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  • MPI Ethno. Forsch.  (10)
  • MEK Berlin
  • 2010-2014  (10)
  • Rotterdam : SensePublishers  (10)
  • Learning, Psychology of.  (10)
  • 1
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    Online Resource
    Understanding Interactions at Science Centers and Museums : Approaching Sociocultural Perspectives (2012)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460917257
    Language: English
    Pages: Online-Ressource (V, 209p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Understanding Interactions at Science Centers and Museums: Approaching Sociocultural Perspectives
    DDC: 507.4
    Keywords: Education ; Science museums Sociological aspects ; Learning, Psychology of. ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material /Eva Davidsson and Anders Jakobsson -- Introduction /Eva Davidsson and Anders Jakobsson -- Using Sociocultural Frameworks to Understand the Significance of Interactions at Science and Technology Centers and Museums /Anders Jakobsson Professor, Science Education and Eva Davidsson Senior Lecuturer in Science Education -- Changing Practices, Changing Identities as Museum Educators /Doris B. Ash Associate professor , Judith Lombana and Lucia Alcala -- The Medium is the Message /Erminia Pedretti Professor, Science Education -- Family Engagement at Aquarium Touch Tanks—Exploring Interactions and the Potential for Learning /Shawn Rowe Assistant Professor and James Kisiel Assistant Professor -- Student Teachers’ Moment-To-Moment Reasoning and the Development of Discursive Themes – An Analysis of Practical Epistemologies in a Natural History Museum Exhibit /Jesús Piqueras Senior Lecturer, Science Education , Per-Olof Wickman Professor, Science Education and Karim M. Hamza Senior Lecturer, Science Education -- The Impact of Exhibit-Based Professional Development on Teachers’ PCK /Judith S. Lederman Associate Professor, Mathematics and Science Education , Gary M. Holliday Assistant Professor, Science Education and Norman G. Lederman Professor, Science Education -- Exploring and Scaffolding Learning Interactions Between Teachers, Students and Museum Educators /Janette Griffin Senior lecturer, Science Education -- Look and Learn /Terence P Mcclafferty and Léonie J Rennie Professor, Science Education -- Activity Theory as a Lens to Examine Project-Based Museum Partnerships in Robotics /Jrène Rahm Associate Professor -- Scaffolding Students’ Post-Visit Learning From Interactive Exhibits /Jennifer Dewitt -- Imitating the Family Visit /Tali Tal Associate Professor -- Index /Eva Davidsson and Anders Jakobsson.
    Abstract: There is an increasing interest in understanding learning and knowledge development when visitors attend informal institutions, such as museums, science centers, aquariums and botanical gardens. But in what ways do visitors develop new knowledge, skills and awareness about displayed issues in these kinds of settings and how does the exhibition environment affect and scaffold learning processes? In this book, the authors turn their attention to visitors’ and staff members’ actions and dialogues during the visits in order to identify and study learning situations. A common approach is the use and development of socio-cultural and cultural-historical frameworks and theories as means for coming closer to the significance of interactions at different levels and in different contexts. The individual chapters cover learning interactions in relation to staff members’ roles and identities, family visits, exhibitions as resources for professional development and school visits
    Description / Table of Contents: UNDERSTANDING INTERACTIONS AT SCIENCE CENTERS AND MUSEUMS; TABLE OF CONTENTS; INTRODUCTION; NOTES; USING SOCIOCULTURAL FRAMEWORKS TO UNDERSTAND THE SIGNIFICANCE OF INTERACTIONS AT SCIENCE AND TECHNOLOGY CENTERS AND MUSEUMS; INTRODUCTION; THE NATURE OF ARTEFACTS; MEDIATION THROUGH ARTEFACTS; APPROPRIATION OF THE MEDIATIONAL POTENTIAL OF ARTEFACTS; EXPANDING THE MEDIATIONAL POTENTIAL OF ARTEFACTS IN EXHIBITIONS; HUMAN MEDIATION; A MODEL FOR UNDERSTANDING INTERACTIONS IN STCS AND MUSEUMS; METHODOLOGICAL CONSEQUENCES AND THE ANALYTICAL UNIT; CONCLUSIONS; REFERENCES
    Description / Table of Contents: CHANGING PRACTICES, CHANGING IDENTITIES AS MUSEUM EDUCATORS: From Didactic Telling to Scaffolding in the zpdINTRODUCTION; RELATED RESEARCH; WHAT DO WE MEAN BY CHANGING IDENTITY?; MULTIPLE AND MIXED METHODOLOGIES; DIFFERENT LAYERS AND TYPES OF ANALYSIS; A) Changing Practices: Understanding Scaffolding; B. Changing View of what Success Means; C) Missed Opportunities; D) Gained Opportunities; E) Meta-reflections on Changing Roles; F) Changing Identity; a. Reflection on Pre-training Facilitation; b. Post-training interactions; DISCUSSION; Working in the zpd; Sharing Power
    Description / Table of Contents: The Roles of Conflict and ContradictionNOTES; REFERENCES; THE MEDIUM IS THE MESSAGE: Unravelling Visitors' Views of Body Worlds and the Story of the Heart; INTRODUCTION; SETTING THE CONTEXT; THE MEDIUM AND THE MESSAGFE: BODY WORLDS AS OBJECT & MEANING; METHODOLOGY AND ANALYSES; VISITOR RESPONSES TO BODY WORLDS; The Medium; Personal Narratives/Stories; Transposing and Universality; The Message(s); Health; Education: Teaching and Learning; Mystery; The Tensions; Dissonance; (Re)presentation; IMPLICATIONS AND CONCLUSION; NOTES; ACKNOWLEDGEMENTS:; REFERENCES
    Description / Table of Contents: FAMILY ENGAGEMENT AT AQUARIUM TOUCH TANKS-EXPLORING INTERACTIONS AND THE POTENTIAL FOR LEARNINGINTRODUCTION; FRAMING THE INVESTIGATION; DATA COLLECTION AND ANALYSIS; THE PLACE OF TOUCHING AT THE TOUCH TANKS; BEYOND TOUCHING; Post-Debrief Activities; Other Activities; CONCLUSIONS; NOTES; REFERENCES; STUDENT TEACHERS' MOMENT-TO-MOMENT REASONING AND THE DEVELOPMENT OF DISCURSIVE THEMES - AN ANALYSIS OF PRACTICAL EPISTEMOLOGIES; INTRODUCTION; THEORETICAL FRAMEWORK; THE STUDY SETTING AND THE DIORAMA; ANALYZING THE CONVERSATION; FINDINGS; Detailed Analysis; Large Scale Analysis
    Description / Table of Contents: Relation between themes.The role of the teacher.; Curational intent: a third-person analysis.; FINAL CONCLUSIONS; NOTES; REFERENCES; THE IMPACT OF EXHIBIT-BASED PROFESSIONAL DEVELOPMENT ON TEACHERS' PCK; INTRODUCTION; INQUIRY AND COLLABORATION IN INFORMAL EDUCATION PROFESSIONAL DEVELOPMENT; THE STUDY; Sample; Design; All About You (Life Sciences); DATA COLLECTION AND ANALYSIS; RESULTS; Guided Tours; Free Exploration; Personal exhibit related conversation; Content-based exhibit related conversation; Pedagogical exhibit related conversation; Use of a Worksheet
    Description / Table of Contents: Personal exhibit related conversation
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6091-725-7
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  • 2
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    Voices from the Classroom (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460914515
    Language: English
    Pages: Online-Ressource (XVII, 157p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Sciences humaines ; Learning, Psychology of. ; Education
    Abstract: Preliminary Material /Brian Hand and Lori Norton-Meier -- Using Language to Learn /Lynn Hockenberry -- Negotiation /Michelle Harris -- Science and Literacy /Michelle Griffen -- Writing for a Reason /Amy Higginbotham and Christine Sutherland -- Lens of Learning in the SWH /Kim Wise -- The Power of Negotiation /Joshua Steenhoek , Kari Pingel and Jill Parsons -- Implementing Science Conversations with Young Learners /Julie Sander -- Claims and Evidence from the 5th Grade Classroom /Peggy Hansen -- Hide and Seek and the Air in the Closet /Carrie Johnson -- Literature and Writing are Big “Additions” to Science /Cheryl Ryan and Gina Johnson -- What’s the Big Idea? /Julie Malin -- Science Argumentation and the Arts /Sara Nelson -- Lessons Learned /Brian Hand and Lori Norton-Meier -- Contributing Authors /Brian Hand and Lori Norton-Meier.
    Abstract: There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level
    Description / Table of Contents: Voices from the Classroom; DEDICATION; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; QUESTIONS; CLAIMS; EVIDENCE; INTRODUCTION: Teaching in the Service of Learning; ARGUMENT-BASED INQUIRY AND WHAT IS NEEDED; DO TEACHERS NEED TO CHANGE?; THIS BOOK; REFERENCE; 1. USING LANGUAGE TO LEARN; THERE IS NO SCIENCE WITHOUT LANGUAGE; EXAMPLES OF WAYS IN WHICH STUDENTS USE LANGUAGE (WRITING) TO LEARN THROUGHOUT THE SWH APPROACH; ARGUMENTATION AND PUBLIC NEGOTIATION AS LANGUAGE TOOLS FOR LEARNING; SUMMARY WRITING; USING LANGUAGE TO LEARN IN PRIMARY GRADES; CONNECTIONS ACROSS GRADE LEVELS
    Description / Table of Contents: CHALLENGES AND HOPES FOR THE FUTUREREFERENCES; 2. NEGOTIATION: Why Letting Students Talk is Essential; CONCEPT MAPS; MY STRUGGLES WITH CONCEPT MAPS; BEGINNING IDEAS; IT IS OK TO SAY, "I DON'T KNOW"; STRUGGLES WITH CLAIMS AND EVIDENCE; REASONS TO LET STUDENTS DEBATE IN THE CLASSROOM; STUDENT EXAMPLES; Shy Girl Speaks Up; No Conceptual Understanding; Connecting to Past Learning; Why You Should Question All Answers…Even the Right Ones; Students Actually Learn if We Just Tell Them; Fifth Grade Students in Action; Knowing When to Stay Out of the Conversation; HOW TO ADD WRITING TO SCIENCE CLASS
    Description / Table of Contents: Pause and ReflectReflections; Create a Page of Non-fiction Text; Not Just for Science; Set Expectations Early; SUMMARY; 3. SCIENCE AND LITERACY: Reading, Writing, Speaking, Listening, and Viewing through Science; THE AMBIGUOUS TRIANGLE: WRITING CLEAR QUESTIONS, CLAIMS, AND EVIDENCE; THE CAPE OF CONTENTION: BECOMING GREAT LISTENERS, THINKERS, VIEWERS, AND SPEAKERS; BATTEN DOWN THE HATCHES: WRITING AND DRAWING TO RECORD DATA AND FOLLOW PROCEDURES; GOOD SAILORS CHECK THE WEATHER: USING WRITING TO READ AND SPEAKING, VIEWING AND LISTENING TO LEARN; PREPARING FOR THE NEXT TRIP
    Description / Table of Contents: 4. WRITING FOR A REASON: A Primary Purpose to WriteWHEN DO WE WORK ON SCIENCE; TOUR OF THE SWH PRIMARY CLASSROOM; CONCEPT MAPS HELP STUDENTS WRITE; TAKE A LOOK AT HOW THIS ALL BEGAN; WHAT KIDS CAN DO!; WRITING FOR A PURPOSE; WRITING AND THE YOUNG CHILD; SUMMARY AND FUTURE CHALLENGES; 5. LENS OF LEARNING IN THE SWH; CONCEPTUAL UNDERSTANDING AND BIG IDEAS; EXAMINING OUR OWN UNDERSTANDING; FINDING OUT WHAT KIDS KNOW; GENERATING QUESTIONS; CLAIMS AND EVIDENCE; STUDENT TO STUDENT TALK; STUDENT REFLECTIONS; LITERACY INTEGRATION; TEACHING AND LEARNING AS AN APPROACH; 6. THE POWER OF NEGOTIATION
    Description / Table of Contents: GETTING STARTEDWHAT CAN YOU EXPECT FROM A 5TH GRADER; HOW DO YOU GET THERE; HOW TECHNOLOGY HELPS; REFLECTION; 7. IMPLEMENTING SCIENCE CONVERSATIONS WITH YOUNG LEARNERS; HOW IT ALL BEGAN; GETTING STARTED USING SWH IN THE CLASSROOM; IMPLEMENTING SCIENCE CONVERSATIONS…; HOW SCIENCE CONVERSATIONS ENCOURAGE PARTICIPATION; BUILDING CONCEPT MAPS USING SCIENCE CONVERSATIONS; FREQUENTLY ASKED QUESTION: WHEN DO I USE SCIENCE CONVERSATIONS IN A UNIT?; THE EXTENDED BENEFITS OF SCIENCE CONVERSATIONS; REFERENCES; 8. CLAIMS AND EVIDENCE FROM THE 5TH GRADE CLASSROOM; SWH CONNECTION; CLAIMS AND EVIDENCE
    Description / Table of Contents: LEARNING FROM ONE ANOTHER
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6091-451-5
    URL: Volltext  (lizenzpflichtig)
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  • 3
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    Re-Shaping Learning: A Critical Reader : The Future of Learning Spaces in Post-Compulsory Education (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460916090
    Language: English
    Pages: Online-Ressource (XXII, 237p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Re-Shaping Learning: A Critical Reader: The Future of Learning Spaces in Post-Compulsory Education
    Keywords: Education ; Learning, Psychology of. ; Education
    Abstract: Preliminary Material /Anne Boddington and Jos Boys -- Doing Learning Space Evaluations /Brett Bligh and Ian Pearshouse -- Methods for Understanding the Relationships between Learning and Space /Clare Melhuish -- What do We Know About what is Being Built? /Jos Boys and Hilary Smith -- Where is the Theory? /Jos Boys -- Between the Lines /Olivia Sagan -- What Matters About Space for Learning /Clare Melhuish -- Research Spaces /Maggi Savin-Baden -- Fragile Constructions /Susan Sherringham and Susan Stewart -- ‘Learning Landscapes’ as a Shared Vocabulary for Learning Spaces /Angela Thody -- Learning Spaces as Social Capital /Paul Temple -- Some Models for Re-Shaping Learning Spaces /Fiona Duggan -- Learning beyond the University /David Anderson -- Configuring Learning Spaces /Ronald Barnett -- Designing Education and Reshaping Learning /Anne Boddington -- Social Learning Capacity /Etienne Wenger -- List of Contributors /Anne Boddington and Jos Boys -- Index /Anne Boddington and Jos Boys.
    Abstract: Learning Spaces is an emerging field, fuelled by a growing interest in the relationships between learning and spaces in which it takes place, whether conceptual, personal, social, physical and/or virtual. It is concerned with making learning spaces that can better meet the needs of 21st century learners, academics and other related publics. In post-compulsory education this has opened up many interesting and important issues. There remains a lack of any theoretical understanding as to how such spaces should be conceived or designed; and hardly any critical discussion about effective frameworks for either the development of contemporary learning spaces or for assessing their impact on learning, teaching and research. At the same time, there is much debate about what the purposes of post-compulsory education should be, as well as concerns about where and by whom it should be provided. We therefore need to urgently improve our understanding of the interactions between learning and space. It is essential that we not only share perspectives, theories and methodologies but also critically reflect on our own different assumptions, and work together to build better models for post-compulsory education in the future. To help in this process this book is designed as a ‘critical reader’ that can enable researchers, academics, students and managers involved in Learning Spaces to share and engage with some key ideas, issues and texts. A central aim is to bring together some of the best research from across the many different disciplines concerned with learning spaces, including education, architecture, anthropology, human-computer interaction, estate planning and museum studies
    Note: Includes bibliographical references at the end of each chapters and index
    DOI: 10.1007/978-94-6091-609-0
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  • 4
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    Place Pedagogy Change (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460916151
    Language: English
    Pages: Online-Ressource (IX, 172p, digital)
    Series Statement: Transgressions, Cultural Studies and Education 73
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Place Pedagogy Change
    Keywords: Education ; Learning, Psychology of. ; Education
    Abstract: Preliminary Material /Margaret Somerville , Bronwyn Davies , Kerith Power , Susanne Gannon and Phoenix de Carteret -- Introduction /Margaret Somerville , Bronwyn Davies , Kerith Power , Susanne Gannon and Phoenix de Carteret -- Researching Place /Margaret Somerville , Bronwyn Davies , Kerith Power , Susanne Gannon and Phoenix de Carteret -- Body/Place Journal Writing /Margaret Somerville -- An Experiment in Writing Place /Bronwyn Davies -- Walking my way Back Home /Susanne Gannon -- Getting Lost in Logan /Kerith Power -- Learning Place /Margaret Somerville , Bronwyn Davies , Kerith Power , Susanne Gannon and Phoenix de Carteret -- Becoming-Frog /Margaret Somerville -- Transforming Self-Place Relations /Kerith Power -- Learning Place Through Art and Stories /Susanne Gannon and Bronwyn Davies -- Peripheral Vision /Phoenix de Carteret -- Teaching Place /Margaret Somerville , Bronwyn Davies , Kerith Power , Susanne Gannon and Phoenix de Carteret -- Collective Biography as Pedagogical Practice /Bronwyn Davies and Susanne Gannon -- Rewriting Place in English /Susanne Gannon -- The Place-Makers /Margaret Somerville.
    Abstract: Place pedagogy change is a work of creative experimentation in which we explore the ways in which pedagogies of place can enable the relational learning of connections between people, places and communities. In adding the element of place to the dynamic relations between teacher, learner, and knowledge, we articulate a pedagogy of ethical uncertainty. Ethical refers to our mutual responsibilities to others and to the more-than-human world, and uncertainty to the unpredictability inherent in our relationship with this world. In Place pedagogy change, we examine the nature of such innovative pedagogies as they emerged across the curriculum from early childhood to school and community education, and in teacher education. The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6091-615-1
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  • 5
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    Love as Pedagogy (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460914843
    Language: English
    Pages: Online-Ressource (IX, 115p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Learning, Psychology of. ; Education
    Abstract: Preliminary Material -- Introduction -- Kindness and Empathy in Pedagogy -- Intimacy and Bonding in Pedagogy -- Sacrifice, Forgiveness and Pedagogy -- Community and Acceptance -- Love in Action -- Infusing Love into Daily Pedagogy -- References.
    Abstract: Love is a necessary ingredient of effective pedagogy, yet to this point there has been a distinct lack of serious theoretical and practical work on the topic. What does it really mean to adopt a loving approach to pedagogy? This book provides a pragmatic and thoughtful treatment of the topic of love as pedagogy, examining the use and role of love in teaching and learning, and providing suggestions on how educators can effectively recognise and use love in their work. This text begins with a discussion of what love is, what pedagogy is, and how the two are inseparable in an effective educational context. It then moves on to address ethical considerations. Drawing on discourse on love found in psychology, philosophy, and religion the text examines various aspects of love and their relationship to effective teaching and learning including kindness and empathy, intimacy and bonding, sacrifice and forgiveness, and acceptance and community. This book concludes with a photographic case study of loving pedagogy in action and practical suggestions for educators wishing to adopt the approach
    Description / Table of Contents: Love as Pedagogy; DEDICATION; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; CHAPTER 1: INTRODUCTION; CONSIDERING LOVE, LEARNING AND PEDAGOGY; DEFINING TERMS; Love; Psychological frameworks.; Religious frameworks.; Philosophical frameworks.; Learning and Pedagogy; Additional Terminology; ETHICAL, MORAL AND PROFESSIONAL CONSIDERATIONS AND CAUTIONS; LOVE OPERATIONALISED: A WAY FORWARD; CHAPTER 2: KINDNESS AND EMPATHY IN PEDAGOGY; THE CASE FOR KINDNESS AND EMPATHY; USING KINDNESS IN A PEDAGOGY OF LOVE; Fostering Kindness in Oneself; Teaching in a Context of Kindness; Fostering Kindness in Students
    Description / Table of Contents: Classroom resources promoting kindness.Classroom arrangements to promote kindness.; Classroom procedures promoting kindness.; Teacher led kindness activities.; Student led kindness activities.; Community based kindness activities.; USING EMPATHY IN A PEDAGOGY OF LOVE; Fostering Empathy in Oneself and Others; THE EMPATHIC CLASSROOM; CONCLUDING THOUGHTS; CHAPTER 3: INTIMACY AND BONDING IN PEDAGOGY; USING BONDING AND INTIMACY WITHIN A PEDAGOGY OF LOVE; How Bonding Occurs; The Development of Intimacy; Fostering Intimacy and Bonding in Children
    Description / Table of Contents: Practical Classroom Approaches for Promoting Teacher-Student IntimacyIntimacy, bonding, and assuming the role of student advocate.; Intimacy, bonding, and getting to know students and the lives they live.; Intimacy and inviting students to be partners in their education.; Intimacy, active listening, and asking students for feedback.; Journaling with students.; Problem-solving with students.; Celebrating success.; Intimacy, Bonding and Teacher Discomfort; A MODEL FOR PROMOTING INTIMACY AND BONDING IN PEDAGOGY; CONCLUDING THOUGHTS; CHAPTER 4: SACRIFICE, FORGIVENESS AND PEDAGOGY; FORGIVENESS
    Description / Table of Contents: USING SACRIFICE AND FORGIVENESS WITHIN A PEDAGOGY OF LOVEFostering Sacrificial Attitudes; Fostering high satisfaction with relationships in a pedagogical context.; Examining alternatives to sacrifice.; Fostering high investments in relationships in a pedagogical context.; Fostering Forgiveness; CONCLUDING THOUGHTS; CHAPTER 5: COMMUNITY AND ACCEPTANCE; EXPLORING A LOVING CLASSROOM COMMUNITY; BUILDING CLASSROOM COMMUNITY; Phase One: Constructing the Framework; Phase two: Fostering Individual Relationships; Phase Three: Social Cohesion; Phase Four: Community Control; EXPLORING ACCEPTANCE
    Description / Table of Contents: BUILDING ACCEPTANCE IN THE CLASSROOMOvercoming Multicultural Barriers to Acceptance; Overcoming Contact Barriers to Acceptance; Overcoming Contextual Barriers to Acceptance; CONCLUDING THOUGHTS; CHAPTER 6: LOVE IN ACTION: A Case Study; THEME ONE: EMPATHY AND KINDNESS; THEME TWO: INTIMACY AND BONDING; THEME THREE: SACRIFICE AND FORGIVENESS; THEME FOUR: COMMUNITY AND ACCEPTANCE; DISCUSSION; CONCLUDING THOUGHTS; NOTES; CHAPTER 7: INFUSING LOVE INTO DAILY PEDAGOGY; DAILY PLANNING FOR A PEDAGOGY OF LOVE; SELF MONITORING OF IMPLEMENTATION OF LOVE AS PEDAGOGY THROUGH REFLECTIVE PRACTIVE
    Description / Table of Contents: What is Reflective Practice?
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6091-484-3
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  • 6
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    Creativity for 21st Century Skills : How to Embed Creativity into the Curriculum (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460914638
    Language: English
    Pages: Online-Ressource (XVII, 195p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Creative thinking ; Learning, Psychology of. ; Education
    Abstract: Preliminary Material -- Creativity for 21st Century Skills -- Five Core Attitudes -- The Seven I’s -- The Six Other I’s -- General Practices for the Creative Process -- Working Creatively Within an Institution -- The Piirto Pyramid of Talent Development -- Focus Questions for Classes Using this Book -- Notes -- References -- Index.
    Description / Table of Contents: Creativity for 21st Century Skills; DEDICATION; CONTENTS; PREFACE; The Dissonance Between My Creative Life and My Paying Job; ACKNOWLEDGEMENTS; AUTHOR BIOGRAPHY; CHAPTER 1: CREATIVITY FOR 21ST CENTURY SKILLS; Think Creatively; Work Creatively with Others; Implement Innovations; The Thorn Of Creativity Is Necessary; MOTIVATION TO CREATE: PASSION FOR WORK IN A DOMAIN; DO YOU HAVE THE PERSONALITY TO BE CREATIVE?; DO YOU KNOW THE DOMAIN?; SUMMARY OF KEY POINTS; MY THOUGHTS AND INSIGHTS ON THE IDEAS IN THIS CHAPTER; Possibilities:; CHAPTER 2 :FIVE CORE ATTITUDES; CORE ATTITUDE OF SELF-DISCIPLINE
    Description / Table of Contents: Examples from Creators of the Core Attitude of Self-DisciplineExercise for a Group or for Staff Development; Exercise to Do Alone; Ways Teachers Can Embed the Core Attitude of Self-Discipline; MY THOUGHTS AND INSIGHTS ON THE CORE ATTITUDEOF SELF-DISCIPLINE; Possibilities:; CORE ATTITUDE OF OPENNESS TO EXPERIENCE; Examples from Creators of Openness to Experience/Naiveté; Exercise for a Group or for Staff Development; Exercises to Do Alone; Ways Teachers can Embed the Core Attitude of Openness to Experience; MY THOUGHTS AND INSIGHTS ON THE CORE ATTITUDEOF OPENNESS TO EXPERIENCE; Possibilities:
    Description / Table of Contents: CORE ATTITUDE OF RISK-TAKINGExamples from Creators of Creative Risk-Taking; Exercise for a Group or for Staff Development; Exercise for an Individual; Ways Teachers can Embed the Core Attitude of Risk-Taking; MY THOUGHTS AND INSIGHTS ABOUT THE CORE ATTITUDEOF RISK-TAKING; Possibilities:; CORE ATTITUDE OF TOLERANCE FOR AMBIGUITY; Examples from Creators of Tolerance for Ambiguity; Exercise for a Group or for Staff Development; Exercises for an Individual; Ways Teachers Can Encourage the Core Attitude of Tolerance for Ambiguity
    Description / Table of Contents: MY THOUGHTS AND INSIGHTS ABOUT THE CORE ATTITUDE OFTOLERANCE FOR AMBIGUITYPossibilities:; CORE ATTITUDE OF GROUP TRUST; Examples from Creators of Group Trust; Exercise for the Group; Exercise for the Individual; Ways Teachers can Embed the Core Attitude of Group Trust; MY THOUGHTS AND INSIGHTS ON THE CORE ATTITUDEOF GROUP TRUST; Possibilities:; Reprise; SUMMARY OF KEY POINTS; CHAPTER 3: THE SEVEN I'S: Inspiration; THE "I" OF INSPIRATION; THE INSPIRATION OF LOVE: THE VISITATION OF THE MUSE; Examples from Creators of the Inspiration of Love; Exercise for the Group or for Staff Development
    Description / Table of Contents: Exercise for the IndividualWays Teachers can Embed the Inspiration of Love into the Classroom; MY THOUGHTS AND INSIGHTS ABOUT THE INSPIRATION OF LOVE; Possibilities:; THE INSPIRATION OF NATURE; Examples from Creators of the Inspiration of Nature; Exercise for a Group or for Staff Development; Exercise to Do Alone; Ways Teachers can Embed the Inspiration of Nature into the Classroom; MY THOUGHTS AND INSIGHTS ABOUT THE INSPIRATIONOF NATURE; Possibilities:; INSPIRATION AS TRANSCENDENT EXPERIENCE; Examples from Creators of Inspiration as Transcendent Experience
    Description / Table of Contents: Exercise for a Group or for Staff Development
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6091-463-8
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  • 7
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    Brains Inventing Themselves : Choice and Engaged Learning (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460917080
    Language: English
    Pages: Online-Ressource (XVIII, 227p, digital)
    Series Statement: Transgressions: Cultural Studies and Education 78
    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 Science and Law
    Parallel Title: Erscheint auch als Brains Inventing Themselves: Choice and Engaged Learning
    Keywords: Education ; Active learning ; Teaching ; Learning, Psychology of.
    Abstract: Neuroscience has found that neuroplasticity of brain cells allows brains to invent themselves. Remodeling of brains can be facilitated by schools and universities. What may be done to accelerate that positive inventing so as to prepare for rapidly accelerating change? As an IBM advertisement reads: “It is time to ask smarter questions.” This book helps the reader do that. What is worse than being blind to something? “Being blind to your blindness” says Eric Haseltine who has worked for both Disney and the National Security Agency. Being blind to what our brains can do is slowly changing. Brain researchers recently found that we can now be our own subjects of brain experimentation. Research shows how one can change one’s brain by changing one’s mind. In her 2010 high school valedictorian speech Erica Goldson courageously said: “The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it.” This book shows professors, teachers, parents, and interested citizens how students can become aware and reach higher levels of consciousness.
    DOI: 10.1007/978-94-6091-708-0
    URL: Volltext  (lizenzpflichtig)
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  • 8
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    A Performatory Approach to Teaching, Learning and Technology (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460916663
    Language: English
    Pages: Online-Ressource (XI, 118p, digital)
    Series Statement: Bold Visions in Educational Research 34
    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 Science and Law
    Parallel Title: Erscheint auch als A Performatory Approach to Teaching, Learning and Technology
    Keywords: Education ; Educational technology ; Learning, Psychology of.
    Abstract: Preliminary Material -- Working with what there is -- A History of learning in and out of school -- The “problem” in education -- Organizing the learning environment -- Technology rich learning environments -- Producing school -- Building relationships -- Teacher preparation -- Teacher – researcher -- Glossary -- References -- Index.
    Abstract: Even the most cursory glance at innovation in the field of education will reveal the emerging importance that researchers place on play, performance and collaboration in the classroom. Concurrently policy makers and school districts are investing more resources in promoting the development of 21st Century skills and technology use in the classroom. A Performatory Approach to Teaching, Learning and Technology integrates technology use in teaching and learning and the use of a Vygotskian performance-based pedagogy. Through the use of ethnographic vignettes and narratives the development of the author’s teaching practice is presented as challenges and contradictions brought about by technology use and a humanistic perspective on teaching and learning are engaged. The performatory social therapeutic framework that the author’s teaching practice is grounded in is richly illustrated with scenes from elementary, middle school and undergraduate classrooms. The featured technologies include laptops, Internet-based applications, course management systems, discussion forums, e-mail, digital video, Wiki’s and Blogs
    DOI: 10.1007/978-94-6091-666-3
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  • 9
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    Beyond the One Room School (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460912870
    Language: English
    Pages: Online-Ressource (XXII, 140p, digital)
    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 Science and Law
    Parallel Title: Erscheint auch als Beyond the One Room School
    Keywords: Education ; Classroom environment ; Educational innovations ; School improvement programs ; Teacher effectiveness ; Learning, Psychology of.
    Abstract: Preliminary Material -- Risk-Taking -- Challenging Sacred Beliefs /Terry Bramschreiber -- Risk-Taking and the Dance of the Blessed Spirits /P. Bruce Uhrmacher -- Creativity -- Classroom Choreography /Kristen E. Bunn -- Lessons from a Barn in Hampshire /Kevin Cloninger -- The Journey from School to One-Room Schoolhouse /Cheryl J. Craig and Sun Hong Hwang -- Care and Community -- Science and Math for Loggerheads /William R. Veal and Ann Wallace -- We are all People /Regina Weir -- We are Family /Christine Finnan , Kristina C. Webber and Carolyn Mcpartland -- Interconnectedness -- Ecologically Minded Teaching /Christy Moroye -- Ecohelping Educators /Elizabeth Ozar -- Snapshots of History /Caitlin Lindquist -- Conclusion /Kristen E. Bunn and P. Bruce Uhrmacher -- Author Information.
    Abstract: The purpose of this book is to showcase K-12 unique and educational significant activities that we may all learn from. The essays in the book, under girded by sound research, highlight remarkable activities that are already taking place around the world. The essays offer a detailed description of a classroom or a school; provide an interpretation of what is taking place in this setting and why; and inform readers about what can be learned from the setting. The stories of these noteworthy teachers fall into four categories: risk-taking, creativity, care and community, and interconnectedness. Within these themes are ideas that teachers can use to create their own remarkable classrooms. Each theme is discussed and then several examples of how the theme plays out in the educational setting are described
    DOI: 10.1007/978-94-6091-287-0
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  • 10
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    Fostering Human Development Through Engineering and Technology Education (2011)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460915499
    Language: English
    Pages: Online-Ressource (XI, 310p, digital)
    Series Statement: International Technology Education Studies 6
    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 Science and Law
    Parallel Title: Erscheint auch als Fostering Human Development Through Engineering and Technology Education
    Keywords: Education ; Technical education Social aspects ; Educational sociology ; Engineering Study and teaching ; Social aspects ; Learning, Psychology of.
    Abstract: Preliminary Material /Moshe Barak and Michael Hacker -- Learning Theories for Engineering and Technology Education /Christian D. Schunn and Eli M. Silk -- Activity Theory as a Pedagogical Framework for the Delivery of Technology Education /John R. Dakers -- Fostering Learning in the Engineering and Technology Class /Moshe Barak -- General Versus Specific Intellectual Competencies /Scott D. Johnson , Raymond Dixon , Jenny Daugherty and Oenardi Lawanto -- A Concept-Context Framework for Engineering and Technology Education /Marc J. de Vries -- Dispositions as Explicit Learning Goals for Engineering and Technology Education /P John Williams -- Achieving Creativity in the Technology Classroom /David Barlex -- Using Contextualized Engineering and Technology Education to Increase Student Motivation in the Core Academics /John M. Ritz and Johnny J. Moye -- Engineering and Technology Education /Thomas T. Liao -- How Pupils Solve Problems in Technology Education and What They Learn /Jacques Ginestié -- Cultural Aspects of Becoming Technologically Literate /Linda Rae Markert -- A Cultural Perspective of Teaching and Learning ETE in a Digitally Connected World /Karl M. Kapp -- Scaffolding Strategies for Integrating Engineering Design and Scientific Inquiry in Project-Based Learning Environments /David P. Crismond -- Gaming to Learn /Michael Hacker and James Kiggens -- Transforming Education /Evangeline S. Pianfetti and George C. Reese -- Biographis /Moshe Barak and Michael Hacker -- Index /Moshe Barak and Michael Hacker.
    Abstract: This book provides perspective about the roles ETE might uniquely play in applying contemporary pedagogical practices to enhance students’ intellectual, cognitive, and social skills in the service of promoting equitable and sustainable human development. Education about engineering and technology has become an imperative for all people due to the exponential rate of technological change, the impact of globalization on culture and economy, and the essential contributions engineering and technology make in addressing global and environmental challenges. Many of today’s students wish to use their education to influence the future, and school-based engineering and technology education programs meet the needs of these “millennial students” who are civic-minded, team-oriented, and want to make a difference. Therefore, support has been rapidly increasing for the establishment of school-based engineering and technology education (ETE) programs in many countries across the globe. Chapters in this book provide discussion about dimensions of learning; capabilities, concepts and skills for third millennial learners; culturally relevant learning through ETE; and the promise of new pedagogies such as gaming and other project-based learning approaches in our digitally connected world. The author team includes renowned educational theorists, cognitive scientists, scientists and engineers, instructional designers, expert practitioners, and researchers who have coalesced best practice and contemporary thought from seven countries
    DOI: 10.1007/978-94-6091-549-9
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