""; ""Communication for Collaborative Client-Centred Healthcare""; ""Communication Within Interprofessional Healthcare Relationships""; ""IMPLICATIONS OF RELATIONSHIP DIMENSIONS FOR HEALTHCARE PRACTICE""; ""REFERENCES""; ""8. WORKING IN TEAMS""; ""PLACING THE PERSON AT THE CENTRE OF HEALTHCARE""; ""CLIENT-CENTRED HEALTHCARE AND HEALTH TEAMS""
    Description / Table of Contents: ""CLIENTS� INVOLVEMENT WITH THE TEAM""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-788-9
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  • 53
    Online Resource
    Online Resource
    The Teacher Monologues : Exploring the Identities and Experiences of Artist-Teachers (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097407
    Language: English
    Pages: Online-Ressource (XX, 124 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Teacher Monologues: Exploring the Identities and Experiences of Artist-Teachers
    Keywords: Arts in education ; Education ; Education
    Abstract: Preliminary Material -- Positionings, Placements and Postulations -- Introduction -- A/r/tography and the Research Project -- The Monologues -- Moments Such as These -- Border Theories, Liminal Spaces and Becoming a Crossroads -- Understandings -- Learning the Language of the Heart -- Considering the Openings -- The Beginning from the End -- Appendix 1: The Monologues -- References.
    Abstract: This book examines the experiences of four Conservatory style trained actors, who go onto complete teacher education programs. In keeping with a/r/tography this research uses social science methods and creative methods of data collection. Interviews and reflective writing about the participant’s educational and experiential backgrounds are complimented by the writing of monologues. Themes from the data collected during interviews, reflective writing and monologues led to the understandings that: there is a connection between developing consciousness and having a noetic experience; actor-teachers want to talk about their noetic experiences; residue is an a/r/tographic rendering used to describe the way that having an illuminating experience in theatre school affected the participants; and an immanent curriculum can be understood by theatrical engagement. In addition to exploring the interview data and monologues, time is spent understanding the works of Antonin Artaud, a prolific theatre artist and a/r/tography, a method of arts-based research. This theoretical and tographical investigation leads to the creation of Interludes. These Interludes, theorized as rhizomatic curricular offshoots, allow for multiple entry points into these new understandings and provide an example of how to bring together artful inquiry into an academic arena. Awards 2013 American Educational Research Association (AERA) Arts Based Educational Research (ABER) Dissertation Honorable Mention 2013 Canadian Society for the Study of Education (CATE) Canadian Association of Teacher Education (CATE) PhD Dissertation Award of Distinction Cick here to find out more information. Dr. Mindy R. Carter is an Assistant Professor at McGill University in the Department of Integrated Studies in Education. She has taught a range of education courses specializing in arts education and curriculum theory. Her research focuses on a/r/tography, teacher identity, teacher education, arts based educational research and curriculum. Her publications have addressed knowledge mobilization, democracy and arts education, the impact of autobiographical and a/r/tographical dispositions on teacher candidates and the impact of creating art on teacher’s pedagogical development and identity. She is actively involved in local and international arts education organizations. Front cover by Kelci Archibald, Hamilton, Ontario, Canada, please click here to find out more information
    Description / Table of Contents: ""DEDICATION""; ""TABLE OF CONTENTS""; ""LIST OF FIGURES""; ""ACKNOWLEDGEMENTS""; ""FOREWORD""; ""REFERENCES""; ""NOTE""; ""CHAPTER 1: POSITIONINGS, PLACEMENTS AND POSTULATIONS""; ""1.1 INTRODUCTION""; ""1.2 THE RESEARCH STUDY""; ""1.3 ANTONIN ARTAUD2""; ""1.4 CURRICULUM THEORY""; ""1.5 OVERVIEW""; ""INTERLUDE 1: INTRODUCTION""; ""CHARACTERS""; ""CHAPTER 2: A/R/TOGRAPHY AND THE RESEARCH PROJECT""; ""2.1 A/R/TOGRAPHY""; ""2.2 THE RESEARCH PROJECT""; ""INTERLUDE 2: THE MONOLOGUES""; ""CHAPTER 3: MOMENTS SUCH AS THESE""
    Description / Table of Contents: ""3.1 THEME 1: AFTER DECIDING TO PURSUE TEACHING PARTICIPANTS EXPERIENCED A PERIOD OF ADJUSTMENT""""3.2 THEME 2: FELT EXPERIENCES IN ACTOR TRAINING PROGRAMS TAUGHT PARTICIPANTS HOW TO TEACH DRAMA AND THEATRE""; ""3.3 THEME 3: CREATING ART HAS A POSITIVE INFLUENCE ON ONES TEACHING""; ""3.4 THEME 4: ACTING SCHOOL DEVELOPS AN AESTHETIC, NOETIC SENSIBILITY""; ""3.5 FINAL THOUGHTS""; ""INTERLUDE 3: BORDER THEORIES, LIMINAL SPACES AND BECOMING A CROSSROADS""; ""LIMINAL SPACES & IDENTITY""; ""BEING A CROSSROADS: AN AUTOBIOGRAPHICAL ACCOUNT""; ""CONNECTIONS AND RELATIONSHIPS""
    Description / Table of Contents: ""CHAPTER 4: UNDERSTANDINGS""""4.1 UNDERSTANDING 1: THERE IS A CONNECTION BETWEEN DEVELOPING CONSCIOUSNESS, CREATIVITY, AND THE IMAGINATION THROUGH ACTING EXER""; ""4.2 UNDERSTANDING 2: PARTICIPANTS NEEDED TO TALK ABOUT THE NOETIC MOMENTS THEY EXPERIENCED IN ACTING SCHOOL""; ""4.3 UNDERSTANDING 3: RESIDUE IS AN A/R/OGRAPHIC RENDERING USED TO DESCRIBE THE WAY THAT HAVING A NOETIC EXPERIENCE IN THEATRE SC""; ""4.4 UNDERSTANDING 4: THE CURRICULUM AS THEATRICAL ENGAGEMENT IS ILLUMINATING.""; ""INTERLUDE 4: LEARNING THE LANGUAGE OF THE HEART""; ""A peaceful reflective understanding""
    Description / Table of Contents: ""CHAPTER 5: CONSIDERING THE OPENINGS""""5.1 WHAT I HAVE LEARNED AND HOW THIS IMPACTS THEORY AND PRACTICE""; ""5.2 IMPLICATIONS, IMPACT AND FUTURE DIRECTIONS RELATED TO DRAMA, THEATRE AND ARTS BASED EDUCATION AND RESEARCH""; ""5.3 IMPACT, IMPLICATIONS AND FUTURE DIRECTIONS FOR TEACHER EDUCATION""; ""INTERLUDE 5: THE BEGINNING FROM THE END""; ""APPENDIX 1: THE MONOLOGUES""; ""THE MATH LESSON""; ""ON STAGE ON BOTH""; ""IF WE SHADOWS HAVE OFFENDED""; ""GALLOP APACE""; ""REFLECTIONS ON TEACHING""; ""TODAY�S THE DAY""; ""REFERENCES""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-740-7
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  • 54
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    Online Resource
    Air quality management : Canadian perspectives on a global issue (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400775572
    Language: English
    Pages: 1 Online-Ressource (xii, 408 Seiten)
    Parallel Title: Print version Air Quality Management : Canadian Perspectives on a Global Issue
    DDC: 399
    Keywords: Environmental sciences ; Public health ; Environmental protection ; Air quality management -- Canada ; Electronic books
    Abstract: This book provides a wide overview of the issues related to managing of air quality in Canada. Learn about the air issues that have caused impacts to ecosystems or human health and hence been targeted to be managed. Discover how Canadas national governance involving a federal government along with provincial and territorial governments impacts the air quality management process. Understand how Canadians manage their air quality in context with the USA, their largest and closest neighbour. Benefit from the experience of 43 of Canadas most experienced air quality management professionals who share their insights into the state of air quality in Canada today, how it is managed, as well as giving a glimpse into the future.?
    Description / Table of Contents: part I. Air pollution sciencepart II. Air quality impacts -- part III. Management of emissions -- part Ivolume Policy and planning -- part volume Communicating air quality information.
    Note: Includes bibliographical references and index
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  • 55
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    Online Resource
    Gender, lifespan and quality of life : an international perspective (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400778290
    Language: English
    Pages: 1 online resource (278 pages) , illustrations.
    Series Statement: Social Indicators Research Series 53
    Series Statement: Social Indicators Research Ser. v.53
    Parallel Title: Erscheint auch als
    DDC: 306
    RVK:
    MS 2900
    Keywords: Social sciences ; Quality of life ; Humanities ; Quality of life -- Research ; Developmental psychology ; Social sciences ; Quality of life ; Humanities ; Quality of life ; Research ; Developmental psychology ; Electronic books ; Aufsatzsammlung
    Abstract: This publication will fill a significant gap in the literature on quality of life and subjective wellbeing by addressing the gender dimensions of people's lived experience and emphasizing how gender relationships differentially impact on women's and girls' as well as men's and boys' subjective wellbeing across the lifespan. Sex-disaggregation of data on objective conditions of quality of life is now routinely undertaken in many countries of the world. However, despite the burgeoning of objective data on sex differences in life conditions across the world, very little gender analysis is carried out to explain fully such difference and there is still a serious dearth of data on gender differences in subjective experiences of quality of life and wellbeing. This publication will assist researchers, teachers, service providers and policy makers in filling some of the gaps in currently available literature on the nexus between age and gender in producing differential experiences of subjective wellbeing. The book brings together research which compares female's and male's subjective experiences of wellbeing at various life stages from a variety of countries and regions, particularly focusing on women's subjective wellbeing.
    Abstract: Intro -- Contents -- Contributors -- Chapter-1 -- Gender, Lifespan, Cultural Context and QOL -- References -- Chapter-2 -- Personal Well-being and Interpersonal Communication of 12-16 Year-Old Girls and Their Own Mothers: Gender and Intergenerational Issues -- 2.1 Introduction -- 2.2 Method Procedure and Sample -- 2.2.1 Description of the Variables -- 2.3 Results -- 2.3.1 Activities -- 2.3.2 Conversations -- 2.3.3 Satisfaction -- 2.3.4 Values Aspired to for the Girls' Future -- 2.3.5 Explained Model of Girls' and Mothers' Satisfaction with Life as a Whole -- 2.4 Discussion -- References -- Chapter-3 -- Gender Dimensions of Life Quality for Adults in Australia -- 3.1 Introduction -- 3.2 Subjective Wellbeing Homeostasis -- 3.3 Homeostatic Buffers -- 3.4 External Buffers -- 3.5 Internal Buffers -- 3.6 Gender Differences -- 3.7 Method -- 3.8 Results -- 3.8.1 Gender × Survey -- 3.8.2 Personal Wellbeing Domains -- 3.8.3 Domain Stability Across Surveys × Gender -- 3.8.4 Demographic Influences on Gender Differences in SWB -- 3.8.5 Age -- 3.8.6 Living Alone -- 3.8.7 Relationship Status -- 3.8.8 Work Status -- 3.9 Discussion -- 3.9.1 Overall Pattern of Gender Differences -- 3.9.2 Age -- 3.9.3 Living Alone -- 3.9.4 Work Status -- 3.10 Summary -- References -- Chapter-4 -- Chasing the 'Good Life': GenderDifferences in Work Aspirationsof American Men and Women -- 4.1 Introduction -- 4.2 Conceptual Framework -- 4.3 Data and Methods -- 4.4 Results -- 4.4.1 Gender Differences in Aspirations and Attainments -- 4.4.1.1 Material Goods -- 4.4.1.2 Good Health -- 4.4.1.3 Family Life -- 4.4.1.4 Work -- 4.4.1.5 Work Aspirations over the Life Course -- 4.5 Summary and Discussion -- References -- Chapter-5 -- Gender Dimensions of Quality of Life in Algeria -- 5.1 Introduction -- 5.2 Gender Equalities: The Current Situation.
    Note: Includes bibliographical references and index. Description based on online resource; title from PDF title page (ebrary, viewed January 12, 2014)
    URL: lizenzpflichtig
    URL: http://dx.doi.org/10.1007/978-94-007-7829-0
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    URL: http://ebooks.ciando.com/book/index.cfm?bok_id/1244574
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  • 56
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    A new perspective on human mobility in the South (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401790222 , 9789402406436
    Language: English
    Pages: XIV, 174 Seiten , Illustrationen
    Series Statement: Global migration issues volume 3
    Series Statement: Social sciences
    Series Statement: Global migration issues
    RVK:
    LB 56000
    Keywords: Internationale Migration ; Mobilität ; Entwicklungsländer ; Aufsatzsammlung ; Aufsatzsammlung
    Note: Includes bibliographical references and index , Enthält 6 Beiträge
    DOI: 10.1007/9789401790239
    URL: Inhaltsverzeichnis
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  • 57
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    Book
    People on the move in a changing climate : the regional impact of environmental change on migration (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400769847
    Language: English
    Pages: vii, 253 Seiten , Illustrationen
    Series Statement: Global migration issues volume 2
    Series Statement: Global migration issues
    RVK:
    LB 56000
    RVK:
    MS 1560
    RVK:
    MS 9000
    Keywords: Mobilität ; Internationale Migration ; Klimawandel ; Migrationsentscheidung ; Migrationsforschung ; Welt ; Migration ; Social Sciences ; Social sciences ; Sammelwerk ; Aufsatzsammlung ; Aufsatzsammlung
    Note: Enthält 10 Beiträge , Includes bibliographical references
    DOI: 10.1007/978-94-007-6985-4
    URL: Cover
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  • 58
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    Book
    Migration in China and Asia : experience and policy (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401787581
    Language: English
    Pages: VII, 278 S. , graph. Darst.
    Series Statement: International perspectives on migration 10
    Series Statement: International perspectives on migration
    DDC: 304.85
    RVK:
    MS 3600
    Keywords: Migration ; Asien ; China ; Aufsatzsammlung ; Konferenzschrift ; Konferenzschrift 2010 ; Konferenzschrift ; Konferenzschrift 2010 ; Konferenzschrift
    Note: Includes bibliographical references.
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  • 59
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    Modelling norms (2014)
    Dordrecht : Springer | Ann Arbor, Michigan : Proquest
    Details
    ISBN: 9789400770522 , 9781299876613
    Language: English
    Pages: 1 Online-Ressource (x, 213 Seiten)
    DDC: 306
    RVK:
    MR 7200
    RVK:
    MR 7300
    Keywords: Soziale Norm ; Kriminalitätstheorie ; Modellierung ; Methode
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  • 60
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    Online Resource
    The common good : Chinese and American perspectives (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400772724
    Language: English
    Pages: 1 online resource (292 pages) , illustrations.
    Series Statement: Philosophical Studies in Contemporary Culture 23
    RVK:
    CI 9130
    Keywords: Philosophy, Modern ; Political science ; Philosophy ; Electronic books ; Aufsatzsammlung ; Konferenzschrift
    Note: Includes bibliographical references and index. Description based on online resource; title from PDF title page (ebrary, viewed December 16, 2013)
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  • 61
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    Online Resource
    Unsuited : how we can reject conventional career advice and find empowerment (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096479 , 9462096473 , 9789462096455 , 9789462096462 , 9462096457 , 9789462096455 , 9462096465 , 9789462096462
    Language: English
    Pages: 1 Online-Ressource (viii, 170 pages)
    Series Statement: Transgressions (Rotterdam, Netherlands) 101
    DDC: 650.14
    Keywords: Education ; BUSINESS & ECONOMICS / Management ; BUSINESS & ECONOMICS / Reference ; BUSINESS & ECONOMICS / Skills ; Career changes ; Vocational guidance ; Droit ; Sciences sociales ; Sciences humaines ; Erziehung ; Wirtschaft ; Career changes ; Vocational guidance
    Note: "Work. It's what we spend the majority of our adult lives doing. We all want careers that are personally engaging, and financially secure, but often people find themselves professionally unfulfilled, confused, and uncertain about how to make a change that won't jeopardize their security. Drawing on his own experience of leaving a financially secure career at a prestigious international law firm to seek out an uncertain path of entrepreneurship, the author shares his unique story about how he became empowered in his career through a process of re-education, and the insightful lessons about career fulfillment they don't teach us in school. Unsuited gives powerful insights on how people misinterpret the concept of risk when planning their careers, why, because of the Internet, the career advice our parents gave us is outdated, why the work to retire career planning model is a mistake, and why failing, embracing experimentation, and intentionally doing the things that scare us might very well be the most secure path to personal fulfillment. The book gives practical advice on how to channel mastery and psychological flow into a career, and why pursuing rewards (such as money, praise and accomplishment) will ultimately leave us unsatisfied. A practical path is laid out for people who want to start doing what they truly value, how to tap one's inner creative genius, how to use the Internet to share what we love, and how this process can be both personally fulfilling and financially profitable. "
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  • 62
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    Online Resource
    Gender & Pop Culture : A Text-Reader (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095755
    Language: English
    Pages: XII, 208 p
    Edition: Online-Ausg.
    Series Statement: Teaching Gender
    DDC: 302.23
    RVK:
    MS 3010
    Keywords: Education ; Konferenzschrift ; Geschlechterforschung ; Pop-Kultur
    Abstract: Gender Pop Culture provides a foundation for the study of gender, pop culture and media. This comprehensive, interdisciplinary text provides text-book style introductory and concluding chapters written by the editors, seven original contributor chapters on key topics and written in a variety of writing styles, discussion questions, additional resources and more. Coverage includes: - Foundations for studying gender pop culture (history, theory, methods, key concepts) - Contributor chapters on media and children, advertising, music, television, film, sports, and technology - Ideas for activism and putting this book to use beyond the classroom - Pedagogical Features - Suggestions for further readings on topics covered and international studies of gender and pop culture Gender Pop Culture was designed with students in mind, to promote reflection and lively discussion. With features found in both textbooks and anthologies, this sleek book can serve as primary or supplemental reading in undergraduate courses across the disciplines that deal with gender, pop culture or media studies. 'An important addition to the fields of gender and media studies, this excellent compilation will be useful to students and teachers in a wide range of disciplines. The research is solid, the examples from popular culture are current and interesting, and the conclusions are original and illuminating. It is certain to stimulate self-reflection and lively discussion.' (Jean Kilbourne, Ed.D., author, feminist activist and creator of the Killing Us Softly:Advertisings Image of Women film series) 'An ideal teaching tool: the introduction is intellectually robust and orients the reader towards a productive engagement with the chapters
    Description / Table of Contents: Praise for Gender & Pop Culture; Adrienne's Dedication; Patricia's Dedication; Table of Contents; Acknowledgments; Adrienne's Personal Acknowledgements; Patricia's Personal Acknowledgements; Chapter 1: Introduction to Gender & Pop Culture; How can we understand gender?; How do we learn gender?; How does feminism relate to gender?; How do feminist researchers study gender?; What is popular culture?; What are the stories, images and ideas about gender that circulate in pop culture?; Who produces pop culture texts?; What representations of gender circulate in dominant pop culture?
    Description / Table of Contents: What about resistive or counter-dominant representations of gender?What is the relationship between gender and the consumption of pop culture texts?; Organization of the book; Pedagogical Resources; Questions for Class Discussion; Class Activity; Class Activity with Supplemental Reading; Problem-Based Learning Exercise; Additional Sources for Class Activities; References; Chapter 2: Blurred Lines of a Different Kind: Sexism, Sex, Media and Kids; A Brief Primer on Gender & Sexuality; Historical Context; Research; Sexual Risks/Sexual Responsibilities; Embodiment of Gender; Censorship
    Description / Table of Contents: A Contemporary ExampleWhat Does the Future Hold?; Bombardment; Big Business; Advice; Questions for Class Discussion; References; Chapter 3: Gender and Advertising; Introduction; Gender, Advertising, and Popular Culture; Historical Context; Advertising Constructs the Consumer; Ideal Women and Men of Advertising; Commodity "Feminism: "Advertising Co-opts the Women's Movement; Representations of Femininity and Masculinity; Structuring Gendered Images; Doing Gender; Advertising Responds to Its Critics; Conclusion; Questions for Class Discussion; References
    Description / Table of Contents: Chapter 4: From Lady Gaga to Consciousness Rap: The Impact of Music on Gender and Social ActivismFoundations of Gender and Music; Gender and Social Movements: A short history; Gender, Movements and Music; Case Studies; Ani DiFranco- Which Side Are You On?; Background; Which Side Are You On?; Lupe Fiasco- "Bitch Bad"; Background; Bitch Bad; Beyoncé -"Run the World (Girls)"; Background; Run the World (Girls); Conclusions; Questions for Class Discussion; References; Chapter 5: "As Seen on TV": Gender, Television, and Popular Culture; The "Golden Age of Television"; The 1970s: A Decade of Change
    Description / Table of Contents: Deregulation and Television of the 1980s and 1990s"As Seen on TV" - Gender and Television Today; Stay Tuned - The Future of Television Programming; Questions for Class Discussion; References; Chapter 6: Popular Movies that Teach: How Movies Teach about Schools & Genders; Introduction; Our purpose: Popular film, gender, and education; On theorizing and seeing film; The history of education through film: Lessons from the school body; To Sir, with Love; Grease; Hairspray; High School Musical; Gender: A brief (insufficient but interesting) tour of theory and history; Discourse; Masculinities
    Description / Table of Contents: The teacher-savior
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-575-5
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  • 63
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    Activist science and technology education (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400743601
    Language: English
    Pages: 1 Online-Ressource (XIII, 652 Seiten) , Illustrationen, Diagramme
    Series Statement: Cultural Studies of Science Education 9
    Series Statement: Cultural Studies of Science Education
    Parallel Title: Erscheint auch als
    DDC: 370
    RVK:
    LC 50000
    RVK:
    LB 86000
    Keywords: Erziehung ; Naturwissenschaft ; Science / Study and teaching ; Education
    DOI: 10.1007/978-94-007-4360-1
    URL: Volltext
    URL: Inhaltsverzeichnis
    URL: Abstract
    URL: Volltext
    URL: Inhaltsverzeichnis
    URL: Abstract
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  • 64
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    The Unacknowledged Disaster : Youth Poverty and Educational Failure in America (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095212
    Language: English
    Pages: Online-Ressource (XIV, 317 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Unacknowledged Disaster: Youth Poverty and Educational Failure in America
    Keywords: Poor children Education ; Poor teenagers Education ; Education ; Education
    Abstract: Preliminary Material /Bruce J. Biddle -- An Elephant and an Enigma /Bruce J. Biddle -- Youth Poverty in America /Bruce J. Biddle -- Youth Poverty in the Industrialized World /Bruce J. Biddle -- Poverty in Homes and Educational Failure /Bruce J. Biddle -- Poverty in Neighborhoods and Educational Failure /Bruce J. Biddle -- Poverty in Schools and Educational Failure /Bruce J. Biddle -- The American Context, Strategies, and Tactics /Bruce J. Biddle -- References /Bruce J. Biddle -- Name Index /Bruce J. Biddle -- Subject Index /Bruce J. Biddle -- About the Author /Bruce J. Biddle.
    Abstract: The Unacknowledged Disaster concerns two huge and closely-tied but widely ignored problems that plague the U. S. On the one hand, America tolerates a massive amount of youth poverty, while on the other, youth poverty is the major social factor generating failure in the country’s education. (More than one-fifth of American youths are now impoverished—a poverty rate far worse than those for American adults or the elderly and more than twice the size of youth poverty rates in other advanced nations—and poverty generates most educational failure effects in the U. S. often assigned to such factors as student race, broken homes, and the supposed failures of teachers and school administrators. ) These problems have been studied extensively, and the tragedies they create are well known to scholars, but they are often misrepresented, misunderstood, or unacknowledged by far-right advocates, media figures, policy makers, and those concerned with serious problems that now beset the United States. This book reviews evidence concerning these problems and their dire effects, discusses ineffective or tragic outcomes that result when these problems are ignored, assesses why these problems are so often unacknowledged in the United States, and sets forth clear, evidence-based policies that can reduce the disastrous scope of American youth poverty and its destructive effects in education
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGMENTS; PERMISSIONS; CHAPTER ONE: AN ELEPHANT AND AN ENIGMA; LARGE, GREY ELEPHANT; The Elephant; The Enigma; The Task and the Context; NOTES; CHAPTER TWO: YOUTH POVERTY IN AMERICA; POVERTY AND ITS ASSESSMENT; Defining Poverty; Assessing Poverty; THE SCOPE OF YOUTH POVERTY; Poverty Rates and Numbers; Problems Associated with Youth Poverty; Blacks, Hispanics, and Youth Poverty; Does Youth Poverty Persist?; The Geography of Youth Poverty; Youth Poverty and Single-Parent Families; Youth Poverty and Parental Employment; Parental Salaries and Youth Poverty
    Description / Table of Contents: FINDINGS AND IMPLICATIONSNOTES; CHAPTER THREE: YOUTH POVERTY IN THE INDUSTRIALIZED WORLD; YOUTH POVERTY AND ITS EFFECTS IN ADVANCED NATIONS; Youth Poverty Rates Compared; Consequences of Youth Poverty; WHY ARE YOUTH POVERTY RATES LOWER ELSEWHERE?; Wages for Low-Income Workers; Taxes, Social Benefits, and Poverty Reduction; Tax Relief; Cash-Award Benefits; Noncash Benefits; FINDINGS AND IMPLICATIONS; NOTES; CHAPTER FOUR: POVERTY IN HOMES AND EDUCATIONAL FAILURE; EXPLORATORY SURVEYS, CONFUSIONS, AND A STRONG ASSOCIATION; CAUSAL ISSUES, OTHER TYPES OF RESEARCH, AND ADDITIONAL FINDINGS
    Description / Table of Contents: Panel-Study EvidenceStudies with Controls; Pathway Analysis; Experiments; FINDINGS AND IMPLICATIONS; NOTES; CHAPTER FIVE: POVERTY IN NEIGHBORHOODS AND EDUCATIONAL FAILURE; NEIGHBORHOOD POVERTY AND ITS EFFECTS; Dilemmas in Surveys and Panel Studies; Conclusions from Surveys and Panel Studies; Experiments; FINDINGS AND IMPLICATIONS; NOTES; CHAPTER SIX: POVERTY IN SCHOOLS AND EDUCATIONAL FAILURE; STUDENT POVERTY CONCENTRATION; Differences in Student Poverty Concentration; Poverty Concentration and Student Failure; INADEQUATE SCHOOL FUNDING; Funding Disparities; Outrageous Claims
    Description / Table of Contents: Miserable Funding and School FailureMultiple Disadvantages; Funding, Resources, and Outcomes; DISCRIMINATORY PROCEDURES; Tracking, Enrichment, and Remediation; The Long Hot Summer; FINDINGS AND IMPLICATIONS; NOTES; CHAPTER SEVEN: THE AMERICAN CONTEXT, STRATEGIES, AND TACTICS; THE AMERICAN CONTEXT; Communitarianism; The Importance of Public Education; Exceptionalism; Hostility to Corrupt Elites; Race and Ethnicity; Guns and Violence; The Far Right, Money, Lies, and Activism; GENERAL STRATEGIES FOR ACTION; Focus on Youths; Entitlements; Poverty Focus; Federal and State Support
    Description / Table of Contents: Multiple RationalesThe Marketing of Evidence; An Advocacy Organization; Political Leadership; Commentary; TACTICS FOR REDUCING YOUTH POVERTY; Cash Benefits; Noncash Benefits; TACTICS FOR REDUCING POVERTY EFFECTS IN EDUCATION; How Not to Proceed; Home-Based Tactics; Neighborhood-Based Tactics; School-Based Tactics I-Coping With Poverty Concentration; School-Based Tactics II-Improving Funding and Resources for Impoverished Schools; School-Based Tactics III-Reducing Discriminatory Procedures; CONCLUDING THOUGHTS; NOTES; REFERENCES; NAME INDEX; SUBJECT INDEX; ABOUT THE AUTHOR
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-521-2
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  • 65
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    Career Development and Systems Theory : Connecting Theory and Practice (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096356
    Language: English
    Pages: Online-Ressource (XXII, 476 p. 10 illus., 5 illus. in color, online resource)
    Series Statement: Career Development Series, Connecting Theory and Practice 2
    Series Statement: Career Development Series 6
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Career Development and Systems Theory: Connecting Theory and Practice. 2nd Edition
    Keywords: Career development ; Vocational guidance ; Education ; Education
    Abstract: Preliminary Material -- Rationale for a Systems Theory Perspective -- Theories Focusing on Content -- Theories Focusing on Process -- Theories Focusing on Content and Process -- Comparison of the Current Theories -- Theories of Career Development: Wider Explanations -- Toward Integration in Career Theory -- Systems Theory -- A Systems Theory Framework of Career Development -- Lifelong Career Development Learning: A Foundation for Career Practice -- Training and Supervision: Career Development Learning Systems -- Career Development Learning in School Systems -- Career Counselling Systems -- Organisational and Individual Career Systems: New Relationships -- References -- Index.
    Abstract: The 3rd edition of this classic book offers practitioners, researchers and students a comprehensive introduction to, and overview of, career theory; introduces the Systems Theory Framework of career development; and demonstrates its considerable contemporary and innovative application to practice. A number of authors have identified the framework as one of a small number of significant innovations in the career development literature. The Systems Theory Framework of career development was developed to provide coherence to the career development field by providing a comprehensive conceptualisation of the many existing theories and concepts relevant to understanding career development. It is not designed to be a theory of career development; rather systems theory is introduced as the basis for an overarching, or metatheoretical, framework within which all concepts of career development, described in the plethora of career theories, can be usefully positioned and utilised in both theory and practice. It has been applied to the career development of children, adolescents and women. Since its first publication, the Systems Theory Framework has been the basis of numerous publications focusing on theoretical application and integration, practice and research, with a growing number of these by authors other than the framework developers. Its application across cultures also has been emphasised. The theoretical and practical unity of the Systems Theory Framework makes this book a worthy addition to the professional libraries of practitioners, researchers and students, new to, or experienced in, the field of career development
    Description / Table of Contents: CONTENTS; PREFACE; OUTLINE OF THE BOOK; ACKNOWLEDGMENTS; ABOUT THE AUTHORS; WENDY PATTON; MARY MCMAHON; LIST OF TABLES; LIST OF FIGURES; PART 1: REVIEW OF EXISTING THEORIES; CHAPTER 1: RATIONALE FOR A SYSTEMS THEORY PERSPECTIVE; DEFINITIONS; The Meaning of 'Career'; Career Development; BRIEF HISTORY OF CAREER DEVELOPMENT THEORY; THE STRUCTURE OF CAREER DEVELOPMENT THEORY; Theories of Content; Theories of Process; Theories of Content and Process; Wider Explanations; Constructivist/Social Constructionist Approaches; Issues Related to Categorisation
    Description / Table of Contents: Philosophical Underpinnings of Our Understandings of CareerApplying Systems Theory to Career Development; CONCLUSION; CHAPTER 2: THEORIES FOCUSING ON CONTENT; THE WORK OF FRANK PARSONS; DIFFERENTIAL PSYCHOLOGY; Trait and Factor Theory; Limitations and Criticisms of Trait and Factor Theory; Five Factor Model of Personality; Person-Environment Fit; Holland's Theory of Vocational Personalities and Work Environments; Theory of Work Adjustment; BORDIN'S PSYCHODYNAMIC MODEL OF CAREER CHOICE; BROWN'S VALUES-BASED THEORY; SIMILARITIES AND DIFFERENCES BETWEEN THEORIES OF CONTENT; Self-knowledge
    Description / Table of Contents: Work EnvironmentPerson-environment Fit; CONCLUSION; CHAPTER 3: THEORIES FOCUSING ON PROCESS; THE WORK OF GINZBERG AND COLLEAGUES; SUPER'S LIFE-SPAN, LIFE-SPACE APPROACH; Propositions; Self; Life-span and Life-space; CAREER CONSTRUCTION: A DEVELOPMENTAL THEORY OF VOCATIONAL BEHAVIOUR; INDIVIDUALISTIC APPROACH; GOTTFREDSON'S CIRCUMSCRIPTION AND COMPROMISE THEORY; Cognitive Growth; Self-creation; Circumscription; Compromise; SIMILARITIES AND DIFFERENCES BETWEEN THEORIES; CHAPTER 4: THEORIES FOCUSING ON CONTENT AND PROCESS; KRUMBOLTZ'S SOCIAL LEARNING THEORY OF CAREER DECISION-MAKING (SLTCDM)
    Description / Table of Contents: SOCIAL COGNITIVE CAREER THEORYInterests; Career Choice; Career-related Performance; COGNITIVE INFORMATION PROCESSING MODEL; DEVELOPMENTAL-CONTEXTUAL APPROACH; ROE'S THEORY OF PERSONALITY DEVELOPMENT AND CAREER CHOICE; A CONTEXTUALIST ACTION THEORY EXPLANATION OF CAREER; SIMILARITIES AND DIFFERENCES BETWEEN THEORIES; Individual Content Influences; Context Influences; Process Influences; CONCLUSION; CHAPTER 5: COMPARISON OF THE CURRENT THEORIES; THE INDIVIDUAL; THE CONTEXT OF CAREER DEVELOPMENT; DEVELOPMENT; PHILOSOPHICAL UNDERPINNINGS; RELATIONSHIP BETWEEN VARIABLES; DECISION-MAKING; CHANCE
    Description / Table of Contents: INTERACTION PROCESSCONCLUSION; CHAPTER 6: THEORIES OF CAREER DEVELOPMENT: WIDER EXPLANATIONS; WOMEN'S CAREER DEVELOPMENT; Understandings and Definitions of Career for Women; Issues in Women's Careers; THEORIES RELATED TO CAREER DEVELOPMENT OF WOMEN; Specific Theories for Women; Adaptation of Traditional Theories; Comprehensive Theories Applicable to Women and Men; Specific Models Focusing on Individual Differences; Sociocognitive Models; Ecological or Systems Approaches; Women's Career Development - Relational and Cultural Theories; Summary; THEORIES RELATED TO RACIAL AND ETHNIC GROUPS
    Description / Table of Contents: Existing Theories with Cross Cultural Perspectives
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-635-6
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  • 66
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    Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya : Toward Critical Postcolonial Curriculum Policies and Practices (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095427
    Language: English
    Pages: Online-Ressource (XIV, 162 p, online resource)
    Series Statement: Cultural and Historical Perspectives on Science Education, Research Dialogs
    Series Statement: Cultural and Historical Perspectives on Science Education 16/6
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya: Toward Critical Postcolonial Curriculum Policies and Practices
    Keywords: Science Study and teaching (Secondary) ; Education ; Education
    Abstract: Preliminary Material /Darren M. O’Hern and Yoshiko Nozaki -- Introduction /Darren M. O’Hern and Yoshiko Nozaki -- Natural Science Education in Non-Western Nations and Critical and Postcolonial Perspectives /Darren M. O’Hern and Yoshiko Nozaki -- Methods and Methodology /Darren M. O’Hern and Yoshiko Nozaki -- Kenyan Education /Darren M. O’Hern and Yoshiko Nozaki -- Forest Secondary School /Darren M. O’Hern and Yoshiko Nozaki -- Central Boys Secondary School /Darren M. O’Hern and Yoshiko Nozaki -- Uhuru Girls Secondary School /Darren M. O’Hern and Yoshiko Nozaki -- Discussion and Concluding Thoughts /Darren M. O’Hern and Yoshiko Nozaki -- Appendix A /Darren M. O’Hern and Yoshiko Nozaki -- Appendix B /Darren M. O’Hern and Yoshiko Nozaki -- Appendix C /Darren M. O’Hern and Yoshiko Nozaki -- References /Darren M. O’Hern and Yoshiko Nozaki.
    Abstract: Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state’s curricula documents, and schools’ exam-oriented pedagogical approaches. O’Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere
    Description / Table of Contents: TABLE OF CONTENTS; FOREWORD TO NATURAL SCIENCE EDUCATION, INDIGENOUS KNOWLEDGE, AND SUSTAINABLE DEVELOPMENT IN RURAL AND URBAN SCHOOLS IN KENYA; REFERENCES; ACKNOWLEDGEMENTS; CHAPTER 1: INTRODUCTION: Sustainability, Development, and Natural Science Education; THE PRESENT VOLUME: PURPOSE AND SIGNIFICANCE; Natural Science Education and Epistemological Tensions of School Knowledge; The State, Inequality, and Globalization; ETHNOGRAPHIC, QUALITATIVE STUDY: VIEWS FROM STUDENTS AND TEACHERS; DATA COLLECTION: MULTI-SITED ETHNOGRAPHIC WORK; Multi-sited, multi-case study; Ethnographic approach
    Description / Table of Contents: Study Sites SelectionsOVERVIEW OF CHAPTERS; NOTES; CHAPTER 2: NATURAL SCIENCE EDUCATION IN NON-WESTERN NATIONS AND CRITICAL AND POSTCOLONIAL PERSPECTIVES: A Literature Review; THE STATE, SCHOOLS, AND NATURAL SCIENCE CURRICULUM AND PEDAGOGY; NATURAL SCIENCE EDUCATION IN KENYA AND AFRICA: STATE POLICIES AND EVERYDAY PRACTICES; SCIENCE EDUCATION AND MULTICULTURALIST APPROACHES IN THE UNITED STATES: THE ISSUES OF DIVERSITY AND SOCIAL JUSTICE; NATURAL SCIENCE EDUCATION AND CRITICAL PERSPECTIVES; Critical Practice of Education: Pedagogy of the Oppressed and Counterhegemonic Curriculum Making
    Description / Table of Contents: Possibilities of Critical Educational Studies and Practices in KenyaWESTERN SCIENCE, COLONIAL POWER, AND INDIGENOUS KNOWLEDGE; Western Scientific Knowledge and Colonial Power; Primitive, Local, and Indigenous Knowledge; Research on Indigenous Knowledge; NOTES; CHAPTER 3: METHODS AND METHODOLOGY: Multi-Sited Ethnographic Study; METHODOLOGIES, RESEARCH PROCESSES, AND DESCRIBING THE METHODS; Participant Observations; Semi-structured, Open-ended Interviews; Short Answer Questionnaires; A Note about Language; Documents; Data Analysis; Writing Up Multi-sited Ethnographic Study; NOTE
    Description / Table of Contents: CHAPTER 4: KENYAN EDUCATION: The State, Schools, and Legacy of ColonialismFORMAL EDUCATION IN KENYA; Education in Pre-Colonial and Colonial Kenya; KENYAN EDUCATION AND DECOLONIZATION; Education in Contemporary Kenya; Globalization and Education: The Kenyan Context(s); THE KENYAN STATE AND SCHOOLS; The Kenya Institute of Education (KIE); Kenya National Examinations Council (KNEC); Daily Practice of Teachers in Kenyan Schools; NOTES; CHAPTER 5: FOREST SECONDARY SCHOOL: Schooling, Inequality, and Naural Science Education in Rural Kenya; FOREST SECONDARY SCHOOL
    Description / Table of Contents: Educational Resources and the Natural Science Education at Forest Secondary SchoolCurricula, Testing, and Teaching in the Natural Sciences at Forest Secondary School; Students, Teachers, and Indigenous Natural Science Knowledge at Forest Secondary School; SUMMARY AND DISCUSSION; NOTES; CHAPTER 6: CENTRAL BOYS SECONDARY SCHOOL: National Curriculum and Natural Science Education in Urban Kenya; CENTRAL BOYS SECONDARY SCHOOL; Educational Resources and the Natural Science Education at Central Boys Secondary School
    Description / Table of Contents: Curriculum, Testing, and Teaching in the Natural Sciences at Central Boys Secondary School
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-542-7
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  • 67
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    Naming the Unnamable : Researching Identities through Creative Writing (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096417
    Language: English
    Pages: Online-Ressource (XXVI, 216 p, online resource)
    Series Statement: Bold Visions in Educational Research
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Naming the Unnamable: Researching Identities through Creative Writing
    Keywords: Creative writing Study and teaching ; Creative writing ; Education ; Education
    Abstract: Preliminary Material -- List of Characters -- A Journey -- The Long Road Home -- You's Analysis -- PhD Student's Analysis -- The End of Something -- List of References -- List of Academic References -- List of Literary References.
    Abstract: Reflecting upon his own prior experiences as Writer, PhD Student embarks on an ethnographic research project which seeks to explain the relationship between Boys' creative writing and identity. A view of identity as performance is adopted, a main cast of year 6 Boys is assembled, and the stage of the year 6 primary classroom and the secondary school is set. Undertaking participant observation, PhD Student sends his reflections as emails to PhD Supervisor but as their dialogue takes hold, questions relating to the problematic nature of research and representation proliferate. Which identity is PhD Student performing in the classroom: himself, Mr Dobson, Writer or Tom? Is self-reflexivity enough? To what extent can the Boys' identities ever be known? Rather than silencing these problems, PhD Student looks for a form of writing which lays bare the messiness of research. He rejects the linearity of the traditional form and writes his thesis as a self-conscious fiction: a dialogue on a train between himself, a post/structuralist academic, and You, a humanist non-academic. As PhD Student's data is analysed, critiqued and deconstructed from both essentialist and interpretivist perspectives, the impossibility of objective representation is explored. Within its own frame of reference, PhD Student's analysis of the Boys' writing offers a theoretical framework for thinking about creative writing in terms of identity and agency. However, the thesis-script itself is primarily a methodological critique: one that shows that no matter what is written on pages, between the words, between the letters, there will always be the Unnamable
    Description / Table of Contents: DEDICATION; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; ABSTRACT; UNLIMITED AMMO 2; PRAISE FOR UNLIMITED AMMO 1…; FOREWORD; LIST OF CHARACTERS; A JOURNEY; THE LONG ROAD HOME; YOU'S ANALYSIS; PHD STUDENT'S ANALYSIS; Creative Writing and Identity; Figured Worlds; The Superaddressee; The Fun-Loving Superaddressee; The Fun-Loving and Empathetic Super-Addressee; The Empathetic Superaddressee; Who shall we put in the attic? The collision of figured worlds and the "Gilbert" problem; Who shall we put in the attic? Fairy tales and parody; The figured world of Fairy Tales
    Description / Table of Contents: What do our play scripts say about our identities?THE END OF SOMETHING; LIST OF REFERENCES; LIST OF ACADEMIC REFERENCES; LIST OF LITERARY REFERENCES
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-641-7
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  • 68
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    Growing as a Teacher : Goals and Pathways of Ongoing Teacher Learning (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095601
    Language: English
    Pages: Online-Ressource (XXXII, 172 p, online resource)
    Series Statement: Professional Learning
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Growing as a Teacher: Goals and Pathways of Ongoing Teacher Learning
    Keywords: Career development ; Teachers Training of ; Teachers In-service training ; Education ; Education
    Abstract: Preliminary Material -- Honing a Teaching Vision -- Refining Program Development -- Enhancing Student Assessment -- Increasing the Relevance of Learning -- Continuing to Learn Subject Content and Pedagogy -- Improving Classroom Organization and Community -- Creating a More Inclusive Classroom -- Refining Professional Identity -- Pathways of Teacher Growth -- Formal Learning Opportunities -- Teacher Inquiry as Professional Learning -- School-Based Teacher Learning -- References -- Index.
    Abstract: Teacher learning doesn't end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LIST OF TABLES; PARTICIPANT LIST, AUGUST 2012; ABOUT THE AUTHORS; PREFACE; INTRODUCTION; The Need for Continued Teacher Growth; Our Inquiry into Teacher Growth; Goals of Teacher Growth; Pathways of Teacher Growth; Teacher Growth and the Current Crisis in Education; PART I: GOALS OF TEACHER GROWTH; CHAPTER 1: HONING A TEACHING VISION; MARISA'S EMERGING VISION OF TEACHING: A CASE STUDY; ONGOING DEVELOPMENT OF A TEACHING VISION: PRINCIPLES, STRATEGIES, AND EXAMPLES; 1. Fostering Student Learning and Well-Being across a Broad Spectrum
    Description / Table of Contents: 2. Making Learning Relevant to the Real World and Students' Way of Life3. Identifying Priorities and Deciding How Much Emphasis to Give to Each Area and Topic; 4. Integrating Learning around Themes, "Issues," and "Big Ideas"; 5. Individualizing Learning to Accommodate Different Talents, Needs, and Learning Styles; 6. Fostering Student Choice, Ownership, and Autonomy; 7. Collaboration and Co-Learning among and between Teachers and Students; 8. Building a Genuine Class Community and a Strong Teacher-Student Relationship
    Description / Table of Contents: 9. Emphasizing Inclusion and Equity in the Academic Program and the Life of the Classroom10. Pursuing Work-Life Balance for Teacher and Students Alike; SUMMARY: AREAS OF GROWTH IN VISION OF TEACHING; CHAPTER 2: REFINING PROGRAM DEVELOPMENT; TANYA'S GROWTH IN PROGRAM DEVELOPMENT: A CASE STUDY; REFINING PROGRAM DEVELOPMENT: PRINCIPLES, STRATEGIES, AND EXAMPLES; 1. Program Planning: Less Detailed and More Flexible; 2. Judicious Use of Texts and Teaching Materials; 3. Teaching through Activities; 4. Teaching through Strategies and Routines; 5. Greater Program Integration
    Description / Table of Contents: 6. Increased Program Individualization7. Collaborative Program Development: Finding a Balance; SUMMARY: REFINING PROGRAM DEVELOPMENT; CHAPTER 3: ENHANCING STUDENT ASSESSMENT; SERENA'S DEVELOPING APPROACH TO ASSESSMENT: A CASE STUDY; DEVELOPING A SOUND APPROACH TO STUDENT ASSESSMENT: PRINCIPLES, STRATEGIES, AND EXAMPLES; 1. Seeing Assessment as Getting to Know Your Students; 2. Seeing Assessment as Part of Teaching; 3. Giving Feedback Quickly; 4. Individualizing Assessment; 5. Making Assessment Feasible; 6. Reducing Emphasis on Stand ardized Tests; SUMMARY: ENHANCING STUDENT ASSESSMENT
    Description / Table of Contents: CHAPTER 4: INCREASING THE RELEVANCE OF LEARNINGCARRIE'S ONGOING GROWTH IN MAKING TEACHING RELEVANT: A CASE STUDY; INCREASING THE RELEVANCE OF LEARNING: PRINCIPLES, STRATEGIES, AND EXAMPLES; 1. Linking Learning to the Real World; 2. Supporting Students' Way of Life Development; 3. Thematic, Integrated Teaching; 4. Multiple Literacies - Especially Digital Technology - in the Classroom; 5. Critical Teaching and Learning; 6. Creating a Classroom Environment that Supports Real-World and Way of Life Learning; 7. Teachers' Own Ongoing Growth in Real World Knowledge and Life Skills
    Description / Table of Contents: SUMMARY: INCREASING THE RELEVANCE OF LEARNING
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-560-1
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  • 69
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    Practical Design Patterns for Teaching and Learning with Technology (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095304
    Language: English
    Pages: Online-Ressource (VIII, 338 p, online resource)
    Series Statement: Trails in Education, Technologies that Support Navigational Learning
    Series Statement: Technology Enhanced Learning 8
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Practical Design Patterns for Teaching and Learning with Technology
    Keywords: Educational technology Planning ; Educational innovations ; Education ; Education
    Abstract: Preliminary Material /Yishay Mor , Harvey Mellar , Steven Warburton and Niall Winters -- Introduction: Using Design Patterns to Develop and Share Effective Practice /Yishay Mor , Harvey Mellar , Steven Warburton and Niall Winters -- Learner Centred Design - Overview /Diana Laurillard and Michael Derntl -- Design Narrative: Interactive Lecture Mode of the Human-Computer Interaction Lecture /Sonja Kabicher and Renate Motschnig-Pitrik -- Design narrative: Lab Course on Software Architectures and Web Technologies /Michael Derntl -- Design Narrative: Star of the Week /Judy Robertson -- Design Narrative: Establishing a Constructive Atmosphere in Class in Which Creativity and Cooperation are Welcome /Renate Motschnig-Pitrik -- Design Narrative: A Genre-Based Approach to the Development of Academic Writing Skills /Dai Fei Yang and Peter Goodyear -- Design Narrative: Content Morph /Michele Cerulli -- Pattern: Interactive Lecture Mode /Sonja Kabicher and Renate Motschnig-Pitrik -- Pattern: Spotlighting Learning Processes /Michael Derntl -- Pattern: Showcase Learning /Judy Robertson -- Pattern: Reaction Sheets /Renate Motschnig-Pitrik -- Pattern: Genre-Based Development of Academic Writing Skills /Dai Fei Yang and Peter Goodyear -- Pattern: Content Morph /Michele Cerulli -- Scenario: Interactive Lecture /Michael Derntl and Diana Laurillard -- Learning Communities – Overview /Christian Kohls and Till Schümmer -- Design Narrative: Collaborative Course Design and Presentation through Online Special Interest Groups Nigeria, UK, and a Wider Online Community /Pamela McLean -- Design Narrative: iCamp International Collaboration /Effie Law and Anh Vu Nguyen-Ngoc -- Pattern: Course Design as a Collaborative Learning Activity /Pamela McLean -- Pattern: Cross-Cultural Mediator /Pamela McLean -- Pattern: Group Home Re-Location /Anh Vu Nguyen-Ngoc -- Pattern: Local Community Meeting /Nicole Lotz -- Pattern: Group Leader Emergence /Effie Law -- Pattern: Watch Active Members /Nicole Lotz -- Scenario: Learning Communities /Christian Kohls and Till Schümmer -- Social Media and Learner Interaction in Social Spaces - Overview /Steven Warburton -- Design Narrative: Developing and Evaluating A Design for an Online Forum /Fiona Chatteur -- Design Narrative: Online Teacher Training in a Web 2.0 Setting /Nergiz Kern -- Design Narrative: Web 2.0 Integration - Disruptive or Beneficial? /Katerina Makri and Chronis Kynigos -- Design Narrative: Facebook for Design Learners /Nicole Lotz -- Pattern: Online forum for E-Learning /Fiona Chatteur -- Pattern: Can you Hear Me /Steven Warburton -- Pattern: Choosing the Right Blend /Katerina Makri and Chronis Kynigos -- Pattern: Wear Your Skills on Your Shirt /Nicole Lotz and Yishay Mor -- Pattern: Set Ground Rules /Margarita Pérez Garcia , Nergiz Kern , Ramiro Serrano and Steven Warburton -- Pattern: Touch Points /Theodore Zamenopoulos -- Pattern: Do as I Do /Georgy Hol.
    Abstract: These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment of ever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth. This was John Dewey’s ideal of education 80 years ago and it is still relevant today. This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology. See editor Yishay Mor discuss the book in this video interview. (Click link to view)
    Description / Table of Contents: TABLE OF CONTENTS; INTRODUCTION: USING DESIGN PATTERNS TO DEVELOP AND SHARE EFFECTIVE PRACTICE; DESIGN FOR LEARNING; HOW TO USE THIS BOOK; THE STRUCTURE OF THE BOOK; Learner centred design; Learning communities; Assessment and feedback; USING THE PATTERNS; A METHODOLOGY FOR DEVELOPING DESIGN PATTERNS; Why design patterns?; The Participatory Pattern Workshops Methodology; Patterns for the Participatory Pattern Workshops methodology; Projects; Future Directions; REFERENCES; AFFILIATIONS; 1. LEARNER CENTRED DESIGN OVERVIEW; REFERENCES; AFFILIATIONS
    Description / Table of Contents: 1.1.1 DESIGN NARRATIVE: INTERACTIVE LECTURE MODE OF THE HUMAN-COMPUTER INTERACTION LECTURESUMMARY; SITUATION; TASK; ACTIONS; RESULTS; LESSONS LEARNED; REFERENCES; AFFILIATIONS; 1.1.2 DESIGN NARRATIVE: LAB COURSE ON SOFTWARE ARCHITECTURES AND WEB TECHNOLOGIES; SUMMARY; SITUATION; TASK; ACTIONS; RESULTS; LESSONS LEARNED; Insights into learning processes; Increased responsibility; Increased workload; Communicating blogging requirements; Motivating bloggers; REFERENCES; AFFILIATION; 1.1.3 DESIGN NARRATIVE: STAR OF THE WEEK; SUMMARY; SITUATION; TASK; ACTIONS; RESULTS; LESSONS LEARNED; AFFILIATION
    Description / Table of Contents: 1.1.4 DESIGN NARRATIVE: ESTABLISHING A CONSTRUCTIVE ATMOSPHERE IN CLASS IN WHICH CREATIVITY AND COOPERATION ARE WELCOMESUMMARY; SITUATION; TASK; Motivation; Expressing personal reactions; ACTIONS; Format and process; Introducing reaction sheets; Reading and feedback; Examples; Changes occurring without planned action; RESULTS; Extended reflective experience by combining written and oral expression; Creativity; Students tend to feel 'heard'.; LESSONS LEARNED; Transparency valued more than anonymity; Need to attend to (some) reactions; Don't justify yourself too much
    Description / Table of Contents: Social interactions need timeAFFILIATION; 1.1.5 DESIGN NARRATIVE: A GENRE-BASED APPROACH TO THE DEVELOPMENT OF ACADEMIC WRITING SKILLS; SUMMARY; INTRODUCTION; SITUATION; TASK; ACTIONS; RESULTS; LESSONS LEARNED; REFERENCES; AFFILIATIONS; 1.1.6 DESIGN NARRATIVE: CONTENT MORPH; SUMMARY; SITUATION; TASK; ACTIONS; RESULTS; LESSONS LEARNED; REFERENCES; AFFILIATION; 1.2.1 PATTERN: INTERACTIVE LECTURE MODE; SUMMARY; PROBLEM; Forces; CONTEXT; SOLUTION; SUPPORT; Source; Supporting Cases; Theoretical justification; RELATED PATTERNS; NOTES; REFERENCES; AFFILIATIONS
    Description / Table of Contents: 1.2.2 PATTERN: SPOTLIGHTING LEARNING PROCESSESSUMMARY; PROBLEM; CONTEXT; SOLUTION; SUPPORT; Source; Supporting Cases; Theoretical justification; NOTES; REFERENCES; AFFILIATION; 1.2.3 PATTERN: SHOWCASE LEARNING; SUMMARY; PROBLEM; CONTEXT; Forces; SOLUTION; Recommendations for balancing forces; Examples; SUPPORT; Source; Theoretical justification; REFERENCES; AFFILIATION; 1.2.4 PATTERN: REACTION SHEETS; SUMMARY; PROBLEM; Forces; CONTEXT; SOLUTION; RELATED PATTERNS; SUPPORT; Source; Supporting Cases; Student surveys; Starting point for content analysis; Input for formative evaluation
    Description / Table of Contents: Theoretical justification
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-530-4
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    Becoming an Entrepreneur (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095960
    Language: English
    Pages: Online-Ressource (VIII, 322 p, online resource)
    Series Statement: Professional and Vet Learning
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Weber, Susanne; Becoming an Entrepreneur
    Keywords: Entrepreneurship Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Susanne Weber , Fritz K. Oser , Frank Achtenhagen , Michael Fretschner and Sandra Trost -- Becoming an Entrepreneur: Mapping Challenges in the Field of Entrepreneurship Education /Susanne Weber , Fritz Oser , Frank Achtenhagen , Michael Fretschner and Sandra Trost -- Entrepreneurship Education: A Gramscian Approach /Josef Aff and Gerhard Geissler -- Identification of Entrepreneurial Challenges as Essential Condition for Modeling Entrepreneurial Competence /Holger Benninghoff and Susanne Weber -- Identifying Knowledge, Skills and Abilities of Successful Entrepreneurs /Matthias Hofmuth -- Prior Knowledge of Potential Entrepreneurs /Bärbel Fürstenau , Hartmut-A. Oldenbürger and Iris Trojahner -- Context and Ideology of Entrepreneurship Education in Practice /Leona Achtenhagen and Bengt Johannisson -- Entrepreneurship Education at the University of Graz /Peter Slepcevic-Zach , Michaela Stock and Georg Tafner -- From “Chalk-and-Talk” to Starting New Ventures /Susan Müller -- Entrepreneurial Intentions in Initial Vocational Education and Training /Doreen Holtsch -- Can Entrepreneurship Be Taught to Vocational Students? /Thierry Volery , Fritz Oser , Susan Müller , Catherine Näpflin and Nuria del Rey -- A Research-and Evidence-Based Entrepreneurship Education Program at Ludwig-Maximilians University (LMU), Munich /Susanne Weber and Sabine Funke -- Ethical and Moral Considerations on Entrepreneurship Education /Karin Heinrichs , Gerhard Minnameier and Klaus Beck -- Conceptualization of “MODE³” as an Innovative Model for the Evaluation of Entrepreneurship Education at Universities from the Perspective of Gründungsdidaktik /Ulrich Braukmann , Daniel Schneider and Andreas Voth -- “Arzt und Zukunft” – An Example of Entrepreneurship at the Faculty of Medicine at Ludwig-Maximilians University (LMU), Munich /Matthias Siebeck , Katrin Rauen and Jobst von Einem -- Ajzen’s Theory of Planned Behavior in Entrepreneurship Education Research /Michael Fretschner -- Intrapreneur: An Entrepreneur within a Company /Susanne Weber , Sandra Trost , Michaela Wiethe-Körprich , Christine Weiß and Frank Achtenhagen -- Becoming an Entrepreneur – Epilog /Susanne Weber , Fritz Oser , Frank Achtenhagen , Michael Fretschner and Sandra Trost -- List of Authors /Susanne Weber , Fritz K. Oser , Frank Achtenhagen , Michael Fretschner and Sandra Trost.
    Abstract: This book provides new insights into the important field of Entrepreneurship Education. The editors pick up Fayolle’s invitation: “How can we learn from ‘institutional’ culture?” and translate it to a variety of aspects of learning to start-up. From the perspective of Human Resource Education and Management (Wirtschaftspädagogik) the authors shed light into the socio-cultural system of entrepreneurship education. They start with mapping out its challenges. They discuss context factors like political regimes affecting entrepreneurial activities, consider goals including moral awareness, introduce ideas of modeling entre- and intrapreneurial competencies, suggest teaching-learning-strategies, discuss evaluation procedures and introduce case studies of entrepreneurship education in different countries for different study levels. All in all this book stimulates and supports the challenges of educators, students, and practitioners (human resource managers, consultants, principals, teachers, and trainers) to introduce into the varying contexts of entrepreneurship education content specific, procedural, causal elements necessary for starting and maintaining an enterprise
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; PART I: INTRODUCTION AND OVERVIEW; BECOMING AN ENTREPRENEUR: MAPPING CHALLENGES IN THE FIELD OF ENTREPRENEURSHIP EDUCATION; INTRODUCTION; INTENTION OF THE BOOK; OPENING THE "BLACK BOX" OF BECOMING AN ENTREPRENEUR; SUMMING UP SO FAR; NOTES; REFERENCES; PART II: BECOMING AN ENTREPRENEUR; ENTREPRENEURSHIP EDUCATION: A GRAMSCIAN APPROACH; INTRODUCTION; NOTES ON THE WORK OF ANTONIO GRAMSCI; BRIEF LOOK AT THE TRANSFORMATION PROCESS WITH SPECIAL ATTENTION TO GRAMSCI'S PERSPECTIVE; AIMS AND STRUCTURE OF THE EU TEMPUS PROJECT EINSEE
    Description / Table of Contents: ENTREPRENEURSHIP EDUCATION AS A CURRICULAR PRINCIPLE AND AN INNOVATION IN SOCIETY AND EDUCATIONAL POLICYCONCLUSION; NOTES; REFERENCES; IDENTIFICATION OF ENTREPRENEURIAL CHALLENGES AS ESSENTIAL CONDITION FOR MODELING ENTREPRENEURIAL COMPETENCE; NECESSITY TO IDENTIFY ENTREPRENEURIAL CHALLENGES; THEORETICAL FRAME; PURPOSE AND RESEARCH QUESTIONS; METHOD; Design; Samples, data collection and analyses; Results; SUMMARY, DISCUSSION AND FURTHER STEPS; NOTES; REFERENCES; IDENTIFYING KNOWLEDGE, SKILLS AND ABILITIES OF SUCCESSFUL ENTREPRENEURS; INTRODUCTION; THEORETICAL CONSIDERATIONS
    Description / Table of Contents: Entrepreneur, Competence, Knowledge, Skills, & AbilitiesEntrepreneurship Education; The Occupational Information Network (O*Net); METHOD; Selection of empirical studies; Dependent Variables & Context Factors; Independent Variables; Evidence of the state of the art; Findings (I) Worker Characteristics; Findings (II) Worker Requirements; Findings (III) Experience Requirements; SUMMARY AND CONCLUSION; REFERENCES; PRIOR KNOWLEDGE OF POTENTIAL ENTREPRENEURS; BACKGROUND AND AIM; ENTREPRENEURSHIP EDUCATION; RELEVANCE OF PRIOR KNOWLEDGE FOR LEARNING; METHOD; Research Questions; Participants
    Description / Table of Contents: Data GatheringData Analysis; RESULTS; CONSEQUENCES FOR ENTREPRENEURSHIP EDUCATION AND DISCUSSION; REFERENCES; CONTEXT AND IDEOLOGY OF ENTREPRENEURSHIP EDUCATION IN PRACTICE; INTRODUCTION; CRAFTING A MASTER PROGRAM IN ENTREPRENEURSHIP; THE ACADEMIC CONTEXT AND BEYOND; THE TEACHING IDEOLOGY - REFLEXIVITY, EXPERIENTIAL LEARNING AND IDENTITY WORK; CONCLUDING DISCUSSION; NOTES; REFERENCES; ENTREPRENEURSHIP EDUCATION AT THE UNIVERSITY OF GRAZ: Illustrated by the Example of the Master Curriculum for Business Education and Development
    Description / Table of Contents: ENTREPRENEURSHIP EDUCATION AS MANIFESTED IN THE MASTER CURRICULUM "BUSINESS EDUCATION AND DEVELOPMENT"Master Curriculum Business Education and Development in Graz; BUSINESS LAB: ENTREPRENEURSHIP - AN ETHICAL PERSPECTIVE; REFERENCES; FROM "CHALK-AND-TALK" TO STARTING NEW VENTURES: An Overview of Entrepreneurship Education Programs in Higher Education Institutions; INTRODUCTION; LEARNING OBJECTIVES; CONTENT OF TEACHING; PEDAGOGIES; CONCLUSION; NOTE; REFERENCES; ENTREPRENEURIAL INTENTIONS IN INITIAL VOCATIONAL EDUCATION AND TRAINING
    Description / Table of Contents: THE RELEVANCE OF ENTREPRENEURIAL INTENTIONS OF ADOLESCENTS IN INITIAL VOCATIONAL EDUCATION AND TRAINING
    Note: Includes bibliographical references at the end of each chapters
    DOI: 10.1007/978-94-6209-596-0
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    History of Philosophy in Australia and New Zealand (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400769588
    Language: English
    Pages: Online-Ressource (XV, 843 p. 2 illus. eReference, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Philosophy (General) ; Philosophy—History. ; Philosophy ; Metaphysics ; Philosophy.
    Abstract: The History of Philosophy in Australia and New Zealand is a comprehensive account of the historical development of philosophy in Australia and New Zealand, from the establishment of the first Philosophy Chair in Australasia in 1886 at the University of Melbourne to the current burgeoning of Australasian philosophy. The work is divided into two broad sections, the first providing an account of significant developments and events during various periods in the history of Australasian philosophy, and the second focusing on ideas and theories that have been influential in various disciplines within Australasian philosophy. The work consists of chapters contributed by various philosophers, on specific fields of inquiry or historical periods within Australasian philosophy
    DOI: 10.1007/978-94-007-6958-8
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    Understanding Society and Natural Resources : Forging New Strands of Integration Across the Social Sciences (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401789592
    Language: English
    Pages: Online-Ressource (XXV, 261 p. 38 illus., 2 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Keywords: Ecology ; Environmental geology. ; Geoecology. ; Social Sciences ; Social sciences ; Human Geography ; Physical geography.
    Abstract: In this edited volume leading scholars from different disciplinary backgrounds wrestle with social science integration opportunities and challenges. This book explores the growing concern of how best to achieve effective integration of the social science disciplines as a means for furthering natural resource social science and environmental problem solving. The chapters provide an overview of the history, vision, advances, examples, and methods that could lead to integration. The quest for integration among the social sciences is not new. Some argue that the social sciences have lagged in their advancements and contributions to society due to their inability to address integration related issues. Integration merits debate for a number of reasons. First, natural resource issues are complex and are affected by multiple proximate driving social factors. Single disciplinary studies focused at one level are unlikely to provide explanations that represent this complexity and are limited in their ability to inform policy recommendations. Complex problems are best explored across disciplines that examine social-ecological phenomenon from different scales. Second, multi-disciplinary initiatives such as those with physical and biological scientists are necessary to understand the scope of the social sciences. Too frequently there is a belief that one social scientist on a multi-disciplinary team provides adequate social science representation. Third, more complete models of human behavior will be achieved through a synthesis of diverse social science perspectives
    DOI: 10.1007/978-94-017-8959-2
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    Global Challenges, Local Responses in Higher Education : The Contemporary Issues in National and Comparative Perspective (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095816
    Language: English
    Pages: Online-Ressource (VIII, 242 p, online resource)
    Series Statement: Higher Education Research in the 21st Century Series
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Global Challenges, Local Responses in Higher Education: The Contemporary Issues in National and Comparative Perspective
    RVK:
    DM 1000
    Keywords: Education, Higher ; Educational change ; Higher education and state ; Education ; Education ; Vergleichende Bildungsforschung ; Hochschulforschung
    Abstract: Preliminary Material /Jelena Branković , Manja Klemenčić , Predrag Lažetić and Pavel Zgaga -- Global Challenges, Local Responses in Higher Education: An Introduction /Pavel Zgaga , Jelena Branković , Manja Klemenčić and Predrag Lažetić -- Coarsely Ground /Mitchell Young -- Knowledge Society/Economy and Managerial Changes: New Challenges for Portuguese Academics /Rui Santiago , Teresa Carvalho and Andreia Ferreira -- Croatian Academics and University Civic Mission Integration: Possibilities and Constraints /Bojana Ćulum -- Crossing the Borders /Michele Rostan and Flavio A. Ceravolo -- A Career Outside the Academy? Doctorate Holders in the Finnish Professional Labour Market /Arja Haapakorpi -- Early Career Researchers Training: The Construction and Maintenance of Academic Prestige in Changing Environments /Emilia Primeri and Emanuela Reale -- Participation as a Form of Socialisation How a Research Team Can Support Phd Students in Their Academic Path /Viviana Meschitti and Antonella Carassa -- Strategic Actor-Hood and Internal Transformation /Rómulo Pinheiro and Bjørn Stensaker -- The Permanent Liminality Transition and Liminal Change in the Italian University /Massimiliano Vaira -- Between Western Ideals and Post-Conflict Reconstruction /Klemen Miklavič and Janja Komljenovič -- Mapping Portuguese Institutional Policies on Access Against the European Standards and Guidelines /Orlanda Tavares , Sónia Cardoso and Cristina Sin.
    Abstract: The volume offers state-of-the art contributions in the intersection of academic profession, research training and institutional governance. They reflect the profound interest of contemporary researchers in the questions of how the contemporary higher education reforms across Europe affect university governance and especially the roles and functions of academics. The volume includes several contributions from the peripheral and developing higher education systems of Central and South-East Europe; hence, attempting to rebalance the European profile of higher education research and at the same time contribute to the most salient debates in the field. This book confirms, once again, that the higher education research landscape is a diverse and rich one. At the same time, these diverse cases have at least one commonality—the fact that even though they are located in different higher education systems, they address issues that, albeit as a rule context-specific, can be found in all parts of Europe and beyond. Certainly, the local responses to the hereby addressed global challenges represent a mere snapshot of a broader landscape the European higher education dynamics is
    Description / Table of Contents: TABLE OF CONTENTS; INTRODUCTION; GLOBAL CHALLENGES, LOCAL RESPONSES IN HIGHER EDUCATION: AN INTRODUCTION; I; II; III; IV; V; VI; NOTES; REFERENCES; PART 1: ACADEMIC PROFESSION; COARSELY GROUND: Developing the Czech System of Research Evaluation; INTRODUCTION; THE ROLE OF NPM IN UNIVERSITY-BASED RESEARCH POLICY; UNIVERSITY DYNAMICS IN THE CZECH REPUBLIC; THE DEVELOPMENT OF THE EVALUATION METHODOLOGY; Tracking the Yearly Changes; CONCLUSION; ACKNOWLEDGEMENTS; NOTE; BIBLIOGRAPHY; AFFILIATIONS; KNOWLEDGE SOCIETY/ECONOMY AND MANAGERIAL CHANGES: NEW CHALLENGES FOR PORTUGUESE ACADEMICS; INTRODUCTION
    Description / Table of Contents: CHANGES IN THE PORTUGUESE HIGHER EDUCATION INSTITUTIONAL, ORGANISATIONAL AND PROFESSIONAL LANDSCAPE: AN OVERALL VIEWSUMMARISING THE SURVEY METHODOLOGICAL STRATEGIES: DATA COLLECTION AND SAMPLE CHARACTERISTICS; FINDINGS: CHANGES IN THE ACADEMIC PROFESSION: STATE POLICIES, ORGANISATION AND KNOWLEDGE PRODUCTION; The Role of the State in Financing and Organising Higher Education; Deans' and Heads' Perceptions of the Changes in the Decision-Making Processes of Higher Education Institutions; Deans' and Heads' Perceptions of the Influence of Knowledge Society in the Academic Profession
    Description / Table of Contents: Unit Heads' Overall View on Changes in the Academic Profession: Autonomy and Social PrestigeCONCLUSIONS; ACKNOWLEDGEMENTS; NOTE; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; CROATIAN ACADEMICS AND UNIVERSITY CIVIC MISSION INTEGRATION: POSSIBILITIES AND CONSTRAINTS; INTRODUCTION; UNIVERSITY CIVIC MISSION AND THE IMPORTANT ROLE ACADEMICS PLAY; CROATIAN ACADEMICS AND UNIVERSITY CIVIC MISSION - RESEARCH METHODOLOGY; RESEARCH RESULTS AND THEIR IMPLICATIONS ON POSSIBILITIES AND CONSTRAINTS FOR CIVIC MISSION INTEGRATION AT CROATIAN UNIVERSITIES
    Description / Table of Contents: Who is (More) Ready for Introducing Change Into Teaching and Research?Academics' Reflection on the Civic Mission; Incentives: Institutional Support as Motivation for Civic Mission Integration; FINAL REMARKS; NOTES; REFERENCES; AFFILIATIONS; CROSSING THE BORDER: SInvestigating Social and Economic Forces Shaping International AcademicMobility International Academic Mobility; CONCEPTS AND DEFINITIONS; THE CHANGING ACADEMIC PROFESSION SURVEY; TYPES OF INTERNATIONAL ACADEMIC MOBILITY; EXPLAINING INTERNATIONAL ACADEMIC MOBILITY; PREDICTORS AND CONTROL VARIABLES
    Description / Table of Contents: FACTORS SHAPING INTERNATIONAL ACADEMIC MOBILITYEarly in Life: Educational Circulation; Early in Life: Educational Migration; Late in Life: Short-Term & Long-Term Professional Circulation; Late in Life: Job Migration; CONCLUSIONS; NOTES; REFERENCES; AFFILIATIONS; APPENDIX; PART 2: RESEARCH TRAINING; A CAREER OUTSIDE THE ACADEMY? DOCTORATE HOLDERS IN THE FINNISH PROFESSIONAL LABOUR MARKET; INTRODUCTION; DEMAND FOR AND SUPPLY OF A DOCTORAL LABOUR FORCE IN THE KNOWLEDGE-BASED ECONOMY; Doctoral Training and Employment Prospects; Study Problem; METHODOLOGY AND DATA
    Description / Table of Contents: FINDINGS AND ANALYSIS-EXPLORING EMPLOYMENT
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-581-6
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    The Nurturing of New Educational Researchers : Dialogues and Debates (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096981
    Language: English
    Pages: Online-Ressource (XIV, 150 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Nurturing of New Educational Researchers: Dialogues and Debates
    Keywords: Education ; Education
    Abstract: Preliminary Material /María de Ibarrola and Lorin W. Anderson -- Doctoral Education and Training: A View Across Countries and Disciplines /Ulrich Teichler -- Commentary on Chapter 1 /María de Ibarrola -- Doctoral Education of Educational Researchers: National Policies, National Context, and Institutional Actors /María de Ibarrola -- Commentary on Chapter 2 /Ulrich Teichler -- A Two-Track Doctorate in Education: There Is More Than One Path to Advanced Scholarship /Gavriel Salomon -- Commentary on Chapter 3 /Lorin W. Anderson -- Commentary on Chapter 3 /Denis C. Phillips -- What Is the Proper Role of Research in Doctoral Programs in Education? /Lorin W. Anderson -- Commentary on Chapter 4 /Denis C. Phillips -- Commentary on Chapter 4 /Gavriel Salomon -- Great Things from Small Beginnings: Innovations in the Education of Educational Researchers /Denis C. Phillips -- Commentary on Chapter 5 /Lorin W. Anderson -- Commentary on Chapter 5 /María de Ibarrola -- Key Questions for Thought and Action /Lorin W. Anderson , María de Ibarrola , Denis C. Phillips , Gavriel Salomon and Ulrich Teichler -- About the Contributors /María de Ibarrola and Lorin W. Anderson.
    Abstract: Five educational researchers, coming from a variety of higher education institutions, academic disciplines, and cultural backgrounds, met together over a three-year period to discuss the present and future of doctoral education and training in the field of education. Their hope was that the product of their discussions would enable educators and policy makers around the world to rethink, restructure, and even design new programs to prepare the rising generation of educational researchers in their countries. These differences in academic, national, and institutional perspectives led to a variety of ways, even conflicting ones, in which the quality of doctoral education and training could be improved. Based on our discussion, we came to the conclusion that there are no universal solutions to the problems involved in setting up and operating a quality doctoral program. Rather, educators would be wise to be aware of the alternatives at their disposal and make informed choices based on an understanding of the larger societal and political contexts in their states, regions, or nations. To facilitate this decision-making process, we have chosen to conclude with a set of key questions that should be addressed by those seeking to examine and improve their doctoral programs in education and briefly describe some of the alternative ways of answering these questions. Instead of passively absorbing a unified position, then, the reader is invited to join the dialogue that has taken place (and is still taking place) between and among the authors. To exemplify such a dialogue, each chapter is followed by one or two commentaries written by members of the group. We would encourage the reader to write commentaries on the individual chapters (and perhaps the commentaries), thereby engaging in a dialogue with the authors on a fairly personal level
    Description / Table of Contents: CONTENTS; ACKNOWLE DGMENTS; PREFACE; 1. DOCTORAL EDUCATION AND TRAINING: A VIEW ACROSS COUNTRIES AND DISCIPLINES; THE LINK BETWEEN RESEARCH AND TEACHING AND THE TRADITIONS OF DOCTORAL EDUCATION AND TRAINING; EXPANSION OF HIGHER EDUCATION AND ITS IMPLICATIONS FOR DOCTORAL EDUCATION AND TRAINING; THE QUANTITIES OF DOCTORAL DEGREES AND THE WHEREABOUTS OF DOCTORAL DEGREE HOLDERS; Varied Professional Whereabouts: An Argument for Varied Types of Doctorates?; SPREAD OF DOCTORAL PROGRAMS - A MOVE TOWARDS GLOBAL CONVERGENCE?
    Description / Table of Contents: THE ROLE OF THE DOCTORAL PHASE IN THE OVERALL EDUCATION, TRAINING, AND CAREER DEVELOPMENT OF ACADEMICSEXTENT AND MODE OF DIVERSIFICATION OF HIGHER EDUCATION AND RESEARCH SYSTEMS AND THEIR IMPLICATIONS; THE OVERALL SITUATION AND ROLE OF JUNIOR ACADEMICS; CHANGING VIEWS OF THE DESIRABLE JOB ROLES AND COMPETENCES OF ACADEMICS AND THE TASKS OF DOCTORAL EDUCATION AND TRAINING; DIFFERENCES ACCORDING TO DISCIPLINES AND THE CHALLENGES FOR EDUCATION AND TRAINING IN THE DOMAIN OF EDUCATION
    Description / Table of Contents: THE MANY MEANINGS OF HIGH-QUALITY AND RESEARCH-ORIENTED DOCTORAL EDUCATION AND TRAINING, AND THE MANY MEANS TO PURSUEREFERENCES; COMMENTARY ON CHAPTER 1; CONCEPTUAL UNITY: DIFFERENCES IN PROGRAMS, SIMILAR DEGREE STATUS?; QUALITY IN THE DIFFERENCES?; ACTORS, PROJECTS, NEGOTIATIONS, COMMITMENTS, AND DECISION MAKING; THE FUTURE OF DOCTORAL EDUCATION AND TRAINING IN THE DOMAIN OF EDUCATION; THE DESTINATIONS OF DOCTORAL DEGREE HOLDERS; REFERENCES; 2. DOCTORAL EDUCATION OF EDUCATIONAL RESEARCHERS: NATIONAL POLICIES, NATIONAL CONTEXT, AND INSTITUTIONAL ACTORS; HIGHER AND GRADUATE EDUCATION
    Description / Table of Contents: EDUCATIONAL RESEARCHERS AND EDUCATIONAL RESEARCHRECOGNIZING THE IMPORTANT SOCIAL ROLE OF EDUCATIONAL RESEARCH; THE CONSTRUCTION OF A SPECIFIC SCOPE/FIELD OF KNOWLEDGE; DEBATES ON THE ORIGIN, NATURE, AND QUALITY OF EDUCATIONAL RESEARCH; WHO IS AN EDUCATIONAL RESEARCHER?; A LABOR SPACE FOR EDUCATIONAL RESEARCHERS; THE SPECIFIC AND INTENTIONAL TRAINING/EDUCATIONAL PROGRAM REQUIRED TO BECOME AN EDUCATIONAL RESEARCHER; ONGOING OPEN DEBATES; IN CONCLUSION; NOTES; REFERENCES; COMMENTARY ON CHAPTER 2; THE MEXICAN CASE IN QUANTITATIVE AND STRUCTURAL TERMS
    Description / Table of Contents: THE HIGHLY STRATIFIED EDUCATIONAL RESEARCH ARENAA PERENNIAL DIVIDE BETWEEN THE EDUCATIONAL RESEARCHERS AND THE "OTHERS"?; DOCTORAL EDUCATION AND TRAINING: ANYTHING GOES?; 3. A TWO-TRACK DOCTORATE IN EDUCATION: THERE IS MORE THAN ONE PATH TO ADVANCED SCHOLARSHIP; THE TWO UNIVERSES AWAITING DOCTORAL GRADUATES IN EDUCATION; WHY AN APPLIED DOCTORAL PROGRAM AND WHY SHOULD IT BE A DOCTORAL PROGRAM?; THE STRUCTURE OF AN ED.D. PROGRAM; IN CLOSING; REFERENCES; COMMENTARY ON CHAPTER 3; COMMENTARY ON CHAPTER 3; NOTE; 4. WHAT IS THE PROPER ROLE OF RESEARCH IN DOCTORAL PROGRAMS IN EDUCATION?
    Description / Table of Contents: WHAT IS RESEARCH?
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-698-1
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  • 75
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    The Practice of Teachers’ Professional Development : A Cultural-Historical Approach (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096103
    Language: English
    Pages: Online-Ressource (XVIII, 200 p, online resource)
    Series Statement: Professional Learning
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als The Practice of Teachers' Professional Development: A Cultural-Historical Approach
    Keywords: Teachers In-service training ; Career development ; Teachers Training of ; Education
    Abstract: This book uses Vygotsky’s cultural-historical theory to provide a unique theorisation of teachers’ professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers’ development as professionals. The in-depth analysis of this practice provides interesting insight into professional development for teachers at all levels of schooling, and provides strong support for educational researchers, administrators and consultants to reconsider many existing forms of professional learning/development programs. This book supports the contemporary view that professional learning must take place with teachers, rather than be delivered to teachers, but provides an important expansion to current work in this area by arguing that a focus on teachers’ learning of new strategies and principles may still fall short of creating long term change in teachers’ professional practice. By taking a cultural-historical approach, the focus moves to supporting teachers’ development of unified concepts (the intertwining of theoretical and practical aspects) and motives to continue their ongoing development as professionals. This emphasis builds teachers’ capacity to examine and disrupt habitual practices and understand, create and implement thoughtful and sustainable transformations in all areas of their professional life. This book therefore builds upon the ongoing conversation about professional learning and development, offering a new framework for researching, understanding and developing this critical practice
    DOI: 10.1007/978-94-6209-610-3
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  • 76
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    Selling Out Education : National Qualifications Frameworks and the Neglect of Knowledge (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095786 , 9789462095762 , 9789462095779
    Language: English
    Pages: Online-Ressource (XXVIII, 274 p, online resource)
    Series Statement: The Knowledge Economy and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Allais, Stephanie Selling out education
    RVK:
    DF 4000
    RVK:
    DI 1000
    Keywords: Competency-based education ; Vocational qualifications ; Education ; Education Economic aspects ; Education ; Informationsgesellschaft ; Bildung ; Fähigkeit ; Qualifikation ; Rahmenrichtlinie ; Wissen
    Abstract: Preliminary Material -- Qualifications -- Plus La Meme Chose -- Something New, Something Old -- Something Borrowed, Something Sold -- Cure or Symptom? -- Knowledge, Outcomes, and the Curriculum -- Who is Right? -- Where is it Going? -- Lessons and Alternative Directions -- Afterword: Africa, 2025 -- References.
    Abstract: Selling Out Education argues that basing education policy on qualifications and learning outcomes—dramatized by the phenomenal expansion of qualifications frameworks—is misguided. Qualifications frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility
    Description / Table of Contents: TABLE OF CONTENTS; LIST OF FIGURE AND BOXES; ACKNOWLEDGEMENTS; INTRODUCTION: FIRST AS FARCE, THEN AS TRAGEDY….; NOTE; A NOTE ON TERMINOLOGY; CHAPTER 1: QUALIFICATIONS: Culture, Currency, Commodity; 'RELEVANT' EDUCATION AS THE SOLUTION TO ECONOMIC AND SOCIETAL PROBLEMS; QUALIFICATIONS, CURRICULUM, ECONOMY; WHAT CAN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKS DO FOR YOU?; AN EXPLOSION OF QUALIFICATIONS FRAMEWORKS AND LEARNING OUTCOMES; EVIDENCE OR IDEOLOGY-BASED POLICY?; ENDNOTES; CHAPTER 2: PLUS LA MEME CHOSE: The Early History of Learning Outcomes and Learner Centredness
    Description / Table of Contents: LOOKING BACK ON LEARNING OUTCOMESLOOKING BACK ON LEARNER-CENTREDNESS; THE PENDULUM OF IDEAS; ENDNOTES; CHAPTER 3: SOMETHING NEW, SOMETHING OLD: The Rise of Neoliberalism and the First Institutionalization of Outcomes-Based Qualifications; NEOLIBERALISM; THE UNITED KINGDOM AND AUSTRALIA; Common Threads; Achievements in Australia and the United Kingdom; AN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKIN NEW ZEALAND; Political and Economic Drivers; Achievements in New Zealand; MOVING OUT; ENDNOTES
    Description / Table of Contents: CHAPTER 4: SOMETHING BORROWED, SOMETHING SOLD: Outcomes, Competences, and Qualifications Frameworks Spread to the Developing WorldSOUTH AFRICA; High Hopes for Learning Outcomes; Policy Borrowing; New Structures, New Qualifications; Outcomes-Based Education for the School System; Failures of the NQF in South Africa; A Revised Framework; SIMILAR TRAJECTORIES IN OTHER POOR AND MIDDLE INCOME COUNTRIES; Unused Qualifications; The Regulatory State and Weak Institutions; Reiterations of Policies and Complex Institutions; Vocational Education Focus; Recognition of Prior Learning; Differences
    Description / Table of Contents: CONCLUSIONENDNOTES; CHAPTER 5:CURE OR SYMPTOM?: Why Outcomes-Based Qualifications Frameworks Don't Improve Education/Labour Market Relationships; BRINGING EDUCATION CLOSER TO LABOUR MARKETS THROUGH EMPLOYER-SPECIFIED COMPETENCES; THREE 'LOGICS' OF LABOUR MARKET ORGANIZATION; LABOUR MARKETS, TRAINING, AND QUALIFICATION REFORM; SOCIAL POLICY, TRAINING, AND QUALIFICATIONS REFORM; OTHER PROBLEMS WITH EMPLOYER-SPECIFIED COMPETENCES; LABOUR MOBILITY AND QUALIFICATIONS FRAMEWORKS: 'TRANSPARENCY' AND INTERPRETATION; CONCLUSION; ENDNOTES; CHAPTER 6: KNOWLEDGE, OUTCOMES, AND THE CURRICULUM
    Description / Table of Contents: INTRODUCTIONKNOWLEDGE AND LEARNING OUTCOMES; IMPLIED, 'EMBEDDED', AND 'UNDERPINNING' KNOWLEDGE; KNOWLEDGE AS FLAT; THE SPIRAL OF SPECIFICATION; THE SPIRAL OF SPECIFICATION IN PRACTICE: THE SOUTH AFRICAN CASE; STRUCTURED, ORGANIZED, COMPLEX BODIES OF KNOWLEDGE; LEARNING OUTCOMES AND CURRICULUM COHERENCE; ENDNOTES; CHAPTER 7: WHO IS RIGHT?: Learning Outcomes and Economics Imperialism; NEOCLASSICAL ECONOMICS AND ECONOMICS IMPERIALISM; Capitalizable Humans; A Brief Word on Capital and Other 'Capitals; Second Expanded Imperialist Phase; ECONOMICS IMPERIALISM AND QUALIFICATIONS FRAMEWORKS
    Description / Table of Contents: LEFT-WING SUPPORT FOR LEARNING OUTCOMES AND QUALIFICATIONS FRAMEWORKS
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-578-6
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  • 77
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    Methodological Challenges When Exploring Digital Learning Spaces in Education (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097377
    Language: English
    Pages: Online-Ressource (VIII, 156 p, online resource)
    Series Statement: New Research – New Voices
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Methodological Challenges When Exploring Digital Learning Spaces in Education
    Keywords: Computer-assisted instruction Research ; Methodology ; Educational technology ; Qualitative research ; Education ; Education
    Abstract: Preliminary Material /Greta Björk Gudmundsdottir and Kristin Beate Vasbø -- Methodological Challenges When Exploring New Learning Sites in Educational Research /Kristin Beate Vasbø and Greta Björk Gudmundsdottir -- Mobile Learning Design Solutions /Katie M. Murphy , Nathan M. Castillo , Fatima T. Zahra and Daniel A. Wagner -- Tracing Resonance /Amy Stornaiuolo and Matthew Hall -- Research Challenges for Education in Video-games and Virtual Reality /Martha Burkle and Michael Magee -- Opening Proprietary Ecologies /Gregory T. Donovan -- Challenges Arising When Using Field Notes and Video Observations /Ove Edvard Hatlevik and Gunstein Egeberg -- Digital Experiences in Early Childhood /Tamara Pribišev Beleslin -- Exploring What Touch-screens Offer from the Perspectives of Children /Jacob Davidsen and Ruben Vanderlinde -- Tracing Learning across Contexts /Øystein Gilje and Ola Erstad -- List of Contributors /Greta Björk Gudmundsdottir and Kristin Beate Vasbø.
    Abstract: Over the last decade, the practices by which scholarly knowledge is produced—both within and across disciplines—have been substantially influenced by the appearance of digital information resources, communication networks and technology enhanced research tools. Viewed from a methodological perspective, the rich ICT-based environment in educational settings influences research methods, ethics and the general conduct of research. Methodological Challenges When Exploring Digital Learning Spaces in Education represents a collection of work of established academics as well as emerging early career researchers all of whom focus on various methodological challenges. From numerous perspectives, the chapters in this volume deal with three particularly demanding challenges for educational research in digital learning contexts. The first challenge concerns how research manages to explore networked learning within a multi-faceted ICT environment. What kind of research designs and forms of data collection are able to grasp this complexity of multiple learning taking place within these contexts? The second challenge deals with how researchers experience the research context and interact with various actors within these settings. How to capture and understand interaction between contexts and across different dimensions of contexts in time and space? And finally, the third challenge is about exploring how children make meaning across physical places and virtual spaces. All together, these challenges are questioning the traditional research methods that we use and are familiar with. This volume is devoted to stimulating debate about the various methodological challenges facing the researcher in the digital sphere of educational research, and furthermore, exploring what kind of new methodological approaches these challenges impose. It is aimed at students, researchers and academics within education and those working with learning across disciplines and contexts interested in methodological issues
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. METHODOLOGICAL CHALLENGES WHEN EXPLORING NEW LEARNING SITES IN EDUCATIONAL RESEARCH; INTRODUCTION; New Perspectives on Learning and Space; The Multi-Sited Context of Research; OUTLINE OF THE BOOK; Part I: Challenges When Exploring Networked Learning and Virtual Environments; Part II: Challenges for Researcher Interaction in Various Learning Sites; Part III: Challenges When Exploring Children's Meaning Making in Digital Contexts; FINAL CONSIDERATIONS; REFERENCES; PART I:CHALLENGES WHEN EXPLORING NETWORKED LEARNING AND VIRTUAL ENVIRONMENTS
    Description / Table of Contents: 2. MOBILE LEARNING DESIGN SOLUTIONS:Innovations in Learning through the Use of Mobiles across ContextsINTRODUCTION; A CONCEPTUAL FRAMEWORK FOR MLEARNING: PURPOSES, DEVICES AND USERS; (a) How Does the "Purpose" of the Intervention Shape Design?; (b) How Do the Specifications of Particular Devices Shape Design?; (c) How Do the Characteristics of the End-User Shape Design?; MULTIPLE CONTEXTS OFMLEARNING; Formal and Non-Formal Contexts; Mobiles and Learning Innovations in Multiple Contexts; MLEARNING TECHNIQUES WITHIN THE DESIGN SOLUTION; CONCLUSION; REFERENCES
    Description / Table of Contents: 3. TRACING RESONANCE:Qualitative Research in a Networked WorldINTRODUCTION; CHALLENGES OF STUDYING NETWORKED LEARNING; CHALLENGES IN ACTION: THE SPACE2CRE8 PROJECT; Networked Meaning Making: Exploring Sexuality; Tracing Resonance; CHALLENGES IN TRACING RESONANCE; ACKNOWLEDGEMENTS; REFERENCES; 4. RESEARCH CHALLENGES FOR EDUCATION IN VIDEO-GAMES AND VIRTUAL REALITY; INTRODUCTION; Games and Education; Personal Epistemological Beliefs (PEB) as a Methodological Framework for Researching Learning in Video Games.; Data Gathering in Video Games to Support Research Investigation
    Description / Table of Contents: ONLINE RESEARCH CHALLENGES IN VIRTUAL 3-D WORLDS: THE ROLE OF THE AVATAROnline Virtual Reality Design Research Challenges; Challenges for Research in Virtual Reality, Not a New Issue; EDUCATIONAL RESEARCH IN VIRTUAL ENVIRONMENTS: IS THERE A GENERATION GAP?; CONCLUSIONS; REFERENCES; PART II CHALLENGES FOR RESEARCHER INTERACTION IN VARIOUS LEARNING SITES; 5. OPENING PROPRIETARY ECOLOGIES:Participatory Action Design Research with Young People; INTRODUCTION; THEORETICAL FRAMEWORK; SITUATING YOUTH; METHODOLOGICAL APPROACH; 1-on-1 Interviews; Research and Planning Workshops
    Description / Table of Contents: ENGAGING RESEARCH RELATIONSHIPSCogitation Workshop; CONCLUSION; REFERENCES; 6. CHALLENGES ARISING WHEN USING FIELD NOTES AND VIDEO OBSERVATIONS:A Close Study of Teachers' Use of Interactive Whiteboards in aNorwegian School; INTRODUCTION; THEORETICAL PERSPECTIVES; Research on IWBs in Schools; Implications for Practice with IWBs; Video Analysis and Change in Teachers' Practise; THE RESEARCH CASE; METHOD; Data Collection; Interviews; Notes from workshops; Validation; Interpretation of the Methods Used in the Research Case; Action: Descriptions from the Research Case
    Description / Table of Contents: FOUR STRATEGIES FOR CAPTURING PRACTICE IN THE CLASSROOM
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-737-7
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  • 78
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    Speaking of Learning… : Recollections, Revelations, and Realizations (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097162
    Language: English
    Pages: Online-Ressource (XXVIII, 118 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Speaking of Learning...: Recollections, Revelations, and Realizations
    Keywords: Education ; Education
    Abstract: Preliminary Material -- Inner world learnings /Avraham Cohen -- Life lessons /Heesoon Bai -- Learning poetically /Carl Leggo -- The composition of learning /Marion Porath -- Playing fields /Karen Meyer -- What if I had said “no”? /Anthony Clarke -- Having spoken of learning -- About the authors of Speaking of Learning.
    Description / Table of Contents: ""TO THE PEOPLE WHO HAVE SUPPORTED OUR LEARNING""; ""INVOCATION""; ""TABLE OF CONTENTS""; ""FOREWORD""; ""REFERENCES""; ""HOW THIS BOOK CAME TO BE: It All Started When�""; ""REFERENCE""; ""CONFLUENCES""; ""REFERENCES""; ""I HEAR THE FOOTSTEPS""; ""THE MOSAIC OF TEACHING AND LEARNING""; ""REFERENCE""; ""CONDUCTING AN INQUIRY INTO LEARNING: What Else Could It Be?""; ""WHAT LED US TO WRITING THE BOOK""; ""ACKNOWLEDGEMENTS""; ""INNER WORLD LEARNINGS""; ""THE LEARNER/EDUCATOR I AM BECOMING""; ""TRACKING WHAT WAS NOT THERE""; ""NOTES ABOUT THE WRITING IN THIS CHAPTER""
    Description / Table of Contents: ""THE CREATION OF THE HUMAN AND NOT SO HUMAN DIMENSION IN ME""""FOLLOWING THE BREADCRUMBS""; ""EARLY DAYS""; ""WHAT I NOW UNDERSTAND""; ""THE EFFECT OF MY EARLY EXPERIENCE LACUNAE""; ""GRADE SCHOOL""; ""HIGH SCHOOL DAZE""; ""THE WORLD IMPINGES""; ""UNDERGRADUATE HELL""; ""TIME OUT""; ""GRADUATE SCHOOL""; ""POST GRADUATION""; ""HUNTING A PhD""; ""IMPLICATIONS, SELF-CULTIVATION, PERSONAL TRANSFORMATION, AND PEDAGOGICAL PRACTICE""; ""SELF-CULTIVATION/INNER WORK FOR EDUCATORS: ENLIGHTENMENT""; ""WHAT HAS COME OUT OF MY EXPERIENCE?""; ""BACK FROM THE PAST, THE FUTURE, AND INTO THE PRESENT""
    Description / Table of Contents: ""WHAT IS NEEDED/WHAT I NEEDED�WHAT TO DO?""""CONCLUSION""; ""REFERENCES""; ""LIFE LESSONS""; ""LIFE AS CURRICULUM AND PEDAGOGY""; ""PREAMBLE""; ""“WHAT DID I LEARN IN SCHOOL TODAY?�""; ""UNLEARNING TO LEARN AND LEARNING TO UNLEARN""; ""WHO TEACHES? WHO LEARNS?""; ""A TASTE OF BLISS IN LEARNING""; ""EMBODIMENT""; ""LEARNING TO CONNECT""; ""REFERENCES""; ""LEARNING POETICALLY""; ""REMEMBERING SCHOOL: The Heart�s Haunting""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""
    Description / Table of Contents: ""Life then and life now have no connection, or merely one in melancholy. Things are all sealed up in pastness, helplessly, and don�t look out, or if so then only falsely. (Bloch, 2006, p. 62)""""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""; ""How do we ever know who we are? (Bloch, 2006, p. 27)""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""; ""This is my story. But it is not my story only. (Miller, 2005, p. 176)""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""
    Description / Table of Contents: ""From the past, it is my childhood which fascinates me most �. I read quite openly the dark underside of myself. (Barthes, 1977, p. 22)""""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""; ""The stories are maps. Maps of journeys that have been made and might have been made. A Marco Polo route through territory real and imagined. (Winterson, 2001, p. 63)""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""
    Description / Table of Contents: ""Every trace of our days on earth is framed by an enormous night, backward as well as forward, individually and above all cosmically. (Bloch, 2006, p. 148)""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-716-2
    URL: Volltext
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  • 79
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    Wounded writers ask : am I doing it write? (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097131
    Language: English
    Pages: Online-Ressource (XIV, 116 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Wounded Writers Ask: Am I Doing It Write?
    Keywords: Creative writing Technique ; Authorship Technique ; Education ; Education ; Kreatives Schreiben
    Abstract: Preliminary Material -- Core Stories -- Joyful Nonsense -- Aesthetic Gifts -- Word Craft -- The Writing Promise -- Word Well -- Namaste For Writers.
    Abstract: This book addresses (and aims to dismantle) writer woundedness, a state of being that prevents students from trusting themselves as capable of writing something they can feel good about. Wounded Writers Ask: Am I Doing it Write? invites students to begin a new writing history through a collection of 48 free-writes that explore list writing, aesthetic writing, word craft, and writing that delves into personal life stories. These free-writes are invitations to develop a lead or improve a story title, to discover a character's name or replace one word for another that is more vivid, to locate a story idea or revise a story's focus. More than this, Wounded Writers Ask: Am I Doing it Write? emphasizes creative consciousness over correctness, where writing is a vehicle for exploring identity and (re)claiming voice across multiple grade levels. This book is for the wounded student writer as much as it is for the wounded classroom teacher as writer, who may feel burdened by his/her own writing history such that he/she struggles with where or how to start. For each free-write, Leigh offers Before Writing, During Writing, and After Writing suggestions with samples of student writing to guide teachers into writing engagements with their students that break down walls and open up new vistas
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""ACKNOWLEDGEMENTS: I Wish To Thank""; ""INTRODUCTION""; ""HOW THIS BOOK CAME TO BE""; ""HOW THIS BOOK IS ORGANIZED""; ""HOW TO USE THIS BOOK""; ""REFERENCES""; ""CHAPTER 1: CORE STORIES""; ""LOVE DON�T MEAN""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""WHERE I AM FROM""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""MY REAL NAME IS""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""
    Description / Table of Contents: ""SIX-WORD MEMOIR""""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""IF YOU REALLY KNEW ME""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""WHEN YOU LEFT""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""FOOD MEMOIR""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCES""; ""BECAUSE I AM""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""
    Description / Table of Contents: ""REFERENCE""""EVERYBODY NEEDS""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCES""; ""THE OUTSIDE ME, THE INSIDE ME""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCES""; ""FAMILY TREASURE""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""FORGIVENESS POEM""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCES""; ""PRAISE POEM""; ""Before Writing""; ""Sharing Student Writing""
    Description / Table of Contents: ""REFERENCE""""TWO-VOICE POEM""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCES""; ""MY NAME""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCES""; ""THIS I BELIEVE""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCES""; ""I REMEMBER""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""THE INVITATION""; ""Before Writing""; ""During Writing""; ""After Writing""
    Description / Table of Contents: ""Sharing Student Writing""""REFERENCES""; ""CHAPTER 2: JOYFUL NONSENSE""; ""FUNNY AND UNFUNNY WORDS""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""TEN MEMBERS""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""DO�S AND DON�TS""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""FORTUNATELY""; ""Before Writing""; ""During Writing""; ""After Writing""; ""Sharing Student Writing""; ""REFERENCE""; ""PREFERENCES""; ""Before Writing""
    Description / Table of Contents: ""During Writing""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-713-1
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  • 80
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    (In)visible Presence : Feminist Counter-Narratives of Young Adult Literature by Women of Color (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096899
    Language: English
    Pages: Online-Ressource (VIII, 142 p, online resource)
    Series Statement: Transgressions, Cultural Studies and Education 102
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als (In)Visible Presence: Feminist Counter-narratives of Young Adult Literature by Women
    Keywords: Feminist literature Study and teaching ; Education ; Education
    Abstract: Preliminary Material -- Setting the Stage of Silence -- Voicelessness -- From Silenced to Voice -- Always Carrying the Load -- Journey to the Center -- Blending Narratives, Blending Lives -- Central Power, New Frontier -- Will Work for Equity -- The Power of Talk-Stories.
    Abstract: Current school systems create a generation of students who experience institutional practices that honor other students' needs-those students who share the values of those with power-and have pathologized other groups, specifically women of color. (In) Visible Presence intends to contribute to existing pedagogy, which empowers students, teachers, administrators, and policy makers to develop participatory membership in schools and among citizens who can begin to create an anti-oppressive society. (In) Visible Presence contains a holistic, thematic approach to exploring young adult (YA) novels written by women of color, while providing cultural and historical contexts for interpreting and analyzing their work through a feminist lens. Unlike other scholarship, (In) Visible Presence uses a feminist theoretical framework to create a space in which select literary works offer counter-narratives that can be analyzed and critically interpreted according to principles and ideas intended to validate women, thus making their triumph over racism, sexism, classism, and heterosexism and equity challenges a visible cause relegating consequential change for both young girls and women of color. (In) Visible Presence maintains current discourse dialogue through a concentration on the intersectionality of gender, race, and class identities and how these identifiers serve as criteria for privilege and marginalization, even in YA literature. (In) Visible Presence aims to explore YA literature written by women of color represented by African American, Asian American, Indian American, and Latina Americans. Our theoretical perspective focuses on the connection of race, gender, and class that is exclusive to women of color. The construction of "voice" and "space" is important for readers to hear from those once silenced
    Description / Table of Contents: TABLE OF CONTENTS; I:INVISIBILITY; CHAPTER 1: SETTING THE STAGE OF SILENCE:Introduction; BOOK OVERVIEW; MEMOIRS OF TRAILBLAZERS; TEACHABLE MOMENTS; IN THE CLASSROOM; REFERENCES; CHAPTER 2: VOICELESSNESS:Theorizing the Silence; CRITICAL RACE THEORY; CRITICAL LITERACY; What is the Role of YA Literature and Critical Literacy?; CULTURALLY RELEVANT PEDAGOGY; FINAL THOUGHTS; WORKS BY FEMINISTS OF COLOR; TEACHABLE MOMENTS; IN THE CLASSROOM; REFERENCES; CHAPTER 3: FROM SILENCED TO VOICE:(Re)Naming and (Re)Claiming; CURRENT WAYS OF MAKING INVISIBLE; African American Youth; Latina/o Youth
    Description / Table of Contents: Native American YouthAsian American Youth; FROM SILENCED TO MAKING WAVES; First Wave: Women's Suffrage; Second Wave: Multicultural; Third Wave: All Inclusive; DEFINING WOMEN OF COLOR; WHAT IS IN A NAME?; CONTEMPORARY WOMEN OF COLOR AUTHORS; AFRICAN AMERICAN AUTHORS; Jacquelyn Woodson; Sharon Flake; Toni Morrison; Virginia Hamilton; Rita Williams Garcia; AMERICAN INDIAN AUTHORS; Louise Erdrich; Leslie Marmon Silko; Cynthia Leitich Smith; ASIAN AMERICAN AUTORS; Maxine Hong Kingston; Lensey Namioka; An Na; Janice Mirikitani; LATINA/CHICANA AUTHORS; Sandra Cisneros; Judith Ortiz Cofer
    Description / Table of Contents: Guadalupe Garcia McCallSandra Maria Esteves; Pam Muñoz Ryan; FINAL THOUGHTS; RECOMMENDED FEMALE AUTHORS OF COLOR; African American Authors; Native American Authors; Asian American Authors; Latina Authors; TEACHABLE MOMENT; IN THE CLASSROOM; REFERENCES; II: MOTHERING FROM WOMEN OFCOLOR'S PERSPECTIVES; CHAPTER 4: ALWAYS CARRYING THE LOAD:The Presence of African American Motherhood in Young Adult Literature; (DYS)FUNCTIONAL FAMILY SYSTEM; OUR CHILDREN, OUR VOICES: BLACK MOTHERING COUNTER-NARRATIVE; Othermothering; Mother-Daughter Dynamic/Relationship
    Description / Table of Contents: Community Othermothers and Political ActivistFINAL THOUGHT; RECOMMENDED READINGS; TEACHABLE MOMENT; IN THE CLASSROOM; REFERENCES; CHAPTER 5: JOURNEY TO THE CENTER:Exploring Motherhood, Guardianship, and Empowermentin Latina Young Adult Literature; Family as Community; Womanhood and Guardianship; Parts vs the Whole, The Internal Struggle; The Power of Culture and (Folk)Lore; FINAL THOUGHTS; RECOMMENDED READINGS; TEACHABLE MOMENT; IN THE CLASSROOM; REFERENCES; III:IMMIGRATION/NATIONHOOD/MIGRANT EXPERIENCE
    Description / Table of Contents: CHAPTER 6: BLENDING NARRATIVES, BLENDING LIVES:Immigration, Desti[Nation], and Identity in Latina Young Adult LiteratureThe Migration Story and Young Adult Literature; Americanization and Young Adult Literature; The New vs. The Old; FINAL THOUGHTS; RECOMMENDED READING; TEACHABLE MOMENT; IN THE CLASSROOM; NOTE; REFERENCES; CHAPTER 7: CENTRAL POWER, NEW FRONTIER:Female Supremacy, Imagination and Nationhood in Contemporary NativeAmerican Young Adult Literature; Preserving Community through Imagination; Looking at the Landscape; Women as Supreme Beings; Changing the Landscape; FINAL THOUGHTS
    Description / Table of Contents: RECOMMENDED READINGS
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-689-9
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  • 81
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    Qualities of Education in a Globalised World (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096509
    Language: English
    Pages: Online-Ressource (X, 206 p, online resource)
    Series Statement: The World Council of Comparative Education Societies
    Series Statement: Comparative and International Education: Diversity of Voices 31/5 (Istanbul)
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Qualities of education in a globalised world
    Keywords: Educational tests and measurements ; Education and state ; Education ; Education ; Aufsatzsammlung ; Pädagogik ; Erziehung ; Pädagogischer Test
    Abstract: Preliminary Material /Diane Brook Napier -- Qualities of Education /Diane Brook Napier -- Developing Clearer Snapshots of Educational Quality Through the Lens of International Large-Scale Assessments /Mariusz Galczynski -- Education Quality in Kyrgyzstan and the Programme for International Student Assessment (PISA) /Duishon Shamatov -- Large-Scale Assessments and Quality in Basic Education /Fernanda da Rosa Becker -- Promoting Quality Through Assessment? /Julie Peters -- Increasing the Quality and Attractiveness of Vocational and Technical Secondary Education and Youth Employment Rate in Turkey /Ilhan Gunbayi -- For a Systemic Approach to Quality in Education /Joana Freitas-Luís , Idalina Martins , Luciana Mesquita and Nilza Costa -- Axiological Basis for a Curriculum Design in Educational Institutions of Quality /Samuel Gento and Raúl González -- Situating Early Childhood Care and Development Quality /Rhiannon D. Williams -- ‘Adapting’ Education to Student Needs /Alla Korzh -- The Global Spread of Shadow Education /Mark Bray and Magda Nutsa Kobakhidze -- Authors’ Biographical Statements /Diane Brook Napier.
    Abstract: In a growing revisionist tradition, comparative educational scholars challenge conventional assumptions about quality education as a singular undertaking dominated by standardised assessments and globalisation influences. The contributors to this volume illustrate the complexities and global dimensions of educational quality that emerged in their research. Several chapters critique educational reforms employing assessments aligned to global standards and large scale assessments, revealing how considerations of contextual factors, internal needs and local traditions are essential for developing a quality curriculum or for overhauling a national education system. Most chapters interrogate the uses and misuses of standardised assessment results. The contributors reveal the importance of asking critical questions about quality education: how to access it and for what purposes; what contextual and cultural factors are important; what implementation issues and local-level realities must be considered for true understanding of standardized assessment results; what content, skills and values are necessary and desirable ingredients; what roles teachers and administrators play; and what benefits accrue in terms of outcomes for employment and labor market needs or for achieving autonomy and stakeholder participation. Critiques of narrow interpretations of standardised assessment data contrast with research-based evidence that participation in large scale assessments such as PISA, TIMSS and PIRLS can indeed be beneficial to identify needed reform refinements and implementation shortcomings. Specific country cases include Brazil, Canada, the United States, Spain, Portugal, Ukraine, Kyrgyzstan, and the Philippines. Other chapters provide insights on quality education issues worldwide. The volume offers readers a panorama of views on the diversity of paths to quality education
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGMENTS; PREFACE; 1. QUALITIES OF EDUCATION:A Diversity of Perspectives and Cases, Worldwide; INTRODUCTION; FORMS AND DIMENSIONS OF QUALITY; GLOBALISATION INFLUENCES AND THE DIALECTIC OF THE GLOBAL AND THE LOCAL; EDUCATION FOR ALL, EDUCATION FOR QUALITY, EDUCATION FOR GLOBAL CITIZENSHIP; CASES AND PERSPECTIVES ON QUALITY OF EDUCATION; REFERENCES; AFFILIATION; 2. DEVELOPING CLEARER SNAPSHOTS OF EDUCATIONAL QUALITY THROUGH THE LENS OF INTERNATIONAL LARGE-SCALE ASSESSMENTS:A Meta-interpretation of PISA, TIMSS, PIRLS, and ICCS; INTRODUCTION
    Description / Table of Contents: SNAPSHOTS OF EDUCATIONAL QUALITYOVERCOMING LIMITATIONS OF LSA S TO GAIN MEANINGFUL INSIGHTS; WHAT INTERNATIONAL LSA S REVEAL ABOUT TEACHERS; CONCLUSION; NOTES; REFERENCES; AFFILIATION; 3. EDUCATION QUALITY IN KYRGYZSTAN AND THE PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA); INTRODUCTION; CONTEXTUAL BACKGROUND; PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA); RESEARCH METHODOLOGY; PISA RESULTS AND RESEARCH FINDINGS; Performance of students of Kyrgyzstan in PISA 2006; Performance of Students of Kyrgyzstan in PISA 2009; Impact of the PISA Results in Kyrgyzstan
    Description / Table of Contents: Factors Explaining Low Performance of Kyrgyz StudentsANALYSIS AND DISCUSSION; CONCLUSIONS; REFERENCES; NOTES; ACKNOWLEDGEMENTS; AFFILIATION; 4. LARGE SCALE ASSESSMENTS AND QUALITY IN BASIC EDUCATION:The Brazilian Perspective; INTRODUCTION; THE CONTEXT; LARGE-SCALE EDUCATIONAL ASSESSMENTS: THE REGIONAL CONTEXT; NATIONAL ASSESSMENTS OF BASIC EDUCATION IN BRAZIL; Prova Brasil and IDEB; Provinha Brasil; The National Secondary Education Examination ENEM; INTERNATIONAL ASSESSMENTS OF BASIC EDUCATION; CONCLUDING REMARKS; REFERENCES; AFFILIATION
    Description / Table of Contents: 5. PROMOTING QUALITY THROUGH ASSESSMENT?:Standardised Testing and Indigenous Schools inCanada and the United StatesINTRODUCTION; INDIGENOUS EDUCATION IN CANADA AND THE UNITED STATES; STANDARDISED TESTING: CRITICISMS AND DEFENSES; THE UNITED STATES EXPERIENCE; THE CANADIAN EXPERIENCE; WHAT CAN WE LEARN FROM THESE EXPERIENCES?; REFERENCES; AFFILIATION; 6. INCREASING THE QUALITY AND ATTRACTIVENESS OF VOCATIONAL AND TECHNICAL SECONDARY EDUCATION AND YOUTH EMPLOYMENT RATE IN TURKEY:The Project for Strengthening Vocational Education and Training (SVET); INTRODUCTION
    Description / Table of Contents: INCREASING THE QUALITY AND ATTRACTIVENESS OF VET AND THE PROJECT FOR STRENGTHENING VOCATIONAL EDUCATION AND TRAINING (SVET)Development of Training Standards; Revision of the Existing Curricula; Vocational and Technical Education Regions; The Vocational and Technical Secondary Education Graduates Monitoring Project; Institute for National Vocational Qualifications; DISCUSSION; CONCLUSION; REFERENCES; AFFILIATION; 7. FOR A SYSTEMIC APPROACH TO QUALITY IN EDUCATION:The Role of Early Childhood Educators and Teachers, and Views ofPolitical Decision Makers in Portugal; INTRODUCTION
    Description / Table of Contents: TOWARDS A SYSTEMIC APPROACH OF QUALITY IN EDUCATION
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-650-9
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  • 82
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    Critical Plays : Embodied Research for Social Change (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097551
    Language: English
    Pages: Online-Ressource (XIV, 188 p, online resource)
    Series Statement: Social Fictions Series
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Critical Plays: Embodied Research for Social Change
    Keywords: Art in education ; Arts and society ; Classroom environment ; Qualitative research Methodology ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Cast of characters and setting -- Prologue -- Scene/class 1: Subjectivities -- Scene/class 2: Cognitive / creative tensions, or what I know versus what I feel -- Intermezzo 1: Miscommunications -- Scene/class 3: Truth and verisimilitude. 5:08pm -- Intermezzo 2: Dusting down the muse -- Scene/class 4: Finding the form -- Intermezzo 3: One way or another -- Scene/class 5: Telling stories (whose stories?) -- Scene/class 6: Questions of representation -- Intermezzo 4: Art as truth? Holding on to the muse -- Scene 7: Researcher as artist / artist as researcher -- Scene/class 8: Dotting the I’s and crossing the T’s – Rigour or rigor mortis? -- Scene/class 9: Muse or museum? Theory on the street -- Intermezzo 5: Between a rock and a hard place -- Scene/class 10: Contested territories. When blurring the boundaries means crossing the line -- Scene 11: Class notes -- Scene/class 12: Critical plays -- Scene 13: Coda -- Additional reading -- About the authors.
    Abstract: Critical Plays is the systematic study of one (fictional) classroom culture populated by six students and their two professors, imaginatively conceived from interviews, experience, observation and thematic analysis, and shaped into performance text. This play-as-research-text aims to provide an encounter both creative and scholarly for readers. The characters who populate it are drawn from the authors’ lived experiences as researchers, teachers, and performance makers. The characters are drawn from the fields of health, performance studies, education and leadership studies to remind readers of the political, social and scholarly power of creative research approaches. The text also attests to the potential of integrating emotion and relationality in the research space. This text is a must-read for qualitative researchers and students of health sciences, communications, interdisciplinary ethnography, rhetoric, education, sociology, drama and theatre arts. Relevant to the lives of an emerging generation of researchers and students, this text highlights new methodological pathways that are open to them as they begin their own scholarly undertakings in a rapidly-evolving global research landscape. It also poses serious questions about education, identity and creativity that readers can reflect on. Written with humor and passion, students will enjoy reading excerpts aloud in class, or on their own. This play can be read or performed purely for pleasure, or used as a class text in courses that address qualitative research methods, performance studies, education, teacher training, pedagogy and curriculum, arts-informed inquiry and research ethics
    Description / Table of Contents: PRAISE FOR CRITICAL PLAYS; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION; PROLOGUE; CRITICAL FICTIONS; ABOUT THIS BOOK; INFORMING THEORY; PERFORMANCE TEXT AS RESEARCH/ PLAYWRITING AS RESEARCH; THE AUDIENCE; REFERENCES; CAST OF CHARACTERS AND SETTING; CAST OF CHARACTERS; SETTING; PROLOGUE; KURT; BARB; SCENE / CLASS 1: SUBJECTIVITIES; SCENE / CLASS 2: COGNITIVE / CREATIVE TENSIONS, OR WHAT IKNOW VERSUS WHAT I FEEL; INTERMEZZO 1: MISCOMMUNICATIONS; SCENE / CLASS 3: TRUTH AND VERISIMILITUDE.5:08PM; INTERMEZZO 2: DUSTING DOWN THE MUSE; SCENE / CLASS 4: FINDING THE FORM
    Description / Table of Contents: INTERMEZZO 3: ONE WAY OR ANOTHERSCENE / CLASS 5: TELLING STORIES(WHOSE STORIES?); SCENE / CLASS 6: QUESTIONS OF REPRESENTATION; INTERMEZZO 4 - ART AS TRUTH? HOLDINGON TO THE MUSE; SCENE 7: RESEARCHER AS ARTIST / ARTISTAS RESEARCHER; SCENE / CLASS 8: DOTTING THE I'S AND CROSSINGTHE T'S - RIGOUR OR RIGOR MORTIS?; SCENE / CLASS 9: MUSE OR MUSEUM? THEORYON THE STREET; INTERMEZZO 5: BETWEEN A ROCKAND A HARD PLACE; SCENE/ CLASS 10: CONTESTED TERRITORIES. WHEN BLURRING THE BOUNDARIES MEANSCROSSING THE LINE; SCENE 11: CLASS NOTES; SCENE / CLASS 12: CRITICAL PLAYS; SCENE 13: CODA; ADDITIONAL READING
    Description / Table of Contents: ABOUT THE AUTHORS
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-755-1
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  • 83
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    The Politics of Panem : Challenging Genres (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098060
    Language: English
    Pages: Online-Ressource (X, 227 p, online resource)
    Series Statement: Critical Literacy Teaching Series, Challenging Authors and Genre
    Series Statement: Critical Literacy Teaching Series: Challenging Authors and Genres 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Politics of Panem: Challenging Genres
    Keywords: Dystopias in literature ; Education ; Education
    Abstract: Preliminary Material /Sean P. Connors -- Introduction /Sean P. Connors -- "Some Walks You Have to Take Alone" /Roberta Seelinger Trites -- Worse Games To Play? /Susan S. M. Tan -- Hungering for Middle Ground /Meghann Meeusen -- The Three Faces of Evil /Brian McDonald -- "I Was Watching You, Mockingjay" /Sean P. Connors -- Exploiting the Gaps in the Fence /Michael Macaluso and Cori McKenzie -- "It's Great to Have Allies As Long As You Can Ignore the Thought That You'll Have to Kill Them" /Anna O. Soter -- "I Try to Remember Who I Am and Who I Am Not" /Sean P. Connors -- "We End Our Hunger for Justice!" /Rodrigo Joseph Rodríguez -- "She Has No Idea. The Effect She Can Have" /Hilary Brewster -- Are the -Isms Ever in Your Favor? /Iris Shepard and Ian Wojcik-Andrews -- The Revolution Starts With Rue /Antero Garcia and Marcelle Haddix -- Afterword: Why Are Strong Female Characters Not Enough? /P. L. Thomas -- Author Biographies /Sean P. Connors.
    Abstract: The Hunger Games trilogy is a popular culture success. Embraced by adults as well as adolescents, Suzanne Collins's bestselling books have inspired an equally popular film franchise. But what, if anything, can reading the Hunger Games tell us about what it means to be human in the world today? What complex social and political issues does the trilogy invite readers to explore? Does it merely entertain, or does it also instruct? Bringing together scholars in literacy education and the humanities, The Politics of Panem: Challenging Genres examines how the Hunger Games books and films, when approached from the standpoint of theory, can challenge readers and viewers intellectually. At the same time, by subjecting Collins's trilogy to literary criticism, this collection of essays challenges its complexity as an example of dystopian literature for adolescents. How can applying philosophic frameworks such as those attributable to Socrates and Foucault to the Hunger Games trilogy deepen our appreciation for the issues it raises? What, if anything, can we learn from considering fan responses to the Hunger Games? How might adapting the trilogy for film complicate its ability to engage in sharp-edged social criticism? By exploring these and other questions, The Politics of Panem: Challenging Genres invites teachers, students, and fans of the Hunger Games to consider how Collins's trilogy, as a representative of young adult dystopian fiction, functions as a complex narrative. In doing so, it highlights questions and issues that lend themselves to critical exploration in secondary and college classrooms
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION:Challenging the Politics of Text Complexity; NAVIGATING THE DIVIDE BETWEEN HIGH AND LOW ART; THE HUNGER GAMES AND THE ISSUE OF TEXT COMPLEXITY; THE HUNGER GAMES TRILOGY: CHALLENGING GENRES; REFERENCES; PART ONE:"It's All How You're Perceived": Deconstructing Adolescence in Panem; 1. "SOME WALKS YOU HAVE TO TAKE ALONE": Ideology, Intertextuality, and the Fall of the Empire inThe Hunger Games Trilogy; ANTI-WAR IDEOLOGIES IN THE HUNGER GAMES TRILOGY; DYSTOPIC INTERTEXTUALITY; CLASSICAL CONNECTIONS
    Description / Table of Contents: JULIUS CAESAR, JUVENAL, AND THE FALL OF THE EMPIREIDEOLOGEMES OF POWER AND TRAUMA; CONCLUSION; REFERENCES; 2. WORSE GAMES TO PLAY?:Deconstructing Resolution in The Hunger Games; INTRODUCTION: BEGINNING AT THE END; DECONSTRUCTION AND THE HUNGER GAMES; GOOD AND SAFE?: SIGNIFYING CHILDHOOD IN RUE'S MEADOW; NIGHTMARES OF MUTTS AND LOST CHILDREN: SIGNIFYING TRAUMA; REAL, NOT REAL, OR SOMEWHERE IN-BETWEEN?:THE RETURN TO THE MEADOW; CODA; REFERENCES; 3. HUNGERING FOR MIDDLE GROUND:Binaries of Self in Young Adult Dystopia; BRIDGING DIVIDES-CONSTRUCTED AND EMBODIED SELF
    Description / Table of Contents: KATNISS EVERDEEN-PRODUCT OF CULTURAL CONSTRAINTPROACTIVE PROTAGONISTS AND PEETA'S PURITY OF SELF; EMBODIED CONSTRUCTION-ADDING GENDER TO THE MIX; CONCLUSION: MORE THAN A STRONG FEMALE AND SENSITIVE MALE; NOTES; REFERENCES; PART TWO: "I Have a Kind of Power I Never Knew I Possessed": What PhilosophyTells Us about Life in Panem; 4. THE THREE FACES OF EVIL:A Philosophic Reading of The Hunger Games; "SO UNLIKE PEOPLE": EVIL AS IGNORANCE; "DESTROYING THINGS IS EASIER THAN MAKING THEM"; "HOW FREAKISH THEY LOOK"; "AT LEAST YOU TWO HAVE DECENT MANNERS": EVIL AS BANALITY
    Description / Table of Contents: "TO LOOK INTO THE CONFUSING MESS OF LIFE AND SEE THINGSAS THEY REALLY ARE""I NO LONGER FEEL ANY ALLEGIANCE TO THESE MONSTERSCALLED HUMAN BEINGS"; "I'M TIRED OF BEING A PIECE IN THEIR GAMES"; NOTES; REFERENCES; 5. "I WAS WATCHING YOU, MOCKINGJAY":Surveillance, Tactics, and the Limits of Panopticism; READING LITERATURE THROUGH THE LENS OF PHILOSOPHICAL CRITICISM; DISCIPLINARY POWER AND THE PANOPTIC PRINCIPLE; TACTICS AND THE ART OF RESISTANCE; "I STEP OUT OF LINE AND WE'RE ALL DEAD": SOVEREIGN POWERAND THE SPECTACLE OF TERROR; "THERE ARE ALWAYS EYES FOR HIRE": DISCIPLINARY POWER AND THE GAZE
    Description / Table of Contents: "I HAVE A KIND OF POWER I NEVER KNEW I POSSESSED":VISIBILITY AND THE ART OF RESISTANCECONCLUSION: EMPOWERING READERS TO BECOME AGENTS FOR CHANGE; REFERENCES; 6. EXPLOITING THE GAPS IN THE FENCE:Power, Agency, and Rebellion in The Hunger Games; INTRODUCTION; THE HUNGER GAMES AND FAMILIAR NOTIONS OF POWER; RETHINKING POWER WITH FOUCAULT; FOUCAULT'S MULTIPLE MODALITIES OF POWER; Sovereign Power; Disciplinary Power; Biopower; Pastoral Power; BEYOND ABSOLUTE CONTROL: MODALITIES OF POWERIN THE HUNGER GAMES; The Promise of Punishment: Sovereign Power in the Hunger Games
    Description / Table of Contents: Under the Watchful Eye of the Capitol: Disciplinary Power in Panem
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-806-0
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  • 84
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    Bridging Literacies with Videogames (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096684
    Language: English
    Pages: Online-Ressource (XXIV, 210 p, online resource)
    Series Statement: Gaming Ecologies and Pedagogies Series
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Bridging Literacies with Videogames
    Keywords: Educational games Study and teaching ; Video games Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Hannah R. Gerber and Sandra Schamroth Abrams -- Bridging Literacies /Sandra Schamroth Abrams and Hannah R. Gerber -- Exploring Imaginary Maps /Trent Hergenrader -- Students’ Transmedia Storytelling /Ryan M. Rish -- Reader, Writer, Gamer /Jen Scott Curwood -- Teaching with Club Penguin /Anne Burke -- Massively Multiplayer Online Gaming and English Language Learning /Jason Yj Lee and Charlotte Pass -- Language Games /Javier Corredor and Matthew Gaydos -- The Transformative Power of Gaming Literacy /Zhuo Li , Chu-Chuan Chiu and Maria R. Coady -- Reviewing the Content of Videogame Lesson Plans Available to Teachers /Mary Rice -- Collaborative Videogame and Curriculum Design for Language and Literacy Learning /Lan Ngo , Nora A. Peterman and Susan Goldstein -- Writing in Virtual Worlds: Scratch Programming as Multimodal Composing Practice in the Language Arts Classroom /Julie Warner -- Index /Hannah R. Gerber and Sandra Schamroth Abrams.
    Abstract: Bridging Literacies with Videogames provides an international perspective of literacy practices, gaming culture, and traditional schooling. Featuring studies from Australia, Colombia, South Korea, Canada, and the United States, this edited volume addresses learning in primary, secondary, and tertiary environments with topics related to: • re-creating worlds and texts • massive multiplayer second language learning • videogames and classroom learning These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame
    Description / Table of Contents: TABLE OF CONTENTS; FOREWORD; PREFACE; REFERENCES; ACKNOWLEDGEMENTS; ABOUT THE CONTRIBUTORS; EDITORS; CONTRIBUTORS; CHAPTER ABSTRACTS; SECTION ONE: (RE)CREATING WORLDS AND TEXTS; SECTION TWO-MASSIVE MULTIPLAYER SECOND LANGUAGE LEARNING; SECTION THREE-VIDEOGAMES AND CLASSROOM LEARNING; BRIDGING LITERACIES:An Introduction; ACROSS THE CHAPTERS; A NOTE ABOUT THIS EDITED VOLUME; REFERENCES; SECTION ONE:(RE)CREATING WORLDS AND TEXTS; 1. EXPLORING IMAGINARY MAPS:Collaborative World Building in Creative Writing Classes; BEFORE YOUR FIRST STEPS: PARATEXTS AND CHARACTERCREATION IN DRPGS
    Description / Table of Contents: EXPLORING THE MAPMETANARRATIVE DEVELOPMENT; CREATION OF ITEMS, LOCATIONS, AND CHARACTERS; MAP MAKING; WORLD EXPLORATION; WRITING SHORT NARRATIVES; IMPLEMENTATION; ASSESSMENT; CONCLUSION; REFERENCES; APPENDIX.; 2. STUDENTS' TRANSMEDIA STORYTELLING:Building Fantasy Fiction Storyworlds in Videogame Design; EVOLUTION OF THE BUILDING WORLDS PROJECT; NEW MEDIA STUDIES; SHIFTS IN SOCIAL PRACTICES AND PARTICIPATION; WORLD BUILDING; ADAPTATION AND EXTENSION; ROGER'S VIDEOGAME DEMO; TRANSMEDIA STORYTELLING; POLYMORPHIC FICTION; CONTINUITY WITHIN AND ACROSS ARTICULATIONS; MYTHOS, TOPOS, AND ETHOS
    Description / Table of Contents: NEGOTIATING CONTINUITY CONFLICTSEMPTY NOUNS AND INTRACOMPOSITIONAL TRANSMEDIA; PARTICIPATORY ENGAGEMENT IN NEW MEDIA; REMIXING CLASSROOM PROJECTS WITH NEW MEDIA STUDIES; NOTES; REFERENCES; 3. READER, WRITER, GAMER:Online Role-Playing Games as Literary Response; INTRODUCTION; MULTILITERACIES AND ONLINE AFFINITY SPACES; METHODS; Research Context; Data Collection and Analysis; Focal Participant; TRACING MULTILITERACIES IN ONLINE ROLE-PLAYING GAMES; Role-Playing Game Rules as Available Designs; Role-Playing as Designing; Georgia's Character Development Story; Sharing the Redesigned Through Tumblr
    Description / Table of Contents: REFERENCES4. TEACHING WITH CLUB PENGUIN:Re-creating Children's School Literacy through Paratexts in the Classroom; INTRODUCTION; GAMING & EDUCATION; THE DISNEY ORGANIZATION; PARATEXTS IN THE CLASSROOM; IDENTITY; GAMING IN TRADITIONAL SCHOOL; MULTIMODALITY; RESEARCH CONTEXT; DATA COLLECTION AND ANALYSIS; USING PARATEXTS IN THE CLASSROOM; MEGAN; Megan's Paratext; KENDRA; Kendra's Paratext; HANNAH; Hannah's Paratext; IMPLICATIONS FOR LEARNING; CONCLUSION; ACKNOWLEDGMENTS; REFERENCES; SECTION TWO: MASSIVE MULTIPLAYER SECONDLANGUAGE LEARNING
    Description / Table of Contents: 5. MASSIVELY MULTIPLAYER ONLINE GAMING ANDENGLISH LANGUAGE LEARNINGBRIEF HISTORY OF ENGLISH LANGUAGE LEARNING: WHO IS THE ENGLISHLANGUAGE LEARNER?; RESEARCH AND BENEFITS OF MASSIVELY MULTIPLAYER ONLINE GAMING INRELATION TO ENGLISH LANGUAGE LEARNING; Massively Multiplayer Online Games as a Tool for English Language Acquisition; The Linguistic Approach; The Affective Approach; The Sociocultural Approach; Community; SUGGESTIONS FOR PRACTICING FOUR LANGUAGE SKILLSTHROUGH INTEGRATION; Reading; Listening; Speaking/Presenting; Writing; DISCUSSION; REFERENCES
    Description / Table of Contents: 6. LANGUAGE GAMES:How Gaming Communities Shape Second-Language Literacy
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-668-4
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  • 85
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    Equality in Education : Fairness and Inclusion (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096929
    Language: English
    Pages: Online-Ressource (XVIII, 222 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Equality in Education: Fairness and Inclusion
    Keywords: Equality ; Inclusive education ; Education ; Education ; Inklusive Pädagogik
    Abstract: Preliminary Material /Hongzhi Zhang , Philip Wing Keung Chan and Christopher Boyle -- Opening Pandora’s Box /Hongzhi Zhang , Philip Wing Keung Chan and Christopher Boyle -- Reimagining Student Equity and Aspiration in a Global Higher Education Field /Trevor Gale -- The Ecology of Inclusive Education /Joanna Anderson , Christopher Boyle and Joanne Deppeler -- Educational Equality, Equity and Sui Generis Rights in Australian Higher Education /Zane Ma Rhea -- Take Action or Do Nothing /Christopher Boyle and Stephen Heimans -- Towards Quality as an Equity Imperative /Rachel Outhred , Carol Nuga Deliwe , Catherine Stubberfield , Adrian Beavis , Jenny Wilkinson and Martin Murphy -- Equity Issues in China’s College Entrance Examination Policy /Hongzhi Zhang and Xuhong Wang -- Prospects and Challenges in Implementing Inclusive Education Reform in SAARC Countries /Jahirul Mullick , Masud Ahmmed and Umesh Sharma -- Inclusive Education In Bangladesh /Md. Saiful Malak , Hosne Ara Begum , Md. Ahsan Habib , Mahmuda Shaila Banu and Mohammod Moninoor Roshid -- Higher Education in Ethiopia /Tebeje Molla -- Inequality of Access to English Language Learning in Primary Education in Vietnam /Nguyen Duc Chinh , Le Thuy Linh , Tran Huong Quynh and Nguyen Thi Ha -- Education Across Borders in Hong Kong /Philip Wing Keung Chan and Ariful Haq Kabir -- Equity and Access in Higher Education /Daariimaa Marav and Michelle Espinoza -- Foreign Language Anxiety in Relation to Gender Equity in Foreign Language Learning /Diana Chitra Hasan and Sitti Fatimah -- E-Learning as a Mediating Tool for Equity in Education in Saudi Arabia and Zanzibar /Omar Mayan , Maryam Ismail and Khalid Al-Shahrani -- Closing the Gap /Christopher Boyle , Hongzhi Zhang and Philip Wing Keung Chan.
    Abstract: Equality in Education: Fairness and Inclusion is a scholarly call to action. As the book reminds us, governments come and go and in doing so they busy themselves with policy to mark their patch. Inequality and exclusion remain stubborn foes that are proving to be somewhat impervious to glossy policy pronouncements. The change that Hugo Claus calls for requires careful analysis and bold actions. The editors have assembled a collection of insightful essays that assist in that project. Professor Roger Slee, Victoria University, Melbourne, Australia This book attempts to consider the notion of fairness and inclusion in the context of education from different national perspectives, which is a laudable undertaking. The Editors have managed to put together a diverse, informative, and interesting account of equality and fairness that transcends international borders. The Editors are to be commended on their remarkable achievement in bringing together so many authors to discuss such an important subject, yet producing a cohesive collection of chapters that elucidate the diverse nature of equity in education. Professor Divya Jindal Snape, University of Dundee, UK
    Description / Table of Contents: TABLE OF CONTENTS; LIST OF CONTRIBUTORS; ACKNOWLEDGEMENTS; FOREWORD; OPENING PANDORA'S BOX:Exploring Inequalities In Education; INTRODUCTION; IN THE BEGINNING; DESIGN OF THE BOOK; CONCLUSION; REFERENCES; AFFILIATIONS; SECTION ONE:THEORY AND PRACTICE; 1. REIMAGINING STUDENT EQUITY AND ASPIRATION IN A GLOBAL HIGHER EDUCATION FIELD; INTRODUCTION; EQUITY: TARGETING PARTICIPATION; Troubling Equity's Quantification; Qualifying Equity Issues; ASPIRATION: TARGETING ATTAINMENT; CONCLUSION; NOTES; REFERENCES; AFFILIATION; 2. THE ECOLOGY OF INCLUSIVE EDUCATION:Reconceptualising Bronfenbrenner
    Description / Table of Contents: INTRODUCTIONEDUCATION FOR SOCIAL JUSTICE: MOVING TOWARDS A FAIRER SOCIETY; DEFINING INCLUSIVE EDUCATION; An Evolving Construct; Inclusive Education and the Individual Learner; THE OUTS AND INS OF INCLUSIVE EDUCATION; A Focus on Exclusion; Benefits of Inclusive Education; A Necessary Reform; INCLUSIVE EDUCATION AND BRONFENBRENNER; SYSTEMS OF INFLUENCE; Five Systems of Inclusive Education; Relationships and Interconnectedness: Influence and Responsibility; RESEARCH AND THE ECOLOGY OF INCLUSIVE EDUCATION; CONCLUSION; REFERENCES; AFFILIATIONS
    Description / Table of Contents: 3. EDUCATIONAL EQUALITY, EQUITYAND SUI GENERIS RIGHTS IN AUSTRALIAN HIGHER EDUCATION:Theorising the Tensions and ContradictionsINTRODUCTION; THE KEY IDEALS; Educational Equality; Educational Equity; Sui Generis Rights; The UN Declaration on the Rights of Indigenous Peoples; CONFLICTS OF MEANING; CONFLICTS OF AGGREGATION; CONFLICTS OF IMPLEMENTATION; FINDING COMMENSURABILITY: BOTH WAYS UNIVERSITY EDUCATION?; CONCLUSION; NOTE; REFERENCES; AFFILIATION; 4. TAKE ACTION OR DO NOTHING:The Educational Dilemma of the Teacher; INTRODUCTION; TEACHERS AND POLICY: WHO IS RESPONSIBLE?
    Description / Table of Contents: Inflecting Inclusion PolicyBUILDING EDUCATIONAL INCLUSION FROM THE GROUND UP; CONCLUSION; NOTE; REFERENCES; AFFILIATIONS; SECTION TWO:LOCAL PERSPECTIVE; 5. TOWARDS QUALITY AS AN EQUITY IMPERATIVE:Workbook Development, Supply, Utilisation and Quality in theRepublic of South Africa; INTRODUCTION; BACKGROUND; Workbooks in South Africa; The Workbook Intervention; EVALUATION OF THE WORKBOOKS; Methodology; Research Questions and Findings; Hypotheses; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS
    Description / Table of Contents: 6. EQUITY ISSUES IN CHINA'S COLLEGE ENTRANCE EXAMINATION POLICY:The Perspective of the Province-Based Enrolment Quota Allocation PolicyINTRODUCTION; DEVELOPMENT OF THE NCEE POLICY; EDUCATIONAL EQUITY AND THE NCEE POLICY; PROVINCE-BASED ENROLMENT QUOTA ALLOCATION POLICY; DISCUSSION AND CONCLUSION; REFERENCES; AFFILIATIONS; 7. PROSPECTS AND CHALLENGES IN IMPLEMENTING INCLUSIVE EDUCATION REFORM IN SAARC COUNTRIES; INTRODUCTION; Understanding the Dimensions of Inclusive Education; Social Justice, Inclusion and EFA; Policy and National Plans of Action for IE in the SAARC Countries; METHODOLOGY
    Description / Table of Contents: ENGAGEMENT, EMPOWERMENT AND COLLABORATION
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-692-9
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  • 86
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    Online Resource
    Origins: A Sustainable Concept in Education (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098541
    Language: English
    Pages: 1 Online-Ressource (XVI, 122 p)
    Edition: 1st ed. 2014
    Series Statement: Transgressions, Cultural Studies and Education  104
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBooks
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als Origins: A Sustainable Concept in Education
    Keywords: Education, general ; Multicultural education ; Identity (Psychology) ; Education
    Abstract: Although we live in an era of multiple identities and belongings, origins still seem to matter. For most people origins are obvious and transparent. We all come from somewhere. Yet talking about one’s origins can be highly sensitive and problematic depending on our roles, emotions, interlocutors and contexts. This volume problematizes the relativity, instability and politics of the concept in the field of education. The authors examine how origins are played upon in many and varied educational contexts and propose alternative ways of dealing with – see reinventing – origins. This volume is original in several senses. It is one of the first books to deal directly and honestly with the thorny concept of origins in education. Balancing arguments for and against the advantages and drawbacks of origins, the volume will appeal to confirmed and novice researchers, practitioners and decision-makers who struggle with these elements. The volume is not a ‘recipe book’ to be followed as such. It offers fresh and sincere perspectives to current discussions on multiculturalism, intersectionality and social justice in education around the world by tackling a somewhat taboo subject
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-854-1
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  • 87
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    For What Child (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095991
    Language: English
    Pages: Online-Ressource (XII, 100 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als For What Child
    Keywords: Right to education ; Education ; Education Aims and objectives ; Education
    Abstract: Preliminary Material -- Introduction -- Fundamentals of Education -- The Child & his Capacity to Learn -- The Child & her Environment -- The Child Under Pressure -- Using Basic Assumptions -- The New Order of Education -- References.
    Abstract: For What Child , a must read for parents, future educators, and those interested in the education of the child. Written by Dr. L. Lawrence Riccio, a professor in special education and international teacher training programs, he brings a unique set of skills to the problem of how to educate each child. The author presents a child first philosophy—a process to ensure a genuine teaching and learning experience for a child that focuses on the child, the child’s immediate environment, and the rationale for instruction, where the child is both the consumer and co-leader of the instructional process. For What Child is about equal educational opportunity and social justice—the civil rights issue of the century. For any child, education today is the key to securing one’s own place in the world. True education has the power to enable each individual to grow and evolve in society—moving from local understanding to global knowledge and its applications. Equilibrium must be established to support each child, paying special attention to the child’s actions, beliefs, and community. As caring adults, we must look beyond the rubric of an army teaching to the curriculum. If we look at the whole child, and understand that each child is exceptional, the child has a right to learn for understanding . Instruction then must take many atypical forms, which are malleable, time-sensitive, and goal-oriented. A child is not just a body on a seat, but a living, breathing being with experiences, skills, values, talents, and dreams that must be investigated and understood before real and lasting learning can begin
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; INTRODUCTION; CHAPTER 1: FUNDAMENTALS OF EDUCATION: From the Status Quo to a Child-First Approach; WHAT IS EDUCATION?; THE CHILD'S CIVIL RIGHT TO (AN APPROPRIATE) EDUCATION; WORLDWIDE CULTURAL CHANGES; EDUCATION-A "COST" ANALYSIS; EDUCATION AND TECHNOLOGY; EDUCATION AND THE ARTS; SPECIAL OR COMPENSATORY EDUCATION-THE CASE "AGAINST" IT; THE DEFICIT MODEL VERSUS THE ASSET MODEL; IMPLICATIONS FOR TEACHERS/TEACHING; CHAPTER 2: THE CHILD & HIS CAPACITY TO LEARN: For What Child?; PART I THE CHILD; THE CHILD'S INTELLECT; PERSONALITY; MORALITY; AGE; CULTURAL BACKGROUND
    Description / Table of Contents: GENDERPART II THE CHILD'S CAPACITY TO LEARN; STAGES OF DEVELOPMENT; LOCAL KNOWLEDGE; MACRO KNOWLEDGE & LANGUAGE; STYLES OF LEARNING; CREATIVITY; HIERARCHY OF NEED; MOTIVATION FROM EXTRINSIC TO INTRINSIC LEARNING; IMPLICATIONS FOR TEACHERS/TEACHING; CHAPTER 3: THE CHILD & HER ENVIRONMENT: For What Time in the Child's Life?; THE SCHOOL; THE FAMILY, HOME, & COMMUNITY; THE CHILD'S SOCIAL ENVIRONMENT, INCLUDING SOCIAL MEDIA; IMPLICATIONS FOR TEACHERS/TEACHING; CHAPTER 4: THE CHILD UNDER PRESSURE: For What Purpose?; THE PARENT AND THE COMMUNITY; KNOWING YOUR MARKET
    Description / Table of Contents: THREE PRINCIPLE COMPONENTS OF EDUCATIONIMPLICATIONS FOR TEACHERS/TEACHING; CHAPTER 5: USING BASIC ASSUMPTIONS: A Learning Manager's Guide to Action; PART I THE LEARNING MANAGER; LEARNING MANAGER; A LEARNING MANAGER'S EVALUATION; A LEARNING MANAGER'S SELF-APPRAISAL; PART II USING BASIC ASSUMPTIONS; IMPLICATIONS FOR TEACHERS/TEACHING; CHAPTER 6: THE NEW ORDER OF EDUCATION: A Radically Different World; WHAT IS AUTHENTIC EDUCATION/INSTRUCTION?; COMPETENCY-BASED EDUCATION; AN APPROPRIATE EDUCATION BASED ON UNIQUE NEEDS?; THE PARENT AND/OR COMMUNITY; THE EDUCATOR
    Description / Table of Contents: THE SCHOOL-THE TEACHING/LEARNING ENVIRONMENTBECOMING A CHANGE AGENT; IMPLICATIONS FOR TEACHERS/TEACHING; REFERENCES
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-599-1
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  • 88
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    Perspectives on theory of controversies and the ethics of communication : explorations of Marcelo Dascal's contributions to philosophy (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400771314
    Language: English
    Pages: 1 online resource (222 pages) , illustrations.
    Series Statement: Logic, Argumentation & Reasoning, Interdisciplinary Perspectives from the Humanities and Social Sciences 2
    DDC: 149.94
    Keywords: Linguistics ; Philosophy ; Philosophy ; Political science ; Philosophy ; Electronic books
    Note: Includes bibliographical references and index. Description based on online resource; title from PDF title page (ebrary, viewed January 2, 2014)
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  • 89
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    Effective Group Work in Primary School Classrooms : The SPRinG Approach (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400769915
    Language: English
    Pages: Online-Ressource (XVIII, 212 p. 3 illus, digital)
    Series Statement: Professional Learning and Development in Schools and Higher Education 8
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Keywords: Early childhood education ; Developmental psychology ; Education ; Education ; Early childhood education ; Developmental psychology
    Abstract: This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects
    Description / Table of Contents: Foreword; The Content of the Book: The SPRinG Approach; Who the Book Is Intended to Reach; Acknowledgements; Definitions; References; Contents; About the Authors; Chapter 1 Can the Grouping of Children in Classrooms Affect Their Learning; An Introduction to Social Pedagogy; 1.1 Introduction; 1.2 How Does the Classroom Context Affect Learning?; 1.3 Grouping and Learning: A Preliminary View; 1.3.1 Cognitive Processes and Group Work in Schools; 1.3.2 Peer Relations; 1.4 Social Processes Underlying Group Work in Schools; 1.5 Relationships among Children as Learners within Group Work
    Description / Table of Contents: 1.6 The BookReferences; Chapter 2 Groups and Classrooms; 2.1 Introduction; 2.2 Background Issues in Promoting Development and Understanding via Effective Group Work in Classrooms: Understanding Pedagogy and Opening the `Black Box'; 2.3Experimental and Naturalistic Studies of Group Workin Primary School Classrooms; 2.3.1 Experimental Research; 2.3.2 Naturalistic Studies; 2.3.2.1 First Phase of Naturalistic Classroom Studies; Size and Number of Groupings in Classrooms; Types of Working Arrangements; Adult Support of Groupings; Group Composition; Curriculum Area and Task Type
    Description / Table of Contents: Summary of Phase 1 Studies and Some Concerns2.3.2.2 Second Phase of Naturalistic Classroom Studies; The Attainment Context Within the Classroom; Group Size and Number, and Classroom Seating and Working Arrangements; Working Interactions Within Groupings; Number of Adults in Classes and Adult Role in Relation to Groupings; Grouping Composition; Learning Task Type; Learning Task Type in Relation to Grouping Size; Interaction Type and Curriculum Area; 2.3.2.3 Some General Conclusions from Phase 2 Naturalistic Classroom Studies: Findings from Classroom Mapping; 2.4 Chapter Summary; References
    Description / Table of Contents: Chapter 3 The SPRinG Project: The Intervention Programme and the Evaluation Methods3.1 Introduction; 3.2 The SPRinG Project; 3.2.1 The SPRinG Approach: Building on a Social Pedagogyof Classroom Learning; 3.2.1.1 Preparation of the Classroom Context for Group Work; Class Seating Arrangements; Group Size; The Number of Groups in the Class; Group Stability; Group Composition; 3.2.1.2 Preparation of Lessons and Activities Involving Group Work: Curriculum and Group Work Activities; 3.2.1.3 A Relational Approach to Facilitate Group Working
    Description / Table of Contents: 3.2.1.4 Involvement of Teachers in the Support of Group Work3.3 Evaluation of the SPRinG Programme: The Intervention and Research Design; 3.3.1 The SPRinG Programme and How it was Implemented; 3.3.1.1 Principles and Practices; 3.3.1.2 Training in Social, Communication and AdvancedGroup Working Skills; 3.4 Evaluating the SPRinG Project; 3.4.1 Research Design; 3.4.2 Samples; 3.4.3 Methods of Data Collection: Measures of Pupil Attainment, Classroom Behavior, Motivation/Attitudes to Learning and Classroom Implementation; 3.4.3.1 Pupil Attainment; Key Stage 1; Key Stage 2
    Description / Table of Contents: 3.4.3.2 Classroom Behaviour Measures
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-6991-5
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  • 90
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    Schutzian Phenomenology and Hermeneutic Traditions (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400760349
    Language: English
    Pages: Online-Ressource (VI, 281 p. 6 illus, online resource)
    Series Statement: Contributions to Phenomenology 68
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Schutzian phenomenology and hermeneutic traditions
    RVK:
    CI 1120
    Keywords: Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Social sciences Methodology ; Philosophy ; Philosophy (General) ; Phenomenology ; Social sciences Philosophy ; Social sciences Methodology ; Aufsatzsammlung ; Hermeneutik ; Phänomenologische Soziologie ; Schütz, Alfred 1899-1959 ; Hermeneutik ; Phänomenologische Soziologie ; Schütz, Alfred 1899-1959
    Abstract: Schutzian Phenomenology and Hermeneutic Traditions links Alfred Schutz to the larger hermeneutic tradition in Continental thought, illuminating the deep affinity between Schutzian phenomenology and hermeneutics. The essays collected here explore a broad spectrum of Schutzian themes and concerns, from Schutz’s concrete affinities to hermeneutic traditions, his interpretationism and the pragmatist nature of Schutz’s thought, to questions concerning the role of the media and music in our understanding of the life-world and intersubjectivity. The essays go on to explore the practical applicability of Schutz’s thoughts on questions regarding economics, literature, ethics and the limits of human understanding. Given its emphasis on the application of Schutzian ideas and concepts, this book willbe of special interest to a wide range of readers in the social sciences and humanities, who are interested in the application of phenomenology to social, political, and cultural phenomena
    Description / Table of Contents: INTRODUCTORY ESSAY.- Reflections on the Relationship of ‘Social Phenomenology’ and Hermeneutics in Alfred Schutz:  An Introduction, M. STAUDIGL.- I. SCHUTZIAN PHENOMENOLOGY AND HERMENEUTIC TRADITIONS.- The Lifeworld Analysis of Alfred Schutz and the Methodology of the Social Sciences, T. EBERLE.- Understanding Sociologies and Tradition(s) of Hermeneutics, M. ENDRESS.-  Alfred Schutz and a Hermeneutical Sociology of Knowledge, H. NASU.-  The Interpretationism of Alfred Schutz or How Woodcutting can have Referential and Non-Referential Meaning, L. EMBREEII. THEORETICAL AND CONCEPTUAL REASSESSMENTS.-  Pragmatic theory of the life-world and hermeneutics of the social sciences, I. SRUBAR.-  Media Structures of the Life-World, R. AYASS.- The Musical Foundations of Alfred Schutz’ Hermeneutics of the Social World, A. G. STASCHEIT.- III. EXPLORATIONS OF THE PRACTICAL WORLD.-  Scientific Practice and the World of Working: Beyond Schutz’s Wirkwelt, D. BISCHUR.-  Hermeneutics of Transcendence:  Understanding and Communication at the Limits of Experience, A. HILT --    Alfred Schutz’s Practical-Hermeneutical Approach to Law and Normativity, I. COPOERU.-  Everyday Morality. Questions with and for Alfred Schutz, B. WALDENFELS .- IV. INVESTIGATIONS INTO MULTIPLE REALITIES.- Goffman and Schutz on multiple realities, G. PSATHAS.- Literature and the Limits of Pragmatism:  Alfred Schutz’s Goethe Manuscripts, M. D. BARBER.- Life-World Analysis and Literary Interpretation. On the Reconstruction of Symbolic Reality Spheres, J. DREHER.- Image Worlds. Aesthetic Experience and the Problem of Hermeneutics in the Social Sciences, D. TÄNZLER.
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-6034-9
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  • 91
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    Law, Culture and Visual Studies (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789048193226
    Language: English
    Pages: Online-Ressource (XLI, 1042 p. 125 illus., 65 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    RVK:
    PC 5350
    Keywords: Law ; Law
    Abstract: The proposed volumes are aimed at a multidisciplinary audience and seek to fill the gap between law, semiotics and visuality providing a comprehensive theoretical and analytical overview of legal visual semiotics. They seek to promote an interdisciplinary debate from law, semiotics and visuality bringing together the cumulative research traditions of these related areas as a prelude to identifying fertile avenues for research going forward. Advance Praise for Law, Culture and Visual Studies This diverse and exhilarating collection of essays explores the many facets both historical and contemporary of visual culture in the law. It opens a window onto the substantive, jurisdictional, disciplinary and methodological diversity of current research. It is a cornucopia of materials that will enliven legal studies for those new to the field as well as for established scholars. It is a ‘must read’ that will leave you wondering about the validity of the long held obsession that reduces the law and legal studies to little more than a preoccupation with the word. Leslie J Moran Professor of Law, Birkbeck College, University of London Law, Culture & Visual Studies is a treasure trove of insights on the entwined roles of legality and visuality. From multiple interdisciplinary perspectives by scholars from around the world, these pieces reflect the fullness and complexities of our visual encounters with law and culture. From pictures to places to postage stamps, from forensics to film to folklore, this anthology is an exciting journey through the fertile field of law and visual culture as well as a testament that the field has come of age. Naomi Mezey, Professor of Law, Georgetown University Law Center, Washington, D.C., USA This highly interdisciplinary reference work brings together diverse fields including cultural studies, communication theory, rhetoric, law and film studies, legal and social history, visual and legal theory, in order to document the various historical, cultural, representational and theoretical links that bind together law and the visual. This book offers a breath-taking range of resources from both well-established and newer scholars who together cover the field of law’s representation in, interrogation of, and dialogue with forms of visual rhetoric, practice, and discourse. Taken together this scholarship presents state of the art research into an important and developing dimension of contemporary legal and cultural inquiry. Above all, Law C ...
    Description / Table of Contents: Biographical notes on the editors.- Biographical notes on contributors.- Introduction: Law, Culture and Visual Studies; Richard K. Sherwin.- Part I. Introducing Visual Legal StudiesPart II. Visualizing Legal Scholarship -- Part III. Law And Iconic Art -- Part IV. Visualizing Law In Indigenous Or Folk Loric Culture -- Part V. Visualizing Law’s Topography -- Part VI. Visual Technologies Of Law -- Part VII. Law And Popular Visual Media: “Case Studies” -- Part VIII. Law And Popular Visual Media: In Theory -- Index.
    DOI: 10.1007/978-90-481-9322-6
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  • 92
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    Online Resource
    Multicultural Science Education : Preparing Teachers for Equity and Social Justice (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400776517
    Language: English
    Pages: Online-Ressource (XXI, 295 p. 2 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Science Study and teaching ; Educational tests and measurements ; Education
    Abstract: This book offers valuable guidance for science teacher educators looking for ways to facilitate preservice and inservice teachers’ pedagogy relative to teaching students from underrepresented and underserved populations in the science classroom. It also provides solutions that will better equip science teachers of underrepresented student populations with effective strategies that challenge the status quo, and foster classrooms environment that promotes equity and social justice for all of their science students. Multicultural Science Education illuminates historically persistent, yet unresolved issues in science teacher education from the perspectives of a remarkable group of science teacher educators and presents research that has been done to address these issues. It centers on research findings on underserved and underrepresented groups of students and presents frameworks, perspectives, and paradigms that have implications for transforming science teacher education. In addition, the chapters provide an analysis of the socio-cultural-political consequences in the ways in which science teacher education is theoretically conceptualized and operationalized in the United States. The book provides teacher educators with a framework for teaching through a lens of equity and social justice, one that may very well help teachers enhance the participation of students from traditionally underrepresented and underserved groups in science, technology, engineering, and mathematics (STEM) areas and help them realize their full potential in science. Moreover, science educators will find this book useful for professional development workshops and seminars for both novice and veteran science teachers.
    DOI: 10.1007/978-94-007-7651-7
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  • 93
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    Higher Education: Handbook of Theory and Research : Volume 29 (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401780056
    Language: English
    Pages: Online-Ressource (XIII, 592 p. 29 illus., 2 illus. in color, online resource)
    Series Statement: Higher Education: Handbook of Theory and Research 29
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Higher Education ; 29
    RVK:
    DV 2850
    Keywords: Curriculum planning ; Education, Higher ; Education ; USA ; Hochschulbildung
    Abstract: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world
    DOI: 10.1007/978-94-017-8005-6
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  • 94
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    Teaching to the Math Common Core State Standards : Focus on Kindergarten to Grade 5 (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095038
    Language: English
    Pages: Online-Ressource (X, 186 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Teaching to the Math Common Core State Standards: Focus on Kindergarten to Grade 5
    Keywords: Mathematics Study and teaching (Elementary) ; Standards ; Education ; Education
    Abstract: Preliminary Material -- Dear Elementary Majors and Practicing and Beginning Elementary Teachers: An Introduction -- Getting to Know the Common Core State Standards for Mathematical Practice -- Counting and Cardinality in Kindergarten -- Numbers and Operations (Part I) -- Operations and Algebraic Thinking -- Numbers and Operations in Base Ten (Part II) -- Numbers and Operations – Fractions -- Geometry -- Measurement and Data -- Content-Practice Assessment -- Content-Practice Learning -- Content-Practice Teaching -- Orchestrating a Content-Practice Driven Math Classroom.
    Abstract: This is a methods book for elementary majors and preservice/beginning elementary teachers. It takes a very practical approach to learning to teach elementary school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant to be “the” official mathematics curriculum; it was purposefully developed primarily to provide clear learning expectations of mathematics content that are appropriate at every grade level and to help prepare all students to be ready for college and the workplace. A quick glance at the Table of Contents in this book indicates a serious engagement with the recommended mathematics underlying the kindergarten through grade 5 portions of the CCSSM first, with issues in content-practice assessment, learning, teaching, and classroom management pursued next and in that order. In this book we explore what it means to teach to the CCSSM within an alignment mindset involving content-practice learning, teaching, and assessment. The CCSSM content standards, which pertain to mathematical knowledge, skills, and applications, have been carefully crafted so that they are teachable, learnable, coherent, fewer, clearer, and higher. The practice standards, which refer to institutionally valued mathematical actions, processes, and habits, have been conceptualized in ways that will hopefully encourage all elementary students to engage with the content standards more deeply than merely acquiring mathematical knowledge by rote and imitation. Thus, in the CCSSM, proficiency in content alone is not sufficient, and so does practice without content, which is limited. Content and practice are both equally important and, thus, must come together in teaching, learning, and assessment in order to support authentic mathematical understanding
    Description / Table of Contents: ""COVER""; ""CONTENTS""; ""CHAPTER 1: DEAR ELEMENTARY MAJORS AND PRACTICING AND BEGINNING ELEMENTARY TEACHERS: AN INTRODUCTION""; ""1.1 A BLENDED MULTISOURCED APPROACH TO LEARNING TO TEACH MATHEMATICS""; ""1.2 OVERVIEW OF THE REMAINING CHAPTERS""; ""CHAPTER 2: GETTING TO KNOW THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICE""; ""2.1 CONTENT ACTIVITY 1: GENERATING ADDITION FACTS""; ""2.2 THE EIGHT COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICE""; ""2.3 CONTENT ACTIVITY 2: BUILDING A HEXAGON FLOWER GARDEN DESIGN""
    Description / Table of Contents: ""2.4 PROBLEM SOLVING CONTEXTS IN ELEMENTARY SCHOOL MATHEMATICS""""2.4.1 Content Activity 3: Different Types of Problems in Elementary School Mathematics""; ""2.5 REPRESENTATIONS IN ELEMENTARY SCHOOL MATHEMATICS""; ""2.5.1 Content Activity 4: A Kindergarten Subtraction Task""; ""2.5.2 Content Activity 5: Representing Whole Numbers in Second Grade""; ""2.6 CONNECTIONS IN ELEMENTARY SCHOOL MATHEMATICS""; ""2.6.1 Content Activity 6: Repeating Patterns""; ""2.7 REASONING AND PROOF IN ELEMENTARY SCHOOL MATHEMATICS""; ""2.7.1 Content Activity 7: Division Problems in Third Grade""
    Description / Table of Contents: ""2.7.2 Activity 8: Even and Odd Numbers in Second Grade""""2.8 COMMUNICATION IN ELEMENTARY SCHOOL MATHEMATICS""; ""2.8.1 Content Activity 9: Addition and Subtraction Strategies from First to Second Grade""; ""2.8.2 Content Activity 10: Generating Addition and Subtraction Facts in First Grade""; ""2.9 DOING MATHEMATICS WITH AN EYE ON THECONTENT-PRACTICE STANDARDS OF THE CCSSM""; ""CHAPTER 3: COUNTING AND CARDINALITY IN KINDERGARTEN""; ""3.1 SUBITIZING: LAYING THE FOUNDATION FOR EARLY MULTIPLICATIVE THINKING""
    Description / Table of Contents: ""3.2 COUNTING AND WRITING NUMBERS AND NUMBER WORDS: BUILDING ON RHYTHMIC STRUCTURES""""3.3 COMPARING QUANTITIES""; ""3.4 MAPPING THE CONTENT STANDARDS WITH THE PRACTICE STANDARDS""; ""3.5 DEVELOPING A CONTENT STANDARD PROGRESSION TABLE FOR THE COUNTING AND CARDINALITY DOMAIN""; ""CHAPTER 4: NUMBERS AND OPERATIONS (PART I)""; ""4.1 PLACE VALUE IN BASE TEN: THE BASIC MATHEMATICAL STRUCTURE OF WHOLE NUMBERS AND DECIMAL NUMBERS IN THE CCSSM""; ""4.2 REPRESENTING WHOLE NUMBERS IN BASE TEN FROM K TO GRADE 4""; ""4.3 REPRESENTING DECIMAL NUMBERS IN GRADE 5""
    Description / Table of Contents: ""4.4 COMPARING AND ORDERING WHOLE NUMBERS AND DECIMAL NUMBERS FROM GRADES 1 TO 5""""4.5 ROUNDING WHOLE NUMBERS FROM GRADES 3 TO 5""; ""4.6 MAPPING THE CONTENT STANDARDS WITH THE PRACTICE STANDARDS""; ""4.7 DEVELOPING A CONTENT STANDARD PROGRESSION TABLE FOR PART I OF THE NUMBERS AND OPERATIONS IN BASE TEN DOMAIN""; ""CHAPTER 5: OPERATIONS AND ALGEBRAIC THINKING""; ""5.1 ALGEBRAIC THINKING FROM KINDERGARTEN TO GRADE 5""; ""5.2 THE FOUR FUNDAMENTAL OPERATIONS AS GENERAL METHODS FOR COMBINING AND GENERATING MORE NUMBERS""; ""5.2.1 Addition""; ""5.2.2 Subtraction""; ""5.2.3 Multiplication""
    Description / Table of Contents: ""5.2.4 Division""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-503-8
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  • 95
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    The Teacher, Literature and the Mediterranean (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098725
    Language: English
    Pages: Online-Ressource (VI, 122 p, online resource)
    Series Statement: Comparative and International Education, A Diversity of Voices
    Series Statement: Comparative and International Education: Diversity of Voices 34
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als The Teacher, Literature and the Mediterranean
    Keywords: Literature Study and teaching ; Teachers ; Education ; Education
    Abstract: Preliminary Material /Simone Galea and Adrian Grima -- Introduction /Simone Galea and Adrian Grima -- The Strasbourg Stop /Ivan Callus -- Francis Ebejer’s Struggle with Education /Marco Galea and Simone Galea -- Mediterranean Memoirists /Laila Suleiman Dahan -- The Italian School as Seen by Teacher Writers /Antonietta Censi -- This is Why I Started Teaching /Anna Marina Mariani -- Critical Mediterranean Voices /Adrian Grima -- About the Contributors /Simone Galea and Adrian Grima.
    Abstract: At a time when the Mediterranean has rediscovered its own vitality, seven academics from the fields of education and literature look at how fictions set in the region narrate the role of the teacher from the point of view of the students and from that of the teachers themselves. While an increasingly technocratic approach to the performance of teachers focuses on competences, these often highly subjective narratives tell stories of practitioners who refuse to fit into the mould imposed on them by patriarchy or the educational institutions. The writers dealt with in this volume are aware that teachers cannot be solely defined in terms of what they are expected to do within schools and classrooms. This reductively conceives them as simply needing the skills to teach without having the ability to contextualise their teaching within wider historical, social and cultural realities. With its migration flows and intricate web of social and cultural politics, the Mediterranean of the 21st century is an ideal space for reflections on the role of the teacher in an ever-changing society
    Description / Table of Contents: TABLE OF CONTENTS; INTRODUCTION; CONCEIVING THE UNAUTHORISED; THE POLITICAL PROMISE OF LITERATURE; NARRATIVE CONTEXT; REFERENCES; 1. THE STRASBOURG STOP:The Challenges of Unity and Diversity in Theory and Fiction; INTRODUCTION: 'CONTEXT IS ALL'; VALÉRY AND THE CRISIS OF THE EUROPEAN MIND; DERRIDA'S THE OTHER HEADING: EUROPEAN EXCEPTIONALISM ANDMEDITERRANEAN EDUCATION; LECTURING IN EUROPE, IN PRACTICE AND LITERATURE: THE EXAMPLE OFTIM PARKS'S EUROPA; CONCLUSION: LITERATURE, THE LITTORAL AND THE EURO-MEDITERRANEAN CURRICULUM; NOTES; REFERENCES
    Description / Table of Contents: 2. FRANCIS EBEJER'S STRUGGLE WITH EDUCATION:Teachers and Their Students in Postcolonial LiteratureINTRODUCTION; FRANCIS EBEJER AND OTHER COLONIAL LEGACIES; THE TEACHER AND COLONIAL AGENCY; EBEJER'S TEXTS AND THE EDUCATIONAL PROJECT OF THE ENLIGHTENMENT; THE TEACHER OF WHITE LITERATURE; EDUCATIONAL POSSIBILITIES IN EBEJER'S HYBRID LITERATURE; REFERENCES; 3. MEDITERRANEAN MEMOIRISTS:Revelations of True Teachers; INTRODUCTION; THE RELATIONSHIP BETWEEN LITERATURE AND REALITY; TEACHERS IN THE ARAB MEDITERRANEAN REGION AND THEIR MEMOIRS; MY MOTHER, MY MEMOIR; WHY WRITE A MEMOIR?
    Description / Table of Contents: THE TEACHER AS AUTHOR OF THE MEMOIRMY EDUCATIONAL JOURNEY THROUGH THE MEMOIR; MEDITERRANEAN TEACHERS AS MEMOIRISTS; Morocco; Egypt; THE TEACHER AS AUTHOR; EMPOWERING MY STUDENTS; CONCLUSION; REFERENCES; 4. THE ITALIAN SCHOOL AS SEEN BY TEACHER WRITERS; INTRODUCTION; THE SCHOOL TOLD; THE USELESS TOOL; THE BIOPOLITICS OF A TEACHER; THE ABSENT BENEFICIARY; BASIC EMPATHY; UNEXPECTED SUBJECTS; CONCLUSIONS; NOTES; REFERENCES; 5. THIS IS WHY I STARTED TEACHING; INTRODUCTION; THE IDEAL TEACHER IN SCHOOL BOOKS; Explosion of Knowledge or Implosion of Values?; The Scientific Basis of the Art of Teaching
    Description / Table of Contents: Motivate Me to Motivate YouAs Long as It Works; THE CATEGORIES OF TEACHING; PORTRAIT OF THE REAL TEACHER; Teachers and Their Job; Teachers and Their Profession; Teachers and Their Formation; Teachers and Productivity; Teachers and Demotivation; The Teacher: Stress and Burn-out; Teachers and the Code of Conduct; THE TEACHER AS A PROTAGONIST IN NOVELS: A HERO FOR THE SCHOOL?; Can We Narrate 'Education'?; FINAL CONSIDERATIONS; Sirius's Unseen Companion; Paradigms and Parameters; To Idealise is to Control. Describing and Narrating?; CONCLUSIONS; REFERENCES; 6. CRITICAL MEDITERRANEAN VOICES
    Description / Table of Contents: INTRODUCTIONTHE 'MEDITERRANEAN SCHOOL'; HUMANITY'S ONTOLOGICAL VOCATION; FATHER'S LIKE A GOD; CONCLUSION: THE MEDITERRANEAN NARRATIVE; REFERENCES; ABOUT THE CONTRIBUTORS
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-872-5
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  • 96
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    Global Citizen – Challenges and Responsibility in an Interconnected World (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462099296
    Language: English
    Pages: Online-Ressource (XIV, 114 p, online resource)
    Series Statement: New Research – New Voices
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Global Citizen – Challenges and Responsibility in an Interconnected World
    Keywords: Globalization Social aspects ; Globalization Economic aspects ; Sustainable development Social aspects ; Education ; Education
    Abstract: Preliminary Material /Aksel Braanen Sterri -- Global Presence, Global Responsibility and the Global Citizen /Inga Bostad and Ole Petter Ottersen -- Global Citizenship – Why Do We Need Utopian Visions? /Halvor Moxnes -- Living Globally: Global Citizenship of Care as Personal Practice /Evelin Lindner -- Global Citizens of the World Unite! /Karen O’Brien -- The Global Citizen and the Immorality of Poverty /Dan Banik -- Women’s Sexual and Reproductive Health Rights – Or Gender Equality? /Johanne Sundby -- Global Citizenship and the Challenge from Cultural Relativism /Thomas Hylland Eriksen -- The Idea of Global Citizenship in the Age of Ecomodernity /Nina Witoszek -- Global Citizenship /Andreas Føllesdal -- Globalism – In Your Own Interest! /Helge Hveem -- The Nation State in the Age of Globalizations – Stone Dead or Rejuvenated? /Knut Kjeldstadli -- Learning and Living Democracy /Janicke Heldal Stray -- List of Contributors /Aksel Braanen Sterri.
    Abstract: A globalized world places new demands on us as citizens. Global Citizen—Challenges and Responsibility in an Interconnected World gives insight and perspectives on what it means to be a citizen in a global world from Norway’s most distinguished scholars. It poses and answers important questions, such as which duties and rights do we have as citizens in a globalized world; which institutions are just and sustainable, and how can a global ethic and a global worldview be reconciled with the fact that the lives of the greater part of the Earth’s population is still local? Global Citizen—Challenges and Responsibility in an Interconnected World draws on insights from philosophy, jurisprudence, theology, and the social sciences to shed light on this manifold and important topic, with relevance for policy makers, stakeholders, academics, but most important, for us as citizens who need to take both a political and personal decision on how to live as a citizen in a global world
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""PREFACE""; ""INTRODUCTION""; ""THE BOTTOM-UP APPROACH""; ""GLOBAL ACTION ROOTED IN THE LOCAL""; ""GLOBAL BUT UNEQUAL""; ""GLOBAL CITIZENSHIP""; ""REFERENCES""; ""1. GLOBAL PRESENCE, GLOBAL RESPONSIBILITY AND THE GLOBAL CITIZEN""; ""REFERENCES""; ""2. GLOBAL CITIZENSHIP � WHY DO WE NEED UTOPIAN VISIONS?""; ""TWO WAYS TO A GLOBAL WORLD?""; ""THE BEGINNING OF UTOPIA""; ""END OF UTOPIA OR GLOBAL CITIZENSHIP AS A NEW BEGINNING?""; ""DREAMING THE FUTURE""; ""UTOPIAS AS “MAGIC REALISM�""; ""JESUS A UTOPIAN VISIONARY?""; ""THE KINGDOM OF GOD AS UTOPIA""
    Description / Table of Contents: ""THE ECONOMY OF THE KINGDOM""""WHO ARE THE GLOBAL COMMUNITY?""; ""UTOPIAN CHALLENGES""; ""HABERMAS: A GLOBAL HOUSEHOLDING""; ""A CHALLENGE RETURNED""; ""REFERENCES""; ""3. LIVING GLOBALLY: GLOBAL CITIZENSHIP OF CARE AS PERSONAL PRACTICE""; ""THIS IS ME""; ""GLOBAL CITIZENSHIP: GLOBAL PILLAGING""; ""GLOBAL CITIZENSHIP: NOT POSSIBLE, NOT DEFENDABLE, NOR DESIRABLE""; ""GLOBAL CITIZENSHIP OF GLOBAL FAMILY-BUILDING: INDISPENSABLE""; ""GLOBAL CITIZENSHIP OF UNITY IN DIVERSITY""; ""GLOBAL CITIZENSHIP OF CARE: A PROFOUNDLY PERSONAL PRACTICE�""; ""WHAT DO YOU NEED?""; ""REFERENCES""
    Description / Table of Contents: ""4. GLOBAL CITIZENS OF THE WORLD UNITE!: The Role of Collaborative Power in Response to Climate Change""""WHAT IS A GLOBAL CITIZEN?""; ""CLIMATE CHANGE AS A CATALYST FOR TRANSFORMATION""; ""THE POWER TO TRANSFORM""; ""Collaborative Power""; ""Change is a Choice""; ""REFERENCES""; ""5. THE GLOBAL CITIZEN AND THE IMMORALITY OF POVERTY""; ""MORAL OBLIGATIONS: AGREEMENTS AND DISAGREEMENTS""; ""Everyone is morally required not to offer food assistance to the starving""; ""There is no general duty to help the poor""; ""Everyone must do as much as one can to help the world�s poor""
    Description / Table of Contents: ""POVERTY AND GLOBAL CITIZENSHIP""""Charity and obligation""; ""Our responsibilities as global citizens""; ""NOTES""; ""REFERENCES""; ""6. WOMEN�S SEXUAL AND REPRODUCTIVE HEALTH RIGHTS � OR GENDER EQUALITY?""; ""ABORTION""; ""CONTRACEPTION""; ""FGM""; ""SEXUAL RIGHTS""; ""7. GLOBAL CITIZENSHIP AND THE CHALLENGE FROM CULTURAL RELATIVISM""; ""REFERENCES""; ""8. THE IDEA OF GLOBAL CITIZENSHIP IN THE AGE OF ECOMODERNITY""; ""REFERENCES""; ""9. GLOBAL CITIZENSHIP""; ""GLOBALIZATION AND NORMATIVE COSMOPOLITANISM""
    Description / Table of Contents: ""GLOBAL CITIZENSHIP: DEMOCRATIC VOTE, HUMAN RIGHTS AND PARTICIPATION IN TRUST-BUILDING INSTITUTIONS""""GLOBAL CITIZENSHIP: A FATA MORGANA?""; ""Global citizenship: Commitment to institutions and to a political theory""; ""Conflicting loyalties?""; ""CONCLUSION""; ""NOTES""; ""REFERENCES""; ""10. GLOBALISM � IN YOUR OWN INTEREST!""; ""GLOBALISM""; ""GLOBALIZATION""; ""WHY YOU SHOULD BE A GLOBALIST""; ""INSTITUTIONS""; ""CONCLUSION""; ""REFERENCES""; ""11. THE NATION STATE IN THE AGE OF GLOBALIZATIONS � STONE DEAD OR REJUVENATED?""; ""12. LEARNING AND LIVING DEMOCRACY""; ""BACKGROUND""
    Description / Table of Contents: ""LEARNING AND LIVING DEMOCRACY: A SLOGAN AND CARRIER OF IDEOLOGY""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-929-6
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  • 97
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    Scars : A Black Lesbian Experience in Rural White New England (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097612
    Language: English
    Pages: Online-Ressource (XIV, 218 p, online resource)
    Series Statement: Social Fictions Series
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Scars: A Black Lesbian Experience in Rural White New England
    Keywords: African American teenage girls Fiction ; African American lesbians Fiction ; Education ; Education
    Abstract: Preliminary Material -- Preface -- Chapter One -- Chapter Two -- Chapter Three -- Chapter Four -- Chapter Five -- Chapter Six -- Chapter Seven -- Chapter Eight -- Chapter Nine -- Chapter Ten -- Chapter Eleven -- Chapter Twelve -- Chapter Thirteen -- Chapter Fourteen -- Chapter Fifteen -- Chapter Sixteen -- Chapter Seventeen -- Chapter Eighteen -- Chapter Nineteen -- Epilogue -- About the Author.
    Abstract: Scars is a novel about whiteness, racism, and breaking past the normative boundaries of heterosexuality, as experienced through eighteen year old Savannah Penelope Sales. Savannah is a Black girl, born and raised in a white, working class, and rural New England town. She is in denial of her lesbian sexuality, harbors internalized racism about her body, and is ashamed of being poor. She lives with her ailing mother whose Emphysema is a symptom of a mysterious past of suffering and sacrifice that Savannah is not privy to. When Savannah takes her first trip to a major metropolitan city for two days, she never imagines how it will affect her return back home to her mother … or her capacity to not only love herself, but also those who she thought were her enemies. Scars is about the journey of friends and family who love Savannah and try to help her heal, all while they too battle their own wounds and scars of being part of multiple systems of oppression and power. Ultimately, Scars makes visible the psychological trauma and scarring that legacies of colonialism have caused to both the descendants of the colonized and the colonizer … and the potential for healing and reconciliation for everyone willing to embark on the journey. As a work of social fiction born out of years of critical race, Black feminist, and critical whiteness studies scholarship, Scars engages the reader to think about USA culture through the lenses of race, whiteness, working-class sensibilities, sexual orientation, and how rural geography influences identity. Scars can be used as a springboard for discussion, self-reflection and social reflection for students enrolled in American Studies, Sociology, Women’s Studies, Sexuality Studies, African American Studies, human geography, LGBTQ studies and critical whiteness studies courses, or it can be read entirely for pleasure
    Description / Table of Contents: COPYRIGHT NOTICE; COPYRIGHT NOTICE; TABLE OF CONTENTS; ACKNOWLEDGMENTS; ACKNOWLEDGMENTS; PREFACE; PROLOGUE; PART I: DIS-PACED, DIS-LOCATED; CHAPTER ONE; CHAPTER TWO; CHAPTER THREE; CHAPTER FOUR; CHAPTER FIVE; CHAPTER SIX; CHAPTER SEVEN; CHAPTER EIGHT; CHAPTER NINE; CHAPTER TEN; CHAPTER ELEVEN; CHAPTER TWELVE; CHAPTER THIRTEEN; CHAPTER FOURTEEN; CHAPTER FIFTEEN; CHAPTER SIXTEEN; PART II: RE-MEMBERING; CHAPTER SEVENTEEN; CHAPTER EIGHTEEN; CHAPTER NINETEEN; EPILOGUE; ABOUT THE AUTHOR
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-761-2
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  • 98
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    Pedagogy Out of Bounds : Untamed Variations of Democratic Education (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096165
    Language: English
    Pages: Online-Ressource (XVII, 104 p, online resource)
    Series Statement: Educational Futures, Rethinking Theory and Practice 61
    Series Statement: Educational Futures 63
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Pedagogy Out of Bounds: Untamed Variations of Democratic Education
    Keywords: Democracy and education ; Teaching ; Education ; Education Study and teaching ; Education
    Abstract: Preliminary Material -- Raising Doubts about Liberal Approaches to Democratic Education -- Stretching Democratic Education Towards a Politics of Friendship -- Democratic Education and Disruptive Encounters -- Democratic Education in Becoming -- Pedagogy, Scepticism and Responsibility -- Pedagogy and Dialectic of Freedom: Towards New Beginnings -- Pedagogy within Rhizomatic Spaces: On Becoming-Minoritarian -- Pedagogy and the End of Teaching -- Pedagogy and a Politics of Counter-Speech -- Pedagogy Untamed: Towards a Democratic Education of Vigilance -- Unbounded Teaching and Learning: On Hospitality and Ubuntu in South Africa -- References -- Index.
    Abstract: The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists, in particular the seminal thoughts of Jacques Derrida, Jacques Rancière, Giorgio Agamben, Jacques Lacan, Stanley Cavell, Maxine Greene, Gilles Deleuze and Felix Guattari, and Judith Butler, it is argued that a democratic education in becoming has the potential to rupture pedagogical encounters towards new beginnings on the basis that teachers and students can never know with certainty and completeness. Consequently, it is argued that teaching and learning ought to be associated with pedagogical activities in the making, more specifically a pedagogy out of bounds, in terms of which speech and action would remain positively free, sceptically critical, and responsibly vigilant—a matter of making teaching and learning more authentic so that students and teachers are provoked to see things as they could be otherwise through an enhanced form of ethical and political imagination. It is through pedagogical encounters out of bounds that relations between teachers and students stand a better chance of dealing with the strangeness and mysteries of unexpected, unfamiliar, and improbable action
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; ABOUT THE AUTHOR; FOREWORD; REFERENCES; PREFACE; CHAPTER 1: RAISING DOUBTS ABOUT LIBERAL APPROACHES TO DEMOCRATIC EDUCATION; INTRODUCTION; SELF-REFLEXIVE DEMOCRATIC ITERATIONS; BELLIGERENCE AND DISTRESS IN DEMOCRATIC ENGAGEMENTS; DEMOCRATIC INCLUSION THROUGH GREETING, RHETORIC AND NARRATIVE; COMPASSIONATE DEMOCRATIC EDUCATION; DOING JUSTICE TO OTHERS THROUGH DEMOCRATIC EDUCATION; DEMOCRATIC EDUCATION AS AN ACT OF CARE; CHAPTER 2: STRETCHING DEMOCRATIC EDUCATION TOWARDS A POLITICS OF FRIENDSHIP; INTRODUCTION
    Description / Table of Contents: IN DEFENCE OF A POLITICS OF FRIENDSHIP IN RELATION TO PEDAGOGYTOWARDS A DEMOCRATIC EDUCATION IN BECOMING; DEMOCRATIC EDUCATION IN BECOMING, AND CRITICAL PEDAGOGY; CHAPTER 3: DEMOCRATIC EDUCATION AND DISRUPTIVE ENCOUNTERS; INTRODUCTION; DEMOCRATIC EDUCATION AND THE EQUALITY OF INTELLIGENCE; EMANCIPATORY DEMOCRATIC EDUCATION; DEMOCRATIC EDUCATION AND DISRUPTION; DEMOCRATIC EDUCATION AND DISSENSUS; CHAPTER 4: DEMOCRATIC EDUCATION IN BECOMING; INTRODUCTION; ON AGAMBEN'S THEORY OF POTENTIALITY; AGAMBEN ON INFANCY; AGAMBEN AND THE (DEMOCRATIC) COMMUNITY IN BECOMING
    Description / Table of Contents: CHAPTER 5: PEDAGOGY, SCEPTICISM AND RESPONSIBILITYINTRODUCTION; CAVELL AND SCEPTICISM; CAVELL AND RECOGNITION OF (IN)HUMANITY; CAVELLIAN PEDAGOGICAL RESPONSIBILITY; CAVELL AND THE NOTION OF THE OTHER; CHAPTER 6: PEDAGOGY AND DIALECTIC OF FREEDOM: TOWARDS NEW BEGINNINGS; INTRODUCTION; PEDAGOGY AND DIALECTIC OF FREEDOM; AUTHENTIC LEARNING AND NEW BEGINNINGS: DEMOCRATIC EDUCATION IN BECOMING; TEACHING AND STRANGENESS; CHAPTER 7: PEDAGOGY WITHIN RHIZOMATIC SPACES: ON BECOMING-MINORITARIAN; INTRODUCTION; ON THE POSSIBILITY OF RHIZOMATIC PEDAGOGICAL ENCOUNTERS
    Description / Table of Contents: PEDAGOGICAL ENCOUNTERS AND BECOMING-MINORITARIANCHAPTER 8: PEDAGOGY AND THE END OF TEACHING; INTRODUCTION; THE END OF MY TEACHING AND STUDENT ENCOUNTERS; TEACHING AS (DIS)TRUST; TEACHING AND CRITICISM; CHAPTER 9: PEDAGOGY AND A POLITICS OF COUNTER-SPEECH; INTRODUCTION; HATE SPEECH VS. COUNTER-SPEECH; PEDAGOGICAL ENCOUNTERS AND LEARNING TO TALK BACK; CHAPTER 10: PEDAGOGY UNTAMED: TOWARDS A DEMOCRATIC EDUCATION OF VIGILANCE; INTRODUCTION; ON DEMOCRATIC EDUCATION AND VIGILANCE; PEDAGOGY OUT OF BOUNDS AGAIN AND AGAIN …
    Description / Table of Contents: POSTSCRIPT: UNBOUNDED TEACHING AND LEARNING: ON HOSPITALITY AND UBUNTU IN SOUTH AFRICAINTRODUCTION; ON THE (IM)POSSIBILITY OF RUPTURING DYSFUNCTIONALITY IN SCHOOLS; CULTIVATING A PEDAGOGY OF HOSTIPITALITY AND; IN PUBLIC SCHOOLS; ON RESPONSIBLE AND HUMANE (UBUNTU) PEDAGOGICAL ENCOUNTERS; TOWARDS A PEDAGOGY OF; REFERENCES; INDEX
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-616-5
    URL: Volltext  (lizenzpflichtig)
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  • 99
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    Online Resource
    Transforming Urban Education : Urban Teachers and Students Working Collaboratively (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095632
    Language: English
    Pages: Online-Ressource (VIII, 388 p, online resource)
    Series Statement: Bold Visions in Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Transforming Urban Education: Urban Teachers and Students Working Collaboratively
    Keywords: Education, Urban ; Education ; Education
    Abstract: Preliminary Material /Kenneth Tobin and Ashraf Shady -- Becoming a Science Teacher /Eileen Perman Baker -- Globalization, Immigration and Identity Formation|Reformation /Ashraf Shady -- Math, Science Whizzes: Second–Generation Asian Indian Students in the Context of Achievement, Schooling, Positive Stereotyping /Rupam Saran -- Singing a Different Tune: An Auto/Ethnographic Journey into and Out of the Land of Educational Technology /Tricia M. Kress -- Unraveling Technology Use in Urban Schools /Kate E. O’Hara -- Performatory Social Therapeutic Approaches to Internet-based Collaboration in Schools /Jaime E. Martinez -- Comic Books, Technology, and Dialogue: Alternative Tools for Measuring Achievement in a Special Education Community /Eydie Wilson -- Stigma, LD, and Privileged Habitus in an Urban Setting /Chris Hale -- Misinformation and Its Discontents: Critical Pedagogy and the Challenges of Islamophobia /Carolyne Ali-Khan -- Enactment of Chemistry Knowledge by a High School Student at a Summer Program /Line A. Saint-Hilaire -- Twenty Questions About Cogenerative Dialogues /Kenneth Tobin -- Twenty Questions About Coteaching /Kenneth Tobin -- Emotions as Mediators of Science Education in an Urban High School /Kenneth Tobin and Reynaldo Llena -- The Role of Cultural Alignment in Producing Success in Urban Science Education /Ashraf Shady -- Teaching in Contexts and Complexites: Using Cogenerative Dialogues as an Integrated Collaborative Approach /Wesley Pitts , Sharon Miller and Annabel D’Souza -- Transforming a Teacher’s and Students’ Ontologies through Small-Group Collective and Collaborative Dialogic Actions in the Urban Science Classroom /Femi S. Otulaja and Michelle V. Thornton -- Exploring the Complexities of Learning to Teach /Christina Siry and Nicole Lowell -- Utilizing Insider Perspectives to Reflect Upon and Change Urban Science Education /Gillian Bayne -- Learning About and from Cogenerative Dialogues: The Initial Stages /Felicia Wharton -- Place and Identity: Growing up Bricoleur /Jennifer Adams -- Using Cogenerative Dialogues in an Informal Science Institution /Preeti Gupta , Jennifer Correa , Marcia Bueno and Jennifer Sharma -- Political Engagement as a Child: Rethinking, Reseeing and Reinvesting Youth in Political Participation /Christina Siry , Carolyne Ali-Khan and Dylan Siry.
    Abstract: Transformations in Urban ...
    Description / Table of Contents: TABLE OF CONTENTS; FOREWORD; 1. BECOMING A SCIENCE TEACHER; GROWING UP AS AN IMMIGRANT; Wanting to fit in; Housing patterns change the Bronx; JUNIOR HIGH PORTENDS THE FUTURE OF EDUCATION IN THE BRONX; A special high school experience; The New York City teachers' strikes; How the strike was relevant to my subsequent teaching experience; My first day at Taft and beyond; The culture of activism nurtured my own will to change my teaching practices; New curriculum is invited; The importance of the teacher-student alliance; THE WAR ON POVERTY LEADS TO A DEFICIT PERSPECTIVE
    Description / Table of Contents: My career on Long Island beginsTeacher observation as a structure; Teaching methods today; REFERENCES; AUTHOR BIOGRAPHY; 2. GLOBALIZATION, IMMIGRATION AND IDENTITYFORMATION|REFORMATION; COMING TO AMERICA; Globalization, and cultural appropriation; Globalization and immigration trends; Landing in New York City; MY EXPERIENCE AS A SCIENCE TEACHER IN NEW YORK CITY; Teaching in East Flatbush; My first teaching job in New York City; The role of my prior experience; THE NOTION OF MERITOCRACY AND ITS IMPACT ON MACRO, MESO, ANDMICRO TRANSACTIONS; Colonization, race, and social class
    Description / Table of Contents: Racialization|deracializationMy identity formation|reformation; Joining the Middle Eastern diaspora; The role of religion; CONCLUSION; Globalization and education; Globalization and cosmopolitanism; Science and multiculturalism; REFERENCES; AUTHOR BIOGRAPHY; 3. MATH, SCIENCE WHIZZES: SECOND-GENERATION ASIAN INDIAN STUDENTS IN THE CONTEXT OF ACHIEVEMENT, SCHOOLING,POSITIVE STEREOTYPING; ACADEMIC PROFILE: ASIAN INDIAN STUDENTS IN NEW YORKCITY SCHOOLS; METHODOLOGY; STEREOTYPING: ASIAN INDIAN STUDENTS IN SCHOOL CONTEXT
    Description / Table of Contents: SCHOOL CONTEXT, SELF-DEFINITION, AGENCY AND THE DEVELOPMENTOF ASIAN INDIAN STUDENTS' IDENTITIES AS MODEL STUDENTSDefining self in the context of model minority; Science teacher's perception; Indian parent's perspective; Identity cultivation; DIALECTICAL RELATIONSHIP OF ACHIEVEMENT AND CULTURAL CAPITAL; "STAYING AWAY" STRATEGY: MAINTAINING SOCIAL DISTANCE; STRATEGY OF SILENCE AND ACCOMMODATION: SURVIVAL TECHNIQUES; CONTRADICTIONS AND OPPOSITIONAL BEHAVIOR; "COOL INDIAN" SYNDROME: AMERICANIZATION ANDSUBTRACTIVE ASSIMILATION; CONCLUSION; REFERENCES; AUTHOR BIOGRAPHY
    Description / Table of Contents: 4. SINGING A DIFFERENT TUNE: AN AUTO/ ETHNOGRAPHIC JOURNEY INTO AND OUT OF THELAND OF EDUCATIONAL TECHNOLOGYA DIGITAL NATIVE IN A GUIDED-INSTRUCTION WORLD; Revisiting the "revolving door"; Carol's story; FINDINGS; Surveying the educational technology research landscape; Change of context, change of tune; TECHNOLOGY ON THE PERIPHERY; CONCLUSION: SINGING A DIFFERENT TUNE; NOTES; REFERENCES; AUTHOR BIOGRAPHY; 5. UNRAVELING TECHNOLOGY USE IN URBANSCHOOLS; THE EMERGENT CRITICAL TEACHER; CHALLENGES OF CRITICAL TEACHING; TEACHERS AND TECHNOLOGY USE: A STARTING POINT FOR CRITICALITY
    Description / Table of Contents: CRITICAL TEACHER AND CRITICAL RESEARCHER
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-563-2
    URL: Volltext  (lizenzpflichtig)
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  • 100
    Online Resource
    Online Resource
    The Machines of Sex Research : Technology and the Politics of Identity, 1945-1985 (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400770645
    Language: English
    Pages: Online-Ressource (X, 97 p. 10 illus, online resource)
    Series Statement: SpringerBriefs in History of Science and Technology
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Drucker, Donna J. The machines of sex research
    RVK:
    XB 2390
    Keywords: Science History ; Engineering ; Sexual behavior ; Science, general ; Science History ; Engineering ; Sexual behavior ; Sexualwissenschaft ; Medizintechnik ; Messtechnik ; Forschung ; Geschichte 1945-1985
    Abstract: The Machines of Sex Research describes how researchers worldwide integrated technology into studies of human sexuality in the postwar era. The machines they invented made new ways of seeing bodies possible. Some researchers who studied men used machines like penile strain gauges to police “deviant” male sexuality; others used less painful devices like penis-cameras to study women’s sexual responses and map the physiology of their arousal and orgasm. While researchers used the findings from their technological innovations to propose their own views of how people should view their bodies and should manage their sexual lives, their readers interpreted their findings to enact their own visions of sexuality. Drucker shows how the use of machines in sex research provided some of the intellectual underpinnings of the sexual revolution and the women’s and gay rights movements, and in turn how the sex research community developed new machines for investigations that would enhance sexual happiness rather than constrict it. The Machines of Sex Research is a key read for those interested in the intersections between human sexuality, technology, and twentieth-century social movements. Describes the little-known history of the machines of human sex research in the postwar era Shows how researchers worldwide invented and used machines to study human sexuality and the body in new ways, and how they used and improved each other's designs Relates the relationship between the machines of sex research to Cold War sexualities and gender and sexual liberation movements
    Description / Table of Contents: AcknowledgementsChapter 1: The Machines of Sex Research -- Chapter 2: The Penile Strain Gauge and Aversion Therapy: Measuring and Fixing the Sexual Body -- Chapter 3: The Couples Laboratory and the Penis-Camera: Seeking the Source of Orgasm -- Chapter 4: The Vaginal Photoplethysmograph and Devices for Women: Gauging Female Arousal -- Conclusion: The Future of Human Sex Research Technologies.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-007-7064-5
    URL: Volltext
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    URL: Cover
    URL: Inhaltsverzeichnis
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