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  • MPI Ethno. Forsch.  (119)
  • 2010-2014  (119)
  • 2013  (119)
  • Rotterdam : SensePublishers  (119)
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  • 2010-2014  (119)
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  • 1
    Online Resource
    Online Resource
    Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens! (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091559
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Cultural Perspectives in Science Education, Research Dialogs 5
    Series Statement: Cultural and Historical Perspectives on Science Education 14/5
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!
    Keywords: Mathematics Study and teaching ; Science Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Penny J. Gilmer and Katherine C. Wieseman -- Worldview as a Dynamic Entity /Penny J. Gilmer and Katherine C. Wieseman -- What Do You Mean, You Know Science and Mathematics? /Penny J. Gilmer and Katherine C. Wieseman -- Emotional and Intellectual Involvement While Learning Science and Mathematics /Penny J. Gilmer and Katherine C. Wieseman -- Learning to Teach/Teaching to Learn Science and Mathematics /Penny J. Gilmer and Katherine C. Wieseman -- Leadership as Effective Collaborations in Science and Mathematics /Penny J. Gilmer and Katherine C. Wieseman -- Who Needs Science and Mathematics? /Penny J. Gilmer and Katherine C. Wieseman -- Bibliography /Penny J. Gilmer and Katherine C. Wieseman -- Index /Penny J. Gilmer and Katherine C. Wieseman.
    Abstract: Dr. Hedy Moscovici’s life on three continents and her battle with ovarian cancer shaped the unique co-learning and participative leadership perspective on science and mathematics education shared in this book. This text has multiple audiences—prospective and practicing teachers wanting to motivate their students to learn, science and mathematics educators mentoring teachers to become transformative intellectuals and critical pedagogues, parents interested in their children’s advancement, and interested policymakers and public wishing to deepen their understanding about learning in general and educational issues in science and mathematics. Two mottos, “I can’t learn from you if you can’t learn from me” and “to teach is to learn twice,” summarize the essence of her message. The spotlight is on the critical interdependence of factors, specifically human ability to construct understanding; necessity of disequilibrium to spark neural rewiring; cognition-emotion (pleasure vs. pain, even science or math phobia) connections; sociocultural context; dilemma created by the absence of a clearly trustworthy “learning meter” for a society valuing objective measurement of quality of learning; human relationships sustained by three R’s (rights, responsibilities, respect); and, heightened awareness of power relationships leading to a spirit of collaboration, recognition of each individual’s strengths and expertise; and critical pedagogy
    Description / Table of Contents: LEARN SCIENCE, LEARN MATH,LEARN TO TEACH SCIENCE AND MATH,HOMO SAPIENS; TABLE OF CONTENTS; ILLUSTRATIONS; DEDICATION; ACKNOWLEDGMENTS; ABBREVIATIONS; FOREWORD; CHAPTER 1: WORLDVIEW AS A DYNAMIC ENTITY; THE EVOLVING ME; A DAY FROM MY LIFE AS A CHILD IN SOCIALIST ROMANIA IN THE 1960S; MY LIFE IN SOCIALIST ROMANIA; WORLDVIEW THEORY; MY WORLDVIEW ON SCHOOLING IN ROMANIA; DYNAMICS OF MY WORLDVIEW REGARDING SCHOOLING; Israel; Yom Kippur War; Teacher Conferences at the School Site; Expansion of my worldview of schooling; United States of America
    Description / Table of Contents: WORLDVIEW ON LEARNING AND TEACHING SCIENCE AND MATHEMATICSTHIS BOOK AND THE TWENTYFIRST CENTURY SKILLS; NOTES; CHAPTER 2: WHAT DO YOU MEAN, YOU KNOWSCIENCE AND MATHEMATICS?; INTRODUCTION; BEFORE SCHOOL ERA - FOCUS ON EARLY CHILDHOOD EDUCATION; Learning About Flux, Reflux, and the Changing Sea; Learning About Proportions; CONCRETE TO ABSTRACT MOVEMENT AND THE MEANING OF HIGHEXPECTATIONS IN SCHOOLING; Mrs. Bayer Charmed Us to Think; Passive Transfer of Book Knowledge into My Head; Building Test Tubes; WHAT IS INVOLVED IN LEARNING SCIENCE AND MATHEMATICS ANDHOW DO WE MEASURE LEARNING?
    Description / Table of Contents: What Is Involved in Learning Science and Mathematics?Criteria for Evaluation of Middle School Science Curriculum; Homo sapiens' Potential for Learning; How Do We Measure Learning?; SO, WHAT DOES IT MEAN TO KNOW SCIENCE AND MATHEMATICS?; Relevance and Involvement; Challenging/High Expectations; Time to Think and Process/Re-process Information; Autonomy; Commitment; Aligning Learning Expectations, Assessment Strategies, and Teaching; NOTES; CHAPTER 3: EMOTIONAL AND INTELLECTUAL INVOLVEMENTWHILE LEARNING SCIENCE AND MATHEMATICS; INTRODUCTION
    Description / Table of Contents: BEFORE SCHOOL ERA - FOCUS ON EARLY CHILDHOOD EDUCATIONPlaying "Tarile" [Pronounced "Tzarile" - Meaning "Countries"]; EMOTIONS INVOLVED IN LEARNING SCIENCE AND MATHEMATICSDURING SCHOOLING YEARS; Struggling With Stoichiometry in High School; EMOTIONS INVOLVED IN LEARNING SCIENCE AND MATHEMATICS; Science and Mathematics Phobias; Emotions in Learning Science and Mathematics; Basic Emotions; Emotional Versus/and Rational Responses; Materials for Teaching While Addressing Students' Emotions; Pathways for Emotions; Pleasure; Pain; Emotional Intelligence and Emotional Literacy - Crossing
    Description / Table of Contents: Emotion/Rationality DistinctionLearning Science and Mathematics: Balancing Emotions and Cognition; EMOTIONAL AND COGNITIVE ENGAGEMENT DURINGSCIENCE AND MATHEMATICS LEARNING; CHAPTER 4: LEARNING TO TEACH/TEACHING TO LEARNSCIENCE AND MATHEMATICS; INTRODUCTION; DEFINING TEACHING AND LEARNING; TEACHING EVENTS- EARLY CHILDHOOD TIMES; LEARNING TO TEACH AND TEACHING TO LEARN SCIENCE ANDMATHEMATICS DURING SCHOOLING YEARS; "Teacher for the Day" in Romania; Being Prepared at All Times and Parents' Roles; Mathematics Preparation for Entry Examination into High School in Romania
    Description / Table of Contents: Chemistry Teaching for the Chemistry Special Class in High School
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-155-9
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  • 2
    Online Resource
    Online Resource
    Gendered Voices : Reflections on Gender and Education in South Africa and Sudan (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091375
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Comparative and International Education, A Diversity of Voices 23
    Series Statement: Comparative and International Education: Diversity of Voices 23
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Gendered Voices: Reflections on Gender and Education in South Africa and Sudan
    Keywords: Gender identity in education ; Education ; Education
    Abstract: Preliminary Material /H.B. Holmarsdottir , V. Nomlomo , A.I. Farag and Z. Desai -- Revisiting the Discourses on Gender Equality, Equity and Education /Halla B. Holmarsdottir , Vuyokazi Nomlomo , Alawia I. Farag and Zubeida Desai -- Moving Beyond the Numbers /Halla B. Holmarsdottir -- Reflections on the Struggle for Girls’ Education in Sudan /Amna Mohamed Bedri -- Interviewing Women /Marit Petersen -- A Critical Review of Gender Equality in Education /Shadia Abdelrahim Mohamed Daoud -- Does Education Work? /Alawia Ibrahim Farag -- Women in South Sudan /Anders Breidlid and Halldis Breidlid -- “To be a girl” /Vuyokazi Nomlomo -- In The Midst of Gender Norms /Heidi Lindberg Augestad -- Education a Tool of Empowerment? /Ingrid Birgitte Møller Ekne -- Writing Across Cultures /Ann Torday Gulden -- Bios GEEP book /H.B. Holmarsdottir , V. Nomlomo , A.I. Farag and Z. Desai.
    Abstract: Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions: Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? To what extent have national policies been adjusted to reflect the global discourses on gender equality? Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened? What are the challenges of providing access to good quality education for girls in both countries? Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity? To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities?
    Description / Table of Contents: Gendered Voices: Reflections on Gender and Education inSouth Africa and Sudan; TABLE OF CONTENTS; ACKNOWLEDGMENTS; 1. REVISITING THE DISCOURSES ON GENDEREQUALITY, EQUITY AND EDUCATION; NOTES; REFERENCES; AFFILIATIONS; SECTION I: REFLECTIONS ON DISCOURSES,STRUGGLES AND METHODOLOGY INGENDER AND EDUCATION; 2. MOVING BEYOND THE NUMBERS: What Does Gender Equality and Equity Really Mean?; INTRODUCTION; MAPPING: WHAT IS IT AND HOW IS IT USED?; My understanding of gender equality and equity; MAPPING THE GLOBAL DISCOURSES ON GENDER EQUALITY AND EQUITY; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS
    Description / Table of Contents: 3. REFLECTIONS ON THE STRUGGLE FOR GIRLS'EDUCATION IN SUDANINTRODUCTION; AHFAD SCHOOLS AND THE BIRTH OF GIRLS' EDUCATION IN SUDAN; THE STRUGGLE FOR GIRLS' EDUCATION IN SUDAN; THE NATIONAL COUNCIL OF CHILD WELFARE (NCCW); THE QURANIC SCHOOL; NOMADIC EDUCATION AND ITS IMPACT ON GIRLS' EDUCATION; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS; 4. INTERVIEWING WOMEN: How to Uncover Women's Perspectives through the Qualitative Interview; INTRODUCTION; THEORETICAL PERSPECTIVES ON GENDER AND EDUCATION; Feminist approaches; The Capability Approach as a feminist development theory; METHODS
    Description / Table of Contents: THE RESEARCHER'S ROLELISTENING TO THE NARRATOR - AND LISTENING TO ONESELF; A NEW WAY OF LISTENING; Listening to the moral language; Listening to the meta-statements; Listening to the logic of the narrative; BRINGING IT TO A CLOSE; NOTES; REFERENCES; AFFILIATIONS; SECTION II: GENDER AND EDUCATION IN SUDAN; 5. A CRITICAL REVIEW OF GENDEREQUALITY IN EDUCATION: Reflecting on the Issues among Poor Communities in Sudan; INTRODUCTION; THE GLOBAL DISCOURSES ON GENDER EQUALITY AND EDUCATION; FEMINIST THEORIES AND GENDER EQUALITY; WOMEN'S LIBERATION MOVEMENT IN SUDAN
    Description / Table of Contents: GENDER EQUALITY, EDUCATION AND POVERTY IN SUDANCONCLUSION; NOTES; REFERENCES; AFFILIATIONS; 6. DOES EDUCATION WORK?: Perspectives on Semi-Nomadic Girls' Education in Some SelectedAreas of Sudan; INTRODUCTION; WHO ARE THE NOMADS AND WHY IS EDUCATIONA CHALLENGE FOR THESE COMMUNITIES?; Nomadic Life, Animals and Culture; THEORETICAL FRAMEWORK; Global Discourses; Feminist Theories; RESEARCH DESIGN; Instruments; The study site; FINDINGS AND DISCUSSION; FACTORS INFLUENCING GENDER EQUALITY IN SCHOOLS; School environment; Poverty; Distance to school; Socio-cultural practices
    Description / Table of Contents: PERCEPTIONS OF FEMALE SEMI-NOMADIC PUPILS ABOUT THEIREDUCATION AND EMPOWERMENTPARTICIPANTS' UNDERSTANDING OF EDUCATION,GENDER EQUALITY AND EMPOWERMENT; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS; 7. WOMEN IN SOUTH SUDAN: Education, Empowerment and Identity Construction; INTRODUCTION; GENDER EDUCATION REFORM IN THESOUTH - NEOCOLONIALISM REVISITED?; HOME AND SCHOOL, PLACE AND SPACE; CONSTRUCTION OF GENDER IDENTITY; HOME TERRITORY; SPACE AT HOME; SPACE IN SCHOOL; THE EXILE FACTOR; HARMFUL TRADITIONAL PRACTICES; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS
    Description / Table of Contents: SECTION III: GENDER AND EDUCATION IN SOUTH AFRICA
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-137-5
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  • 3
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    Online Resource
    Education for Tomorrow : A Biocentric, Student-Focused Model for Reconstructing Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091580
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Education for Tomorrow: A Biocentric, Student-Focused Model for Reconstructing Education
    Keywords: Education ; Education Forecasting ; Education
    Abstract: Preliminary Material -- Noaa and the Deerfly /Michael Risku -- Introduction /Michael Risku -- The Butterfly Tree /Michael Risku -- Indigenous Ways of Knowing /Michael Risku -- Biocentric Connections to the Land and the Sea /Michael Risku -- Intuition and Attitudes Toward Women /Michael Risku -- My Teachers: First, Best, and Uncertified /Michael Risku -- Traditional Indigenous Education /Michael Risku -- The Right of Man – Seek and Destroy? /Michael Risku -- Indigenous and Western Ways of Knowing: A Conflict of Interests /Michael Risku -- Not so Great Expectations /Michael Risku -- The Western Education System /Michael Risku -- Thank Goodness for Comic Books and Social Promotion: The Imposition of a Language /Michael Risku -- Language and Power /Michael Risku -- Embracing Identity /Michael Risku -- Neither Wolf Nor Dog /Michael Risku -- In Search of Utopia /Michael Risku -- A Unified Theory /Michael Risku -- Herb /Michael Risku -- Why a New Pathway /Michael Risku -- Daisy /Michael Risku -- The Way Forward /Michael Risku -- Notes /Michael Risku -- Bibliography /Michael Risku -- Subject Index /Michael Risku.
    Abstract: There are many books on the market which discuss indigenous ways of knowing, and bemoan western society’s seeming lack of interest in anything other than scientific fact-based knowledge. Equally plentiful are the writings of critical theorists who consider today’s public education system to be divisive, and manipulated by those in power to ensure that their children have the educational advantages needed to maintain the elite hierarchical status quo. Education for Tomorrow is unique in that it brings both of these approaches together first by examining the ways that indigenous people and women of all cultures acquire and pass on knowledge, and the deleterious effects that enforced Eurocentric systems have had on that process. The authors then turn to public schools to explore the influences, both good and bad, that today’s programs have on the distribution of opportunities afforded to all children in the United States. Finally, they offer suggestions for a revolutionary education system which highlights the need for all students to have the encouragement and freedom to look critically and rationally at their lives and at their relationship with the natural world. This can be achieved by looking back to the pedagogical methods of our indigenous ancestors, and forward to a time when all children, regardless of ethnic or socio-economic heritage, are taught in such a way that every aspect of their lives is addressed, nurtured, valued, and enhanced
    Description / Table of Contents: Education for Tomorrow: A Biocentric, Student-Focused Model for ReconstructingEducation; CONTENTS; PREFACE: About This Book; ACKNOWLEDGEMENTS; NOAA AND THE DEERFLY; CHAPTER 1: INTRODUCTION; THE BUTTERFLY TREE; CHAPTER 2: INDIGENOUS WAYS OF KNOWING; BIOCENTRIC CONNECTIONS TO THE LANDAND THE SEA; CHAPTER 3: INTUITION AND ATTITUDES TOWARD WOMEN; MY TEACHERS: FIRST, BEST, AND UNCERTIFIED; CHAPTER 4: TRADITIONAL INDIGENOUS EDUCATION; THE RIGHT OF MAN - SEEK AND DESTROY?; CHAPTER 5: INDIGENOUS AND WESTERN WAYS OF KNOWING:A CONFLICT OF INTERESTS; NOT SO GREAT EXPECTATIONS
    Description / Table of Contents: CHAPTER 6: THE WESTERN EDUCATION SYSTEMTHANK GOODNESS FOR COMIC BOOKSAND SOCIAL PROMOTION: THE IMPOSITIONOF A LANGUAGE; CHAPTER 7: LANGUAGE AND POWER; EMBRACING IDENTITY; CHAPTER 8: NEITHER WOLF NOR DOG; IN SEARCH OF UTOPIA; CHAPTER 9: A UNIFIED THEORY; HERB; CHAPTER 10: WHY A NEW PATHWAY; DAISY; CHAPTER 11: THE WAY FORWARD; STUDENTS; COMMUNITY; TEACHERS; SCHOOLS; SUMMARY AND CONCLUSION; NOTES; PREFACE; CHAPTER 1: INTRODUCTION; CHAPTER 2: INDIGENOUS WAYS OF KNOWING; CHAPTER 3: THE ROLE OF INTUITION; CHAPTER 4: TRADITIONAL INDIGENOUS EDUCATION
    Description / Table of Contents: PREAMBLE TO CHAPTER 5: THE RIGHT OF MAN - SEEK AND DESTROY?CHAPTER 5: INDIGENOUS AND WESTERN WAYS OF KNOWING: A CONFLICT OFINTERESTS; CHAPTER 6: THE WESTERN EDUCATION SYSTEM; CHAPTER 7: LANGUAGE AND POWER; CHAPTER 8: NEITHER WOLF NOR DOG; CHAPTER 9: A UNIFIED THEORY; CHAPTER 10: WHY A NEW PATHWAY; CHAPTER 11: THE WAY AHEAD; BIBLIOGRAPHY; SUBJECT INDEX
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-158-0
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  • 4
    Online Resource
    Online Resource
    What More in/for Science Education : An Ethnomethodological Perspective (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092549
    Language: English
    Pages: Online-Ressource (XIV, 180 p, digital)
    Series Statement: New Directions in Mathematics and Science Education 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als What More in/for Science Education: An Ethnomethodological Perspective
    Keywords: Science Study and teaching ; Education ; Education
    Abstract: Preliminary Material -- Epigraph -- Ethnomethodology in/for Science Education -- Glosses and Glossing Practices -- The Work of Doing a Change of Plans -- Endogenous Production of Order in Science Lessons -- In the Midst of the Thickets -- Knowledge and (Institutional) Power -- The Actor’s Point of View -- Planned, Enacted, & Living Science Curriculum -- So What (More) Is in It for Science Education? -- Appendix A: Transcription Conventions -- Appendix B: Transcripts -- References -- Index.
    Abstract: What more is there in and for science education to do in terms of researching science lessons? A lot, the author suggests, if research turns away from studying science education extracting social facts using special methods, which journal articles require to state, to studying the work and methods by means of which participants themselves create their structured world of science lessons. This book presents, with concrete materials from an inquiry-oriented physics course, a way of doing science education research that radically differs from existing approaches. This book articulates this approach for a science education audience, where this approach is by and large unknown, and where the primary literature is often experienced as impenetrable and as requiring years of work to gain entry. Consistent with this different approach, those materials are used that constitute the way in which the reflexive production of social order is observed by the actors (teachers, students) themselves
    Description / Table of Contents: EpigraphEthnomethodology in/for Science EducationGlosses and Glossing PracticesThe Work of Doing a Change of PlansEndogenous Production of Order in Science LessonsIn the Midst of the ThicketsKnowledge and (Institutional) PowerThe Actor's Point of ViewPlanned, Enacted, & Living Science CurriculumSo What (More) Is in It for Science Education?
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-254-9
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  • 5
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    Online Resource
    Reflections on Naturalism (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092969
    Language: English
    Pages: Online-Ressource (X, 168 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 Reflections on Naturalism
    Keywords: Naturalism ; Education ; Education ; Naturalismus
    Abstract: Preliminary Material /José Ignacio Galparsoro and Alberto Cordero -- Introduction /Alberto Cordero and José Ignacio Galparsoro -- Metaphilosophy, Folk-philosophy and Naturalized Philosophy /José Ignacio Galparsoro -- Naturalism and the Mind /Pablo Quintanilla -- Measuring Morality /Jesse Prinz -- Naturalism and Scientific Realism /Alberto Cordero -- Handling Humility /Steven French -- The Scientific Undercurrents of Philosophical Naturalism /Sergio F. Martínez -- Advantages and Risks of Naturalization /Nicanor Ursua -- Naturalism and the Naturalization of Philosophy /Julián Pacho.
    Abstract: To naturalists, there is no such thing as complete justification for any claim, and so requiring complete warrant for naturalist proposals is an unreasonable request. The proper guideline for naturalist proposals seems thus clear: develop it using the methods of science; if this leads to a fruitful stance, then explicate and reassess. The resulting offer will exhibit virtuous circularity if its explanatory feedback loop involves critical reassessment as the explanations it encompasses play out. So viewed, naturalism is a philosophical perspective that seeks to unite in a virtuous circle the natural sciences and non-foundationalist, broadly-based empiricism. Other common lines of antinaturalist complaint are that naturalization efforts seem fruitful only in some areas, also that several endeavors outside the sciences serve as sources of knowledge into human life and the human condition, especially in areas where science does not reach terribly far as yet. It seems hard not to grant some truth to many allegories from literature, art and some religions. Naturalism has room for knowledge gathered outside science, provided the imported claims satisfy also by naturalistic methods. Naturalism and the debate about its scope and limits thrive on discrepancy. We hope that, collectively, the selected essays that follow will give a fair view of the vitality and tribulations of naturalism as a variegated contemporary philosophical perspective
    Description / Table of Contents: Reflections on Naturalism; CONTENTS; ACKNOWLEDGEMENTS; LIST OF CONTRIBUTORS; INTRODUCTION: Naturalism and Philosophy; 1. THE SIRENS OF PHILOSOPHY; 2. SCIENTIFIC "EMPIRICISM"; 3. PUBLIC SCIENCE AND PHILOSOPHY; 4. NATURALISM AND ITS CRITIQUE; 5. THIS VOLUME; NOTES; REFERENCES; METAPHILOSOPHY, FOLK-PHILOSOPHY ANDNATURALIZED PHILOSOPHY: A Naturalistic Approach; 1. INTRODUCTION: NATURALIZING CULTURE.NATURALIZING PHILOSOPHY, TOO?; 2. NATURALIZED REALMS OF CULTURE: MORALITY AND RELIGION; 3. INTUITIVE ONTOLOGY; 4. SCIENCE AND INTUITIVE ONTOLOGY; 5. A FOLK-PHILOSOPHY? THE CASE OF DUALISM
    Description / Table of Contents: 6. CONCLUSION: METAPHILOSOPHY, FOLK-PHILOSOPHY AND(NATURALIZED) PHILOSOPHYNOTES; REFERENCES; NATURALISM AND THE MIND: The Final Questions; REFERENCES; MEASURING MORALITY; 1. INTRODUCTION; 2. WHAT IS OBSERVATION?; 3. NATURALIZING MORALITY; 3.1 Moral Psychology; 3.2 Metaethics; 3.3 Normative Ethics; REFERENCES; NATURALISM AND SCIENTIFIC REALISM; 1. INTRODUCTION; 2. SOME HISTORICAL BACKGROUND; 3. TWO REALIST REACTIONS; 4. VAN FRAASSEN'S OBJECTIVISM; 5. NATURALIST ANTIREALISM; 6. REALISTS STRIKE BACK; 7. THE ALLURE OF MODESTY AND ANALOGY; 8. PERSPECTIVAL REALISMS; 9. JUSTIFICATION MATTERS
    Description / Table of Contents: 10. THEORY-PARTS SUITABLE FOR REALISM11. A PROPOSAL; NOTES; REFERENCES; HANDLING HUMILITY: Towards a Metaphysically Informed Naturalism; 1. INTRODUCTION; 2. THE METAPHYSICS OF SCIENCE: FROM STERILITY TO A-LEVEL CHEMISTRY; 3. THE INVOLVEMENT OF METAPHYSICS WITH PHYSICS; 4. HANDLING HUMILITY; 5. GAINING UNDERSTANDING WHILE REDUCING HUMILITY; 6. MANIFESTATIONS OF HUMILITY IN THE REALISM DEBATE; 7. CONCLUSION; NOTES; REFERENCES; THE SCIENTIFIC UNDERCURRENTS OF PHILOSOPHICAL NATURALISM; 1. INTRODUCTION; 2.; 3.; 4.; 5.; 6.; 7.; 8.; 9. CONCLUDING REMARKS; NOTES; REFERENCES
    Description / Table of Contents: ADVANTAGES AND RISKS OF NATURALIZATION: Converging Technologies Applied to Human Enhancement (Implicationsand Considerations for a Naturalist Philosophical Anthropology)1. NATURALISM; 2. CONVERGING TECHNOLOGIES (CT); 3. WHY EXAMINE AND REFLECT ON CT, AND RELATE IT TONATURALIZATION?; 4. CT AND THE "ENHANCEMENT" OF HUMAN CAPACITIES; 5. THE ROLE OF HUMAN ENHANCEMENT TECHNOLOGIES ANDSOME SOCIO-ETHICAL CONSIDERATIONS; 6. NATURALISM AND THE DETERMINISTIC MODEL OF THE HUMAN BEING; NOTES; REFERENCES; NATURALISM AND THE NATURALIZATION OFPHILOSOPHY: Disputed Questions; 1. AGREEING TO DISAGREE
    Description / Table of Contents: 2. NATURALISM: A HISTORICAL NOTE3. NATURALISM, NATURALIST AND NATURALIZATION; Naturalism from the Ontological or Metaphysical Point of View; Naturalism from the Epistemological or Methodological Point of View; 4. AN EXAMPLE: THE NATURALIZATION OF EPISTEMOLOGY AND THEUNEASE OF PHILOSOPHY; 5. THEORY AND CRITICISM OF PRIVILEGED PHILOSOPHICAL OBJECTS; 6. PHILOSOPHIZING AFTER THE NATURALIZATION OF PHILOSOPHY?; NOTES; REFERENCES
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-296-9
    URL: Volltext  (lizenzpflichtig)
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  • 6
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    Educating Health Professionals : Becoming a University Teacher (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093539
    Language: English
    Pages: Online-Ressource (XII, 339 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 Educating Health Professionals: Becoming a University Teacher
    Keywords: Medicine Study and teaching ; Medical teaching personnel Vocational guidance ; Education ; Education
    Abstract: Preliminary Material /Stephen Loftus , Tania Gerzina , Joy Higgs , Megan Smith and Elaine Duffy -- Being a health professional educator /Stephen Loftus PhD and Tania Gerzina PhD -- Health professionals becoming university teachers /Megan Smith PhD and Joy Higgs PhD -- Being a university teacher /Tania Gerzina PhD and Kirsty Foster PhD -- The context of health professional education today /Gary D. Rogers MBBS, MGPPsych, PhD and Dawn Forman PhD MBA PG Dip Research PG Dip Executive Coaching MDCR TDCR -- Health Professional education programs /Olanrewaju Sorinola PhD Candidate , Tania Gerzina PhD and Jill Thistlethwaite PhD -- Looking after yourself /Edwina Adams BAppSc, MAppSc, PhD , Patricia Logan PhD , Doreen Rorrison PhD and Graham Munro MHSM, BHSc, CCP -- Community and workplace expectations of graduates in the health professions /David Prideaux T (Prim), BA (Hons), MEd, PhD , Iris Lindemann BSc, BNutDiet, MEd, APD and Anaise Cottrell LLB(Hons), GDLP -- Professional socialisation /Joy Higgs AM PhD -- Education in the Emerging Professions /Peter O’Meara BHA, MPP, PhD and Susan Furness Dip Hlth Sc Nursing, Dip Amb Para, Grad Dip Emerg Health, MHSc -- Providing clinical education /Megan Smith PhD and Tracy Levett-Jones RN PhD -- Thinking about curriculum /Stephen Loftus PhD and Anthony McKenzie BA, DipEd, MSc(Hons) -- Standards in health professional education /Joy Higgs AM PhD and Edwina Adams BAppSc, MAppSc, PhD -- The student experience /Marcia Devlin BA, DipEd, Grad Dip Appld. Psych, MEd, PhD and Helen Larkin BApp Sc (OT), MAppSc, Grad Dip Health Admin, Grad Cert Higher Ed -- The development of healthcare researchers /Chris Roberts MBChB MRCGP MMedSci PhD and Stephen Loftus PhD -- Indigenous issues in health professional education /Elaine Duffy RN, RM, DipAppSc(CHN),BAppSc(AdvNsg),MN, PhD, FRCNA and Wayne (Colin) Rigby Rigby RN, BSW, MHSc(PHC) -- Introducing interprofessional education /Hugh Barr MPhil., PhD and Julia Coyle MManipPhys., PhD -- Making the most of workplace learning /Maree Donna Simpson BPharm BSc (Hons) PhD and Narelle Patton BAppSc(Phty), MHSc, PhD Candidate -- Workplace learning in rural and remote areas /Maree Donna Simpson BPharm. BSc (Hons) PhD , Teresa Swirski PhD , Narelle Patton BAppSc(Phty), MHSc, PhD Candidate and Joy Higgs AM PhD -- Internationalisation and health professional education /Nigel Gribble MBA, B.Sc. (Occupational Therapy) (Hons) and Alma Dender PhD Candidate, DipEd, B.Sc. (Occupational Therapy) -- Assessment in health professional education /Michelle Lincoln PhD and Sue McAllister PhD -- Blended learning in health professional education /Sandra West RN BSc (Macq) PhD (Macq) , Melinda J. Lewis BAppSc (MRA) MHlthScEd (Syd) and Mary-Helen Ward BA, MA(Hons), MPhil (Massey) -- Learning practical skills /Peter H. T. Cosman BA, MBBS, PhD, FRACS -- Teaching clinical reasoning /Megan Smith PhD , Stephen Loftus PhD and Tracy Levett-Jones PhD -- Understanding the place of assessment standards /Andrew Kilgour PhD candidate , Tania Gerzina PhD , Mike Keppell PhD and Janet Gerzina RT -- Indigenous issues – a practical example /Patricia McCabe McCabe BAppSc(SpPath), PhD and Belinda Kenny BAppSc(SpPath), PhD -- Professional development for medical educators /Claire Macrae BMSc (Hons), PGCE , Susie Schofield BSc (Hons), PGCE, MSc, PhD and Rola Ajjawi BAppSc (Physiotherapy) Hons, PhD -- Major Current themes in health professional education /Elaine Duffy RN, RM, DipAppSc(CHN),BAppSc(AdvNsg),MN, PhD, FRCNA and Megan Smith PhD -- Health Professional Education in the Future /Stephen Loftus PhD and Joy Higgs AM PhD -- Contributors /Stephen Loftus , Tania Gerzina , Joy Higgs , Megan Smith and Elaine Duffy.
    Abstract: This book is for health professionals who are becoming involved in the education of people entering their professions. It introduces many of the challenges that educators must engage with in the twenty-first century; challenges that will preoccupy our attention for many years to come. The world of professional practice in healthcare is changing and the education we provide to prepare people for that practice is also changing. How do we prepare professional practitioners for this changing world? How do we prepare them for the changes that are yet to come? What challenges and changes do they need to be aware of? How do we prepare educators—both academics and workplace educators for these challenges? This volume opens up and articulates the issues we face in preparing people to enter the contemporary world of healthcare. Experienced educators should also find much of interest in these pages. Practice-based education provides an overarching framework for consideration of the issues involved. There are five sections in the book: - Section 1: Introduction - Section 2: Health Professional Education in Context - Section 3: Teaching and Research - Section 4: Case Studies - Section 5: Future Directions
    Description / Table of Contents: Educating Health Professionals:Becoming a University Teacher; TABLE OF CONTENTS; SERIES INTRODUCTION:Practice, Education, Work and Society; FOREWORD; SECTION 1: INTRODUCTION; 1. BEING A HEALTH PROFESSIONAL EDUCATOR:Understanding the Context; THE PROFESSIONAL PRACTICE OF HIGHER EDUCATION; Living in a World of Change; Research and Scholarship of Higher Education; MODELS OF EDUCATION; RESEARCH-ENHANCED LEARNING AND TEACHING; PRACTICE-BASED EDUCATION; Critical and Narrative Thinking; Real-world Experience; Work-Integrated Learning (WIL); CONCLUSION; REFERENCES
    Description / Table of Contents: 2. HEALTH PROFESSIONALS BECOMINGUNIVERSITY TEACHERSTHE EXPERIENCE OF BECOMING A UNIVERSITY TEACHER; Applying for and Securing a Position as a University Teacher; Beginning Work as a University Teacher; SUPPORTING HEALTH PROFESSIONALS TO BECOME UNIVERSITY TEACHERS; REPRISE; REFERENCES; 3. BEING A UNIVERSITY TEACHER:Teaching in Professions; Identity and Recognition; The Teaching Community of Practice; Imparting Discipline-specific Knowledge Versus Deep or Lifelong Agentic Learning; Teacher Approaches to Teaching; Student-Centred Learning; Tensions in the Teaching Environment
    Description / Table of Contents: Preparation for Teaching at Tertiary LevelConclusion; REFERENCES; SECTION 2: HEALTH PROFESSIONAL EDUCATIONIN CONTEXT; 4.THE CONTEXT OF HEALTH PROFESSIONAL EDUCATION TODAY; SOCIOPOLITICAL CONTEXT; Individualism, the Neoliberal Agenda and the Commodification of Health; Empowerment of Patients and Clients - Health Consumerism; Patient Safety; Changes in the Media; Alternative and Complementary Therapies; Increased Scrutiny of Healthcare Practice; CHANGES IN HEALTHCARE PRACTICE; CHANGES IN EDUCATIONAL PRACTICE; Operationalising Workforce Reform; Learning-Centred Pedagogies
    Description / Table of Contents: Interprofessional EducationCHANGES IN HEALTH PROFESSIONAL STUDENTS; PREPARING OUR GRADUATES FOR PRACTICE; REFERENCES; 5. HEALTH PROFESSIONAL EDUCATION PROGRAMS:How the Teacher Develops; Development of the Health Professional as a Teacher; The Heath Professional Education Development Literature; Content and Process of Health Professional Education Initiatives; Evaluation of Non-Award Programs; Health Professional Education Degrees; Programs Offered; Curricula of Health Professional Education Programs; Graduate Attributes in Health Professional Education; Curriculum Framework
    Description / Table of Contents: The Impact of Faculty DevelopmentThe Future for Faculty Development Programs; REFERENCES; 6. LOOKING AFTER YOURSELF:Lessons to Be Learned on Entering Academia; THE INFLUENCE OF UNIVERSITY FUNDING ARRANGEMENTS; KEY ISSUES AND LESSONS FOR THE NEW ACADEMIC; Your Entry Point into Academia; Lesson 1 - completing a doctoral degree should be a key priority if you don'talready have one; Teaching; Lesson 2 - don't underestimate the time it takes for the role of teaching; Lesson 3 - embrace the technological skills required for teaching; Lesson 4 - find a trustworthy teaching mentor early in your caree
    Description / Table of Contents: Lesson 5 - as a teacher you need to be in situational control and not let thestudents control you
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-353-9
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  • 7
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    Teaching in Tension : International Pedagogies, National Policies, and Teachers’ Practices in Tanzania (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092242
    Language: English
    Pages: Online-Ressource (XVIII, 202 p, digital)
    Series Statement: Pittsburgh Studies in Comparative and International Education 1
    Series Statement: Pittsburgh Studies in Comparative and International Education Series 2
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Teaching in Tension: International Pedagogies, National Policies, and Teachers' Practices in Tanzania
    Keywords: Teaching ; Education and state ; Teaching Social aspects ; Education ; Education
    Abstract: Preliminary Material /Frances Vavrus and Lesley Bartlett -- Introduction /Frances Vavrus , Lesley Bartlett and Victorini Salema -- The Emergence of an International Teacher Education and Research Collaboration /Frances Vavrus -- Learning to Teach in Tanzania /Maria Jose Bermeo , Zikani Kaunda and Dorothy Ngarina -- Teachers’ Understandings and Implementation of Learner-Centered Pedagogy /Lesley Bartlett and Emmanuel Mogusu -- Working Lives of Teachers /Frances Vavrus and Victorini Salema -- Testing and Teaching /Lesley Bartlett and Frances Vavrus -- Teachers’ Conceptualizations and Practices of Inclusion /Allen Rugambwa and Matthew A. M. Thomas -- Gendered Aspects of Classroom Practice /Matthew A. M. Thomas and Allen Rugambwa -- Classroom Discourse /Tamara Webb and Sarah Mkongo -- International Collaboration /Lesley Bartlett , Maria Jose Bermeo , Theresia Boniface , Emmanuel Mogusu , Dorothy Ngarina , Allen Rugambwa , Victorini Salema , Matthew A. M. Thomas , Frances Vavrus and Tamara Webb -- Notes on Contributors /Frances Vavrus and Lesley Bartlett -- Index /Frances Vavrus and Lesley Bartlett.
    Abstract: In recent years, international efforts to improve educational quality in sub-Saharan Africa have focused on promoting learner-centered pedagogy. However, it has not flourished for cultural, economic, and political reasons that often go unrecognized by development organizations and policymakers. This edited volume draws on a long-term collaboration between African and American educational researchers in addressing critical questions regarding how teachers in one African country—Tanzania—conceptualize learner-centered pedagogy and struggle to implement it under challenging material conditions. One chapter considers how international support for learner-centered pedagogy has infl uenced national policies. Subsequent chapters utilize qualitative data from classroom observations, interviews, and focus group discussions across six Tanzanian secondary schools to examine how such policies shape local practices of professional development, inclusion, gender, and classroom discourse. In addition, the volume presents an analysis of the benefi ts and challenges of international research between Tanzanian and U. S. scholars, illuminating the complexity of collaboration as it simultaneously presents the outcome of joint research on teachers’ beliefs and practices. The chapters conclude with questions for discussion that can be used in courses on international development, social policy, and teacher education
    Description / Table of Contents: Teaching in Tension:International Pedagogies, National Policies,and Teachers' Practices in Tanzania; DEDICATION; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LIST OF TABLES; LIST OF ABBREVIATIONS AND ACRONYMS; SERIES EDITORS INTRODUCTION; 1. INTRODUCTION; TEACHING AND RESEARCHING IN TENSION; CONCEPTUAL FRAMEWORK; Contingent Pedagogy; Learner-Centered Pedagogy; LEARNER-CENTERED PEDAGOGY IN SUB-SAHARAN AFRICA; OVERVIEW OF THE TANZANIAN EDUCATION SYSTEM; Structure of the Education System; History of the Education System; SUMMARY AND PREVIEW; NOTES; APPENDIX: LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
    Description / Table of Contents: REFERENCES2. THE EMERGENCE OF AN INTERNATIONAL TEACHER EDUCATION AND RESEARCH COLLABORATION; INTRODUCTION; HISTORY OF TEACHING IN ACTION; THE RESEARCH PROJECT; NOTES; APPENDIX: CLASSROOM OBSERVATION GUIDE; REFERENCES; 3. LEARNING TO TEACH IN TANZANIA:Teacher Perceptions and Experiences; INTRODUCTION; A SOCIO-CULTURAL UNDERSTANDING OF TEACHING KNOWLEDGE; LEARNING TO TEACH; Pre-Service Teacher Education; In-Service Teacher Education; THE EXPERIENCES AND PERSPECTIVES OF TEACHERSIN THE RESEARCH PROJECT; Motivation to Become a Teacher
    Description / Table of Contents: Integration of Theory and Practice: Pre-Service Courses and Student TeachingIn-Service Formal Professional Development Opportunities; Adapting Theory to Practice as Teachers; CONCLUSION; QUESTIONS FOR DISCUSSION; NOTES; REFERENCES; 4. TEACHERS' UNDERSTANDINGS AND IMPLEMENTATION OFLEARNER-CENTERED PEDAGOGY; INTRODUCTION; LEARNER-CENTERED PEDAGOGY IN TANZANIA; LEARNING ABOUT LCP FROM THE TIA TEACHERS; Definitions of Learner-Centered Pedagogy; The Benefits of Learner-Centered Pedagogy; Concerns Regarding Authority; Enacting Learner-Centered Pedagogy; CONCLUSION; QUESTIONS FOR DISCUSSION
    Description / Table of Contents: REFERENCES5. WORKING LIVES OF TEACHERS:Social and Material Constraints; INTRODUCTION; LITERATURE REVIEW; DATA ANALYSIS; Conditions of Teaching at Mwanga Secondary School; Domain #1: Economic Constraints on Teaching and Administration; Domain #2: Roles and Responsibilities of Teachers; Domain #3: Roles and Responsibilities of School Administrators; CONCLUSION; QUESTIONS FOR DISCUSSION; NOTE; REFERENCES; 6. TESTING AND TEACHING:The Tanzanian National Exams and their Influence on Pedagogy; INTRODUCTION; HISTORY OF STANDARDIZED EXAMINATIONS IN TANZANIA; TANZANIAN NATIONAL EXAMS: AN OVERVIEW
    Description / Table of Contents: FINDINGSFactual Questions and the Impact on Pedagogy; Language Problems and Their Potential Effect on Comprehension; Ambiguous Test Items; Content-Area Exams as Tests of English; CONCLUSION; QUESTIONS FOR DISCUSSION; NOTE; REFERENCES; 7. TEACHERS' CONCEPTUALIZATIONS ANDPRACTICES OF INCLUSION; INTRODUCTION; INCLUSION: CONCEPTS, POLICIES, AND CONTEXTS; ISSUES RELATED TO MAINSTREAMING AND TRACKING OF STUDENTS; MAIN FINDINGS; Conceptualizing Disability; School-Level Approaches to Teaching Students with Mixed Abilities; Addressing Mixed Abilities within Classrooms; CONCLUSION
    Description / Table of Contents: QUESTIONS FOR DISCUSSION
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-224-2
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  • 8
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    On Meaning and Mental Representation : A Pragmatic Approach (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092518
    Language: English
    Pages: Online-Ressource (X, 223 p, digital)
    Series Statement: New Directions in Mathematics and Science Education 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als On Meaning and Mental Representation: A Pragmatic Approach
    Keywords: Science Study and teaching ; Mathematics Study and teaching ; Education ; Education
    Abstract: Preliminary Material -- Frontispiece -- Language, «meaning», «mental representation», and «conceptions» in STEM research -- «Meaning» in science education -- Hunting the elusive tiger -- «Meaning» and the subject -- Culturing «conceptions» -- The language of real life and the real life of language -- The documentary method: a solution to the problem of «meaning» -- The documentary method and «mental representation» -- Epilogue -- Appendix -- References -- Index.
    Abstract: This book is about language in STEM research and about how it is thought about: as something that somehow refers to something else not directly accessible, often «meaning», «mental representation», or «conception». Using the analyses of real data and analyses of the way certain concepts are used in the scientific literature, such as “meaning,” this book reframes the discussion about «meaning», «mental representation», and «conceptions» consistent with the pragmatic approaches that we have become familiar with through the works of K. Marx, L. S. Vygotsky, M. M. Bakhtin, V. N. Vološinov, L. Wittgenstein, F. Mikhailov, R. Rorty, and J. Derrida, to name but a few. All of these scholars, in one or another way, articulate a critique of a view of language that has been developed in a metaphysical approach from Plato through Kant and modern constructivism; this view of language, which already for Wittgenstein was an outmoded view in the middle of the last century, continuous to be alive today and dominating the way language is thought about and theorized
    Description / Table of Contents: FrontispieceLanguage "meaning", "mental representation", and "conceptions" in STEM research"Meaning" in science educationHunting the elusive tiger"Meaning" and the subjectCulturing "conception"The language of real life and the real life of languageThe documentary methodThe documentary method and "mental representation"Epilogue.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-251-8
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  • 9
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    Indirect Pedagogy : Some Lessons in Existential Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091948
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Educational Futures, Rethinking Theory and Practice 58
    Series Statement: Educational Futures 58
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Indirect Pedagogy: Some Lessons in Existential Education
    Keywords: Teaching Philosophy ; Education ; Education
    Abstract: Preliminary Material -- The Need for Reconnecting with Existentialism in Education -- Time for Existential Education -- The Pedagogic Art of Seduction -- Educative Deceit -- Ironic Teaching -- Indirect Teacher Praise -- Existential Education and the Question of ‘God’ -- Epilogue -- References -- Notes.
    Abstract: While existential issues perhaps concern people the most, today’s education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education’s existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers’ take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching
    Description / Table of Contents: ""Indirect Pedagogy: Some Lessons in Existential Education""; ""TABLE OF CONTENTS""; ""ACKNOWLEDGEMENTS""; ""PROLOGUE: Indirect Pedagogy as a Form of Existential Education""; ""CHAPTER 1: THE NEED FOR RECONNECTING WITH EXISTENTIALISM IN EDUCATION""; ""THE HUMAN CAPITAL INVASION OF EDUCATION""; ""FREEDOM, CHOICE AND RESPONSIBILITY""; ""THE CONCEPT OF EXISTENTIALISM AND ITS RELATION TO EDUCATION""; ""INDIRECT PEDAGOGY VERSUS DIRECT PEDAGOGY""; ""CHAPTER 2: TIME FOR EXISTENTIAL EDUCATION""; ""INTRODUCTION""; ""DEWEY, QUALIFICATION, AND TIME""; ""RORTY, SOCIALISATION, AND TIME""
    Description / Table of Contents: ""LEVINAS, SUBJECTIFICATION, AND EXISTENTIAL TIME""""CONCLUSIONS: TACT AND EXISTENTIAL SUBJECTIVITY""; ""CHAPTER 3: THE PEDAGOGIC ART OF SEDUCTION""; ""INTRODUCTION""; ""SEDUCTION: EROTICISM, SPIRITUALITY, AND DECEPTION""; ""Eroticism""; ""Spirituality""; ""Deception""; ""THE DANGERS OF SEDUCTION AND ITS POTENTIAL FOR EXISTENTIAL EDUCATION""; ""THE TEACHER�STUDENT RELATIONSHIP AS A KIND OF SEDUCTION""; ""WHAT KIND OF SEDUCTION CAN BE USED IN EXISTENTIAL EDUCATION?""; ""CONCLUSIONS: EXISTENTIAL SEDUCTION WITHOUT COERCION""; ""Respecting Students""; ""Tact and Introspection""
    Description / Table of Contents: ""The Value of Secrecy and Trust""""Seduction versus Indoctrination""; ""Open for Choice""; ""CHAPTER 4: EDUCATIVE DECEIT""; ""INTRODUCTION""; ""THE CONCEPT OF HYPERPHENOMENOLOGY""; ""DECEIT""; ""ADVERSE FORCES""; ""DOES THE AUTHOR BID THE READER TO CONFORM TO HIS CONVICTIONS?""; ""WHY DECEIT?""; ""CONCLUDING REMARKS""; ""CHAPTER 5: IRONIC TEACHING""; ""INTRODUCTION""; ""THE EDUCATIONAL HOW""; ""Finding the Student Where She Is""; ""Who Is the Student?""; ""Coming into Existence within One�s Own Coming into Existence""; ""THE EDUCATIONAL WHAT""
    Description / Table of Contents: ""WHAT KIND OF IRONY CAN �WORK� EDUCATIONALLY?""""CONCLUSION""; ""CHAPTER 6: INDIRECT TEACHER PRAISE""; ""INTRODUCTION""; ""WHAT ARE THE MAIN PROBLEMS WITH PRAISE?""; ""ESCAPING THE CONSTRAINTS OF TEACHER PRAISE?""; ""EDUCATION WITHOUT PRAISE?""; ""DIFFERENCE IN POSITION""; ""IN PRAISE OF THE DEAD""; ""INDIRECT PRAISE�OR, TO GIVE SOMETHING THAT YOU DO NOT HAVE""; ""CONCLUSION""; ""CHAPTER 7: EXISTENTIAL EDUCATION AND THEQUESTION OF �GOD�""; ""INTRODUCTION""; ""HEGEL�S HISTORIC TURN OF EDUCATION""; ""KIERKEGAARD�S EXISTENTIAL TURN OF EDUCATION""
    Description / Table of Contents: ""WHO COMES FIRST�GOD OR THE OTHER?""""TEMPORAL TRANSCENDENCE, HEIGHT, RESPONSIBILITY, AND JUSTICE""; ""THE NEW QUALITIES OF THE SUBJECT""; ""CONCLUSION: TAKING GOD SERIOUSLY""; ""EPILOGUE: Existential Repetition""; ""REFERENCES""; ""NOTES""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-194-8
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  • 10
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    Mathematics Classrooms : Students’ Activities and Teachers’ Practices (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092815
    Language: English
    Pages: Online-Ressource (X, 253 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 Mathematics Classrooms: Students' Activities and Teachers' Practices
    Keywords: Mathematics Study and teaching ; Teaching Methodology ; Teaching Philosophy ; Education ; Education ; Mathematikunterricht ; Unterrichtsmethode ; Lernen
    Abstract: Preliminary Material /Fabrice Vandebrouck -- Introduction /Fabrice Vandebrouck -- Theory of Activity and Developmental Frameworks for an Analysis of Teachers’ Practices and Students’ Learning /Janine Rogalski -- Why and How to Understand What Is at Stake in a Mathematics Class /Aline Robert and Christophe Hache -- Diversity, Variability and Commonalities among Teaching Practices /Eric Roditi -- Stability of Practices: What 8th and 9th Grade Students with the Same Teacher Do during a Geometry Class Period? /Monique Chappet-Paries , Aline Robert and Janine Rogalski -- The Case of Textbooks in Mathematics Teaching /Christophe Hache -- Teaching Practices and Student Learning: A Case Study /Julie Horoks -- The Study of a Scenario and Its Implementation in the Classes of Two Different Teachers /Aurélie Chesnais -- Student Activities with E-Exercise Bases /Claire Cazes and Fabrice Vandebrouck -- Teachers’ Practices Using E-Exercise Bases in Their Classrooms /Maha Abboud-Blanchard , Claire Cazes and Fabrice Vandebrouck -- Teachers’ Activity in Dynamic Geometry Environments /Maha Abboud-Blanchard and Monique Chappet-Paries -- Qualitative and Quantitative Studies about Mathematics Teachers in France /Sayac Nathalie -- Strategies for Training Mathematics Teachers. The First Step: Training the Teachers /Maha Abboud-Blanchard and Aline Robert -- References /Fabrice Vandebrouck.
    Abstract: This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! ( Extract from Barbara Jaworski’s preface . ) With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac
    Description / Table of Contents: Theory of activity and developmental frameworks for an analysis of teachers' practices and students' learning / Janine RogalskiWhy and how to understand what is at stake in a mathematics class / Aline Robert and Christophe Hache -- Diversity, variability and commonalities among teaching practices / Eric Roditi -- Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? / Monique Chappet-Paries, Aline Robert, and Janine Rogalski -- The case of textbooks in mathematics teaching / Christophe Hache -- Teaching practices and student learning: a case study / Julie Horoks -- The study of a scenario and its implementation in the classes of two different teachers: comparison of in-class events and the effects on the work of students in exams / Aurélie Chesnais -- Student activities with e-exercise bases / Claire Cazes and Fabrice Vandebrouck -- Teachers' practices using e-exercise bases in their classrooms / Maha Abboud-Blanchard, Claire Cazes, and Fabrice Vandebrouck -- Teachers' activity in dynamic geometry environments: comparison with a session in traditional environments / Maha Abboud-Blanchard and Monique Chappet-Paries -- Qualitative and quantitative studies about mathematics teachers in France / Sayac Nathalie -- Strategies for training mathematics teachers. The first step: training the teachers / Maha Abboud-Blanchard and Aline Robert.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-281-5
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  • 11
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    Capacity Building for School Improvement : Revisited (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093294
    Language: English
    Pages: Online-Ressource (XIV, 130 p, online resource)
    Series Statement: Contemporary Approaches to Research in Learning Innovations
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Capacity Building for School Improvement: Revisited
    Keywords: School improvement programs ; Educational change ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Setting the Stage -- School Attribute -- School Attributes -- School Attribute -- School Attribute -- School Practice -- School Practice -- School Practice: Division of Labour -- Theory -- End Piece -- Resource -- References.
    Abstract: At a time when there is a high demand for capacity building in schools, many administrators and practitioners find little if any empirical studies on how this can be achieved in practice. Through the eyes of an experienced researcher, schoolteacher, senior administrator and university lecturer, this book captures how a low decile school in New Zealand successfully built its capacity for improvement. Dr. Patricia Stringer allows the reader, who could be anyone with an interest in education, leadership and school development, to identify contextual problems and difficulties that limit capacity building and suggests pathways to overcome them. This is an easy to read and enjoyable book, but, one that digs deep into practice. The researcher spent over a year working with the staff, board and parents of this school discovering and recording authentic information about this school’s successful journey to success. For the researcher, this was an exciting experience; one that needs to be shared with the wider educational community. A must read book
    Description / Table of Contents: Capacity Building for School Improvement: Revisited; CONTENTS; LIST OF FIGURES; ACKNOWLEDGEMENTS; ABOUT THE AUTHOR; INTRODUCTION; PURPOSE AND FOCUS; CHANGE AND LINKS TO CAPACITY BUILDING; ORGANISATION; NOTES; CHAPTER 1: SETTING THE STAGE; REFORMS LINKED TO CAPACITY BUILDING AND SCHOOL IMPROVEMENT; SCHOOL IMPROVEMENT AND CAPACITY BUILDING: TERMS DEFINED; ISSUES AFFECTING CAPACITY BUILDING FOR SCHOOL IMPROVEMENT; Neo-liberal Reforms of the 1990s in New Zealand; Funding; Decentralisation and Accountability; Governance; The Varied Nature of Low Socio economic Contexts
    Description / Table of Contents: THEORETICAL MODEL OF CAPACITY BUILDING FOR SCHOOL IMPROVEMENTCONCLUSION; NOTES; CHAPTER 2: SCHOOL ATTRIBUTE: Vision; THE IMPORTANCE OF VISION; EXTERNAL AND INTERNAL INFLUENCES ON VISION; A SOCIALLY CONSTRUCTED VISION; CENTRAL TENNETS; Student Centred Learning; Improvement Mindset; Empowerment; Community; VISION CONSTRUCTION: CONCEPTUALISATION, TRANSMISSION AND EVOLUTION; Vision Conceptualisation; Vision Transmission; Vision Evolution; CLOSING THE VISION/REALITY GAP; VISION: CAPACITY BUILDING LINKS; CONCLUSION; NOTES; CHAPTER 3: SCHOOL ATTRIBUTES: Stakeholders as Change Agents
    Description / Table of Contents: CHALLENGES OF CONTEXT AND MITIGATING RESPONSESPERSONAL ATTRIBUTES OF SCHOOL STAKEHOLDERS; CHANGE AGENCY ROLE: VISIONARY LEADERSHIP; CHANGE AGENCY ROLE: SYSTEMIC DEVELOPMENT; CHANGE AGENCY ROLE: EDUCATIONAL LEADERSHIP; CHANGE AGENCY ROLE: NETWORK BUILDING; STAKEHOLDERS AS CHANGE AGENTS: CAPACITY BUILDING LINKS; CONCLUSION; NOTES; CHAPTER 4: SCHOOL ATTRIBUTE: School Culture; EXTERNAL AND INTERNAL INFLUENCES ON COLLECTIVE VALUES, BELIEFS AND NORMS; HALLMARK: COLLABORATION; HALLMARK: A LEARNING CULTURE; HALLMARK: A CULTURE OF INCLUSION; HALLMARK: COMMITMENT; HALLMARK: A SAFE PLACE
    Description / Table of Contents: SCHOOL CULTURE: CAPACITY BUILDING LINKSCONCLUSION; NOTES; CHAPTER 5: SCHOOL ATTRIBUTE: Professional Development; EXTERNAL FACTORS OF INFLUENCE; Ministry of Education; Outside Agencies; Tertiary; Business Sector; Networking with Other Schools; Overseas Connections; Professional Associations; Educational Websites; INTERNAL FACTORS OF INFLUENCE; Collaborative Interchange; Reflective Practice; Openness to New Ideas; MANAGEMENT OF PROFESSIONAL DEVELOPMENT: FLEXIBILITY; MANAGEMENT OF PROFESSIONAL DEVELOPMENT: RELEVANCY; MANAGEMENT OF PROFESSIONAL DEVELOPMENT: SCAFFOLDED LEARNING; A LAYERED APPROACH
    Description / Table of Contents: Layered Approach: Formal/PlannedLayered Approach: Unplanned/Informal; Monitored Practice; PROFESSIONAL DEVELOPMENT: CAPACITY BUILDING LINKS; CONCLUSION; NOTES; CHAPTER 6: SCHOOL PRACTICE: Knowledge Production and Utilisation; CONTRIBUTION OF ATTRIBUTES TO KNOWLEDGE PRODUCTION AND UTILISATION; ASPECTS OF KNOWLEDGE PRODUCTION AND UTILISATION; CONCLUSION: LINKS TO CAPACITY BUILDING FOR SCHOOL IMPROVEMENT; NOTES; CHAPTER 7: SCHOOL PRACTICE: 'Switching on' Mentality; 'SWITCHING ON' MENTALITY THROUGH VISION; 'SWITCHING ON' MENTALITY THROUGH CULTURE
    Description / Table of Contents: 'SWITCHING ON' MENTALITY THROUGH PROFESSIONAL LEARNING
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-329-4
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  • 12
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    Internationalisation of African Higher Education : Towards Achieving the MDGs (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093119
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Global Perspectives on Higher Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Internationalisation of African Higher Education: Towards Achieving the MDGs
    Keywords: Education, Higher Africa ; Education and globalization Africa ; HIV-positive persons Education (Higher) ; Africa ; Sex discrimination in higher education Africa ; Women Education (Higher) ; Africa ; Education ; Education
    Abstract: Preliminary Material /Chika Sehoole and Jane Knight -- Introduction /Jane Knight and Chika Sehoole -- Internationalisation of African Higher Education: Status, Challenges and Issues /James Otieno Jowi , Jane Knight and Chika Sehoole -- Internationalisation and the Challenges of Gender Equality in Higher Education: The Case of Ghana /Christiana Badoo -- The Quest for Gender Equity Through Internationalisation Strategies at Higher Education Institutions in the Western Cape, South Africa /Marko Kwaramba and Samson Mukanjari -- The Impact of Academic Mobility on the Conceptualisation of Gender Roles and Relations Among Kenyan and Cameroonian Students /Joshua Eshuchi and Tiafack Ojuku -- Policy Initiatives to Promote Women’s Access to Higher Education in Kenya /Laura Nelima Barasa -- Use of Mobile Phones and Oer to Enchance Women’s Access to Higher Education in Tanzania /Zainab Ruhwanya -- Higher Education and a Response to HIV/AIDS in Makerere University, Uganda /Tibelius Amutuhaire -- Development Impacts of International Partnerships: A Kenyan Case Study /Milton O. Obamba , Jane Kimbwarata and Andrew R. Riechi -- The Role of Higher Education Internationalisation in Meeting MDGs /Chika Sehoole and Jane Knight -- About the Authors /Chika Sehoole and Jane Knight -- Index /Chika Sehoole and Jane Knight -- Global Perspectives on Higher Education /Chika Sehoole and Jane Knight.
    Abstract: The role of higher education, especially the international dimension, is given little importance in the discourse on achieving the Millennium Development Goals (MDGs) in Africa. This book aims to change that. The potential of higher education’s contribution to Africa’s development remains unrealized and often misunderstood. In today’s globalised world, which prioritises economic growth through liberalised trade and competitive market strategies, much emphasis has been placed on higher education’s ability to produce graduates to serve the labour market and produce new knowledge for the knowledge economy. While these are important contributions, the book argues that international higher education and new knowledge must go beyond economic purposes and serve the human and social development needs of the continent. It is against this background that the African Network for the Internationalisation of Education (ANIE) undertook research on the international dimension of higher education in Africa and its role in the achievement of the MDGs. Through empirical research, seven case studies address how international and regional higher education programmes and policies in African universities can address MDG priorities of promoting gender equality and women’s empowerment, combating HIV/AIDS and establishing global partnerships for development through academic mobility, joint research initiatives, curriculum innovation and policy development
    Description / Table of Contents: Internationalisation of African Higher Education:Towards Achieving the MDGs; DEDICATION; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LIST OF ABBREVIATIONS; INTRODUCTION; AFRICAN NETWORK FOR THE INTERNATIONALISATION OF EDUCATION; THE MILLENNIUM DEVELOPMENT GOALS - ORIGIN AND RATIONALE; HIGHER EDUCATION INTERNATIONALISATION - MEANING AND STRATEGIES; OUTLINE OF THE BOOK; REFERENCES; CHAPTER 1: INTERNATIONALISATION OF AFRICAN HIGHEREDUCATION: STATUS, CHALLENGES AND ISSUES; INTRODUCTION; AFRICAN UNIVERSITIES AND DEVELOPMENT; INTERNATIONALISATION OF HIGHER EDUCATION IN AFRICA
    Description / Table of Contents: INTERNATIONALISATION AND THE MDGS IN AFRICAEnhancing Research Capacity; Curriculum and Learning Outcomes; Institutional and Faculty Development; Community Engagement and Development; Skills and Expertise Development; Information Communication and Technology (ICT); Strengthening African Networks and Partnerships; Development of New Knowledge; Enhancement of Access and Academic Quality; RENEWED INTEREST; AFRICA'S RESPONSES; SOME PITFALLS AND CHALLENGES; CONCLUSION; REFERENCES; AFFILIATIONS
    Description / Table of Contents: CHAPTER 2: INTERNATIONALISATION AND THE CHALLENGES OF GENDER EQUALITY IN HIGHER EDUCATION:THE CASE OF GHANAINTRODUCTION; AIM OF THE STUDY; PROBLEM STATEMENT; RESEARCH QUESTIONS AND OBJECTIVES; RESEARCH DESIGN; THEMATIC OVERVIEW AND CONTEXT; Internationalisation; Overview of Gender and Women's Empowerment in Ghana; Higher Education in Ghana; ANALYTICAL FRAMEWORK; INTERPRETATION AND ANALYSIS OF FINDINGS; Internationalisation of Higher Education Policies in Ghanaian Universities; Promoting Gender Equality and Women's Empowerment; Social Experiences of Foreign Students - Challenges and Solutions
    Description / Table of Contents: Lessons from other African UniversitiesSUMMARY OF FINDINGS; IMPLICATIONS AND REFLECTIONS; REFERENCES; AFFILIATION; CHAPTER 3:THE QUEST FOR GENDER EQUITY THROUGH INTERNATIONALISATION STRATEGIES AT HIGHER EDUCATION INSTITUTIONS IN THE WESTERN CAPE, SOUTH AFRICA; INTRODUCTION; Objectives; THEMATIC OVERVIEW AND CONTEXT; HIGHER EDUCATION IN THE WESTERN CAPE PROVINCE; ANALYTICAL FRAMEWORK; RESEARCH DESIGN; INTERPRETATION OF FINDNGS FROM STUDENT QUESTIONNAIRES; Reasons Cited for Choosing South Africa as a Study Destination; Challenges Faced by Students
    Description / Table of Contents: Measures/Strategies to be Put in Place to Promote Gender Equality and theEmpowerment of WomenINTERNATIONALISATION STRATEGIES AT UNIVERSITY LEVEL; INTERNATIONALISATION TRENDS IN SOUTH AFRICAN HIGHER EDUCATION; IMPLICATIONS AND REFLECTIONS; Marketing of Degree Programmes and Opportunities; Gender Considerations; Fees and Scholarships; Unrecognised Educational Qualifications; Study Permit Requirements; CONCLUSION; REFERENCES; AFFILIATIONS; CHAPTER 4: THE IMPACT OF ACADEMIC MOBILITY ON THE CONCEPTUALISATION OF GENDER ROLES AND RELATIONS AMONG KENYAN AND CAMEROONIAN STUDENTS; INTRODUCTION
    Description / Table of Contents: THEMATIC OVERVIEW AND CONTEXT
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-311-9
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  • 13
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    Metastasis And Metastability : A Deleuzian Approach to Information (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094284
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Educational Futures, Rethinking Theory and Practice
    Series Statement: Educational Futures 60
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Metastasis and Metastability: A Deleuzian Approach to Information
    Keywords: Information theory Philosophy ; Knowledge, Theory of ; Education ; Education
    Abstract: Preliminary Material -- Information-in-Itself -- Simondon Information -- Deleuze’s Ontology: Black Box, White Noise -- States and Territories -- Metastability and Metastasis -- A Deleuzian Approach to Information -- Deleuze Contra Cybernetics -- Ex Libris: A Nomad Information Science? -- Informatics, Memetics, Rhizomatics -- Conclusion -- Bibliography -- Index.
    Abstract: The word “information” carries a number of connotations depending on context, and can be said to be one of the most problematic words to define despite many efforts by statistical theorists, mathematicians, physicists, cyberneticians, communication theorists, computer scientists, and philosophers. Is information physical or non-physical? Is the universe digital, analog, or a “chaosmic” mixture of the two? This book explores a Deleuzian way of understanding information by retracing Deleuze’s ontology of difference back to Gilbert Simondon’s concepts of transduction, metastability, and perpetual individuation as a source for Deleuze’s concept of the virtual. Although Deleuze did not address information specifically in his oeuvre, this book attempts to construct what a Deleuzian theory of information might look like as a consequence of his philosophical insights. The reader is presented with a brief survey of information theories, capsule explanations of the philosophy of Gilbert Simondon and Gilles Deleuze, and a discussion on the roles of metastasis and metastability as a means of addressing the problematic known as information outside of computing regimes, and as a critique of cybernetics, informatics, and memetics. Can information be reconfigured as affirmative difference, transformed into a “nomad science,” or must it remain consigned to the realm of probabilism?
    DOI: 10.1007/978-94-6209-428-4
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  • 14
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    Critical Foundations in Young Adult Literature : Challenging Genres (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093980
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Critical Literacy Teaching Series, Challenging Authors and Genre
    Series Statement: Critical Literacy Teaching Series: Challenging Authors and Genres 4
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Critical Foundations in Young Adult Literature: Challenging Genres
    Keywords: Young adult literature ; Education ; Education
    Abstract: Preliminary Material -- Reading Unease -- Capitalism, Hollywood, and Adult Appropriation of Young Adult Literature -- More than Mango Street -- Outsiders? -- Gender and Sexuality and YA -- Pedagogy of the Demonically Possessed -- Grassroots YA -- YA and the “Emerging Self” -- References -- Index.
    Abstract: Young Adult literature, from The Outsiders to Harry Potter, has helped shape the cultural landscape for adolescents perhaps more than any other form of consumable media in the twentieth and twenty-first century. With the rise of mega blockbuster films based on these books in recent years, the young adult genre is being co-opted by curious adult readers and by Hollywood producers. However, while the genre may be getting more readers than ever before, Young Adult literature remains exclusionary and problematic: few titles feature historically marginalized individuals, the books present heteronormative perspectives, and gender stereotypes continue to persist. Taking a critical approach, Critical Foundations in Young Adult Literature: Challenging Genres offers educators, youth librarians, and students a set of strategies for unpacking, challenging, and transforming the assumptions of some of the genre’s most popular titles. Pushing the genre forward, Antero Garcia builds on his experiences as a former high school teacher to offer strategies for integrating Young Adult literature in a contemporary critical pedagogy through the use of participatory media
    Description / Table of Contents: ""Critical Foundations in Young Adult Literature: Challenging Genres""; ""TABLE OF CONTENTS""; ""ACKNOWLEDGEMENTS""; ""PREFACE: YOUNG ADULT LITERATURE COMES OF AGE: The Blurring of Genre in Popular Entertainment""; ""THE EDUCATION GAMES: REFORM AS DOUBLESPEAK""; ""“One Need Not Swallow Such Absurdities as This�""; ""High-stakes Standardized Tests""; ""Common Core State Standards""; ""Expertise in Education""; ""The Ends-Justify-the-Means Logic""; ""SEPARATE, UNEQUAL...AND DISTRACTED""; ""X-Men and The Hunger Games: Allegory as Unmasking""; ""Separate, Unequal...and Distracted""; ""NOTES""
    Description / Table of Contents: ""REFERENCES""""INTRODUCTION: READING UNEASE: Just Who, Exactly, Is Young Adult Literature Made For?""; ""WHAT�S THIS ALL ABOUT?""; ""A GENRE IN MOTION""; ""TROUBLING QUESTIONS: WHAT IS YA AND WHAT DOES IT DO?""; ""ON THE BOOK INDUSTRY""; ""ARCHETYPES AND TROPES""; ""A BOOK ABOUT THEORY""; ""A LITTLE HELP FROM MY FRIENDS""; ""A NOTE ON CONTRADICTION AND PASSION""; ""CHAPTER 1: CAPITALISM, HOLLYWOOD, AND ADULT APPROPRIATION OF YOUNG ADULT LITERATURE: The Harry Potter Effect""; ""CAPITALISM""; ""ON CO-OPTING YOUTH CULTURE""; ""I AM NUMBER FOUR: A CASE STUDY IN YA CAPITALISM""
    Description / Table of Contents: ""A QUESTION OF AUTHORSHIP""""I AM POSTMODERN""; ""LIFE-LONG READING AS LIFE-LONG CONSUMING""; ""SERIALIZATION""; ""A HOGWARTS OF ONE�S OWN""; ""CHAPTER 2: MORE THAN MANGO STREET: Race, Multiculturalism and YA""; ""STEREOTYPES ON COVERS""; ""ACKNOWLEDGING PRIVILEGE, RESPONDING TO PRIVILEGE""; ""THE MULTICULTURAL CANON""; ""THE ABSOLUTELY TRUE DIARY OF A PART TIME INDIAN AND CRITICAL RACE THEORY""; ""WHOSE PART-TIME INDIAN IS IT?""; ""MESSAGES TO READERS ABOUT ACHIEVEMENT""; ""ACTING WHITE""; ""LOOKING FOR DIVERSITY""; ""CHAPTER 3: OUTSIDERS?: Exclusion and Post-Colonial Theory""
    Description / Table of Contents: ""THE “BEST� IS ALSO THE “WHITEST�?""""POST-COLONIAL THEORY AND OUTSIDERS""; ""WHITE PRIVILEGE AND YA""; ""ALI ENATING READERS IN THE WEALTH OF GOSSIP GIRL""; ""ON THE ABSENCE OF PARENTS""; ""WHITE SUPREMACIST, CAPITALIST, PATRIARCHY""; ""IT�S THE END OF THE WORLD AS WE KNOW IT""; ""THIS IS NOT MY BEAUTIFUL HOUSE""; ""THE SINGLE STORY OF YOUNG ADULT LITERATURE""; ""CHAPTER 4: GENDER AND SEXUALITY AND YA: Constructions of Identity and Gender""; ""MORE THAN FEMINISM""; ""THIRD WAVE FEMINISM AND BEYOND""; ""BEAUTY AND THE MALE GAZE""; ""A NOTE ABOUT MALE IDENTITY""; ""ASKING ALICE""
    Description / Table of Contents: ""DEPICTIONS OF HETERONORMATIVITY""""WHO GETS TO BE GAY IN YA?""; ""THE THING ABOUT STANDARDS""; ""CHAPTER 5: PEDAGOGY OF THE DEMONICALLY POSSESSED: Critical Pedagogy and Popular Literature""; ""WHO IS FREIRE AND WHY WOULD HE CARE ABOUT YA?""; ""THE DEMONICALLY POSSESSED: CRITICAL PEDAGOGY AND TWILIGHT""; ""LITERATURE AS A PATHWAY FOR YOUTH TO CRITIQUE AND PRODUCE""; ""DEAR FRIEND""; ""FROM DEAR FRIEND TO DEAR ME""; ""A WIRELESS CRITICAL PEDAGOGY""; ""CHALLENGING THE GENRE""; ""NOTES""; ""CHAPTER 6: GRASSROOTS YA: Don�t Forget to Be Awesome""
    Description / Table of Contents: ""JOHN GREEN AND THE NERDFIGHTERS SAVE THE WORLD FROM WORLDSUCK""
    Note: Includes bibliographical references (pages 135-139) and index
    DOI: 10.1007/978-94-6209-398-0
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  • 15
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    Disabled International Students in British Higher Education : Experiences and Expectations (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094130
    Language: English
    Pages: Online-Ressource (XIV, 218 p, online resource)
    Series Statement: Studies in Inclusive Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Disabled International Students in British Higher Education: Experiences and Expectations
    Keywords: College students with disabilities ; Students, Foreign ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Disability, Higher Education and Disabled International Students -- Higher Education, Policies and Practice -- Choosing, Arriving and Settling in an English University -- Disclosure and Receiving Disability Support -- Studying a Course in England -- Social Life and General Experiences -- Conclusion -- Appendices -- Bibliography.
    Abstract: A wealth of evidence demonstrates that disabled domestic students experience disabling barriers in such areas as funding, pedagogy and social life in Higher Education (HE). Research also indicates that non-disabled international students experience a wide range of cultural and linguistic difficulties throughout their university experience whilst studying in England. Nevertheless, there is a dearth of research concerning the specific experiences of disabled international students in English universities. With the increasing internationalisation of HE in the past two decades this is highly significant. Analysing disabled international students’ accounts in British universities appears to be all the more pertinent due to the current austerity measures, which have impacted on the financial situation of Higher Education Institutions. Armineh Soorenian comments on the relevance of inclusive educational theories and policies within an increasingly internationalised HE system, with reference to disabled international students’ experiences in England. The project is both timely and appropriate as there is an acute shortage of documentation on the application of policies for the inclusion of disabled students and disabled international students specifically in English universities. The findings identify key barriers in the four broad categories of (1) Information, Access and Funding; (2) Disability Services; (3) Learning and Teaching; and (4) Non-Disability Support Services such as accommodation and social life. The study provides an up-to-date snapshot of disabled international students’ accounts and the multiple disadvantages they experience in their universities based on their identities as ‘disabled’, ‘international’ and sometimes ‘mature’students. The author also draws on a number of insights which could contribute towards a more inclusive HE system. The implication of concentrating on disabled international students’ experiences have direct ramifications, not only for this specific group, but also a wide range of students from diverse minority backgrounds who could gain from inclusive practices in education
    Description / Table of Contents: Disabled International Students in British Higher Education: Experiences and Expectations; TABLE OF CONTENTS; LIST OF ABBREVIATIONS; ACKNOWLEDGEMENTS; CHAPTER 1: INTRODUCTION: Setting the Scene; 1.1 BACKGROUND; 1.2 AIMS; 1.3 OBJECTIVES; 1.4 METHOD; 1.5 RESEARCH QUESTIONS; 1.6 A NOTE ON TERMINOLOGY; 1.7 STRUCTURE OF THE BOOK; CHAPTER 2: DISABILITY, HIGHER EDUCATION AND DISABLED INTERNATIONAL STUDENTS; 2.1 EXPLAINING 'DISABILITY'; The Individual Medical/Deficit Definition; The Social Definition; Applying the Social Model; 2.2 GLOBALISATION OF HIGHER EDUCATION
    Description / Table of Contents: 2.3 NON-DISABLED INTERNATIONAL STUDENTS2.4 'SPECIAL', 'INTEGRATED' AND 'INCLUSIVE' EDUCATION; 'Special Education'; Functionalist Theory; Conflict Theory; Social Control Theory; 'Integration' and 'Inclusion'; 2.5 DISABLED DOMESTIC STUDENTS; 2.6 DISABLED INTERNATIONAL STUDENTS; 2.7 SUMMARY; CHAPTER 3: HIGHER EDUCATION, POLICIES AND PRACTICE; 3.1 GENERAL NATIONAL POLICIES FOR WIDENING ACCESS TO HIGHER EDUCATION; The Further and Higher Education Act (1992); 3.2 GENERAL NATIONAL INITIATIVES FOR DISABLED STUDENTS; Disability Legislation; Quangos and Non-Governmental Initiatives
    Description / Table of Contents: 3.3 NATIONAL AND LOCAL POLICY ON INFORMATION, ACCESS AND FUNDINGInformation for Disabled Domestic, Non-Disabled International, and Disabled International Students; Access for Disabled Domestic, Non-Disabled International, and Disabled International Students; Funding for Disabled Domestic, Non-Disabled International, and Disabled International Students; 3.4 NATIONAL AND LOCAL POLICY ON DISCLOSURE AND DISABILITY SERVICES; Disabled Domestic Students, Disclosure and Disability Services; Disabled International Students, Disclosure and Disability Services
    Description / Table of Contents: 3.5 NATIONAL AND LOCAL POLICY ON LEARNING AND TEACHINGDisabled Domestic Students and Learning and Teaching; Non-Disabled International Students and Learning and Teaching; Disabled International Students and Learning and Teaching; 3.6 NATIONAL AND LOCAL POLICY ON STUDENT ACCOMMODATION AND SOCIAL LIFE; Accommodation for Disabled Domestic, Non-Disabled International, and Disabled International Students; Social Activities for Disabled Domestic, Non-Disabled International, and Disabled International Students; 3.7 SUMMARY; CHAPTER 4: CHOOSING, ARRIVING AND SETTLING IN AN ENGLISH UNIVERSITY
    Description / Table of Contents: 4.1 INFORMATION: FINDING OUTProspectuses and University-specific Information; Information on Disability Services; Information on Non-disability-related Matters; 4.2 CHOOSING COUNTRY/UNIVERSITY/COURSE; Choosing a Country; Selecting Cities; Choosing Courses; 4.3 GENERAL ACCESS: GETTING THERE; 4.4 ENROLLING ON THE COURSE; 4.5 PAYING FOR THE UNIVERSITY: FINANCIAL STRAIN; Paying for Tuition Fees; Paying for Disability-Support Costs; Paying for Living Expenses; 4.6 SPECULATIVE UNIVERSITY VISITS: PREPARATION FOR ADJUSTMENTS; 4.7 SUMMARY; CHAPTER 5: DISCLOSURE AND RECEIVING DISABILITYSUPPORT
    Description / Table of Contents: 5.1 TO DISCLOSE OR NOT TO DISCLOSE
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-413-0
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  • 16
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    Critical Perspectives on International Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460919060
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Comparative and International Education, A Diversity of Voices 15
    Series Statement: Comparative and International Education: Diversity of Voices 15
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Critical Perspectives on International Education
    Keywords: International education ; Education ; Education
    Abstract: Preliminary Material /Yvonne Hébert and Ali A. Abdi -- Critical Perspectives on International Education /Yvonne M. Hébert and Ali A. Abdi -- Making Sense of Internationalization /Kumari Beck -- The Ideological and Economic Repositioning of Universities /Allan Pitman -- Exploring Partnership Principles and Ethical Guidelines for Internationalizing Post-secondary Education /Lynette Shultz -- Japanese Aesthetics and English Education in the Global Age /Kazuko Kurihara -- From a Global Education ‘Idiot’ Teacher to a Competent Global Educator /Ottilia Chareka and Pamela van Dommelen -- Redesign or Rearrangement? /J. Tim Goddard -- Intensification of Faculty Engagement in the Internationalisation of Adult Education /Shibao Guo and Mary V. Alfred -- Internationalizing Postsecondary Education /Carl E. James , Cris Clifford Cullinan and Ana Cruceru -- The Administration of English as a Second Language (ESL) Program in Higher Education /Sarah Elaine Eaton -- Managing a New Diversity on a Small Campus /Mathieu Wade and Chedly Belkhodja -- Student Mobility in Europe, Tunisia and French-speaking Canada /Stéphanie Garneau -- Tunisian Students Abroad /Abdelwahab Ben Hafaiedh -- The Cosmopolitan ‘Bildung’ of Erasmus Students’ Going Abroad /Vincenzo Cicchelli -- Teaching China to the Chinese: Rich Opportunity for Critical Reflection or Neo-Colonial Conceit? /Michael O’Sullivan -- Student Mobility and the Canadian Francophonie /Annie Pilote -- Second Generation Youth and Mobilities of Mind, Body and Boundary /Yvonne Hébert , Lori Wilkinson and Mehrunissa Ali -- English as a Tool of Neo-Colonialism and Globalization in Asian Contexts /Suzanne Majhanovich -- Teachers and Students’ Perceptions of Secondary Reform and Implementation: A China and Canada Comparison /Peter Joong and Thomas G. Ryan -- Educating the World: Teachers and their Work as Defined by the United Nations Educational, Scientific and Cultural Organization (UNESCO) /Helen Harper and Judith Dunkerly -- The Role of Education in the New Democracy of Bhutan /Ann Sherman -- Building a Civil Society in Post-Conflict Kosovo: Educators and Civil Society /Ana-Marija Petrunic -- Indian Women Educators /Marilyn Tobin -- The Owl Spreads its Wings /Dalene Swanson -- Intensive Globalizations of African Education /Ali A. Abdi -- Development and Open Access /John Willinsky -- Index /Yvonne Hébert and Ali A. Abdi.
    Abstract: In rapidly globalizing spaces of life, any research project on international education would necessarily have multi-directional emphases, with the quality of observations and analyses reflecting the expanding political, economic and cultural intersections which characterize this potentially promising century. To respond to these emerging learning and living contexts of our world, this book brings together some of the most active and established scholars in the field. As such, the book represents important epistemic interventions that analyze and critique the institutional, socio-economic, linguistic and pedagogical platforms of international education. As the locus of international education cannot be detached from the pragmatics of social development, the specific recommendations embedded in this book expand the debates and broaden the boundaries of learning projects that should enhance the lives of people, especially those who are continually marginalized by the regimes of globalization. Thus, the book actively advocates for possibilities of human well-beings via different formats of education in diverse locations of life
    Description / Table of Contents: Critical Perspectives on International Education; TABLE OF CONTENTS; FOREWORD; NOTES; ACKNOWLEDGEMENTS; NOTES ON CONTRIBUTORS; 1. CRITICAL PERSPECTIVES ONINTERNATIONAL EDUCATION: Redefinitions, Knowledge-making, Mobilities andChanging the World; INTRODUCTION; I KNOWLEDGE AT THE HEART OF GLOBALIZATION; II COMPETING VIEWS AND VOICES; Competing views; III. REDEFINING INTERNATIONALISATION ANDINTERNATIONAL EDUCATION; IV. UNIVERSITIES AND KNOWLEDGE-MAKINGIN A GLOBAL ECONOMY; V. YOUTH MOBILITIES: NEW ISSUES, FRAGMENTATION, ANDROUTES TO KNOWLEDGE AND IDENTIFICATIONS
    Description / Table of Contents: VI. CHANGING THE WORLD: CRITICAL PERSPECTIVESCONCLUSION: KNOWLEDGE-AS-SHARED-SOCIO-CULTURALCONSTRUCTION; REFERENCES; 2. MAKING SENSE OF INTERNATIONALIZATION: A Critical Analysis; INTRODUCTION; THE RHETORIC; A FRAMEWORK FOR COMPLEXITY; Theme 1: Globalization; Theme 2: Colonial Legacies; Theme 3: Identity and identification; METHODOLOGY; DESIRING AN INTERNATIONAL EXPERIENCE; A REALITY CHECK; REFERENCES; NOTES; 3. THE IDEOLOGICAL AND ECONOMICREPOSITIONING OF UNIVERSITIES; THE PRESENT CONTEXT; I. KNOWLEDGE AS AN EXPORT COMMODITY; The Increased Role of Student Fees in Operating Budgets
    Description / Table of Contents: University Knowledge as a CommodityInternational Initiatives; The Demand Imperative; The Transformations in Corporate Structures:Industrialization and the Creation of the Education Secto; II. THE NATURE OF UNIVERSITY WORK: TO BE PROFESSIONAL; III. QUALITY IN THE EDUCATIONAL CONTEXT: THE UNIVERSITY; Meaning of Quality in Education; Quality and Accountability; IV. THE PRESS FOR EDUCATION FOR ALL AND ITS IMPLICATIONS; V. EDUCATION RESEARCH: POSSIBILITIES ANDPOTENTIAL THREATS; Research as a Commodity; REFERENCES
    Description / Table of Contents: 4. EXPLORING PARTNERSHIP PRINCIPLES ANDETHICAL GUIDELINES FOR INTERNATIONALIZINGPOST-SECONDARY EDUCATIONINTRODUCTION; INTERNATIONALIZATION AT CANADIAN UNIVERSITIES; LEARNING FROM THE CANADIAN COUNCIL FORINTERNATIONAL COOPERATION; ETHICS AND PARTNERSHIPS; BUILDING UNIVERSITY PARTNERSHIPS ON AN ETHICAL FOUNDATION; CONCLUSIONS; REFERENCES; 5. JAPANESE AESTHETICS AND ENGLISHEDUCATION IN THE GLOBAL AGE; NEW CULTURES AND NEW LITERACIES OVER THE SEA; PROBLEMS OF AMERICAN ENGLISH EDUCATION IN THEGLOBAL ENVIRONMENT; Japanese Education Reform as the Top Priority of U.S. Occupation
    Description / Table of Contents: American English as a Means of Upward Mobility in Japanese SocietyISSUES OF TIME AND VOCABULARY IN AMERICAN ENGLISH EDUCATION; Focus On More Practical English in the 2003Seventh Revised Course of Study; Japan's Loss in the Cultural Context; AESTHETIC PEDAGOGY IN AMERICAN ENGLISH LANGUAGE EDUCATION; Japanese Aesthetic Sensitivity as an Authentic Incentive toIntellectual Activities; A Sense of Transcendence in Japanese Art Appreciation; Ephemeral Beauty and a Sense of Transcendence in American Poetry; Japanese Aesthetic Sensitivity for English Education; REFERENCES
    Description / Table of Contents: 6. FROM A GLOBAL EDUCATION'IDIOT' TEACHER TO A COMPETENTGLOBAL EDUCATOR
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6091-906-0
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  • 17
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    Unfolding the Unexpectedness of Uncertainty : Creative Nonfiction and the Lives of Becoming Teachers (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093560
    Language: English
    Pages: Online-Ressource (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 Unfolding the Unexpectedness of Uncertainty: Creative Nonfiction and the Lives of Becoming Teachers
    Keywords: Women art teachers ; Art teachers Attitudes ; Creative nonfiction, Canadian ; First year teachers ; Student teachers Attitudes ; Teachers Training of ; Education ; Education
    Abstract: Preliminary Material -- Creative Nonfiction as a Method of Inquiry -- Unfolding:Ruth’s Story -- Unexpectedness:Ann’s Story -- Uncertainty:Nathalie’s Story -- Widening Circles of Life Writing as a Literature of Self in Relation: A Letter in Lieu of an Afterword -- Biography.
    Abstract: Unfolding the Unexpectedness of Uncertainty invites readers to share in the stories of Ruth, Ann and Nathalie as they transition from students to teachers. Rendering their experiences as short stories from the field of teacher education brings a dimension of social biography to scholarship. As creative nonfiction, these stories act as catalysts to understand teacher culture from first-person accounts. Their stories may be described as openings: Ruth’s unfolding; Ann’s unexpectedness; and Nathalie’s uncertainty. Such narratives are exemplars of arts research, extending the purpose, intent, outcomes and dissemination of research by making scholarly study a more intimate and personal experience through the lives of student-teachers. Entering research practices with a perspective that stories are effective teaching tools that represent cultural artefacts, these stories help make sense of practices in public schools and in postsecondary teacher training, and help students, teachers and teacher educators to better understand the operations of the educational system. Unfolding the Unexpectedness of Uncertainty can be used as case studies for undergraduate and graduate students and academic researchers in fields of study involving creative nonfiction and life writing, such as Education, Creative Writing, English, Women’s Studies, Social and Cultural Geography, Sociology and Integrated Studies. See an interview with Dr Anita Sinner regarding UNFOLDING THE UNEXPECTEDNESS OF UNCERTAINTY: http: //www. examiner.com/article/dr-anita-sinner-contributes-her-latest-book-to-the-social-fictions-series Nominations: Outstanding Publication Award 2014 Sponsored by the Narrative and Research SIG of the American Educational Research Association (AERA) Social Fictions Series Editorial Advisory Board Carl Bagley, University of Durham, UK Anna Banks, University of Idaho, USA Carolyn Ellis, University of South Florida, USA Rita Irwin, University of British Columbia, Canada J. Gary Knowles, University of Toronto, Canada Laurel Richardson, The Ohio State University (Emeritus), USA Cover art by Ruth, Ann and Nathalie
    Note: Includes bibliographical references , Introduction:Creative Nonfiction as a Method of InquiryCreative nonfiction as arts research -Chapter 1:Unfolding - Ruth's StoryI'm going to build a bridgeIf you fail to plan, you plan to failWalking over the bridgeI am the paintbrushThe long practicum went really wellThere's a new bridge to crossChapter 2:Unexpectedness - Ann's StoryIt runs in my bloodI just felt like I was going to a residential school or somethingI've always been an activist-type personI found myself in a place I visited oftenI just swallow hardI want to try new things and experimentI had to be a root of care to the tree of unhappiness that lived in the classroomI hope to open their eyesChapter 3:Uncertainty - Nathalie's StoryI have no real expectations of this programShe wants to be the 'cool teacher'I was so invisibleI felt like I was overreacting a little bitI have to be a good role modelIt feels good so farA game of dramatic hatsMy challenge was to focus on the positiveBecoming a good teacherAfterword , Biography.
    DOI: 10.1007/978-94-6209-356-0
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  • 18
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    STEM Project-Based Learning : An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091436
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach. Second Edition
    Keywords: Mathematics Study and teaching ; Engineering Study and teaching ; Science Study and teaching ; Technology Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Why PBL? Why STEM? Why Now? An Introduction to STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics(STEM) Approach /Robert M. Capraro and Scott W. Slough -- The Project Method in Historical Context /Lynn M. Burlbaw , Mark J. Ortwein and J. Kelton Williams -- Theoretical Framework for the Design of STEM Project-Based Learning /Scott W. Slough and John O. Milam -- Engineering Better Projects /James R. Morgan , April M. Moon and Luciana R. Barroso -- W3 of STEM Project-Based Learning /Serkan Özel -- Interdisciplinary STEM Project-Based Learning /Mary Margaret Capraro and Meredith Jones -- STEM Project-Based Learning: Specialized Form of Inquiry-Based Learning /Alpaslan Sahin -- Technology in STEM Project-Based Learning /Ozcan Erkan Akgun -- Affordances of Virtual Worlds to Support STEM Project-Based Learning /Trina Davis -- STEM Project-Based Learning and Teaching for Exceptional and Learners /Denise A. Soares and Kimberly J. Vannest -- Classroom Management Considerations: Implementing STEM Project-Based Learning /James R. Morgan and Scott W. Slough -- Changing Views on Assessment for STEM Project-Based Learning /Robert M. Capraro and M. Sencer Corlu -- English Language Learners and Project-Based Learning /Zohreh Eslami and Randall Garver -- Project-Based Learning: An Interdisciplinary Approach for Integrating Social Studies with STEM /Caroline R. Pryor and Rui Kang -- Non-Newtonian Fluid Mechanics /Robert M. Capraro and Scott. W. Slough -- Ideation Rubric /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Oral Presentation Rubric /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Presentation Rubric PT1 Individual /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Presentation Rubric PT2 Group /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- STEM Project-Based Learning Storyboarding Guidelines /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Crossing the Abyss: Popsicle Stick Bridge: WDO/IDT /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Establishing Cooperative Group Behaviors and Norms for STEM PBL /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Building High Quality Teams /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Personal Responsibility and Time Management Report /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Accountability Record /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Peer Evaluation Handout /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Leadership/Effort Bonus Worksheet /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Simple Group Contract /Robert M. Capraro , Mary Margaret Capraro and James R. Morgan -- Sample Group Contract /Robert M. Capra.
    Abstract: This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format
    Description / Table of Contents: STEM Project-Based Learning: An Integrated Science, Technology, Engineering,and Mathematics (STEM) Approach; SPECIAL THANKS; TABLE OF CONTENTS; PREFACE:OVERVIEW FOR THE DESIGN OF STEM PBLS: Well-Defined Outcome and Ill-Defined Task; 1. WHY PBL? WHY STEM? WHY NOW? AN INTRODUCTION TO STEMPROJECT-BASED LEARNING: AN INTEGRATED SCIENCE,TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)APPROACH; INTRODUCTION; CHAPTER OUTCOMES; OVERVIEW OF STEM PBL; Why PBL?; Why STEM?; Why Now?; Building a Common Language; What Is Engineering Design and Why in K-12; The Flow of the Book
    Description / Table of Contents: Vocabulary for Reading the BookREFERENCES; 2. THE PROJECT METHOD IN HISTORICAL CONTEXT; INTRODUCTION; CHAPTER OUTCOMES; THE PAST AND THE FUTURE OF PROJECT LEARNING; REFERENCES; 3. THEORETICAL FRAMEWORK FOR THE DESIGN OF STEMPROJECT-BASED LEARNING; INTRODUCTION; CHAPTER OUTCOMES; DESIGN OF LEARNING ENVIRONMENTS; Design Principle - Making Content Accessible; Design Principle - Making Thinking Visible; Design Principle - Helping Students Learn from Others; Design Principle - Promoting Autonomy and Lifelong Learning; Summarizing Foundations for Learning and Design Principles
    Description / Table of Contents: FOUNDATIONS IN THE LEARNING SCIENCESPreexisting Knowledge; Teaching for Understanding - Factual and Conceptual Knowledge; Metacognition; Feedback, Revision, and Reflection; PROJECT-BASED LEARNING AS AN EVOLUTIONARY PROCESS; PROJECT-BASED LEARNING CONTINUUM; Traditional Hands-on Lab (Verification of Facts); Novice (Factual Knowledge); Informed Novice (Understand Facts/Ideas in Context of Conceptual Framework); Expert (Adapts Conceptual Frameworks through Transfer); Researcher (Creation of New Knowledge and/or Conceptual Frameworks); IMPLEMENTATION CONTINUUM
    Description / Table of Contents: Teacher/Student/Community-CenterednessTIME; ILL-DEFINED TASKS AND WELL-DEFINED OUTCOMES; REFERENCES; 4. ENGINEERING BETTER PROJECTS; INTRODUCTION; CHAPTER OUTCOMES; WHAT IS ENGINEERING?; WHAT IS THE DESIGN PROCESS?; Importance of Design Process; STEPS OF DESIGN PROCESS; Step 1: Identify Problem and Constraints; Step 2: Research; Step 3: Ideate; Step 4: Analyze Ideas; Step 5: Build; Step 6: Test and Refine; Step 7: Communicate and Reflect; THE PROJECT DESIGN BRIEF, CONSTRAINTS, AND CRITERIA; Key Elements of Project Design Brief; Constraints and Criteria; ENGINEERING IN THE CLASSROOM; Benefits
    Description / Table of Contents: ProcessImportant Connections between the Engineering Design Process and the BSCS 5E Model; Engagement - Identify problem and constraints; Exploration - Research, Ideate, & Analyze Ideas; Explanation - Research, Ideate, & Analyze Ideas; Evaluation - Test and refine & Reflect; Adaptations for Different Proficiencies; SUMMARY; REFERENCES; 5. W3 OF PROJECT-BASED LEARNING:Who, Where, and When: Revisited; INTRODUCTION; CHAPTER OUTCOMES; WHO SHOULD DO PROJECT-BASED LEARNING?; Administrators; Teachers; Students; Community Partners; WHEN SHOULD PBL BE IMPLEMENTED?; Ill-structured Problems
    Description / Table of Contents: Figure 1 shows an example of an ill-structured problem.
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-143-6
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  • 19
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    Learning What to Ignore (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091191
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Transgressions, Cultural Studies and Education 93
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Learning What to Ignore: Connecting Multidiscipline Content and Process
    Keywords: Open learning ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Mindicide -- Structure and Structuring -- Wisdom and Freedom -- Kaplearning as a Way -- Kaplearning and Awareness -- Pre-Epilogue -- Endings as Beginnings -- Notes -- Bibliography -- About the Author -- Index.
    Abstract: The acceptance of reason with uncertainty can help learners successfully manage their occupations and lives during the accelerations prominent in the 21st century. As William Ayers states: “Pritscher tilts his lance at the petrified orthodoxy we call teaching and learning, inviting us on a wild journey into the heart of education.” The book elaborates on David Geoffrey Smith’s question: “Why does so much educational ‘research’ today seem so unenlightening, repetitive and incapable of moving beyond itself? The answer must be because it is ‘paradigmatically stuck’, and cannot see beyond the parameters of its current imaginal space.” The book offers help to go beyond the current imaginal space through what is called kaplearning. Kaplearning can help the reader to defamiliarize the common by facilitating “letting go”. Pritscher takes an avant-garde approach to learning, pushing the boundaries of the long accepted norm “certainty and order” and modernizing education by trading the old “optimal way” with a new skill to “reason with uncertainty”. This resilience to ambiguity is precisely where human intelligence has full advantage over machine intelligence. Pritscher’s book is impressive and remarkably well-timed, as recent articles in Nature show that online game players can make surprising breakthroughs in science with a well-chosen confluence of effective sources and a bit of creativity with protein folding. Citizen science has led to solutions that scientists and computer simulators have struggled for years, proving that even with little or no scientific training, knowing what to ignore can invite innovating ways to think and execute. Pritscher’s clear and wise insight will definitely serve as an inspiration for the next generation of educators, and prepare the necessary skills for young learners to successfully compete in the future. - Sandra Okita - Department of Math, Science and Technology, Teachers College, Columbia University
    Description / Table of Contents: IntroductionMindicideMindicideWisdom and FreedomMistakes and Their OriginKaplearning as a WayKaplearning and AwarenessPre-EpilogueEndings as Beginnings.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-119-1
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  • 20
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    Children’s Human Rights and Public Schooling in the United States (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091979
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Constructing Knowledge, Curriculum Studies in Action 5
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Children's Human Rights and Public Schooling in the United States
    Keywords: Educational sociology ; Children's rights ; Public schools ; Education ; Education
    Abstract: Promotion Text for Children’s Human Rights and Public Schooling in the United States Julia Hall The United States tends to portray itself as a human rights leader. However, human rights concerns are confronted everyday by people in this democracy, including children. The purpose of this volume is to bring attention to the fact that against the backdrop of neoliberal expansion, serious human rights violations are taking place among children everywhere, including in the US. The daily struggles among groups of school children in the US are specifically considered here, such as children who are sorted by race, homeless children, transient children, child refugees, children as targeted by human traffickers, and/or child migrant workers. As the economy continues to constrict, more and more young people find themselves struggling to grow up on these razor thin margins of survival. Given current economic arrangements, such margins are widening. The definition of “children’s human rights” as understood in this analysis is taken directly from the UN Convention on the Rights of the Child [CRC]. Here emphasis is placed on ways in which the CRC could be used to serve more effectively the needs of the most vulnerable populations of school-age children in the US and elsewhere. Public schools could be the very place where children come to understand they have rights. Unfortunately, many children do not get this information. Instead the protections stated in the CRC and the realities of the lives of so many children are often worlds apart. This volume sets out to be a part of changing this.
    Description / Table of Contents: Children's Human Rights and Public Schooling in the United States; TABLE OF CONTENTS; FOREWORD; REFERENCES; CHAPTER 1, INTRODUCTION: School Children in Serious Need of Rights; BRIEF BACKGROUND ON THE UNITED NATIONS; OTHER TRANSNATIONAL POLICY NETWORKS; CRC BACKGROUND & STRUCTURE; STRENGTHS AND WEAKNESSES OF THE CRC; THE CRC & THE US; CONNECTIONS TO SCHOOL CHILDREN; VOLUME STRUCTURE; CONCLUSION; REFERENCES; CHAPTER 2: Homeless Children in the United States: Dispossession and Rights Foreclosed; POVERTY AND RIGHTS; CRITICAL MOMENTS IN THE HISTORY OF HOMELESSNESS IN THE US
    Description / Table of Contents: Homelessness in the Great DepressionHomeless Children; Public Policies, Homelessness, and the Role of Government; HOMELESSNESS AND THE MAKING OF DEMOCRACY'S DISCARDS; Snapshots of Homelessness; Tenuous Lives; The Impact of Homelessness on Mothers and Children; Homelessness and Social Toxicity; Disrupted Schooling; Unaccompanied Youth and Runaways; HOMELESSNESS AND CHILDREN'S RIGHTS; REFERENCES; CHAPTER 3: From Mandalay to Nickel City: Exploring the Changing Identities and Struggles of Karen Burmese Youth; INTRODUCTION; A NOTE ON METHODOLOGY; MAKING A NEW LIFE; COMMUNITY CONFLICT
    Description / Table of Contents: A BETTER FUTUREDISCUSSION AND SUMMARY; REFERENCES; CHAPTER 4: Burundi Refugee Students in Rural Southern Appalachia: On the fast track to Special Education; INTRODUCTION; THE CONTEXT; A POSTCRITICAL ORIENTATION; THE TARGET AS "REFUGEE"; THE TARGET AND SPECIAL EDUCATION; NARRATIVE RETELLINGS; ONE ACT; CONCLUDING THOUGHTS: FAILURES AND PRIVILEGED SHARINGS; REFERENCES; CHAPTER 5: Taking Toll: The Impact of Sexual and Gender Harassment on the Lives of Middle and High School Students; EXPERIENCES OF SEXUAL HARASSMENT AMONG FEMALE STUDENTS; EXPERIENCES OF HARASSMENT AMONG MALE STUDENTS; CONCLUSION
    Description / Table of Contents: REFERENCESCHAPTER 6: Breaking the Code: Domestic Minor Sex Trafficking and School Children; INTRODUCTION; METHODOLOGY; DMST WITHIN THE US; CHARACTERISTICS OF YOUNG DMST VICTIMS; THE SEX TRADE AS A GROWING MARKET; EDUCATIONAL IMPLICATIONS OF DMST AND RECOMMENDATIONS; CONCLUSION; Appendix: Select Human Trafficking Terminology; REFERENCES; CHAPTER 7: Selling the Services :Military Recruiting and Education Policy; ADVERTISING TOOLS; "PENETRATING" THE SCHOOL MARKET; STUDENT PROFILE DATABASE; CONCLUSION; REFERENCES
    Description / Table of Contents: CHAPTER 8: Representing Failure: The Depiction of Low-Income, Mexican-American Students in School-Based Program EvaluationEVALUATION AS OFFICIAL RECORD AND GOVERNANCE APPARATUS; CONCEPTUAL ORIENTATION; COLLEGE PREPARATION NOW FROM CONCEPT TO DEPICTION; SITES OF CONCEPTUALIZATION, MONITORING, AND OVERSIGHT; SITE OF IMPLEMENTATION (AND CENTER OF DEPICTION); EVALUATION NARRATIVE AND THE POWER OF DEPICTION; EVALUATION REPORTING, READING, AND OBJECTIVES; The Professional Development Story; Payne Comes to Town; Building Classes; Summarizing Representation; CONCLUDING THOUGHTS; REFERENCES
    Description / Table of Contents: CHAPTER 9: The Game Plan: How the Promise of US Athletic Scholarships Shapes the Education of Black Canadian Youth
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-197-9
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  • 21
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    Language Issues in Comparative Education : Inclusive Teaching and Learning in Non-Dominant Languages and Cultures (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092181
    Language: English
    Pages: Online-Ressource (X, 304 p, digital)
    Series Statement: Comparative and International Education, A Diversity of Voices 1
    Series Statement: Comparative and International Education: Diversity of Voices 24
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Cultures
    Keywords: Comparative education ; Language and languages Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Carol Benson and Kimmo Kosonen -- Introduction /Kimmo Kosonen and Carol Benson -- Canada’s big chill /Jessica Ball and Onowa Mcivor -- The use of non-dominant languages in education in Cambodia, Thailand and Vietnam /Kimmo Kosonen -- Language in Afghanistan’s education reform: Does it play a role in peace and reconciliation? /Stephen A. Bahry -- Language and liberation /Birgit Brock-Utne -- Indigenous Mexican languages and the politics of language shift in the United States /Laura Menchaca Bishop and Prema Kelley -- “We lost our culture with civilization” /Karla Giuliano Sarr -- First language-based preschools in Adivasi communities in the Chittagong Hill Tracts of Bangladesh /Gowri Vijayakumar , Elizabeth Pearce and Meherun Nahar -- Teachers as agents of change within Indigenous Education programs in Guatemala and Mexico /Janelle M. Johnson -- Effective activities to support teachers’ transition into the MTBMLE classroom in the Philippines /Rebecca Stone -- English medium instruction and examining in Zanzibar /Pauline Rea-Dickins and Guoxing Yu -- Implementation of local curriculum in Mozambican primary schools /Nuzzly Ruiz de Forsberg and Alícia Borges Månsson -- Culture as a vehicle, not a bridge /Kerry White -- Teaching and assessing independent reading skills in multilingual African Countries: Not as simple as ABC /Leila Schroeder -- Exploring the development of reading in multilingual education programs /Stephen L. Walter -- Towards adopting a multilingual habitus in educational development /Carol Benson -- Contributor Biographies /Carol Benson and Kimmo Kosonen.
    Abstract: This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages—which in many cases are in non-dominant positions relative to other languages in society—in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development. The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all
    Description / Table of Contents: pt. 1. Language-in-education policy issuespt. 2. Community and parent voices -- pt. 3. Classroom practices and teacher voices -- pt. 4. Researcher voices.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-218-1
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  • 22
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    Handbook of Moral Motivation : Theories, Models, Applications (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092754
    Language: English
    Pages: Online-Ressource (VIII, 668 p, digital)
    Series Statement: Moral Development and Citizenship Education 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Handbook of Moral Motivation: Theories, Models, Applications
    Keywords: Moral motivation ; Education ; Education
    Abstract: Preliminary Material /Karin Heinrichs , Fritz Oser and Terence Lovat -- Introduction /Karin Heinrichs , Fritz Oser and Terence Lovat -- Models of Moral Motivation /Fritz Oser -- Foundations of Moral Motivation /Karin Heinrichs , Fritz Oser and Terence Lovat -- “Why Be Moral?” A Philosophical Taxonomy of Moral Motivation /Thomas E. Wren -- Moral Motivation and the Four Component Model /Stephen J. Thoma and Muriel J. Bebeau -- Deontic and Responsibility Judgments /Gerhard Minnameier -- Motivation as the Readiness to Act on Moral Commitments /Theresa A. Thorkildsen -- Motivational Theory and Moral Motivation /Karin Heinrichs , Fritz Oser and Terence Lovat -- Ultimate and Proximal (Attribution-Related) Motivational Determinants of Moral Behaviour /Bernard Weiner -- Moral Motivation from the Perspective of the Self-Determination Theory and the Person-Object Theory of Interest /Andreas Krapp -- How Different Motivational Aspects Can Affect Moral Behaviour /Regina Vollmeyer , Konstanze Jenderek and Tahmine Tozman -- Justice as a Moral Motive /Anna Baumert , Tobias Rothmund , Nadine Thomas , Mario Gollwitzer and Manfred Schmitt -- Temporal Construal and Moral Motivation /Jens Agerström and Fredrik Björklund -- Moral Self, Identity and Moral Motivation /Karin Heinrichs , Fritz Oser and Terence Lovat -- Moral Motivation Through the Perspective of Exemplarity /Lawrence J. Walker -- Moral Motivation, Responsibility and the Development of the Moral Self /Tobias Krettenauer -- The Self and the Management of the Moral life /Augusto Blasi -- Practical Mysticism, Self-Knowing and Moral Motivation /Terence Lovat -- Developmental Effects, Emotions and Moral Motivation /Karin Heinrichs , Fritz Oser and Terence Lovat -- Moral Motivation and the Happy Victimizer Phenomenon /Gertrud Nunner-Winkler -- The Development of Moral Identity and Moral Motivation in Childhood and Adolescence /Bettina Doering -- Moral Emotion Attributions and Moral Motivation /Luciano Gasser , Eveline Gutzwiller-Helfenfinger , Brigitte Latzko and Tina Malti -- Neurobiology and Moral Mindset /Darcia Narvaez -- A Simile of Moral Motivation /Don Collins Reed -- Good and Bad Moral Motivation /Karin Heinrichs , Fritz Oser and Terence Lovat -- Moral Value Evaluation /Marinus G.C.J. Beerthuizen and Daniel Brugman -- Juvenile Delinquency /Stefan Weyers -- Moral Motivation and Sports /Clark Power and Kristin K. Sheehan -- From Ethical Hostility Toward Cooperative Ethics /Klaus-Jürgen Grün -- How Powerful are Moral Motivations in Environmental Protection? /Christian A. Klöckner -- Moral Motivation in Professions /Karin Heinrichs , Fritz Oser and Terence Lovat -- Moral Motivation in Different Professions /Muriel J. Bebeau and Stephen J. Thoma -- Moral Motivation of Military Professionals /Edwin R. Micewski -- Ethical Intentions and the Moral Motivation of Teachers /Elizabeth Campbell -- Female Principals’ Moral Motivation and the Moral Atmosphere of Schools /Chi-Ming (Angela) Lee -- Moral Motivation and Moral Education /Karin Heinrichs , Fritz Oser and Terence Lovat -- Moral Reasoning, Moral Motivation and Informed Social Reflection /Janet Kwok and Robert L. Selman -- Character and Civic Education as a Source of Moral Motivation /Wolfgang Althof and Marvin W. Berkowitz -- Moral Motivation and the Role of the Internship in Professional Preparation /Sharon Nodie Oja and Patricia J. Craig -- Why Moral Education is Motivating by Nature /Francisco Esteban Bara and Maria Rosa Buxarrais Estrada -- Moral Motivation in the Light of Action Theory /Karin Heinrichs -- Index /Karin Heinrichs , Fritz Oser and Terence Lovat.
    Abstract: The Handbook of Moral Motivation offers a contemporary and comprehensive appraisal of the age-old question about motivation to do the good and to prevent the bad. From a research point of view, this question remains open even though we present here a rich collection of new ideas and data. Two sources helped the editors to frame the chapters: first they looked at an overwhelmingly fruitful research tradition on motivation in general (attribution theory, performance theory, self-determination theory, etc. ) in relationship to morality. The second source refers to the tension between moral judgment (feelings, beliefs) and the real moral act in a twofold manner: (a) as a necessary duty, and, (b) as a social but not necessary bond. In addition, the handbook utilizes the latest research from a wide range of disciplinary perspectives, wishing to suggest by this that the answer to the posed question will likely not come from one discipline alone. Furthermore, our hope is that the implicit criticism that the narrowly constructed research approach of the recent past has contributed to closing off rather than opening up interdisciplinary lines of research becomes in this volume a strong counter discourse. The editors and authors of the handbook commend the research contained within in the hope that it will contribute to better understanding of humanity as an inherently moral species
    Description / Table of Contents: Handbook of Moral Motivation: Theories, Models, Applications; TABLE OF CONTENTS; INTRODUCTION; REFERENCES; MODELS OF MORAL MOTIVATION; INTRODUCTION; A STORY TO BEGIN WITH:; A MISSING FACTOR: THE GOOD, THE BAD AND THE UGLY; 12 MODELS (OR ELEMENTS OF A RESPECTIVE MODEL); Model 1: A Vision as MM; Model 2: The Moral Act as the Criterion for MM (Kohlberg & Candee); Model 3: Deontological and Responsibility Judgment in One as MM; Model 4: The Component III (of the Four Component) Model of MM; Model 5: The Self as a Regulating Power in MM; Model 6: Reconciling Agency and Communion as MM
    Description / Table of Contents: Model 7: Forming Intentions and Respective Actions as MMModel 8: Moral Emotion Attributions as Indicators for Individual Moral Motivation; Model 9: Justice Motives as Bridges from the Situation to MM; Model 10: Informed Social Reflection as MM; Model 11: Motivation by Content: Moral Motifs as MM; Model 12: Procedural Morality and MM; OVERRIDING MORAL MOTIVATIONAL MODEL; REFERENCES; AFFILIATION; PART 1: FOUNDATIONS OF MORAL MOTIVATION; I. "WHY BE MORAL?" A PHILOSOPHICAL TAXONOMY OF MORAL MOTIVATION; INTRODUCTION; WHY BE MORAL?; The Functions of Conscience; Moral Motives and Moral Motivation
    Description / Table of Contents: MORAL MOTIVATION: ITS SUMMARY AND CONSTITUTIVE CONCEPTIONSThe Plausibility of a Real Difference; MORAL MOTIVES: INTERNALIST AND EXTERNALIST PERSPECTIVES; THE MORAL DOMAIN: CONTENTS AND CORE FEATURES; TAKING STOCK; PERSONS IN RELATION; CONCLUSION; NOTES; REFERENCES; AFFILIATION; II. MORAL MOTIVATION AND THE FOUR COMPONENT MODEL; INTRODUCTION; MORAL MOTIVATION AND REST'S FOUR COMPONENT MODEL; Moral Motivation in the Rest Model; Research Programs Influenced by Rest's Component III; The Professional Role Orientation Inventory (PROI); SUMMARY; A Focus on Development; A Focus on Education
    Description / Table of Contents: An Acknowledgment of SettingsCONCLUSION; NOTE; REFERENCES; AFFILIATIONS; III. DEONTIC AND RESPONSIBILITY JUDGMENTS: An Inferential Analysis; INTRODUCTION; THE RECEIVED VIEW(S) OF MORAL FUNCTIONING: AGREEMENT ON THE SURFACE, INCONSISTENCIES ON THE GROUND; THE TRUE PROBLEM OF MORAL RESPONSIBILITY AND THE PARADOX OF MORAL MOTIVATION; THE INFERENTIAL APPROACH; INFERENTIAL RECONSTRUCTION OF PHASES OF MORAL FUNCTIONING; COGNITION AND AFFECTIVITY; CONCLUSION; NOTES; REFERENCES; AFFILIATION; IV. MOTIVATION AS THE READINESS TO ACT ON MORAL COMMITMENTS; INTRODUCTION; INTENTIONAL STRUCTURES
    Description / Table of Contents: Understanding WhyUnderstanding How; INTENTIONAL MODELS OF MORAL MOTIVATION; CONCLUSION; REFERENCES; AFFILIATION; PART 2: MOTIVATIONAL THEORY AND MORAL MOTIVATION; I. ULTIMATE AND PROXIMAL (ATTRIBUTION-RELATED)MOTIVATIONAL DETERMINANTS OF MORAL BEHAVIOUR; INTRODUCTION; DISTAL (ULTIMATE) VERSUS PROXIMAL (IMMEDIATE) MOTIVATORS; What are the Ultimate (Real) Determinants of Behaviour?; Genetic Survival; Survival of the Social System; PROXIMAL (IMMEDIATE) DETERMINANTS OF MORAL BEHAVIOUR; ATTRIBUTIONS AND MORAL ACTIONS; The Structure of Phenomenal Causality
    Description / Table of Contents: Relating Causal Structure to Moral Responsibility and Moral Emotions
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-275-4
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  • 23
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    Rural Transformation and Newfoundland and Labrador Diaspora : Grandparents, Grandparenting, Community and School Relations (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093027
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Transgressions, Cultural Studies 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 Rural Transformation and Newfoundland and Labrador Diaspora: Grandparents, Grandparenting, Community and School Relations
    Keywords: Community and school ; Grandparents ; Rural families ; Rural-urban migration ; Education ; Education
    Abstract: Preliminary Material /Amarjit Singh and Mike Devine -- Introduction /Amarjit Singh and Mike Devine -- Rural Newfoundland and Labrador /Rob Greenwood -- Memoirs From Away, A New Found Land Girlhood (An Excerpt) /Helen M. Buss and Aka Margaret Clarke -- Remittance, The New Way to Work in Newfoundland and Labrador /David Baldwin -- Alberta’s Oil Sand Workers and the Role of Grandparents /Alison George -- Prominence of Grandparents /Anne Marie Freake -- The Role of Grandparents in the Development of Community /Ashley Curnew -- Goat Island /Crystal Fitzpatrick -- The Influence of Grandparents within Families and Communities /Heather Smart -- A Grandmother’s Contribution to Community & Community Culture /Jenine Bateman -- Grandparents as Contributors to Community and Community Culture /Natasha Spurrell -- Nan “M” about Churchville: Back to the Basics /Jody Morrison -- Grandparents and Community /Nadine Vater -- The Role of Grandparenting /Sacha Anderson -- Newfoundland and Labrador Diaspora /Linda Coles -- Parenting Two Generations /Pauline Lake and Marlene George -- The Forgotten Catalogue /John Hoben -- Grandparents Passing Legacies Through Story Telling and Active Living /Pauline Finlay-Molloy -- “It’s Wonderful to be a Newfoundland Grandmother” /Catherine Lee-Ivany -- Returning to Our Roots… Vegetables /Jeffery Chard -- The Role of Grandparents /Amy Blundon -- The Affects of Divorce on Grandparents /Stephanie Samson -- Contributions of Grandparents in Today’s Society /Margaret Ann Cleal -- The Dynamic and Diverse Roles of Grandparents /Nicole Cull -- Grandparents’ Roles in Changing Schools, Communities and Families /Kim McCarron -- The Ties That Bind /Tanya Fifield -- Supporting Roles of Grandparents in Holding the Family Together /Angel McCarthy -- The Increased Role of Grandparents in Newfoundland Families /Ashley Pittman -- Grandparents’ Roles in School, Community and Families /Nadine O’ Rielly -- Grandparents Raising Grandchildren /Sharon Brophy -- The Role of Grandparents /Sheena Mills -- The Role of Grandparents in Today’s Society /Paul Joy -- Grandparents’ Role in Their Grandchildren’s Education /Darren Reardon -- Grandparenting in Newfoundland and Labrador /Gordon Ralph -- Making Sense /Mike Devine -- Future Newfoundland Grandparents /Amarjit Singh and Joan Oldford -- Appendix /Amarjit Singh and Mike Devine.
    Abstract: This book is about the contemporary life of grandparents in Newfoundland and Labrador – a geographically isolated and culturally unique rural region of Canada. The book can be used for courses in the areas of critical social work, family studies, gerontology, nursing, rural development, critical pedagogy, and diaspora studies
    Description / Table of Contents: ""Rural Transformation and Newfoundland and Labrador Diaspora: Grandparents, Grandparenting, Community and School Relations""; ""TABLE OF CONTENTS""; ""PREFACE: The Loneliness of the Long-Distance Family""; ""ACKNOWLEDGMENTS""; ""ABOUT THE CONTRIBUTING AUTHORS""; ""INTRODUCTION: Wanting to Voice One�s Own Stories in Unsettling Conditions""; ""ABSTRACT""; ""THE SCOPE OF THIS BOOK""; ""Unsettling Impact of Globalization""; ""Globalization, Loss, Creativity, Imagination, Hope and New Opportunities""; ""Impetus to Conceive This Book""; ""Chapter Outline and Emerging Themes""
    Description / Table of Contents: ""A Quick Overview of Changing and Multiple Roles of Grandparents""""What Do We Need to Do in Newfoundland and Labrador?""; ""(a) The education system""; ""(b) Envisioning diverse life styles available that could be sustainable""; ""(c) The existing programs that provide services to the seniors""; ""(d) Grandparents as Leaders""; ""(e) The value of small scale nuanced and community based research and implication of this type of research to the wellbeing of grandparents, families, communities and schools""; ""NOTES""; ""REFERENCES""; ""PLACE, DIASPORA, NOSTALGIA, HOPE ,AND POSSIBILITIES""
    Description / Table of Contents: ""RURAL NEWFOUNDLAND AND LABRADOR: The Personal and the Political in Sustaining Choices and Sustaining Communities""""Reflection Questions""; ""REFERENCES""; ""MEMOIRS FROM AWAY, A NEW FOUND LAND GIRLHOOD (AN EXCERPT)""; ""REFLECTION QUESTIONS""; ""REMITTANCE, THE NEW WAY TO WORK IN NEWFOUNDLAND AND LABRADOR""; ""INTRODUCTION""; ""Background Stories of People Interviewed""; ""Work Scheduling""; ""Life on the Road""; ""Remittance Benefits for Families""; ""Remittance Benefits for Home Towns""; ""CONCLUSION""; ""REFLECTION QUESTIONS""; ""REFERENCES""
    Description / Table of Contents: ""ALBERTA�S OIL SAND WORKERS AND THE ROLE OF GRANDPARENTS""""Grandparents� Role from Their Son�s Perspective""; ""Grandparents� Role""; ""Grandparents and Grandchildren Relationship""; ""CONCLUSION""; ""REFLECTION QUESTIONS""; ""REFERENCES""; ""SENSE OF COMMUNITY AND COMMUNITY PROFILES: GRANDPARENTS AND GRANDPARENTING STYLES""; ""PROMINENCE OF GRANDPARENTS""; ""REFLECTIVE QUESTIONS""; ""REFERENCES""; ""THE ROLE OF GRANDPARENTS IN THE DEVELOPMENT OF COMMUNITY""; ""Understanding Community and the Role of Grandparents""; ""REFLECTION QUESTIONS""; ""REFERENCES""
    Description / Table of Contents: ""GOAT ISLAND: Gone But Will Never Be Forgotten Grandparents as Contributors to Community & Community Culture""""The Role of Grandparenting""; ""The Good Ol� Days are Gone""; ""Goat Island Today""; ""Analysis of Goat Island""; ""REFLECTION QUESTIONS""; ""REFERENCES""; ""THE INFLUENCE OF GRANDPARENTS WITHIN FAMILIES AND COMMUNITIES""; ""REFLECTION QUESTIONS""; ""REFERENCES""; ""A GRANDMOTHER�S CONTRIBUTION TO COMMUNITY & COMMUNITY CULTURE""; ""About the Grandmother""; ""The Grandmother�s Grandparents""; ""As a Grandparent Today""; ""Analysis of the Community over Time""; ""CONCLUSION""
    Description / Table of Contents: ""REFLECTION QUESTIONS""
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-302-7
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  • 24
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    Transfer, Transitions and Transformations of Learning (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094376
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: International Technology Education Studies
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Transfer, Transitions and Transformations of Learning
    Keywords: Transfer of training ; Education ; Education
    Abstract: Preliminary Material /H.E. Middleton and L.K.J. Baartman -- Transfer, Transition, or Transformation? /Howard Middleton and Liesbeth Baartman -- Transfer in Technology through a Concept-Context Approach /Marc J. de Vries -- Transferring Knowledge versus Knowledge through Technology Education /Frank Banks and Malcolm Plant -- Transfer as an Iterative Process Between School and Work /Veronica Bjurulf -- Nurses’ and Technicians’ Communication and Learning at the Boundary /Liesbeth Baartman , Koeno Gravemeijer and Elly de Bruijn -- Transfer of Learning Through Integration of Theory and Practice in Technical Vocational Education /Nina Kilbrink -- Transferring Standards /Richard Kimbell -- Representation in the Transition from Novice to Expert Architect /Howard Middleton -- Education for Sustainable Development and the Transformation of Self /Margarita Pavlova -- Transforming Identities /Denise Macgregor -- Why Do They Not See What I See? /Lars Björklund -- Index /H.E. Middleton and L.K.J. Baartman.
    Abstract: This book explores one of the enduring issues in educational research and one of the challenges for formal education. That is, understanding the relationship between learning in one context, setting or time and a subsequent related learning experience or activity. The chapters in the book examine the issue drawing on existing theory as starting points but using each author’s own research to push existing boundaries of what we know in terms of the ideas captured in the title of the book: transfer, transitions and transformations of learning. The chapters explore the issue through a range of approaches and settings including: possibilities for a concept-context approach to transfer, transfer between knowledge domains, transfer as an iterative process between contexts, transfer as boundary crossing between vocations, transfer as integration of theory and practice, transferring standards in assessment, representation in the transition from novice to expert, transformation of self through sustainability education, transforming identities of first year design and technology teachers and the role of implicit knowledge in understanding the relationship between declarative and procedural knowledge in the transition to expertise
    Description / Table of Contents: ""Transfer, Transitions and Transformations of Learning""; ""TABLE OF CONTENTS""; ""1. TRANSFER, TRANSITION, OR TRANSFORMATION?""; ""INTRODUCTION""; ""WHAT IS SUCCESSFUL TRANSFER: SEQUESTERED PROBLEM SOLVING (SPS) VERSUS PREPARATION FOR FUTURE LEARNING (PFL)""; ""THE INFLUENCE OF MOTIVATION ON SUCCESSFUL TRANSFER""; ""SAMENESS AND DIFFERENCE AS A KEY TO UNDERSTANDING TRANSFER""; ""AVOIDING UNPRODUCTIVE TRANSFER STRATEGIES""; ""CONSEQUENTIAL TRANSITIONS INVOLVING TRANSFORMATION""; ""TRANSFER AS BOUNDARY CROSSING""; ""OVERVIEW OF CHAPTERS IN THIS BOOK""; ""REFERENCES""
    Description / Table of Contents: ""2. TRANSFER IN TECHNOLOGY THROUGH A CONCEPT-CONTEXT APPROACH""""INTRODUCTION""; ""CONCEPT LEARNING AS A PEDAGOGICAL CHALLENGE""; ""STRATEGIES FOR CONCEPT LEARNING""; ""CONCEPTS AND CONTEXTS IN TECHNOLOGY AND ENGINEERING""; ""AN ELABORATED EXAMPLE: SYSTEMS""; ""PRECONCEPTIONS""; ""DESIGN ACTIVITIES AS AN OPPORTUNITY FOR CONCEPT-CONTEXT""; ""CONCLUSION""; ""REFERENCES""; ""3. TRANSFERRING KNOWLEDGE VERSUS KNOWLEDGE THROUGH TECHNOLOGY EDUCATION: What�s the Difference?""; ""INTRODUCTION""; ""THE DISTICTION BETWEEN SCIENTIFIC AND TECHNOLOGICAL KNOWLEDGE""; ""TECHNOLOGY BEFORE SCIENCE?""
    Description / Table of Contents: ""COMMON GROUND BETWEEN SCIENCE AND TECHNOLOGY""""OTHER USEFUL KNOWLEDGE DEVELOPED IN TECHNOLOGY CURRICULA""; ""Affective Knowledge and Values""; ""Problem Solving""; ""Designing""; ""Systems Thinking""; ""CONCLUSION""; ""NOTES""; ""REFERENCES""; ""4. TRANSFER AS AN ITERATIVE PROCESS BETWEEN SCHOOL AND WORK: The LISA-Project""; ""INTRODUCTION""; ""PROJECT DESCRIPTION""; ""THE NATURE OF TRANSFER""; ""Employability""; ""Basic Knowledge""; ""Theory and Practice""; ""CONCLUDING WORDS""; ""REFERENCES""; ""5. NURSES� AND TECHNICIANS� COMMUNICATION AND LEARNING AT THE BOUNDARY""
    Description / Table of Contents: ""INTRODUCTION""""BOUNDARIES AND BOUNDARY CROSSING""; ""LEARNING DURING COMMUNICATION AND COLLABORATION AT THE BOUNDARY""; ""WHAT IS LEARNED AT THE BOUNDARY""; ""METHOD""; ""General Case Description""; ""Data Collection""; ""Data Analysis""; ""RESULTS""; ""Boundaries Between Vocations""; ""What Is Learned During Collaboration at the Boundary""; ""CONCLUSIONS AND DICUSSION""; ""REFERENCES""; ""6. TRANSFER OF LEARNING THROUGH INTEGRATION OF THEORY AND PRACTICE IN TECHNICAL VOCATIONAL EDUCATION""; ""INTRODUCTION""; ""AIM AND RESEARCH QUESTION""; ""THEORETICAL POINTS OF DEPARTURE""; ""METHOD""
    Description / Table of Contents: ""RESULTS""""Theory and Practice in Different Arenas""; ""Theory and Practice as Different Parts of the Body""; ""Practice as an Application of Theory""; ""Theory as Understanding Practice and Vice Versa""; ""DISCUSSION""; ""CONCLUDING REMARKS""; ""NOTES""; ""REFERENCES""; ""7. TRANSFERRING STANDARDS: Judging “This-Now� by Reference to “That-Then�""; ""INTRODUCTION""; ""COGNITIVE PROCESSING AND ASSOCIATIVE MEMORY""; ""ASSOCIATIVE MEMORY AND SCHOOL ASSESSMENTS""; ""LOADING THE LEVERS OF JUDGEMENT""; ""PROJECT E-SCAPE; AN EMPIRICAL STUDY""
    Description / Table of Contents: ""HOLISTIC JUDGEMENT: A VERY DIFFICULT TASK?""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-437-6
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  • 25
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    Contemporary British Autoethnography (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094109
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Studies in Professional Life and Work
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Contemporary British Autoethnography
    Keywords: Autobiography English authors ; Ethnology ; Education ; Education
    Abstract: This engaging, informative book makes an exciting contribution to current discussions about the challenges and uses of contemporary autoethnography. Authors from a range of disciplines ‘show and tell’ us how they have created autoethnographies, demonstrating a rich blend of theories, ethical research practices, and performances of identities and voice, linking all of those with the socio-cultural forces that impact and shape the person. The book will be a useful resource for new and experienced researchers; academics who teach and supervise post-graduate students; and practitioners in social science who are seeking meaningful ways to conduct research. This should be required reading for all qualitative research training.
    Description / Table of Contents: Contemporary British Autoethnography; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION: STORYING LIFE AND LIVES; DEFINING AUTOETHNOGRAPHY; HISTORICAL ROOTS AND CONTEXTS WITHIN QUALITATIVE RESEARCH; AUTOETHNOGRAPHY AND THE PERSONAL AS POLITICAL; THE POLITICS OF SUBJECTIVISM; FUNCTIONS; VOICE; INSTITUTIONAL RESISTANCE TO AUTOETHNOGRAPHIC PRACTICE; RISKS OF AUTOETHNOGRAPHY; ORGANISATION OF THE BOOK; THE CHAPTERS; REFERENCES; WHEN WE GOT TO THE TOP OF ELM GROVE; SATURDAY MORNING 7.08 AM, 9TH NOVEMBER 2002; IT STARTED LIKE THIS:; MY TELLING TALE; AND IT ENDED LIKE THIS; SHARING; MEETING SUZANNE
    Description / Table of Contents: MOVING STORIESREFERENCES; WRITING TEACHING AND SURVIVAL IN MENTAL HEALTH: A Discordant Quintet for One; CONSERVING FRUIT; WHO'S PLATO?; THE REFLEXIVITY KOAN; 'IT'S TOO DIFFICULT FOR THEM'; OUR ENCOUNTERS WITH MADNESS; SHORT IS AN INPATIENT IN AN ACUTE WARD; GRANT IS AN INPATIENT IN AN ACUTE WARD; LEIGH-PHIPPARD IS AN INPATIENT IN AN ACUTE WARD; THE PERFORMANCE OF TIME-SPACE; SHORT IS AN INPATIENT IN AN ACUTE WARD; GRANT IS AN INPATIENT IN AN ACUTE WARD; LEIGH-PHIPPARD IS AN INPATIENT IN AN ACUTE WARD; REFERENCES; CULTURAL CONSTRAINTS: EXPERIENCING SAME-SEX ATTRACTION IN SPORT AND DANCE
    Description / Table of Contents: THE FIRST TEAMYOU ARE FAMILY; REFERENCES; LEAVING THE BLOOD IN: EXPERIENCES WITH AN AUTOETHNOGRAPHIC DOCTORAL THESIS; JUMPING IN; IMPACT - SCENE 1; Jess is in her early thirties; WHEN REAL LIFE GETS IN THE WAY; SMALL BANG; THE POWER OF DRAMA IN DOCTORAL WORK; IMPACT - SCENE 2; MY BEAUTIFUL GIRL, MY BEAUTIFUL BOY; IMPACT - SCENE 3; MY DARK MATERIAL; NOTE FROM THE AUTHOR; REFERENCES; A TRUTH WAITING FOR A TELLING; PRELUDE: VOICE; MR PREDICTABLE; JAMES; THE COFFIN; NOTE; REFERENCES; AN ENGLISHMAN ABROAD: AN AUTOETHNOGRAPHIC TALE; January 2000-Hospital; Thursday 6th January 2000
    Description / Table of Contents: Sunday 3rd October 2010January 2000-London. Hospital; February 2000-London. Hospital; March 2000; Tuesday 18th January 2011; Hospital; 6th January 2000; 6th January 2000; June 2010; 7th January 2000; March 2000-Hospital; My first breakfast in the hotel.; CODA; REFERENCES; ASH WEDNESDAYS: AN AUTOETHNOGRAPHY OF (NOT) COUNSELLING; ONE WEDNESDAY, NOW: APPROACHING THE COUNSELLING ROOM; ONE WEDNESDAY, NOW: WRITING AT MY DESK; ONE WEDNESDAY, THEN: MY COUNSELLING ROOM AT THE MEDICAL CENTRE; ONE WEDNESDAY, NOW: THE LIVING ROOM AT MY HOUSE; ONE WEDNESDAY, THEN: MY COUNSELLING ROOM AT THE MEDICAL CENTRE
    Description / Table of Contents: ONE WEDNESDAY, NOW: THE COUNSELLING ROOM AT MY HOUSENOTES; REFERENCES; ASSEMBLAGE/ETHNOGRAPHY: TROUBLING CONSTRUCTIONS OF SELF IN THE PLAY OF MATERIALITY AND REPRESENTATION; INTRODUCTION; THINKING (NOT) OF SELF; Sleep-writing; NOTES; REFERENCES; WRITING FORMS OF FICTION: GLIMPSES ON THE ESSENCE OF SELF; INTRODUCTION; LANDSCAPES AND LIVES; TWO BANKS OF FOUR AND A SPOT-FACED ROCK DRUMMER; LITTLE THINGS; LITTLE THINGS; FINAL THOUGHTS; DIDN'T YOU USED TO BE ...?; SPRING 2010; 1ST MARCH 2012; IT'S DECEMBER 1979. BRIGHTON; JANUARY 1980; SEPTEMBER 1980; SEPTEMBER 1983; SEPTEMBER 1984; FEBRUARY 2011
    Description / Table of Contents: 31ST OCTOBER 2011
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-410-9
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    Creative Leadership Signposts in Higher Education : … Turn Left at the Duck Pond! (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094253
    Language: English
    Pages: Online-Ressource (Approx. 250 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 Leadership Signposts in Higher Education: … Turn Left at the Duck Pond!
    Keywords: Educational leadership ; Education, Higher ; Education ; Education
    Abstract: Preliminary Material -- Villa Bordoni -- My Challenge -- Finding My Way -- Practice Model -- Signposts -- Different Approaches -- Analysing Initiatives -- Professional Development -- Towards Creative Leadership -- Back to Villa Bordoni -- Appendices -- References -- Index.
    Abstract: Creative ways of thinking about leadership are helpful to guide practice and personal growth. This book builds a strategic roadmap for creative leadership practice, putting the spotlight on a leader’s professional development journey in the process. The book is about leadership on the ground in higher education, where the ‘rubber hits the road’. It can also be useful in business, or for anyone wanting to think outside the square. Through a creative storytelling approach, the author takes the reader through Tuscany and her on-the-job experience as a leader of learning and teaching. Along the way, she explains some of the theoretical influences on her thinking and practice—in ways and combinations she hadn’t read about in other leadership books, or experienced in professional development programmes. Through real stories, the author shows how she made creative connections in building her own knowledge on present and past experience, with reflection on how practice can be improved with a clear focus on collegiality and strategic outcomes. This approach reflects the five creative leadership signposts that she explains and illustrates throughout the book
    Description / Table of Contents: ""Creative Leadership Signposts in Higher Education: . . . Turn Left at the Duck Pond!""; ""TABLE OF CONTENTS""; ""LIST OF TABLES""; ""LIST OF FIGURES""; ""ACKNOWLEDGEMENTS""; ""ABOUT THE AUTHOR�S LEADERSHIP ROLE""; ""INTRODUCTION""; ""Journey of Learning about Leadership (Section 1)""; ""Influences on Ways of Thinking about Leadership (Section 2)""; ""Building Knowledge about Leadership (Section 3)""; ""Application of Thinking about Leadership (Section 4)""; ""Roadmap for Creative Leadership (Section 5)""; ""Appendices""; ""SECTION 1: Real Stories: Journey of Learning about Leadership""
    Description / Table of Contents: ""CHAPTER 1: VILLA BORDONI""""TURN LEFT AT THE DUCK POND!""; ""CHAPTER 2: MY CHALLENGE""; ""WHY DID I WRITE THIS BOOK?""; ""WHAT DO I FOCUS ON?""; ""SECTION 2: Creative Thinking: Influences on Ways of Thinking about Leadership""; ""CHAPTER 3: FINDING MY WAY""; ""EXPLICIT, IMPLICIT AND TACIT KNOWLEDGE""; ""HERMENEUTICS""; ""MODE 2 KNOWLEDGE""; ""ACTOR-NETWORK THEORY""; ""1. Problematisation""; ""2. Interessement""; ""3. Enrolment""; ""4. Mobilisation""; ""CHAPTER 4: PRACTICE MODEL""; ""DESIGNING A LEARNING ENVIRONMENT""; ""STRATEGIC KNOWLEDGE NETWORK""; ""Outcomes of conferences""
    Description / Table of Contents: ""SECTION 3: Social Constructivism: Building Knowledge about Leadership""""CHAPTER 5: SIGNPOSTS""; ""SIGNPOSTS SO FAR""; ""Preliminary Signpost 1. Real stories are interesting""; ""Preliminary Signpost 2. Exploring inter-relationships and connections supports real understanding""; ""Preliminary Signpost 3. Knowledge is built on experience""; ""Preliminary Signpost 4. Knowledge is built through reflective practice on and in action cycles""; ""Preliminary Signpost 5. Interpretation needs to be contextual, multi-dimensional and holistic, recognising different perspectives""
    Description / Table of Contents: ""STRATEGIC THINKING SO FAR""""Connecting ideas from sociology and business""; ""CREATIVE LEADERSHIP SIGNPOSTS AND THEIR CUES""; ""Creative Leadership Signpost 1. Real Stories: engage people""; ""Tell real, interesting stories to engage and inspire others""; ""Creative Leadership Signpost 2. Creative Thinking: make connections""; ""Explore real stories to discover inter-relationships, connections, possibilities""; ""Creative Leadership Signpost 3. Social Constructivism: co-construct knowledge""
    Description / Table of Contents: ""Create real stories together through knowing where to start (where we are �at�) and setting priorities""""Creative Leadership Signpost 4. Reflective Practice: improve practice""; ""Reflect on real stories of practice + theory to build knowledge cyclically and improve practice""; ""Creative Leadership Signpost 5. Strategic Outcomes: achieve change""; ""Join up real stories through holistic and strategic thinking to achieve outcomes""; ""CHAPTER 6: DIFFERENT APPROACHES""; ""INTEGRATED STRATEGIC APPROACHES AND THEIR CUES""; ""Integrated Strategic Approach 1. Know what we want to do""
    Description / Table of Contents: ""Integrated Strategic Approach 2. Think about it from different angles""
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-425-3
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    The International Imperative in Higher Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9788462093386
    Language: English
    Pages: Online-Ressource (XIV, 198 p, online resource)
    Series Statement: Global Perspectives on Higher Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Keywords: Education ; Education
    Abstract: 21st century higher education faces immense changes-from the broad impact of globalization to the implications of massification and the growth of enrollments worldwide. The International Imperative in Higher Education focuses on most of the central elements affecting universities worldwide. Included among the themes analyzed are global issues such as corruption, the continuing impact of the brain drain and the phenomenon of brain exchange, the role of English in internationalization, changes in the environment for publishing and knowledge distribution, and academic freedom. The specific elements of internationalization, such as growing commercialization, and the role of agents and recruiters as a part of global student flows are considered. The role of the academic profession in a rapidly changing university environment is also discussed. Special attention is paid to China and India, the world’s two largest academic systems, and the specific challenges faced by them. This book consists of 40 concise essays analyzing key aspects of global higher education. They bring together broad analysis and an underlying concern for the public good aspects of higher education in a comparative and international framework
    Description / Table of Contents: PrefaceIntroduction -- Part.1. Gloalization and its implications. . Part.2. Global issues. Part.3. Mobility, brian drain, and brain exchange? -- Part.4. The academic profession -- Part.5. Rankings and world-class -- Part.6. Branch campuses and franchising -- Part.7. Knowledge distribution -- Part.8. Agents and recruiters: a global dilemma -- Part. 9. Academic freedom -- Part.10. Asian perspectives -- Part.11. China -- Part.12. India.
    Note: Includes bibliographical references
    DOI: 10.1007/978-84-6209-338-6
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    New Voices in Norwegian Educational Research (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094642
    Language: English
    Pages: Online-Ressource (VIII, 178 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 New Voices in Norwegian Educational Research
    Keywords: Education ; Education
    Abstract: Preliminary Material /Elisabeth Bjørnestad and Janicke Heldal Stray -- New Voices in Norwegian Educational Research /Elisabeth Bjørnestad and Janicke Heldal Stray -- Achievement Goals: What Are They and What Significance Do They Have for Students’ Learning and Performance? /Christian Brandmo -- Achievement Motives and Achievement Goal-Type Focus /Gunnar Bjørnebekk -- Comprehending Multiple Texts /Øistein Anmarkrud and Leila E. Ferguson -- How Educational Studies May Contribute to Our Understanding of Innovation /Dorothy Sutherland Olsen -- Digital Competence and Students’ Productive Use of Computers in School /Gréta Björk Guðmundsdóttir and Ove Edvard Hatlevik -- Attendance in Absence /Vegard Nergård and Ove Edvard Hatlevik -- Approaching Filmmaking as Digital Composing /Øystein Gilje -- Circle Time as Whole-Class Teaching – Features, Form, and Content /Elisabeth Bjørnestad -- “Commuting” /Veslemøy Rydland and Svitlana Kucherenko -- Beliefs, Education and Pluralism /Guri Jørstad Wingård -- Democratic Citizenship in the Norwegian Curriculum /Janicke Heldal Stray.
    Abstract: This volume represents the work of 12 authors, all of whom were or are working at the Department of Education at the University of Oslo. This volume aims to provide insights into the diversity of some of the research conducted during the last ten years in Norway, and to shed light on the diverse and broad field of education represented by various new voices from the Department. The contributions have in common that they represent what we can understand as Norwegian voices, at the same time they also show how Norwegian researchers are communicating with and contributing to the international field of educational research. The researchers contributing to this volume are all trained and skilled within a Norwegian tradition, and yet have a broad and international outlook. Norway is a country built on social democratic values, safely situated in one of the northern most corners of the world. During the last ten years or so, the national educational system has been challenged and adjusted to be compatible with international educational trends and expectations. This has brought Norway one step closer to more internationalized and globalized educational approaches, which is clearly shown in this volume. The major themes in this volume serve to highlight this trend with a focus on issues such as achievement goals, motivation and innovation, digital tools and technology in education and new ways of teaching and learning, which include a focus on issues concerning diversity and democracy. The editors and the authors have been collaborating since they first started out as PhD students roughly ten years ago. In this volume, the ambition is to bring together the expertise from this period, and to highlight the contribution to research conducted at the Institute. Elisabeth Bjørnestad lives and works in Oslo, where she is an Associate Professor in Teacher Education and Early Childhood Education and Care at Oslo and Akershus University College of Applied Sciences. Janicke Heldal Stray is also working and living in Oslo, and is an Associate Professor at the Norwegian School of Theology. Nordic Education Focus
    Note: Includes bibliographical references at the end of each chapters
    DOI: 10.1007/978-94-6209-464-2
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    John Dewey and Education Outdoors : Making Sense of the ‘Educational Situation’ through more than a Century of Progressive Reforms (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092150
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als John Dewey and Education Outdoors: Making Sense of the 'Educational Situation' through more than a Century of Progressive Reforms
    Keywords: Dewey, John ; Outdoor education ; Educational change ; Education ; Education
    Abstract: Preliminary Material -- Why be Concerned With Outdoor Education? -- Just What is Outdoor Education? -- Outdoor Education and Indoor Education -- The Environmental Crisis and a Desire for Adventure -- Moving Past the Confusion: What is Education? -- Looking Ahead: Outdoor Education as Occupation -- References -- About the Authors.
    Abstract: In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors—through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a deeper understanding of human experience as both aesthetic and reflective, leading to a more coherent comprehension of not just outdoor education, but of education itself
    Description / Table of Contents: Why be Concerned with Outdoor Education?Just what is Outdoor Education?Outdoor Education and Indoor EducationThe Environmental Crisis and a Desire for AdventureMoving Past the ConfusionLooking Ahead.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-215-0
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    Handbook of Quantitative Methods for Educational Research (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094048
    Language: English
    Pages: Online-Ressource (VIII, 404 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 Handbook of Quantitative Methods for Educational Research
    Keywords: Quantitative research ; Education ; Education
    Abstract: Preliminary Material /Timothy Teo -- Psychometrics /Mark Wilson and Perman Gochyyev -- Classical Test Theory /Ze Wang and Steven J. Osterlind -- Item Response Theory /Xitao Fan and Shaojing Sun -- Multiple Regression /Ken Kelley and Jocelyn H. Bolin -- Cluster Analysis /Christine Distefano and Diana Mindrila -- Multivariate Analysis of Variance /Lisa L. Harlow and Sunny R. Duerr -- LoGistic Regression /Brian F. French , Jason C. Immekus and Hsiao-Ju Yen -- Exploratory Factor Analysis /W. Holmes Finch -- A Brief Introduction to Hierarchical Linear Modeling /Jason W. Osborne and Shevaun D. Neupert -- Longitudinal Data Analysis /D. Betsy Mccoach , John P. Madura , Karen E. Rambo-Hernandez , Ann A. O’Connell and Megan E. Welsh -- Meta-Analysis /Spyros Konstantopoulos -- Agent Based Modelling /Mauricio Salgado and Nigel Gilbert -- Mediation, Moderation & Interaction /James Hall and Pamela Sammons -- Introduction to Confirmatory Factor Analysis and Structural Equation Modeling /Matthew W. Gallagher and Timothy A. Brown -- Testing Measurement and Structural Invariance /Daniel A. Sass and Thomas A. Schmitt -- Mixture Models in Education /George A. Marcoulides and Ronald H. Heck -- Selecting SEM Computer Programs /Barbara M. Byrne -- About the Authors /Timothy Teo.
    Abstract: As part of their research activities, researchers in all areas of education develop measuring instruments, design and conduct experiments and surveys, and analyze data resulting from these activities. Educational research has a strong tradition of employing state-of-the-art statistical and psychometric (psychological measurement) techniques. Commonly referred to as quantitative methods, these techniques cover a range of statistical tests and tools. Quantitative research is essentially about collecting numerical data to explain a particular phenomenon of interest. Over the years, many methods and models have been developed to address the increasingly complex issues that educational researchers seek to address. This handbook serves to act as a reference for educational researchers and practitioners who desire to acquire knowledge and skills in quantitative methods for data analysis or to obtain deeper insights from published works. Written by experienced researchers and educators, each chapter in this handbook covers a methodological topic with attention paid to the theory, procedures, and the challenges on the use of that particular methodology. It is hoped that readers will come away from each chapter with a greater understanding of the methodology being addressed as well as an understanding of the directions for future developments within that methodological area
    Description / Table of Contents: ""COVER""; ""TABLE OF CONTENTS""; ""FOREWORD""; ""REFERENCE""; ""SECTION 1: MEASUREMENT THEORY""; ""1. PSYCHOMETRICS""; ""MEASUREMENT""; ""THE CONSTRUCT""; ""A SURVEY OF TYPES AND PURPOSES OF MEASUREMENT""; ""CONSTRUCT MODELING: THE FOUR BUILDING BLOCKS APPROACH""; ""The Construct Map""; ""The Items Design""; ""The Outcome Space""; ""The Measurement Model""; ""VALIDITY AND RELIABILITY""; ""Reliability""; ""Validity""; ""Evidence Based on Relations to Other Variables""; ""CONCLUSION""; ""NOTES""; ""REFERENCES""; ""2. CLASSICAL TEST THEORY""; ""GENERAL DESCRIPTION""; ""RELIABILITY""
    Description / Table of Contents: ""ESTIMATION OF TRUE SCORES UNDER CTT""""VALIDITY""; ""CTT AND OTHER TECHNIQUES""; ""ITEM ANALYSIS""; ""AN ILLUSTRATIVE STUDY""; ""REFERENCES""; ""3. ITEM RESPONSE THEORY""; ""INTRODUCTION""; ""DICHOTOMOUS ITEM RESPONSE MODELS""; ""Item Response Function (IRF)""; ""One-Parameter Logistic Model""; ""Two-Parameter (2PL) Logistic Model""; ""Three-Parameter (3PL) Logistic Model""; ""POLYTOMOUS ITEM RESPONSE MODELS""; ""The Graded Response Model (GRM)""; ""Partial Credit Model (PCM)""; ""Nominal Response Model (NRM)""; ""SOME MAJOR CONSIDERATIONS IN IRT APPLICATIONS""
    Description / Table of Contents: ""Model Specification and Fit Assessment""""Item and Test Information""; ""ADVANCED TOPICS OF IRT""; ""Multidimensional Model""; ""Test Score Linking and Equating""; ""Differential Item Functioning (DIF)""; ""ILLUSTRATIVE EXAMPLE FOR BASIC IRT MODELING ANALYSIS""; ""Data Sample""; ""Assessment of Data Unidimensionality""; ""IRT Analysis""; ""RESEARCH ISSUES""; ""REFERENCES""; ""SECTION 2: METHODS OF ANALYSIS""; ""4. MULTIPLE REGRESSION""; ""ILLUSTRATIVE DATA""; ""THE MULTIPLE REGRESSION MODEL""; ""Estimated Regression Model Based on Data""
    Description / Table of Contents: ""INTERPRETATION OF THE ESTIMATED REGRESSION MODEL COEFFICIENTS""""The Intercept""; ""MODEL FIT STATISTICS""; ""INFERENCE IN REGRESSION""; ""Inference for the Squared Multiple Correlation Coefficient""; ""Inference for the Intercept and Regression Coefficients""; ""ASSUMPTIONS FOR INFERENCE IN MULTIPLE REGRESSION""; ""Checking the Assumptions""; ""EXAMPLE IN SPSS""; ""EXTENSIONS OF THE BASIC MULTIPLE REGRESSION MODEL""; ""Moderation Models""; ""Mediation Models""; ""Hierarchical Regression""; ""Stepwise Regression""; ""Categorical Regressors""; ""Cross-Validation""
    Description / Table of Contents: ""SPECIAL CASES AND EXTENSIONS OF THE MULTIPLE REGRESSION MODEL""""SUGGESTIONS FOR FURTHER READING""; ""DISCUSSION""; ""NOTES""; ""REFERENCES""; ""5. CLUSTER ANALYSIS""; ""INTRODUCTION""; ""DESCRIPTION AND PURPOSE OF THE METHOD""; ""Starting Cluster Analysis""; ""Clustering Algorithms""; ""Conducting Cluster Analysis""; ""ILLUSTRATIVE STUDY""; ""SUMMARY AND CONCLUSIONS""; ""CONCLUSION""; ""NOTE""; ""REFERNENCES""; ""6. MULTIVARIATE ANALYSIS OF VARIANCE: With Discriminant Function Analysis Follow-up""; ""INTRODUCTION TO MANOVA""; ""Description and Purpose of MANOVA""
    Description / Table of Contents: ""The Main Equations for MANOVA""
    Note: Includes bibliographical references at the end of each chapters
    DOI: 10.1007/978-94-6209-404-8
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    Gender Relations in Sport (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094550
    Language: English
    Pages: Online-Ressource (Approx. 185 p, online resource)
    Series Statement: Teaching Gender
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Gender Relations in Sport
    Keywords: Sports for women ; Sex discrimination in sports ; Sports Sociological aspects ; Education ; Education
    Abstract: Preliminary Material /Emily A. Roper -- Gender and Sport Participation /Karen M. Appleby and Elaine Foster -- Theories of Gender and Sport /Leslee A. Fisher , Susannah K. Knust and Alicia J. Johnson -- Gender and Sport Media /Nicole M. Lavoi -- Sexual Identity and Sport /Kerrie J. Kauer and Vikki Krane -- Intersections of Race, Ethnicity, and Gender in Sport /Akilah R. Carter-Francique and Courtney L. Flowers -- Framing Title IX /Theresa A. Walton -- Studying the Athletic Body /Christy Greenleaf and Trent A. Petrie -- Sexual Harassment and Abuse in Sport /Sandra Kirby and Guylaine Demers -- Developments and Current Issues in Gender and Sport from a European Perspective /Gertrud Pfister -- Contributing Authors /Emily A. Roper.
    Abstract: Designed primarily as a textbook for upper division undergraduate courses in gender and sport, gender issues, sport sociology, cultural sport studies, and women’s studies, Gender Relations in Sport provides a comprehensive examination of the intersecting themes and concepts surrounding the study of gender and sport. The 16 contributors, leading scholars from sport studies, present key issues, current research perspectives and theoretical developments within nine sub-areas of gender and sport: Gender and sport participation Theories of gender and sport Gender and sport media Sexual identity and sport Intersections of race, ethnicity and gender in sport Framing Title IX policy using conceptual metaphors Studying the athletic body Sexual harassment and abuse in sport Historical developments and current issues from a European perspective The intersecting themes and concepts across chapters are also accentuated. Such a publication provides access to the study of gender relations in sport to students across a variety of disciplines. Gender Relations in Sport has been nominated for the following awards: Best Edited Collection in Popular and American Culture 2014 sponsored by the Popular Culture Association and American Culture Association Susan Koppelman Award for the Best Anthology, Multi-Authored, or Edited book in Feminist Studies in Popular and American Culture 2014 sponsored by the Popular Culture Association and American Culture Association
    Description / Table of Contents: ""Gender Relations in Sport""; ""Table of Contents""; ""Preface""; ""1. GENDER AND SPORT PARTICIPATION""; ""INTRODUCTION""; ""WHY WE PLAY: BENEFITS OF SPORT ACROSS THE LIFESPAN""; ""Physical Benefits""; ""Mental Benefits""; ""Social Benefits""; ""CONTESTING AND CONTESTED: A BRIEF HISTORY OF WOMEN IN SPORT""; ""IN THE GAME: THE CURRENT STATUS OF SPORT INVOLVEMENT FOR WOMEN""; ""Interscholastic Opportunities""; ""Recreational Sporting Opportunities for Women""; ""BLOCKING THE SHOT: GENDER RELATED SPORT BARRIERS""; ""Living Environment""; ""Culture and Religion""; ""Specific Barriers for Women""
    Description / Table of Contents: ""GIRLS ONLY: FEMALE CENTERED ORGANIZATIONS, EXERCISE SPACES, AND EVENTS""""Women-Centered Organizations""; ""Women-Centered Exercise Spaces""; ""Women-Centered Events""; ""STILL FIGHTING: SPORT AS A MASCULINE DOMAIN""; ""CHAPTER SUMMARY""; ""REFERENCES""; ""AFFILIATIONS""; ""2. THEORIES OF GENDER AND SPORT""; ""INTRODUCTION""; ""DEFINITIONS""; ""What Is Gender?""; ""What Is Feminism and Feminist Theory?""; ""What Is Queer Theory?""; ""What Is Gender Studies?""; ""CENTRAL CATEGORIES OF ANALYSIS""; ""What Is Gender Identity?""; ""What Is Gender Representation?""
    Description / Table of Contents: ""DOMAINS, METHODS AND CONTENT""""What Is Feminist Sport Studies?""; ""What Is Queer Sport Studies?""; ""What Is Men and Masculinity Studies?""; ""APPLICATION: INTERSECTIONALITY IN SPORT""; ""Knowledge and Appreciation of Human Diversity in Sport""; ""The Role of Intersectionality in the Gendered Realities of Athletes""; ""The Importance of Looking Globally""; ""CHAPTER SUMMARY""; ""REFERENCES""; ""AFFILIATIONS""; ""3. GENDER AND SPORT MEDIA""; ""INTRODUCTION""; ""First Wave Sport Media Research""; ""Second Wave Sport Media Research""; ""CHAPTER SUMMARY""; ""REFERENCES""; ""AFFILIATION""
    Description / Table of Contents: ""4. SEXUAL IDENTITY AND SPORT""""INTRODUCTION""; ""DEFINING SEXUALITY IN SPORT""; ""THEORETICAL FRAMEWORK""; ""SOCIO-HISTORICAL LINKS BETWEEN SPORT, GENDER, AND SEXUALITY""; ""Hegemonic Masculinity""; ""Hegemonic Femininity""; ""Homonegative and Heteronormative Sport Cultures""; ""CONTEMPORARY SPORT CLIMATES""; ""Positive Changes in Sport""; ""The Ally Movement""; ""BECOMING AN ALLY AND CREATING SAFE SPACES IN SPORT""; ""CHAPTER SUMMARY""; ""REFERENCES""; ""AFFILIATIONS""; ""5. INTERSECTIONS OF RACE, ETHNICITY, AND GENDER IN SPORT""; ""INTRODUCTION""; ""SPORTING CULTURE AND THE “OTHER�""
    Description / Table of Contents: ""INTERSECTIONALITY""""PARTICIPATION AND REPRESENTATION OF THE “OTHER�""; ""Participation in Sport""; ""Representation as Sport Leaders""; ""INFLUENCE OF DOMINANT IDEOLOGIES""; ""Disparity of Wages""; ""Femininity versus Athleticism""; ""Masculinity of Sport""; ""TRANSFORMING VALUE OF POLICIES AND PRACTICES""; ""Civil Rights Act of 1964""; ""CHAPTER SUMMARY""; ""NOTE""; ""REFERENCES""; ""AFFILIATIONS""; ""6. FRAMING TITLE IX: Conceptual Metaphors at Work""; ""INTRODUCTION""; ""POLICY""; ""LAKOFF: CONCEPTUAL METAPHORS""; ""FRAMES""; ""Family Values""; ""Strict Father""
    Description / Table of Contents: ""Nurturant Parent""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-455-0
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    Technology Teachers as Researchers : Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094437
    Language: English
    Pages: Online-Ressource (VIII, 310 p, online resource)
    Series Statement: International Technology Education Studies 10
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Technology Teachers as Researchers: Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School
    Keywords: Technical education ; Technology Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Inga-Britt Skogh and Marc J. de Vries -- TUFF and the Value of Teachers as Researchers /Inga-Britt Skogh and Marc J. de Vries -- What Is Technological Knowledge? /Sven Ove Hansson -- Explanation and Prediction in Technology Education /Per Norström -- Pictorial Realism in Geometric Images and Technical Design /Anna Stenkvist -- Students’ Encounter with Technology Education /Inga-Britt Skogh -- The Noble Art of Problem Solving /Edvard Nordlander and Maria Cortas Norlander -- To Use or Not to Use a Teacher Support Programme /Joakim Svärd -- Challenge Traditional Structures /Gunilla Rooke -- Why Choose a Regional Engineering Education Programme? /Håkan Ahlbom -- The Successful Student /Patricia Kingdom -- What You Need to Learn /Helena Isaksson Persson -- Looking for a Glimpse in the Eye /Eva Hartell -- Teachers’ Beliefs Regarding Programming Education /Lennart Rolandsson.
    Abstract: This book presents the scientific output of the TUFF research school in Sweden. In this school, a group of active teachers worked together on a series of educational research studies. All of those studies were related to the teaching about technology and engineering. The research program consisted of studies at various angles of view: a philosophical view, a national view, and a classroom practice view. The book is a showcase of how a well-conducted research program for teachers can lead to good contributions to technology education research. A selection of topics: the nature of technological knowledge, mental images of engineers and engineering, the process of choosing for a study in technology, teachers’ beliefs about technology education and assessment. These topics are directly related to major issues in the international technology education research agenda. The studies presented here were the basis of the authors’ Ph.D. theses. The teachers’ chapters are preceded by a description of ideas behind the TUFF research school and the way it was realized
    Description / Table of Contents: section I. Philosophy of technologysection II. Technology education research -- section III. Engineering education -- section IV. Teachers' perspective.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-443-7
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  • 33
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    Indian Diaspora : Voices of Grandparents and Grandparenting (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094673
    Language: English
    Pages: Online-Ressource (X, 304 p, online resource)
    Series Statement: Transgressions, Cultural Studies and Education 720
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Indian Diaspora: Voices of Grandparents and Grandparenting
    Keywords: East Indian diaspora ; Grandparenting ; Grandparents ; Education ; Education
    Abstract: Preliminary Material /Amarjit Singh -- Introduction /Amarjit Singh -- Voices of Indian Diasporic Grandparents in Mauritius /Uma Bhowon and Sunyukta Bhowon Ramsarah -- Grandparents as Aspects of the Indian Diaspora in South Africa: Boon or Burden? /Kissoon Bihari -- The Sikh Diaspora in Australia: An Exploratory Reflection and Impressions on Aspects of Grandparents and Grandparenting /S.S. Ludher -- Ladkan Khelayan Hai: Playing with the Grandchildren – Indo-Fijian Grandparent Responses to the Assignation of Care-Givers /Mohit Prasad -- Roles of Sindhi Grandparents in Malaysia /Maya Khemlani David -- Distance Grandparenting /Holly Sevier -- 1960s Indian American Immigrant Grandparents and the Cultural Family Narrative /Shilpa Davé -- Indian Diasporic Grandparents in Canada and the United States /Debjani Sarma and Kaberi Sarma-Debnath -- Indian Diasporic Grandparents in Canada and Changing Roles for Grandparents Across Nations /Vineeth Stephen -- Cultural Norms About the Roles of Older People in Sikh Families /Karan Jutlla -- Understanding Contexts in which the Diasporic Punjabi Grandparents “Do” Grandparenting in Canada /Amarjit Singh -- The Hague Immigration Lecture, 2008 /Brij V. Lal -- Appendix /Amarjit Singh -- List of Contributors /Amarjit Singh.
    Abstract: This book celebrates both the past and present existence of the Indian diasporic grandparents who live their daily lives in different countries—the United Kingdom, the United States, Canada, South Africa, Fiji, Mauritius, Australia, Suriname and Malaysia—and in different economic, social, cultural, religious contexts and specific household and family situations. The achievements of the few rich and the famous Indians living in diaspora have been given the celebratory treatment; similar status is not often given to the achievements of the diasporic Indian grandparents. However, “the vanquished and the victors, the subalterns and the sahibs, have equal claims on our attention … clearly there are areas where Indian communities have been settled for long periods of time … without having a significant effect on the countries of their residence … [but] they, too are integral parts of the diaspora” (Brij Lal, Peter Reeves & Rajesh Rai, 2006, p. 15). This book is about voices of contemporary Indian grandparents and their grand parenting practices. The diasporic Indian grandparents are engaged in keeping diverse “Indian families” and “communities” as strong as possible in the current era of globalization process and social policy initiatives that are dominated by the ideology of neo-liberalism. This book claims that the diasporic Indian grandparents have significant effects on the countries of their residence and too are integral parts of the Indian diaspora who deserve the celebratory treatment and status. The book can be used for courses in the areas of critical social work, family studies, gerontology, nursing, rural development, critical pedagogy, and diaspora studies
    Description / Table of Contents: COVER; TABLE OF CONTENTS; ACKNOWLEDGMENTS; 1. INTRODUCTIONi: Grandparents too are Integral Parts of the Indian Diaspora: Celebratingthe Voices of the Diasporic Indian ; STARTING POINT: VOICES OF SOME GRANDPARENTS; Grandparents in Global Context; Grand Parenting as a Separate Identity and a Separate Stage of a Family Life; Families and Households as Contexts for Grandparents to do Grandparenting; Searching for in-between Places and Spaces to "do" Grandparenting; Familiarizing Oneself with Some Key Words Spoken about the Indian Diaspora and Perceptions of Self-Image Held by Indian Diaspora
    Description / Table of Contents: GLIMPSES OF VOICES OF THE INDIAN DIASPORIC GRANDPARENTS IN THIS BOOKPEDAGOGICAL AND CURRICULUM GOALS IN EDUCATIONFOR TRANSFORMATION; NOTES; REFERENCES; 2. VOICES OF INDIAN DIASPORIC GRANDPARENTS IN MAURITIUS: Roles, Issues and Concerns; ABSRTACT; INTRODUCTION; HISTORY OF CONTEMPORARY MAURITIUS; INDIAN DIASPORA IN MAURITIUS; METHODOLOGY; FINDINGS; Characteristics of Respondents; Origins and Family; CHANGING PATTERNS OF CHILDHOOD; REASONS FOR CARING FOR GRANDCHILDREN; RELATIONSHIP WITH GRANDCHILDREN AND THEIR NEEDS; CUSTODIANS OF VALUES, CULTURE AND TRADITIONS
    Description / Table of Contents: CHILD REARING THEN AND NOW: REFLECTIONS ON THE PASTAND THE PRESENTMAJOR CONCERNS FOR THEIR FUTURE; LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH; REFERENCES; 3. GRANDPARENTS AS ASPECTS OF THE INDIANDIASPORA IN SOUTH AFRICA: BOON OR BURDEN?; ABSTRACT; INTRODUCTION; PART A: FROM THE PENS OF HISTORIANS; DEMOGRAPHICS; PART B: FROM THE HEARTS OF GRANDPARENTS; 1. INDIANS - PEOPLE ON THE MOVE; Introduction; 2. INDIANS IN A CHANGING LANDSCAPE; BOYS SMOKING AMONG THE GRASS; FROM CLAIRWOOD SOUTH TO CHATSWORTH; 3. WHAT GRANDPARENTS DO; CONCLUSION; REFERENCES
    Description / Table of Contents: 4. THE SIKH DIASPORA IN AUSTRALIA: AN EXPLORATORY REFLECTION AND IMPRESSIONS ON ASPECTS OF GRANDPARENTS ANDGRANDPARENTINGABSRTACT; INTRODUCTORY; ORIGINS & IDENTITY OF THE SIKHS; THE SIKH DIASPORA TO AUSTRALIA; Pre-Federation; POST-FEDERATION; The White Australia Policy 1901; The First World War; The Second World War (1939-45); THE WHITE AUSTRALIA POLICY TO 1965 & THE COLOMBO PLAN SCHEME; POST WHITE AUSTRALIA POLICY: POST 1973; THE SIKH DIASPORA TO MALAYA/SINGAPORE; Preliminary; Pre-World War I; Enforced or Assisted Sikh migration; Voluntary Self-funded Migration
    Description / Table of Contents: THE PARTITION OF PUNJAB/POST WW IITHE RACE RIOTS IN MALAYSIA 1969; ISSUES OF APPROPRIATE CARE FOR THE CLDB (CULTURALLYAND LINGUISTICALLY DIVERSE BACKGROUNDS) ELDERLY; Introduction; Community Demographics; The Issues; SOME ASPECTS OF GRANDPARENTS AND GRANDPARENTING: VOICES OFSIKH GRANDPARENTS; Introduction; The Nature and some Problems of the Role; Grandparents: Support & Funding; The Role of Sikh Associations & Gurdwaras; Current Australian Immigration Policy; The Present Position; The Future of Sikh Extended Families; NOTE; REFERENCES
    Description / Table of Contents: 5. LADKAN KHELAYAN HAI: PLAYING WITH THE GRANDCHILDREN - INDO-FIJIAN GRANDPARENT RESPONSES TO THEASSIGNATION OF CARE-GIVERS
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-467-3
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  • 34
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    Discourse, Power, and Resistance Down Under (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095090
    Language: English
    Pages: Online-Ressource (VIII, 204 p, online resource)
    Series Statement: Transgressions, Cultural Studies 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 Discourse, Power, and Resistance Down Under: Volume 2
    Keywords: Education Evaluation ; Education Philosophy ; Education ; Education
    Abstract: Preliminary Material /Mark Vicars and Tarquam McKenna -- Researching the Researched /Mark Vicars and Tarquam McKenna -- Misconceptions of Qualitative Research Design /Tania Aspland -- Maternal Death in West Timor /Suzanne Belton and Bronwyn Myers -- Becoming Animal /Jane Bone -- The Box of Vegies /Michael Christie -- Virtually There /Janice M. Crerar -- Problematic Professional Identity Construction /Fiona Douglas -- The Problem of Writing as a Solution /Bróna Nic Giolla Easpaig -- Narrative, Creativity and Collaboration /Marty Grace and Enza Gandolfo -- Reconceptualising the Interview /Linda Henderson -- Wrestling Around Neutrality /Amanda Manypeney -- Hello Old Friend /Ligia Pelosi -- Battledress and Ghillie Suit for a W(a/o)ndering Girl /Corinna Peterken -- Reading Walls on University Corridors /Stefan Popenici and Angela Brew -- Navigating Stories /Betina Przybylak -- Lacking in Discipline /Stefan Schutt -- Creating a Critical Youth Studies Research Paradigm /Shirley R. Steinberg -- Doctoral Education and New Managerialism /Julie White -- Who Decides What Counts as “Proper” Research? /Ye Hong.
    Abstract: DPR Down Under Volume 2 draws together a spirited collection of papers presented at the Australian Discourse Power and Resistance conference held in Darwin 2012. The volume of work addresses and seeks to contextualise the problematic question “What counts as ‘good’ research and who decides?” Each chapter in this volume, written from differing theoretical and methodological positions articulates a notion of what could be considered as being ‘good’ research and is, in some way involved in speaking a truth back to power. The chapters invite the reader to rethink and reconsider the inherently political, critical and subversive nature of research from a range of critical investigations
    Description / Table of Contents: COVER; TABLE OF CONTENTS; 1:RESEARCHING THE RESEARCHED: What Counts as 'Good' and Who Decides?; REFERENCES; AFFILIATIONS; 2:MISCONCEPTIONS OF QUALITATIVE RESEARCH DESIGN: Perspectives of Examiners; MISCONCEPTIONS; Misconception 1; Misconception 2; Misconception 3; Misconception 4; Misconception 5; CONCLUSION; REFERENCES; AFFILIATION; 3:MATERNAL DEATH IN WEST TIMOR: Phenomenally Challenging; WHAT COUNTS? MATERNAL MORTALITY; RESEARCH DESIGN; Who Decides? Gaining Ethics Approval; Traditional Consent; Who Decides? Entry into the Field; Who Decides? Group Narratives; DISCUSSION; CONCLUSIONS
    Description / Table of Contents: ACKNOWLEDGMENTSNOTES; REFERENCES; AFFILIATIONS; 4:BECOMING ANIMAL: Becoming Writer; WRITING HYBRIDITY; ONTOLOGICAL INSTABILITY; BECOMING; BECOMING ACCEPTABLE - AFFECTIVE METHODOLOGY; WRITING WITH THE ANIMAL; BECOMING BIRD; Words in Flight; Bird Writing; BECOMING DOG; WRITING AND LIFE; Discovery; Performing Becoming Animal Becoming Writer - Coda; REFERENCES; AFFILIATIONS; 5:THE BOX OF VEGIES: Method and Metaphysics in Yolŋu Research; THE BOX OF VEGIES; DOUBLE PARTICIPATION; ACKNOWLEDGMENTS; NOTES; REFERENCES; AFFILIATIONS; 6:VIRTUALLY THERE: Considering the Research Potential of Cyborgs
    Description / Table of Contents: BECOMINGWOMEN IN/AND SCIENCE; FEMINIST STANDPOINT THEORY; Wondering; Cyberutopia and Cyberfeminism; Women Online; BECOMING AN ONLINE RESEARCHER; Talking Online; Silence as Data; THINGS I DON'T YET KNOW (IN CONCLUSION); REFERENCES; AFFILIATIONS; 7:PROBLEMATIC PROFESSIONAL IDENTITY CONSTRUCTION: A Theoretical Exploration; CONTEXT; THEORISING IDENTITY CONSTRUCTIONAND THE CONSTRUCTION OF THE PROFESSIONAL SUBJECT; THE RESEARCH AND ITS DESIGN; IDENTIFYING, EXPLORING AND THEORISINGTHE PERFORMATIVE PROBLEMS; PROBLEMS WITH THE THEORISATIONOF PERFORMATIVITY AND EXAMINING CENSORSHIP; CONCLUSIONS
    Description / Table of Contents: REFERENCESAFFILIATIONS; 8:THE PROBLEM OF WRITING AS A SOLUTION: Writing Reflexively in Poststructural Terrain; CONTEXT OF RESEARCH; THE IMPETUS TO WRITE; EXPLORING THE ISSUES WHICH AROSE; From Critique to Confessional; The Post-hoc Justification; Accidental Inquiry; SUMMARY; REFERENCES; AFFILIATIONS; 9:NARRATIVE, CREATIVITY AND COLLABORATION; CONCLUSION; ACKNOWLEDGMENTS; REFERENCES; AFFILIATIONS; 10:RECONCEPTUALISING THE INTERVIEW: An Assemblage of Affect; TALKING STONES:THE INTERVIEW AND ITS POLITICS; MOVING BEYOND SUBJECTS AND OBJECTS:BRINGING AFFECT TO THE ANALYSIS; CONCLUSION; REFERENCES
    Description / Table of Contents: AFFILIATIONS11:WRESTLING AROUND NEUTRALITY: Ethnovellas and the Need for Loki; THE DILEMMA: NOT EXACTLY WIELDING MJÖLNIR; SURELY YOU CAN'T BE SERIOUS?; WWE FROM 'THE COMPOUND'; ANALYSIS (HUMOUR AND NORSE GODS INCLUDED); NOTES; REFERENCES; AFFILIATIONS; 12:HELLO OLD FRIEND: Rediscovering Oneself Through a Bricolage of Narrative Methodologies; 1974 - A CAT AMONG THE FORESTS; AUTOETHNOGRAPHY; ETHNOGRAPHIC FICTION; LIFE HISTORY RESEARCH; CONCLUSION; REFERENCES; AFFILIATIONS; 13:BATTLEDRESS AND GHILLIE SUIT FOR A W(A/O)NDERING GIRL: (Embodying Good Research: What Counts and Who Decides?)
    Description / Table of Contents: BEING ORIGINAL
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-509-0
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  • 35
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    Pathways Through Writing Blocks in the Academic Environment (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092426
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Pathways Through Writing Blocks in the Academic Environment
    Keywords: Academic writing ; Writer's block ; Education ; Education
    Abstract: Preliminary Material /Kate Evans MA -- Orienteering /Kate Evans MA -- Entering the Labyrinth /Kate Evans MA -- Hazardous Ground /Kate Evans MA -- A Viewpoint /Kate Evans MA -- Finding the Story /Kate Evans MA -- Academic Writing: New Approaches /Kate Evans MA -- Creative Academic Writing /Kate Evans MA -- Case Studies /Kate Evans MA -- A Place to Rest /Kate Evans MA -- The Gestalt Cycle /Kate Evans MA -- References /Kate Evans MA -- Index /Kate Evans MA.
    Abstract: “This book offers something for every academic writer, whether budding or experienced. Students struggling with essays and dissertations will find many practical exercises along with invaluable advice. More practised writers will encounter fresh insights…. I am confident that you, the reader, will enjoy this book, which is itself a model of good writing.” —Dr Linda Finlay, the Open University, UK. Writing blocks are likely to strike any writer, even experienced ones, at sometime or another. Academia has its own challenges which can provoke blocks particular to that environment. Drawing on her knowledge as writer, psychotherapeutic counsellor and university tutor, Kate Evans has put together a book which addresses many of the differing aspects of writing blocks, including looking at their emotional and psychological foundations. With discussion and practical exercises, this volume suggests that an infusion of creative techniques can offer pathways through writing blocks in the academic environment. The case studies provide an in-depth consideration of varying experiences of writing blocks. The book is aimed at students with essays, projects or reports to write, or theses to tackle; as well as academics who are working on articles and books. It will also offer insights for supervisors who wish to support those who are writing and guidance for people running writing groups within academia. Over-all the book encourages a creative, collaborative approach which aims to equip academics for writing within the context of the twenty-first century
    Description / Table of Contents: Introduction: OrienteeringEntering the LabyrinthHazardous GroundA ViewpointFinding the StoryAcademic Writing: New ApproachesCreative Academic WritingCase Stuadies.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-242-6
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  • 36
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    Transforming Teachers’ Work Globally : In Search of a Better Way for Schools and Their Communities (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094703
    Language: English
    Pages: Online-Ressource (XIV, 370 p. 88 illus., 44 illus. in color, 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 Transforming Teachers’ Work Globally: In Search of a Better Way for Schools and Their Communities
    Keywords: Educational change ; Educational change Case studies ; Education ; Education
    Abstract: Preliminary Material /Eija Kimonen and Raimo Nevalainen -- Supporting Teachers’ Work /La Tefy Schoen -- Extending Teachers’ Work to Outdoor Learning Environments /Elizabeth L. Hammerman and Donald R. Hammerman -- Changing Aims and Values of Outdoor-Oriented Education /Eija Kimonen -- Professional Orientations and Competences of Teachers in a School and Community Context /Raimo Nevalainen and Eija Kimonen -- The Teacher as an Implementer of Curriculum Change /Raimo Nevalainen and Eija Kimonen -- Teacher Perspectives on Reform in a Small, Rural American School of Historically Finnish Culture /Thomas L. Alsbury and Karen T. Jackson -- The Challenges of Basic Education Curriculum Change in Rural Primary Schools in West China /Shuo Liu , Ruifeng Cui and Genshu Lu -- Philosophical Perspectives for Teachers’ Work /Eija Kimonen -- Teacher Competences in a Changing School Culture /Raimo Nevalainen and Eija Kimonen -- The Reform and Development of Teacher Education in China and Japan in an Era of Social Change /Congman Rao -- Teachers’ Work and Changing Socialization Environments /Eija Kimonen -- Understanding the Educational Change Process and Teachers’ Work /Dhruv Raina , Shakuntla Nagpal and Pranati Panda -- Contributors /Eija Kimonen and Raimo Nevalainen -- Index /Eija Kimonen and Raimo Nevalainen.
    Abstract: This volume is a collection of studies examining the key role of the teacher in the process of school change when innovative pedagogical practices and better ways to develop the school are being sought. Teachers’ work in a changing school culture is a central source of strength in establishing the new practices in ordinary school life. Teachers are generally understood to be crucial for successful change in the school, for the long-term development of their professionalism, and for the advancement of the school’s socio-cultural processes. The aim of this book is to outline the complex character of teachers’ work in schools and their communities. Teachers’ work is observed here in the light of research presenting innovative approaches and reforms. This book is divided into three parts. The first part focuses on contexts for transformation in teachers’ work, the second on an examination of case studies documenting the changing nature of teachers’ work, and the third on comparison of the trends and issues previously presented. The chapters in this volume discuss prospects of teachers’ work in the United States and Europe, as well as in China, India, and Japan. Cover photographs by Raimo Nevalainen
    Description / Table of Contents: Transforming Teachers' Work Globally:In Search of a Better Way for Schoolsand Their Communities; CONTENTS; FOREWORD:APPROACHES TO TEACHERS' WORK IN A GLOBAL CONTEXT; REFERENCE; PREFACE: LAYING THE FOUNDATIONS FOR EDUCATIONAL CHANGE AND INNOVATIVE PRACTICES:The Key Role of Teachers; OVERVIEW; ACKNOWLEDGMENTS; REFERENCES; PART ONE:ENHANCING TRANSFORMATION IN TEACHERS' WORK; 1. SUPPORTING TEACHERS' WORK:Insights from a Study ofDifferentially Improving Schoolsin the United States; INTRODUCTION; REVIEW OF THE LITERATURE; Student Learning: Insights from Developmental and Cognitive Psychology
    Description / Table of Contents: Cognitive DevelopmentPiaget's Stages of Cognitive Development; Vygotsky and Social Constructivism; Dewey's Version of Pragmatic Social Constructivism; Authentic Pedagogy; Social Cognitive Constructivism in Educational Practice; APA Learner-Centered Psychological Principles; School Culture; RESEARCH METHODS; Selection of Schools; Matched Pairs; Extreme Cases Contrasted; Data Collection; Within School Sampling; Three Levels of Data; Methods of Collecting Teacher-Level Data; Trustworthiness and Credibility; Replication of Results; Mixed Method Design; Prolonged Engagement; Persistent Observation
    Description / Table of Contents: Peer DebriefingMember Checks; Reflexive Journal; Triangulation; RESULTS; Dimension 1: Professional Orientation of the Faculty; Dimension 2: Organizational Structure; Relationships between Teachers and Principal; Collegiality among Teachers; Informal Teacher Leadership; Stability in the Principalship; Dimension 3: Quality of the Learning Environments; Dimension 4: Student-Centered Focus; INSIGHTS ABOUT STAFF, SCHOOLS, AND CHANGE; HOW CAN WE SUPPORT THE WORK OF TEACHERS?; REFERENCES
    Description / Table of Contents: 2. EXTENDING TEACHERS' WORK TO OUTDOOR LEARNING ENVIRONMENTS:Applying High-Quality Instruction forMeaningful LearningOUTDOOR LEARNING ENVIRONMENTS; A RATIONALE FOR TEACHING IN OUTDOOR LEARNING ENVIRONMENTS; THE EVOLUTION OF OUTDOOR EDUCATION: A BRIEF HISTORY; THE IMPACT OF ORGANIZATIONS AND NETWORKS ON PROFESSIONAL DEVELOPMENT; RESEARCH SUPPORT FOR OUTDOOR EDUCATION: TEACHING AND LEARNING; IMPLICATIONS OF RESEARCH ON TEACHERS' WORK; DEFINING HIGH-QUALITY INSTRUCTION; MAKING INSTRUCTION MEANINGFUL; EXTENDING TEACHERS' WORK TOWARD MEANINGFUL INSTRUCTION IN THE OUTDOORS
    Description / Table of Contents: Outdoors as a Climate for LearningA Model for Student-Centered Instruction; Applying the Model to Outdoor Environments; IMPLICATIONS AND CONCLUSIONS; Inquiry and Problem Solving in an Outdoor Laboratory; Inquiry Approach; Problem-Solving Approach; Investigating in Informal and Outdoor Environments; Extending Teachers' Work to Outdoor Settings; REFERENCES; 3. CHANGING AIMS AND VALUES OF OUTDOOR-ORIENTED EDUCATION:Ideals for Teachers' Work fromthe American and Indian Experience; INTRODUCTION; The Role of Education in Society: Two Perspectives; Traditions to Educational Aims
    Description / Table of Contents: Functionalist and Pragmatist Approaches
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-470-3
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  • 37
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    Zero Tolerance and Other Plays : Disrupting Xenophobia, Racism and Homophobia in School (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094529
    Language: English
    Pages: Online-Ressource (Approx. 5 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 Zero Tolerance and Other Plays: Disrupting Xenophobia, Racism and Homophobia in School
    Keywords: Racism Drama ; Homophobia Drama ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Zero Tolerance -- Lost Daughter -- Ana’s Shadow -- Bibliography -- About the Author.
    Abstract: In May 2007, 15-year old Jordan Manners was shot and killed in the hallway of his Toronto school. One month later, an investigation resulted in a 595-page report entitled The Road to Health . A few months later, in an attempt to provoke discussion about the report among teachers in Toronto, Tara Goldstein adapted the report into a dramatic script called Zero Tolerance . The play was performed for the first time in September 2008 for 500 new teachers at the Ontario Institute for Studies in Education’s annual Safe Schools Conference. Now for the first time, Zero Tolerance and two other play scripts, Lost Daughter and Ana’s Shadow are available as an anthology. The plays based on the themes of racism, xenophobia and homophobia provoke reflection and discussion about the experiences of marginalized families in North America and can be used by educators who work with teachers and youth in schools as well as university instructors who are teaching courses in Anthropology, Cultural Studies, Diaspora Studies, Equity Studies, Immigration Studies, Sexual Diversity Studies, Sociology, and Women’s Studies. Social Fictions Series Editorial Advisory Board Carl Bagley, University of Durham, UK Anna Banks, University of Idaho, USA Carolyn Ellis, University of South Florida, USA Rita Irwin, University of British Columbia, Canada J. Gary Knowles, University of Toronto, Canada Laurel Richardson, The Ohio State University (Emeritus), USA
    Description / Table of Contents: ""Zero Tolerance and Other Plays: Disrupting Xenophobia, Racism and Homophobia in School""; ""TABLE OF CONTENTS""; ""INTRODUCTION""; ""THE PLAYS""; ""Zero Tolerance (2008)""; ""Lost Daughter (2008)""; ""Ana�s Shadow (2012)""; ""ACKNOWLEDGEMENTS""; ""NOTES""; ""CHAPTER 1: ZERO TOLERANCE""; ""PRODUCTION HISTORY""; ""DEVELOPMENT HISTORY""; ""A NOTE FROM THE PLAYWRIGHT""; ""CHARACTERS""; ""SETTING""; ""Scene 1 Zero Tolerance""; ""Scene 2 One Bullet Wounds Many""; ""Scene 3 Guns""; ""Scene 4 Violence Against Girls""; ""Scene 5 Renewed Relationships Between Teachers and Students""
    Description / Table of Contents: ""End of play""""NOTES ABOUT THE ROAD TO HEALTH""; ""ACKNOWLEDGEMENTS""; ""NOTES""; ""CHAPTER 2: LOST DAUGHTER""; ""PRODUCTION HISTORY""; ""DEVELOPMENT HISTORY""; ""A NOTE FROM THE PLAYWRIGHT""; ""CHARACTERS""; ""SETTING""; ""ACT 1: LEAVING""; ""Prelude""; ""Scene 1""; ""Scene 2""; ""Scene 3""; ""Scene 4""; ""Scene 5""; ""Scene 6""; ""Scene 7""; ""End of Act 1""; ""ACT 2: RETURNING""; ""Scene 1""; ""Scene 2""; ""Scene 3""; ""Scene 4""; ""Scene 5""; ""Scene 6""; ""Scene 7""; ""Scene 8""; ""Scene 9""; ""Scene 10""; ""Scene 11""; ""Scene 12""; ""End of play""; ""CHAPTER 3: ANA�S SHADOW""
    Description / Table of Contents: ""DEVELOPMENT HISTORY""""CHARACTERS""; ""SETTING""; ""Prelude""; ""Scene 1 Passover""; ""Scene 2 Birth Family""; ""Scene 3 Alone Time""; ""Scene 4 Cancer""; ""Scene 5 Competition""; ""Scene 6 Joy and Injustice""; ""Scene 7 Absent Impact""; ""Scene 8 Date Night""; ""Scene 9 Good-bye""; ""Scene 10 Nightmare""; ""Scene 11 New Regimen""; ""Scene 12 Someone Else�s Turn""; ""Scene 13 It�s A Start""; ""Scene 14 Waiting""; ""Scene 15 Next Summer""; ""Scene 16 Long Beautiful Life""; ""End of play""; ""ACKNOWLEDGEMENTS""; ""BIBLIOGRAPHY""; ""INTRODUCTION""; ""ZERO TOLERANCE""; ""LOST DAUGHTER""
    Description / Table of Contents: ""ANA�S SHADOW""""ABOUT THE AUTHOR""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-452-9
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    The Edusemiotics of Images : Essays on the Art∼Science of Tarot (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462090552
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Educational Futures, Rethinking Theory and Practice 55
    Series Statement: Educational Futures 55
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als The Edusemiotics of Images: Essays on the art~science of Tarot
    Keywords: Semiotics ; Signs and symbols ; Education ; Education
    Abstract: Preliminary Material -- Educating for three Is -- At the edge of chaos -- Signs in action -- The language of images -- Transversal communication -- Becoming-woman -- Toward integral consciousness -- An ethics of integration -- Signs and information -- Exploring educational futures -- The paradox of inquiry -- Ghosts in the machine? -- Works Cited -- Acknowledgements -- Index.
    Abstract: Semetsky’s new book offers a bracing account of Tarot semiotics in view of its deep significance for educational experience. Analyzing the symbolic language of Tarot images that express the intimations of the unconscious, she invites readers to explore novel ways of learning about the nature of ourselves and the world we are situated in. Combining thorough research with an accessible style, this groundbreaking book is essential reading for present and future generations of practitioners, academics and students across disciplines. - Pia Brînzeu , Professor of English Literature and Vice-Rector of the University of Timișoara, Romania; author of Corridors of Mirrors
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-055-2
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  • 39
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    Curriculum and the Life Erratic : The Geographic Cure (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093621
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Transgressions: Cultural Studies 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 Curriculum and the Life Erratic: The Geographic Cure
    Keywords: Sciences sociales ; Children of alcoholics Education ; Children of alcoholics Psychology ; Sciences humaines ; Education ; Education
    Abstract: Preliminary Material -- Introduction: Curriculum and the Life Erratic -- The Confounded Life of an 80-Proof Home -- The Unhinged Lives of Kids on the Move -- Drinking and Driving (Away) -- “Hold Still” -- The Geographic Cure Writ Large -- References.
    Abstract: Curriculum and the Life Erratic: The Geographic Cure lays bare the untold damage done to children who are forced to endure the toxic combination of "fermented parenting" (as author Leslie Nissen has termed it) and frequent family moves at the hands of alcoholic parents who perpetually seek the elusive Geographic Cure. While such parents deceive themselves that in the next new place, sobriety will prevail, their children know better. Alcoholics who chronically uproot their families for a fresh start usually carry along every reason to drink. For the school-age children of such cure-seeking alcoholics, the torment of life with a volatile, unpredictable and chronically intoxicated parent is intensified by the anguish of being “the new kid” who changes schools at the whim of the parent. Highly mobile children, bearing an alarmingly long list of prior schools, may be part of a group which Nissen calls Geographic Cure Children , whose chances of finding help are nearly non-existent, despite their acute need for care. The dilemma of this unique subset of Children of Alcoholics is examined via autobiographical, psychoanalytic and fictional lenses. Nissen also recounts her own urge to hit the road when diagnosed with cancer, and explores the Geographic Cure writ large , observing how the current “testing frenzy” and clamor for cures for low test scores dominate educational policy. Could teachers’ panic about accountability cause them to resent new students who appear at their classroom doors mid-year? Is education encumbered because, at the hands of policy-makers, educators are working the Life Erratic?
    Description / Table of Contents: ""Curriculum and the Life Erratic: The Geographic Cure""; ""TABLE OF CONTENTS""; ""ACKNOWLEDGMENTS""; ""CHAPTER 1: INTRODUCTION: CURRICULUM AND THE LIFE ERRATIC""; ""INSET: STEVIE, AGE SEVEN""; ""THE GEOGRAPHIC CURE, CURRICULUM THEORY, AND PSYCHOANALYSIS""; ""A MATTER OF BALANCE""; ""WISDOM FIGURES""; ""THE SINGULAR SET OF CHILDREN OF ALCOHOLICS""; ""OVERVIEW OF CHAPTERS 2 THROUGH 6""; ""CHAPTER 2: THE CONFOUNDED LIFE OF AN 80-PROOF HOME""; ""INSET: OFFICER JAKE�S STEEL-TOE SHOE""; ""RETREATS OF SUBSTANCE""; ""FERMENTED PARENTING""; ""TAKING OVER""; ""ON REFUSING TO TALK ABOUT IT""
    Description / Table of Contents: ""AN AIR RAID A DAY""""CHAPTER 3: THE UNHINGED LIVES OF KIDS ON THE MOVE""; ""INSET: RINGO, SHUT UP!""; ""FAMILIES UNMOORED""; ""TRANSIENT STUDENTS TYPICALLY DEFINED""; ""THE LONG, LOUD SIGH: STUDENT MOBILITY FROM THE SCHOOL PERSPECTIVE""; ""CHAPTER 4: DRINKING AND DRIVING (AWAY)""; ""INSET: GEOGRAPHY AND HIS SISTER""; ""GLASS CASTLES AND GEOGRAPHY LESSONS""; ""THE BUFFER HAS NO BUFFER""; ""ON THE FINE ART OF CIGARETTE REMOVAL""; ""SECRETS AND LIES, GOOD MOODS AND GOODBYES""; ""WHISPERS IN THE ROAR""; ""DRIVING AWAY""; ""CHAPTER 5: “HOLD STILL�""; ""INSET: THE LAUNDRYMAT LIZARD""
    Description / Table of Contents: ""CHARLIE�S ANGEL AND MYSTICAL WHISPERS""""THE KEN FACTOR""; ""THE GOLDEN OPTION""; ""NAMING IT, CLAIMING IT""; ""THE DOCTOR, THE CAPE, AND THE RED LETTER “S�""; ""FORGET-ME-NOTS AND CONTRADICTORY SPACES""; ""SO, WE WERE STUCK IN THIS PLASTIC, OUTDOOR ELEVATOR . . .""; ""HOLDING CHAOS AT BAY""; ""CHAPTER 6: THE GEOGRAPHIC CURE WRIT LARGE""; ""INSET: STEVIE, AGE 12""; ""REFERENCES""
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-362-1
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  • 40
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    The Ecology of School (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092211
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Advances in Learning Environments Research 4
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als The Ecology of School
    Keywords: Droit ; Community and school ; Place-based education ; Sciences humaines ; Sciences sociales ; Education ; Education
    Abstract: Preliminary Material /David Zandvliet -- Environmental Learning /David B. Zandvliet -- Place-Based Education in Practice /Carlos G.A. Ormond -- Development of the Learning Environment /Carlos G.A. Ormond , Susan Teed , Laura Piersol and David B. Zandvliet -- How Many Colours of Green? An Unfolding of Place-Based Curriculum in an Island Community /Susan Teed -- Local Wonders /Laura Piersol -- The Moral Purpose of Schooling: An Administrator’s Perspective /Scott Slater -- Built Environments: Green Spaces as a Silent Teacher /Indira Dutt -- Developing Smiles: Evaluating Place-Based Learning /David B. Zandvliet -- Epilogue /Marlene Nelson.
    Abstract: This book describes and documents one school’s experiences in achieving their environmental literacy goals through the development of a place-based learning environment. Through this initiative, a longitudinal, descriptive case study began at the Bowen Island Community School to both support and advocate for ecological literacy, while helping the school realize its broad environmental learning goals. Conceptualised as an intensive case study of a learning environment (with an environmental education focus), the program was part of a larger ecological literacy project conducted in association with preservice and graduate education programs at a nearby university and research centre. Following both (empirical) learning environments and participatory (ethnographic) research methods, the project is described from a variety of perspectives: students, teachers, teacher educators, researchers and administrators. The volume describes a variety of forms of place-based education that teachers devised and implemented at the school while giving evidence of the development of a supportive and positive place-based learning environment. The programs and initiatives described in this volume provide the reader with insights for the development of place-based programming more generally. The final chapter outlines participatory methods and action research efforts used to evaluate the success of the project and recounts the development and validation of a learning environment instrument to assist with this process. The new instrument coupled with qualitative descriptions of the learning environment experienced by many at the school give unique insights into the various ways the study of learning environments (as a methodology) may be explored
    Description / Table of Contents: The Ecology of School; TABLE OF CONTENTS; PREFACE; 1. ENVIRONMENTAL LEARNING; INTRODUCTION; EDUCATION, ENVIRONMENT AND SUSTAINABILITY; Education for Sustainable Development; Environmental Learning; Learning in the Context of Place-bound Communities; RESEARCH METHODOLOGY; Participatory Action Research; Consultative Methods; 'Working' Meetings and Focus Groups; Political Context; RESULTS OF THE CONSULTATION; Environmental Learning on Bowen Island; Teaching and Learning Principles; Principles of Conceptualizing Environment; DISCUSSION - CONCEPTUALIZING 'ENVIRONMENT' IN CURRICULUM
    Description / Table of Contents: Principle One: Complexity (Life on Earth Depends on, and It Part of, Complex Systems)Principle Two: Aesthetics (Environmental Awareness Enables Students to Develop an Aesthetic Appreciation); Principle Three: Responsibility (Human Decisions and Actions have Environmental Consequences); Principle Four: Ethics (The Study of the Environment Enables Students to Develop an Environmental Ethic); CONCLUSIONS; REFERENCES; AFFILIATION; 2. PLACE-BASED EDUCATION IN PRACTICE; INTRODUCTION; EXPERIENTIAL LEARNING; CRITICAL PEDAGOGY; CONSTRUCTIVISM; SENSE OF PLACE; PLACE-ATTACHMENT AND STEWARDSHIP
    Description / Table of Contents: PLACE-BASED EDUCATION IN PRACTICEPLACE-BASED EDUCATION ON BOWEN ISLAND; REFERENCES; AFFILIATION; 3. DEVELOPMENT OF THE LEARNING ENVIRONMENT; DESCRIPTION OF THE PROJECT; Location of Research: The Place; REFLECTIONS AND RESULTS; Early Developments; Seaquaria in Schools Program; DISCUSSION; CONCLUSION; REFERENCES; AFFILIATIONS; 4. HOW MANY COLOURS OF GREEN? AN UNFOLDING OF PLACE-BASED CURRICULUM IN AN ISLAND COMMUNITY; INTRODUCTION; "THE FORTS"; CULTIVATING 'TEACHER LEADERS'; THE 'TEACHING TRAILS' PROJECT: DISCOVERING THE NATURE OF AN ISLAND COMMUNITY
    Description / Table of Contents: THE QUEST PROJECT: A GRADUATE STUDENT'S LESSONTHE 'BEACH BUCKETS' PROJECT: A POWERFUL CONNECTION TO PLACE; GETTING AT THE HEART OF 'PLACE-BASED EDUCATION'; THE LEGACY; CONCLUDING THOUGHTS: WHAT HAS BOWEN ISLAND TAUGHT YOU?; REFERENCES; AFFILIATION; 5. LOCAL WONDERS; JOURNALING; QUESTING; WONDER; REFERENCES; AFFILIATION; 6. THE MORAL PURPOSE OF SCHOOLING: AN ADMINISTRATOR'S PERSPECTIVE; INTRODUCTION; THE MORAL PURPOSE OF EDUCATION; SETTING AND SUSTAINING THE MORAL PURPOSE; Setting the Moral Purpose; So How Was This Done?; CONCLUSION; NOTE; REFERENCES; AFFILIATION
    Description / Table of Contents: 7. BUILT ENVIRONMENTS: GREEN SPACES AS A SILENT TEACHERINTRODUCTION; METHODS; ANALYSIS; RESULTS; PART 1: VISUAL INQUIRY; Response to Assignment In Focus Group; Visible Trends in the Drawings; Notable Elements in Drawings; Summary of Data Analysis of Student Drawings; PART 2: INTERVIEWS; Data Analysis of Interviews; FUTURE RESEARCH AND IMPLICATIONS OF THE STUDY; Future Research; Implications for Educators; Implications for Those Who Influence the Design of Schools; REFERENCES; AFFILIATION; 8. DEVELOPING SMILES: EVALUATING PLACE-BASED LEARNING; INTRODUCTION; BACKGROUND TO THE STUDY
    Description / Table of Contents: Environmental Learning Re-visited
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-221-1
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  • 41
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    Teaching and Learning Culture : Negotiating the Context (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094406
    Language: English
    Pages: Online-Ressource (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 and Learning Culture: Negotiating the Context
    Keywords: Teaching Philosophy ; Learning Philosophy ; Education ; Education
    Abstract: Preliminary Material /Mads Jakob Kirkebæk , Xiang-Yun Du and Annie Aarup Jensen -- The Power of Context in Teaching and Learning Culture /Mads Jakob Kirkebæk , Xiang-Yun Du and Annie Aarup Jensen -- Filling Up A “China-Box” /Mads Jakob Kirkebæk -- Learning from Designing and Organizing an Intercultural Student Exchange Program /Niels Erik Lyngdorf , Ulla Egidiussen Egekvist , Xiang-Yun Du and Jiannong Shi -- A PBL-Inspired Method for Facilitating Culture Learning /Youjin Ruan and Xiang-Yun Du -- Danish Students’ Perceptions of Task-Based Teaching in Chinese /Rui Bao and Mads Jakob Kirkebæk -- Confronting Cultural Challenges When Reconstructing the Teacher-Student Relationship in a Chinese Context /Huichun Li and Xiang-Yun Du -- Cultural Influences on Chinese Language Teachers’ Perceptions and Beliefs in a Danish Context /Li Wang and Annie Aarup Jensen -- Professional Identity Construction of Non-Native Chinese Language Teachers /Chun Zhang and Annie Aarup Jensen -- Playful Learning Culture in the Museum /Emanuela Marchetti -- “Learning, When You are Not Learning” /Rasmus Gjedssø Bertelsen , Dai Ying and Greta Solinap -- Context as Threat or Opportunity /Mads Jakob Kirkebæk , Xiang-Yun Du and Annie Aarup Jensen -- Notes on Contributors /Mads Jakob Kirkebæk , Xiang-Yun Du and Annie Aarup Jensen -- Index /Mads Jakob Kirkebæk , Xiang-Yun Du and Annie Aarup Jensen.
    Abstract: This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what forms and shapes the context takes, the studies in this book strongly indicate that it is essential to be aware of the power of context in teaching and learning culture in order to understand it and negotiate it. This book suggests that teachers should not try to limit or avoid contextual influences, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each other and achieve the established goal—acquisition of cultural awareness and intercultural understanding
    Note: Includes bibliographical references and index , The Power of Context in Teaching and Learning Culture , Filling Up a "China-Box" , Learning From Designing and Organizing an Intercultural Student Exchange Program , A PBL-Inspired Method for Facilitating Culture Learning , Danish Students' Perceptions of Task-Based Teaching in Chinese , Confronting Cultural Challenges When Reconstructing the Teacher-Student Relationship in a Chinese Context , Cultural Influences on Chinese Language Teachers' Perceptions and Beliefs in a Danish Context , Professional Identity Construction of Non-Native Chinese Language Teachers , Playful Learning Culture in the Museum , "Learning, When You are Not Learning" , Context as Threat or Opportunity
    DOI: 10.1007/978-94-6209-440-6
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  • 42
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    The Roeper School : A Model for Holistic Development of High Ability (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094192
    Language: English
    Pages: Online-Ressource (Approx. 5 p, online resource)
    Series Statement: Advances in Creativity and Giftedness 4
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als The Roeper School: A Model for Holistic Development of High Ability
    Keywords: Gifted children Education ; Holistic education ; Motivation in education ; Education ; Education
    Abstract: Preliminary Material /Don Ambrose , Bharath Sriraman and Tracy L. Cross -- Facets on the Gem /Don Ambrose -- Constancy and Change in Progressive Education /Michele Kane -- The Roeper Philosophy /George Roeper and Annemarie Roeper -- Growing Deep Community Roots /Cathy Wilmers -- Empowering the Gifted and Intense Child /Emery Pence -- “The Most Exciting Meetings” /Denita Banks-Sims -- Nurturing the Gifted Child or Developing Talent? Resolving a Paradox /David Yun Dai -- In Their Own Words /Susannah Nichols -- How Is Roeper Different? /Dylan Bennett -- Roeper Alumni Reflect on Lasting Lessons /Marcia Ruff -- A Personal Tale of Development and Growth /Tracy L. Cross -- Differentiation in Action: The Integrated Curriculum Model /Joyce VanTassel-Baska -- An Interdisciplinary Journey /Wendy Mayer -- Social Justice in an Early Childhood Classroom /Nancy B. Hertzog , Megan A. Ryan and Nick Gillon -- A View from the Preschool Classroom /Colleen Shelton -- Standards and Balanced Assessments /Susan K. Johnsen -- College Counseling and the Gifted Student /Patrick O’Connor -- Next Steps for Roeper School /Carolyn M. Callahan -- Developing Leadership Capacity in Gifted Students for the Present and the Future /Dorothy Sisk -- Emerging Leaders /Lisa Baker -- Leadership at the Roeper School /Emery Pence -- Leadership at the Roeper School Through the Eyes of an Insider /Alexandra Dickinson -- Process and Voice /David H. Feldman -- Observations on Governance at the Roeper School /Douglas Winkworth -- The Roeper School in the 21st Century /Don Ambrose -- The Roeper School from 12 Years Out /Daniel Faichney -- Contributors /Don Ambrose , Bharath Sriraman and Tracy L. Cross -- Subject Index /Don Ambrose , Bharath Sriraman and Tracy L. Cross.
    Abstract: How can we design schools that energetically promote intellectual development while also attending to the social, emotional, and ethical growth of students? In today’s frenzied climate of accountability driven school reform it is difficult to establish anything more than achievement of superficial knowledge and skill. Fortunately, there is a vibrant example of holistic, student-centered education that engenders dynamic, multidimensional student growth. The Roeper School enables students to develop strong intrinsic motivation as they discover aspirations and develop talents consistent with those aspirations. Simultaneously, from a very young age students take considerable responsibility for their own actions and for the processes that go on in their school. Following the Roeper philosophy each student generates a long-term sense of purposeful direction, a strong sense of intrapersonal awareness, impressive creative and critical thinking skills, and a finely tuned sense of ethical responsibility. Upon graduation Roeper students are well prepared to find or create highly productive niches in the world of work and rewarding personal lives while serving as mature, ethical citizens of a complex, 21st-century, globalized society. This book includes descriptions of the multidimensional education the Roeper School provides. The perspectives in the volume are diverse, coming from leading researchers and theorists in the field of gifted education as well as teachers, administrators, alumni, and current students from the school itself. Overall, the book provides a beacon of hope for 21st-century education. “We hope you enjoy reading this volume as much as we enjoyed pulling it together. Consistent with the Roeper philosophy, this has been a work like no other. It has been enriched by the insights of leading scholars from the field of gifted education. But the conceptual and emotional glue that holds the project together comes from the students, alumni, faculty, administrators, and board members who contributed their perceptive responses and insights. As editors for the project, we conclude that the Roeper School truly is a luminous gemstone that can shed light on gifted education and, more broadly, on the development of a more creatively intelligent, humane society.”— From the Introduction by Don Ambrose
    Description / Table of Contents: The Roeper School: A Model for Holistic Development of High Ability; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; PART I: INTRODUCTION; FACETS ON THE GEM: Brilliance Shining Through a Special School for the Gifted; The History and Philosophy of the School; Programs and Curriculum; Emergent, Democratic Leadership; Looking Forward; REFERENCES; PART II: THE HISTORY AND PHILOSOPHY OF THE SCHOOL; CONSTANCY AND CHANGE IN PROGRESSIVE EDUCATION: The Roeper Philosophy of Self Actualization and Interdependence; FROM THEORY TO PRACTICE; DEVELOPING AN ALTERNATIVE EDUCATIONAL MODEL
    Description / Table of Contents: FROM HUMBLE BEGINNINGS TO BROAD VISTASCURRICULUM IN ACTION: CONNECTING LEARNERS AND COMMUNITY; REFERENCES; APPENDIX A: TIMELINE OF THE ROEPER SCHOOL; THE ROEPER PHILOSOPHY; THE ESSENCE OF THE PHILOSOPHY; OUR PHILOSOPHY OF EDUCATION IS A PHILOSOPHY OF LIFE; THE PHILOSOPHY IS A WAY OF LIFE; IT REPRESENTS A BASIC DEPARTURE FROM THE USUAL; IT ORIGINATES FROM A COMBINATION OF IDEALISM AND REALISM; ITS IMPLEMENTATION REQUIRES AN APPROPRIATE GOVERNANCE STRUCTURE; Specific Goals; Specific Skills and Attitudes; THE ROLE OF LEADERSHIP; OUR PROMISE TO CHILDREN; FULFILLING THE PROMISE
    Description / Table of Contents: THE PHILOSOPHY REFLECTED IN THE PROGRAMIN CONCLUSION; NOTE; GROWING DEEP COMMUNITY ROOTS; EMPOWERING THE GIFTED AND INTENSE CHILD; GENERAL ATMOSPHERE OF A TRUE LEARNING COMMUNITY; Educators Must Be Aware of the Emotional Intensity of Their Gifted Students; Respect Is Both Necessary for and an Outcome of Close Authentic Relationships with Our Students; Teachers and Other Adults in the Child's Life Have to Be Models of Intellectual Humility; It Is Important to Downplay Competition as a Motivator
    Description / Table of Contents: Students Should Be Constantly Reflecting on How They Are Doing in Relation to Their Own Goals and Those of Teachers and ParentsCooperation, Good or Bad for Gifted Kids?; Giving Them Choice over What They Learn Will Give Students More of a Sense of Control; Service Learning; Don't Let the Adults Take Over; Question; STUDENT-CENTRED, PROBLEM-BASED INQUIRY; Transferring These Ideas from Roeper to Other Environments; "THE MOST EXCITING MEETINGS": An Interview with Annemarie Roeper and A. Harry Passow; A BRIEF HISTORY OF THE GIFTED CHILD INSTITUTE
    Description / Table of Contents: THE INTERVIEW WITH ANNEMARIE ROEPER AND HARRY PASSOW ON 11/12/1993NOTES; REFERENCES; NURTURING THE GIFTED CHILD OR DEVELOPING TALENT? RESOLVING A PARADOX; THE PROBLEM; MY OWN JOURNEY; RESOLVING THE PARADOX; TOWARD AN AFFECTIVE CURRICULUM FOR TALENT DEVELOPMENT; Cope and Grow: A Model of Affective Curriculum; Proposition 1.; Proposition 2.; Proposition 3.; Three Guideposts: Age, Domain, and Developmental Considerations; Delineation of an Affective Curriculum by Stage; Mode of Delivery and Pedogocial Strateg; CONCLUSION; REFERENCES; IN THEIR OWN WORDS: Students Reflect on the Roeper Difference
    Description / Table of Contents: HOW IS ROEPER DIFFERENT?
    Note: Includes index
    DOI: 10.1007/978-94-6209-419-2
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  • 43
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    Raising the Alarm : An Examination of Innovation and Philosophical Denial (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092846
    Language: English
    Pages: Online-Ressource (XX, 146 p, digital)
    Series Statement: Advances in Innovation Education 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Raising the Alarm: An Examination of Innovation and Philosophical Denial
    Keywords: Education ; Education
    Abstract: Preliminary Material -- Backdrop with Questions -- A Background to Awareness -- The Puzzlement -- Initial Discussion -- Quine and the Drawing of Inferences -- The Absence of Philosophy -- Absence of Philosophy in Innovation and Organizational Policy -- Moving Forward -- Understanding Denial and Delusion -- Conclusion (Philosophy Undenied?) -- Bibliography.
    Abstract: As the foundation of our ...
    Description / Table of Contents: Backdrop with QuestionsA Background to AwarenessThe PuzzlementInitial DiscussionQuine and the Drawing of InferencesThe Absence of PhilosophyAbsence of Philosophy in Innovation and Organizational PolicyMoving ForwardUnderstanding Denial and DelusionConclusion (Philosophy Undenied?)
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-284-6
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  • 44
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    Activity Theory in Formal and Informal Science Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460913174
    Language: English
    Pages: Online-Ressource (VI, 253 p, online resource)
    Series Statement: Cultural and Historical Perspectives on Science Education, Research Dialogs
    Series Statement: Cultural and Historical Perspectives on Science Education 6/2
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Activity Theory in Formal and Informal Science Education
    Keywords: Science Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Katerina Plakitsi -- Activity Theory in Formal and Informal Science Education /Katerina Plakitsi -- Cultural-Historical Activity Theory (CHAT) Framework and Science Education in the Positivistic Tradition /Katerina Plakitsi -- Teaching Science in Science Museums and Science Centers /Katerina Plakitsi -- Rethinking the Role of Information and Communication Technologies (ICT) in Science Education /Katerina Plakitsi -- Chat in Developing New Environmental Science Curricula, School Textbooks, and Web-Based Applications for the First Grades /Katerina Plakitsi , Eleni Kolokouri , Eftychia Nanni , Efthymis Stamoulis and Xarikleia Theodoraki -- Activity Theory, History and Philosophy of Science, and ICT Technologies in Science Teaching Applications /Efthymis Stamoulis and Katerina Plakitsi -- University Science Teaching Programs /Xarikleia Theodoraki and Katerina Plakitsi -- A Cultural Historical Scene of Natural Sciences for Early Learners /Eleni Kolokouri and Katerina Plakitsi -- Biology Education in Elementary Schools /Eftychia Nanni and Katerina Plakitsi -- List of Contributors /Katerina Plakitsi.
    Abstract: The purpose of this book is to establish a broader context for rethinking science learning and teaching by using cultural historical activity theoretic approach. Activity theory already steps in its third generation and only a few works have been done on its applications to science education, especially in Europe. The context takes into account more recent developments in activity theory applications in US, Canada, Australia and Europe. The chapters articulate new ways of thinking about learning and teaching science i.e., new theoretical perspectives and some case studies of teaching important scientific topics in/for compulsory education. The ultimate purpose of each chapter and the collective book as a whole is to prepare the ground upon which a new pedagogy in science education can be emerged to provide more encompassing theoretical frameworks that allow us to capture the complexity of science learning and teaching as it occurs in and out-of schools. The book captures the dialogic and interactive nature of the transferring the activity theory to both formal and informal science education. It also contributes to the development of innovative curricula, school science textbooks, educational programs and ICT’s materials. As a whole, the book moves theorizing and practicing of science education into new face and uncharted terrain. It is recommended to new scholars and researchers as well as teachers/researchers
    Description / Table of Contents: Activity theory in formal and informal science education : the ATFISE project / Katerina PlakitsiCultural-historical activity theory (CHAT) framework and science education in positivistic tradition : towards a new methodology? / Katerina Plakitsi -- Teaching science in science museums and science centers : towards a new pedagogy? / Katerina Plakitsi -- Rethinking the role of information and communication technologies (ICT) in science education / Katerina Plakitsi -- Chat in developing new environmental science curricula, school textbooks and web-based applications for the first grades / Katerina Plakitsi, Eleni Kolokouri, Eftychia Nanni, Efthymis Stamoulis and Xarikleia Theodoraki -- Activity theory, history and philosophy of science, and ICT technologies in science teaching applications / Efthymis Stamoulis and Katerina Plakitsi -- University science teaching programs : what's new in lab activities from a Chat context? The case of magnetism / Xarikeia Theodoraki and Katerina Plakitsi -- A cultural historical scene of natural sciences for early learners : a Chat scene / Eleni Kolokouri and Katerina Plakitsi -- Biology education in elementary schools : how do students learn about plant functions? / Eftychia Nanni and Katerina Plakitsi.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6091-317-4
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    Creatively Gifted Students are not like Other Gifted Students : Research, Theory, and Practice (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091498
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Advances in Creativity and Giftedness 5
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Creatively Gifted Students are not like Other Gifted Students: Research, Theory, and Practice
    Keywords: Gifted children Education ; Education ; Education
    Abstract: Preliminary Material /Kyung Hee Kim , James C. Kaufman , John Baer and Bharath Sriraman -- Introduction to Creatively Gifted Students are not like Other Gifted Students /Kyung Hee Kim , James C. Kaufman , John Baer and Bharath Sriraman -- Nurturing Creativity in the Micro-moments of the Classroom /Ronald A. Beghetto -- Incorporating Technology and Web Tools in Creativity Instruction /Eunsook Hong and Christine Ditzler -- Aligning Program Goals, Student Selection, and Program Activities /John Baer -- Helping Children Develop Pretend Play Skills /Sandra W. Russ , Karla K. Fehr and Jessica A. Hoffmann -- Imaging Creativity /Rex E. Jung and Sephira G. Ryman -- Outside the Lines /Susan Daniels -- Nurturing Talent, Creativity, and Productive Giftedness /Susan J. Paik -- Connecting Student Engagement to the Academic and Social Needs of Gifted and Talented Students /Kimberly M. McCormick and Jonathan A. Plucker -- Career Development for Creatively Gifted Students /Barbar Kerr and M. Alexandra Vuyk -- Grounding Creative Giftedness in the Body /Kendall J. Eskine and Scott Barry Kaufman -- The Genetics of Giftedness /Dean Keith Simonton -- Intelligence and Creativity /Tanja Gabriele Baudson and Franzis Preckel -- But Isn’t Everyone Creative? /Jane Piirto -- Creativity from a Talent Development Perspective /Steven I. Pfeiffer and Taylor L. Thompson -- Conclusions /Kyung Hee Kim , John Baer and James C. Kaufman -- Author Affiliations /Kyung Hee Kim , James C. Kaufman , John Baer and Bharath Sriraman.
    Abstract: This book focuses on the needs of creatively gifted students and how schools can meet those needs. Creatively gifted students show exceptional levels of creativity. These students may or may not have developed other talents and abilities, yet. Even when their abilities and talents are apparent, the needs of creatively gifted students may not be recognized by current gifted education programs. Regardless of whether a creatively gifted student is included in these programs, schools often inadvertently ignore their special needs. The goal of this book is to share the newest research about the attributes and needs of creatively gifted students and the kinds of programs that best address those special needs. The overarching goal of this book is to share with scholars, educators, and practitioners the latest research on creatively gifted students and the kinds of programs that best meet the unique needs of these students. Through the knowledge and experiences shared here, we hope to help close the gap between what these children need and what they are getting
    Note: Includes bibliographical references , Introduction to Creatively Gifted Students are not like Other Gifted Students , Nurturing Creativity in the Micro-moments of the Classroom , Incorporating Technology and Web Tools in Creativity Instruction , Aligning Program Goals, Student Selection, and Program Activities , Helping Children Develop Pretend Play Skills , Imaging Creativity , Outside the Lines , Nurturing Talent, Creativity, and Productive Giftedness , Connecting Student Engagement to the Academic and Social Needs of Gifted and Talented Students , Career Development for Creatively Gifted Students , Grounding Creative Giftedness in the Body , The Genetics of Giftedness , Intelligence and Creativity , But Isn't Everyone Creative? , Creativity from a Talent Development Perspective , Conclusions
    DOI: 10.1007/978-94-6209-149-8
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  • 46
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    Human Rights in the Field of Comparative Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091528
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Comparative and International Education, A Diversity of Voices 21
    Series Statement: Comparative and International Education: Diversity of Voices 21/2 (Istanbul)
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Human Rights in the Field of Comparative Education
    Keywords: Comparative education ; Human rights Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Heidi Biseth and Halla B. Holmarsdottir -- Human Rights in the Field of Comparative Education /Heidi Biseth and Halla B. Holmarsdottir -- The Educational Rights of Asylumseeking and Refugee Children Within the Neo-Liberal State and Inclusive Schools in the UK /Madeleine Arnot , Halleli Pinson and Mano Candappa -- The Protection of Children’s Rights in Latin America /Paulí Dávila and Luis M Naya -- The Right to Education in Latin America (2005-2010) /Ana María Montero Pedrera -- Tensions Between National Citizenship and Human Rights /Vedat Sevincer and Heidi Biseth -- Interpreting Children’s Rights /Catarina Tomás and Mariana Dias -- Culturally Responsive Pedagogy and Human Rights /Susan J. Courey and Pam LePage -- Moroccan Children’s Rights in an Educational Space /Mina Afkir -- The Role of Inter-School Collaboration in Promoting Inter-Group Relations /Karen Carlisle and Joanne Hughes -- Refugee Education as a Gauge of Liberal Multiculturalism /Bruce Anthony Collet -- Contributors /Heidi Biseth and Halla B. Holmarsdottir.
    Abstract: There is no single answer to the question: what are human rights? The answer depends on whom you ask. Several of the papers presented at Fourteenth World Congress of Comparative Education held at Bog
    Description / Table of Contents: Human Rights in the Field ofComparative Education; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. HUMAN RIGHTS IN THE FIELD OF COMPARATIVEEDUCATION: Mapping Ways of Understanding Human Rights; INTRODUCTION; MAPPING WAYS OF SEEING HUMAN RIGHTS IN EDUCATION; The Educational Rights of Asylum-Seeking and Refugee Children within the Neo-Liberal State and Inclusive Schools in the UK; The Protection of Children's Rights in Latin America: Perspectives on the Right toEducation; The Right to Education in Latin America (2005-2010): Analysis of the LatinAmerican Conferences on Education
    Description / Table of Contents: Tensions between National Citizenship and Human Rights: Perspectives in Greeceand TurkeyInterpreting Children's Rights: A New Challenge for Education; Culturally Responsive Pedagogy and Human Rights: Identifying Global Values inthe Classroom; Moroccan Children's Rights in an Educational Space; The Role of Inter-School Collaboration in Promoting Inter-Group Relations: TheNorthern Ireland Perspective; Refugee Education as a Gauge of Liberal Multiculturalism: Iraqi Students inJordan and the United States; SOME CONCLUDING THOUGHTS ON THE MAPPING; REFERENCES; AFFILIATIONS
    Description / Table of Contents: 2. THE EDUCATIONAL RIGHTS OF ASYLUMSEEKINGAND REFUGEE CHILDREN WITHIN THENEO-LIBERAL STATE AND INCLUSIVE SCHOOLSIN THE UKINTRODUCTION; THE ASYLUM-SEEKING CHILD AS IMMIGRANT; Dispersal as a Form of Social Exclusion; Detention: The Erosion of Human Rights; Deportation: The Ultimate Exclusion; Local Educational Responses; TEACHERS' RESPONSES TO ASYLUM-SEEKING AND REFUGEE CHILDREN; RIGHTS OF REFUGEE AND ASYLUM-SEEKING STUDENTSWITHIN THE SCHOOL SYSTEM; NOTES; REFERENCES; AFFILIATIONS; 3. THE PROTECTION OF CHILDREN'S RIGHTS INLATIN AMERICA: Perpectives on the Right to Education
    Description / Table of Contents: THE CRC AND THE COMMITTEE ON THE RIGHTS OF THE CHILDBalance of the Convention on the Rights of the Child: Advances and Problems; Observations and Recommendations of the Committee of the Rights of the Child; THE CODES OF CHILDREN IN LATIN AMERICA; THE GENERAL PRINCIPLES OF THE CRC AND THE CODES OF CHILDREN; The Right to Education in the Codes of Children in Latin America; The Right to Education; The Aims of Education; CONCLUSION: THE EDUCATION AND THE CODES IN LATIN AMERICA; NOTES; REFERENCES; AFFILIATIONS
    Description / Table of Contents: 4. THE RIGHT TO EDUCATION IN LATIN AMERICA(2005-2010): Analysis of the Latin American Conferences on EducationINTRODUCTION; THE RIGHT TO EDUCATION; ANALYSIS OF THE TOPICS RAISED IN THE LCE (2005-2010); The 15th LCE: Latin American Agreement on Education; The 16th LCE: Latin American Pace of Knowledge through Higher Education,Scientific Investigation, Technological Development and Innovation; The 17th LCE: Social Cohesion and Social Policies to Achieve Inclusive Societiesin Latin America; The 18th LCE: Educational Goals 2021 - The Education Wanted for theGeneration of the Bicentenary
    Description / Table of Contents: The 19th LCE: Education and Innovation
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-152-8
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    Excellence in Scholarship : Transcending Transdisciplinarity in Teacher Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092570
    Language: English
    Pages: Online-Ressource (XX, 282 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 Excellence in Scholarship: Transcending Transdisciplinarity in Teacher Education
    Keywords: Teachers Training of ; Learning and scholarship ; Education ; Education ; Lehrerbildung
    Abstract: Preliminary Material /Sivakumar Alagumalai , Stephanie Burley and John P. Keeves -- Creating a Tradition of Research in Education /Margaret J. Secombe -- Effects of Socioeconomic Status, Class Size and Ability Grouping on Science Achievement /John P. Keeves , Njora Hungi and I Gusti Ngurah Darmawan -- Contributions of Family and School Capital to Student Achievement /Alan Russell -- A Quantum Theory Look at the Challenges for Academic Research in Education /Lynn Arnold -- Diversify Values or Value Diversity /Marietta Rossetto -- Celebrating Multicultural Education and Promoting Linguistic and Cultural Diversity Through the Work of the Multicultural Education Committee /Lili Liang and Dorothy Missingham -- Multifaith Chaplaincies in a Successful Pluralistic Society /Alan Larkin , Geoff Boyce and Abul Farooque -- Parents’ Perceptions of Their Children’s Social Skills and Social Behaviour /Carolyn Palmer -- Post-school Pathways in Australia /David D. Curtis -- An Historical Examination of a University’s Scheme to Find a ‘Fair Way’ for All Students /Stephanie Burley -- Towards a New and Inclusive Model of Senior Secondary Education /Murray Thompson and Bob Holloway -- Computer Simulations and Implications for Education and Society /Simon Skrødal , Sivakumar Alagumalai , Mike Lawson and Paul Calder -- The P.E.A.C.E. Pack & S.I.T.E. Software /Jury Mohyla and Phillip T. Slee -- Promoting Science Education for All /Francisco Ben and Sivakumar Alagumalai -- Social Change and Teacher’s Pay /Steven Barrett -- Asia In-country Experience /Doug Trevaskis -- Education and Culture /Mathew A. White -- Rural-Urban School Partnerships and Australia’s Sustainability /John R. Halsey -- Epilogue /Sivakumar Alagumalai , Stephanie Burley , Margaret Scott and Wendy Zweck.
    Abstract: Teachers empower both the next generation of learners and educators. Communities value the intricate roles and responsibilities of teachers: many of whom who go beyond the tangibles to cater to the learning needs of their students. The multidimensional and multifaceted relationship between teacher-education providers and teachers is a complex one. At one end of the spectrum sits the scholarship of teaching while at the enacted zone sits standards-based praxis. Teacher education and scholarship of teaching provides the avenue to demonstrate this interaction of knowledge, pedagogy, research and broadly, scholarship. Unfortunately, there is no strong consensus about the value of pedagogical preparation for teachers. This monograph highlights the broad focus on how education draws its knowledge base from various disciplines; advancing that education itself can become a plethora for shared discourse and reflection. The chapters provide fresh demonstrated understanding into practice-enabled research directions and emphasise the position of research-based praxis in both schools and in institutions entrusted with teacher education. Importantly, the monograph demonstrates the two-way communication between the community and teacher educators about knowledge, experiences, values and diversity and to add value with the sole aim to enhance learning. It highlights education is a collective endeavour in that education and teacher education are subsets of the community, and deliberations in communities add important synergy to education’s evolution and revolution. Thus, the process of inquiry is fundamental in education, and implies transcending traditional discipline-bound knowledge and processes. This monograph provides the challenge to educators that no single or specific discipline directs educational development and enrichment, nor does the latter exclude any
    Description / Table of Contents: Excellence in Scholarship: Transcending Transdisciplinarity in Teacher Education; TABLE OF CONTENTS; PREFACE: ON SCHOLARSHIP: SCOPE, OPPORTUNITIES AND CHALLENGES; INTRODUCTION: EDUCATION, TEACHER EDUCATION AND SCHOLARSHIP; EDUCATION: ENACTING THE FOUR PILLARS OF LEARNING; CHANGING NATURE OF EDUCATION AND RESEARCH EVIDENCE; Opportunities and Challenges; Structure of this Monograph; REFERENCES; THE CONTRIBUTORS; PART 1: CONTRIBUTIONS TO EXCELLENCE INSCHOLARSHIP (PRIMERS/KEYNOTES); CHAPTER 1: CREATING A TRADITION OF RESEARCH INEDUCATION: The Marjoribanks and Smolicz Achievement; INTRODUCTION
    Description / Table of Contents: OBJECTIVE MEASURES OF RESEARCHA PERSPECTIVE FROM LIVED HISTORY; A REVIEW OF KEVIN & GEORGE'S RESEARCH CONTRIBUTIONS; FACTORS EXPLAINING THEIR ACHIEVEMENT; AN ON-GOING TRADITION OF EDUCATIONAL RESEARCH?; REFERENCES; CHAPTER 2: EFFECTS OF SOCIOECONOMIC STATUS, CLASSSIZE AND ABILITY GROUPING ON SCIENCEACHIEVEMENT: A Sociological Approach+; ABSTRACT; INTRODUCTION; A REVIEW OF PREVIOUS RESEARCH; DATA; HYPOTHESIZED MODEL; ANALYSES; RESULTS; Fixed Effects; Variance Partitioning and Variance Explained; CONCLUSIONS; REFERENCES
    Description / Table of Contents: CHAPTER 3: CONTRIBUTIONS OF FAMILY AND SCHOOL CAPITALTO STUDENT ACHIEVEMENT: An Examination of Marjoribanks' Context TheoryMARJORIBANKS' CONTEXT THEORY; INEQUALITIES IN EDUCATIONAL OUTCOMES; CONTEXT THEORY OF STUDENTS' SCHOOL OUTCOMES; MARJORIBANKS' RESEARCH: EVIDENCE IN SUPPORTOF HIS THEORETICAL MODEL; THE U.A.E. STUDY; The Analysis of the U.A.E. Data; A RENEWED FOCUS ON STUDENTS' CHARACTERISTICS; REFERENCES; PART 2: MULTI-FAITH AND MULTI-VALUES'CONTRIBUTIONS TO EDUCATION; CHAPTER 4: A QUANTUM THEORY LOOK AT THE CHALLENGESFOR ACADEMIC RESEARCH IN EDUCATION; INTRODUCTION
    Description / Table of Contents: PROF KEVIN MARJORIBANKS AND PROF JERZY SMOLICZPARADIGMATIC CHANGES TO UNIVERSITAS; EQUITY OF ACCESS - CURRENT STATE AND TASK AHEAD; SOCIAL RESEARCH AND POLICY DISCOURSE; SOCIAL COHESION VERSUS SOCIAL ENGINEERING; SOCIAL SCIENCE RESEARCH BEYOND THE HORIZON TO THE FUTURE; REFERENCES; CHAPTER 5: DIVERSIFY VALUES OR VALUE DIVERSITY; INTRODUCTION; CONCEPTUALISING THE KEY FRAMEWORKS: Imagined Communities; Theory of Cultural Values; Theory of Core Values; THE RESEARCH STUDY ITSELF; Background: 1901-1973; Purpose of this Study; Participants - Concrete and Cultural Data; DISCUSSION OF THE DATA
    Description / Table of Contents: CONCLUSIONSREFERENCES; CHAPTER 6: CELEBRATING MULTICULTURAL EDUCATIONAND PROMOTING LINGUISTIC AND CULTURALDIVERSITY THROUGH THE WORK OF THEMULTICULTURAL EDUCATION COMMITTEE; ABSTRACT; INTRODUCTION; MEC: THE POWER TO SHAPE; THE POWER TO MOVE; THE POWER TO EDUCATE; THE POWER TO CHANGE; CONCLUSION; REFERENCES; CHAPTER 7: MULTIFAITH CHAPLAINCIES IN A SUCCESSFULPLURALISTIC SOCIETY; Introduction; Corporate Culture; Internationalization and Globalization; Diversity; Multi-cultural Society; Pluralism; Learning Organizations; Religion; Spirituality; Chaplaincy; Multifaith Chaplaincy; Conclusions
    Description / Table of Contents: PART 3: EQUITY AND INCLUSION IN EDUCATION
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-257-0
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    The Creation of a Professional Learning Community for School Leaders : Insights on the Change Process from the Lens of the School Leader (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093201
    Language: English
    Pages: Online-Ressource (VIII, 154 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 Creation of a Professional Learning Community for School Leaders: Insights on the Change Process from the Lens of the School Leader
    Keywords: Professional learning communities ; Educational leadership ; School improvement programs ; School principals ; Education ; Education
    Abstract: The unwavering culture of continuous improvement efforts to bring about school change has irrevocably changed the role expectations for the school leader. The school leader in the 21st century is increasingly perceived as an instructional leader expected to implement whole-school reform models that can shape teacher practice and influence student outcomes. The significant changes in role expectations for school leaders present considerable challenges to an educational system that was not designed to incorporate these conceptualizations. In light of the increased acceptance of changed leadership expectations, the elements that are needed for developing, supporting, and sustaining instructional leaders who can lead systemic change efforts are frequently not present, are fragmented, or are observed at various developmental stages throughout the pK-20 pipeline. This book is centered on the learning and changed behaviors of school leaders, who engaged in a sustained job-embedded professional learning community, facilitated through a university-district partnership. The learning from the findings, suggested that job-embedded learning with their peers, can be instrumental for these principals to build the capacity to lead systemic change efforts. The findings further suggested that creating conditions for new understanding to occur, and sustained opportunities to apply new learning in context to their role, entailed a collaborative effort by a partnership involving two separate institutions with different priorities. The author makes a case for the educational pipeline, to prioritize the support and understanding of complex systemic change efforts and innovations, as they are linked to school improvement.
    Description / Table of Contents: The Creation of a Professional Learning Community for School Leaders: Insights on the Change Process from the Lens of the School Leader; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; PURPOSE; RATIONALE FOR THE PROJECT; THEORETICAL FRAMEWORKS; FOUR FRAMEWORK APPROACH TO LEADERSHIP; HUMAN RESOURCE FRAME; TRANSFORMATIONAL LEADERSHIP FRAMEWORK; METHODS; JOURNEY; STAYING THE COURSE; TURNING-POINT; EMERGING PARTNERSHIP; ADMINISTRATORS' PROFESSIONAL LEARNING COMMUNITY; ORGANIZATION OF THE BOOK; CHAPTER 1: THE EVOLVING ROLE OF THE PRINCIPAL; CHAPTER 2: UNIVERSITY-DISTRICT PARTNERSHIPS
    Description / Table of Contents: CHAPTER 3: DEVELOPING THE MODEL FOR THE ADMINISTRATORS' PLCCHAPTER 4: INSIGHTS ON THE PRINCIPALS PRIOR TO THE PLC; CHAPTER 5: CHANGED PRINCIPAL PERCEPTIONS; CHAPTER 6: LINKING CHANGED PRINCIPAL PERCEPTIONS TO PRACTICE; CHAPTER 7: PRINCIPALS' PERCEPTIONS CENTERED ON THE UNIVERSITY-DISTRICT PARTNERSHIP; CHAPTER 8: CONCLUSION; CHAPTER 1: THE EVOLVING ROLE OF THE PRINCIPAL; CONTEXTUAL LANDSCAPE; NEW ROLE CONCEPTUALIZATIONS OF THE PRINCIPALSHIP IN AN ERA OF ACCOUNTABILITY; THE PREMISE OF THE 5-YEAR UNIVERSITY-DISTRICT PROJECT; THE NO CHILD LEFT BEHIND ACT IN AN ERA OF ACCOUNTABILITY
    Description / Table of Contents: HISTORICAL ROLE OF THE PRINCIPALPRINCIPAL AS MANAGER; PRINCIPAL AS INSTRUCTIONAL LEADER; INSTRUCTIONAL LEADERSHIP: SECOND TO TEACHING; CAUSE AND EFFECT OF NEW UNDERSTANDING; DISCONNECTED PRACTICES THROUGHOUT THE PK-20 PIPELINE; HISTORICAL FUNCTION OF PROFESSIONAL DEVELOPMENT; COLLABORATIVE PROFESSIONAL DEVELOPMENT TO FACILITATE CHANGE; RECULTURING PROCESS; ELEMENTS OF EFFECTIVE LEADERSHIP PRACTICES; PROFESSIONAL LEARNING COMMUNITIES; OPERATIONAL DEFINITION OF A PLC; CAPACITY TO IMPLEMENT SYSTEMIC CHANGE INITIATIVES; PLCS AND THE INSTRUCTIONAL LEADER
    Description / Table of Contents: ELEMENTS EMBEDDED IN A PROFESSIONAL LEARNING COMMUNITYCOMMON MISSION, VISION, VALUES, AND GOALS THAT ARE FOCUSED ONTEACHING AND LEARNING; THEMES OF CAPACITY BUILDING AND COLLABORATION; CONCLUSION; CHAPTER 2: UNIVERSITY-DISTRICT PARTNERSHIPS; CHAPTER OVERVIEW; HISTORICAL ROLE OF UNIVERSITY AND SCHOOL-DISTRICT PARTNERSHIPS; PROFESSIONAL DEVELOPMENT PARTNERSHIPS BETWEEN HIGHEREDUCATION AND PUBLIC SCHOOLS; SIGNIFICANCE OF PARTNERSHIPS; COMPLEXITY OF PARTNERSHIPS; CHALLENGES OF BRINGING TOGETHER TWO INHERENTLY DIFFERENT SYSTEMS; CHANGED EXPECTATIONS AND NEW CHALLENGES FOR PARTNERSHIPS
    Description / Table of Contents: EXTERNAL FACTORS SERVING AS CATALYSTS FOR CHANGING LEADERSHIP PRACTICEUNIVERSITY-DISTRICT PARTNERSHIPS IN AN ERA OF ACCOUNTABILITY; SYSTEMS-THINKING; EMBEDDED TEACHER PROFESSIONAL DEVELOPMENT; THE CASE FOR PROFESSIONAL LEARNING COMMUNITIES; LINKING THE ROLE OF PLCS TO TEACHER GROWTH AND PRINCIPAL RESPONSIBILITY; THE ROLE OF PLCS IN A UNIVERSITY-DISTRICT PARTNERSHIP; UNIVERSITY-DISTRICT PARTNERSHIPS INVOLVED IN RE-DESIGN OF PRINCIPAL PREPARATION PROGRAMS; CONCEPTUAL FRAMEWORK; TWO TYPES OF PARTNERSHIPS RELEVANT TO OUR UNIVERSITY-DISTRICT PARTNERSHIP
    Description / Table of Contents: UNIVERSITY-DISTRICT PARTNERSHIPS-PROFESSIONAL DEVELOPMENT SCHOOLS (PDS)
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-320-1
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    Private Tutoring Across the Mediterranean : Power Dynamics and Implications for Learning and Equity (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092372
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Comparative and International Education, A Diversity of Voices
    Series Statement: Comparative and International Education: Diversity of Voices 25
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity
    Keywords: Tutors and tutoring Mediterranean Region ; Education ; Education
    Abstract: Preliminary Material /Mark Bray , André E. Mazawi and Ronald G. Sultana -- Introduction /Mark Bray , André E. Mazawi and Ronald G. Sultana -- Private Tutoring and Social Equity in Croatia and Bosnia & Herzegovina /Boris Jokić , Andrea Soldo and Zrinka Ristić Dedić -- Charting Private Tutoring in Cyprus /Iasonas Lamprianou and Thekla Afantiti Lamprianou -- Education ‘Home Delivery’ in Egypt /Sarah Hartmann -- Education as a Market in France /Anne-Claudine Oller and Dominique Glasman -- Shadow Education in Greece /Michael Kassotakis and Athanasios Verdis -- Private Tutoring in Italy /Giovanna Campani -- The Private Tuition Phenomenon in Malta /Michael A. Buhagiar and Deborah A. Chetcuti -- Private Tutoring in Portugal /António Neto-Mendes , Jorge Adelino Costa , Alexandre Ventura , Sara Azevedo and Andreia Gouveia -- Constructions of Private Tutoring in Slovenian Online Chatrooms /Armand Faganel and Anita Trnavčevič -- Private Tutoring and Inequitable Opportunities in Turkey /Aysit Tansel -- The Demand for Private Tutoring in Turkey /Hülya Koşar Altinyelken -- Beyond Shadows /André E. Mazawi , Ronald G. Sultana and Mark Bray -- About the Authors /Mark Bray , André E. Mazawi and Ronald G. Sultana.
    Abstract: Private tutoring—supplementary, out-of-school instruction offered at a fee to individuals or groups—represents a substantial household expenditure, even in systems that claim to have free public education. It plays out across, alongside, and even within some school systems. Emerging as a ‘shadow education’, private tutoring now operates as a system and industry crossing national, regional, and social-class boundaries. Private tutoring is provided through different modes of delivery including the internet. Policy makers, parents, teachers, trade unions, corporations, community associations, and students are implicated in the private tutoring industry. The debates over private tutoring are therefore part of the larger struggles over the ends of education in just and equitable societies. The authors in this volume address diverse national settings of private tutoring across the Mediterranean, and examine its political, economic, social, and cultural underpinnings. They draw on a range of conceptual frameworks, and deploy a variety of research methods to problematize the multifaceted relationships between tutoring, learning, and equity. The volume captures a multiplicity of voices, and focuses on some of the central challenges facing education in pluralistic societies
    Description / Table of Contents: Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity; CONTENTS; 1. INTRODUCTION: Situating Private Tutoring; THE MEDITERRANEAN AS AN ARENA FOR COMPARISON; METAPHORS AND TERMINOLOGY; DIFFERENT ANGLES OF APPROACH; REFERENCES; 2. PRIVATE TUTORING AND SOCIAL EQUITY IN CROATIA AND BOSNIA & HERZEGOVINA: A Comparative Qualitative Study; ABSTRACT; INTRODUCTION; PRIVATE TUTORING IN CROATIA AND BOSNIA & HERZEGOVINA; COMPARATIVE CONTEXT; METHODOLOGY; FINDINGS AND DISCUSSION
    Description / Table of Contents: Accessibility and Affordability of PT Services for Pupils from Different Socio-Economic BackgroundsVersatility of PT Services for Pupils from Different Socio-Economic Backgrounds; Social Equity and PT - An Issue of Marginal Importance for Educational Stakeholders; Educational Policy - Impaired and Nostalgic; CONCLUSIONS; APPENDIX; NOTES; REFERENCES; 3. CHARTING PRIVATE TUTORING IN CYPRUS: A Socio-Demographic Perspective; ABSTRACT; INTRODUCTION; THE AIMS OF THE STUDY; THE LOCAL IDIOSYNCRASIES OF THE PRIVATE TUITION INDUSTRY; METHODOLOGY; Samples and Instruments; Analyses; RESULTS
    Description / Table of Contents: The Extent of Private Tuition in CyprusThe Financial Aspect of the Private Tutoring Industry; Socio-Demographic Characteristics of Private Tuition; DISCUSSION; NOTES; REFERENCES; 4. EDUCATION 'HOME DELIVERY' IN EGYPT: Private Tutoring and Social Stratification ; ABSTRACT; INTRODUCTION; RESEARCH METHODOLOGY; SCOPE AND FORMS OF TUTORING IN EGYPT; Policy Responses; 'KHALLAS YA USTAZ, EHNA FID-DARS!':A PRIVATE LESSON IN LOWER INCOME CAIRO; Education 'Home Delivery': A Private Lesson in an Upper Class Home; Tutoring across Class Boundaries: Differences and Commonalities
    Description / Table of Contents: Naql Years vs. Shihada Years: Tutoring in Different Education LevelsEDUCATION 'HOME DELIVERY': PEER PRESSURE AND POSITIONAL COMPETITION; MAKING A NAME FOR ONESELF: 'FAMOUS TEACHERS' AND THEIR STRATEGIES; STUDENT-TEACHER RELATIONSHIPS IN THE INFORMAL EDUCATION SECTOR; CONCLUSION: TUTORING, EQUITY, AND SOCIAL STRATIFICATION IN EGYPT; NOTES; REFERENCES; 5. EDUCATION AS A MARKET IN FRANCE: Forms and Stakes of Private Tutoring; ABSTRACT; INTRODUCTION; AFTER-SCHOOL SUPPORT IN FRANCE; Private Lessons; Not-for-Profit Associations as After-School Support Providers; Educational Coaching
    Description / Table of Contents: THE STAKES OF PRIVATE TUTORINGA Very Unequally Distributed Resource; The Effects of Private Tuition; GOVERNMENT ACTIONS; CONCLUSION; NOTES; REFERENCES; 6. SHADOW EDUCATION IN GREECE: Characteristics, Consequences and Eradication Efforts; ABSTRACT; INTRODUCTION; HISTORICAL AND SOCIAL BACKGROUND; KEY ASPECTS OF THE GREEK EDUCATIONAL SYSTEM; TYPES OF SHADOW EDUCATION; ACCESS TO HIGHER EDUCATION AND THE EXPANSION OF SHADOW EDUCATION; THE EXTENT OF SHADOW EDUCATION; STUDENTS' JUSTIFICATIONS FOR TAKING PRIVATE TUTORING; GENDER ISSUES RELATED TO SHADOW EDUCATION
    Description / Table of Contents: NEGATIVE CONSEQUENCES OF SHADOW EDUCATION
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-237-2
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    Re-Calling the Humanities : Language, Education, and Humans Being (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093140
    Language: English
    Pages: Online-Ressource (VIII, 317 p, online resource)
    Series Statement: Educational Futures, Rethinking Theory And Practice
    Series Statement: Educational Futures 59
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Re-Calling the Humanities: Language, Education, and Humans Being
    Keywords: Humanities Study and teaching ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Language, Humans, and The Humanities -- The Language Medium -- Language, History, and Humans Being -- An Intellectual Interlude -- Confusion, The Socratic Truth -- The Crowd and Its Freedoms -- The God Word -- Index.
    Abstract: The author has two goals: 1) to reintroduce humanity to the humanities, and 2) to present a foundation constructed in the reality of the natural languages upon which the studies of human thought and behavior can be successfully understood and explained. In the first section of the book the effects of language upon human behavior are illustrated. It is argued that as water is to fish, language is to humans: the medium in which they live, think, and discover reality. The idea that humans are not simply biological animals, but thought evolving in language—humans are the conversations they construct in language—is amplified. The second section of the book discusses what this means for the subjects we call the humanities. Grounded within the hermeneutic theories of Hans Georg Gadamer, the book is addressed to all the students, the teachers, and the teachers of the teachers of literature, poetry, history, and philosophy; in short, to the humanities and those who desire to comprehend and explain what we humans—beyond pure biology—understand and have made of ourselves
    Description / Table of Contents: Re-Calling the Humanities:Language, Education, and Humans Being; TABLE OF CONTENTS; RE-CALLING THE HUMANITIES; OPENING STATEMENTS; MY PRESUPPOSITIONS; A WORD TO THE READER; NOTES; SECTION I:GROUNDING THE HUMANITIES; CHAPTER 1: LANGUAGE, HUMANS, AND THE HUMANITIES:A Preliminary Synopsis; CHAPTER INTRODUCTION; I. The Origin of Humans; II. The Expansion of Humans and the World; III. Humans Being in the Humanities versus Humans Being in the Sciences; IV. Humans and the Constructed Languages; V. Humans and the Vernacular Languages; VI. The Language Medium; VII. Humans Thinking
    Description / Table of Contents: VIII. Humans and BooksIX. Humans Reading; NOTES; CHAPTER 2: THE LANGUAGE MEDIUM:How Language Affects Humans; I. THE LANGUAGE ISSUE; II. LANGUAGE, THINKING, AND HUMANS BEING; III. WRITTEN LANGUAGE; NOTES; CHAPTER 3: LANGUAGE, HISTORY, AND HUMANS BEING:The Product and Point of History; NOTES; SECTION II:AN INTELLECTUAL INTERLUDE; CHAPTER 4: AN INTELLECTUAL INTERLUDE:The Three Dialogues; I. SCIENCE. THE DIALOGUE OF OBJECTIVE KNOWLEDGE; The Presuppositions, Goals, and Principles of the Scientific Dialogue; II. CAPITALISM: THE CURRENT SURVIVAL DIALOGUE
    Description / Table of Contents: III. THE HUMANITIES: THE DIALOGUE OF LIVED HUMAN EXPERIENCEThe Dialogue of the Humanities; The Dialogue of Survival; IV. TEACHING THE HUMANITIES; NOTES; SECTION III: ISSUES IN THEHUMANITIES; CHAPTER 5: CONFUSION, THE SOCRATIC TRUTH:The Individual in Her Dialogue; NOTES; CHAPTER 6: THE CROWD AND ITS FREEDOMS:Chaining and Unchaining Grendel; NOTES; CHAPTER 7: THE GOD WORD:Words and Humans Being; NOTES; INDEX
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-314-0
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    Portals of Promise : Transforming Beliefs and Practices through a Curriculum of Parents (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093867
    Language: English
    Pages: Online-Ressource (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 Portals of Promise: Transforming Beliefs and Practices through a Curriculum of Parents
    Keywords: Parent-teacher relationships ; Education ; Education
    Abstract: Preliminary Material -- A Curriculum of Parents -- Bringing into Being a Curriculum of Parents -- Planning and Living a Curriculum of Parents -- It is All Relational /Nicole Ferguson Marshall -- A Practicum Journey to Parent Engagement: Are ECE Students Ready for the Trip? /Loranne Young -- Foundational Conceptualizations Underpinning a Curriculum of Parents -- Welcoming from the Inside Out – Authentic Hospitality /Cec Chambul -- Beyond the Classroom Walls /Amy Basaraba -- Love is a Babe /Karen Brander -- Parents: Taken for Granted in Rural Communities /Jennifer Dorval -- Stories of Experience: Kindergarten Teachers Living a New Story with Parents and Families -- Invite, Wonder, and Connect: Learning Lenses for Parent Engagement /Kim Deibert -- A Boy, His Snake, and Their Story: Building Authentic Relationships On and Off the School Landscape /Colleen Kowaluk -- Rethinking Curriculum, Rethinking Practice /Karen Hadwen -- Engaging with Parents and Families off the School Landscape; Bringing their Lives onto the School Landscape -- Challenging Hegemonic Notions of Family: Home Visits as Acts of Caring /Jo-Lynn Jocelyn -- Seeing Families’ Lives, Hearing Families’ Stories: Transforming Beliefs and Practice through Photovoice /Bonnie Mihalicz -- Rethinking Practice: Families Representing Themselves /Carlee Eng -- Working Side by Side -- Looking Inward, Letting Go /Pamela Sawatzky -- Stories of Families: A Journey to Parent Engagement /Laurel Lindgren -- Feeling it in Our Hearts -- About the Contributors.
    Abstract: Working with parents is a significant aspect of educators’ roles, yet it is rare to find curriculum in teacher education programs designed to prepare individuals to consider, in philosophical, theoretical, and pedagogical ways, who they will be in relationship with parents and why. Schools, therefore, remain hierarchical structures in which parents are marginalized in relation to decisions affecting teaching and learning. This book begins with Pushor’s conceptualization of a “curriculum of parents,” a curriculum which explores beliefs and assumptions about parents, a vision for education in which educators work alongside parents and family members in the learning and care of children, and a desire for reform. She describes a curriculum of parents, in the form of three graduate teacher education courses, which she lived out in relationship with students. Graduate students then capture their experiences immersed in this curriculum—what they each took up, how it shaped their knowledge, attitudes, and practices, and how they lived it out as they returned to their classrooms, schools, and early learning centres. This book is a storied account of their intense immersion in a curriculum of parents and the resulting impact living that curriculum has had on who they are in relation to parents and families. It is an honest and vulnerable account of their shared and individual journeys. They puzzle over the complexities and the successes of their work and the resulting impact. This is not a book of best practice, but an invitation to other educators to consider, as they did, what they do and how it could be different
    Description / Table of Contents: section 1. A curriculum of parentssection 2. Foundational conceptualizations underpinning a curriculum of parents -- section 3. Stories of experience : kindergarten teachers living a new story with parents and families -- section 4. Engaging with parents and families off the school landscape : bringing their lives onto the school landscape -- section 5. Working side by side.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-386-7
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    Becoming Teachers of Inner-City Students : Life Histories and Teacher Stories of Committed White Teachers (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093713
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Studies in Inclusive Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Becoming Teachers of Inner-city Students: Life Histories and Teacher Stories of Committed White Teachers
    Keywords: Male teachers United States ; Children of minorities Education ; United States ; Education, Urban United States ; Students with social disabilities Education ; United States ; Teachers, White United States ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Capacitating Concepts -- Race-visible Professional Identifications -- On White Double-Consiousness -- White Progressive Masculinities? -- Second Wave White Teacher Identity Studies -- Capacitating Concepts -- Appendix B -- Research Methodology -- References.
    Abstract: Winner of the Outstanding ...
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-371-3
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    Citizenship, Education and Violence : On Disrupted Potentialities and Becoming (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094765
    Language: English
    Pages: Online-Ressource (Approx. 20 p, online resource)
    Series Statement: Educational Futures, Rethinking Theory and Practice 150
    Series Statement: Educational Futures 62
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Citizenship, Education and Violence: On Disrupted Potentialities and Becoming
    Keywords: Children and violence ; Citizenship Study and teaching ; Educational sociology ; Education ; Education
    Abstract: Preliminary Material -- Current Liberal Understandings of Citizenship Education -- Rethinking Citizenship Education as a Pedagogical Encounter -- On Potentiality in Schools -- On the Potentiality and Impotentiality of Violence -- On Conflict and Violence in Schools -- A Case Study on Cultivating Citizenship Education in Schools -- On the (Im)possibility of Building a Culture of Humanity and Responsibility in Schools -- Disrupting Violence in Schools -- Reconsidering Educational Leadership as Commensurate with Potentiality and Becoming -- Re-Imagining Citizenship Education Manual -- References -- Index.
    Abstract: The focus of this book is to offer a humane response to dealing with violence. An interpretive analysis is presented in order to think differently about violence in schools and about how a citizenship education of becoming can deal with the unpredictable consequences of violence in its own potentiality. It seems to the authors that, given the confident onslaught of violence, there is nothing left to do but to offer insight into the nature of violence itself and, by so doing, to search for unexplored ways of humane response and being. The authors are not pretending to hold a magic wand that will sanctify schools into the safe zones that they ought to be and as which they should serve in any society. This would be both presumptuous and misleading. What one is looking and hoping for, however, is a renewed engagement, a slight tilting of the perspective, so that something other than how we have always responded to violence perhaps will emerge. The authors are confident that such a deconstructive approach to violence in schools through the lens of a reconsidered view of citizenship education can assist them and others to wrestle with its potential for destruction that can be changed into options for co-belonging of a non-violent, if not peaceful, kind
    Description / Table of Contents: Citizenship, Education and Violence:On Disrupted Potentialities and Becoming; TABLE OF CONTENTS; FOREWORD; REFERENCES; PREFACE; ACKNOWLEDGEMENTS; ABOUT THE AUTHORS; CHAPTER 1: CURRENT LIBERAL UNDERSTANDINGS OF CITIZENSHIP EDUCATION: Citizenship Education as a Deliberative, Compassionate andResponsible Encounter with the Other; INTRODUCTION; DELIBERATIVE CITIZENSHIP EDUCATION; COMPASSIONATE CITIZENSHIP EDUCATION; RESPONSIBLE CITIZENSHIP EDUCATION; CHAPTER 2: RETHINKING CITIZENSHIP EDUCATION AS A PEDAGOGICAL ENCOUNTER:On Becoming an Equal, Intelligible, Amateur Citizen; INTRODUCTION
    Description / Table of Contents: TOWARDS THE NOTION OF A PEDAGOGICAL ENCOUNTERON THE EQUAL, INTELLIGIBLE AND AMATEUR CITIZEN: RETHINKING CITIZENSHIP EDUCATION; IMPLICATIONS OF CITIZENSHIP EDUCATION FOR PEDAGOGICAL ENCOUNTERS; SCHOOLS BECOMING SITES OF DEMOCRACY; CHAPTER 3: ON POTENTIALITY IN SCHOOLS:Cultivating a Citizenship Education of Becoming; INTRODUCTION; ON A POTENTIALITY OF BECOMING; ON THE POTENTIALITY OF A CITIZENSHIP EDUCATION OF BECOMING; RETHINKING COMMUNITY IN RELATION TO THE POTENTIALITY OF A CITIZENSHIP EDUCATION OF BECOMING; AGAINST SCHOOLING, OR NOT?
    Description / Table of Contents: CHAPTER 4:ON THE POTENTIALITY AND IMPOTENTIALITY OF VIOLENCEINTRODUCTION; VIOLENCE IN ITS POTENTIALITY; AGAINST THE LIMITED USE OF VIOLENCE; CONDITIONAL VIOLENCE IN ITS POTENTIALITY; COUNTERACTING VIOLENCE THROUGH PLAY; CHAPTER 5:ON CONFLICT AND VIOLENCE IN SCHOOLS; INTRODUCTION; REGARD TO CONFLICT AND VIOLENCE; VIOLENCE AS A (DIS)ORDER OF DEMOCRACY; ON RE-SUMMONING THE VIOLENCE; CHAPTER 6: A CASE STUDY ON CULTIVATING CITIZENSHIP EDUCATION IN SCHOOLS:An Empirical Initiative in Becoming; INTRODUCTION; TOWARDS A 'MANUAL' FOR CITIZENSHIP EDUCATION
    Description / Table of Contents: DIS-ENGAGING FROM THE 'MANUAL' FOR CITIZENSHIP EDUCATIONREFLECTIONS ON THE CONSTITUTIVE ASPECTS OF CITIZENSHIP EDUCATION VIS-À-VIS THE 'MANUAL'; ON A CITIZENSHIP EDUCATION OF BECOMING: ENGAGING WITH REFLECTIVE ENCOUNTERS; CHAPTER 7: ON THE (IM)POSSIBILITY OF BUILDING A CULTURE OF HUMANITY AND RESPONSIBILITY IN SCHOOLS:The South African Example of School Violence; INTRODUCTION; ON THE ELUSIVENESS OF THE POTENTIALITY OF DEMOCRATIC CITIZENSHIP EDUCATION; POTENTIAL BREAKTHROUGHS: THE MANIFESTO ON VALUES, EDUCATION AND DEMOCRACY, AND BEYOND
    Description / Table of Contents: THE PROMOTION OF RESPONSIBILITY AND HUMANITY IN PUBLIC SCHOOLS: A BRIDGE TOO FAR?RESPONSIBILITY AND HUMANITY POTENTIALLY BECOMING IN SCHOOLS; CHAPTER 8: DISRUPTING VIOLENCE IN SCHOOLS:Establishing Potentially Becoming Schools for Citizenship Education; INTRODUCTION; A POTENTIALLY BECOMING SCHOOL COMMUNITY; CITIZENSHIP EDUCATION AS BECOMING: SOME CONCLUDING THOUGHTS; NOTE; POSTSCRIPT:RECONSIDERING EDUCATIONAL LEADERSHIP AS COMMENSURATE WITH POTENTIALITY AND BECOMING; INTRODUCTION; RECONSIDERING EDUCATIONAL LEADERSHIP; A POST-APARTHEID EDUCATIONAL LEADERSHIP
    Description / Table of Contents: AUTHORITY AS SINGULARITY THAT POTENTIALLY TRANSFORMS EDUCATIONAL LEADERSHIP
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-476-5
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    Disabled Students in Welsh Higher Education : A Framework for Equality and Inclusion (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093447
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Studies in Inclusive Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Disabled Students in Welsh Higher Education: A Framework for Equality and Inclusion
    Keywords: College students with disabilities ; Education, Higher ; Education ; Education ; Wales ; Hochschule ; Student ; Behinderter Mensch ; Inklusive Pädagogik
    Abstract: Preliminary Material -- The Context -- Competing Tensions -- Welsh Politics And Policymaking -- How Representative are Disabled Students in the Higher Education System? -- An Institutional Response to Equality and Inclusion -- Academic Departmental Response to Equality and Inclusion -- Student Experience -- A Commitment to Equality -- Appendix -- References -- Index.
    Abstract: The number of disabled students accessing higher education in the United Kingdom has increased substantially, but the findings detailed in Disabled Students in Welsh Higher Education: A Framework for Equality and Inclusion identify that inequality and exclusion persist. Discussion is presented in three main sections: Part one, Perceptions, priorities and power , provides a theoretical and legislative framework towards understanding the experiences of disabled people in society today. The significance of competing priorities of, on the one hand legislators, policymakers and higher education providers, against, on the other hand the often excluded voice of disabled people, is considered in terms of legislative change, policy processes and provision implemented. Karen Beauchamp-Pryor addresses the absence of research examining the situation of disabled students in Wales and identifies the tensions which exist due to devolved political and policymaking power. Part one concludes by providing a detailed statistical analysis of the representation of disabled students in higher education. Part two, The case study university , explores an institutional response to disability policy and provision, academic departmental approaches and student experience. In the case study disability was perceived not as a matter of equal rights but as a welfare problem requiring measures of care, concern and compensation. Consequently, disabled students lacked power, which was reflected in restricted choice, lack of control and non-involvement. Part three, An equality and inclusive framework , responds to the question of how a model of equality and inclusion can be advanced within institutions. The author urges for an innovative active process of deliberation and discussion within universities of those factors which promote equality and the feeling of inclusion for disabled students: a process whereby wider views and experiences are embraced amongst staff and students
    Description / Table of Contents: part 1. Perceptions, priorities and powerpart 2. The case study university -- part 3. An equality and inclusive framework.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-344-7
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    Student Teaching : A Journey in Narratives (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094888
    Language: English
    Pages: Online-Ressource (VIII, 146 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 Student Teaching: A Journey in Narratives
    Keywords: Student teaching ; Education ; Education
    Abstract: Preliminary Material /K.J. Fasching-Varner , H.B. Eisworth , T.H. Mencer , D.R. Lindbom-Cho , M.C. Murray and B.C. Morton -- Introduction /Kenneth J. Fasching-Varne , Hillary B. Eisworth , Thomasine H. Mencer , Desiree R. Lindbom-Cho and Martha C. Murray -- Know Thy Self /Kathy Le -- Powerful Moments /Mackenzie Segrest -- Fears /Katie Lowder -- Balance: Is it Obtainable? /Jessica Daigle -- Weathering it All /Katherine Steinhardt -- An Alternate Path /Nicole Chellino -- The Power of Questions /Kasey Ball -- If I Can Get Through This, I Can Get Through Anything /Katherine Golemi -- Gaining a Critical Perspective /Margaret Bates -- Conclusion /Hillary B. Eisworth and Kenneth J. Fasching-Varner -- Afterword /Kimberly A. White-Smith -- Updates /K.J. Fasching-Varner , H.B. Eisworth , T.H. Mencer , D.R. Lindbom-Cho , M.C. Murray and B.C. Morton -- References /K.J. Fasching-Varner , H.B. Eisworth , T.H. Mencer , D.R. Lindbom-Cho , M.C. Murray and B.C. Morton.
    Abstract: The journey of becoming a teacher is a complicated, emotional, and often intricate endeavor. Much has been written about pre-service teachers but rarely do we understand the journey through their own voices. Join nine pre-service teachers as they share their experiences, challenges, and victories through a series of powerful narratives. Committed to making the process more transparent for those embarking on a similar journey, the chapter authors share honest, personal, and heartfelt viewpoints about what it means to become a teacher. The nine pre-service teachers in this volume all participated in a yearlong student teaching in the renowned Elementary Holmes Master of Arts in Teaching program at Louisiana State University. Putting to practice critical perspectives about what it means to teach in the 21st century, these authors expose their vulnerabilities with a range of literary approaches including metaphor, reflective journaling, and storytelling. The volume is framed by teacher educator insights about the contexts and complexities of teaching. A must read for anyone preparing to student teach, or for those already student teaching, Student Teaching: A Journey in Narratives deals directly with the realities of learning to teach. Sometimes poetic, sometimes painful, these compelling personal narratives of novice teachers provide a poignant view of the struggles, fears, and celebrations developing teachers traverse on the journey to induction into the profession. Teacher educators and teacher candidates alike will find much to explore and discuss in these chapters. No stone of learning to teach is left unturned!—Lisa Delpit, Author of Other People’s Children: Cultural Conflict in the Classroom and Multiplication is for White People: Raising Expectations for Other People’s Children
    Description / Table of Contents: COVER; TABLE OF CONTENTS; FOREWORD: Former distinguished Professor University of Illinois at Chicago; 1. INTRODUCTION: Louisiana State University and Agricultural & Mechanical College; PROGRAM ORIENTATION; Program Organization; Program Structure; Research Component; THE "BOOK" PROJECT; READING THIS BOOK; NOTE; 2. KNOW THY SELF: Willow Creek Elementary; "LIVE AS IF YOU WERE TO DIE TOMORROW. LEARN AS IF YOU WERE TO LIVEFOREVER" ― MAHATMA GANDHI; "[KIDS] DON'T REMEMBER WHAT YOU TRY TO TEACH THEM. THEYREMEMBER WHAT YOU ARE"― JIM HENSON
    Description / Table of Contents: "OFTEN, IT'S NOT ABOUT BECOMING A NEW PERSON, BUT BECOMING THE PERSON YOU WERE MEANT TO BE, AND ALREADY ARE, BUT DON'T KNOWHOW TO BE" - HEATH L. BUCKMASTER3. POWERFUL MOMENTS: Children's Charter School; 4. FEARS: Bissonet Plaza Elementary School; PRIOR TO THE START OF SCHOOL; August 7, 2012; August 8, 2012; THE FIRST FULL WEEK; August 10, 2012; THE NEXT FEW WEEKS; September 10, 2012; September 12, 2012; September 14, 2012; September 18, 2012; September 19, 2012; September 20, 2012; September 25, 2012; September 26, 2012; September 27, 2012; SETTLING IN; October 10, 2012; October 24, 2012
    Description / Table of Contents: November 7, 2012November 8, 2012; November 16, 2012; THE BREAK AND 2ND SEMESTER; December 7, 2012; January 14, 2013; January 24, 2013; January 28, 2013; February 19, 2013; March 6, 2013; March 7, 2013; DRAWING NEAR THE END; April 2, 2013; April 11, 2013; April 17, 2013; April 18, 2013; 5. BALANCE: IS IT OBTAINABLE?: Math, Science, and Arts Academy West; BALANCE OF FEELINGS AND EMOTIONS; BALANCING YOUR ROLE AS A GUEST; BALANCING WITHIN THE CLASSROOM; BALANCE OUTSIDE THE CLASSROOM; LOOKING BACK; ADVICE; 6. WEATHERING IT ALL: Lafayette Academy Charter School; OVERCAST
    Description / Table of Contents: Sky Condition When Greater Than 9/10 of the Sky is Covered by CloudsPARTLY SUNNY; Used to Emphasize Daytime Sunshine; FAIR; FLASH FLOOD ADVISORY; HIGH RISK OF POLLUTANT; HEAT LIGHTNING; Lightning That Can Be Seen, But Is Too Far Away for the Thunder to Be Heard; ACID RAIN; Cloud or Rain Droplets Containing Pollutants; HAZE; Fine Dust or Salt Particles in the Air that Reduce Visibility; OVERCAST; Sky Condition When Greater Than 9/10 of the Sky is Covered by Clouds; CLEAR; Sky Condition of Less Than 1/10 Cloud Coverage; AURORA BOREALIS
    Description / Table of Contents: 7. AN ALTERNATE PATH: Primrose School of League City of Victory LakesINTRODUCTION; THE FIRST FIRST DAY; BARRY; BECOMING A BUFFER; BECOMING DISCOURAGED; THE FIRST LAST DAY; THE SECOND FIRST DAY; THE RIGHT BALANCE; TEACHING AS ART; DOUBT RETURNS; AN ALTERNATE PATH; IF YOU HAVE A DIFFICULT MENTOR TEACHER; IF YOU DOUBT YOUR CAREER CHOICE; IF YOU FEEL EXHAUSTED; IF YOU HAVE OTHER INTERESTS; IF YOUR PERSONAL LIFE IS FAILING; IN THE END; 8. THE POWER OF QUESTIONS: West Baton Rouge Parish; PROFESSIONAL DIFFERENCES; BREAKING UP FIGHTS; PROVIDING INDIVIDUAL SUPPORT; HANDLING MATTERS AT HOME; BULLYING
    Description / Table of Contents: 9. IF I CAN GET THROUGH THIS, I CAN GETTHROUGH ANYTHING: Louisiana State University and Agricultural & Mechanical College
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-488-8
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    American Circumstance (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092877
    Language: English
    Pages: Online-Ressource (XIV, 151 p, digital)
    Series Statement: Social Fictions Series 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Keywords: Education ; Neuengland ; Soziale Identität ; Zweierbeziehung
    Abstract: Paige Michaels comes from the kind of wealth that few experience. The daughter of a notoriously successful banker who wielded great political power, she grew up in an extraordinary world peopled by the leaders of tomorrow. Now one mistake rooted in her past is threatening to unravel her perfect life. After years as a stay-at-home mother in New Jersey, Mollie Johnston convinces her husband to move back to New York, to fulfill her dream of living amid the bright lights. Mollie is uncomfortable in her own body and always worried about how others see her. Once she sees how the other half lives, will she come to see herself and her marriage more clearly? Gwen McAndrews is the ultimate New York socialite, and the envy of those impressed by her grandeur, but is there more than meets the eye? Along with Paige, Mollie and Gwen, a cast of characters’ stories are interwoven into the text-parents, children, care-takers, childhood friends, old lovers and spouses. American Circumstance is a novel about appearance versus reality; how people’s lives and relationships look to others versus how they are experienced, and the complex ways that social class shapes identity and relationships. American Circumstance provides a window into the replication of wealth, power and privilege. Through the protagonist’s work with an international women’s organization the novel is underscored with a narrative about how gender, social class and race intertwine on a global scale, and problems are all relative. There are also strong narratives about how family and friends influence identity and the things we say and don’t say to each other. While fictional, American Circumstance is grounded in autoethnographic observations and more than a decade of teaching and research about gender, class, race, identity and relationships. The novel can be used as supplemental reading in courses that deal with gender, social class, power, family systems, relational communication, intimate relationships and/or identity, or it can be read entirely for pleasure
    DOI: 10.1007/978-94-6209-287-7
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    Social Class, Language and Power : ‘Letter to a Teacher’: Lorenzo Milani and the School of Barbiana (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094796
    Language: English
    Pages: Online-Ressource (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 Social Class, Language and Power: 'Letter to a Teacher': Lorenzo Milani and the School of Barbiana
    Keywords: Milani, Lorenzo ; Social justice ; Critical pedagogy ; Educational sociology ; Language and culture ; Education
    Abstract: This book foregrounds the ideas of an important European pedagogue whose writings provide insights for a critical social justice oriented approach to education. Lorenzo Milani has all the credentials to be regarded as potentially a key source of inspiration for critical pedagogy. Milani’s approach to education for social justice gives importance to a number of issues, notably social class issues, race issues especially with his critique of North-South relations and cultural/technological transfer, the collective dimension of learning and action (emphasis is placed on reading and writing the word and the world collectively), student-teachers and teacher-students (a remarkable form of peer tutoring), reading and responding critically to the media (newspapers), the existential basis of one’s learning (from the occasional to the profound motive) and the fusion of academic and technical knowledge. There is also an anti-war pedagogy that emerges from his defence of the right to ‘conscientious objection’ with its process of reading/teaching history against the grain. There is much in the work of Milani and his students to provide the basis for a process of schooling that serves as an antidote to the prevailing contemporary system, a system which gives pride of place to testing, standardization, league tables and vouchers. -- Peter Mayo, University of Malta
    DOI: 10.1007/978-94-6209-479-6
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    The Edusemiotics of Images : Essays on the Art∼Science of Tarot (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9788462090552
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Educational Futures, Rethinking Theory and Practice 55
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Keywords: Education
    Abstract: Semetsky’s new book offers a bracing account of Tarot semiotics in view of its deep significance for educational experience. Analyzing the symbolic language of Tarot images that express the intimations of the unconscious, she invites readers to explore novel ways of learning about the nature of ourselves and the world we are situated in. Combining thorough research with an accessible style, this groundbreaking book is essential reading for present and future generations of practitioners, academics and students across disciplines. Pia Brînzeu, Professor of English Literature and Vice-Rector of the Universityof Timis¸oara, Romania; author of Corridors of Mirrors. A sequel to the author’s Re-Symbolization of the Self: Human Development and Tarot Hermeneutic and Semiotics Education Experience, Semetsky’s new book presents the Tarot sign-system as a school of ethical living. Bringing the philosophies of Peirce, Deleuze, Dewey, Whitehead and Gebser in a dialogue with the cutting-edge science of coordination dynamics, she grounds the art of Tarot in the logic of signs acting across nature, culture and human mind. Building on Noddings’ “maternal factor”, Semetsky demonstrates how the lessons embodied in Tarot symbolism recover the feminine value of relations and contribute to Self~Other integration. Such is the message of Tarot images. The Image is the Message. Igor Klyukanov, Professor of Communication, Eastern Washington University, USA; editor, Russian Journal of Communication; author of A Communication Universe: Manifestations of Meaning, Stagings of Significance. Semetsky’s amalgamation of the techniques of visual communication with the emerging field of edusemiotics is an absolute masterpiece in transdisciplinarity. By forging diverse strands of inquiry into an overall model of how images enhance learning, Semetsky’s new book provokes us to take a fresh look at iconic information and is a required reading for everyone who is engaged with the art and science of visual semiotics at the intersection of nature and culture. Marcel Danesi, Professor of Anthropology, University of Toronto, Canada; editor-in-chief, Semiotica; author of The Quest for Meaning: A Guide to Semiotic Theory and Practice. Finally. An in-depth look at Tarot from within the field of semiotics, a perspective that had been inexplicably overlooked until now. As a language of exile from language, Tarot cards are silent words that became images. Here is a book that turns our thi ...
    DOI: 10.1007/978-84-6209-055-2
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    Mediterranean Art and Education : Navigating Local, Regional and Global Imaginaries Through the Lens of the Arts And Learning (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094611
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Comparative and International Education, A Diversity of Voices
    Series Statement: Comparative and International Education: Diversity of Voices 30
    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 Mediterranean Art and Education: Navigating Local, Regional and Global Imaginaries through the Lens of the Arts and Learning
    Keywords: Arts in education Mediterranean Region ; Arts Mediterranean Region ; Education
    Abstract: The Mediterranean is a multifaceted conglomeration of parts that cannot be assembled into a whole. Its various histories characterised by imperial and nationalistic aspirations, imbalances of power and economies, political struggles, diverse cultural, religious and linguistic realities as well as the countless myths spawned by people over the ages all contribute to the world's fascination with this region and simultaneously make it difficult for anyone to speak sensibly about it without resorting to the plural form - the Mediterraneans. So, can we speak of a Mediterranean pedagogy of the arts? The authors in this volume argue in different ways that the answer to this question cannot be carved out of a singular, monolithic interpretation of the region. Instead, we need to look for provisional answers in the region’s dynamic developments, historic and contemporary exchanges of ideas and cultural codes and in the shifting nature of a sea that invites journeying, inquisitive people to discover new routes. The cover image, “La fenêtre intérieure”, is by the French photographer Sébastien Cailleux and shows a multiple exposure portrait of a child and her drawing created during a workshop called “Dessine-moi la Méditerranée”, organised by L’École d’Art au Village (Edaav) at the Museum of Illumination, Miniatures and Calligraphy at the Casbah in Algiers
    DOI: 10.1007/978-94-6209-461-1
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    Learning with Adults : A Reader (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093355
    Language: English
    Pages: Online-Ressource (Approx. 410 p, online resource)
    Series Statement: International Issues in Adult Education
    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 Learning with Adults: A Reader
    Keywords: Continuing education ; Adult education Philosophy ; Critical pedagogy ; Education
    Abstract: This anthology brings together some of the finest writers on different aspects of adult education and related areas to provide a complementary reader to the introductory text by Leona English and Peter Mayo Learning with Adults: A Critical Introduction. Areas tackled include Disability, Prisons, Third Age Universities, Lifelong Learning Policy, Learning Society, Poverty, LGBTQ, Sport, Women, Literacy, Transformative Learning, Community Arts, Aesthetics, Consumption, Migration, Libraries, Folk High Schools, Adult Education Policy, Subaltern Southern Social Movements, Social Creation, Community Radio, Social Film. Contexts focused on include Africa, Caribbean, Europe, Latin America, Asia (India), small island states. Over thirty authors involved including Zygmunt Bauman, Rosa Maria Torres, Oskar Negt, Antonia Darder, Jim Elmborg, D. W. Livingstone, Palle Rasmussen, Mae Shaw, Leona English, Asoke Bhattacharya, Cynthia L. Pemberton, Eileen Casey White, Daniel Schugurensky, Dip Kapoor, Peter Rule, John Myers, Joseph Giordmaina, Antonia De Vita, Alexis Kokkos, Marvin Formosa, Carmel Borg, Julia Preece, Patricia Cranton, Lyn Tett, Ali A. Abdi, Anna Maria Piussi, Behrang Foroughi, Taadi Ruth Modipa, Robert Hill, Edward Shiza, Kaela Jubas and Didacus Jules. … Learning with Adults: A Reader constitutes the most valuable practical and theoretical reflection on adult education I have seen in a long time. Nelly P. Stromquist, Professor, International Education Policy, College of Education University of Maryland, College Park … This book provides an opportunity at a very appropriate moment to discuss adult education issues during challenging times. Paula Guimarães, University of Lisbon … Read and savour delights and surprises. Michael Welton, UBC and Athabasca University This book satisfies everything one could desire of a reader on the subject. Kenneth Wain, University of Malta
    DOI: 10.1007/978-94-6209-335-5
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    Telling Tales Over Time : Calendars, Clocks, and School Effectiveness (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092631
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Telling Tales Over Time: Calendars, Clocks, and School Effectiveness
    Keywords: Schedules, School ; Educational evaluation ; School year ; Education
    Abstract: Preliminary Material -- Introduction -- Time as Storyline -- Telling Tales Over Time -- Absenteeism -- The Current Absenteeism Scene -- Time Structures and the Canons of Testing -- Inequities and Effectiveness -- The Role of Virtual Learning Environments in Time and Spatial Structuring -- The Challenge of Changing Curriculum Stories Over Time -- Author Biographies.
    Abstract: How do calendars and clocks influence considerations of school effectiveness? From the creation of compulsory education to the future of virtual schooling, Weiss and Brown trace two centuries of school practices, policies and research linking the concept of time with ‘opportunity to learn’. School calendars and clocks are shaped by both the physical and social worlds, and the ‘clock of schooling’ is shown to be one of the ‘great clocks of society’ that helps to frame school effectiveness. School time does not operate in a vacuum, but within curriculum, teaching and learning situations. The phrase ‘chrono-curriculum’ was devised by the authors as a metaphor for exploring issues of school effectiveness within the time dimension. Using American and Canadian sources, stories are created to illustrate four themes about time and school effectiveness. The first three stories utilize access, attendance and testing as criteria associated with these eras of schooling. How will the story read in the fourth era, the digital age, which forces us to a reconsideration of time and its influence on education? Quoting David Berliner in his Foreword: “this is an opportune time for these authors to bring us insights into the reasons we in North America created our public school systems, and how the chrono-curriculum influences those systems. The authors’ presentation of our educational past provides educators a chance to think anew about how we might do schooling in our own times.”
    DOI: 10.1007/978-94-6209-263-1
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    On Becoming a Teacher (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093928
    Language: English
    Pages: Online-Ressource (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 On Becoming a Teacher
    Keywords: Teachers Training of ; Teaching ; Education
    Abstract: Students deserve great teachers and learning to become a great teacher is a lifelong journey. On Becoming a Teacher guides both the new and experienced teacher through the exhilarating process of learning to educate students in a way that makes a lasting impact on their lives. Dr. Kearney leads the reader through the process of understanding what lies at the foundation of great teaching, loading each essay with ready-for-classroom use applications and challenging ideas. This book is designed to encourage the reader to think deeply about all aspects of education, while instilling, or rekindling, the excitement, enthusiasm, and teaching excellence shared by all great teachers. Written in conversational essay form and supplemented with discussion and reflection questions, this brief book would make an ideal classroom text for student teaching and education seminars. Whether you aspire to teaching excellence at the elementary school, middle school, high school, or collegiate level, On Becoming a Teacher is a must read. Author Bio: Edmund M. Kearney, Ph.D. is Professor of Psychology at Lewis University. Dr. Kearney has won numerous teaching awards over the past 20 years, including being named the “Teacher of the Year” at the Chicago School of Professional Psychology, the Lasallian Educator of the Year for teaching excellence at Lewis University, and the St. Miguel Febres Cordero Award winner for excellence in scholarship at Lewis University. Dr. Kearney’s specialty areas in psychology include cognition, special education, child and adolescent assessment, and the scholarship of teaching and learning
    DOI: 10.1007/978-94-6209-392-8
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    Exploring Relational Professionalism in Schools (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092488
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Studies in Professional Life and Work 1
    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 Exploring Relational Professionalism in Schools
    Keywords: Teachers Professional ethics ; Professional socialization ; Teachers Training of ; Teachers Vocational guidance ; Teacher-student relationships ; Education
    Abstract: How is it that some teachers have just “got it”? They walk into a room and the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels. Having intensively studied the highly influential but underestimated relational dimension of teaching, her contention is that these teachers successfully use relational practices to build educational relationships with their students and educational communities among them. Moreover, she finds that what may come across as a teacher’s personal traits is actually a sensible professional approach. These teachers haven’t “got it” - they “get it”. This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacher’s relational professionality that is possible to learn and teach. New relational perspectives and concepts are introduced for the purpose of facilitating professional conversations about the profound dimension of relationships in education
    DOI: 10.1007/978-94-6209-248-8
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    Indirect Pedagogy : Some Lessons in Existential Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9788462091948
    Language: English
    Pages: Online-Ressource , digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Sciences and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Educational Futures, Rethinking Theory and Practice 58
    DDC: 370
    Keywords: Education
    Abstract: While existential issues perhaps concern people the most, today’s education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education’s existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers’ take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching
    Note: Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-84-6209-194-8
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    Critical Issues in Higher Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462090460
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Critical Issues in The Future of Learning and Teaching 8
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Critical Issues in Higher Education
    RVK:
    AL 43950
    Keywords: Education, Higher ; Education ; Education
    Abstract: Preliminary Material /Michael Kompf and Pamela M. Denicolo -- Social Epistemology, Higher Education and Cultural Convergence /Michael Kompf -- Teaching Qualification for Doctoral Students /Andrew Short -- Developments in Doctoral Assessment in the UK /Gill Clarke -- Keeping the Boys at a Distance /Patrick Tierney -- Preparing Researchers of Tomorrow /Ewelina K. Niemczyk -- Every Student Counts: Current Trends in Post Secondary Student Retention /Catherine O’Rourke -- Outcomes of Learning: [Dis]engaging Students in Higher Education /Nicola Simmons -- Quality Assurance Requirements in Ontario Universities /Lori Goff -- Students With Learning and Developmental Disabilities in Post Secondary Education /Wendy Arscott -- UK Higher Education /Janet Bohrer -- Matching the Characteristics of Researchers with the Demands of 21st Century Research /Julie Reeves -- Tensions Between Practitioner Researchers and University Human Research Ethics Regulatory Boards /Lori Walker -- Silence Within the Academy: A Symptom /Rahul Kumar -- Evaluating the Impact of Innovations in Doctoral Education in the UK /Tony Bromley -- Doctorateness – An Elusive Concept? /Pamela M. Denicolo and Chris Park -- Intersecting Roles /Christina Skorobohacz -- John is Back, Or Is He? The Dewey Revival and Community Service-Learning in Higher Education /Ellen Carter -- Quality and Sustainability Concerns for Online Course Offerings in Higher Education /Shantal Woolsey -- Befriending Bologna? Students and Standardized Policies and Procedures Governing Higher Education in Europe /Christine Helen Arnold -- Author Biographies /Michael Kompf and Pamela M. Denicolo.
    Abstract: The ideas and papers in this volume primarily showcase the work of a group of new scholars who will lead the next generation of educational practise and inquiry. While the topics explored are critical issues, the ways in which these new scholars have chosen to address them illustrates the diversity of voice, venue and value that has led them to present their work. Education and what it means has entered a new era in which the primary focus on education for the sake of education is strained. An educational free-for-all, in the sense of a no-holds-barred fight, seems in place as competition for market share, effective branding exercises and movement towards a client-based delivery of educational services (on demand as demanded) has been fuelled and compounded by litigation, accreditation, transfer credits and matters of patents, copyrights, ownership and monopoly. The link between education and financial well-being has been co-opted as the key to personal success. Unfortunately, the degree pursuit, often called the “paper chase” has become competitive for learners seeking scholarships, awards and entry into graduate school. This transition indicates movement from becoming well educated to employability potential paralleling much institutional retooling and sustenance of enhanced reputation and fiscal viability
    Description / Table of Contents: Criticcal Issues iin Higher Education; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; PREFACE; INTRODUCTION; SECTION 1: LEARNERS; OVERVIEW; 1. SOCIAL EPISTEMOLOGY, HIGHER EDUCATIONAND CULTURAL CONVERGENCE; OVERVIEW; COURSE DEVELOPMENT; SOCIAL EPISTEMOLOGY AND CRITICAL THINKING; KNOWLEDGE, KNOWING AND CHARACTER; INVISIBLE PODIUMS; LOOKING AHEAD; THE USEFULNESS OF HIGHER EDUCATION; REFERENCES; 2. TEACHING QUALIFICATION FOR DOCTORALSTUDENTS; INTRODUCTION; DOCTORAL STUDENTS IN EDUCATION; TEACHING AND FACULTIES OF EDUCATION; TEACHINGWITHIN THE UNIVERSITY; OCCUPATION VERSUS PROFESSION; CONCLUSION; REFERENCES
    Description / Table of Contents: 3. DEVELOPMENTS IN DOCTORALASSESSMENT IN THE UKABSTRACT; INTRODUCTION; QUESTIONS OF CONSISTENCY IN THE DOCTORAL ASSESSMENT PROCESS; DIVERSIFICATION OF THE DEGREE AND IMPLICATIONS FOR DOCTORALOUTPUTS AND ASSESSMENT; USE OF ASSESSMENT CRITERIA IN DOCTORAL EDUCATION; DEVELOPMENTS IN DOCTORAL ASSESSMENT LINKED TO THE UK QUALITYCODE FOR HIGHER EDUCATION, CHAPTER B11: RESEARCH DEGREES; PROGRESS AND REVIEW ARRANGEMENTS; CONCLUSIONS; NOTES; REFERENCES; 4. KEEPING THE BOYS AT A DISTANCE: An Alternate path to Post-Secondary Education; INTRODUCTION; MODES OF DISTANCE EDUCATION
    Description / Table of Contents: DISTANCE-MODE SECONDARY EDUCATIONThe Virtual High School; The Florrida Virtual Schhool; PUBLIC POST-SECONDARY DISTANCE EDUCATION; GENDER; Gender and Technology Adoption; Single-gender Education; Other Gender Issues; USING DE TECHNOLOGY TO TEACH LIFE SKILLS AND BEHAVIOR CHANGE; A FRAMEWORK FOR IMPLEMENTING A DISTANCE EDUCATION PROGRAM; SUMMARY; REFERENCES; 5. PREPARING RESEARCHERS OF TOMORROW: Research Assistantships as Learning Venues for Postgraduate Students; INTRODUCTION; EVOLVING RESEARCH LANDSCAPE; RESEARCH LEARNING VENUES; CONCLUSIONS; NOTES; REFERENCES
    Description / Table of Contents: 6. EVERY STUDENT COUNTS: CURRENT TRENDSIN POST SECONDARY STUDENT RETENTIONHISTORICAL OVERVIEW; BARRIERS TO PARTICIPATION IN POST-SECONDARY STUDIES; LEADERSHIP; STUDENT ENGAGEMENT; SUMMARY; REFERENCES; SECTION 2: LEARNING; OVERVIEW; 7. OUTCOMES OF LEARNING: [DIS]ENGAGINGSTUDENTS IN HIGHER EDUCATION; OUTCOMES: A SIGN OF THE TIMES?; CHALLENGES WITH OUTCOMES-BASED APPROACHES; CONTENT VERSUS PROCESS; 21ST CENTURY COMPLEXITIES; ENGAGING IN DEEP LEARNING; LEARNING WITHOUT OUTCOMES?; NOTE; REFERENCES; 8. QUALITY ASSURANCE REQUIREMENTSIN ONTARIO UNIVERSITIES: How did we get here?; INTRODUCTION
    Description / Table of Contents: HISTOORY OF QUALITY ASSURANCCE IN ONTARIIONEED FOR QUALITY ASSURANCE IN ONTARIO UNIVERSITIES; Political Influences; Economic Influences; Media Influences; International Influences; Technological Influences; Social Influences; INFLUENCES OF QUALITY ASSURANCE: A CONCEPTUAL MODEL; CONCLUSION AND FUTURE RESEARCH; REFERENCES; 9. STUDENTS WITH LEARNING ANDDEVELOPMENTAL DISABILITIES IN POSTSECONDARY EDUCATION: Towards an Inclusive Universal Design Model; SUMMARY; REFERENCES; 10. UK HIGHER EDUCATION: Providing Assurance of Academic Standards and Quality.; INTRODUCTION; UK HIGHER EDUCATION
    Description / Table of Contents: WHAT IS QAA?
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-046-0
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    Education, Dominance and Identity (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091252
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Comparative and International Education, A Diversity of Voices 1
    Series Statement: Comparative and International Education: Diversity of Voices 20/1 (Istanbul)
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Education, Dominance and Identity
    RVK:
    DU 6000
    Keywords: Education ; Education Philosophy ; Education
    Abstract: Preliminary Material /Diane B. Napier and Suzanne Majhanovich -- Introduction: Global Issues: Regional, National and Local Culture Case Studies /Diane B. Napier and Suzanne Majhanovich -- Decolonizing Indigenous Education in Canada /K. P. Binda and Mel Lall -- Discovering the Past, Uncovering Diversity /Lesley Graybeal -- Classmates /Éva Földesi -- Social Equality VS. Cultural Identity /Katalin R. Forray and Tamas Kozma -- Children’s Home Languages in Early Childhood Education Systems: Handicap or Asset? /Nathalie Thomauske -- Constructing Spanish /Renée DePalma and Cathryn Teasley -- An Analysis of Debates on the Use of a Global or Local Language in Education /Zehlia Babaci-Wilhite -- Voices From the Classroom /Vuyokazi Nomlomo and Monde Mbekwa -- Reform Environment and Teacher Identity in Chile /Beatrice Avalos and Danae De Los Rios -- Researching an Initiative on Peaceful Coexistence in Greek-Cypriot Schools /Michalinos Zembylas , Constadina Charalambous , Panayiota Charalambous and Panayiota Kendeou -- Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia /Nagwa Megahed and Stephen Lack -- The Impact of Educational Systems on Political Violence in the Middle-East Region /Amir Sabzevar Qahfarokhi , Abbas Madandar Arani and Lida Kakia -- List of Contributors /Diane B. Napier and Suzanne Majhanovich.
    Abstract: This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East
    Description / Table of Contents: Education, Dominance and Identity; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION: GLOBAL ISSUES: REGIONAL, NATIONAL AND LOCAL CULTURE CASE STUDIES; INDIGENOUS IDENTITY AND DEVELOPMENT; INTEGRATION AND DOMINATION OF ETHNIC MINORITY GROUPS; LANGUAGE, EDUCATION, LANGUAGE OF INSTRUCTION AND IDENTITY; TEACHER IDENTITY, REFORM, DOMINATION AND TRANSFORMATION; IDENTITY, DOMINATION AND REVOLUTION; REFERENCES; PART I: INDIGENOUS IDENTITY AND DEVELOPMENT; DECOLONIZING INDIGENOUS EDUCATION IN CANADA; INTRODUCTION, METHODOLOGY AND CONCEPTUAL FRAMEWORK; HISTORICAL PERSPECTIVE; Traditional Education
    Description / Table of Contents: Colonial PeriodSEARCH FOR EQUALITY AND JUSTICE THROUGH DEVOLUTION; FIRST NATIONS EDUCATION SYSTEMS; CURRICULUM, INSTRUCTION AND RESOURCES; CONCLUSION; REFERENCES; DISCOVERING THE PAST, UNCOVERING DIVERSITY: The Reclamation of Indigenous Identity through a Community Education Project; INTRODUCTION; THEORETICAL FRAMWORK: MUSEUMS IN POSTCOLONIAL CONTEXTS; METHODOLOGY: EXPLORING PERSONAL EXPERIENCES; FINDINGS: INDIGENOUS IDENTITY ON DISPLAY; Change and Persistence in Indigenous Identity; Heritage Project as Alternative Representational Space; Revising Identities and Redefining Community
    Description / Table of Contents: DISCUSSION AND CONCLUSION: REMOVING THE LOCAL BORDERS OF EXPERIENCEREFERENCES; PART II: INTEGRATION AND DOMINATION OF ETHNIC MINORITY GROUPS; CLASSMATES: Critical Analysis of School Integration of Roma Children inNyíregyháza, Hungary; INTRODUCTION; METHODOLOGY; CASE STUDY; The Field Site: A Brief History And The Case Of Integration In Nyíregyháza; Image of Integration: Common Perceptions, Different Approaches; General Concerns: Perceptions of The Presence Of Roma Children; Junior classes; Middle school; Explaining Interethnic Relations: The Dichotomy of School And Home; CONCLUSION; REFERENCES
    Description / Table of Contents: List of DocumentsSOCIAL EQUALITY VS. CULTURAL IDENTITY: Government Policies and Roma Education in East-Central Europe; INTRODUCTION; Aims and Scope; Government Policies; Methodical Considerations; GOVERNMENT POLICIES; Albania; Serbia; Kosovo; Bulgaria; Croatia; Slovenia; Romania; Slovakia; Hungary; DISCUSSION; Answer 1: Common Grounds; Answer 2: Applicable Policy Models; Answer 3: Combined Policies; To Sum Up; ACKNOWLEDGMENTS; REFERENCES
    Description / Table of Contents: CHILDREN'S HOME LANGUAGES IN EARLYCHILDHOOD EDUCATION SYSTEMS:HANDICAP OR ASSET?: A Comparative Study of Parents' and Early Childhood Practitioners' AttitudesINTRODUCTION; National Contexts; Research Project; Analysis of the Data; RESEARCH FINDINGS; Languages Spoken at Home; Home Languages in Early Childhood Education Institutions; CONCLUSION: HOME LANGUAGES - HANDICAP OR ASSET?; the mother tongue(s) (MTs), that everybody can; Other languages,; The relationship between languages,; Profit from education,; REFERENCES; CONSTRUCTING SPANISH: Discourses of language hegemony in Spain
    Description / Table of Contents: INTRODUCTION: LINGUISTIC IDEOLOGIES AND LANGUAGE HEGEMONY
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-125-2
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    The Development of Higher Education Research in Europe : 25 Years of CHER (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094017
    Language: English
    Pages: Online-Ressource (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 The Development of Higher Education Research in Europe: 25 Years of CHER
    RVK:
    DM 2000
    Keywords: Education, Higher Research ; Education ; Education ; Europa ; Hochschulbildung ; Bildungsforschung
    Abstract: Preliminary Material /Barbara M. Kehm and Christine Musselin -- Introduction /Christine Musselin and Barbara M. Kehm -- The Initial Objectives of CHER to form a Professional Organisation of Higher Education Researchers /Ulrich Teichler -- Organisational Strategy and the Profile of CHER Members /Barbara M. Kehm and Ulrich Teichler -- CHER Annual Conferences and Changing Topics /Barbara M. Kehm -- Higher Education Research between Policy and Practice /Alberto Amaral and António Magalhães -- The European Higher Education Advanced Training Course /Don F. Westerheijden and Anna Kozinska -- Higher Education Management Programmes in Europe: From Grassroots to Sustainable Developments and Impact /Peter Maassen and Attila Pausits -- Australian-Based Research in Higher Education Studies /Simon Marginson -- Reflecting about Current Trends in Higher Education Research: A View from the Journals /Pedro Nuno Teixeira -- CHER Constitution /Barbara M. Kehm and Christine Musselin -- CHER Conferences and Publications of Results /Barbara M. Kehm and Christine Musselin -- Membership Form /Barbara M. Kehm and Christine Musselin -- Chairpersons and Secretaries of CHER /Barbara M. Kehm and Christine Musselin.
    Abstract: Though the book is a contribution to celebrate the 25th anniversary of the Consortium of Higher Education Researchers (CHER), it is not just about the history of the organisation as such. The contributions provide an account of the emergence of higher education as a field of study and research in Europe, its institutionalisation, and its relationships to higher education policy and practice. Furthermore, higher education research in Europe is contrasted to and contextualised by the example of higher education research and scholarship in Australia. The book is useful as an account about the emergence and development of higher education research as a field of study and research in Europe. It will be an interesting and insightful read for all scholars and young researchers wanting to know about higher education research but also for scholars in fields like history of science, disciplinary differentiation, institutionalisation of fields of knowledge and research
    Description / Table of Contents: ""The Development of Higher Education Research in Europe: 25 Years of CHER""; ""TABLE OF CONTENTS""; ""1. INTRODUCTION""; ""2. THE INITIAL OBJECTIVES OF CHER TO FORM A PROFESSIONAL ORGANISATION OF HIGHER EDUCATION RESEARCHERS""; ""THE INITIAL OBJECTIVES OF CHER: THE INVITATION TO THE INAUGURAL CONFERENCE""; ""CONSOLIDATING THE QUALITATIVE FUNDAMENT OF HIGHER EDUCATION RESEARCH""; ""COOPERATION ACROSS THEMATIC AND DISCIPLINARY AREAS OF HIGHER EDUCATION RESEARCH""; ""AN INTERNATIONAL AND COMPARATIVE THRUST""; ""THE PRIOR SCENE OF HIGHER EDUCATION RESEARCH""
    Description / Table of Contents: ""THE INSTITUTIONAL SETTING AND MEMBERSHIP ENVISAGED""""ACTIVITIES BEYOND THE ANNUAL CONFERENCES""; ""CONCLUDING OBSERVATIONS""; ""REFERENCES""; ""3. ORGANISATIONAL STRATEGY AND THE PROFILE OF CHER MEMBERS""; ""ORGANISATIONAL STRATEGY""; ""PROFILE OF CHER MEMBERS""; ""CONCLUSIONS""; ""4. CHER ANNUAL CONFERENCES AND CHANGING TOPICS""; ""INTRODUCTION""; ""THE FIRST TEN YEARS""; ""THE SECOND DECADE""; ""THE RECENT YEARS""; ""CHANGING FORMATS""; ""CONCLUSIONS""; ""REFERENCES""; ""5. HIGHER EDUCATION RESEARCH BETWEEN POLICY AND PRACTICE""; ""THE DEVELOPMENT OF HIGHER EDUCATION RESEARCH""
    Description / Table of Contents: ""DIFFERENCES BETWEEN THE U.S. AND EUROPE""""THE BASIS OF RESEARCH ON HIGHER EDUCATION""; ""HIGHER EDUCATION RESEARCH AND POLICY""; ""HIGHER EDUCATION RESEARCH AND PRACTICE""; ""THE ROLE OF RELEVANCE""; ""CONCLUSIONS""; ""REFERENCES""; ""6. THE EUROPEAN HIGHER EDUCATION ADVANCED TRAINING COURSE: Rise and Fall of CHER�s Collective Establishment of a Higher Education Studies Field""; ""INTRODUCTION: HOW DID CHER RESPOND TO THE SITUATION AROUND 1990?""; ""WHAT WAS THE EHEATC?""; ""Modules and Locations""; ""What happened with the participants afterwards?""; ""THE AFTERMATH""; ""REFERENCES""
    Description / Table of Contents: ""7. HIGHER EDUCATION MANAGEMENT PROGRAMMES IN EUROPE: FROM GRASSROOTS TO SUSTAINABLE DEVELOPMENTS AND IMPACT""""INTRODUCTION""; ""“MAPPING THE FIELD�: A EUROPEAN INITIATIVE""; ""Needs assessment: Main findings and challenges""; ""Priorities and urgency""; ""PROVISION ASSESSMENT""; ""Providers� profiles""; ""Characterisation of relevant degree programmes""; ""ANALYSIS AND DISCUSSION""; ""THE EUROPEAN NETWORK OF DEGREE PROGRAMME PROVIDERS""; ""OUTLOOK: MAPPING THE FIELD""; ""REFERENCES""; ""8. AUSTRALIAN-BASED RESEARCH IN HIGHER EDUCATION STUDIES""; ""INTRODUCTION: AUSTRALIA""
    Description / Table of Contents: ""THE FIELD OF RESEARCH IN HIGHER EDUCATION STUDIES""""Informal research in national education organizations""; ""Government""; ""Academic development units in universities""; ""The Centre for the Study of Higher Education and others""; ""AUSTRALIA SCHOLARSHIP IN THE FIELD: TWO JOURNALS""; ""Balance of themes""; ""CONCLUSIONS""; ""REFERENCES""; ""9. REFLECTING ABOUT CURRENT TRENDS IN HIGHER EDUCATION RESEARCH: A VIEW FROM THE JOURNALS""; ""INTRODUCTION""; ""JOURNALS IN HIGHER EDUCATION""; ""MAIN TRENDS IN HIGHER EDUCATION RESEARCH""; ""A brief characterization of authors""
    Description / Table of Contents: ""A brief characterization of themes""
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-401-7
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  • 68
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    Economics, Aid and Education : Implications for Development (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093652
    Language: English
    Pages: Online-Ressource (VIII, 262 p, online resource)
    Series Statement: The World Council of Comparative Education Societies
    Series Statement: Comparative and International Education: Diversity of Voices 27/4 (Istanbul)
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Economics, Aid and Education: Implications for Development
    RVK:
    ME 6300
    Keywords: Developing countries ; Economic assistance ; Economic development Effect of education on ; Education and globalization ; Education ; Education ; Entwicklungsländer ; Wirtschaftsentwicklung ; Bildung ; Wirtschaftshilfe
    Abstract: Preliminary Material -- Economics, Aid and Education: Implications for Development -- The Economics of Aid: Implications for Education and Development /Steven J. Klees and Omar Qargha -- The New Geopolitics of Educational Aid: From Cold Wars to Holy Wars? /Mario Novelli -- Aid in Education: A Perspective From Pakistan /Rukhsana Zia -- Critical Analysis of Economics of Education Theories with Regard to the Quality of Education /Hasan Hüseyin Aksoy , Hatice Őzden Aras , Aygülen Kayahan and Dilek Çankaya -- How the English Language Contributes to Sustaining the Neoliberal Agenda: Another Take on the Strange Non-Demise of Neoliberalism /Suzanne Majhanovich -- The Economic Capture of Criticality and the Changing University in Australia and The UK /Christine Daymon and Kathy Durkin -- Systems of Reason(ing) in the Idea of Education Reforms for Economic Development: The Puerto Rican Context /Bethsaida Nieves -- Decentralisation, Marketisation and Quality-Orientation /Hu Rongkun , Qian Haiyan and Allan Walker -- Narrative as an Educational Tool for Human Development and Autonomy /Helena Modzelewski -- Education Localization for Optimizing Globalization’s Opportunities and Challenges in Africa /Macleans A. Geo-JaJa -- The Rising ‘China Model’ of Educational Cooperation with Africa: Features, Discourses and Perceptions /Tingting Yuan -- Educational Policy Reforms in Africa for National Cohesion /Jonah Nyaga Kindiki -- Breaking Down Borders in Development Education /Beth D. Packer -- Skills Management System for Better School-to-Work Transitions in Africa /N. Alleki -- Notes on Contributors.
    Abstract: It is impossible to discuss economics, development or education in a world-wide context without considering the effects of markets or globalization on these issues that have such an impact on humanity. Neoliberalism has had profound consequences for education worldwide, particularly in the developing world. The chapters in this volume include both case studies for specific countries as well as reflections on economic and educational priorities in a globalized world. How development aid is delivered, provisioned and under what conditions is debated in several chapters. Similarly, development as well as poverty are conceived in multi-dimensionalities depending on the context. In addition, the issue of what quality education has come to mean in a globalized age is also addressed. The contrast between discourses of humanistic approaches to education and those of neoliberalism as propounded by the World Bank informs discussions throughout the volume. The collection of papers in Economics, Aid and Education: Implications for Development provides a roadmap for policy makers in developing countries as well as for comparativists to the key issues and challenges of globalization, marketization and internationalization of education in a period of economic crisis. This book explores the contributions of globalization and the roadmaps developed as vehicles for societal transformation. Contributors from all parts of the globe discuss the expanding role of the World Bank’s market reforms in education in developing countries. In a detailed and practical way, the authors question false assumptions of education aid and underline the challenges of funding gaps related to development in education
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-365-2
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  • 69
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    Science Fiction and Speculative Fiction : Challenging Genres (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093805
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Critical Literacy Teaching Series, Challenging Authors and Genre
    Series Statement: Critical Literacy Teaching Series: Challenging Authors and Genres 3
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Science Fiction and Speculative Fiction: Challenging Genres
    RVK:
    EC 6745
    Keywords: Science fiction ; Education ; Education
    Abstract: Preliminary Material /P. L. Thomas -- Introduction /P. L. Thomas -- A Case for SF and Speculative Fiction /P. L. Thomas -- SF and Speculative Novels /Michael Svec and Mike Winiski -- SF Novels and Sociological Experimentation /Aaron Passell -- “Peel[ing] Apart Layers of Meaning” in SF Short Fiction /Jennifer Lyn Dorsey -- Reading Alien Suns /John Hoben -- Singularity, Cyborgs, Drones, Replicants and Avatars /Leila E. Villaverde and Roymieco A. Carter -- Troubling Notions of Reality in Caprica /Erin Brownlee Dell -- “I Try to Remember Who I am and Who I Am Not” /Sean P. Connors -- “It’s a Bird … It’s a Plane … It’s … A Comic Book in the Classroom?” /Sean P. Connors -- The Enduring Power of SF, Speculative and Dystopian Fiction /P. L. Thomas -- Author Biographies /P. L. Thomas.
    Abstract: Why did Kurt Vonnegut shun being labeled a writer of science fiction (SF)? How did Margaret Atwood and Ursula K. Le Guin find themselves in a public argument about the nature of SF? This volume explores the broad category of SF as a genre, as one that challenges readers, viewers, teachers, and scholars, and then as one that is often itself challenged (as the authors in the collection do). SF, this volume acknowledges, is an enduring argument. The collected chapters include work from teachers, scholars, artists, and a wide range of SF fans, offering a powerful and unique blend of voices to scholarship about SF as well as examinations of the place for SF in the classroom. Among the chapters, discussions focus on SF within debates for and against SF, the history of SF, the tensions related to SF and other genres, the relationship between SF and science, SF novels, SF short fiction, SF film and visual forms (including TV), SF young adult fiction, SF comic books and graphic novels, and the place of SF in contemporary public discourse. The unifying thread running through the volume, as with the series, is the role of critical literacy and pedagogy, and how SF informs both as essential elements of liberatory and democratic education
    Description / Table of Contents: A case for SF and speculative fiction / P.L. ThomasSF and speculative novels / Michael Svec and Mike Winiski -- SF novels and sociological experimentation / Aaron Passell -- "Peel[ing] apart layers of meaning" in SF short fiction / Jennifer Lyn Dorsey -- Reading alien suns / John Hoben -- Singularity, cyborgs, drones, replicants and avatars / Leila E. Villaverde and Roymieco A. Carter -- Throbling notions of reality in Caprica / Erin Brownlee Dell -- "I try to remember who I am and who I am not" / Sean P. Connors -- "it's bird ... it's plane ... it's ...comic book in the classroom?" / Sean P. Connors -- The enduring power of SF, speculative and dystopian fiction / P.L. Thomas -- Author biographies.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-380-5
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    Re-imagining the Creative University for the 21st Century (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094581
    Language: English
    Pages: Online-Ressource (XVI, 188 p, online resource)
    Series Statement: Creative Education Book Series
    Series Statement: Creative Education Bookseries 2
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Re-imagining the Creative University for the 21st Century
    Keywords: Creative teaching ; Education, Higher Aims and objectives ; Education, Higher ; Education ; Education
    Abstract: Preliminary Material /Tina (A.C.) Besley and Michael A. Peters -- The Creative University: Creative Social Development and Academic Entrepreneurship /Tina Besley and Michael A. Peters -- Agile Methods for Agile Universities /Michael B. Twidale and David M. Nichols -- The University Beside Itself /Sean Sturm and Stephen Turner -- Intellectual Property: Oxymoron or Antinomy /R. J. Clougherty Jr. -- Towards a Unified Concept of Distance Learning /Luke Strongman -- Using Ricoeur to Interpret Acts of Imagination in a University Physics Class /Joy Whitton -- Independence Interrupted: Creativity, Context and the ‘Independent Scholar’ /Robyn Barnacle , Jennifer Sinclair and Denise Cuthbert -- On the Outside Looking in: The Creative University and Its Poor Relation, Private Training Establishments /M. J. Stuart -- Ignorance in a Knowledge Economy: Unknowing the Foreigner in the Neoliberal Condition /Sonja Arndt -- Emergentism and Social Realism /Leon Benade -- Troubling the Idea of the Individual: Advancing a Relational Context for Creativity /L. Maurice Alford -- Neoliberalism, Privatizaton and Education in the Republic of Nepal /Chandra Sharma Poudyal -- Toward a Quaternary Level of Creative Education /Roger Peters -- Contributors /Tina (A.C.) Besley and Michael A. Peters.
    Abstract: The creative university is a new concept that has a number of competing conceptions emphasizing digital teaching, learning and research infrastructures, the paradigm of intellectual property, creative social development and academic entrepreneurship. Not only does the concept include the fostering and critique of creative content industries and new forms of distance and online education but more fundamentally it refers to a reassessment of neoliberal strategies to build the knowledge economy. The economic aspect of creativity refers to the production of new ideas, aesthetic forms, scholarship, original works of art and cultural products, as well as scientific inventions and technological innovations. It embraces open source communication as well as commercial intellectual property. All of this positions education at the center of the economy/ creativity nexus. But are education systems, institutions, assumptions and habits positioned and able so as to seize the opportunities and meet the challenges? This book uses different contexts to explore these vital issues
    Description / Table of Contents: ""Re-imagining the Creative University for the 21st Century""; ""TABLE OF CONTENTS""; ""INTRODUCTION: COMPETING CONCEPTIONS OF THE CREATIVE UNIVERSITY""; ""NOTES""; ""REFERENCES""; ""PART 1: RE-IMAGINING AND THEORIZING THE UNIVERSITY IN 21ST CENTURY""; ""1. THE CREATIVE UNIVERSITY: CREATIVE SOCIAL DEVELOPMENT AND ACADEMIC ENTREPRENEURSHIP""; ""INTRODUCTION""; ""SOCIALIZING ACADEMIC ENTREPRENEURSHIP AS A BASIS OF THE CREATIVE UNIVERSITY""; ""Ten Core Principles of Social Media""; ""The Core Characteristics of Social Production""; ""The Characteristics of Social Labor""; ""The Social Mind""
    Description / Table of Contents: ""RECENT REPORTS RE-IMAGINING THE UNIVERSITY IN AUSTRALIA AND UK""""ACADEMIC ENTREPRENEURSHIP: ACADEMIC PUBLISHING AND BEYOND""; ""ACADEMIC PUBLISHING, CREATIVITY AND KNOWLEDGE PRODUCTION""; ""UNIVERSITY SPORTS AS A FORM OF ACADEMIC ENTREPRENEURSHIP""; ""ACADEMIC ENTREPRENEURSHIP: SPIN-OFF COMPANIES""; ""SOCIAL ENTREPRENEURSHIP AND EDUCATION""; ""NOTES""; ""REFERENCES""; ""WEBSITES""; ""2. AGILE METHODS FOR AGILE UNIVERSITIES""; ""INTRODUCTION""; ""A NEED FOR FASTER AND FLEXIBLE ORGANIZATIONAL PROCESSES""; ""Physician Heal Thyself: University Research Thyself""
    Description / Table of Contents: ""COLLOQUIAL AGILITY: FAST AND FLEXIBLE""""AGILE SOFTWARE DEVELOPMENT""; ""THE NEED FOR AN AGILE APPROACH IN SOFTWARE DEVELOPMENT""; ""AGILE AS A METAMETHOD""; ""APPLYING AGILE SOFTWARE DEVELOPMENT APPROACHES TO PROCESSES IN A UNIVERSITY""; ""CONSIDERING RESEARCH""; ""CONSIDERING TEACHING: TOWARDS AN AGILE MANIFESTO FOR A UNIVERSITY�S TEACHING MISSION""; ""12 PRINCIPLES WALK INTO A UNIVERSITY...""; ""COUNTEREXAMPLE: SPECIAL TOPICS SEMINARS ARE ALREADY (SOMETIMES) AGILE""; ""THE PROBLEMS TO BE TACKLED: INERTIAL DAMPENERS OF INNOVATION""; ""TIME AND TEMPORAL SCALING""
    Description / Table of Contents: ""MOOC DEVELOPMENT AS A CHALLENGE TO A UNIVERSITY�S AGILITY""""PROCESSES OF AGILE INNOVATION AND ADOPTION IN UNIVERSITY OPERATIONS""; ""CONCLUSION""; ""REFERENCES""; ""AFFILIATIONS""; ""3. THE UNIVERSITY BESIDE ITSELF""; ""DISPOSITION""; ""SEMIOSIS""; ""SEISMOSIS""; ""NOTES""; ""REFERENCES""; ""AFFILIATIONS""; ""4. INTELLECTUAL PROPERTY: OXYMORON OR ANTINOMY""; ""KEIMENOGRAPHY""; ""AFFILIATION""; ""5. TOWARDS A UNIFIED CONCEPT OF DISTANCE LEARNING""; ""INTRODUCTION""; ""A COURSE DESIGN DIMENSION TO DISTANCE LEARNING""; ""A TEACHER-LEARNER DIMENSION � THE PEDAGOGY OF DISTANCE LEARNING""
    Description / Table of Contents: ""A TECHNOLOGICAL DIMENSION TO DISTANCE LEARNING""""A PSYCHOLOGICAL DIMENSION TO DISTANCE LEARNING""; ""TOWARDS A UNIFIED CONCEPT OF DISTANCE EDUCATION""; ""ACKNOWLEDGEMENTS""; ""REFERENCES""; ""AFFILIATION""; ""6. USING RICOEUR TO INTERPRET ACTS OF IMAGINATION IN A UNIVERSITY PHYSICS CLASS""; ""INTRODUCTION""; ""CLARIFYING ASSUMPTIONS""; ""RICOEUR�S THEORY OF IMAGINATION""; ""IMAGINATION IN THE CREATION OF SCIENTIFIC MODELS""; ""THE PRODUCTIVE IMAGINATION IN NARRATIVE""; ""THINKING THROUGH POSSIBILITIES""
    Description / Table of Contents: ""FROM THEORY TO PRACTICE: CULTIVATING STUDENTS� IMAGINATIONS IN LEARNING THE DISCIPLINE OF PHYSICS""
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-458-1
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  • 71
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    Zombie Seed and the Butterfly Blues : A Case of Social Justice (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093089
    Language: English
    Pages: Online-Ressource (XXIV, 373 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 Zombie Seed and the Butterfly Blues: A Case of Social Justice
    RVK:
    HU 1691
    Keywords: College students Fiction ; College teachers Fiction ; Spousal abuse Fiction ; Transgenic plants Fiction ; Zombies Fiction ; Education ; Education ; Transgene Pflanzen ; Kriminalfall
    Abstract: Preliminary Material -- Prelude -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- A Brief Interlude -- Chapter 13 -- Chapter 14 -- Chapter 15 -- Chapter 16 -- Chapter 17 -- Chapter 18 -- Chapter 19 -- Chapter 20 -- Chapter 21 -- Chapter 22 -- Another Brief Interlude -- Chapter 24 -- Chapter 25 -- Chapter 26 -- Chapter 27 -- Chapter 28 -- Chapter 29 -- Chapter 30 -- Chapter 31 -- Chapter 32 -- Chapter 33 -- Chapter 34 -- Chapter 35 -- Chapter 36 -- Chapter 37 -- Chapter 38 -- Chapter 39 -- Chapter 40 -- Chapter 41 -- Chapter 42 -- Another Interlude -- Chapter 44 -- Chapter 45 -- Chapter 46 -- Chapter 47 -- Chapter 48 -- Chapter 49 -- Chapter 50 -- Chapter 51 -- Chapter 52 -- Chapter 53 -- Chapter 54 -- Chapter 55 -- Chapter 56 -- Chapter 57 -- Chapter 58 -- Haiti: The Epilogue -- Appendix -- Author’s Note -- Facts -- References -- About the Author.
    Abstract: In Zombie Seed and the Butterfly Blues: A Case of Social Justice students from a liberal arts class help Professor Delta Quinn and reporter, Caleb Barthes, uncover the political and corporate story behind the scientific development and implementation of the zombie seed . As the secrets of the seed are revealed, so are the secrets of Delta’s tragic past which explain her desire to study the sequestered stories of domestic violence, which may lead the reader to ask whether there is a connection between cultural violence and interpersonal violence, and more importantly, whether such knowledge will awaken the zombie in all of us. Socrates’ oft quoted maxim—the unexamined life is not worth living —speaks to the current image of the zombie who walks through life without critically thinking, without addressing political issues, without participating in civil discourse or democratic entitlements. Zombie Seed and the Butterfly Blues: A Case of Social Justice is meant to engage the college student, to have students address and discuss issues of relevance to society at large. For example, it can be read in sociology or communication classes that show the documentary “The Corporation.” Whether in anthropology, business, communication, English, history, organizational communication, philosophy, political science, psychology, religion, rhetoric, sociology or women’studies the novel is intended to provide a teaching tool to professors who are looking for new ways to awaken students. The author is happy to discuss how you can use the book in your courses. Contact her at rpclairpurdue. edu. Click here to view or download SAMPLE CLASS ACTIVITIES Award Nomination: Outstanding Book of the Year Award 2013 from the Organizational Communication Division of the National Communication Association
    Description / Table of Contents: Zombie Seed and the Butterfly Blues: A Case of Social Justice; PRAISE FORZOMBIE SEED AND THE BUTTERFLY BLUES; DEDICATION; TABLE OF CONTENTS; PREFACE; ACKNOWLEDGMENTS; PRELUDE; PART I; CHAPTER 1: Tuesday, August 10, 2010-West Lafayette, IN; CHAPTER 2: Wednesday, August 11, 2010-West Lafayette, IN; CEASE AND DESIST!: YOUR RESEARCH IS DANGEROUS.; CHAPTER 3: Wednesday, August 11, 2010-New York City; CHAPTER 4: Wednesday, August 11, 2010-West Lafayette, IN; CHAPTER 5: Wednesday evening, August 11, 2010-West Lafayette, IN; CHAPTER 6: Friday, August 13, 2010-outskirts of Lafayette, IN
    Description / Table of Contents: CHAPTER 7: Friday evening, August 13, 2010-Lafayette, INCHAPTER 8: Friday, August 13, 2010-outskirts of Lafayette, IN; CHAPTER 9: Saturday, August 14, 2010-Chicago, IL; CHAPTER 10: Saturday, August 14, 2010-Lafayette, IN; CHAPTER 11: Saturday night, August 14, 2010-Chicago, IL; PART II; A BRIEF INTERLUDE: Black Magic; CHAPTER 12: Saturday morning, August 14, 2010-Lafayette, IN; CHAPTER 13: Sunday, August 15, 2010-Washington D.C.; CHAPTER 14:Monday, August 16, 2010-West Lafayette, IN; CHAPTER 15:Tuesday, August 17, 2010-Chicago, IL; CHAPTER 16:Wednesday, August 18, 2010-Chicago, IL
    Description / Table of Contents: CHAPTER 17:Wednesday night, August 18, 2010-West Lafayette, INCHAPTER 18:Saturday, August 21, 2010-Chicago, IL; CHAPTER 19:Saturday afternoon, August 21, 2010-Chicago, IL; CHAPTER 20:Later Saturday afternoon, August 21, 2010-Chicago, IL; CHAPTER 21:Sunday, August 22, 2010-Chicago, IL; CHAPTER 22:Sunday evening, August 21, 2010-from Chicago, IL to Lafayette, IN; PART III; ANOTHER BRIEF INTERLUDE:Graveyard Dirt; CHAPTER 23:Sunday night, August 22, 2010-outskirts of Lafayette, IN; CHAPTER 24:August, 1986-New York City to Combermere, Ontario; CHAPTER 25:August, 1986-Combermere, Ontario
    Description / Table of Contents: CHAPTER 26:September, 1986-Combermere, OntarioCHAPTER 27:Sunday night, August 22, 2010-outskirts of Lafayette, IN; CHAPTER 28:Sunday, August 22, 2010-White County, IN; CHAPTER 29:Monday, August 23, 2010-West Lafayette, IN; CHAPTER 30:Monday afternoon, August 23, 2010-outskirts of Lafayette, IN; CHAPTER 31:Monday afternoon, August 23, 2010-outskirts of Lafayette, IN; CHAPTER 32:Monday to Wednesday, August 25, 2010-outskirts of Lafayette, IN; Shooting Ends with Good Samaritan Dead; Funeral for a Brave Woman
    Description / Table of Contents: CHAPTER 33: Wednesday morning, August 25, 2010-outskirts of Lafayette to WestLafayette, INRichField and Terminator Technology; CHAPTER 34:Thursday, August 26, 2010-West Lafayette, IN; CHAPTER 35:Saturday, August 28, 2010-outskirts of Lafayette, IN; CHAPTER 36:Saturday, August 28, 2010-outskirts of Lafayette, IN; CHAPTER 37:Sunday, August 29, 2010-Chicago, IL; CHAPTER 38:Sunday evening, August 29, 2010-Chicago, IL; CHAPTER 39:Monday morning, 6:00 a.m., August 30, 2010-outskirts of Lafayette, IN; CHAPTER 40:Monday morning, 8:00 a.m., August 30, 2010-Chicago, IL
    Description / Table of Contents: CHAPTER 41:Monday, August 30, 2010-West Lafayette, IN
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-308-9
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    The Stewardship of Higher Education : Re-imagining the Role of Education and Wellness on Community Impact (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093683
    Language: English
    Pages: Online-Ressource (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 Stewardship of Higher Education: Re-imagining the Role of Education and Wellness on Community Impact
    RVK:
    MS 7500
    Keywords: Community and college ; Education, Higher Aims and objectives ; Universities and colleges Sociological aspects ; Education ; Education ; USA ; Hochschule ; Gemeinwesen ; Wissenschaftssoziologie
    Abstract: Understanding the entrepreneurial nature of universities—in particular, the relationship between education and health in relation to development and wellness of communities—this volume provides a description/narration of the efforts in how universities can address their shifting contexts while engaging their communities in social change. In the development of this book, we have explored how reforms in American higher education are impacting the role of universities and their faculty. Contributors were asked to imagine possibilities for research and outreach by providing salient examples of how higher education can lead and change how we view the role of health and education within institutions and society. Each author writes across common themes that address the problems and possibilities of higher education curriculum and projects aligned with the mission of stewardship. The authors highlight interdisciplinary approaches and projects for faculty work, modification of the Teaching-Research-Service expectations, and community initiatives that can emerge from real-life problems (to impact wellbeing) and create rich and deep research possibilities for practitioners to impact both higher education and society. The process and research approaches used by the authors include imagining the community as part of a process of the change and part of what changes, exploring how community change can build on the strengths of local people, and why community organization and advocacy should revolve around social learning and community capacity theories. Given the diversity of topics and approaches, as editors we have tried to honour both the authors’ words and style in expressing their opinions to provide a forum for the readers to envision stewardship.
    Description / Table of Contents: section I. Analyzing stewardship and its impactsection II. Issues of stewardship in higher education -- section III. Personal narratives of stewardship.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-368-3
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    Conceptualising Women’s Working Lives : Moving the Boundaries of Discourse (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092099
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Career Development Series, Connecting Theory and Practice 5
    Series Statement: Career Development Series 5
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Conceptualising Women’s Working Lives: Moving the Boundaries of Discourse
    RVK:
    MS 3050
    Keywords: Professional education of women ; Women Employment ; Women Vocational guidance ; Education ; Education
    Abstract: Preliminary Material /Wendy Patton -- Understanding Women’s Working Lives /Wendy Patton -- Expanding the Discourse: A Dual Model of Working for Women’s (And Men’s) Lives /Mary Sue Richardson and Charles Schaeffer -- A Relational Cultural Paradigm as a Theoretical Backdrop for Considering Women’s Work /Donna E. Schultheiss -- Patterns and Paradoxes in Women’s Careers /Deborah A. O’Neil , Margaret M. Hopkins and Diana Bilimoria -- Workable Solutions: The Intersubjective Careers of Women with Families /Catherine Doherty and Carly J. Lassig -- Midlife Career Transitions for Women /Claire A. Etaugh -- Older Women’s Careers: Systemic Perspectives /Mary Mcmahon , Mark Watson and Jenny Bimrose -- A Social Constructionist Perspective of Women’s Career Development: A Study of Professional Women in Sri lanka /Dulini Anuvinda Fernando and Laurie Cohen -- Australian Women in the Academy: Challenges and Aspirations /Carmel M. Diezmann and Susan J. Grieshaber -- Women’s Aspirations Towards “Stem” Careers: A Motivational Analysis /Juliette Spearman and Helen M. G. Watt -- Changing the Discourse of Women’s Work: Challenges and Future Directions /Wendy Patton -- Subject Index /Wendy Patton.
    Abstract: Theoretical work on the career development of women has travelled a journey from critique to creation. Early work responded to and criticised a literature that focused on theorising male roles in a workplace that was conceptualised as providing vertical career paths primarily for middle class males. More recently theorists are creating new constructions and frameworks to enable a more holistic understanding of career, applicable to both women and men. These constructions include broadening the discussion from women’s careers to women’s working lives. This is the fifth book in the Sense Publishers Career Development Series. It features the vibrant work of contributors from around the world writing in the field of women’s working lives. It emphasises the need to explore theoretical connections and understandings in order to facilitate a more holistic and inclusive understanding of women’s working lives. The writers in the current volume acknowledge the changing roles of women, in both public and private spheres. Women’s roles in paid work are changing both in their nature and type of engagement. In addition, with an ageing population, women’s roles in care work are increasingly being extended from child care to aged care. This book provides a history of theorising about women’s careers, in addition to presenting a focus on current empirical and theoretical work which contributes to understandings of women’s working lives. Its contributions both map the current discourse and challenge future work to extend the boundaries of that discourse
    Description / Table of Contents: pt. 1. Challenge and changept. 2. Transitions and life stages -- pt. 3. Specific fields.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-209-9
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    Proficiency and Beliefs in Learning and Teaching Mathematics : Learning from Alan Schoenfeld and Günter Törner (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092990
    Language: English
    Pages: Online-Ressource (VIII, 317 p, online resource)
    Series Statement: Mathematics Teaching and Learning
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Proficiency and Beliefs in Learning and Teaching Mathematics: Learning from Alan Schoenfeld and Günter Törner
    RVK:
    SM 600
    Keywords: Mathematics Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Yeping Li and Judit N. Moschkovich -- Proficiency and Beliefs in Learning and Teaching Mathematics /Yeping Li and Judit N. Moschkovich -- About Alan H. Schoenfeld and His Work /Hugh Burkhardt and Yeping Li -- About Günter Törner and His Work /Hans Heinrich Brungs and Yeping Li -- Developing Problem Solving Skills in Elementary School /Kristina Reiss , Anke M. Lindmeier , Petra Barchfeld and Beate Sodian -- Transmissive and Constructivist Beliefs of In-Service Mathematics Teachers and of Beginning University Students /Christine Schmeisser , Stefan Krauss , Georg Bruckmaier , Stefan Ufer and Werner Blum -- Building on Schoenfeld’s Studies of Metacognitive Control towards Social Metacognitive Control /Ming Ming Chiu , Karrie A. Jones and Jennifer L. Jones -- The CAMTE Framework /Pessia Tsamir , Dina Tirosh , Esther Levenson , Ruthi Barkai and Michal Tabach -- Integrating Noticing into the Modeling Equation /Miriam Gamoran Sherin , Rosemary S. Russ and Bruce L. Sherin -- Teaching as Problem Solving /Ilana Seidel Horn -- Researching the Sustainable Impact of Professional Development Programmes on Participating Teachers’ Beliefs /Stefan Zehetmeier and Krainer Krainer -- Capturing Mathematics Teachers’ Professional Development in Terms of Beliefs /Bettina Roesken-Winter -- Mathematicians and Elementary School Mathematics Teachers - Meetings and Bridges /Jason Cooper and Abraham Arcavi -- Methodological Issues in Research and Development /Hugh Burkhardt -- A Mathematical Perspective on Educational Research /Cathy Kessel -- Issues Regarding the Concept of Mathematical Practices /Judit N. Moschkovich -- Looking Back and Ahead /Günter Törner -- Encore /Alan H. Schoenfeld -- Author Biographies /Yeping Li and Judit N. Moschkovich -- Index /Yeping Li and Judit N. Moschkovich.
    Abstract: Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learning and teaching, but also identify and assess possible influences on students’ and teachers’ proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various backgrounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators. Among those researchers, two scholars with a similar background—Alan Schoenfeld in the United States and Günter Törner in Germany, are internationally recognized for their contributions to these topics. To celebrate their 65th birthdays in 2012, this book brought together many scholars to reflect on how their own work has built upon and continued Alan and Günter’s work in mathematics education. The book contains 17 chapters by 33 scholars from six different education systems. This collection describes recent research and provides new insights into these topics of interest to mathematics educators, researchers, and graduate students who wish to learn about the trajectory and direction of research on these issues
    Description / Table of Contents: Proficiency and Beliefs in Learning and Teaching Mathematics: Learning from Alan Schoenfeld and Günter Törner; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; PART I: INTRODUCTION; 1. PROFICIENCY AND BELIEFS IN LEARNING AND TEACHING MATHEMATICS: An Introduction; INTRODUCTION; STRUCTURE OF THE BOOK; REFERENCES; AFFILIATIONS; 2. ABOUT ALAN H. SCHOENFELD AND HISWORK; INTRODUCTION; RESEARCH; Mathematical problem solving, learning, and teaching; Studies of the nature and development of mathematical proficiency; Research on teaching and teachers' decision-making and proficiency
    Description / Table of Contents: Improving educational practice through researchStandards and curricula; Assessment; "What works?"; Diversity in mathematics education; Research methodologies to improve the field and to have systematic impact; ADVANCING EDUCATIONAL RESEARCH AND PRACTICE AS A LEADER; NURTURING A NEW GENERATION OF SCHOLARS AS AN EDUCATOR; NOTES; REFERENCES; AFFILIATIONS; 3. ABOUT GÜNTER TÖRNER AND HISWORK; INTRODUCTION; SCHOLARLYWORK AS A MATHEMATICIAN; Prime segments and the classification of rank one chain rings and cones; Extensions; Structure of chain rings; Right chain domains
    Description / Table of Contents: Discrete mathematics, applied mathematicsSCHOLARLYWORK AS A MATHEMATICS EDUCATOR; Mathematical problem solving; Mathematical beliefs; Mathematical teachers' professional development; ACCOMPLISHMENTS AS A LEADER AND EDUCATOR; SUMMARY; ACKNOWLEDGEMENTS; REFERENCES; AFFILIATIONS; PART II: PROFICIENT PERFORMANCE, BELIEFS,AND METACOGNITION IN MATHEMATICALTHINKING, PROBLEM SOLVING,AND LEARNING; 4. DEVELOPING PROBLEM SOLVING SKILLS IN ELEMENTARY SCHOOL: The Case of Data Analysis, Statistics, and Probability; INTRODUCTION; SCIENTIFIC THINKING AND REASONING; PROBLEM SOLVING AND SCIENTIFIC REASONING
    Description / Table of Contents: PROBABILITY AND CHANCE IN EVIDENCE-BASED SCIENTIFIC REASONINGRESEARCH QUESTIONS; SAMPLE AND METHOD; RESULTS; Understanding of probability concepts, base rates, and sampling procedures; Problem-solving; Basic problems of evidence-based reasoning; Strategical decision-making; DISCUSSION; REFERENCES; AFFILIATIONS; 5. TRANSMISSIVE AND CONSTRUCTIVIST BELIEFS OF IN-SERVICE MATHEMATICS TEACHERS AND OF BEGINNING UNIVERSITY STUDENTS; INTRODUCTION; THE COACTIV STUDY; THE BELIEFS OF TEACHERS IN THE COACTIV COMPETENCEMODEL; Definition and conceptualization of beliefs; Epistemological beliefs
    Description / Table of Contents: Beliefs on learning and teaching of mathematicsIntegrative view on beliefs (according to Voss et al., 2013a); RESEARCH QUESTION; METHOD; Sample; Instrument; RESULTS; SUMMARY AND DISCUSSION; REFERENCES; AFFILIATIONS; 6. BUILDING ON SCHOENFELD'S STUDIES OF METACOGNITIVE CONTROL TOWARDS SOCIAL METACOGNITIVE CONTROL; INTRODUCTION; METACOGNITIVE CONTROL; Schoenfeld: Metacognitive control during mathematics problem solving; Benefits of metacognitive control; Improved problem solving processes; Improved outcomes; Challenges of metacognitive control; Metacognitive demands; Inaccurate evaluations
    Description / Table of Contents: Poor self-scaffolding
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-299-0
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    Multilingualism and Multimodality : Current Challenges for Educational Studies (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092662
    Language: English
    Pages: Online-Ressource (X, 202 p, online resource)
    Series Statement: The Future of Education Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Multilingualism and Multimodality: Current Challenges for Educational Studies
    Parallel Title: Erscheint auch als Multilingualism and multimodality
    RVK:
    ES 132
    Keywords: Multicultural education ; Multilingual education ; Education ; Education ; Konferenzschrift ; Bildung ; Multimodalität
    Abstract: Preliminary Material /Ingrid de Saint-Georges and Jean-Jacques Weber -- Multilingualism, Multimodality and the Future of Education Research /Ingrid de Saint-Georges -- Superdiverse Repertoires and the Individual /Jan Blommaert and Ad Backus -- From Multilingual Practices to Social Processes /Luisa Martín Rojo -- Language, Superdiversity and Education /Adrian Blackledge , Angela Creese and Jaspreet Kaur Takhi -- Multilingualism in EU Institutions /Ruth Wodak -- Multilingual Universities and the Monolingual Mindset /Jean-Jacques Weber and Kristine Horner -- Recognizing Learning /Gunther Kress -- Multimodality and Digital Technologies in the Classroom /Carey Jewitt -- Power, Miscommunication and Cultural Diversity /Laurent Filliettaz , Stefano Losa and Barbara Duc -- Geographies of Discourse /Ron Scollon -- Index /Ingrid de Saint-Georges and Jean-Jacques Weber.
    Abstract: In the social sciences and humanities, researchers often qualify the period in which we are living as ‘late-modern’, ‘post-modern’ or ‘superdiverse’. These terms seek to capture changing conditions and priorities brought about by a new social order. This social order is characterized, among other traits, by an increased visibility of social, cultural and linguistic diversity, arising out of unprecedented migration and mobility patterns. It is also associated with the development of information and communication technologies, which in the digital era transform communication patterns, identities, relationships and possibilities for action. For education, these late-modern conditions create numerous interesting challenges, given that they are of course reflected in the classroom and other sites of learning. Conditions of ‘superdiversity’ mean that, in educational institutions, varied practices, linguistic repertoires, and symbolic resources come into contact, posing questions about how institutions and actors choose to deal with this diversity. Likewise, digital technologies with their possibilities for assembling and using multimodal texts in new ways transform the learning experience, redefining what counts as teaching, learning, knowledge, or assessment. By providing careful analyses of policies and interactions in superdiverse, technologically complex, educational contexts, the authors of this volume contribute something important: they give a shape—a semiotic form—to some of the issues raised by transnational migration, sociocultural diversity, and digital complexity. They construct a framework for reflecting about the new social order and its impact on education. They also reveal the kinds of new questions and new terrains that can and must be explored by linguistic research if it wants to stay relevant for education in these times of change
    Description / Table of Contents: Multilingualism and Multimodality: Current Challenges for Educational Studies; TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the series of three volumes; PREFACE; MULTILINGUALISM, MULTIMODALITY AND THEFUTURE OF EDUCATION RESEARCH; EDUCATION IN TIMES OF CHANGE; MULTILINGUALISM AND MULTIMODALITY: DIVERSE READINGS; Overview of the Chapters; Key Themes; THE FUTURE OF EDUCATION RESEARCH; NOTE; REFERENCES; I. MULTILINGUALISM:CONCEPTS, PRACTICES AND POLICIES; SUPERDIVERSE REPERTOIRES ANDTHE INDIVIDUAL; INTRODUCTION; SUPERDIVERSITY; LANGUAGE LEARNING TRAJECTORIES
    Description / Table of Contents: The Biographic Dimension of RepertoiresLearning by Degree; KNOWLEDGE OF LANGUAGE(S); Thirty-Eight Languages; Competence Detailed; Repertoires as Indexical Biographies; LATE-MODERN REPERTOIRES AND SUBJECTS; NOTES; REFERENCES; FROM MULTILINGUAL PRACTICES TO SOCIALPROCESSES: The Understanding of Linguistic 'Respect' in Contact Zones; A SOCIOLINGUISTIC ETHNOGRAPHY IN A MADRID SECONDARY SCHOOL; RESEARCH QUESTIONS; Excerpt 1; Excerpt 2; NEGOTIATION: THE MONOLINGUAL NORM AND MUTUAL 'RESPECT'; Excerpt 3; CONCLUSIONS; NOTES; REFERENCES; LANGUAGE, SUPERDIVERSITY AND EDUCATION; SUPERDIVERSITY
    Description / Table of Contents: MULTILINGUALISMHETEROGLOSSIA; METHODS; HETEROGLOSSIA IN THE LANGUAGE CLASSROOM; DISCUSSION; NOTES; REFERENCES; MULTILINGUALISM IN EU INSTITUTIONS: Between Policy Making and Implementation; INTEGRATING CRITICAL SOCIOLINGUISTICS AND CRITICALDISCOURSE STUDIES; Defining Critique and Critical; Multilingualism and the EU's Lisbon Strategy; ANALYTICAL FRAMEWORK: CSL AND DHA; Theoretical Background and Key Concepts; Research Methodology and Research Foci; LANGUAGE IDEOLOGIES AND EVERYDAY PRACTICES; Ethnography of the EU Institutions; 'Performing Multilingualism'
    Description / Table of Contents: Ideas/Ideologies about MultilingualismSOME FUTURE PERSPECTIVES; NOTES; REFERENCES; MULTILINGUAL UNIVERSITIES ANDTHE MONOLINGUAL MINDSET; INTRODUCTION; MONOLINGUAL VERSUS MULTILINGUAL MINDSET; What is a Language?; What is Multilingualism?; THE MONOLINGUAL MINDSET AND NATIONAL NARRATIVES OF SURVIVAL; CASE STUDY OF TWO MULTILINGUAL UNIVERSITIES; How the Universities of Helsinki and Luxembourg Fit intothe Discourses of Survival; How Both Universities are Caught Up in Language Ideological Debates; CONCLUSION: THE MONOLINGUAL HABITUS OF MULTILINGUAL UNIVERSITIES; NOTES; REFERENCES
    Description / Table of Contents: II. MULTIMODALITY:CONCEPTS, PRACTICES AND CONSEQUENCESRECOGNIZING LEARNING: A Perspective from a Social Semiotic Theory of Multimodality; EDUCATION IN A PERIOD OF SOCIAL TRANSITION: FROM 'STATE'TO THE NEO-LIBERAL MARKET; 'SIGNS OF LEARNING': AGENCY, PRINCIPLES, RESOURCES; RECOGNITION: AGENCY AND MULTIMODALITY; RECOGNITION THROUGH A SOCIAL SEMIOTIC THEORY OF MULTIMODALITY; EMBODIED KNOWING: THE NOTIONS OF IMPLICITNESS AND EXPLICITNESS; EDUCATION AS A FULLY MARKETIZED COMMODITY; NOTE; REFERENCES; MULTIMODALITY AND DIGITAL TECHNOLOGIES INTHE CLASSROOM; INTRODUCTION; A MULTIMODAL PERSPECTIVE
    Description / Table of Contents: TECHNOLOGY IN THE ENGLISH CLASSROOM
    Note: "The contributions presented in this volume derive from the second lecture series - in a set four - dedicated to the interdisciplinary investigation of the 'Future of Education Research'. This second series took place between September 2011 and January 2012 at the Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE), University of Luxembourg." - Seite ix , Literaturangaben
    DOI: 10.1007/978-94-6209-266-2
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    Student Voice in Mathematics Classrooms around the World (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093508
    Language: English
    Pages: Online-Ressource (VIII, 317 p, online resource)
    Series Statement: Series Preface
    Series Statement: Learner's perspective study 4
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Student Voice in Mathematics Classrooms around the World
    RVK:
    SM 600
    Keywords: Mathematics Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Berinderjeet Kaur , Glenda Anthony , Minoru Ohtani and David Clarke -- The Learner’s Perspective Study: Attending to Student Voice /Glenda Anthony , Berinderjeet Kaur , Minoru Ohtani and David Clarke -- Spoken Mathematics as an Instructional Strategy: The Public Discourse of Mathematics Classrooms in Different Countries /David Clarke , Li Hua Xu and May Ee Vivien Wan -- Students Speaking Mathematics: Practices and Consequences for Mathematics Classrooms in Different Countries /David Clarke , Li Hua Xu and May Ee Vivien Wan -- Students at the Front: Examples from a Beijing Classroom /Yiming Cao , Kan Guo , Liping Ding and Ida Ah Chee Mok -- Participation of Students in Content-Learning Classroom Discourse: A Study of Two Grade 8 Mathematics Classes in Singapore /Berinderjeet Kaur -- Martina’s Voice /Florenda Gallos Cronberg and Jonas Emanuelsson -- What Do Students Attend to? Students’ Task-Related Attention in Swedish Settings /Rimma Nyman and Jonas Emanuelsson -- Students and Their Teacher in a Didactical Situation: A Case Study /Jarmila Novotná and Alena Hospešová -- Developing Mathematical Proficiency and Democratic 143 Agency through Participation – An Analysis of Teacher-Student Dialogues in a Norwegian 9th Grade Classroom /Ole Kristian Bergem and Birgit Pepin -- Matches or Discrepancies: Student Perceptions and Teacher Intentions in Chinese Mathematics Classrooms /Rongjin Huang and Angela T. Barlow -- What Really Matters to Students? A Comparison between Hong Kong and Singapore Mathematics Lessons /Ida Ah Chee Mok , Berinderjeet Kaur , Yan Zhu and King Woon Yau -- Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms /Glenda Anthony -- The LPS Research Design /David Clarke -- Author Index /Berinderjeet Kaur , Glenda Anthony , Minoru Ohtani and David Clarke -- Subject Index /Berinderjeet Kaur , Glenda Anthony , Minoru Ohtani and David Clarke.
    Abstract: \' We highly recommend th ...
    Description / Table of Contents: ""Student Voice in Mathematics Classrooms around the World""; ""SERIES PREFACE""; ""TABLE OF CONTENTS""; ""ACKNOWLEDGEMENTS""; ""CHAPTER ONE: The Learner�s Perspective Study: Attending to Student Voice""; ""INTRODUCTION""; ""Mathematical Discourse in the Classroom""; ""Students� Participatory Practices within the Classroom""; ""Students� Perceptions of the Classroom and Teacher""; ""CONCLUSION""; ""REFERENCES""; ""CHAPTER TWO: Spoken Mathematics as an Instructional Strategy: The Public Discourse of Mathematics Classrooms in Different Countries""; ""SPOKEN MATHEMATICS IN THE CLASSROOM""
    Description / Table of Contents: ""LANGUAGE IN MATHEMATICS TEACHING/LEARNING""""STUDYING SPOKEN MATHEMATICS IN THE CLASSROOM""; ""PUBLIC MATHEMATICAL ORALITY: WHO GETS TO SPEAK PUBLICLY AND DO THEY TALK MATHEMATICS?""; ""SPOKEN MATHEMATICAL FLUENCY AS A VALUED LEARNING OUTCOME""; ""CONCLUSIONS""; ""NOTES""; ""REFERENCES""; ""CHAPTER THREE: Students Speaking Mathematics: Practices and Consequences for Mathematics Classrooms in Different Countries""; ""STUDENT-STUDENT MATHEMATICAL TALK""; ""CONNECTING MATHEMATICAL TALK AND LEARNING""; ""MATHEMATICAL DISCOURSE IN THE CLASSROOM FROM THE PERSPECTIVE OF THE LEARNER""
    Description / Table of Contents: ""PUBLIC MATHEMATICAL DISCOURSE""""THE SIGNIFICANCE OF STUDENT-STUDENT INTERACTIONS""; ""Spoken Mathematics in the Classroom: Key Points Summary""; ""SPOKEN MATHEMATICAL FLUENCY AS A VALUED LEARNING OUTCOME""; ""GENERAL DISCUSSION""; ""CONCLUSIONS""; ""ACKNOWLEDGEMENT""; ""NOTES""; ""REFERENCES""; ""CHAPTER FOUR: Students at the Front: Examples from a Beijing Classroom""; ""INTRODUCTION""; ""RESEARCH DESIGN AND METHODOLOGY""; ""RESEARCH PROCEDURE""; ""STATISTICS AND ANALYSIS""; ""SUMMARY OF FINDINGS""; ""There is Rich Variety in the Types of Students� Presentations at the Front""
    Description / Table of Contents: ""One or More Students Give Presentations Concerning One Problem""""The Main Form of Students� Presentations at the Front is Oral Explanation of the Approaches""; ""The Main Evaluation Form is Teacher-Student Mutual Comment""; ""DISCUSSION""; ""REFERENCES""; ""CHAPTER FIVE: Participation of Students in Content-Learning Classroom Discourse: A Study of Two Grade 8 Mathematics Classes in Singapore""; ""INTRODUCTION""; ""LITERATURE REVIEW""; ""METHODOLOGY""; ""Method""; ""Subjects""; ""Data Analysis""; ""DATA AND FINDINGS""; ""How Often Do Students Get an Opportunity to Engage in Public Talk?""
    Description / Table of Contents: ""What Are the Characteristics of Teacher-Student Public Talk?""""What Are the Teachers� Orientations of Discourse (Conceptual or Calculational)?""; ""Do Students Initiate any Public Talk with Their Teachers or Peers? If So, What Was the Purpose of the Talk?""; ""DISCUSSION""; ""During Content-Learning Classroom Discourse How Often Do Students Get an Opportunity to Engage in Public Talk?""; ""During Content-Learning Discourse What Are the Characteristics of Teacher-Student Public Talk?""
    Description / Table of Contents: ""During Content-Learning Discourse What Are the Teachers� Orientations of Discourse (Conceptual or Calculational)?""
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-6209-350-8
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    MPI Ethno. Forsch.
  • 77
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    Teaching Chemistry – A Studybook : A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091405
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Teaching Chemistry – A Studybook: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers
    RVK:
    VB 4050
    Keywords: Chemistry Study and teaching ; Chemistry teachers Methodology ; Education ; Education
    Abstract: Preliminary Material /Ingo Eilks and Avi Hofstein -- How to Allocate the Chemistry Curriculum Between Science and Society /Ingo Eilks , Franz Rauch , Bernd Ralle and Avi Hofstein -- How to Outline Objectives for Chemistry Education and How to Assess Them /Yael Shwartz , Yehudit Judy Dori and David F. Treagust -- How to Motivate Students and Raise Their Interest in Chemistry Education /Claus Bolte , Sabine Streller and Avi Hofstein -- How to Balance Chemistry Education Between Observing Phenomena and Thinking in Models /Onno de Jong , Ron Blonder and John Oversby -- How to Deal With Linguistic Issues in Chemistry Classes /Silvija Markic , Joanne Broggy and Peter Childs -- How to Learn in and From the Chemistry Laboratory /Avi Hofstein , Mira Kipnis and Ian Abrahams -- How to Organise the Chemistry Classroom in a Student-Active Mode /Ingo Eilks , Gjalt T. Prins and Reuven Lazarowitz -- How to Promote Chemistry Learning Through the use of ICT /Yehudit Judy Dori , Susan Rodrigues and Sascha Schanze -- How to Benefit From the Informal and Interdisciplinary Dimension of Chemistry in Teaching /Richard K. Coll , John K. Gilbert , Albert Pilot and Sabine Streller -- How to Keep Myself Being a Professional Chemistry Teacher /Rachel Mamlok-Naaman , Franz Rauch , Silvija Markic and Carmen Fernandez -- How to Teach Science in Emerging and Developing Environments /Carmen Fernandez , Jack Holbrook , Rachel Mamlok-Naaman and Richard K. Coll -- Contributors /Ingo Eilks -- Index /Ingo Eilks.
    Abstract: This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments
    Note: Includes bibliographical references and index , How to Allocate the Chemistry Curriculum Between Science and Society , How to Outline Objectives for Chemistry Education and how to Assess Them , How to Motivate Students and Raise Their Interest in Chemistry Education , How to Balance Chemistry Education Between Observing Phenomena and Thinking in Models , How to Deal with Linguistic Issues in Chemistry Classes , How to Learn in and from the Chemistry Laboratory , How to Organise the Chemistry Classroom in a Student-Active Mode , How to Promote Chemistry Learning Through the use of Ict , How to Benefit from the Informal and Interdisciplinary Dimension of Chemistry in Teaching , How to Keep Myself Being a Professional Chemistry Teacher , How to Teach Science in Emerging and Developing Environments
    DOI: 10.1007/978-94-6209-140-5
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  • 78
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    Modeling and Measuring Competencies in Higher Education : Tasks and Challenges (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789460918674
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Professional and Vet Learning 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Modeling and Measuring Competencies in Higher Education: Tasks and Challenges
    RVK:
    AL 34000
    Keywords: Education, Higher Evaluation ; Competency-based education ; Education ; Education
    Abstract: Preliminary Material /Sigrid Blömeke , Olga Zlatkin-Troitschanskaia , Christiane Kuhn and Judith Fege -- Modeling and Measuring Competencies in Higher Education: Tasks and Challenges /Sigrid Blömeke , Olga Zlatkin-Troitschanskaia , Christiane Kuhn and Judith Fege -- Making Competent Judgments of Competence /D. Royce Sadler -- An Approach to Testing & Modeling Competence /Richard J. Shavelson -- “I Know How to Do It, But I Can’t Do It” /Fritz Oser -- A Strategy for the Assessment of Competencies in Higher Education /Mark Wilson and Karen Draney -- Competence – More than Just a Buzzword and a Provocative Term? /Michaela Pfadenhauer -- The Challenges of Measurement in Higher Education /Sigrid Blömeke -- OECD Assessment of Higher Education Learning Outcomes (AHELO) /Karine Tremblay -- The Principles and Logic of Competency Testing in Higher Education /Roger Benjamin -- Measurement of Learning Outcomes in Higher Education /Rafael Vidal Uribe -- The German National Educational Panel Study (NEPS) /Hildegard Schaeper -- Modeling and Measuring University Students’ Subject-Specific Competencies in the Domain of Business and Economics – The ILLEV Project /Olga Zlatkin-Troitschanskaia , Manuel Förster and Christiane Kuhn -- Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes – A Priority Program of the German Research Foundation (DFG) /Karoline Koeppen , Johannes Hartig , Eckhard Klieme and Detlev Leutner -- Modeling and Measurement of Competencies in Higher Education – The Contribution of Scientific Evaluation /Christiane Spiel , Barbara Schober and Ralph Reimann -- Measuring Competences in Higher Education: What Next? /Rolf van der Velden -- Analyzing the Results of Study in Higher Education and the Requirements of the World of Work /Ulrich Teichler and Harald Schomburg -- “Modeling and Measuring Competencies” Conference, Berlin, 24–25 February, 2011 /Judith Gulikers and Martin Mulder.
    Abstract: Measuring competencies acquired over the course of higher education is an area of research that largely has been neglected. This deficit can be attributed to the complexity of academic competencies since the variety of institutions, programs, occupational fields and job requirements render it difficult to define and even harder to measure outcomes. Thus, assessing the preconditions for and effects of competency development is a challenge methodologically. In this book, a comprehensive review of the international state of research on modeling and measuring competencies in higher education across several academic disciplines is presented, along with an evaluation of the field’s strengths and weaknesses. Renowned experts share insight into the most important recent research projects and point out controversies and challenges. Competencies are regarded as context-specific dispositions acquired and required to cope successfully with domain-specific situations and tasks. However, the range of these dispositions is controversial. Should only cognitive facets be included or is it important to consider attitudes as well? Insufficient response rates and panel attrition are further challenges, as are the limitations of paper-and-pencil approaches to the complex measurement of higher education outcomes. Thus, this book may serve as a platform for the exchange of research experiences and perspectives and hopefully will instigate improvements in research into higher education
    Description / Table of Contents: pt. 1. Theory and methodologypt. 2. Instruments and studies -- pt. 3. Long-term outcomes -- pt. 4. Commentary.
    DOI: 10.1007/978-94-6091-867-4
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  • 79
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    From Diagnostics to Learning Success : Proceedings in Vocational Education and Training (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091917
    Language: English
    Pages: Online-Ressource (XII, 308 p, digital)
    Series Statement: Professional and VET learning 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Online-Ausg. From diagnostics to learning success
    RVK:
    DL 2000
    RVK:
    QV 240
    Keywords: Vocational education ; Vocational education Evaluation ; Vocational education Standards ; Education ; Education ; Vocational teachers Training of ; Vocational education ; Electronic books
    Abstract: Preliminary Material /Klaus Beck and Olga Zlatkin-Troitschanskaia -- Defining a Learning Theory Linked to Instructional Theory /Robert D. Tennyson -- Universities as a Place of Self-Regulated Vocational Education and Training /Marold Wosnitza , Balthasar Eugster and Kerstin Helker -- Trainability, Vocational Skills and Employability /Jürgen van Buer and Gritt Fehring -- Professional Role Requirements and Universal Morals /Klaus Beck -- Situationism in Business Education – Are Situations the Smallest Didactical Units? /Thomas Bienengräber -- Basic Competencies as Determinants of Success in Commercial Apprenticeships /Susan Seeber and Rainer Lehmann -- Assessing the Value of Knowledge, Skills, Attitudes, Motivation and Emotion from a Pedagogical and an Economic Perspective /Fritz Klauser and Juliana Schlicht -- What Can Research on Technology for Learning in Vocational Educational Training Teach Media Didactics? /Stefanie A. Hillen -- Technical Discussions as Supportive Interventions in the Process of Constructivist Teaching and Learning /Alfred Riedl and Andreas Schelten -- Social Media: Potentials and Challenges for Vocational Education /H.-Hugo Kremer -- The Inferential Construction of Knowledge in the Domain of Business and Economics /Gerhard Minnameier -- Work-Study Programs for the Formation of Professional Skills /Wim J. Nijhof and Cindy Poortman -- Improving the Professional Competence of Low-Achieving Apprentices /Kerstin Norwig , Cordula Petsch and Reinhold Nickolaus -- Structuring and Detecting Competence /Andreas Frey and Jean-Jacques Ruppert -- Non-Cognitive Facets of Competence /Detlef Sembill , Andreas Rausch and Kristina Kögler -- Adaption of the TSRQ for Financial Behavior /Nina Bender and Daniela Barry -- Diagnostic Competence of (Prospective) Teachers in Vocational Education /Eveline Wuttke and Jürgen Seifried -- Standardizing Oral Examinations in Vocational Education and Training /Christoph Metzger -- Evaluation – Reform – Advancement? /Peter Nenniger -- Assessing Research on School Leadership in Germany from an International Perspective /Julia Warwas and Ralf Tenberg -- Teachers’ Evidence-Based Actions /Olga Zlatkin-Troitschanskaia , Jana Seidel and Martin Stump -- Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? – An International Perspective /Thomas Deissinger.
    Abstract: Accelerated substantial progress regarding many fields of production and services imposes pressure upon the labor market. Employers are desperately looking for skilled workers in nearly all technological fields. All over the world this pressure reaches the national systems of vocational education and training. Along with the output orientation turn new standards are imposed, forcing firms and schools to make every endeavor to improve and remodel their programs as well as their practices to reach more and more ambitious goals. To be successful they need the results of scientific research from which they demand reliable information on methods to diagnose the state and learning progress of students and on means to foster and promote competencies of heterogeneous groups of leaners. The book offers 22 state-of-the-art articles covering the central fields of vocational education and training and reporting on new and adequate ways to deal with these challenges
    Note: Includes bibliographical references , Basic Research Concepts in VETDefining a Learning Theory Linked to Instructional Theory , Universities as a Place of Self-Regulated Vocational Education and Training , Trainability, Vocational Skills and Employability , Content, Objectives and Outcomes of VETProfessional Role Requirements and Universal Morals , Situationism in Business Education - Are Situations the Smallest Didactical Units? , Basic Competencies as Determinants of Success in Commercial Apprenticeships , Assessing the Value of Knowledge, Skills, Attitudes, Motivation and Emotion from a Pedagogical and an Economic Perspective , Methods of Instruction in VETWhat Can Research on Technology for Learning in Vocational Educational Training Teach Media Didactics? , Technical Discussions as Supportive Interventions in the Process of Constructivist Teaching and Learning , Social Media , The Inferential Construction of Knowledge in the Domain of Business and Economics , Work-Study Programs for the Formation of Professional Skills , Improving the Professional Competence of Low-Achieving Apprentices , Diagnostics and Assessment in VETStructuring and Detecting Competence , Non-Cognitive Facets of Competence , Adaption of the TSRQ for Financial Behavior , Diagnostic Competence of (Prospective) Teachers in Vocational Education , Standardizing Oral Examinations in Vocational Education and Training , Structural DevelopmentsEvaluation - Reform - Advancement? The Example of the Swiss New Business Education , Assessing Research on School Leadership in Germany from an International Perspective , Teachers' Evidence-Based Actions , Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? - An International Perspective
    DOI: 10.1007/978-94-6209-191-7
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  • 80
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    Ruptures : Anti-colonial & Anti-racist Feminist Theorizing (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094468
    Language: English
    Pages: Online-Ressource (XX, 242 p) , online resource
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 305.4201
    RVK:
    MK 2700
    Keywords: Education ; Aufsatzsammlung
    Abstract: This book provides tools and theoretical frameworks to make sense of how the world is regulated, governed, controlled with regard to the exclusivity of certain members of the society, and in particular, women from marginalized groups. This book, therefore, engages readers by asking thought-provoking questions to interrogate issues of marginality and oppression in society. The book, as a collective, provides an intellectual discourse on feminism, anticolonial thought and anti-racism. This book is a must read for scholars, activists, theorists and researchers who are seeking to rupture the borders of confinement and move beyond the imaginary margins created by organized structures in society
    Description / Table of Contents: Cover; CONTENTS; ACKNOWLEDGEMENT; FOREWORD; INTRODUCTION; PART ONE: PRACTICING ANTI-COLONIAL AND ANTI-RACIST FEMINISM IN CLASSROOMS AND COMMUNITIES; UNCOVERING THE WELL: BLACK FEMINISM IN CANADA; INTRODUCTION; EXPOSING THE DEPTHS OF THE WELL: METHODOLOGY AND BLACK FEMINIST LITERATURE; METHODOLOGY; IMPLICATIONS FOR UNDERSTANDING AND ARTICULATING A BLACK FEMINIST THEORETICAL FRAMEWORK FOR THE CANADIAN CONTEXT; THEORY AND LITERATURE; CURRENT VOICES FROM THE WELL: BLACK CANADIAN FEMINIST THOUGHT; CONCLUSION; NOTES; REFERENCES; AFRICAN-CANADIAN BLACK WOMEN LEADERS: IMPACTING CHANGE IN THE DIASPORA
    Description / Table of Contents: INTRODUCTIONLITERATURE REVIEW; HISTORICAL CONTEXT OF BLACK WOMEN; BLACK WOMEN AND RESISTANCE; BLACK WOMEN IN CANADA; BLACK WOMEN AND COMMUNITY LEADERSHIP; DISCUSSION; REFERENCES; USING BLACK CANADIAN FEMINIST THOUGHT AS AN APPROACH TO TEACHING SCIENCE; IMBUING REVOLUTIONARY VISION: THE ROLE OF BLACK FEMINIST THOUGHT IN THE LIVES OF AFRICAN CANADIAN EDUCATORS; ENACTING RESISTANCE: THE NEED FOR ANTI-COLONIALIST EDUCATION IN THE CLASSROOM; BETWEEN MUTUAL STRETCHING AND COLLECTIVISM: USING BLACK FEMINIST THEORIZING TO COLLABORATE AND GROW
    Description / Table of Contents: BLACK FEMINIST THEORIZING IN ACTION: THE ELEMENTARY SCIENCE CLASSROOMNOTES; REFERENCES; SISTERSHIP: TALKING BACK TO FEMINISM; 1. SISTERSHIP - GENESIS; 2. SISTERSHIP AND FEMINISM; 3. SISTERSHIP AND SELF-ACTUALIZATION; REFERENCES; CARIBBEAN SLAVE WOMEN'S RESISTANCE AS A FORM OF PRESERVATION: Taking a Closer Look at Pain and Its Relevance to History and the Preservation of Self; 1. INTRODUCTION; 2. RESISTANCE TO SEXUAL EXPLOITATION; 3. SPIRITUALITY; 4. REVOLUTION; 5. CONCLUSION; REFERENCES; SER MADRE, TO BE MOTHER IN CUBA: The Life of Maria de los Reyes Castillo Bueno
    Description / Table of Contents: POSITIONING MYSELF IN THE WRITINGREYITA AS FEMINIST; MOTHERING AND RESISTANCE; CONCLUSION; NOTES; REFERENCES; INDIGENOUS AFRICAN KNOWLEDGES AND AFRICAN FEMINISM: Resisting Eurocentric Ways of Knowing; INTRODUCTION; CENTERING INDIGENOUS AFRICAN KNOWLEDGES; FORCED STERILIZATION; REFERENCES; THE HYPERSEXUALIZATION AND UNDESIRABILITY OF BLACK/AFRICAN WOMEN; PRISON AS A METAPHOR OF BLACK/AFRICAN SEXUALITY AND WOMANHOOD; MY DEFINED AFRICAN SEXUALITY/WOMANHOOD; BLACK/AFRICAN WOMAN AS UNDESIRABLE; CONCLUSION: SUBVERTING STEREOTYPICAL IMAGES OF BLACK/AFRICAN WOMEN THROUGH EDUCATION; NOTES; REFERENCES
    Description / Table of Contents: PART TWO: THEORIZING ANTI-RACIST FEMINISM, COMPLICATING NARRATIVES OF RACE AND GENDERAFRICAN CANADIAN WOMEN AND THE CRIMINAL JUSTICE SYSTEM; ABSTRACT; INTRODUCTION; THEORETICAL APPROACH; SEARCH FOR LITERATURE OF AFRICAN CANADIAN WOMEN'S EXPERIENCES WITH THE CRIMINAL JUSTICE SYSTEM; A GENERAL HISTORICAL OVERVIEW OF THEORIES ON FEMALE CRIMINALITY; THE CANADIAN SITUATION; CONCLUSION; REFERENCES; DECEMBER 6TH; SYMBOLIC PROXIMITY: Rihana Face-to-Face; INTRODUCTION; THE RISE; THE FALL; RESURRECTION; CONCLUSION; REFERENCES; FLUIDITY AND POSSIBILITY: Imagining Woman of Colour Pedagogies
    Description / Table of Contents: NEGOTIATING THE ACADEMIC COLONIZER/COLONIZED: HISTORICALLY SPEAKING
    Note: Includes bibliographical references at the end of each chapters
    DOI: 10.1007/978-94-6209-446-8
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    MPI Ethno. Forsch.
  • 81
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    Permanent Exclusion from School and Institutional Prejudice : Creating Change Through Critical Bureaucracy (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091825
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Studies in Inclusive Education 20
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Permanent Exclusion from School and Institutional Prejudice: Creating Change Through Critical Bureaucracy
    DDC: 371.5/43
    RVK:
    DT 1420
    Keywords: Student expulsion ; School discipline ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Channelling Ethnographic Reflexivity -- The Extended Body in Contested Borderlands -- Working Under the Shadow of Permanent Exclusion -- ‘Bitchy Girls and Silly Boys’ -- ‘Get Out of My Class!’ -- Institutional Racism and the Social Boundaries Between People -- Policy and Paperwork in the Administration of Permanent Exclusion From School -- Some Conclusions and Recommendations -- The Illuminate Student Researchers Project -- Appendix -- References -- Index.
    Abstract: This book tells the story of permanent exclusion from school from within an urban children’s services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. The book questions how and why local government officers make particular decisions about children and young people. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the book adopts a Foucauldian analysis to concentrate on their place within a larger policy-community which includes professionals and policy makers. It adopts a critical-bureaucratic exercise in ‘studying up’ on powerful organisations: an informed approach to ameliorating social inequity. The findings described here suggest a broad, deep and opaque seam of institutional prejudice: permanent exclusion from school can be understood to be both caused by this and to intensify its effects. This has implications for the ‘voices’ of young people subject to or at risk of permanent exclusion from school, and the final chapter outlines a Foucauldian/Freirian ‘student voice’ project, offering ideas about how schools might tackle this
    DOI: 10.1007/978-94-6209-182-5
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    The Creative University (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092457
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Creative Education
    Series Statement: Creative Education Bookseries 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als The Creative University
    DDC: 378.111
    Keywords: Education, Higher Aims and objectives ; Educational change ; Higher education and state ; Education ; Education ; Aufsatzsammlung ; Konferenzschrift ; Hochschulbildung ; Sozioökonomischer Wandel
    Abstract: Preliminary Material /Michael A. Peters and Tina Besley -- Introduction /Michael A. Peters and Tina Besley -- The Changing Geo-politics of Creativity /Simon Marginson -- Beautiful Minds and Ugly Buildings /Peter Murphy -- Thinking through the Humanities to the Creative University /Brian Opie -- Reflecting on a Complex Terrain /Elizabeth Grierson -- The Australian Academic Profession in Transition /Eddie Blass -- Intellectual Property, Ideology and Culture in Higher Education /Johannes Balve -- Wagers Within the Image /Jonathan Beller -- Lessons of Subversion /Marek Tesar -- Empathy and the Creative University /Nadine Dolby -- Openness, Closure And Creativity /Peter Roberts -- Third-Generation Creativity /Teresa Swirski -- Imagining The Creative University /Susanne Maria Weber.
    Abstract: The concept of the “Creative University” signals that higher education stands at the center of the creative economy indicating the growing significance of intellectual capital and innovation for economic growth and cultural development. Increasingly economic activity is socialised through new media and depends on immaterial and digital goods. This immaterial economy includes new international labour markets that demand analytic skills, global competencies and an understanding of markets in tradeable knowledges. Delivery modes in education are being reshaped. Global cultures are spreading in the form of knowledge and research networks. Openness, networking, cross-border people movement, flows of ideas, capital and scholars are changing the conditions of imagining and producing creative work. The economic aspect of creativity refers to the production of new ideas, aesthetic forms, scholarship, original works of art and cultural products, as well as scientific inventions and technological innovations. It embraces both open source communication as well as commercial intellectual property. This collection explores these ideas as the basis for a new development agenda for universities. The chapters that form this edited book are a selection of papers given at an international conference held called The Creative University held at the University of Waikato on 15-17 August 2102. This conference investigated all the aspects of education in (and as) the creative economy
    Description / Table of Contents: The Creative University; TABLE OF CONTENTS; INTRODUCTION:The Creative University; FREEDOM,OPENNESS AND CREATIVITY IN THE DIGITAL ECONOMY; CREATIVITY AS THE NEW DEVELOPMENT PARADIGM; NOTES; REFERENCES; THE CHANGING GEO-POLITICS OF CREATIVITY:Rise of the Post-Confucian University; INTRODUCTION; THE POST-CONFUCIAN HIGHER EDUCATION SYSTEMS; Student Participation and Its Financing; Research Science; World-Class Universities; DYNAMICS OF THE POST-CONFUCIAN MODEL; Economic Growth; The East Asian state; Confucian Education at Home; Modernization from Dutside and In
    Description / Table of Contents: Limits of the Post-Confucian Model?Research Quality; University Autonomy and Academic Freedom; Japan and Vietnam; Implications for Theorization; Comparative Education; The Term 'Post-Confucian Model'; Social Theory; REFERENCES; AFFILIATION; BEAUTIFUL MINDS AND UGLY BUILDINGS:Object Creation, Digital Production, and the Research University-Reflections on the Aesthetic Ecology of the Mind; THE OBJECT WORLD; THE ASPHYXIATION OF THE MIND; THE UGLY UNIVERSITY AND THE AESTHETIC ECOLOGY OF THE MIND; NOTES; REFERENCES; AFFLIATION; THINKING THROUGH THE HUMANITIES TO THE CREATIVE UNIVERSITY
    Description / Table of Contents: INTRODUCTIONTHE HUMANITIES NOW/TO-COME; THE SEMIOSPHERE; CREATIVITY, INNOVATION AND THE POSTMODERN UNIVERSITY; THE INTELLECTUAL COMMONS, INDIGENOUS KNOWLEDGE, FICTION; INDIGENOUS KNOWLEDGE; FICTION; CONCLUSION; REFERENCES; AFFILIATION; REFLECTING ON A COMPLEX TERRAIN:Art and Text as Generative Praxis; INTRODUCTION: PRAXIS AS CREATIVE ACTION; CRITICAL APPROACHES; SITES AND CONDITIONS OF KNOWLEDGE; SPEAKING POSITION; RELATIONS OF THEORY AND PRACTICE; GENERATION OF NEW KNOWLEDGE; CRAFTING CREATIVE PROJECTS; CONCLUSION; NOTES; REFERENCES; AFFILIATION
    Description / Table of Contents: THE AUSTRALIAN ACADEMIC PROFESSIONIN TRANSITION: An Alternative Futures InterpretationINTRODUCTION; FUTURES METHODOLOGY; CHALLENGING ASSUMPTIONS; THE RESEARCH AND TEACHING BALANCE; CASUAL CONTRACTS OF EMPLOYMENT; CAREER PLANS; NET MIGRATION; WELCOME TO THE REAL WORLD; RESPONDING TO THE 12 PRINCIPLES TO GUIDE PLANNING FOR THE FUTUREACADEMIC WORKFORCE; CONCLUSIONS; REFERENCES; AFFILIATION; INTELLECTUAL PROPERTY, IDEOLOGYAND CULTURE IN HIGHER EDUCATION; NOTES; WAGERS WITHIN THE IMAGE:Rise of Visuality, Transformation of Labour, Aesthetic Regimes
    Description / Table of Contents: THE RISE OF VISUALITY AND THE TRANSFORMATIONOF THE COMMODITY, LABOUR, AND THE FORM OF VALUEWITHIN THE IMAGE; FROM THE WAGE TO THE WAGER; NOTE; REFERENCES; AFFILIATION; LESSONS OF SUBVERSION:Ethics and Creativity in Neoliberal Academia; PARALLEL POLIS; WHO IS PATOČKA; THE UNDERGROUND UNIVERSITY; DISTURBING THE PEACE; CONCLUDING REMARKS; REFERENCES; AFFLIATION; EMPATHY AND THE CREATIVE UNIVERSITY:Finding Hope in Troubled Times; THE NEW EMPATHY: HUMAN/ANIMALNATURE AND ITS POSSIBILITIES; RETHINKING DESCARTES AND DARWIN; MIRROR NEURONS AND EMPATHY; EMPATHY IN THE LIVES OF (NON-HUMAN) ANIMALS
    Description / Table of Contents: THE NEW EMPATHY: CREATING PATHWAYS TO HOPE
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-245-7
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    We Saved the Best for You : Letters of Hope, Imagination and Wisdom for 21st Century Educators (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091221
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Imagination and Praxis, Criticality and Creativity in Education and Educational Research 1
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als We Saved the Best for You: Letters of Hope, Imagination and Wisdom for 21st Century Educators
    DDC: 370.71
    Keywords: Teachers ; Teachers Training of ; Education ; Education
    Abstract: Preliminary Material /Tricia M. Kress and Robert Lake -- Tilting at Windmills /Tricia M. Kress -- Challenging Inexorability /Carolyn Ali-Khan -- Locating the Hope in Bone-deep Participation /Eve Tuck -- Dear Comrades /Sandy Grande -- Finding Hope and Giving Thanks in “Dark Times” /Greg McClure -- Spelling Hope /Carl Leggo -- Brown Pride in a College Classroom /Christopher Darius Stonebanks -- The Stubborn Persistence of Hope /William M. Reynolds -- Finding Your Passion, Feeding Your Soul /Rosalina Diaz -- Letter of Hope /Gillian U. Bayne -- Imagining Educational Spaces of Possibility, Hope, and Joy /Christina Siry -- Imagination, Play and Becoming the Text /Robert Lake -- Portrait of Thinking /Mike Rose -- The Tau’olunga /Kevin Smith -- Staying Open to Surprise… A Necessary Responsibility /Patricia Paugh -- Teachers as DJ’s /Jennifer D. Adams -- Toward a New Audacity of Imagination /Julie Maudlin -- Letter to a Young Teacher /Rick Ayers -- Look Deeply Within and Share /William H. Schubert -- The Way it was, the Way it is /Sonia Nieto -- The Most Unlikely Places /Rebecca Martusewicz -- Om Mani Padme Hum /Jennifer L. Milam -- West’s Self-Creation /James C. Jupp -- Language, Creation, and Mlk /Clyde Coreil -- Partnership Education /Riane Eisler -- The Perpetual Flame of Curiousity /Ana Cruz -- The Immense Value of Doubt /Susan Verducci -- Make the Best of What’s Around /Tina Wagle -- To Dare be an Inspired, Satiated, Soulful Teacher /Kurt Love -- You are not Alone /Donna DeGennaro -- Teachers as Critical Thinkers /Nel Noddings -- Of Kids and Cokes /Brian D. Schultz -- “You didn’t Connect with me” /Melissa Winchell -- The Nature and Practices of Urban Science Education /Christopher Emdin -- Looking back on Teaching in Detroit /Robert W. Simmons -- Labor Education and “Oppositional Knowledge” /Helena Worthen -- Something from Nothing /Robert Danberg -- Letter to a Writing Teacher /Thomas Lake -- Actualizing an Ethic of Care in the (Mathematics) Classroom /Roser Giné -- Keep the Faith /Dennis Littky -- A Game and a Dare /Peter Appelbaum -- Just Keep it Real /Susan Jean Mayer -- Picture this /Megan J. Laverty -- Children are our Hope for the Future /Barbara J. Thayer-Bacon -- The Best is yet to Come /Tianlong Yu -- On Behalf of Vygotsky /Lois Holzman -- Letter from Hegel to the Educators of the 21st Century /Andy Blunden -- Pedagogy of Disobedience /Joan Braune -- Letter to Educators /Curry Stephenson Malott -- When Ordinary People Do Extraordinary Things /Pepi Leistyna -- Slow Love /Pauline Sameshima -- To be a Teacher /M. Cathrene Connery -- About the Authors /Tricia M. Kress and Robert Lake.
    Abstract: As standardization and “accountability” have continued to increase in the 21st century, educators and scholars of education have become increasingly frustrated. Yet as frustrated as we are, it is essential that we not send to our our students, children, grandchildren the message that the past was better and they “should have been there.” Instead, we must render a clear vision of what can be. Indeed, where would we be without the vision we have been freely given to us from great scholars, philosophers, and artists, as well as our own teachers, friends, neighbors, and family? We are indebted to carry forward the legacy of these torchbearers to present and future educators. This book is a collection of letters to 21st century educators of all age levels and content areas. It includes chapters from more than 50 contributors representing leading names in the field of education, emerging scholars of education, and gifted practitioners in schools. It has been compiled with the goal of fulfilling our responsibility to share with the next generation of educators our vision of the future, just as our predecessors and role models shared theirs with us. Informed by the past but oriented toward the future, this collection aims to inspire in present and future educators hope, wisdom and imagination for addressing the educational challenges shaped by bureaucratic, economic and cultural forces. Authors such as Nel Noddings, Sonia Nieto, Sandy Grande, Riane Eisler, Mike Rose, William Schubert, William Reynolds, and many more speak directly to their readers, building a relationship with a scholarly backbone, and encouraging: “we saved the best for you” because “the best” is the world you will create. Click here to see the table of contents and full list of contributors to this volume
    Description / Table of Contents: We Saved the Best for You: Letters of Hope, Imagination and Wisdom for 21st Century Educators; CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION: Reigniting Radical Hope and Social Imagination in "Dark Times"; FANNING THE EMBERS OF HOPE AND IMAGINATION; SHARED KNOWING VIA THE EPISTOLARY GENRE; REFERENCES; PART I: LETTERS OF HOPE; 1. TILTING AT WINDMILLS: Hope as an Ontological Need when Tilting the Machine; REFERENCES; AFFILIATION; 2. CHALLENGING INEXORABILITYA: Journey of Critical Optimism; A WORKING FUTURE; INEXORABILITY UNRAVELING; "HOPE" REWOVEN; INEXORABILITY AND THE NEXT GENERATION
    Description / Table of Contents: I TEACH, THEREFORE I AM AN OPTIMIST.REFERENCES; AFFILIATION; 3. LOCATING THE HOPE IN BONE-DEEPPARTICIPATION; REFERENCE; AFFILIATION; 4. DEAR COMRADES; NOTE; REFERENCES; AFFILIATION; 5. FINDING HOPE AND GIVING THANKS IN"DARK TIMES": Paying Dues to the Students Who Teach Us; REYNALDO'S TIE; NOTES; REFERENCES; AFFILIATION; 6. SPELLING HOPE: A Poet-Teacher's Testimony; MY PROBLEM; SPELLING; THE TEACHER'S CREDO: AN ABECEDARIAN; REFERENCES; AFFILIATION; 7. BROWN PRIDE IN A COLLEGE CLASSROOM; REFERENCES; AFFILIATION; 8. THE STUBBORN PERSISTENCE OF HOPE; REFERENCES; AFFILIATION
    Description / Table of Contents: 9. FINDING YOUR PASSION, FEEDING YOUR SOULAFFILIATION; 10. LETTER OF HOPE: The Wangari Way; REFERENCES; AFFILIATION; PART II: LETTERS OF IMAGINATION; 11. IMAGINING EDUCATIONAL SPACES OFPOSSIBILITY, HOPE, AND JOY; HOPING FOR DIFFERENCE: Hope: to Cherish a Desire with Anticipation; IMAGINING NEW WAYS; NOTE; REFERENCES; AFFILIATION; 12. IMAGINATION, PLAY AND BECOMING THE TEXT; LANGUAGE IDENTITY; READING FROM THE INSIDE OUT; IDENTITY FORMATION; DISCOURSE ACQUISTION; AUTHORING; REFERENCES; AFFILIATION; 13. PORTRAIT OF THINKINGA: Novice Cabinetmaker; AFFILIATION
    Description / Table of Contents: 14. THE TAU'OLUNGA: A Pacific Metaphor for a Caring, Critical PedagogyNOTE; REFERENCES; AFFILIATION; 15. STAYING OPEN TO SURPRISE…A NECESSARYRESPONSIBILITY; REFERENCES; AFFILIATION; 16. TEACHERS AS DJ'S: Making Music in Unlikely Spaces; CLASSROOMS THAT CELEBRATE WHO STUDENTS ARE; CURRICULA THAT REFLECT KNOWLEDGE IN ACTION; LESSONS THAT CONNECT STUDENTS TO PLACE; REFERENCES; AFFILIATION; 17. TOWARD A NEW AUDACITY OF IMAGINATION; NOTE; REFERENCES; AFFILIATION; 18. LETTER TO A YOUNG TEACHER: Reframing Teaching in No-Respect Times; AFFILIATION; 19. LOOK DEEPLY WITHIN AND SHARE; REFERENCES
    Description / Table of Contents: AFFILIATIONPART III: LETTERS OF WISDOM; 20. THE WAY IT WAS, THE WAY IT IS: Challenging Romanticized Notions of the Life of Teaching; AFFILIATION; 21. THE MOST UNLIKELY PLACES: Eros and Education in the Commons; REFERENCES; AFFILIATION; 22. OM MANI PADME HUM: Seeking Interdependence, Metta and Peace in the Classroom; A BUDDHIST PATH TOWARD PEACE AND JOY; CONSIDER FOR A MOMENT EACH OF THE FOLLOWING; REFERENCE; AFFILIATION; 23. WEST'S SELF-CREATION: Against the Odds, Against the Grain; REFERENCES; AFFILIATION; 24. LANGUAGE, CREATION, AND MLK
    Description / Table of Contents: 25. PARTNERSHIP EDUCATION: Nurturing Children's Humanity
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-122-1
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    The Nature of Transformation : Environmental Adult Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091467
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: International Issues in Adult Education 11
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als The Nature of Transformation: Environmental Adult Education
    DDC: 333.7071
    RVK:
    DG 9700
    Keywords: Environmental education ; Adult education ; Education ; Education
    Abstract: Preliminary Material /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen -- Introduction /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen -- The Seeds: Education Theories and Principles From Which We Work /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen -- Inscape, Landscape, Learning and Life: Environmental Workshops at Work /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen -- The Praxis of Environmental Adult Education /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen -- Global Environmental Adult Education Praxis and Stories /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen -- Postscript /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen -- References and Further Resources /Darlene E. Clover , Bruno de O.Jayme , Budd L. Hall and Shirley Follen.
    Abstract: The Nature of Transformation: Environmental Adult Education is based on 15 years of educating for social-environmental change around the world. It is for adult and community educators, trainers, literacy and health care practitioners, social activists, community artists and animators, labour educators, and professors in higher education interested in weaving environmental issues in to their educational practice. It is also for environmental activists and educators who want to link social issues to environmental issues and problems. This book is a contribution to the discourse and practice of adult education in the community and/or the academy, aimed to respond creativity and critically the contemporary socio-environmental crisis and to encourage hope and a stronger sense of political agency through an ecological approach to teaching, and learning. The Nature of Transformation includes a discussion of key adult education theories we used to augment our educational practice, provides a plethora of educational activities, shares workshop design considerations and some of the challenges we faced in our wok, as well as stories from adult and community educators around the world. The book concludes with a list of resources to enhance understandings of adult education theory and practice. The Nature of Transformation illustrates how to critically and creatively integrate the rest of nature, concepts of ecological and gender and justice, citizenship, critical environmental consciousness and activism into educating and learning in community settings, organisations, education institutions or workplaces. In particular, there is an emphasis on using the arts as a tool for learning and change. With its emphasis on acknowledging and confronting ecological oppression, working towards socio-environmental justice, ensuring hope and fun are integral to the learning process, encouraging defiance, agency and creativity, challenging assumptions, and helping people to find solutions environmental adult education is a valuable player in any pedagogical quest for change and transformation
    Description / Table of Contents: The Nature of Transformation; DEDICATION; CONTENTS; CHAPTER 1: INTRODUCTION; KNOWING WHERE WE STAND; STANDING WHERE WE KNOW; PROCESS, CONTEXT AND PARTICIPANTS; CONTENT OF THIS BOOK; A FEW MORE THINGS; WHO WE ARE; CHAPTER 2: THE SEEDS: EDUCATION THEORIES ANDPRINCIPLES FROM WHICH WE WORK; ADULT EDUCATION; Liberal Adult Education; Critical/Progressive Adult Education; GENDER DIFFERENCE AND FEMINIST ADULT EDUCATION; ARTS-BASED ADULT EDUCATION: THE CREATIVE TURN; The Arts, Society and Knowledge; The Arts, Adult Education and Learning; ANTI-RACIST ADULT EDUCATION: GREENING JUSTICE
    Description / Table of Contents: EXPERIENTIAL OUTDOOR LEARNING: INTO THE FOREST ANDUP THE TREESENVIRONMENTAL ADULT EDUCATION: TRANSFORMINGHUMAN-EARTH RELATIONS; CHAPTER 3: INSCAPE, LANDSCAPE, LEARNING AND LIFE:ENVIRONMENTAL WORKSHOPS AT WORK; TYPES AND AIMS OF COMMUNITY-BASED WORKSHOPS; Issue-Based Workshops; Process-Based workshops; EDUCATION, LEARNING AND KNOWLEDGE; CREATING THE LEARNING/TEACHING MILIEU; Conveying the Purpose; Building in Theory; Knowing Your 'Audience'; Our Story of Racism; The Potential of Humour; Art and Creativity; A Story of the Arts; Valuing Emotion; Time, Timing and Group Size
    Description / Table of Contents: Valuing Small Group ProcessBalancing the Individual and the Collective; ECOLOGICAL CONTEXT AND FRAMEWORK; The Ecological Agenda; THE CHECKLIST; CHAPTER 4: THE PRAXIS OF ENVIRONMENTAL ADULTEDUCATION; INTRODUCTORY ACTIVITIES: WEAVING NATURAL AND SOCIAL WORLDS; Green Activist's Calisthenics; Opening with Nature; Tell us a Story; Connecting to the Earth; Environmental Buses: Travelling Together; Artistic Introduction; Environmental Buses: Travelling Together; Artistic Introduction; Learning our Nature; The Tree of Education and Learning Practices; Learning our Nature
    Description / Table of Contents: The Tree of Education and Learning PracticesRE-CONNECTING ACTIVITIES; Re-connecting through Nature and Song; RE-CONNECTING ACTIVITIES; Re-connecting through Nature and Song; Refreshing our Memories; Looking Back; BROADENING THE ANALYSIS OF OPPRESSION: WEAVING INTHE REST OF NATURE; The Discourse Tree; Refreshing our Memories; Looking Back; BROADENING THE ANALYSIS OF OPPRESSION: WEAVING INTHE REST OF NATURE; The Discourse Tree; The River of Learning and Transformation; The River of Learning and Transformation; Exclusion and Inclusion; Exclusion and Inclusion; Inscape and Landscape
    Description / Table of Contents: Building a More Healthy Community Network: The Sun at the CentreInscape and Landscape; Living Gender; Reconceptualising Work; Living Gender; Reconceptualising Work; Ecological Media Literacy; Ecological Media Literacy; LEARNING THROUGH OUR HISTORICAL ROOTS: WEAVING OURLANDSCAPES FROM MEMORY; The Historical Environmental Learning Stream; LEARNING THROUGH OUR HISTORICAL ROOTS: WEAVING OURLANDSCAPES FROM MEMORY; The Historical Environmental Learning Stream; Personal Environmental Historical Stream; Personal Environmental Historical Stream; Ecological Storytelling; Variation: Nature as Foe
    Description / Table of Contents: Ecological Storytelling
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-146-7
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    Many Faces of Love (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092068
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Many Faces of Love
    DDC: 152.41
    RVK:
    MS 1900
    Keywords: Love ; Love Philosophy ; Education ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material -- The Sweet Poison of Love in Adolescence and Early Adulthood -- Who is the One? The Difficulty in Selecting the Partner -- Silence is not Golden: Review of Studies of Couple Interaction -- Seven Rules on Having Marriage Along with Work -- Love Does not Retire—Not Even After A Half Century of Marriage -- Parental Love—Irreplaceable for Children’s Well-Being -- Pedagogical Love and Good Teacherhood -- The Ability to Love – A Virtue-Based Approach -- Mission Impossible? A Scientific Comparison Between the Overlapping and Diverging Phenomena of Friendship and Love -- Love and Creativity—Paradoxal But Important Human Virtues -- Love for Work as the Way Toward Well-Being -- When Love Drives You Off the Trails: Narratives of Morbid Love -- An Intimate Relationship in the Shadow of Narcissism -- The Anatomy of a Divorce: Reasons, Consequences, and Survival, and the Possibility of Starting a New Relationship -- References -- Authors.
    Abstract: What do we actually talk about when we talk about love? Research on love and emotions has been met with suspicion although people live in a network of relationships from birth to death, and the ability to build and maintain relationships is an important strength. This book provides a comprehensive research-based analysis of love in human life: romantic love and its ups and downs, and the fascination of love, the combination of work and family, the secrets of a long-lasting marriage, senior love, and the throes and relief of a divorce. Love is also discussed in relation to other phenomena, such as friendship, play, and creativity. In addition, themes of parental love and pedagogical love, and the ability to love, as well as dark sides of love are introduced. Love is worth cherishing and practicing. Other people’s experiences may be helpful, and information about the nature of love can relieve the pain. Thus, love, in its various forms, makes the best health insurance!
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-206-8
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    Constructing Representations to Learn in Science (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092037
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Constructing Representations to Learn in Science
    DDC: 507.1
    Keywords: Science Study and teaching ; Education ; Education
    Abstract: Preliminary Material /Russell Tytler , Vaughan Prain , Peter Hubber and Bruce Waldrip -- Representing and Learning in Science /Vaughan Prain and Russell Tytler -- Teachers’ Initial Response to a Representational Focus /Bruce Waldrip and Vaughan Prain -- A Representation Construction Approach /Russell Tytler , Peter Hubber , Vaughan Prain and Bruce Waldrip -- Structuring Learning Sequences /Russell Tytler , Peter Hubber and Vaughan Prain -- Learning Through the Affordances of Representation Construction /Vaughan Prain and Russell Tytler -- Reasoning in Science through Representation /Russell Tytler , Vaughan Prain , Peter Hubber and Filocha Haslam -- Models and Learning Science /Peter Hubber and Russell Tytler -- Teacher Perspectives of a Representation Construction Approach to Teaching Science /Peter Hubber -- Assessment /Bruce Waldrip , Peter Hubber and Vaughan Prain -- The Nature of Student Learning and Knowing in Science /Russell Tytler and Vaughan Prain -- Implications for the Future /Vaughan Prain , Russell Tytler , Peter Hubber and Bruce Waldrip -- Representations and Models /John K. Gilbert -- References /Russell Tytler , Vaughan Prain , Peter Hubber and Bruce Waldrip.
    Abstract: Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science
    Note: Includes bibliographical references and index , Representing and Learning in Science , Teachers' Initial Response to a Representational Focus , A Representation Construction Approach , Structuring Learning Sequences , Learning through the Affordances of Representation Construction , Reasoning in Science through Representation , Models and Learning Science , Teacher Perspectives of a Representation Construction Approach to Teaching Science , Assessment , The Nature of Student Learning and Knowing in Science , Implications for the Future , Representations and Models
    DOI: 10.1007/978-94-6209-203-7
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    Arts-Based Research : A Critique and a Proposal (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091856
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Arts-Based Research: A Critique and a Proposal
    DDC: 700.71
    Keywords: Art Study and teaching ; Research ; Qualitative research Methodology ; Education ; Education
    Abstract: Preliminary Material -- The Ethics of Betrayal -- The Contemporary Image of Thought -- Contemporary Currents -- Questioning the Radical Edge: ABER’s Mirror Games -- Arts-based Research Otherwise -- Distributing the Sensible -- And So It Goes On -- Bibliography -- Index.
    Abstract: A provocative book, an im ...
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-185-6
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    Literacy Teacher Educators : Preparing Teachers for a Changing World (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092006
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Literacy Teacher Educators: Preparing Teachers for a Changing World
    DDC: 370.711
    Keywords: Reading teachers Training of ; Language arts teachers Training of ; Literacy ; Education ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material /Clare Kosnik , Jennifer Rowsell , Peter Williamson , Rob Simon and Clive Beck -- Introduction /Peter Williamson -- Cultivating Diversity Through Critical Literacy in Teacher Education /Rebecca Rogers -- Literacy Education and Gender: Which Boys? Which Girls? /David Booth -- Walking the Talk /Mary Gene Saudelli and Jennifer Rowsell -- Critical Inquiry Into Literacy Teacher Education /María Paula Ghiso , Tamara Spencer , Lan Ngo and Gerald Campano -- Leading Literacies /Karen Dooley , Beryl Exley and Barbara Comber -- Living and Learning Critical Literacy in the University Classroom /Vivian Vasquez -- Literacy Teacher Education to Support Children’s Multi-Modal and Print-Based Literacies /Shelley Stagg Peterson -- Difficult Dialogues in Literacy (Urban) Teacher Education /Valerie Kinloch -- Literacy Teacher Education as Critical Inquiry /Rob Simon -- Engaging Literacy Practices Through Inquiry and Enactment in Teacher Education /Peter Williamson -- Multimodal Literacy at King’s College London /Bethan Marshall -- Using Our Research to Reframe Our Literacy Courses /Clare Kosnik and Lydia Menna -- Multiliteracies /Maureen Walsh and Cal Durrant -- The Shifting Landscape of Literacy Teacher Education /Clare Kosnik , Jennifer Rowsell and Rob Simon -- Index /Clare Kosnik , Jennifer Rowsell , Peter Williamson , Rob Simon and Clive Beck.
    Abstract: Literacy Teacher Educators: Preparing Teachers for a Changing World brings together the perspectives of 26 literacy/English teacher educators from four countries: Canada, U. S., UK, and Australia. In this unique text the contributors, of whom many are renowned experts in critical literacy and multiliteracies, provide readers with an overview of trends in literacy/English teacher education. The chapters begin with authors’ personal stories and current research, giving readers insight into the personal and professional worlds of the contributors. Included in each chapter is a rich description of approaches to literacy instruction in teacher education. These exemplary teacher educators show in concrete detail how they are addressing our evolving understanding of literacy
    Description / Table of Contents: Literacy Teacher Educators: Preparing Teachers for a Changing World; TABLE OF CONTENTS; DEDICATION; ACKNOWLEDGEMENTS; CONTRIBUTORS; FOREWORD: The Critical Literacies of Teaching; Some Propositions; INTRODUCTION; REFERENCES; AFFILIATION; SECTION 1: CURRENT ISSUES FACING LITERACYTEACHER EDUCATION; CULTIVATING DIVERSITY THROUGH CRITICAL LITERACY IN TEACHER EDUCATION; HISTORY AND KEY ISSUES; THE POWER OF LANGUAGE; APPROACHES TO CRITICAL LITERACY EDUCATION AND ASSOCIATED TOOLS THAT FOSTER CRITICAL LANGUAGE AWARENESS AND, IN TURN, CULTURALLY DIVERSE LITERACY TEACHING
    Description / Table of Contents: CRITICAL LITERACY AS A TOOL FOR FOSTERING DIVERSE PEDAGOGIES: A CASE EXAMPLEInquiring Into Linguistic Diversity; DISCUSSION; REFERENCES; AFFILIATION; LITERACY EDUCATION AND GENDER: WHICH BOYS? WHICH GIRLS?; INTRODUCTION; RESEARCH IN GENDER AND LITERACY ATTAINMENT; Interpreting the Assessment Data; WHICH BOYS, WHICH GIRLS?; SUPPORTIVE SCHOOL STRUCTURES; READING INSTRUCTION AND GENDER; Redefining Literacy; GENDER AND WRITING PROFICIENCY; SUPPORTING DIFFERENTIATED LITERACY INSTRUCTIONAS TEACHER EDUCATORS; Encourage the Development of School Communities
    Description / Table of Contents: Recognize that Every Child Matters as a LearnerProvide an Enriched Environment; Include a Repertoire of Reading Strategies; Recognize Speaking and Listening as Integral to Literacy Development; Incorporate a Variety of Flexible Groupings; Integrate Reading and Writing across the Curriculum Through Inquiries; Include the Arts as Literacy; Incorporate Ongoing Assessment for Teaching and Learning; SUMMARY; REFERENCES; AFFILIATION; WALKING THE TALK: Towards a Notion of Multiliteracies in Literacy Teacher Education; A MULTILITERACIES PEDAGOGY; RESEARCH METHODS; Our Work Together; Jennifer's Story
    Description / Table of Contents: Mary's StoryOUR RESEARCH IN LITERACY TEACHER EDUCATION; Evolving Multiliteracies Syllabi; Vignettes; IMPLICATIONS FOR 21ST CENTURY EDUCATORS; CONCLUSION; REFERENCES; AFFILIATION; SECTION 2: LITERACY TEACHER EDUCATORS' PRACTICES; CRITICAL INQUIRY INTO LITERACY TEACHER EDUCATION: Accounting for Students; INTRODUCTION; TAMARA: RETHINKING PERCEPTIONS OF CHILDREN AND TEACHING WITHIN MANDATED CURRICULA; The Course; MARÍA PAULA: PEDAGOGICAL INQUIRIES THAT TROUBLE DICHOTOMIES; The Courses; GERALD AND LAN: RE-ORIENTING LEARNING TOWARD COMMUNITY; Lan; Gerald; The Course
    Description / Table of Contents: SHIFTING DISCOURSES AND PRACTICES THROUGH CRITICAL INQUIRYREFERENCES; AFFILIATIONS; LEADING LITERACIES: Literacy Teacher Education for Inclusion and Social Justice; INTRODUCTION; BACKGROUND OF THE AUTHORS; UNDERSTANDING TEACHER EDUCATION, SOCIAL JUSTICE AND LITERACY: RELATED RESEARCH AND THEORETICAL RESOURCES; OUR APPROACH TO LITERACY TEACHER EDUCATION; RESOURCES FOR CRITIQUE; Critique of Literacy Education Techniques; Leading Literacies; TEACHER EDUCATION FOR INCLUSION AND SOCIAL JUSTICE; ACKNOWLEGEMENTS; REFERENCES; AFFILIATION
    Description / Table of Contents: LIVING AND LEARNING CRITICAL LITERACY IN THE UNIVERSITY CLASSROOM
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-200-6
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  • 89
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    Engaged Scholarship : The Politics of Engagement and Disengagement (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092907
    Language: English
    Pages: Online-Ressource (X, 190 p, online resource)
    Series Statement: Comparative and International Education, A Diversity of Voices
    Series Statement: Comparative and International Education: Diversity of Voices 26
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Engaged Scholarship: The Politics of Engagement and Disengagement
    DDC: 379
    Keywords: Community and college ; Education, Higher ; Engagement (Philosophy) ; Learning and scholarship ; Education ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material /Lynette Shultz and Tania Kajner -- Introduction /Tania Kajner and Lynette Shultz -- Beyond the Binary /Tania Kajner -- Between Engagement and Citizenship /Su-Ming Khoo -- Engaged Scholarship in a Time of the Corporatization of the University and Distrust of the Public Sphere /Lynette Shultz -- Engaged Scholarship in a Time of the Corporatization of the University and Distrust of the Public Sphere /Ali A. Abdi -- ‘The Stranger’ in CSL Pedagogy and Research /Sara Dorow , Ruth Wolfe , Alison Taylor , Leah Trueblood and Meaghan Goebel -- Little Stories of Social Justice /Fay Fletcher -- Social Learning and Deliberative Democracy /Rhonda Barraclough -- Deliberative Democracy, A Collaborative Action Oriented Learning Process For A More Sustainable Future /Janette Hartz-Karp and Laura Stocker -- Shifting Development Education and University Engagement /Catherine A. Odora Hoppers -- Digital Youth, Arab Revolution and the Challenge of Education and Work /Linda Herrera and Peter Mayo -- The Mediatization of Democracy, and The Specter of Critical Media Engagement /Paul R. Carr -- Contributor Biographies /Lynette Shultz and Tania Kajner -- Index /Lynette Shultz and Tania Kajner.
    Abstract: This volume brings together diverse theoretical reflections and practices of community engaged scholarship in order to stimulate critical discussion, deepen theory, and invite critical practice. It is an international trend that higher education institutions and agencies are encouraging and promoting community engagement. At the same time, there is recognition of a lack of consistent definitions and understandings of what it is they are promoting. As a counterweight to the dominance of pragmatic and technical discussions in the literature on engaged scholarship, the chapters in this book shift the discourse to ask foundational questions that emphasize the political nature of engagement. Recognizing that acts of engagement are never neutral, the authors in this book explore how engaged scholarship requires decision-making that is inherently grounded in values, beliefs, and interpretations of what is and what ought to be. Alongside complex global and local social movements rising to address issues, for example climate change or the global financial collapse and the uneven consequences of these globalized problems, we see corresponding concerns expressed about the limited participation by excluded, silenced, and invisibilized people throughout the world. How can engaged scholarship be mobilized and who will it serve within such contexts? With contributions covering such diverse topics as a non-binary approach to engagement; citizenship of knowledge; university contexts and corporatization; stranger pedagogies and anti-foundational approaches to service learning; contemporary revolutionary movements in the Arab world; and transforming higher education through Africanist onto-epistemologies, this volume is poised to open the door to a deeper understanding of engaged scholarship
    Description / Table of Contents: Engaged Scholarship: The Politics of Engagement and Disengagement; TABLE OF CONTENTS; PREFACE; 1. INTRODUCTION; DEFINING ENGAGEMENT; Disengagement; Contributions; REFERENCES; AFFILIATIONS; 2. BEYOND THE BINARY: Scholarship, Engagement, and Social Transformation; INTRODUCTION; ENGAGED SCHOLARSHIP; SOCIAL TRANSFORMATION; TRANSFORMATIVE ENGAGEMENT; ONTOLOGICAL CONSIDERATIONS; DISENGAGEMENT; IMPLICATIONS; CONCLUSION; REFERENCES; AFFILIATION; 3. BETWEEN ENGAGEMENT AND CITIZENSHIP: Scholarship, Public Policy and Their Others; INTRODUCTION
    Description / Table of Contents: CONTEXT: THE ASSOCIATIONAL REVOLUTION AND GLOBAL CIVIL SOCIETYSCHOLARSHIPS AND THE CALL FOR ENGAGEMENT; ENGAGING THE CURRICULUM; ENGAGING STUDENTS AND THE COMMUNITY - FROM THE SCHOLARSHIP OF TEACHING TO 'PRODUSER' PARTICIPATION; ENGAGING TECHNOLOGY: THE NEW DIGITAL UTOPIA; PROSPECTS AND CHALLENGES FOR THE CIVIC UNIVERSITY IN TIMES OF CRISIS; REFERENCES; AFFILIATIONS; 4. ENGAGED SCHOLARSHIP IN A TIME OF THECORPORATIZATION OF THE UNIVERSITY ANDDISTRUST OF THE PUBLIC SPHERE: A Decolonizing Response; HIGHER EDUCATION AND PROCESSES OF INTERNATIONALIZED CORPORATISM
    Description / Table of Contents: Process 1: Diminishing the Public SphereProcess 2: Using Logics of Discipline to Corporatize the University; USING MIGNOLO'S (2011) TRAJECTORIES OF THE GLOBAL ORDER TO FRAME KNOWLEDGE AND ENGAGED SCHOLARSHIP; GLOBALIZED ENGAGEMENT AND DISENGAGEMENT: EPISTEMIC DISOBEDIENCE AND TAKING PLURIVERSALITY SERIOUSLY; Optionality, Publicness, and Decolonial Engagement; CONCLUSION; NOTE; REFERENCES; 5. ENGAGING AFRICANIST PHILOSOPHIES ANDEPISTEMOLOGIES IN EDUCATION FOR SOCIAL DEVELOPMENT Historical and Current Analyses; INTRODUCTION
    Description / Table of Contents: COLONIAL EDUCATION AS COUNTER DEVELOPMENT, AND THE DEPHILOSOPHIZATION/DE-EPISTEMOLOGIZATION OF THE AFRICAN SPACETHE POSTCOLONIAL SPACE AND RECONSTRUCTIONS OF AFRICAN PHILOSOPHIES AND EPISTEMOLOGIES OF EDUCATION; POSSIBLE 'AFRICANIZATIONS' OF CONTEMPORARY EDUCATIONAL CONTEXTS; CONCLUSION; REFERENCES; AFFILIATION; 6. 'THE STRANGER' IN CSL PEDAGOGY AND RESEARCH: Learning In, Through, and for CSL as Anti-foundational Practice; INTRODUCTION; 'THE STRANGER' IN ANTI-FOUNDATIONAL PEDAGOGY AND RESEARCH; PART I: INSTRUCTOR PERSPECTIVES
    Description / Table of Contents: Reflexive Pedagogy: Embracing Strange Encounters, Planning for MessinessPART II: STUDENT PERSPECTIVES; Taking a Leap: Learning with Uncertainty; PART III: AN EVALUATOR'S PERSPECTIVE; Evaluating and Researching 'Stranger' Pedagogy; CONCLUDING COMMENTS: TOWARD 'STRANGER' RESEARCH; NOTES; REFERENCES; AFFILIATIONS; 7. LITTLE STORIES OF SOCIAL JUSTICE: Lessons I Learned from Immigrant Women and First Nations People; INTRODUCTION; LITTLE STORIES OF SOCIAL JUSTICE EDUCATION; STORY 1: SOCIAL JUSTICE IS 'LEARNING WITH'; STORIES 2 AND 3: SOCIAL IMAGINATION IN SOCIAL JUSTICE EDUCATION
    Description / Table of Contents: Story 2: Cultural Lenses
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-290-7
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  • 90
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    A Critical Pedagogy of Resistance : 34 Pedagogues We Need to Know (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093744
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Transgressions, Cultural Studies 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 A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know
    DDC: 370.922
    Keywords: Critical pedagogy ; Educators ; Education ; Education ; Biografie
    Abstract: Preliminary Material /James D. Kirylo -- Michael Apple /Lydiah Nganga and John Kambutu -- Stanley Aronowitz /Gabriel Morley -- Lilia Bartolomé /Tunde Szecsi -- Deborah Britzman /Gerlinde Beckers and Aino Hannula -- Judith Butler /Lynda Robbirds Daughenbaugh and Edward L. Shaw Jr. -- Noam Chomsky /Janna Siegel Robertson -- Antonia Darder /Linda Pickett -- John Dewey /Elizabeth Wadlington -- W.E.B. Du Bois /John C. Fischetti -- Michael Eric Dyson /Kris Sloan -- Ignacio Ellacuría /Michael E. Lee -- Ana Maria Araújo Freire /Sandra J. Stone -- Paulo Freire /James D. Kirylo -- Henry Louis Gates, Jr. /Kennedy O. Ongaga -- Carol Gilligan /Kathleen E. Fite and Jovita M. Ross-Gordon -- Henry Giroux /Marika Barto and April Whatley Bedford -- Jesús “Pato” Gómez /Gabriel Morley and Cristina Valentino -- Antonio Gramsci /Arturo Rodriguez and Matthew David Smith -- Bell Hooks /Debora Basler Wisneski -- Myles Horton /Tondra L. Loder-Jackson -- Ivan Illich /Debra Panizzon -- Joe L. Kincheloe /John C. Fischetti and Betty T. Dlamini -- Alfie Kohn /Jerry Aldridge and Jennifer Kilgo -- Jonathan Kozol /Patricia A. Crawford -- Donaldo Macedo /Jan Lacina -- Peter Mclaren /Matthew David Smith and Arturo Rodriguez -- Maria Montessori /William Crain and Kathleen E. Fite -- Edward Saïd /Chandni Desai and Rubén Gaztambide-Fernández -- Ira Shor /Cole Reilly -- Shirley Steinberg /Ann Elisabeth Larson -- Aung San Suu Kyi /Basanti D. Chakraborty -- Lev Semenovich Vygotsky /Renée M. Casbergue -- Simone Weil /Peter Roberts -- Cornel R. West /Lois Mcfadyen Christensen and Takisha Durm -- Contributors /James D. Kirylo.
    Abstract: A powerful collection of essays that chronicles the perspectives and lived experiences (in narrative form) of 34 diverse pedagogues (some likely familiar, some likely not). Each featured pedagogue has contributed in important and varied ways to the meaning, impact, and influence of critical pedagogy … inspires readers to act with both honorable anger" and a "pedagogy of love" in their work to confront and address injustices and their impact on society.” -- Midwest Book Review, Feb 2019 The diverse range of critical pedagogues presented in this book comes from a variety of backgrounds with respect to race, gender, and ethnicity, from various geographic places and eras, and from an array of complex political, historical, religious, theological, social, cultural, and educational circumstances which necessitated their leadership and resistance. How each pedagogue uniquely lives in that tension of dealing with pain and struggle, while concurrently fostering a pedagogy that is humanizing, is deeply influenced by their individual autobiographical lens of reality, the conceptual thought that enlightened them, the circumstances that surrounded them, and the conviction that drove them. To be sure, people of justice, people who resist, are framed by a vision that embraces an inclusive, tolerant, more loving community that passionately calls for a more democratic citizenship. That is just what the 34 critical pedagogues represented in this text heroically do. Through the highlighting of their lives and work, this book is not only an excellent resource to serve as a springboard to engage us in dialogue about pivotal issues and concerns related to justice, equality, and opportunity, but also to prompt us to further explore deeper into the lives and thought of some extraordinary people. " An ambitious undertaking ... Kirylo’s narrative enterprise, which seeks to chronicle the lives of transformative pedagogues, is a project whose time has come. This text is an excellent resource for all those interested in the aesthetic that, as Kierkegaard believed, exercised power for the common good. "—LUIS MIRÓN (from the Foreword)
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-374-4
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  • 91
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    Purpose, Process and Future Direction of Disability Research (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094222
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Studies in Inclusive Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Purpose, Process and Future Direction of Disability Research
    DDC: 305.908072
    Keywords: Disabilities Research ; People with disabilities Research ; Education ; Education
    Abstract: Preliminary Material /Simoni Symeonidou and Karen Beauchamp-Pryor -- Introduction /Karen Beauchamp-Pryor and Simoni Symeonidou -- A liberating research agenda: On hearing voices and developing a way of seeing /Marion Reichart -- Researching disability discourses, user constructs and practitioner perspectives in care management practices /Carmel Kelly -- Researching disability politics: Beyond the social model and back again /Simoni Symeonidou -- The elusive search for inclusive education in a comparative study /Ilektra Spandagou -- Research in policymaking in education: Is there a place for the social model? /Eleni Gavrielidou-Tsielepi -- Researching disability in inclusive education: Applying the social model of disability to policy analysis in Italy /Simona D’Alessio -- Research reflections: Securing inclusion for disabled students in Welsh higher education /Karen Beauchamp-Pryor -- Concluding remarks /Simoni Symeonidou and Karen Beauchamp-Pryor -- Index /Simoni Symeonidou and Karen Beauchamp-Pryor.
    Abstract: Purpose, Process and Future Direction of Disability Research brings together the collective experience of an international network of early career researchers who set out to discuss the complexity of researching disability. As newcomers to the research process, the researchers detail their apprehensions about embarking on doctoral research, together with the struggles they experienced along the way, and importantly the motivation that drove them to complete their projects. Contributors present an open and honest reflection on their research experience. Interests, motives and values which underpinned the direction of their research projects are explored, questioning whether their beliefs were subsequently challenged, changed or validated. Research decisions were driven by a range and combination of personal experience of disability and professional experience of working with disabled people. The influence of personal and professional approaches within research is addressed, along with subsequent dilemmas. Ideological battles are detailed, which include: the place of the social model of disability in research; and the oppressive nature of doing disability research. The researchers identify and examine their experience throughout the process of analysis, writing-up and presenting data and question how far their data resulted in confusions or conclusions. Contributors explore their moral and political position as researchers, and the potential influence on the validity of their findings. Issues about dissemination and the impact of their findings are also considered. Future research aims and challenges are identified with each contributor critically questioning the unfinished business that their research has involved
    Description / Table of Contents: Purpose, Process and Future Direction of Disability Research; TABLE OF CONTENTS; ILLUSTRATIONS; FIGURES; TABLE; LIST OF CONTRIBUTORS; FOREWORD; ACKNOWLEDGEMENTS; 1. INTRODUCTION; REFERENCES; 2. A LIBERATING RESEARCH AGENDA: ON HEARING VOICES AND DEVELOPING A WAY OF SEEING:In loving memory of my beautiful son AaronFebruary 21, 1988 - March 17, 2013; INTRODUCTION; THE PERSONAL - POLITICAL ZOOM; WHY RESEARCH DISABILITY EQUALITY AND CITIZENSHIP CURRICULUM?; Supervision Process; Ideological Warfare; Research Questions; IDEOLOGY AND DENKMUSTER: FROM THE PAST INTO THE FUTURE; SOCIAL MODEL THINKING
    Description / Table of Contents: MASH-UP METHODOLOGY: ON HEARING VOICES AND CREATING A NEW SONGINSIGHTS ABOUT MY RESEARCH GAINED AS A RESULT OF WRITING THIS CHAPTER; A FINAL WORD; REFERENCES; 3. RESEARCHING DISABILITY DISCOURSES, USER CONSTRUCTS AND PRACTITIONER PERSPECTIVES IN CARE MANAGEMENT PRACTICES; INTRODUCTION; MY RESEARCH PROJECT; FORMATIVE INFLUENCES ON CHOICE OF RESEARCH PROJECT; Ideological Standpoint; Personal History and Social Model Awareness; Foucauldian Influences on the Theoretical Framework; REASONS FOR CHOOSING A PARTICULAR RESEARCH METHODOLOGY AND METHODS; Attitudes Towards the Research Project
    Description / Table of Contents: RESEARCH PROBLEMS AND DILEMMASFinding a Sample; Presenting the Researcher/Research; Ethical Dilemmas Related to Partial Disclosure of Research Aims and Purposes; Counter-strategies of Nondisclosure Amongst Research Participants; POWER RELATIONSHIPS; Vulnerability and Anxieties in the Research Setting; Gender Issues; Partial Resolution of and Unresolved Tensions inResearcher/Researched Relationships; APPROPRIATENESS OF RESEARCH METHODOLOGY; DATA ANALYSIS AND THE CONSTRUCTION OF A RESEARCH ACCOUNT; PERSONAL PERSPECTIVES AND RESEARCH FINDINGS; USEFULNESS OF RESEARCH; CONCLUSION; REFERENCES
    Description / Table of Contents: 4. RESEARCHING DISABILITY POLITICS: BEYOND THE SOCIAL MODEL AND BACK AGAININTRODUCTION; ENCOUNTER WITH THE SOCIAL MODEL OF DISABILITY; BEYOND THE SOCIAL MODEL; SETTLING ON THE MOST APPROPRIATE RESEARCH PARADIGM; MAKING MEANING BY INTERPRETING STORIES; BEYOND THE SOCIAL MODEL AND BACK AGAIN: THE UNFINISHED BUSINESS OF RESEARCH; RESEARCH JOURNEY; NOTE; REFERENCES; 5. THE ELUSIVE SEARCH FOR INCLUSIVE EDUCATION IN A COMPARATIVE STUDY; INTRODUCTION; THE STARTING POINT; THE CONCEPTUALIZATION OF THE STUDY; THE MESSINNESS OF THE RESEARCH PROCESS; English School; First Greek School
    Description / Table of Contents: Second Greek SchoolAnalytical Themes; THE RESEARCH PROJECT AND THE SOCIAL MODEL OF DISABILITY; CONCLUSION; REFERENCES; 6. RESEARCH IN POLICYMAKING IN EDUCATION: IS THERE A PLACE FOR THE SOCIAL MODEL?; INTRODUCTION; ARRIVING AT RESEARCHING POLICY ISSUES; THEORETICAL AND METHODOLOGICAL FRAMEWORK: THE MEANS TO EXPLORE THE RESEARCH QUESTIONS; WITNESSING THE MEDICAL MODEL AS THE DRIVING FORCE FOR POLICYMAKING; FINAL THOUGHTS; REFERENCES; 7. RESEARCHING DISABILITY IN INCLUSIVE EDUCATION: APPLYING THE SOCIAL MODEL OF DISABILITY TO POLICY ANALYSIS IN ITALY; INTRODUCTION
    Description / Table of Contents: RESEARCHING DISABILITY IN EDUCATION
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-422-2
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  • 92
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    Testing Times : A History of Vocational, Civil Service and Secondary Examinations in England since 1850 (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094826
    Language: English
    Pages: Online-Ressource (XII, 170 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 Testing Times: A History of Vocational, Civil Service and Secondary Examinations in England since 1850
    DDC: 378.1664
    Keywords: Examinations ; Vocational evaluation ; Education ; England
    Abstract: This book focuses on the delivery of public examinations offered by the main examining boards in England since Victorian England. The investigation reveals that the provision of examinations was as controversial in the nineteenth century as it is today, particularly since the government is now determined to bring in reform. The issues of grade inflation, the place of coursework in marking, and the introduction of technological change all feature in this book. Educational policy is primarily examined as well as some reference to the global scene. The study analyses archival material from a wide range of sources, including those records stored at the National Archives and the London Metropolitan Archives. An emphasis is placed upon the various institutions that contributed to the process, including the Royal Society of Arts, the London Chamber of Commerce, the City of Guilds of London Institute and the University of London. Attention is given to the findings of the Taunton Commission and the Bryce Commission and shorter reports such as the Northcote-Trevelyn Report which served to radicalise entry and recruitment to the Civil Service. The modern GCSE and the plans for I-levels are considered and key observations are made about the efficacy of those examinations offered by Oxford and Cambridge universities and O-levels, A-levels and NVQs, The reader is given every opportunity to benefit enthusiastically in this account of examinations, and those engaged in education, whether teachers, examiners, students or administrators, will be able to gain useful insights into the workings of the examination system
    DOI: 10.1007/978-94-6209-482-6
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  • 93
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    Cartographies of Becoming in Education : A Deleuze-Guattari Perspective (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091702
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Cartographies of Becoming in Education: A Deleuze-Guattari Perspective
    DDC: 370.1
    RVK:
    CI 5599
    Keywords: Becoming (Philosophy) ; Education ; Education
    Abstract: Preliminary Material /Diana Masny -- Cartographies of Becoming in Education /Diana Masny -- Knitted Images /Linda Knight -- Deleuze and Music Education /David Lines -- Get out from Behind the Lectern /Jason Wallin -- Deleuze and the Subversion(s) of ‘the real’ /David R. Cole -- Knitted Images /Linda Knight -- Learning with Bodymind /Inna Semetsky -- Devising Theatre and Consenting Bodies in the Classroom /Mia Perry -- Literacies in the Workplace /Maria de Lourdes Dionísio , Rui Vieira de Castro and Ana Sofia Arqueiro -- Mapping the Materiality of Classroom Discourse: Expression and Content in School Mathematics /Elizabeth de Freitas -- Knitted Images /Linda Knight -- Reading ICT, Second Language Education and the self /Francis Bangou -- Nial-a-pend-de-quacy-in /P. Taylor Webb -- Shifting Boundaries in Environments and Organizations /Graham Livesey -- Learning to be Included /Cameron Duff -- Knitted Images /Linda Knight -- Knitted Images /Linda Knight -- Becoming Thousand Little Sexes /Diana Masny -- Contributors /Diana Masny -- Index /Diana Masny.
    Abstract: Cartographies of Becoming in Education: A Deleuze-Guattari Perspective proposes a non-hierarchical approach that maps teaching and learning with the power of affect and what a body can do/become in different educational contexts. Teaching and learning is an encounter with the unknown and happen as specific responses to particular problems encountered with/in life. In this edited volume, international scholars map out potential ruptures in teaching and learning in order to conceptualize education differently. One way is through the multidisciplinary lens of MLT (Multiple Literacies Theory) in which reading is intensive and immanent. The authors deploy different aspects of MLT while creating and experimenting with ethology, teaching, learning, curriculum, teacher education and technology in relation to visual arts, music, mathematics, theatre, workplace literacy, second language education, and architecture. With the forces of globalization, digital media and economic re-structuring reconfiguring the social, political and economic landscape, societies require innovative ways of thinking about education. This book is a response to problems posed by such forces
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-170-2
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  • 94
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    Counselling for Career Construction : Connecting life themes to construct life portraits: Turning pain into hope (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092723
    Language: English
    Pages: Online-Ressource (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 Counselling for Career Construction: Connecting life themes to construct life portraits: Turning pain into hope
    DDC: 650.14
    Keywords: Counseling ; Vocational guidance ; Education ; Education ; Berufsberatung ; Lebensplan ; Karriereplanung
    Abstract: Preliminary Material /J. G. Maree -- Turning Hurt into Hope: Rationale for the Book /J. G. Maree -- Need for a New Approach to Career Counselling /J. G. Maree -- The Effect of Changes in the World of Work on Theoretical and Conceptual Frameworks for Career Counselling (Maree & Morgan, 2012) /J. G. Maree -- Career Construction Principles and Practices /J. G. Maree -- Salient Features of Career Construction Counselling /J. G. Maree -- Three Early Recollections Technique /J. G. Maree -- Using the CIP and its Narrative Supplement in Career Counselling /J. G. Maree -- Practical Implementation of Career Construction as Shown through Case Studies /J. G. Maree -- Closing Chapter /J. G. Maree -- Epilogue /J. D. Jansen -- Note /J. G. Maree -- References /J. G. Maree -- Index /J. G. Maree.
    Abstract: In this book, career counselling history, best practices as well as contemporary models and methods are brought together. In reflecting on the past, present, and future of career counselling, the story of the postmodern, narrative or career construction approach and the model and methods used to advance careers in the 21st century is told. A meta-reflection concept is proposed, based on career construction principles and practices and aimed at providing an examination of repeated reflection in career counselling. Overall, an attempt is made to craft a text that is not just specifically instructive but also more generally so. Whereas the theory section includes much that is hands-on and practical, the inclusion of narratives in the practice section turns theory into practice. Narratives illustrate the complexity and contextuality of partnering with clients toward (re-)designed lives. Ultimately, the volume aims to demonstrate how Mark Savickas’ counselling for career construction approach can be used by clients to connect life themes in order to construct life portraits under the guidance of counsellors
    Description / Table of Contents: Counselling for Career Construction: Connecting life themes to construct life portraits: Turning pain into hope; DEDICATION; TABLE OF CONTENTS; FOREWORD; CAREER COUNSELLING IN THE 21ST CENTURY; ACKNOWLEDGEMENTS; PEER REVIEW; ENDORSEMENTS; CHAPTER 1: TURNING HURT INTO HOPE: RATIONALE FORTHE BOOK; 1.1 INTRODUCTION; 1.2 HOW I DEVELOPED AN INTEREST IN THE TOPIC OF THIS BOOK; 1.3 WHY I BELIEVE IT IS WORTH CONDUCTING RESEARCH ON THE TOPICAND REPORTING ON SUCH RESEARCH; 1.4 'BEST PRACTICE' IN CAREER COUNSELLING THEORY AND PRAXIS:PERSPECTIVAL COMMENTS AND A CALL FOR RESEARCH
    Description / Table of Contents: 1.5 META-REFLECTION (REPEATED REFLECTION ON REFLECTIONS)1.6 OVERVIEW; CHAPTER 2: NEED FOR A NEW APPROACH TO CAREERCOUNSELLING; 2.1 INTRODUCTION; 2.2 THE IMPORTANCE OF EQUIPPING CLIENTS BETTER TONEGOTIATE CAREER TRANSITIONS; 2.3 BROAD FUNCTIONS OF PERSONALITY AND CAREERCOUNSELLING THEORIES; 2.4 INVESTIGATING THE CONTINUED VALUE AND POWER OF 20TH CENTURY CAREER THEORY AND PRACTICE FOR 21ST CENTURYCAREER COUNSELLING PRACTICE; 2.5 VALUE OF PRESENT-DAY CAREER COUNSELLING THEORIES:FOCUSING ON THE BIGGER PICTURE; 2.6 REFLECTING AND REFLEXIVITY AS INTEGRAL ASPECTS OF 21ST CENTURY CAREER COUNSELLING
    Description / Table of Contents: 2.7 SUMMARYNOTE; CHAPTER 3: THE EFFECT OF CHANGES IN THE WORLD OF WORK ON THEORETICAL AND CONCEPTUAL FRAMEWORKS FOR CAREER COUNSELLING(MAREE & MORGAN, 2012); 3.1 INTRODUCTION; 3.2 IMPACT OF GLOBAL WORKPLACE CHANGE ON LIFESTYLES; 3.3 PREDOMINANT WAVES IN PSYCHOLOGY, CAREER COUNSELLING, AND THE ECONOMY SINCE 1882 (MAREE, 2010A, 2010B); 3.3.1 Influence of Economic Waves on Work-Related and Career-Related Matters; 3.3.2 Perspective; 3.3.3 Interplay Between the Psychology, Career Counselling and Economy Waves Over the Past 120 Years
    Description / Table of Contents: 3.3.4 Connection Between Helping Models in the Career Counselling and Economic Waves (Molitor, 1999 2000; Savickas, 2006a; 2006b; 2007b); 3.3.5 Attributes or Traits Emphasized During Each of The Four Economic Wavesand Concurrent Helping Models in Career Counselling (Savickas, 2006a, 2006b, 2007b; Maree & Morgan, 2012); 3.4 EPISTEMOLOGICAL APPROACHES THAT HAVE UNDERPINNED AND GUIDEDTHE PRACTICE OF CAREER COUNSELLING OVER THE PAST 120 YEARS; 3.4.1 Traditional (Positivist) Approach to Career Counselling; 3.4.2 Postmodern (Qualitative, Narrative or Storied) Approach to Career Counselling
    Description / Table of Contents: 3.4.3 Perspective3.5 ADDRESSING CAREER COUNSELLING NEEDS ACROSSTHE DIVERSITY SPECTRUM; 3.5.1 Indigenization; 3.5.2 Managing Diversity in Career Counselling; 3.6 SUMMARY; NOTES; CHAPTER 4: CAREER CONSTRUCTION PRINCIPLESAND PRACTICES; 4.1 INTRODUCTION; 4.2 CONTEMPORARY PERSONALITY THEORIES' EFFECT ON CAREERCOUNSELLING THEORIES; 4.3 EXISTENTIAL-PHENOMENOLOGICAL THEORY AS A CORNERSTONEOF META-REFLECTION; 4.3.1 The Meaning of Existential-Phenomenological Theory for HumanFunctioning, Development and Choice Making (Self-Construction)
    Description / Table of Contents: 4.3.2 Interconnectedness Between Existential-Phenomenological Theory and the Storied Approach
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-272-3
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  • 95
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    Political Sociology of Adult Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092273
    Language: English
    Pages: Online-Ressource (X, 106 p, online resource)
    Series Statement: International Issues in adult Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Political Sociology of Adult Education
    DDC: 370.19
    RVK:
    DW 1500
    Keywords: Adult education ; Continuing education ; Education ; Education ; Erwachsenenbildung ; Politische Soziologie
    Abstract: Preliminary Material -- Introduction -- Reconceptualizing Lifelong Learning -- A Political Sociology of Adult Learning Education in the Twenty First Century -- Rationalities in Adult Learning Education -- Adult Learning Education and Civilization Crises -- Reinventing Adult Learning Education: Unleashing the Power, Reclaiming the Dream -- Adult Learning Education and Literacy as International Comparative Education -- Transformative Social Justice Learning as a New Lifelong Learning Paradigm: The Role of Critical Theory and Public Intellectuals -- Bibliography -- Afterword -- Praise for the Book-Back Jacket -- Index.
    Abstract: Critical Theorist Carlos Alberto Torres offers a political sociology of adult learning and education, based on Critical Social Theory and the always inspiring work of Paulo Freire. Empirically grounded and theoretically sophisticated, this new book follows the footsteps of his classic book published in the early nineties The Politics of Nonformal Education in Latin America . Torres's book offers comparative and international sociological analyses of adult learning and education, an area in which there is an obsession with ‘practice’ and an aversion to theory, with some notable and laudable exceptions, but which has the potential to provide avenues for social justice education in ways that no other systems and policies can. This book revitalizes social theory in education, and provides ample evidence of the power of adult learning and education, examining a variety of policy documents connected with the various adult education congresses promoted by the UNESCO, which are thoroughly scrutinized for what they bring to or omit from the policy agenda. In the context of new developments in adult learning and education, particularly the impact of multiple globalizations, neoliberalism, and the new role of international organizations in reconceptualizing lifelong learning, new evidence-based research, new narratives, and the vibrancy of social movements striving for a new and possible world, it is clear that new theoretical designs were needed making this is a must-read book
    Description / Table of Contents: Political Sociology of Adult Education; TABLE OF CONTENTS; PREFACE; INTRODUCTION; THE BRAZILIAN 'EFFECT'; THIS BOOK; NOTES; CHAPTER I:RECONCEPTUALIZING LIFELONG LEARNING; NOTES; CHAPTER II:A POLITICAL SOCIOLOGY OF ADULT LEARNING EDUCATION IN THE TWENTY FIRST CENTURY; MAPPING KEY CONCEPTS: GLOBALIZATION, THE LEARNING SOCIETY,THE KNOWLEDGE-BASED SOCIETY AND THE NETWORK SOCIETY; Adult Learning Education Paradigms; The Transformative Power of Adult Learning Education; NEOLIBERALISM, THE NATION-STATE, AND SOCIAL MOVEMENTS:LESSONS FROM LATIN AMERICA6
    Description / Table of Contents: ADULT LEARNING EDUCATION: MODELS AND RATIONALITIESAS THEORETICAL CONSTRUCTSModels and Rationalities of Adult Learning Education; NOTES; CHAPTER III:RATIONALITIES IN ADULT LEARNING EDUCATION; Constitutional Mandates; Human Capital Investment; Political Socialization; Compensatory Legitimation; International Pressures; Social Movements; Instrumental Rationality and Policymaking; NEOLIBERAL GLOBALIZATION AND COLLECTIVE OPPOSITION: POTENTIALIMPACTS ON ADULT LEARNING EDUCATION; ADULT LEARNING EDUCATION: WHAT IS TO BE DONE?; NOTES; CHAPTER IV:ADULT LEARNING EDUCATION AND CIVILIZATION CRISES
    Description / Table of Contents: A Scenario of Crises: Crisis is OpportunityNOTES; CHAPTER V:REINVENTING ADULT LEARNING EDUCATION: UNLEASHING THE POWER, RECLAIMING THE DREAM; Unleashing the Power of Adult Learning Education; RETHINKING, UN-THINKING, AND REINVENTING ADULT LEARNINGEDUCATION FOR EMANCIPATION AND EMPOWERMENT; 1. For a New Epistemology: Adult Learning Education asa Critique of Obscurantism; 2. Adult Learning Education in Support of an Alternative Globalization:Planetarization; 3. Adult Learning Education in Support of Eco-pedagogy5
    Description / Table of Contents: 4. Adult Learning Education in Support of an Education for Social JusticeChallenging the Principles of Neoliberalism5. Adult Learning Education in Support of a Multicultural andCosmopolitan Citizenship; 6. Adult Learning Education in Support of Radical Education and Democracy; 7. Adult Learning Education in Support of Transecting, Transdisciplinary,and Connective Models of Knowledge; 8. Adult Learning Education in Support of a Perspective Transformation; NOTES; CHAPTER VI:ADULT LEARNING EDUCATION AND LITERACY AS INTERNATIONAL COMPARATIVE EDUCATION; The Special Case of Adult Literacy; NOTES
    Description / Table of Contents: CHAPTER VII:TRANSFORMATIVE SOCIAL JUSTICE LEARNING AS A NEW LIFELONG LEARNING PARADIGM: THE ROLE OF CRITICAL THEORY AND PUBLIC INTELLECTUALSThe Role of Public Intellectuals and Adult Learning Education; NOTE; BIBLIOGRAPHY; AFTERWORD; Education vs. Learning: Redefining the Object of Policy, Scholarship,and Practice; THEORETICAL AND METHODOLOGICAL TOOLS TO RESEARCH 'GLOBAL'ADULT EDUCATION POLICY; Public Policy and Values Permeability; A Strategic-Relational Approach to the State and Agents' Positionalities; Policy Sociology, the Anthropology of Policy and the Re-Bordering of theResearch Field
    Description / Table of Contents: To Conclude
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-227-3
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  • 96
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    Application of Structural Equation Modeling in Educational Research and Practice (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093324
    Language: English
    Pages: Online-Ressource (online resource)
    Series Statement: Contemporary Approaches to Research in Learning Innovations
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Khine, Myint Swe Application of structural equation modeling in educational research and practice
    DDC: 284
    Keywords: Structural equation modeling ; Education ; Education
    Abstract: Preliminary Material /Myint Swe Khine -- Applying Structural Equation Modeling (SEM) in Educational Research: An Introduction /Timothy Teo , Liang Ting Tsai and Chih-Chien Yang -- Structural Equation Modeling in Educational Research: A Primer /Yo In’nami and Rie Koizumi -- Teachers’ Perceptions of the School as a Learning Environment for Practice-based Research: Testing a Model That Describes Relations between Input, Process and Outcome Variables /Marjan Vrijnsen-de Corte , Perry den Brok , Theo Bergen and Marcel Kamp -- Development and Validation of an English Classroom Learning Environment Inventory and its Application in China /Liyan Liu and Barry J. Fraser -- The Effects of Psychosocial Learning Environment on Students’ Attitudes Towards Mathematics /Ernest Afari -- Students’ Learning Environment, Motivation and Self-Regulation: A Comparative Structural Equation Modeling Analysis /Sunita Velayutham , Jill Aldridge and Ernest Afari -- In/Out-of-School Learning Environment and SEM Analyses on Attitude Towards School /Hasan Şeker -- Development of Generic Capabilities in Teaching and Learning Environments at the Associate Degree Level /Wincy W.S. Lee , Doris Y. P. Leung and Kenneth C.H. Lo -- Latent Variable Modeling in Educational Psychology: Insights from a Motivation and Engagement Research Program /Gregory Arief D. Liem and Andrew J. Martin -- Linking Teaching and Learning Environment Variables to Higher Order Thinking Skills: A Structural Equation Modeling Approach /John K. Rugutt -- Influencing Group Decisions by Gaining Respect of Group Members in E-Learning and Blended Learning Environments: A Path Model Analysis /Binod Sundararajan , Lorn Sheehan , Malavika Sundararajan and Jill Manderson -- Investigating Factorial Invariance of Teacher Climate Factors across School Organizational Levels /Christine DiStefano , Diana Mîndrilă and Diane M. Monrad -- Structural Equation Modeling Approaches in Educational Research and Practice /Myint Swe Khine -- Author Biographies /Myint Swe Khine.
    Abstract: Structural Equation Modeling (SEM) is a statistical approach to testing hypothesis about the relationships among observed and latent variables. The use of SEM in research has increased in psychology, sociology, and economics in recent years. In particular educational researchers try to obtain the complete image of the process of education through the measurement of personality differences, learning environment, motivation levels and host of other variables that affect the teaching and learning process. With the use of survey instruments and interviews with students, teachers and other stakeholders as a lens, educators can assess and gain valuable information about the social ecology of the classrooms that could help in improving the instructional approach, classroom management and the learning organizations. A considerable number of research have been conducted to identify the factors and interactions between students’ characteristics, personal preferences, affective traits, study skills, and various other factors that could help in better educational performance. In recent years, educational researchers use Structural Equation Modeling (SEM) as a statistical technique to explore the complex and dynamic nature of interactions in educational research and practice. SEM is becoming a powerful analytical tool and making methodological advances in multivariate analysis. This book presents the collective works on concepts, methodologies and applications of SEM in educational research and practice. The anthology of current research described in this book will be a valuable resource for the next generation educational practitioners
    Description / Table of Contents: part I. Theoretical foundationspart II. Structural equation modeling in learning environment research -- part III. Structural equation modeling in educational practice -- part Ivolume Conclusion.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-332-4
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  • 97
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    Unhooking from Whiteness (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093775
    Language: English
    Pages: Online-Ressource (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 Unhooking from Whiteness: The Key to Dismantling Racism in the United States
    DDC: 177.5
    Keywords: Racism ; Education ; Aufsatzsammlung ; Erlebnisbericht
    Abstract: The purpose of Unhooking from Whiteness: The Key to Dismantling Racism in the United States is to reconsider the ways and strategies in which antiracist scholars do their work, as well as to provide pragmatic ways in which people - White and of color - can build cross-racial, cross-communal, and cross-institutional coalitions to fight White supremacy. Employing the methodology of autoethnography, each chapter in this book illustrates the individual journey that the chapter contributor took to “unhook” him or herself from Whiteness. Unhooking from Whiteness explains Whiteness in ways never conceptualized before. The chapters suggest approaches to “unhooking” from Whiteness, while sharing the authors’ continual struggles to identify and eradicate the role of Whiteness in education and society in the United States. The contributors to Unhooking from Whiteness offer us the invaluable gift of their stories, humble reflections on commitments to racial justice and complicities with racial injustice. But they aren’t merely stories - and this is the brilliance of the book - they are invitations into a reconsideration of the “common sense” discussions about the nature of white privilege, the possibility of white anti-racism, and the pervasive tug of whiteness. This is the rare book that shifts the angle and changes the conversation. Paul Gorski, Coordinator of the Social Justice Concentration, George Mason University
    DOI: 10.1007/978-94-6209-377-5
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  • 98
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    Of Other Thoughts: Non-Traditional Ways to the Doctorate : A Guidebook for Candidates and Supervisors (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093171
    Language: English
    Pages: Online-Ressource (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 Of Other Thoughts: Non-Traditional Ways to the Doctorate: A Guidebook for Candidates and Supervisors
    DDC: 378.155
    RVK:
    AK 39580
    Keywords: Research ; Dissertations, Academic ; Universities and colleges Graduate work ; Education ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material /A.-Chr. Engels-Schwarzpaul and Michael A. Peters -- Non-Traditional Ways to the Doctorate /A.-Chr. Engels-Schwarzpaul -- Ruku – Dive /Moana Nepia -- Western “Sentences that Push” as an Indigenous Method for Thinking /Carl Mika -- A “Psychedelic Method” /Albert L. Refiti -- Fantasy, Resistance and Passion as Important Aspects of the Doctoral Writing Process /Lynley Tulloch -- Unaware that I Was Walking Backwards /Richard Heraud -- Contributing to the Field of Design Research /Christian Wölfel -- The Trademan’s Door to the Ivory Tower /Katharina Bredies -- Sticky Advice for Research Students /Sarah McGann and Barbara Milech -- Spaces of Other Thought /Shane Edwards -- Culture as a Place of Thought /Catherine Manathunga -- Transfer and Translation /King Tong Ho -- The Colour of Thought /Roland W. Mitchell and Kirsten T. Edwards -- Transforming the Academic Field /Susanne Maria Weber -- Queer as a Two-Bob Watch /Welby Ings -- Anxieties of Knowing /Michael A. Peters -- Emerging Knowledge, Translation of Thought /A.-Chr. Engels-Schwarzpaul -- Alternative Design Doctorates as Drivers for New Forms of Research, Or /Wolfgang Jonas , Rosan Chow and Simon Grand -- Thought out of Bounds /Ross Jenner -- Thinking through Moving Image and Performance /Sarah O’Brien -- Thinking through Art, Creating through Text /Barbara Milech and Ann Schilo -- Spaces between Indigenous and Non-Indigenous Knowledge Systems /Laura Brearley and Treahna Hamm -- “Not All Academics Can Do It” /Barbara M. Grant -- A Creative Journey: By Māori for Māori /Robert Jahnke and A.-Chr. Engels-Schwarzpaul -- Emergent Knowledges and Non-Traditional Candidates /A.-Chr. Engels-Schwarzpaul and Michael A. Peters -- Index /A.-Chr. Engels-Schwarzpaul and Michael A. Peters.
    Abstract: Of Other Thoughts offers a path-breaking critique of the traditions underpinning doctoral research. Working against the grain of traditional research orthodoxies, graduate researchers (almost all from Indigenous, transnational, diasporic, coloured, queer and ethnic minorities) AND their supervisors offer insights into non-traditional and emergent modes of research—transcultural, post-colonial, transdisciplinary and creative practice-led. Through case studies and contextualizing essays, Of Other Thoughts provides a unique guide to doctoral candidates and supervisors working with different modes of research. More radically, its questioning of traditional assumptions about the nature of the literature review, the genealogy of research practices, and the status and structuring of the thesis creates openings for alternative modes of researching. It gives our emerging researchers the courage to differ and challenges the University to take up its public role as critic and conscience of society. - Barbara Bolt, Associate Professor and Associate Director of Research and Research Training, The Victorian College of the Arts, University of Melbourne, Australia
    Description / Table of Contents: ""Of Other Thoughts: Non-Traditional Ways to the Doctorate: A Guidebook for Candidates and Supervisors""; ""TABLE OF CONTENTS""; ""ENDORSEMENTS""; ""ACKNOWLEDGEMENTS""; ""1. NON-TRADITIONAL WAYS TO THE DOCTORATE: Introduction""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""PART 1: NON-TRADITIONAL CANDIDATES""; ""2(1). RUKU � DIVE: A Physicality of Thought""; ""NOTES""; ""REFERENCES""; ""AFFILIATIONS""; ""2(2). WESTERN “SENTENCES THAT PUSH� AS AN INDIGENOUS METHOD FOR THINKING""; ""FREE THINKING IN THE SUPERVISION PROCESS""; ""NOTE""; ""REFERENCES""; ""AFFILIATION""
    Description / Table of Contents: ""2(3). A “PSYCHEDELIC METHOD�: Spatial Exposition, Perspectivism and Bricklaying""""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""2(4). FANTASY, RESISTANCE AND PASSION AS IMPORTANT ASPECTS OF THE DOCTORAL WRITING PROCESS""; ""MY EXPERIENCE OF RESISTANCE""; ""THE CANDIDATE-SUPERVISOR RELATIONSHIP""; ""CANDIDATE IDENTITY WORK""; ""A WAY FORWARD""; ""REFERENCES""; ""AFFILIATION""; ""2(5). UNAWARE THAT I WAS WALKING BACKWARDS""; ""INTERROGATING MY HISTORY AS IF IT WERE A PRESENT (AN INTRODUCTION)""; ""ONTOLOGICAL FACETS OF POSSIBLE LEARNING: I DON�T SAY THAT I HAVE""
    Description / Table of Contents: ""THE INTERACTION OF SUBJECT AND SUBJECT""""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""2(6). CONTRIBUTING TO THE FIELD OF DESIGN RESEARCH: A Brief Personal Wrap-Up""; ""REFERENCES""; ""AFFILIATION""; ""2(7). THE TRADEMAN�S DOOR TO THE IVORY TOWER: Doing Research as Just Another Kind of Practice""; ""AFFILIATION""; ""2(8). STICKY ADVICE FOR RESEARCH STUDENTS""; ""3. SPACES OF OTHER THOUGHT: E kore e piri te uku ki te rino""; ""INTRODUCTION""; ""MAORI PARTICIPATION IN THE ACADEMY: A BRIEF SYNOPSIS""; ""UNMASKING AND DE-ROBING THE ACADEMY: AN INDIGENOUS PERSPECTIVE""
    Description / Table of Contents: ""OUR OCCUPATION IN EMPIRE""""WHO�S AT THIS PARTY? THE BIO-POLITICS OF BEING MAORI IN THE ACADEMY""; ""HABITUDES: MASKING THE ACADEMY, A NONINDIGENOUS ELEMENT""; ""CONCLUDING DISCUSSION""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""4. CULTURE AS A PLACE OF THOUGHT: Supervising Diverse Candidates""; ""HOW CAN CULTURE BECOME A PLACE OF THOUGHT IN SUPERVISION?""; ""My Position""; ""The Candidates and Participants� Positions""; ""Working Together""; ""DRAWING ON OTHER SOURCES""; ""WORKING THROUGH SOME ISSUES""; ""HELPING CULTURE TO BECOME A PLACE OF THOUGHT IN SUPERVISION""; ""NOTES""
    Description / Table of Contents: ""REFERENCES""""AFFILIATION""; ""5. TRANSFER AND TRANSLATION: Negotiating Conflicting Worldviews""; ""INTRODUCTION""; ""FROM “CRITICAL GAZE� TO “CRITICAL APPRECIATION�: TRANSCULTURALISM AND INTERCULTURALISM""; ""BEING IN-BETWEEN LANGUAGES � INTERPRETING SILENCE""; ""THE ECONOMICAL RISE OF MINORITY COUNTRIES""; ""CONCLUSION""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""6. THE COLOUR OF THOUGHT: Advising Ethnic Minority Candidates through a Radical Ethic of Pedagogical Love""; ""SETTING THE TONE: THE IMPORTANCE OF KNOWING THE LIMITS OF OUR OWN KNOWLEDGE""; ""CONCEPTUAL FRAMEWORK""
    Description / Table of Contents: ""A RADICAL ETHIC OF PEDAGOGICAL LOVE IN PRACTICE""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-317-1
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  • 99
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    The Servant : Leadership Role of Catholic High School Principals (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462090583
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Servant: Leadership Role of Catholic High School Principals
    DDC: 371.207
    Keywords: Educational leadership ; Catholic high schools Administration ; High school principals ; Education ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material -- Introduction to Servant Leadership in Catholic High Schools -- The Mission Focus of Catholic Educational Leadership -- Servant Leadership in the Context of the Principalship -- Our Approach to Studying Servant Leadership with Catholic High School Principals -- Six Principals: Servant Leaders in Action -- Sources and Substance of Catholic High School Principals’ Notions of Servant-Leadership: Influencing Agents -- Principals as Servant-Leaders: Perceptions and Expectations of Role -- Servant-Leadership as Experienced in Daily Lives of Principals -- A Closer Look at Servant Leadership in Action -- Walk in My Shoes: Day in the Life of two Exemplars of Servant Leadership -- An Even Closer Look at the two Principals & their Characteristics -- Ways of Framing Servant Leadership -- Dimensions of Servant-Leadership -- Servant Leadership Platform Questions -- References -- Key Church Documents -- Selected Scripture Related to Servant Leadership -- Authors Biography -- Comments from Reviewers.
    Abstract: There is a world-wide thirst for authentic leaders who are somehow able to create school learning communities characterized by the purveyance of flourishing faith, hope, and love. Servant-leadership for Catholic school principals is considered one of the most meaningful and effectual callings imaginable. Informed by conversations with six exemplary servant leaders, this book explores the servant-leadership vocation of Catholic school principals. The culminating conceptual framework emphasizes the importance of personal identity and Faith formation as foundational to the exercise of authentic servant-leadership. As each Catholic school community lives out its unique features, signature history, a particular call to meet community needs, and its leader-shaped personality, this book serves to remind educators to clarify and sharpen their service toward the common mission of Catholic schooling. The relevance of servant leadership in the Catholic school principalship is demonstrated through the experiences, insights, narratives and expertise of the principals and then synthesized with conceptual reflections. An underlying theme in this book is that the exercise of servant-leadership provides hope for followers because of its exceptional interest in helping all constituents develop their own capacities, capabilities and potentials such that each person becomes a servant leader
    DOI: 10.1007/978-94-6209-058-3
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  • 100
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    Realising Exemplary Practice-Based Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091887
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Practice, Education, Work and Society 7
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Realising Exemplary Practice-Based Education
    DDC: 370.7
    Keywords: Research Methodology ; Professional education ; Education ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material /Joy Higgs , Dale Sheehan , Julie Baldry Currens , Will Letts and Gail M. Jensen -- Practice-based education pedagogy /Joy Higgs -- Practice-based education /Dale Sheehan PhD and Joy Higgs AM PhD -- Professional preparation for practice /Charlotte Royeen PhD, OTR/L and Paula Kramer PhD, OTR -- Learning for life through practice-based education curricula /Ann Webster-Wright PhD and Joy Higgs AM PhD -- Realising wise practitioners /Alison Gates PhD and Joy Higgs AM PhD -- Practice-based education /Anne Croker PhD , Franziska Trede PhD and Joy Higgs PhD -- Learning for practice /Gail M. Jensen PhD, PT, FAPTA and Ruth B. Purtilo PhD, PT, FAPTA -- Practice-based learning /Julie Baldry Currens PhD, MCSP, FHEA and Julia Coyle PhD, MCSP, GAICD -- Student nurse led ward in aged care /Laurie Grealish RN PhD and Franziska Trede PhD -- Challenges for surgical residents’ practice-based learning /Minna Ruoranen PhD Student , Kaija Collin PhD , Susanna Paloniemi PhD and Anneli Eteläpelto PhD -- Working with practice communities to conduct teacher education /Will Letts PhD -- Educating tomorrow’s teaching practitioners /Kathryn N. Huggett PhD and Gail M. Jensen PhD -- An example of interprofessional curricula /Margaretha Wilhelmsson PhD -- Physiotherapy clinical placements and learning to reason /Nicole Christensen PhD, MAppSc , Lisa Black and Gail M. Jensen -- Assessment for learning /Lambert Schuwirth , Helena Ward and Sylvia Heeneman -- The tale of two promising novices /Elizabeth Mostrom and Lisa Black -- The role of narratives in professional formation for students /Bruce Greenfield PT, PhD, OCS and Laura Lee Swisher PT, M.Div., Ph.D. -- Representing practice through problem-based learning scenarios /Anne-Christine Persson (Higher Educ. Dip. (Arts and Sciences)) -- Advancing Malaysian practice-based education /Giridharan Beena PhD, MA, BSc -- Simulating the real - manual clinical skills training /Eva Johannesson RPT, BSc, MSc , Håkan Hult PhD and Madeleine Abrandt Dahlgren PhD -- Preparing students for ethical practice /Ann Gallagher PhD, MA, BA (Hons), PGCEA, RMN, SRN -- Establishing relationships between students, mentors and specialist tutors in practice settings /Steven Hutchinson PhD -- Navigating workplace learning placement challenges /Megan Smith PhD , Nancy Finlay BPhysio Masters Qualifying (Physio) , Debra Schulz DPhysio MGeron DipBus BAppSci(Physio) , Narelle Patton BAppSc(Phty), MHSc and Arlene Walker PhD -- Collaborative practice and interprofessional education and workplace learning /Dale Sheehan PhD , Tika Ormond BSc(Hons), PGDip and Christine Wyles BSLT, MHSc -- Developing Indigenous perspectives in practice-based education /Susan Clancy M Litt , Umar Umangay EdD and Will Letts PhD -- Using simulations in police education /Amanda Davies MEd., BA, GCUL&T, GDipAd -- Valuing student voice in practice-based education /Warren Kidd BSc, PGCE and Gerry Czerniawski PhD -- The influence of place and culture on practice-based learning /Peter Jansen MB ChB Grad Cert Clin Tch (Māori) and David Jansen MB ChB BA Dip Tch Grad Cert Clin Tch (Māori) -- Professional learning on an initial teacher training program /Kathryn Wright MA.
    Abstract: For educators, scholars, practitioners and researchers this book offers an opportunity to explore and engage with practice-based education theories and concepts in real life teaching spaces. It is a place to see theory embodied and situated within PBE practices. It is also an opportunity to see how educators and scholars from other disciplines are applying theory to understand teaching and learning in their particular area. This volume provides an opportunity for readers to deepen their understanding of practice-based education and broaden and critically appraise their strategies for engaging with practice-based education theory. And, it provides a means of extending theory and realising new practice-based education theory through the lens of exemplary practice. There are three sections in the book: • Section 1: Practice-based education for life and work • Section 2: Practice-based education in action • Section 3: Practice-based education realisations
    Description / Table of Contents: section 1. Practice-based education for life and work -- section 2. Practice-based education in action -- section 3. Practice-based education realisations.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-188-7
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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