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  • MPI Ethno. Forsch.  (480)
  • 2010-2014  (480)
  • 1945-1949
  • Rotterdam : SensePublishers  (480)
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  • 101
    Online Resource
    Online Resource
    A Few of Our Favorite Things : Teaching Ideas for K-12 Science Methods Instructors (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097797
    Language: English
    Pages: Online-Ressource (VIII, 136 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als A Few of Our Favorite Things: Teaching Ideas for K-12 Science Methods Instructors
    Keywords: Science Study and teaching ; Science Study and teaching ; Methodology ; Education ; Education
    Abstract: Preliminary Material /Patricia D. Morrell and Kate Popejoy -- Constructivism/Conceptual Change /Patricia D. Morrell and Kate Popejoy -- Nature of Science /Patricia D. Morrell and Kate Popejoy -- Integration /Patricia D. Morrell and Kate Popejoy -- Scientific Inquiry/Engineering Design /Patricia D. Morrell and Kate Popejoy -- Diversity/Differentiation /Patricia D. Morrell and Kate Popejoy.
    Abstract: We are all familiar with the expression “teachers’ bag of tricks.” It is fairly easy for K-12 teachers to do a quick web search, scan library shelves, and browse through journals to provide them with numerous lessons and ideas to keep their bags filled. Science teacher educators need to not only provide preservice teachers with resources to help them fill their “bags,” but also include crucial theory and pedagogy; what constitutes “minds on” lessons, not merely “hands on” activities. But where do we science methods instructors find ideas to put in our “bag of tricks” to help us with the pedagogy we teach and model? These kinds of teaching ideas are not so easy to find using the internet or even science methods textbooks. This book is a collection of some favorite teaching ideas from science teacher educators from across the United States and abroad. This book is NOT a collection of teaching ideas about specific science content. This book IS a set of activities that help us prepare our preservice science teachers in the areas of: Constructivism/Conceptual Change; Nature of Science; Integration (including Technology Integration), Scientific Inquiry/Engineering Design; and Diversity/Differentiation. Each section starts with a brief overview of the topic and an introduction to the activities included on the theme. The individual activities include step-by-step instructions, modifications/extensions, references, and additional readings to help you easily and fully implement the idea in your own classroom. These ideas are a few of our favorites; we hope they will become some of yours as well
    Description / Table of Contents: TABLE OF CONTENTS; A FEW OF OUR FAVORITE THINGS: TEACHING IDEAS FOR K-12 SCIENCE METHODS INSTRUCTORS; SECTION ONE:CONSTRUCTIVISM/CONCEPTUAL CHANGE; SECTION TWO:NATURE OF SCIENCE; SECTION THREE:INTEGRATION; SECTION FOUR:SCIENTIFIC INQUIRY/ENGINEERING DESIGN; SECTION FIVE:DIVERSITY/DIFFERENTIATION
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-779-7
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  • 102
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    Online Resource
    Graphic Texts : Literacy Enhancing Tools in Early Childhood (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097100
    Language: English
    Pages: Online-Ressource (VI, 164 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 Graphic Texts: Literacy Enhancing Tools in Early Childhood
    Keywords: Visual education ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Drawings and Illustrations -- Photographs -- Icons -- Maps -- Calendars as Tools for the Development of Time Notions -- Integrated Texts -- Activity with a Weekly Calendar -- Bibliography.
    Abstract: The message of the book is straightforward and easy to apply: it derives from the interweaving of long years of field work with a solid theoretical background. The practice advocated presents children with the opportunity to confront contents and situations which are only too often considered inaccessible for them. The abundant examples presented show that when provided with an adequate toolkit composed of graphic texts, children are inherently motivated by the challenges surrounding them and can make the most out of them as valuable learning opportunities. Drawings, icons, photographs, maps and calendars are incorporated into the tool-kit while they are being used in circumstances in which they are required: children appropriate them while exposed to their use and experience their affordances. Children realize how the graphic texts empower their performance. The fact that this toolkit is multimodal (involves several sensory modalities) implies that those for whom language is not the most readily available means of communication and processing are not discriminated against: on the one hand, it facilitates conceptualization and its expression by alternative means, and on the other it supports both the comprehension and production of verbal language
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""CHAPTER 1: INTRODUCTION""; ""THE STRUCTURE OF THE BOOK""; ""GRAPHIC TEXTS AS PERMANENT EXTERNAL SYMBOL SYSTEMS""; ""Symbols""; ""Internal Representations and External Representations""; ""Graphic Texts""; ""THE DEVELOPMENT OF PERCEPTION AND UNDERSTANDING OF GRAPHIC TEXTS""; ""USE OF NON-VERBAL GRAPHIC TEXTS AT PRESCHOOL""; ""PEDAGOGICAL APPROACH""; ""NOTES""; ""CHAPTER 2: DRAWINGS AND ILLUSTRATIONS""; ""THE DEVELOPMENT OF THE ABILITY TO INTERPRET DRAWINGS AS SYMBOLS""; ""THE DEVELOPMENT OF THE ABILITY TO PRODUCE REPRESENTATIONAL PICTURES""
    Description / Table of Contents: ""THE COGNITIVE AND COMMUNICATIVE FUNCTIONS OF DRAWINGS""""ILLUSTRATIONS""; ""DRAWINGS AND ILLUSTRATIONS AS A BRIDGE TO WRITING""; ""NARRATIVE ILLUSTRATIONS""; ""SCIENTIFIC ILLUSTRATIONS""; ""Scientific Illustrations Recording Observations""; ""Scientific Illustrations as a Model for Processes and Structures""; ""CHILDREN�S ABILITY TO DISTINGUISH BETWEEN NARRATIVE ILLUSTRATIONS AND SCIENTIFIC ILLUSTRATIONS""; ""ACTIVITIES WITH ILLUSTRATIONS""; ""Activities with Student Teachers""; ""Attitudes towards Children�s Drawings and Habitual Activities""; ""Narrative Illustrations""
    Description / Table of Contents: ""The Contribution of Scientific Illustration to Observation and Communication""""Analysis of Illustrations""; ""Activities with Drawings and Illustrations in Preschool""; ""Observation of Different Genres of Drawings and Illustrations""; ""Drawings with and without the Aid of Photographs""; ""Critical Reading Supported by Analysis of Illustrations""; ""Scientific Illustration as a Guiding Tool to Focus Observations""; ""The Impact of Illustrations on Text Comprehension""; ""NOTES""; ""CHAPTER 3: PHOTOGRAPHS""; ""PHOTOGRAPHY""; ""PHOTOGRAPHIC GENRES""; ""Information Photography""
    Description / Table of Contents: ""Photojournalism""""Photographs as a Tool for Constructing Personal and Collective Memory""; ""Photographs That Invoke an Emotional Reaction""; ""CURATORSHIP""; ""THE DEVELOPMENT OF THE COMPREHENSION OF THE OBJECT � PHOTOGRAPHY � PHOTOGRAPH RELATIONSHIP""; ""Photographs as Representational Tools""; ""The Development of the Comprehension of Technical Aspects of Photography and Their Effects""; ""Zoom""; ""Viewpoint""; ""Filtering""; ""Using the Technical Elements of Photography to Create an Emotional Effect""; ""What Children and Adults Cconsider a “Good Photograph�""
    Description / Table of Contents: ""THE CONTRIBUTION OF PHOTOGRAPHY TO THE INTERACTION IN EDUCATIONAL SETTINGS""""Using Photographs as a Tool for Documentation and Communication""; ""Contribution to World Knowledge""; ""Nurturing Language and Literacy""; ""Enriching Vocabulary""; ""Nurturing spoken language""; ""Nurturing written language""; ""Nurturing Spatial Cognition""; ""Promoting Emotional Wellbeing""; ""Promoting Social Competence""; ""Photography as a Tool which Reflects Children�s Opinions and Emotions""; ""ACTIVITIES WITH PHOTOGRAPHS""; ""Activities with Student Teachers""; ""Students Take Photographs at College""
    Description / Table of Contents: ""Introducing the Technical Options of Cameras""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-710-0
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  • 103
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    How Parents Deal with the Education of their Child on the Autism Spectrum : The Stories and Research They Don’t and Won’t Tell You (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097827
    Language: English
    Pages: Online-Ressource (XIV, 271 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 How Parents Deal with the Education of Their Child on the Autism Spectrum: The Stories and Research They Don't and Won't Tell You
    Keywords: Children with autism spectrum disorders Education ; Education ; Education
    Abstract: Preliminary Material -- Who Has the Right to Speak? -- Contextual Understandings -- What Does the Research Tell Us? -- Stage One – Beginning Battle -- Stages Two and Three – The Early Intervention Years -- Stages Two and Three – The Formal Schooling Years (Mainstreaming) -- Stages Two and Three – The Formal Schooling Years (Supplementing / Opting Out) -- Stage Four – Framing Futures -- Conclusion -- 2012 Submission to the West Australian Parliamentary Education and Health Standing Committee -- Northern Suburbs Autism Mums’ Group, Perth, WA Submission to the Education and Heath Standing Committee Parent Comments (circa) May 2012 -- Home Based Learning Network (HBLN) Letter to Premier -- Complaints under the Disability Discrimination Act Form -- Autism Parents Handbook (Education Section) -- References -- Index.
    Abstract: Powerful moral, social justice and political arguments have convinced parents that it is their democratic right to place their children on the autism spectrum into mainstream educational environments so that their children may eventually take up their rightful place in a mainstream adult life. But what is really happening for some of these parents when they try to gain and maintain an appropriate education for their child in these mainstream contexts and beyond? What is the educational experience like for these families who are in the midst of this generational change from historical exclusion to inclusion? Current research indicates that while islands of excellent mainstream inclusive practice do exist the educational experience for many students on the autism spectrum can often be one of hostility, inconsistency and unreliability. Without appropriate understanding of best practice educational methods, these students can present an inordinate educational challenge to both parents and educators alike. How do parents deal with such complex educational profiles? How do they continue to maximize their children’s development over time? What are the barriers that hinder their quest? What are the facilitators that help their quest? To answer these questions, this book provides an in-depth, recent examination of the real life journeys of families who attempted to gain an appropriate education for their children on the autism spectrum including the areas of diagnosis, early intervention, mainstream schooling, home education, segregated schooling and transition to work and further study
    Description / Table of Contents: TABLE OF CONTENTS; FOREWORD; REFERENCES; DEDICATION & ACKNOWLEDGEMENTS; CHAPTER 1:WHO HAS THE RIGHT TO SPEAK ?; INTRODUCTION; WHO HAS THE RIGHT TO SPEAK?; WHY WRITE THIS BOOK?; THE VOICES OF PARENTS; CURRENT RESEARCH ON INCLUSION; AN INTEGRATED SYNTHESIS OF SIX FAMILIES' JOURNEYS; DIAGRAM OF THE PROCESS; CONCLUSION; CHAPTER 2:CONTEXTUAL UNDERSTANDINGS; THE INTERNATIONAL CONTEXT; THE AUSTRALIAN CONTEXT; THE WEST AUSTRALIAN (WA) CONTEXT; Diagnosis; Prevalence; Early Intervention; General Disability Educational Provision; Educational Provision for Students on the Autism Spectrum; CONCLUSION
    Description / Table of Contents: CHAPTER 3:WHAT DOES THE RESEARCH TELL US?HISTORY; PREVALENCE; AETIOLOGY; SOCIAL IMPACT AND COPING; Child; Family; EDUCATION; Evidenced-Based Practice; Early Intervention; Formal Schooling; Post-Secondary Education; Australian & WA Disability Educational Provision Research; WA Autism Educational Provision Research; Home Schooling; CONCLUSION; CHAPTER 4:STAGE ONE - BEGINNING BATTLE; STAGE ONE - BEGINNING BATTLE: AN OVERVIEW; Sub-stages One and Two: Worrying and Convincing; Sub-stage Three: Researching; Sub-stage Four: Diagnosing; CHAPTER 5:STAGES TWO AND THREE - THE EARLY INTERVENTION YEARS
    Description / Table of Contents: CATEGORY ONE: SETTLINGCATEGORY TWO: IMPROVISING; CATEGORY THREE: MAXIMIZING; Sub-Category One: Home-Based; Sub-Category Two: School-Based; CHAPTER 6:STAGES TWO AND THREE - THE FORMAL SCHOOLING YEARS (MAINSTREAMING); CATEGORY ONE: MAINSTREAMING; Sub-Category One: Broadening; Sub-Category Two: Chasing; Sub-Category Three: Waxing and Waning; Sub-Category Four: Crisis Point; Sub-Category Five: Finding Fit; CHAPTER 7:STAGES TWO AND THREE - THE FORMAL SCHOOLING YEARS (SUPPLEMENTING / OPTING OUT); CATEGORY TWO: SUPPLEMENTING; CATEGORY THREE: OPTING OUT; Sub-Category One: Home Schooling
    Description / Table of Contents: Sub-Category Two: SegregatingCHAPTER 8:STAGE FOUR - FRAMING FUTURES; SUB-STAGE ONE: TRANSITIONING; SUB-STAGE TWO: REDRESSING THE IMBALANCE; CHAPTER 9:CONCLUSION; THEORY OVERVIEW; GENERALIZABILITY OF THE THEORY GENERATED; IMPLICATIONS OF THE THEORY GENERATED; IMPLICATIONS FOR THE LITERATURE ON HOW PARENTS DEAL WITH THE EDUCATION OF THEIR CHILD ON THE AUTISM SPECTRUM; IMPLICATIONS FOR OTHER BODIES OF RESEARCH; 'Inclusive' Practice in Mainstream Education Sites; The Social Impact of Parenting a Child on the Autism Spectrum; How Parents Cope with Their Children with Disabilities Over Time
    Description / Table of Contents: RECOMMENDATIONS FOR POLICY AND PRACTICEHCWA - Diagnosis; HCWA - Supplementing; HCWA - Parent and Professional Workshops; HCWA - Discrimination; Autism Advisors; Tertiary Education; Home Schooling; CONCLUSION; APPENDIX 1; 2012 SUBMISSION TO THE WEST AUSTRALIAN PARLIAMENTARY EDUCATION AND HEALTH STANDING COMMITTEE; Inquiry Term of Reference; Submitted by; Underlying Problem; Issues Arising; Recommendations; Criteria for Evaluating Solutions; REFERENCES; APPENDIX 1A; NORTHERN SUBURBS AUTISM MUMS' GROUP, PERTH, WA SUBMISSION TO THE EDUCATION AND HEATH STANDING COMMITTEE PARENT COMMENTS (CIRCA)
    Description / Table of Contents: APPENDIX 1B
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-782-7
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  • 104
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    Teaching towards Democracy with Postmodern and Popular Culture Texts (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098756
    Language: English
    Pages: Online-Ressource (Approx. 265 p, online resource)
    Series Statement: Imagination and Praxis, Criticality and Creativity in Education and Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Teaching towards Democracy with Postmodern and Popular Culture Texts
    Keywords: Critical thinking Study and teaching ; Critical thinking ; Popular culture Study and teaching ; Teaching ; Education ; Education
    Abstract: Preliminary Material /Patricia Paugh and Tricia Kress -- Introduction /Patricia Paugh -- Adventures in Adaptation /P.L. Thomas -- Neo-Post-Urban-Noir Graphic Novels and Critical Literacy /William M. Reynolds -- Creating Critical Spaces for Young Activists /Lindy L. Johnson , Tobie Bass and Matt Hicks -- Teaching Students to Think Critically /Tonya Perry -- Class on Fire /Amber M. Simmons -- The Postmodern Picture Book /Patricia Paugh -- A Source of Self /Kjersti VanSlyke-Briggs and Heather Matthews -- What Mainstream Centers Cannot Hold /Megan Marshall -- Exploring the Tensions between Narrative Imagination and Official Knowledge through the Life of Pi /Laura Rychly and Robert Lake -- “Clankers,” “Darwinists,” and Criticality /Tricia M. Kress and Patricia Patrissy -- Science and Fiction /Justin Patch -- Enacting a Critical Pedagogy of Popular Culture at the Intersection of Student Writing, Popular Culture and Critical Literacy /Denise Ives and Cara Crandall -- Shadows of the Past /Christopher Andrew Brkich , Tim Barko and Katie Lynn Brkich -- Critical Hits & Critical Spaces /Kevin Smith -- About the Contributors /Patricia Paugh and Robert Lake.
    Abstract: This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful to youth and their lives. It questions how these texts position youth as literate social practitioners. Based on theories of Critical and New Literacies that encourage questioning of social norms, the chapters challenge an audience of teachers, teacher educators, and literacy focused scholars in higher education to creatively integrate popular and media texts into their curriculum. Focal texts include science fiction, dystopian and other youth central novels, picture books that disrupt traditional narratives, graphic novels, video-games, other arts-based texts (film/novel hybrids) and even the lives of youth readers themselves as texts that offer rich possibilities for transformative literacy. Syllabi and concrete examples of classroom practices have been included by each chapter author
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION; REFERENCES; 1. ADVENTURES IN ADAPTATION:Confronting Texts in a Time of Standardization; ABSTRACT; ADVENTURES IN ADAPTATION; THE PARADOX OF CHOICE; ZOMBIES, GENRE, AND ADAPTATION: A UNIT; STUDENT VOICES AS NEW VOICES IN THE PURSUIT OF GENRE AWARENESS; ADVENTURES IN GENRE: A LISTING OF TEXTS; Short Fiction; Memoir, Autobiography, Biography; Non-fiction; Film; Graphic Novel; Watchmen; Novel; REFERENCES; 2. NEO-POST-URBAN-NOIR GRAPHIC NOVELS AND CRITICAL LITERACY:The Hard Connection; ABSTRACT; INTRODUCTION; NEO-NOIR/POST-NOIR
    Description / Table of Contents: GRAPHIC NOVELS, CRITICAL PEDAGOGY AND CRITICAL LITERACYCRITICAL LITERACY, SOCIAL CRITIQUE AND; NOTES; REFERENCES; 3. CREATING CRITICAL SPACES FOR YOUTH ACTIVISTS; ABSTRACT; INTRODUCTION; CONCEPTUALIZING POP CULTURE; ANTI-IMMIGRANT DISCOURSE IN THE SOUTH; CREATING SPACE; STUDENT-PRODUCED CURRICULUM; BLURRING THE BOUNDARIES: LEVERAGING SOCIAL MEDIA TO BRIDGE THE IN AND OUT OF SCHOOL DIVIDE; RE(PRESENTING): MOVING FROM PRODUCERS TO ACTIVISTS; UNDOCUFILES: INTERPRETING AND ANALYZING FEDERAL POLICY; Undocufiles via Instagram: Learning from Our Students; Conclusion; SAMPLE LESSON PLANS PART ONE
    Description / Table of Contents: PART TWOPART THREE; PART FOUR; PART FIVE; PART SIX; REFERENCES; 4. TEACHING STUDENTS TO THINK CRITICALLY:Using Young Adult Literature in the 21st Century Classroom -The Watsons Go to Birmingham - 1963; ABSTRACT; COMMON CORE STATE STANDARDS; OVERVIEW OF THE WATSONS; EXAMINING WATSONS USING A CULTURAL LENS; READING THE WATSONS USING THE LENS OF BLACK AESTHETICS; LOOKING AT THE WATSONS USING A FEMINIST LENS; LOOKING AT THE WATSONS USING AN ARCHETYPAL LENS; LOOKING AT THE WATSONS USING DECONSTRUCTION; LESSON: EXAMINING WATSONS THROUGH A PRISM
    Description / Table of Contents: Example of Initial Guiding Questions for the Prism ActivityREFERENCES; 5. CLASS ON FIRE:Using the Hunger Games Trilogy to Encourage Social Action; ABSTRACT; INTRODUCTION; CRITICAL LITERACY AND SOCIAL JUSTICE; SOCIAL ACTION IN THE CLASSROOM; Social Justice and the Hunger Games; HUNGER; Hunger in America; Taking Social Action; SLAVERY: INVOLUNTARY LABOR, FORCED WARRIORS, AND THE SEX TRADE; Involuntary Labor; Forced Warriors; The Sex Trade; Taking Social Action; FINAL THOUGHTS; STEPS FOR IMMEDIATE IMPLEMENTATION; LITERATURE CITED; REFERENCES
    Description / Table of Contents: 6. THE POSTMODERN PICTURE BOOK:Developing Textual Author "ity" in Elementary ReadersABSTRACT; INTRODUCTION; NEW TIMES, NEW LITERACIES AND THE POSTMODERN PICTURE BOOK; POSTMODERN PICTURE BOOKS FOR 21ST CENTURY ELEMENTARY CLASSROOMS; WHY "POSTMODERN?"; POSTMODERN THOUGHT MEETS THE PICTURE BOOK; TEXTS OF PLEASURE VS. TEXT OF BLISS; METAFICTIVE DEVICES; TYPOLOGY OF POSTMODERN PICTURE BOOK FEATURES; TEACHING AND THE POSTMODERN PICTURE BOOK; CONCLUSION; CHILDREN'S BOOK REFERENCES; REFERENCES; LESSON PLAN FOR PRE-SERVICE TEACHER EDUCATION ENGLISH LANGUAGE ARTS METHODS COURSE
    Description / Table of Contents: 7. A SOURCE OF SELF:Exploring Identity and Discourse in Young Adult Novelsas Meaningful Text
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-875-6
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  • 105
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    Trayvon Martin, Race, and American Justice : Writing Wrong (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098428
    Language: English
    Pages: Online-Ressource (XX, 222 p, online resource)
    Series Statement: Teaching Race and Ethnicity
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Trayvon Martin, Race, and American Justice: Writing Wrong
    Keywords: Social justice ; Racism ; Education ; Education
    Abstract: Preliminary Material /Kenneth J. Fasching-Varner , Rema E. Reynolds , Katrice A. Albert and Lori L. Martin -- Introduction /Kenneth J. Fasching-Varner , Lori L. Martin , Katrice A. Albert and Rema E. Reynolds -- Viciousness /Bryan Ellis -- Killing You is Justice /David Stovall -- Been There Done That /Lori Latrice Martin -- No Heroes Here /Kim L. Anderson -- The ‘Whitening’ of Latinos /Kathleen J. Fitzgerald -- Denying the Significance of Race /Cynthia Lee -- “He Looks Like He’s Up to No Good” /Kay S. Varela and Wendy Leo Moore -- “I am Not a Dog!” /Rashaad Thomas -- The Adultification of Black Boys /T. Elon Dancy III -- The Black Male /Daniel S. Harawa -- To Be or Not to Be /Paul M. Buckley -- Using African American Children’s Literature as a Model for ‘Writing Back’ Racial Wrongs /Ebony Joy Wilkins -- “I Don’t Think He Knows About It”/”He was Outraged /Margaret Ann Hagerman and Eric D. Vivier -- Limited and Limitless /Raygine Diaquoi -- Talking to my White Sons About Trayvon Martin /Laura S. Abrams -- Revolutionary in Uniform /Torin Jacobs -- Is it “Marissa” or “Michelle?” /Kirsten T. Edwards -- Responding to Trayvon Martin’s Death /Efua Akoma -- If George Zimmerman Were found Guilty, Would the Criminal Justice System be Considered Just? /Kirk James and Julie Smyth -- Ebony in the Ivory Tower /Jennifer M. Gómez -- Fifty Years of the Deferment of the Dream for Racial Justice /Rogelio Sáenz -- The Res Gestae of Race /Tamara F. Lawson -- Should I Fear? /Donte Dennis -- Representation Matters /Jessica Scott -- Post-Race Ideology in Black Face /Adrienne Milner -- The Legal Education Gap /Editha Rosario -- What if Zimmerman had Been a Drone? /James L. Hollar -- Fixing the Justice System Bit by Bite /Brooke Bell -- White is the New Black, Colonialists are the New Colonized /Shana Siegel -- Hoodies in the Classroom /Crystal Simmons , Hannah Baggett and Sharonda R. Eggleton -- Race is, Race Isn’t /Marcus Bell -- Writing the Wrong /Nicholas D. Hartlep and Daisy Ball -- We are Trayvon’s Teachers /Donna Vukelich-Selva -- Trayvon Martin and the Myth of Superpredator /Michael E. Jennings -- But Can we Muster Compassion for George Zimmerman? /Kendra N. Bryant -- “You’re the One Making This About Race!” /Sophia Softky -- Writing Race /Laura S. Yee and Roderick L. Carey -- Between Belonging and the F/ACT of Niggerisation /L. Kaifa Roland -- About the Editors /Kenneth J. Fasching-Varner , Rema E. Reynolds , Katrice A. Albert and Lori L. Martin.
    Abstract: Trayvon Martin, Race, and “American Justice”: Writing Wrong is the first comprehensive text to analyze not only the killing of Trayvon Martin, but the implications of this event for the state of race in the United States. Bringing together contributions from a variety of disciplines and approaches, this text pushes readers to answer the question: “In the wake of the killing of Trayvon Martin, and the acquittal of his killer, how post-racial can we claim to be?” This collection of short and powerful chapters is at times angering and at times hopeful, but always thought provoking, critical, and poignant. This interdisciplinary volume is well suited for undergraduate and graduate students as well as faculty in sociology, social work, law, communication, and education. This book can also be read by anyone interested in social justice and equity through the lens of race in the 21st century
    Description / Table of Contents: ADVANCE PRAISE:Trayvon Martin, Race, and American Justice:Writing Wrong; TABLE OF CONTENTS; FOREWORD; REFERENCES; ACKNOWLEDGMENTS; A PRAYER FOR AFRICAN BOYS:For Successful Transition to Manhood; THE 7 DEADLY AMERICAN SINS; 1. INTRODUCTION:Writing Wrongs in Post-Racial American Justice; REFERENCES; SECTION 1 TRAYVON MARTIN: LIFE, DEATH, AND RACE IN AMERICA; VICIOUSNESS; 2. KILLING YOU IS JUSTICE:Trayvon Martin as Metaphor for the Continual Disposability ofBlack Life in the Eyes of the Law; WALKING IN WOODLAWN: UNDERSTANDING A CONTEXT OF CONFLICT AND DISPOSABILITY
    Description / Table of Contents: SCHOOL CLOSINGS, DISPOSABILITY, AND THE CONTRADICTIONS OF 'SAFE PASSAGE'MOVING FORWARD; REFERENCES; 3. BEEN THERE DONE THAT:With the Zimmerman Verdict, History Repeats Itself; REFERENCES; 4. NO HEROES HERE:Neighborhood Watchfulness and the Role of Narcissistic Altruism in theKilling of Trayvon Martin; REFERENCES; 5. THE 'WHITENING' OF LATINOS:George Zimmerman and the Operation of White Privilege; REFERENCES; 6. DENYING THE SIGNIFICANCE OF RACE:Colorblindness and the Zimmerman Trial; REFERENCES
    Description / Table of Contents: 7. "HE LOOKS LIKE HE'S UP TO NO GOOD":White Space, Constructions of Safety, and the Killing of Trayvon MartinRACIALIZED NEIGHBORHOODS & CONSTRUCTIONS OF CRIME FEAR; DEFENDING WHITE SPACE, MANUFACTURING FEAR OF THE BLACK CRIMINAL; WHITE SAFETY CONNECTS TO BLACK INSECURITY; REFERENCES; SECTION 2 DECONSTRUCTING IGNORANCE: REACTIONS AND RESPONSES TO RACISM; "I AM NOT A DOG!"; 8. THE ADULTIFICATION OF BLACK BOYS:What Educational Settings Can Learn from Trayvon Martin; SCRIPTED OUT OF CHILDHOOD: PUBLIC PERCEPTIONS OF BLACK BOYS AND MEN; WHAT DO WE TELL BLACK BOYS AND SCHOOLS?; REFERENCES
    Description / Table of Contents: 9. THE BLACK MALE:A Dangerous Double-MinorityAN ABRIDGED HISTORY OF RACE AND RAPE; HOW THE LAW IMPACTS PERCEPTION AND PERCEPTION IMPACTS THE LAW; REFERENCES; 10. TO BE OR NOT TO BE:A Problem and the Promise; TOWARD THE PROMISE; CONCLUSION; REFERENCES; 11. USING AFRICAN AMERICAN CHILDREN'S LITERATURE AS A MODEL FOR 'WRITING BACK' RACIAL WRONGS; BE COURAGEOUS; Challenges Will Come; You Can Do It; CARVE A NEW PATH; REFERENCES; 12. "I DON'T THINK HE KNOWS ABOUT IT"/"HE WAS OUTRAGED:White Parents and White Boys Talk; COLORBLIND FAMILIES; REACTIONS TO THE VERDICT; CONCLUSION; REFERENCES
    Description / Table of Contents: 13. LIMITED AND LIMITLESS:Preparing Black Boys for Colorblind RacismRACIAL SOCIALIZATION; CRITICAL RACE THEORY; ASPIRATIONAL CAPITAL; NAVIGATIONAL CAPITAL; RESISTANT CAPITAL; REFERENCES; 14. TALKING TO MY WHITE SONS ABOUT TRAYVON MARTIN:The Privilege of Protection; REFERENCES; SECTION 3 HOW MUCH MORE CAN WE TAKE? THE FIGHT FOR RACIAL AND SOCIAL JUSTICE; REVOLUTIONARY IN UNIFORM; 15. IS IT "MARISSA" OR "MICHELLE?":Black Women as Accessory to Black Manhood; ACCESSORIZE: A TALE OF MARISSA ALEXANDER; WHAT DID YOU CALL ME?; WHERE ARE MY BLACK BROTHAS (AND WHITE SISTAHS)?; REFERENCES
    Description / Table of Contents: 16. RESPONDING TO TRAYVON MARTIN'S DEATH:A Grassroots Approach
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-842-8
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  • 106
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    Mobile Teachers, Teacher Identity and International Schooling (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098992
    Language: English
    Pages: 1 Online-Ressource (VIII, 162 p)
    Edition: 1st ed. 2014
    Series Statement: Springer eBooks
    Series Statement: Humanities, Social Sciences and Law
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Mobile Teachers, Teacher Identity and International Schooling
    Keywords: Education, general ; International schools ; Teachers, Foreign ; Education
    Abstract: "Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book. This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?"
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-899-2
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    Reframing Transformational Leadership : New School Culture and Effectiveness (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096387
    Language: English
    Pages: Online-Ressource (VI, 120 p. 10 illus., 5 illus. in color, online resource)
    Series Statement: Contemporary Approaches to Research in Learning Innovations 6
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Reframing Transformational Leadership: New School Culture and Effectiveness
    Keywords: Educational leadership ; Education ; Education
    Abstract: Preliminary Material /Issa M. Saleh and Myint Swe Khine -- New School Culture and Effectiveness in Schools /Issa M. Saleh and Myint Swe Khine -- We Who Love Freedom Cannot Rest /Joan Wynne -- Teachers’ Perspective towards the Effectiveness of a Program in One of the Schools in the Middle East /Issa M. Saleh -- Student, Teacher, and Parental Perceptions of Elementary School Climate /Wirot Sanrattana , Forrest W. Parkay and Mei Wu -- Transformational Cultural Norms Supportive of Knowledge-Management /Lynne M. Hannay and Lorna Earl -- Coaching Principal Interns /Arnold B. Danzig , Lizabeth C. Collier and Kandyce M. Fernandez -- Transformational Leadership in Science Education /Kenneth Elliott and Anila Asghar -- List of Contributors /Issa M. Saleh and Myint Swe Khine.
    Abstract: One of the more common causes of school system failure is the absence of effective leadership. Ideally, school leaders are supposed to be the change agents and facilitators whose primary mission is to improve school culture and bring about the effective transformation that leads to a model Professional Learning Community (PLC). School leaders must focus on developing human capital by working collaboratively with teachers, students, and all who are involved within the system. Effective school leadership has been examined from a variety of perspectives, with the focus ranging from the principles of servant leadership to moral imperatives and distributed perspectives. The debate on what constitutes effective school leadership continues to be wide-ranging and complex. Today’s research scholarship will be the groundwork for how tomorrow’s schools develop a new breed of leadership. Upcoming leaders will face new, unforeseen challenges, so they must re-evaluate strategies and re-work standard processes, in order to promote sustainable development within their respective school systems. Tomorrow’s leaders will be expected to lead a diverse collective of students and teachers, to foster an enduring and empowering culture among students, teachers and other stakeholders committed to build a successful learning community
    Description / Table of Contents: TABLE OF CONTENTS; 1. NEW SCHOOL CULTURE AND EFFECTIVENESS IN SCHOOLS; 2. WE WHO LOVE FREEDOM CANNOT REST: Young People Transforming Their Worlds; HISTORY OF THE ALGEBRA PROJECT AND YPP'S EMERGING FROM THE CIVIL RIGHTS MOVEMENT; ENTER THE YOUNG PEOPLE'S PROJECT; FLAGWAY GAME BUILDS COMMUNITY ENGAGEMENT WITH MATHEMATICS; CAMPAIGN ORGANIZED BY YPP; FLORIDA INTERNATIONAL UNIVERSITY PARTNERS WITH AP AND YPP; MIAMI ALGEBRA PROJECT GRADUATES AND YPP LITERACY WORKERS; INFLUENCE OF THE YOUNG ON PRE-SERVICE AND IN-SERVICE TEACHERS; CONCLUSION; REFERENCES
    Description / Table of Contents: 3. TEACHERS' PERSPECTIVE TOWARDS THE EFFECTIVENESS OF A PROGRAM IN ONE OF THE SCHOOLS IN THE MIDDLE EASTTHE SIX BASIC CHARACTERISTICS OF EFFECTIVE BILINGUAL EDUCATION; 1. A working knowledge of the subject material:; 2. Specific learning outcomes to be taught to students:; 3. High expectations for the students:; 4. Selection of high quality instructional materials:; 5. Planning structured classroom activities:; 6. Using structured lesson to present subject material:; 6.1. Introducing the lesson:; 6.2. Focusing on academic content:; 6.3. Assigning follow up activities and practice:
    Description / Table of Contents: 6.4. Providing Accurate and Timely Feedback to Students:Questionnaires; Interviews; QUESTIONNAIRE RESULTS; Central Testing; CONCLUSION; External/Internal Elements; Technology and School Facilities; Teaching Staff; Students; RECOMMENDATION; External/Internal Elements; Curriculum and Methods; Technology and School Facilities; Teaching Staff; Students; REFERENCES; 4. STUDENT, TEACHER, AND PARENTAL PERCEPTIONS OF ELEMENTARY SCHOOL CLIMATE: A Progress Report on Thailand's Quest for Educational Quality; INTRODUCTION; PURPOSE OF THE RESEARCH; SIGNIFICANCE OF THE RESEARCH; BACKGROUND
    Description / Table of Contents: EDUCATION IN THAILANDBASIC EDUCATION; PRIMARY EDUCATION (PRATHOM SUKSA); SECONDARY EDUCATION; BUDDHIST MONASTERIES AND THAI EDUCATION; PERSPECTIVES ON SCHOOL CLIMATE; DESCRIPTIONS OF SCHOOL CLIMATE; SCHOOL CLIMATE AND EDUCATIONAL QUALITY; DESIGN OF THE STUDY; METHODOLOGY; INSTRUMENTATION; Version 1, CRSQ; Version 2, CRSQ; Version 3, CRSQ; DATA COLLECTION; RESULTS; Students' Perceptions; Teachers' Perceptions; Parents' Perceptions; DISCUSSION; POSITIVE INFLUENCES ON SCHOOL CLIMATE; THE NEED TO MONITOR SCHOOL CLIMATE; EDUCATIONAL REFORM AND THE FUTURE OF THAILAND
    Description / Table of Contents: CONTINUING THE QUEST FOR QUALITYRECOMMENDATIONS; CONCLUSION; REFERENCES; 5. TRANSFORMATIONAL CULTURAL NORMS SUPPORTIVE OF KNOWLEDGE-MANAGEMENT1; EDUCATING FOR THE KNOWLEDGE BASED PARADIGM; EDUCATORS AS KNOWLEDGE-WORKERS; EDUCATORS AS KNOWLEDGE LEADERS; Case Study: Systemic Reform and Knowledge Management; METHODS; Data Collection; Data Analysis; Creating Safe Cultures to Reconstruct Professional Practice; Reshaping the Culture; Teamwork; Collaboration and Professional Dialogue; Collaboration; PROFESSIONAL DIALOGUE.; DEPRIVATIZATION OF PRACTICE; RISK-TAKING; CONCLUSION; REFERENCES
    Description / Table of Contents: 6. COACHING PRINCIPAL INTERNS: How External Coaches Deepen Theory-Practice Connections in a Principal Preparation Program
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-638-7
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    A Learning Profession? : Teachers and their Professional Development in England and Wales 1920–2000 (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095724
    Language: English
    Pages: Online-Ressource (XII, 202 p, online resource)
    Series Statement: Studies in Professional Life and Work 2
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
    Keywords: Career development ; Teachers In-service training ; Teachers Training of ; Education ; Education
    Abstract: Preliminary Material -- Introduction: Aims, Context and Methodology -- National Policy Mapping -- The Vacation Course 1920–1940 -- Special Advanced Courses for Teachers 1945–1960 -- The Teachers’ Centre 1960–1990 -- Teachers’ Experiences of Professional Development -- Evaluating Impact: Personal and Professional Perspectives -- Professional Development and Perceptions of Teacher Professional Identity -- Conclusion -- Select Bibliography.
    Abstract: This ground-breaking book uncovers a hidden history of the professional development of serving teachers. Drawing on hitherto unpublished archive material, Wendy Robinson reveals an optimistic and liberal age of high class conferences in the 1920s and 1930s, in London hotels and Oxford colleges, free from government control, where teachers from across the country and abroad, gathered for professional, intellectual and cultural ‘refreshment’. The status attached to these occasions was signified by the celebrities who graced them, including royalty, public intellectuals, educational practitioners and politicians. Professor Robinson then shows how post-war training became more instrumental, taken over by the Ministry of Education with its centrally-prescribed advanced courses, and, from 1970, by Local Education Authorities’ invention of apparently democratic Teachers’ Centres. This analysis is complemented by face-to-face interviews with teachers and other practitioners once active in professional development. Fascinating, detailed interviews brilliantly capture teachers’ lived experience of professional development and its influence on their teaching, career development and professional identity. Fresh and original, lucidly written by one of the leading historians of education in Britain, A Learning Profession? is essential and engaging reading for those interested in the development of a teaching profession
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; PART 1 SETTING THE SCENE; CHAPTER 1 INTRODUCTION: AIMS, CONTEXT AND METHODOLOGY; CONTEXT AND OBJECTIVES; METHODOLOGY AND SOURCES; ORGANISATIONAL STRUCTURE OF THE BOOK; NOTES; CHAPTER 2 NATIONAL POLICY MAPPING; INTRODUCTION; PHASE ONE: INITIAL DEVELOPMENT 1914-1945; PHASE TWO: MCNAIR AND THE CONSOLIDATION OF EXISTING MODELS 1945-1960; PHASE THREE: CHALLENGE AND EXPANSION 1960-1980; PHASE FOUR: PRIVATISATION AND CENTRAL CONTROL 1980-2000; NOTES; PART 2 CHRONOLOGICAL CASE STUDIES; CHAPTER 3 THE VACATION COURSE 1920-1940; INTRODUCTION
    Description / Table of Contents: HISTORICAL CONTEXT AND VACATION COURSE OUTLINESORGANISATION, LOCATION AND FUNDING; COURSE CONTENT; SOCIAL AND CULTURAL OPPORTUNITIES; THE VACATION COURSE AND TEACHER PROFESSIONALISM; NOTES; CHAPTER 4 SPECIAL ADVANCED COURSES FOR TEACHERS 1945-1960; INTRODUCTION; THE DEVELOPMENT OF 'SPECIAL ADVANCED COURSES FOR SERVING TEACHERS' BY THE MINISTRY OF EDUCATION; CASE STUDIES: THE UNIVERSITY OF LONDON INSTITUTE OF EDUCATION AND THE BRISTOL INSTITUTE OF EDUCATION; CHAPTER SUMMARY; NOTES; CHAPTER 5 THE TEACHERS' CENTRE 1960-1990; TEACHERS' CENTRES IN CONTEXT; TEACHERS' CENTRES: AN OVERVIEW
    Description / Table of Contents: TEACHERS' CENTRE LEADERSTEACHERS' CENTRES AND INTERNATIONAL DEVELOPMENTS; CHAPTER SUMMARY; NOTES; CHAPTER 6 TEACHERS' EXPERIENCES OF PROFESSIONAL DEVELOPMENT; EARLY CAREER EXPERIENCES: 'IN AT THE DEEP END'; FORMAL PROFESSIONAL DEVELOPMENT: 'GOING ON COURSES'; RESOURCED PROFESSIONAL DEVELOPMENT THROUGH TEACHER SECONDMENT; NATIONAL INITIATIVES AND TEACHER PROFESSIONAL DEVELOPMENT; INFORMAL/ORGANIC TEACHER DEVELOPMENT; CHAPTER SUMMARY; NOTES; PART 3 TEACHERS' EXPERIENCES OF PROFESSIONAL DEVELOPMENT; CHAPTER 7 EVALUATING IMPACT: PERSONAL AND PROFESSIONAL PERSPECTIVES; MEANINGS OF IMPACT
    Description / Table of Contents: PERCEPTIONS OF QUALITYIMPACT FOR WHOM? MOTIVATIONS AND REACH; CHAPTER SUMMARY; NOTES; CHAPTER 8 PROFESSIONAL DEVELOPMENT AND PERCEPTIONS OF TEACHER PROFESSIONAL IDENTITY; PERSONAL AND PROFESSIONAL DIMENSIONS; PERCEPTIONS OF STATUS AND ACCREDITED DEGREES; PROFESSIONAL DEVELOPMENT AND THE WIDER PROFESSIONAL COMMUNITY; BEING A TEACHER, BEING A LEARNER; CHAPTER SUMMARY; NOTES; CHAPTER 9 CONCLUSION; RESOURCE, CONTROL AND REACH; PROFESSIONAL AND PERSONAL DEVELOPMENT; PROFESSIONAL LEARNING AND PROFESSIONAL IDENTITY; NOTES; SELECT BIBLIOGRAPHY; ARCHIVE SOURCES; OFFICIAL PUBLICATIONS
    Description / Table of Contents: PUBLISHED BOOKS AND ARTICLESUNPUBLISHED WORK
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-572-4
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    Unsuited : how we can reject conventional career advice and find empowerment (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096479 , 9462096473 , 9789462096455 , 9789462096462 , 9462096457 , 9789462096455 , 9462096465 , 9789462096462
    Language: English
    Pages: 1 Online-Ressource (viii, 170 pages)
    Series Statement: Transgressions (Rotterdam, Netherlands) 101
    DDC: 650.14
    Keywords: Education ; BUSINESS & ECONOMICS / Management ; BUSINESS & ECONOMICS / Reference ; BUSINESS & ECONOMICS / Skills ; Career changes ; Vocational guidance ; Droit ; Sciences sociales ; Sciences humaines ; Erziehung ; Wirtschaft ; Career changes ; Vocational guidance
    Note: "Work. It's what we spend the majority of our adult lives doing. We all want careers that are personally engaging, and financially secure, but often people find themselves professionally unfulfilled, confused, and uncertain about how to make a change that won't jeopardize their security. Drawing on his own experience of leaving a financially secure career at a prestigious international law firm to seek out an uncertain path of entrepreneurship, the author shares his unique story about how he became empowered in his career through a process of re-education, and the insightful lessons about career fulfillment they don't teach us in school. Unsuited gives powerful insights on how people misinterpret the concept of risk when planning their careers, why, because of the Internet, the career advice our parents gave us is outdated, why the work to retire career planning model is a mistake, and why failing, embracing experimentation, and intentionally doing the things that scare us might very well be the most secure path to personal fulfillment. The book gives practical advice on how to channel mastery and psychological flow into a career, and why pursuing rewards (such as money, praise and accomplishment) will ultimately leave us unsatisfied. A practical path is laid out for people who want to start doing what they truly value, how to tap one's inner creative genius, how to use the Internet to share what we love, and how this process can be both personally fulfilling and financially profitable. "
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    The Creative Turn : Toward a New Aesthetic Imaginary (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095519
    Language: English
    Pages: Online-Ressource (X, 188 p, online resource)
    Series Statement: Advances in Creativity and Gifted 6
    Series Statement: Advances in Creativity and Giftedness 6
    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 Turn: Toward a New Aesthetic Imaginary
    Keywords: Creative teaching ; Creative ability ; Education ; Education
    Abstract: Preliminary Material -- Building Creative Capital -- The Creative Turn in Educational Discourse -- Young Playwrights’ Ink -- Deaducation -- Ethics ‘Versus’ Aesthetics -- Aesthetic Politics and Creative Pathways -- Aesthetics and Innovation -- Animating Culture Or -- Creative Industries Or Creative Imaginaries? -- Our Creative Century -- Index.
    Abstract: The conundrum of understanding, practising and teaching contemporary creativity is that it wants to be all things to all people. Almost all modern lists of creativity, creative thinking and how-to ‘becoming creative’ books begin with one premise: the creative individual/artist is not special, rather each of us is creative in a special way and these skills can—and must - be nurtured. Increasingly, industry and education leaders are claiming that creativity is the core skill to take us into a prosperous future, signalling the democratisation of creativity as industry. Yet centuries of association between aesthetics, mastery and creativity are hard to dismantle. These days, it is increasingly difficult to discuss creativity without reference to business, industry and innovation. Why do we love to think of creativity in this way and no longer as that rare visitation of the muse or the elite gift of the few? This book looks at the possibility that creativity is taking a turn, what that turn might be, and how it relates to industry, education and, ultimately, cultural role of creativity and aesthetics for the 21st century. In proliferating discourses of the commodification of creativity, there is one thing all the experts agree on: creativity is undefinable, possibly unteachable, largely unassessable, and becoming the most valuable commodity in 21st-century markets
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""ACKNOWLEDGEMENTS""; ""NOTE FOR READERS""; ""INTRODUCTION: BUILDING CREATIVE CAPITAL""; ""DON�T I KNOW YOU . . . ?""; ""THE IMAGINARY""; ""Beauty Sticks Like Glue""; ""THE ARTS AND CREATIVITY: A 20TH-CENTURY MARRIAGE?""; ""Creativity and Aesthetics in the 21St Century""; ""A NEW CREATIVE IMAGINARY""; ""An Invitation""; ""REFERENCES""; ""CHAPTER 1: THE CREATIVE TURN IN EDUCATIONAL DISCOURSE: Reality or Rhetoric?""; ""INTRODUCTION""; ""The F Word (Failure)""; ""On Daydreaming""; ""On Provoking""; ""On Brainstorming""; ""On Commemorating""
    Description / Table of Contents: ""The C Word (The �Creative� Turn)""""�THE AURA OF THE LIFE BANAL, THE ART OF COOL�""; ""Conclusion (The Fetishisation of Performance)""; ""REFERENCES""; ""CHAPTER 2: YOUNG PLAYWRIGHTS� INK""; ""INTRODUCTION""; ""Early Days""; ""PROFILE #1 � MADELEINE GEORGE (SWEETBITTER BABY, 1993; THE MOST MASSIVE WOMAN WINS, 1994)""; ""PROFILE #2 � ANNE HARRIS (IN THE GARDEN, 1984)""; ""PROFILE #4: TISH DURKIN (FIXED UP, 1984)""; ""Creative Pedagogies, Creative Possibilities""; ""RECOMMENDATIONS, THEN AND NOW""; ""NOTES""; ""REFERENCES""
    Description / Table of Contents: ""CHAPTER 3: DEADUCATION: Why Schools Need to Change""""INTRODUCTION""; ""DEAD(LY) THEATRE AND THE FUNCTION OF CULTURAL PRODUCTION""; ""Deadly Education and the Economic Imperative""; ""Productive Risk-Taking as Good Business""; ""Productive Risk-Taking as Good Education""; ""SLOW EDUCATION""; ""In Pursuit of Inertia and Creative Leaps in Learning""; ""The State of Play in Schools""; ""Resuscitate to Educate?""; ""REFERENCES""; ""CHAPTER 4: ETHICS �VERSUS� AESTHETICS: Best Frenemies?""; ""INTRODUCTION""; ""Instrumentalising Ourselves Out af a Practice""; ""Characteristics of the Rhizome""
    Description / Table of Contents: ""The Rhizome: Lines are Flight, Words are Weapons""""Creativity as Becoming""; ""The Ethics of Creativity as Innovation""; ""An Ethics of Researcher as Subject""; ""Ethics, Aesthetics, Or a Doctrine of Creativity""; ""CONCLUSION""; ""REFERENCES""; ""CHAPTER 5: AESTHETIC POLITICS AND CREATIVE PATHWAYS""; ""INTRODUCTION""; ""Aesthetics and Creative Research""; ""CASE STUDY #1""; ""�Sailing Into Uni!� and the Intersection of Health Promotion, Education and Creative Arts""; ""Self""; ""Context""; ""Behaviours""; ""Some Voices from the Community""; ""CASE STUDY #2""
    Description / Table of Contents: ""Culture Shack and the Politics of Aesthetics""""Real Power of Creative Pedagogies?""; ""What Way Forward?""; ""NOTES""; ""REFERENCES""; ""CHAPTER 6: AESTHETICS AND INNOVATION""; ""INTRODUCTION""; ""The Performativity of Aesthetics""; ""Creativity and Innovation in Education: Useful or Just Assessable?""; ""CONCLUSION""; ""REFERENCES""; ""CHAPTER 7: ANIMATING CULTURE OR: Where has all the Magic Gone?""; ""INTRODUCTION""; ""Queer Works of Art in a New Age""; ""Cult Value Versus Exhibition Value: Everyone�s 15 Minutes of Fame?""; ""The Commodification of Difference""
    Description / Table of Contents: ""WHAT�S IN A NAME? A CASE STUDY""
    Note: Includes index
    DOI: 10.1007/978-94-6209-551-9
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    Scars : A Black Lesbian Experience in Rural White New England (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097612
    Language: English
    Pages: Online-Ressource (XIV, 218 p, online resource)
    Series Statement: Social Fictions Series
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Scars: A Black Lesbian Experience in Rural White New England
    Keywords: African American teenage girls Fiction ; African American lesbians Fiction ; Education ; Education
    Abstract: Preliminary Material -- Preface -- Chapter One -- Chapter Two -- Chapter Three -- Chapter Four -- Chapter Five -- Chapter Six -- Chapter Seven -- Chapter Eight -- Chapter Nine -- Chapter Ten -- Chapter Eleven -- Chapter Twelve -- Chapter Thirteen -- Chapter Fourteen -- Chapter Fifteen -- Chapter Sixteen -- Chapter Seventeen -- Chapter Eighteen -- Chapter Nineteen -- Epilogue -- About the Author.
    Abstract: Scars is a novel about whiteness, racism, and breaking past the normative boundaries of heterosexuality, as experienced through eighteen year old Savannah Penelope Sales. Savannah is a Black girl, born and raised in a white, working class, and rural New England town. She is in denial of her lesbian sexuality, harbors internalized racism about her body, and is ashamed of being poor. She lives with her ailing mother whose Emphysema is a symptom of a mysterious past of suffering and sacrifice that Savannah is not privy to. When Savannah takes her first trip to a major metropolitan city for two days, she never imagines how it will affect her return back home to her mother … or her capacity to not only love herself, but also those who she thought were her enemies. Scars is about the journey of friends and family who love Savannah and try to help her heal, all while they too battle their own wounds and scars of being part of multiple systems of oppression and power. Ultimately, Scars makes visible the psychological trauma and scarring that legacies of colonialism have caused to both the descendants of the colonized and the colonizer … and the potential for healing and reconciliation for everyone willing to embark on the journey. As a work of social fiction born out of years of critical race, Black feminist, and critical whiteness studies scholarship, Scars engages the reader to think about USA culture through the lenses of race, whiteness, working-class sensibilities, sexual orientation, and how rural geography influences identity. Scars can be used as a springboard for discussion, self-reflection and social reflection for students enrolled in American Studies, Sociology, Women’s Studies, Sexuality Studies, African American Studies, human geography, LGBTQ studies and critical whiteness studies courses, or it can be read entirely for pleasure
    Description / Table of Contents: COPYRIGHT NOTICE; COPYRIGHT NOTICE; TABLE OF CONTENTS; ACKNOWLEDGMENTS; ACKNOWLEDGMENTS; PREFACE; PROLOGUE; PART I: DIS-PACED, DIS-LOCATED; CHAPTER ONE; CHAPTER TWO; CHAPTER THREE; CHAPTER FOUR; CHAPTER FIVE; CHAPTER SIX; CHAPTER SEVEN; CHAPTER EIGHT; CHAPTER NINE; CHAPTER TEN; CHAPTER ELEVEN; CHAPTER TWELVE; CHAPTER THIRTEEN; CHAPTER FOURTEEN; CHAPTER FIFTEEN; CHAPTER SIXTEEN; PART II: RE-MEMBERING; CHAPTER SEVENTEEN; CHAPTER EIGHTEEN; CHAPTER NINETEEN; EPILOGUE; ABOUT THE AUTHOR
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-761-2
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    (Re)Constructing Memory : School Textbooks and the Imagination of the Nation (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096561
    Language: English
    Pages: Online-Ressource (XII, 344 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als (Re)Constructing Memory: School Textbooks and the Imagination of the Nation
    Keywords: Textbooks History ; Nationalism Study and teaching ; Education ; Education
    Abstract: Preliminary Material /James H. Williams -- Nation, State, School, Textbook /James H. Williams -- The Mobilization of Historical Consciousness in the Narratives About the Last Argentine Dictatorship /Daniel S. Friedrich -- Domesticating Democracy? /Shoko Yamada -- State Formation and Nation Building Through Education /Yeow Tong Chia -- Publicizing Nationalism /Caroline Dolive -- Pedagogies of Space /Iveta Silova , Michael Mead Yaqub and Garine Palandjian -- Whose Past, Whose Present? /Michelle J. Bellino -- Revision for Rights? /Federick J. Ngo -- Studying the Past in the Present Tense /Esther Yogev -- History Teachers Imagining the Nation /Lisa Y. Faden -- (Re)Learning Ukrainian /Michael Mead Yaqub -- The Abc’s of Being Armenian /Garine Palandjian -- An Unimagined Community? /Christine Beresniova -- Legitimizing an Authoritarian Regime /Karina V. Korostelina -- Textbooks, Schools, Memory, and the Technologies of National Imaginaries /Noah W. Sobe -- Strategic “Linguistic Communities” /William C. Brehm -- School Textbooks and the State of the State /James H. Williams -- Contributors /James H. Williams -- Index /James H. Williams.
    Abstract: This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials—children’s readers, a required text penned by the head of state, a holocaust curriculum, etc. . The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children’s readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion
    Description / Table of Contents: TABLE OF CONTENTS; (RE)CONSTRUCTING MEMORY: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community; ACKNOWLEDGMENTS; 1. NATION, STATE, SCHOOL, TEXTBOOK; CORE NATIONAL TASKS FOR THE SCHOOL: SCHOOLS' CIVIC WORK; WORKS CITED; Section 1. Shoring up the State; 2. THE MOBILIZATION OF HISTORICAL CONSCIOUSNESS IN THE NARRATIVES ABOUT THE LAST ARGENTINE DICTATORSHIP; HISTORICAL/PERSONAL CONTEXT; METHODOLOGY; NARRATING THE LESSON; Historical Consciousness and the Reasoning Behind Telling the Story; Plot Points and Demarcation of Eras
    Description / Table of Contents: The Binary Opposition Between Authoritarianism and DemocracyPopulation: Between Victimhood and Resistance; Activating the Mind; SUMMARY; Historical Consciousness, Progress, and Democratic Knowledge; NOTES; TEXTBOOK MATERIALS ANALYZED; WORKS CITED; 3. DOMESTICATING DEMOCRACY?: Civic and Ethical Education Textbooks in Secondary Schools in Democratizing Ethiopia; THE POLITICAL SITUATION AND EDUCATIONAL DEVELOPMENT UNDER THE CURRENT FDRE GOVERNMENT; Political Situation; Educational Programs and Global Influence; DEVELOPMENT OF THE CURRICULUM OF CIVIC AND ETHICAL EDUCATION
    Description / Table of Contents: Characteristics of Three Curricular PeriodsThe Process of Developing the 2010 CEE Textbooks; METHODOLOGY; Text Analysis; CHANGING PATTERNS OF TEXTBOOKS ACROSS DIFFERENT PERIODS: FINDINGS FROM QUANTITATIVE ANALYSIS; Values and Principles Discussed in the Textbooks; Greater Attention to Individuals and Social Cohesion; Pedagogical Changes Toward Learner-Centeredness; ETHIOPIAN FLAVORS IN CEE TEXTBOOKS FINDINGS FROM QUALITATIVE CONTENT ANALYSIS; International Dependency; CONCLUSION; NOTES; WORKS CITED
    Description / Table of Contents: 4. STATE FORMATION AND NATION BUILDING THROUGH EDUCATION: The Origins and Introduction of the "National Education" Program in SingaporeORIGINS OF NATIONAL EDUCATION: TOTAL DEFENCE; LAUNCH OF NATIONAL EDUCATION IN SCHOOLS; IMPLEMENTATION OF NATIONAL EDUCATION; NATIONAL EDUCATION EXHIBITION: THE SINGAPORE STORY; CONCLUSION; NOTES; WORKS CITED; 5. PUBLICIZING NATIONALISM: Legitimizing the Turkmen State through Niyazov's Rukhnama; SAPARMYRAT NIYAZOV; A BRIEF HISTORY OF TURKMENISTAN AND THE TURKMEN PEOPLE; NARRATIVES AS TOOLS FOR NATION BUILDING; RUKHNAMA; Description and Purpose
    Description / Table of Contents: Turkmenistan's Tribal HeroesTurkmen Leadership; Turkmen State Building and the Development of National Pride; Effects of the Soviet Era; Traditional Values and Ways of Life; Turkmen Spiritual Development; INFLUENCES ON NIYAZOV'S BRAND OF NATIONALISM; CONCLUSION; NOTES; WORKS CITED; 6. PEDAGOGIES OF SPACE: (Re)Mapping National Territories, Borders, and Identities in Post-Soviet Textbooks; TEACHING GEOGRAPHIES, (RE)MAPPING IDENTITIES: THEORIZING SPACE AND SOCIETY; PEDAGOGIES OF SPACE; MAPPING PEDAGOGIES IN POST-SOVIET TEXTBOOKS: RESEARCH APPROACH; Sample and Research Questions
    Description / Table of Contents: LEARNING TO READ THE NATIONAL SPACE: ON LANDSCAPES, LIMITS, AND LOVE FOR THE HOMELAND
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-656-1
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    Gender & Pop Culture : A Text-Reader (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095755
    Language: English
    Pages: XII, 208 p
    Edition: Online-Ausg.
    Series Statement: Teaching Gender
    DDC: 302.23
    RVK:
    MS 3010
    Keywords: Education ; Geschlechterforschung ; Pop-Kultur
    Abstract: Gender Pop Culture provides a foundation for the study of gender, pop culture and media. This comprehensive, interdisciplinary text provides text-book style introductory and concluding chapters written by the editors, seven original contributor chapters on key topics and written in a variety of writing styles, discussion questions, additional resources and more. Coverage includes: - Foundations for studying gender pop culture (history, theory, methods, key concepts) - Contributor chapters on media and children, advertising, music, television, film, sports, and technology - Ideas for activism and putting this book to use beyond the classroom - Pedagogical Features - Suggestions for further readings on topics covered and international studies of gender and pop culture Gender Pop Culture was designed with students in mind, to promote reflection and lively discussion. With features found in both textbooks and anthologies, this sleek book can serve as primary or supplemental reading in undergraduate courses across the disciplines that deal with gender, pop culture or media studies. 'An important addition to the fields of gender and media studies, this excellent compilation will be useful to students and teachers in a wide range of disciplines. The research is solid, the examples from popular culture are current and interesting, and the conclusions are original and illuminating. It is certain to stimulate self-reflection and lively discussion.' (Jean Kilbourne, Ed.D., author, feminist activist and creator of the Killing Us Softly:Advertisings Image of Women film series) 'An ideal teaching tool: the introduction is intellectually robust and orients the reader towards a productive engagement with the chapters
    Description / Table of Contents: Praise for Gender & Pop Culture; Adrienne's Dedication; Patricia's Dedication; Table of Contents; Acknowledgments; Adrienne's Personal Acknowledgements; Patricia's Personal Acknowledgements; Chapter 1: Introduction to Gender & Pop Culture; How can we understand gender?; How do we learn gender?; How does feminism relate to gender?; How do feminist researchers study gender?; What is popular culture?; What are the stories, images and ideas about gender that circulate in pop culture?; Who produces pop culture texts?; What representations of gender circulate in dominant pop culture?
    Description / Table of Contents: What about resistive or counter-dominant representations of gender?What is the relationship between gender and the consumption of pop culture texts?; Organization of the book; Pedagogical Resources; Questions for Class Discussion; Class Activity; Class Activity with Supplemental Reading; Problem-Based Learning Exercise; Additional Sources for Class Activities; References; Chapter 2: Blurred Lines of a Different Kind: Sexism, Sex, Media and Kids; A Brief Primer on Gender & Sexuality; Historical Context; Research; Sexual Risks/Sexual Responsibilities; Embodiment of Gender; Censorship
    Description / Table of Contents: A Contemporary ExampleWhat Does the Future Hold?; Bombardment; Big Business; Advice; Questions for Class Discussion; References; Chapter 3: Gender and Advertising; Introduction; Gender, Advertising, and Popular Culture; Historical Context; Advertising Constructs the Consumer; Ideal Women and Men of Advertising; Commodity "Feminism: "Advertising Co-opts the Women's Movement; Representations of Femininity and Masculinity; Structuring Gendered Images; Doing Gender; Advertising Responds to Its Critics; Conclusion; Questions for Class Discussion; References
    Description / Table of Contents: Chapter 4: From Lady Gaga to Consciousness Rap: The Impact of Music on Gender and Social ActivismFoundations of Gender and Music; Gender and Social Movements: A short history; Gender, Movements and Music; Case Studies; Ani DiFranco- Which Side Are You On?; Background; Which Side Are You On?; Lupe Fiasco- "Bitch Bad"; Background; Bitch Bad; Beyoncé -"Run the World (Girls)"; Background; Run the World (Girls); Conclusions; Questions for Class Discussion; References; Chapter 5: "As Seen on TV": Gender, Television, and Popular Culture; The "Golden Age of Television"; The 1970s: A Decade of Change
    Description / Table of Contents: Deregulation and Television of the 1980s and 1990s"As Seen on TV" - Gender and Television Today; Stay Tuned - The Future of Television Programming; Questions for Class Discussion; References; Chapter 6: Popular Movies that Teach: How Movies Teach about Schools & Genders; Introduction; Our purpose: Popular film, gender, and education; On theorizing and seeing film; The history of education through film: Lessons from the school body; To Sir, with Love; Grease; Hairspray; High School Musical; Gender: A brief (insufficient but interesting) tour of theory and history; Discourse; Masculinities
    Description / Table of Contents: The teacher-savior
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-575-5
    URL: Volltext
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    Detournement as Pedagogical Praxis (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098008
    Language: English
    Pages: Online-Ressource (VIII, 210 p, online resource)
    Series Statement: Breakthroughs in the Sociology of Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Detournement as Pedagogical Praxis
    Keywords: Education, general ; Teaching Philosophy ; Internationale situationniste ; Education ; Education
    Abstract: The Situationist International (SI) was a Paris-based artistic and political avant-garde group that formed in 1957, went through three distinct phases during its existence, and dissolved in 1972. In 1967, SI leader Guy Debord published his book The Society of the Spectacle, which presents his theory of how “the Spectacle” (i.e., the Capitalist system in its totality) works endlessly (though not always successfully) to transform people into spectators whose sole purposes are to consume commodities and to live de-politicized, passive, isolated, and contemplative lives. To challenge and subvert “the Spectacle,” Debord and his SI associates theorized and practiced the anti-spectacular critical art they called “detournement,” which entails reusing existing artistic and mass-produced elements to create new combinations or ensembles. As Debord wrote in 1956, detournement has the potential to be “a powerful cultural weapon in the service of real class struggle.” In this edited book, the authors contribute chapters about how they created their own detournements and used them as central audio-visual texts in critical projects that they designed and carried out in a variety of pedagogical situations. Most of the projects involved preservice teachers in teacher education courses, and the anti-spectacular purposes include challenging Hollywood’s problematic representations of Native Americans, subverting the racist stereotypes of Latins in a popular children’s book, and critiquing the neoliberal agenda of the charter school movement. This book offers readers detailed accounts of pedagogical projects that can serve as examples of the critical possibilities of detournement
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. THE INTRODUCTION TO DETOURNEMENT AS PEDAGOGICAL PRAXIS; THE "MOSH PIT"; A PEDAGOGY OF "SHORT CIRCUITS"; CRITICAL SOCIAL THEORY SHORT CIRCUITED WITH POPULAR FILMS; STUART HALL: ENCODING/DECODING, REPRESENTATION, AND CHALLENGING STEREOTYPES; THE SITUATIONIST INTERNATIONAL; THE SPECTACLE; Detournement Defined by Debord and the SI; Detournements by Debord and Other SI Members; A MOMENT OF CRITICAL REFLECTION; BRIEF DESCRIPTIONS OF THE AUTHORS' CHAPTERS; A CONVERGENCE OF INFLUENCES; FINAL WORDS; NOTES; REFERENCES
    Description / Table of Contents: 2. A DETOURNEMENT OF JOE CLARK'S PROBLEMATIC "MOTTO" OF PERSONAL AGENCY IN LEAN ON MEINTRODUCTION: CRITICAL PEDAGOGY, MEDIA CULTURE, AND SCHOOL FILMS; LEAN ON ME AS A "PUBLIC PEDAGOGY" ABOUT AGENCY; A VIDEOCOLLAGE COUNTERTEXT; Sequence A: Linear Juxtaposition; Sequence B: Separation and Rearticulation; DETOURNEMENT AS A "CRITICAL ART" THEORY AND PRACTICE; NOTES; REFERENCES; 3. JUAN SKIPPY: A CRITICAL DETOURNEMENT OF SKIPPYJON JONES; INTRODUCTION; CRITICAL ANALYSIS OF CHILDREN'S LITERATURE; Skippyjon Jones: The Series; THEORETICAL FRAMEWORK; Juan Skippy: The Detournement
    Description / Table of Contents: INTERPRETATIONS AND ARGUMENTLANGUAGE AND REPRESENTATION; THEME OF A WHITE SAVIOR; IMPORTANCE FOR TEACHER EDUCATION; PUZZLING FROM PEDAGOGICAL PRAXIS; RIPPLING ACTION FROM PEDAGOGICAL PRAXIS; APPENDIX A: COMPLETE LYRICS OF "SYMPATHY"; NOTE; REFERENCES; 4. THE HOLLYWOOD INDIAN GOES TO SCHOOL: Detournement as Praxis; COMING TO THE STORY; CONSTRUCTING THE "HOLLYWOOD INDIAN"; THE ETHNOGRAPHIC CONSTRUCTION OF INDIANS; THE "HOLLYWOOD INDIAN" GOES TO SCHOOL; TEACHER EDUCATION; Detournement as Pedagogy in Preservice Education; My Course; A Detournement of The Hollywood Indian
    Description / Table of Contents: The Detournement: "Challenging Hollywood's Indian"Description of Segments; Students' Responses to the Detournement; CONCLUSION; NOTES; REFERENCES; 5. DETOURNEMENT AS ANTI-OPPRESSIVE PEDAGOGY AND INVITATION TO CRISIS: Queering Gender in a Preservice Teacher Education Classroom; CONTEXT: THE GUEST LIST; THEORETICAL FRAMEWORK: CRAFTING THE INVITATION THROUGH DETOURNEMENT; Detournement in Preservice Teacher Education; Social Justice in Teacher Education; QUEER THEORY; METHODS: THE INVITATION; THE JUXTAPOSITION OF SCENES; Sequence 1; Explanation of Sequence; Sequence 2; Explanation of Sequence
    Description / Table of Contents: Analysis of Student ResponsesFindings: (Un)Accepting the "Invitation to Crisis"; "What's So Wrong with Gender Roles?"; "Why Would a Parent Not Assign a Gender?"; "The Media is Solely Responsible for Gender Construction"; "Now I See Gender Everywhere"; "Race and Gender Are Inextricably Linked"; "I Get it Now"; DISCUSSION; NOTE; REFERENCES; 6. IN GOD'S COUNTRY: Deploying Detournement to Expose the Enmeshment of Christianity within the Spectacle of Capitalism; INTRODUCTION; Religion and Power: Hegemony, Consent & Trasformismo: Antonio Gramsci; Ideological State Apparatuses: Louis Althusser
    Description / Table of Contents: Market Baptism: The Disease of Christian Social Imagination
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-800-8
    URL: lizenzpflichtig
    URL: http://link.springer.com/10.1007/978-94-6209-800-8
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    American Black Women and Interpersonal Leadership Styles (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098787
    Language: English
    Pages: 1 Online-Ressource (XXVIII, 104 p)
    Edition: 1st ed. 2014
    Series Statement: Transgressions, Cultural Studies and Education  103
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBooks
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als American Black Women and Interpersonal Leadership Styles
    Keywords: Education, general ; Leadership in minority women ; African American leadership ; African American women executives ; Education
    Abstract: American Black women bring different interpersonal leadership styles to Fortune and non-Fortune 500 organizations. Their interpersonal leadership styles are developed at home, within their community, through their educational experiences, and within society. They bring unique perspectives to the workplace. Organizations that recognize, respect, and value their different viewpoints have leaders who are contributing to the financial growth of their organizations. American Black women have career capital to offer to organizations through their self-efficacy, emotional intelligence, and the leadership strategies that they understand and apply in the workplace. In addition they bring high educational achievement, practical skills, and analytical abilities that are useful when leading others. They bring a persistent work ethic, support for education and leadership development, and an enduring spirit of cooperation in the midst of undeserved, personal challenges to the workplace. They solve problems, help others succeed, enhance the workplace environment and organization culture, and help their organizations maintain competitive advantage in an evolving global economy. Executive leadership should lead the effort to enhance the role of American Black women within their organizations. Change begins at the top and integrating American Black women into executive leadership roles is a change initiative that must be strategically developed and managed through understanding who they are. This book provides a foundation upon which individuals and organizations can begin the change initiative through the use of the Five Values model as a career management system for developing and enhancing the careers of American Black women who are leading within and want to lead organizations
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-878-7
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    Analytical Autoethnodrama : Autobiographed and Researched Experiences with Academic Writing (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098909
    Language: English
    Pages: Online-Ressource (X, 218 p, online resource)
    Series Statement: Bold Visions in Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Keywords: Academic writing Psychological aspects ; Academic writing Social aspects ; College teachers ; Education
    Abstract: Analytical autoethnography is a methodology that synthesises autobiography and social critique in order to resist, and also change, dominant authoritative discourse. Evidence from the author’s autobiographical experiences and data from interviews with a variety of academics have been thematically analysed to inform a short autoethnodrama set in a university on the UK. The autoethnodrama considers the ‘impact’ of the Research Assessment Exercise (RAE) and current such exercises, and the possible and real effects of the pressure to ‘publish or perish’ on institutional culture and individual lives. The author uses the autoethnodrama to identify staff development strategies that offer the potential for a less stressful academic writing process and democratic university environment including mentoring and other explicit institutional support. The process of producing this work is part of an emerging trend in academic research that seeks to further democratise conventional academic writing processes and progress the case for a more inclusive and expansive approach to academic writing and academic life
    DOI: 10.1007/978-94-6209-890-9
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    Community Education for Social Justice (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095069
    Language: English
    Pages: Online-Ressource (X, 144 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 Community Education for Social Justice
    Keywords: Community education ; Social justice ; Education
    Abstract: What is community? How important is community in the 21st century? Where might the idea of community “fit” in education and schooling, teaching and learning? These are the questions and themes embedded in this book. The general critique is that community is an add-on in our schools and often is dismissed as a result of the individualistic and competitive nature of schooling today. Our focus is to provide critical investigations as to the possibility of community - and that we need community now more than ever! The concept of community education brings many ideas and issues to mind. Related themes include place-based, field-based, environmental, service learning, and outdoor education. Each has its own more narrow focus with community education perhaps an umbrella term than encompasses them all. Nevertheless, the suggestion here is that instead of community education serving as an extension or add-on to traditional approaches, it should be the focus of all education. What is often missing in teaching and learning are contexts and connections than make education meaningful. Community education engages participants in problem and issues-based approaches to the local community, thereby facilitating that local to global link. Instead of compartmentalized subjects, integrated approaches use what students and the community know or understand to develop further questions, solutions, or even problems. Community education offers efficacy in that it provides opportunities for collaboration in addressing local issues and problems. It enables the community to become the classroom, thus ensuring a more long-term connection to active rather than passive endeavors as citizens
    DOI: 10.1007/978-94-6209-506-9
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    A Comparative Analysis of Higher Education Systems : Issues, Challenges and Dilemmas (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462095335
    Language: English
    Pages: Online-Ressource (VIII, 226 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Comparative analysis of higher education systems
    Keywords: Education, Higher Cross-cultural studies ; Comparative education ; Education
    Abstract: This is a well crafted, timely book that comes at a time when so much is happening in higher education contexts across the world. Clearly, it is in response to these global (and selectively local) trends that Kariwo, Gounko and Nungu bring together an impressive lineup of both established and emerging scholars who achieve a comprehensive and critically constructed perspective on tertiary education systems. Collectively, the chapters in this work shall expand the epistemic boundaries of the area and its affiliated disciplines, and the book as a whole will greatly benefit interested scholars, students, education policy makers and the public at large. - Ali A. Abdi, Professor, University of Alberta This book is a valuable contribution to knowledge on higher education and provides an international perspective on issues, challenges and dilemmas resulting from the rapid expansion of higher education. The volume is an excellent text that integrates theoretical and analytical studies as well as empirical regional studies. The book gives some insights on how different countries and regions have been responding to massification and accessing of higher education. It will appeal to researchers, graduate students and faculty in Higher or Post-Secondary Education as well as International and Comparative Education. - Edward Shizha, Associate Professor, Wilfrid Laurier University (Brantford Campus)
    DOI: 10.1007/978-94-6209-533-5
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    Navigating International Academia : Research Student Narratives (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462097049
    Language: English
    Pages: Online-Ressource (CXXXIV, 10 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 Navigating International Academia: Research Student Narratives
    Keywords: Foreign study ; Graduate students, Foreign ; Education
    Abstract: These narratives recount what it means to be a research student at an Australian university. They unpack the complex pathways that have lead the authors to this place, the early imaginings, the attempts to achieve the dream and the challenges that come with that achievement. These students bring a range of life skills and experiences to their studies and need to balance competing financial, family and employment related demands on their time and attention. For the international students whose voices dominate this text, there are also barriers of culture, language and physical and emotional dislocation. Students from Vietnam, Indonesia, Bangladesh, Iraq and Romania recount the personal and academic challenges they have faced and the ways in which they have struggled to find a way of being in academia which both accommodates their sense of self and allows them to be recognised as researchers in the international arena. An Australian student adds her voice to the collection. Their stories all combine the intensely personal with the academic. There is the joy of finding libraries full of books, of making friends with strangers, of managing to be student, partner and parent. There is pride in the achievement of children coping with school and gratitude for the support of family and fellow students. There is also developing confidence in their ability to contribute to research in the international arena and increasing authority in the ownership of their research. As a collection these narratives offer insight into both the student travellers and the academic and personal journeys being taken. Cover photo: International academia, by Erika Akerlund, Hobart, Australia
    DOI: 10.1007/978-94-6209-704-9
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    Beyond Pedagogy : Reconsidering the Public Purpose of Museums (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096325
    Language: English
    Pages: Online-Ressource (VI, 178 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 Beyond Pedagogy: Reconsidering the Public Purpose of Museums
    Keywords: Museums Educational aspects ; Education
    Abstract: Beyond Pedagogy: Reconsidering the public purpose of museums explores issues standing at the intersection of public pedagogy, memory, and critical theory, focusing on the explicit and implicit educational imperative of art, natural history, and indigenous museums, cultural centers, memorial sites, heritage houses, and other cultural heritage sites that comprise the milieu of educating, learning, and knowing. Taken together, the various essays comprising this book demonstrate that a more nuanced examination of the role of cultural heritage institutions as pedagogical sites requires a critical gaze to understand the function of the authority and ways through which such institutions educate. Beyond Pedagogy also makes a vital point about the complexity of such institutions and the need to comprehend how pedagogy emerges not only as an end result of the museum’s educational purpose but also in relation to the historically defined mandates that increasingly come to question the distinction between the knowledge we know and how we come to know it. As such, this volume expands our understandings of the ways in which pedagogy operates in the contexts of museums and heritage sites and the forms of knowledge, knowing, and being it conjures, celebrates, obscures, and/or silences in the process of producing among museum visitors particular notions of identity, subjectivity and voice, ones that, more often than not, reify rather than challenge traditional conceptualizations of the nation and its past, present, and future
    DOI: 10.1007/978-94-6209-632-5
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    The Hazard Called Education by Joseph Agassi : Essays, Reviews, and Dialogues on Education from Forty-Five Years (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096264
    Language: English
    Pages: Online-Ressource (XLVI, 224 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als The Hazard Called Education by Joseph Agassi: Essays, Reviews, and Dialogues on Education from Forty-Five Years
    Keywords: Education ; Education
    Abstract: Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the “sting of a bee” for all those who wear the intellectual fashions of the day. To most of Agassi’s students he is known primarily as an exemplary model of the Socratic teacher. The question of most urgency for educators today who care about the intellectual development of students is: How do we make ready our educational institutions for more Socratic teachers? The philosophical or theoretical question is: Why do we want Socratic teachers? In outline, of the many of Agassi’s educational essays selected for this book, Agassi answers those questions: authoritarianism (or anti-democracy) blocks the democratic reform of educational institutions where Socratic teachers and students could find a safe haven; and, Socratic teaching is the main anti-dote to authoritarianism. The removal of authoritarianism from education also removes the hazard that education has become to students; to their happiness, creativity, and dignity as autonomous individuals.
    DOI: 10.1007/978-94-6209-626-4
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    Blackboards and Bootstraps : Revisioning Education and Schooling (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094734
    Language: English
    Pages: Online-Ressource (XII, 160 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 Blackboards and Bootstraps: Revisioning Education and Schooling
    Keywords: Education and globalization ; Education ; Education Philosophy ; History
    Abstract: "Blackboards and Bootstraps: Revisioning education and schooling contributes to an international conversation about public education that, in recent decades, has been attenuated if not silenced by advocates of neoliberalism, marketisation and neocorporatism. Written for a wide audience, this book is not a manifesto for the twenty-first century. It is more of an invitation than a blueprint. In drawing a distinction between education and schooling, it identifies, recovers and explores many ideas about education and schooling that are no less important to the practice of the present than they were to the pedagogues of the past. The introduction questions the role of schooling in the future trajectory of spaceship earth. The remainder of the book considers these questions by revisiting a range of ideas that underpin current practice. It launches itself by returning to the sixteenth century, a time when the organisation and conduct of modern schooling took shape around a new set of terms - syllabus, class, curriculum and didactics - that, in their Latin forms not only became prominent in the international educational lexicon but also survived into the twentieth century. By the First World War, there was an international awareness that schooling is not the same as education. Schooling originally for the land-owning, mercantile and commercial elites of the sixteenth century had only partially engaged with the visions of democratic schooling voiced in the eighteenth century Enlightenment and the subsequent extension of suffrage and national and sexual liberation movements. Impressed by the universalistic achievements of the Renaissance and the Enlightenment, the authors raise the prospect of a new educational humanism in the globalised world of the twenty-first century
    DOI: 10.1007/978-94-6209-473-4
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    The Practice of Teachers’ Professional Development : A Cultural-Historical Approach (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096103
    Language: English
    Pages: Online-Ressource (XVIII, 200 p, online resource)
    Series Statement: Professional Learning
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als The Practice of Teachers' Professional Development: A Cultural-Historical Approach
    Keywords: Teachers In-service training ; Career development ; Teachers Training of ; Education
    Abstract: This book uses Vygotsky’s cultural-historical theory to provide a unique theorisation of teachers’ professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers’ development as professionals. The in-depth analysis of this practice provides interesting insight into professional development for teachers at all levels of schooling, and provides strong support for educational researchers, administrators and consultants to reconsider many existing forms of professional learning/development programs. This book supports the contemporary view that professional learning must take place with teachers, rather than be delivered to teachers, but provides an important expansion to current work in this area by arguing that a focus on teachers’ learning of new strategies and principles may still fall short of creating long term change in teachers’ professional practice. By taking a cultural-historical approach, the focus moves to supporting teachers’ development of unified concepts (the intertwining of theoretical and practical aspects) and motives to continue their ongoing development as professionals. This emphasis builds teachers’ capacity to examine and disrupt habitual practices and understand, create and implement thoughtful and sustainable transformations in all areas of their professional life. This book therefore builds upon the ongoing conversation about professional learning and development, offering a new framework for researching, understanding and developing this critical practice
    DOI: 10.1007/978-94-6209-610-3
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    See You at the Crossroads: Hip Hop Scholarship at the Intersections : Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096745
    Language: English
    Pages: Online-Ressource (XVI, 198 p, online resource)
    Series Statement: Constructing Knowledge: Curriculum Studies in Action
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als See You at the Crossroads: Hip Hop Scholarship at the Intersections: Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices
    Keywords: Music Instruction and study ; Rap (Music) History and criticism ; Education
    Abstract: See You at the Crossroads: Hip Hop Scholarship at the Intersections Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices offers several essential contributions to the field of Hip Hop studies. It presents several snapshots of innovative work within (and at the intersections between) several intellectual fields of study. The collection of essays reveal the dialectical harmony and solidarity with which Hip Hop scholars, activists, and artists collectively mobilize, stand together, and collaboratively sustain in hopes of realizing social justice and actualizing global liberation. Several leading scholars in Hip Hop studies also provide insight to the aesthetic, the affordances, the ethics, and panoply of voices in Hip Hop culture. Finally, through empirical research, direct artistic engagement and critical pedagogical praxis, the contributors demonstrate how Hip Hop Based Education (HHBE) catalyzes civic engagement and democratic participation in schools through the use of democratic aesthetic tools to galvanize social change
    DOI: 10.1007/978-94-6209-674-5
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    The Language of Science Education : An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094970
    Language: English
    Pages: Online-Ressource (Approx. 10 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 370
    Keywords: Education
    Abstract: The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories
    DOI: 10.1007/978-94-6209-497-0
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    Promoting Change through Action Research (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462098039
    Language: English
    Pages: Online-Ressource (VI, 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 Promoting Change through Action Research
    DDC: 303.483
    Keywords: Action research in education ; Education ; Education
    Abstract: Preliminary Material /Franz Rauch , Angela Schuster , Thomas Stern , Maria Pribila and Andrew Townsend -- Promoting Change through Action Research /Franz Rauch , Angela Schuster , Thomas Stern , Maria Pribila and Andrew Townsend -- Weaving the Threads of Practice and Research /Andrew Townsend -- Inclusive Sports in Styrian Schools /Heinz Tippl -- Practitioner Collaboration at a Grade Four Mathematics Classroom /Sharada Gade -- Using Drawing Images in Educational Research /Gwadabe Kurawa and Garba Azare -- Quality Criteria for Schools Focussing on Education for Sustainable Development (ESD) /Christine Lechner and Franz Rauch -- Utilizing Action Research for Learning Process Skills and Mindsets /Barbara Lesjak -- Making a Difference in Changing Times - The Value of Research in Challenging Traditional Training Practice and Supporting Collaborative Learning /Alison Cutler -- Synergistic Cooperation of School-Based Action Research with University-Based Didactic Investigations /Elisabeth Langer , Leopold Mathelitsch and Veronika Rechberger -- What Does It Mean to be a Teacher Researcher? A Turkish Perspective /Irem Kizilaslan -- Changing Teaching Practice Using Information and Communication Technology /Geitza Rebolledo , Violeta Requena and Edward Meléndez -- The Reflective Perspective of Narrative in Educational Action Research /Vassilis Tsafos -- Participatory Research in Social Work /Maria Anastasiadis , Arno Heimgartner , Helga Kittl-Satran and Michael Wrentschur -- Dialogical Participatory Action Research in Social Work Using Delta-Reflecting Teams /Ann-Margreth E. Olsson -- Participatory Research in the Field of Social Pedagogy in Croatia /Ivana Jeđud Borić and Anja Mirosavljević -- Creating a Community of Reflective Practice /Cathy Sharp -- Engaging with the Community to Enhance Primary Health Care /Vivian R. Ramsden , Shari Mckay , Shirley Bighead , Gail Boucher , Carrie Bourassa , Peter Butt , Andrea Clinton , Jackie Crowe , Fred Felix , Derek Jorgenson , Karen Larocque , Nora Mckee , Irene Nketia , Norma Rabbitskin , Ella Thunderchild and Tara Turner -- Appraising Brazilian Deprived Communities' Capitals for Planning an Action Research Project /Margareth Santos Zanchetta , Bukola Salami , Wilson Galhego Garcia , Emily Belita , Thiago de Souza , Rodrigo Caldas and Edwaldo Costa.
    Abstract: "Bringing a different world into existence-Action Research as a trigger for innovations" was the overarching theme and vision of the international CARN Conference 2011 in Vienna. The chapters in this book are drawn mainly from conference contributions. The authors share practical knowledge which has arisen from their work, and reflect on development processes in schools, in teacher education and professional development, social work, social pedagogy, health care and community development. This book offers what some critics believe has been missing in recent action research literature, namely first person accounts of action researchers who endeavour to change working conditions and social relations in their environment through the conduct of action research. This book is also distinguished by assembling contributions from people who are linking action research to a broad diversity of differing contexts, and who are exploring topics or issues across various applications of action research
    Description / Table of Contents: ""CONTENTS""; ""PROMOTING CHANGE THROUGH ACTION RESEARCH: International Case Studies in Education, Social Work, Health Care and Community Development""; ""PROMOTING CHANGE THROUGH A CTION RESEARCH: EDITORIAL""; ""ACTION RESEARCH IN SCHOOLS""; ""TEACHER EDUCATION & PROFESSIONAL DEVELOPMENT""; ""SOCIAL WORK, SOCIAL PEDAGOGY, HEALTH & CARE""; ""COMMUNITY DEVELOPMENT""; ""WEAVING THE THREADS OF PRACTICE AND RESEARCH: Reflections on Fundamental Features of Action Research""; ""INTRODUCTION""; ""LINKING RESEARCH AND ACTION""; ""THE STUDY: RESEARCHING NETWORKS OF PRACTITIONER RESEARCHERS""
    Description / Table of Contents: ""WEAVING THE THREADS OF PRACTICE AND RESEARCH, THE VIEWS OF PRACTITIONER ACTION RESEARCHERS""""Research as Collaborative, Evidence Informed Practice""; ""The Collaborative Components of Action Research""; ""Linking Research and School Administration""; ""REFLECTING ON THE LINKS BETWEEN PRACTICE AND RESEARCH""; ""How Do We Deal with the Implied Separation of Action and Research in Action Research?""; ""How Can Practice be Related to Action Research?""; ""How Can What Is Learnt from the Application of Action Research in Particular Settings, Be Applied to Other Contexts?""
    Description / Table of Contents: ""How Does Action Research Relate to Leadership and Management Systems, Formal and Informal, in the Contexts Where It Is to Be Applied?""""PRAXIS AND REFLECTION ONLY GETS US SO FAR, CONSIDERATIONS IN THE PRACTICAL COMPONENTS OF ACTION RESEARCH""; ""REFERENCES""; ""INCLUSIVE SPORTS IN STYRIAN SCHOOLS""; ""INTRODUCTION""; ""GENERAL REMARKS ON THE PROJECT “INCLUSIVE SPORTS IN SCHOOLS�""; ""Practical Level""; ""Concept Level""; ""Start-Up of a Research Project""; ""Accompanying Research Project for the Development and Expansion of Inclusive Sports in Schools in Styria""
    Description / Table of Contents: ""Particularities of the Cyclical Process of Action and Reflection""""ABSTRACTS AND RESULTS OF CASE STUDIES""; ""Case Study 1: “Golf and Integration�""; ""Results of the Case Study""; ""Case Study 2: “All Beginnings Are Hard�""; ""Research Questions""; ""Summarising Analysis""; ""DETAILED RESULTS AND CONCLUSIONS FROM THE CASE STUDIES""; ""Inclusion of Children and Adolescents With and Without Special Needs in Sports Competitions""; ""Increase in Self-Confidence and Social Competency""; ""Constructivist Perspective: Inclusive Sports in Schools""
    Description / Table of Contents: ""A SUMMARY OF THE POSITIVE OR UNEXPECTED EFFECTS OF INCLUSIVE SPORTS IN STYRIARECOGNITION AND DEVELOPING INTEREST ON DIFFERENT LE""""Level of School Administration in Styria""; ""Level of School and Classroom Teaching""; ""Level of Teachers� Training""; ""International Level""; ""CONCLUSION""; ""REFERENCES""; ""APPENDIX""; ""Inclusion Spectrum: Structure""; ""Open activity""; ""Modified activity""; ""Parallel activity""; ""Separate activity""; ""Disability sport activity""
    Description / Table of Contents: ""PRACTITIONER COLLABORATION AT A GRADE FOUR MATHEMATICS CLASSROOM: By Way of Relational Knowing and Relational Agency""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-803-9
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    Working Cross-culturally : Identity Learning, Border Crossing and Culture Brokering (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096806
    Language: English
    Pages: Online-Ressource (XII, 158 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Druckausg. Michie, Michael Working cross-culturally
    DDC: 370.711
    RVK:
    LB 48000
    Keywords: Indigenous children Education ; Multicultural education ; Teachers Training of ; Education ; Education ; Indigenes Volk ; Ausbildung ; Interkulturelles Lernen
    Abstract: Preliminary Material -- Introduction -- Rereading the Literature -- Early Cross-cultural Influences -- Understanding Culture Brokerage -- Teachers in Cross-cultural Settings -- Conclusions and Some Implications -- References.
    Abstract: Why do some westerners seem to have a better relationship with Indigenous people than others? Using a narrative research methodology, the author explores the experience and wisdom of eight such participants to come to an understanding of why. He uses a broad sweep of ideas from anthropology, ethnohistory, multicultural education and cultural studies of science education, together with a model of identity learning. From anthropology the author traces ‘marginal man’ and ‘middleman’ to modern equivalents, border crosser (and hybrid) and culture broker. He uses a theory of identity learning to look at the response to culture shock as a passage into another culture (or not), a theory which includes both cognitive and affective or emotional components. The participants’ narratives are examined for early influences which brought them into contact with the indigenous peoples in the countries where they live. Considering that they experienced border crossings when working cross-culturally, they are located within a spectrum of border crossing positions. The participants’ ideas about being culture brokers are explored, along with their experiences in that role. These are organised into five areas leading to a deeper understanding the role of the culture broker. Finally, the participants consider how teachers in particular should behave in cross-cultural settings and the types of experiences they needed to become effective teachers and border crossers
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; FOR LOUISE, RHYS AND CAMILLA; PROTOCOLS; GLOSSARY OF TERMS FROM INDIGENOUSLANGUAGES; CHAPTER 1:INTRODUCTION; OVERVIEW OF MY POSITION; Researcher-as-Participant: "Who are You? Where Do You Come From?" ; OUTLINE OF THE RESEARCH; SIGNIFICANCE OF THE RESEARCH; DESIGN FOR THIS RESEARCH; Data Collection Through Interviews; Verification; THE PARTICIPANTS; Glen Aikenhead (GA); Miles Barker (MB); Celia Haig-Brown (CHB); James Ritchie (JR); Michael Christie (MC); Mark Linkson (ML); David Vickers (DV) (Pseudonym); Leonie Jones (LJ); STRUCTURE OF THE STUDY; NOTE
    Description / Table of Contents: CHAPTER 2:REREADING THE LITERATURECULTURE AND CULTURAL BORDERS; What is Culture?; Borders and Border Crossing; Borderlands, Contact Zone and the Cultural Interface; IDENTITY LEARNING AND BORDER CROSSING; Identity Learning and Culture Shock; Impacts on Westerners Living in Indigenous Communities; Responses to Culture Shock: Courses of Action; Effective Teachers of Indigenous Students; Cross-Culturalists and Effective and Access-Enhancing Teachers; Culture Shock and the Border Crossing Metaphor; CULTURE BROKERS; Culture Brokers as Change Agents; Culture Brokerage Models
    Description / Table of Contents: Characteristics of a Culture BrokerRedefining the Culture Broker in Education; The Culture Broker in Science Education and Cultural Studies in ScienceEducation (CSSE); Criticism of 'Teacher as Culture Broker'; THE NEXUS BETWEEN BORDER CROSSING AND CULTURE BROKERAGE; NOTES; CHAPTER 3: EARLY CROSS-CULTURAL INFLUENCES:Crossing Borders and Beyond; PERSONAL INFLUENCES: EARLY EXPERIENCES AND LEARNING ABOUT THE OTHER; Initial Social Influences; Influence of Multiculturalism; Religion and Concern for Social Justice; PROFESSIONAL INFLUENCES: EARLY TEACHING EXPERIENCES; Preservice Teacher Training
    Description / Table of Contents: Indigenous Community SchoolsMainstream Schools; Working at the Tertiary Level; BORDER CROSSING AND BEYOND; Border Workers; Being Bicultural and Border Working; Beyond Borders; CONCLUSION; NOTES; CHAPTER 4:UNDERSTANDING CULTURE BROKERAGE; PERCEPTIONS OF CULTURE BROKERAGE; PURPOSES OF CULTURE BROKERING; INDIVIDUAL AND INTRINSIC QUALITIES OF CULTURE BROKERS; Having an Understanding of the Other Culture; An Understanding that the Other Culture has Alternative Perspectives and thatThese Have Intrinsic Value; Show Respect for the Other - Earn Trust of the Other; Being a Reflective Practitioner
    Description / Table of Contents: POWER RELATIONS IN CULTURE BROKERINGCRITICISM OF CULTURE BROKERING; CONCLUSION; NOTES; CHAPTER 5:TEACHERS IN CROSS-CULTURAL SETTINGS; PREPARING FOR AND TEACHING INDIGENOUS STUDENTS; Preservice Teacher Training; Teachers Living and Teaching in Indigenous Communities; Teachers Working with Indigenous Students in Urban and Regional Schools; TEACHERS AND POWER; TEACHERS AND SCIENCE EDUCATION; The Power of Science; The Place of Indigenous Knowledge in the Curriculum; Teachers as Culture Brokers Teaching Science; CONCLUSION; NOTES; CHAPTER 6:CONCLUSIONS AND SOME IMPLICATIONS
    Description / Table of Contents: EARLY CROSS-CULTURAL INFLUENCES: CROSSING BORDERS AND BEYOND
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-680-6
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    Indigenist African Development and Related Issues : Towards a Transdisciplinary Perspective (2014)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462096592
    Language: English
    Pages: Online-Ressource (X, 256 p, online resource)
    Series Statement: Anti-colonial Educational Perspectives for Transformative Change
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Indigenist African Development and Related Issues: Towards a Transdisciplinary Perspective
    Keywords: Economic development Social aspects ; Economic development Effect of education on ; Ethnoscience ; Education ; Education ; Africa
    Abstract: Preliminary Material /Akwasi Asabere-Ameyaw , Jophus Anamuah-Mensah , George Sefa Dei and Kolawole Raheem -- Introduction Indigenist African Development and Related Issues from a Transdisciplinary Perspective /A. Asabere-Ameyaw , J. Anamuah-Mensah , G. J. Sefa Dei and K. Raheem -- Re-Thinking Development and Growth Theories for Africa /K. Raheem , J. Anamuah-Mensah and G.J.S. Dei -- The Coloniality of Development /G.J.S. Dei and J. Anamuah-Mensah -- Me to we /Nina Moore -- Why Teach Social Studies from a Global and Multicultural Perspective? /A. Y. Quashigah -- Improving Education Standards in Africa /A. Asabere-Ameyaw -- The Contributions of Continuous Assessment to the Improvement of Students’ Learning of School Science /M.K. Amedeker -- Enhancing Scientific Literacy of the African Learner /Asabere-Ameyaw -- Resistances in the Restoration of Local Spiritual and Cultural Values in Science Education /Solomon Belay Faris -- Plenty of Food but not Enough to Eat /Chelsea Han Bin -- Indigenous Women Science Teachers of Tanzania /Jennifer M. Jagire -- Indigenizing The State? /A. Sium , J. Anamuah-Mensah and G.J.S. Dei -- Walk and Talk in Solidarity /Isaac Nortey Darko -- Indigenist African Development and Related Issues from a Transdisciplinary Perspective /Asabere-Ameyaw , Jophus Anamuah-Mensah , George J. Sefa Dei and Kola Raheem -- About the Contributors /Akwasi Asabere-Ameyaw , Jophus Anamuah-Mensah , George Sefa Dei and Kolawole Raheem.
    Abstract: There is no term so heavily contested in social science literature/nomenclature than ‘Development’. This book brings Indigenous perspectives to African development. It is argued that contrary to development as we know it not working, a greater part of the problem is that conventional development approaches that work have in fact not truly been followed to the letter and hence the quagmire. All this is ironic since everything we do about our world is development. So, how come there is “difficult knowledge” when it comes to learning from what we know, i.e., what local peoples do and have done for centuries as a starting point to reconstructing and reframing ‘development’? In getting our heads around this paradox, we are tempted to ask more questions. How do we as African scholars and researchers begin to develop “home-grown solutions” to our problems? How do we pioneer new analytical systems for understanding our communities and offer a pathway to genuine African development, i.e., Indigenist African development? (see also Yankah, 2004). How do we speak of Indigenist development mindful of global developments and entanglements around us? Can we afford to pursue development still mired in a “catch up” scenario? Are we in a race with the development world and where do we see this race ending or where do we define as the ‘finishing line’? A Publication of the Centre for School and Community Science and Technology Studies [SACOST], University of Education, Winneba, Ghana
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION INDIGENIST AFRICAN DEVELOPMENT AND RELATED ISSUES FROM A TRANSDISCIPLINARY PERSPECTIVE:An Introduction; INTRODUCTION; REFERENCES; 1. RE-THINKING DEVELOPMENT AND GROWTH THEORIES FOR AFRICA:Issues in the 21 st Century?; INTRODUCTION; FAILED DEVELOPMENT?; IDENTIFYING THE PROBLEM AND INTERROGATING THE LITERATURE; SETTING THE DEVELOPMENT AGENDA; CONCLUSION; REFERENCES; 2. THE COLONIALITY OF DEVELOPMENT:Reframing South-South Co-Operation and Resistance; INTRODUCTION; THEORETICAL FRAMINGS
    Description / Table of Contents: WHAT ARE WE CONNECTING FOR? THE NEED FOR ANTI-COLONIAL STRUGGLE.EXAMPLES IN THE PAST AND PRESENT; GOING FORWARD: CHALLENGES; GOING FORWARD: POSSIBILITIES; POSSIBLE SOLUTIONS; Reimagining the University; Reimagining Transfer; The Diaspora: Meeting Its Challenges; ACKNOWLEDGMENTS; REFERENCES; 3. ME TO WE: Unpacking the Realities of White Privilege in Development Praxis; INTRODUCTION; REFERENCES; 4. WHY TEACH SOCIAL STUDIES FROM A GLOBAL AND MULTICULTURAL PERSPECTIVE?; INTRODUCTION; CONCEPTUALIZATIONS; GLOBALIZATION OF KNOWLEDGE AND CULTURES; GLOBAL AND MULTICULTURAL PERSPECTIVES
    Description / Table of Contents: MULTICULTURAL EDUCATIONGLOBAL AND MULTICULTURAL EDUCATION; THE GOALS OF GLOBAL AND MULTICULTURAL EDUCATION; CONCLUSION; REFERENCES; 5. IMPROVING EDUCATION STANDARDS IN AFRICA: The Place of the University of Education; INTRODUCTION; SEEDS OF CONCERNS AROUND EDUCATION STANDARDS IN AFRICA; CONCEPTUALIZING UNIVERSITIES OF EDUCATION; PLACE OF UNIVERSITIES OF EDUCATION IN IMPROVING EDUCATIONAL STANDARDS; CURRICULUM RESEARCH; EDUCATIONAL POLICY DEVELOPMENT AND PLANNING; TEACHER EDUCATION AND TRAINING; CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS; RESEARCH AND DEVELOPMENT
    Description / Table of Contents: COMMUNITY SERVICE AND EDUCATION EXTENSIONEMPOWERING UNIVERSITIES OF EDUCATION; CONCLUSIONS; REFERENCES; 6. THE CONTRIBUTIONS OF CONTINUOUS ASSESSMENT TO THE IMPROVEMENT OF STUDENTS' LEARNING OF SCHOOL SCIENCE: A Case of Ghana; INTRODUCTION; THE PRACTICE OF QUALITY CONTINUOUS ASSESSMENT; THE ROLE OF INDIGENOUS AFRICAN CONCEPT OF EDUCATION; TEACHERS AS EDUCATORS AND ASSESSORS; Science Teachers' Purposes of Continuous Assessment Practices; Learning Outcomes Assessed by Science Teachers; RATING OF TEACHERS' ASSESSMENT PRACTICE; Interview Results; CURRICULUM AND POLICY DOCUMENTS; CONCLUSION
    Description / Table of Contents: REFERENCES7. ENHANCING SCIENTIFIC LITERACY OF THE AFRICAN LEARNER: Possibilities and Challenges; INTRODUCTION; Socio-Cultural Characteristics of Learners; LANGUAGE PROFICIENCY AND SCIENCE LEARNING; ATTITUDE AND SCIENCE LEARNING; PERCEPTIONS OF LEARNERS AS A BARRIER TO SCIENCE ACHIEVEMENT; LEARNING SKILLS AND ACHIEVEMENT IN SCIENCE; SELF-REGULATION AND SCIENCE ACHIEVEMENT; SELF-EFFICACY AND ITS IMPACT ON SCIENCE LEARNING; ROLE OF RESOURCES IN SCIENCE TEACHING AND LEARNING; HANDS-ON ACTIVITIES AND ACHIEVEMENT IN SCIENCE; SCHOOL CLIMATE AND ACHIEVEMENT IN SCIENCE
    Description / Table of Contents: CURRICULUM QUALITY AND SCIENTIFIC LITERACY
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-659-2
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    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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    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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    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
    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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    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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    Leadership for Inclusive Education : Values, Vision and Voices (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091344
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Studies in Inclusive Education 18
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Leadership for Inclusive Education: Values, Vision and Voices
    Keywords: Inclusive education ; Education ; Education
    Abstract: Preliminary Material /G. Mac Ruairc , E. Ottesen and R. Precey -- Leadership for Inclusive Education: Setting the Context /Gerry Mac Ruairc , Eli Ottesen and Robin Precey -- Socio-Cultrual Context /Gerry Mac Ruairc , Eli Ottesen and Robin Precey -- Including Who? Deconstructing the Discourse /Gerry Mac Ruairc -- Special Education within the Context of an Inclusive school /Alison Ekins -- Identity, Inclusion and Leadership /Antonio Portela -- Inclusion Through the Lens of School Culture /Roman Dorczak -- Policy Context /Gerry Mac Ruairc , Eli Ottesen and Robin Precey -- Pulling Together, Not Pulling Apart: Leadership that Harnesses the Power of Diversity and Complexity to Increase Inclusion /Robin Precey -- Leading Inclusive Schools: In Search of Policy Imperatives /Gerry Mac Ruairc -- Inclusion: A Critique of Selected National Policy Frameworks /Eli Ottesen -- Teaching for Democratic Agency: An International Perspective /Tor Colbjørnsen -- Leadership Domain /Gerry Mac Ruairc , Eli Ottesen and Robin Precey -- Leadership for Inclusion: An Overview /Robin Precey and Grzegorz Mazurkiewicz -- Leadership and Inclusion: The Power of Dialogue /Eli Ottesen -- Leadership for Inclusion: Professional Development of Leaders /Robin Precey , María Jesús Rodríguez Entrena and Coleen Jackson -- Staff Development for Inclusion /Grzegorz Mazukiewicz -- Students and Leadership for Inclusion /Antonio Portela -- Developing Participation for Inclusion Through International Critical Friendship /Fiona Stephens -- CODA /Gerry Mac Ruairc , Eli Ottesen and Robin Precey.
    Abstract: Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education
    Description / Table of Contents: Leadership for Inclusive Education: Values, Vision and Voices; TABLE OF CONTENTS; 1. LEADERSHIP FOR INCLUSIVE EDUCATION:SETTING THE CONTEXT; INTRODUCTION; OUTLINE OF THE BOOK; REFERENCES; AFFILIATIONS; SECTION ONE: SOCIO-CULTRUAL CONTEXT; INTRODUCTION; REFERENCES; 2. INCLUDING WHO? DECONSTRUCTING THE DISCOURSE; INTRODUCTION; INCLUSION IN SCHOOLS; THE HEART OF THE MATTER; CONCLUSION: IMPLICATIONS FOR SCHOOL LEADERSHIP?; REFERENCES; AFFILIATION; 3. SPECIAL EDUCATION WITHIN THE CONTEXT OF AN INCLUSIVE SCHOOL; INTRODUCTION; SEN, INCLUSION AND DIVERSITY; WHAT IS MEANT BY SEN?
    Description / Table of Contents: Personal Anecdote and ReflectionEFFECTIVE LEADERSHIP OF SEN; SOME KEY PRINCIPLES FOR PRACTICE; Identification of Need; Case Study 1; The Social Model Framing SEN; Case Study 2; Critical Evaluation of the Impact of Support Strategies; CONCLUSION; REFERENCES; AFFILIATION; 4. IDENTITY, INCLUSION AND LEADERSHIP; INTRODUCTION; WHAT IS IDENTITY?; LEADERSHIP AS IDENTITY CONSTRUCTION; DEMOCRATIC CITIZENSHIP AS AUTHENTIC INCLUSION; CONCLUSION: DEMOCRATIC CITIZENSHIP AS INCLUSIVE IDENTITY; REFERENCES; AFFILIATION; 5. INCLUSION THROUGH THE LENS OF SCHOOL CULTURE; INTRODUCTION; SCHOOL CULTURE
    Description / Table of Contents: SCHOOL CULTURE AND LEADERSHIPINCLUSIVE SCHOOL CULTURE - AN ALTERNATIVE MODEL; CONCLUSION; REFERENCES; AFFILIATION; SECTION TWO: POLICY CONTEXT; INTRODUCTION; REFERENCE; 6. PULLING TOGETHER, NOT PULLING APART: LEADERSHIP THAT HARNESSES THE POWER OF DIVERSITY AND COMPLEXITY TO INCREASE INCLUSION; THE CHANGING LEADERSHIP LANDSCAPE; WHY THIS PREVAILING EDUCATIONAL CULTURE IS PROBLEMATIC; THE REALITIES OF SCHOOLS TODAY: COMPLEX AND DIVERSE; Diversity in the School Context?; Complexity in the School Context; THE IMPLICATIONS OF DEVELOPING LEADERS TO LEAD DIVERSEAND COMPLEX SITUATIONS; CONCLUSION
    Description / Table of Contents: REFERENCESAFFILIATIONS; 7. LEADING INCLUSIVE SCHOOLS: IN SEARCH OF POLICY IMPERATIVES; INTRODUCTION; THE OECD AND IMPROVING SCHOOL LEADERSHIP; SCHOOL AUTONOMY; PERFORMATIVITY AND NEW MANAGERIALISM: AN UNCHALLENGED MODEL; CHOOSING A MODEL FOR IMPROVING SCHOOL LEADERSHIP; A MODEL FOR LEADERSHIP DEVELOPMENT; CONCLUSION; REFERENCES; AFFILIATION; 8. INCLUSION: A CRITIQUE OF SELECTED NATIONAL POLICY FRAMEWORKS; INTRODUCTION; INCLUSION - AN ELUSIVE CONCEPT; LEGISLATION AND POLICIES; CHALLENGES AND PRACTICES; INCLUSIVE EDUCATION - REACHING FOR THE STARS?; REFERENCES; AFFILIATION
    Description / Table of Contents: 9. TEACHING FOR DEMOCRATIC AGENCY: AN INTERNATIONAL PERSPECTIVEINTRODUCTION; WHAT IS ICCS?; Participants in ICCS 2009 and Basic Elements ofDemocratic Preparedness; FINDINGS AND DISCUSSION; Values, Trust and Perceptions of the Good Citizen; Attitudes and interest in Political Issues and Participation; Gender and Immigration Background; Knowledge, Skills and Understanding. The Student and the School; Schools and Teachers: How Education for Citizenship is Organized and Conducted; CONCLUSION; REFERENCES; AFFILIATION; SECTION THREE: LEADERSHIP DOMAIN; 10. LEADERSHIP FOR INCLUSION: AN OVERVIEW
    Description / Table of Contents: INTRODUCTION
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-134-4
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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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    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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    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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    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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    The Nature of Technology : Implications for Learning and Teaching (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092693
    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 Nature of Technology: Implications for Learning and Teaching
    Keywords: Educational technology ; Learning, Psychology of ; Technology Social aspects ; Education ; Education
    Abstract: Preliminary Material /Michael P. Clough , Joanne K. Olson and Dale S. Niederhauser -- Introduction /Michael P. Clough , Joanne K. Olson and Dale S. Niederhauser -- Informing Ourselves To Death /Neil Postman -- Know thy Cyborg-Self /Gordon Hull -- The Interpersonal Divide /Michael Bugeja -- The Nature of Technoscience (NOTS) /Suvi Tala -- Computer Savvy but Technologically Illiterate /Teresa J. Shume -- Transforming Learning with Technology /David H. Jonassen -- Visually Dominant, Dynamic and Yet Deceptive /Jocelyn Wishart -- Social Networking Technology and Societal Expectations for Teachers as Role Models /Joanne K. Olson , Michael P. Clough and Kimberly A. Penning -- And Now this…Problem /Michael Todd Edwards , Suzanne R. Harper and Robert M. Klein -- A Cautionary Note /Joanne K. Olson and Michael P. Clough -- Smart Boards, Money and the Pedagogy of Watching /Amy Noelle Parks -- The Purposes of Schooling and The Nature of Technology /Joanne K. Olson -- Learning From Technology or Learning With Technology /Dale S. Niederhauser -- The Nature of Social Communication Technologies and Cyberbullying /Warren J. Blumenfeld -- Convergence of Postman and Vygotsky Perspectives Regarding Contemporary Media’s Impact on Learning and Teaching /Benjamin C. Herman -- Ideologies in The Conceptualization and Use of Educational Technology /Heather Tillberg-Webb and Johannes Strobel -- Implications of the Nature of Technology for Teaching and Teacher Education /Jerrid W. Kruse -- Teaching about the Nature of Technology /Michael P. Clough -- Promoting Middle School Students’ Understanding of the Nature of Technology /Jerrid W. Kruse -- Confusion in the Classroom About the Natures of Science and Technology /James Jadrich and Crystal Bruxvoort -- Technology Criticism in the Classroom /John T. Spencer -- Author Biographies /Michael P. Clough , Joanne K. Olson and Dale S. Niederhauser -- Recommended Reading /Michael P. Clough , Joanne K. Olson and Dale S. Niederhauser -- Index /Michael P. Clough , Joanne K. Olson and Dale S. Niederhauser.
    Abstract: How does technology alter thinking and action without our awareness? How can instantaneous information access impede understanding and wisdom? How does technology alter conceptions of education, schooling, teaching and what learning entails? What are the implications of these and other technology issues for society? Meaningful technology education is far more than learning how to use technology. It entails an understanding of the nature of technology—what technology is, how and why technology is developed, how individuals and society direct, react to, and are sometimes unwittingly changed by technology. This book places these and other issues regarding the nature of technology in the context of learning, teaching and schooling. The nature of technology and its impact on education must become a significant object of inquiry among educators. Students must come to understand the nature of technology so that they can make informed decisions regarding how technology may influence thinking, values and action, and when and how technology should be used in their personal lives and in society. Prudent choices regarding technology cannot be made without understanding the issues that this book raises. This book is intended to raise such issues and stimulate thinking and action among teachers, teacher educators, and education researchers. The contributions to this book raise historical and philosophical issues regarding the nature of technology and their implications for education; challenge teacher educators and teachers to promote understanding of the nature of technology; and provide practical considerations for teaching the nature of technology
    Description / Table of Contents: The Nature of Technology: Implications for Learning and Teaching; TABLE OF CONTENTS; INTRODUCTION; REFERENCES; SECTION I: PHILOSOPHICAL & HISTORICAL ISSUES IN THE NATURE OF TECHNOLOGY; CHAPTER 1: INFORMING OURSELVES TO DEATH; NOTE; CHAPTER 2: KNOW THY CYBORG-SELF: Thoughts on Socrates and Technological Literacy; 1. WELCOME TO THE MACHINE; 2. THIS IS YOUR BRAIN ON TECHNOLOGY; 3. KNOW THY CYBORG-SELF; The Personal: Reading Anonymously; The Political: Whose Culture?; 4. BACK TO THE CAVE; NOTES; REFERENCES; CHAPTER 3: THE INTERPERSONAL DIVIDE; WE ARE AMUSING OURSELVES TO DEATH.; NOTE
    Description / Table of Contents: CHAPTER 4: THE NATURE OF TECHNOSCIENCE (NOTS)INTRODUCTION; THE RELATIONSHIP BETWEEN SCIENCE AND TECHNOLOGY IN EDUCATION; NOS and NOT themes; The Relation Between Abstract Themes and Educational Practices; The Relationship Between NOT and NOS in Recent Education; PHYSICS AND ENGINEERING AS FIELDS OF TECHNOSCIENCE; DESIGNING TECHNOSCIENTIFIC REALITY; Constructing Scientific and Technological Knowledge; What is Technoscience About?; Social Factors Shape Technoscience; The Functional Nature of Engineering and Scientific Laws; The Iterative Hunt for Technoscientific Reality
    Description / Table of Contents: SUMMING UP: THE TECHNOSCIENTIFIC VIEWS ON EDUCATIONTechnoscience Improves Understanding of Both NOT and NOS; Technoscience in Educational Practice; NOTES; REFERENCES; CHAPTER 5: COMPUTER SAVVY BUT TECHNOLOGICALLY ILLITERATE: Rethinking Technology Literacy; INTRODUCTION; DOMINANT CONCEPTION OF TECHNOLOGY LITERACY; EDUCATIONAL TECHNOLOGY OR TECHNOLOGY EDUCATION?; CONCEPTIONS OF TECHNOLOGY; TECHNOLOGICAL DETERMINISM AND INSTRUMENTALISM; TECHNOLOGICAL FUNDAMENTALISM; DEMOCRACY AND TECHNOLOGY LITERACY; ECOLOGICAL SUSTAINABILITY AND TECHNOLOGY LITERACY; ROBUST CONCEPTION OF TECHNOLOGY LITERACY
    Description / Table of Contents: CONCLUSIONNOTE; REFERENCES; CHAPTER 6: TRANSFORMING LEARNING WITH TECHNOLOGY: Beyond Modernism and Post-Modernism, or Whoever Controls the Technology Creates the Reality; INTRODUCTION; VIEWS OF TECHNOLOGY; Modern Views of Technology; Post-Modern Views of Educational Technology; TRANSFORMATIVE VIEWS OF EDUCATIONAL TECHNOLOGY; Technology as Intellectual Partner; Mediating the Social Co-Construction of Reality; CONCLUDING THOUGHTS; REFERENCES; SECTION II: TECHNOLOGY'S FAUSTIAN BARGAIN FOR EDUCATION
    Description / Table of Contents: CHAPTER 7: VISUALLY DOMINANT, DYNAMIC AND YET DECEPTIVE: The Nature of Simulation Technology as Displayed in Secondary School Science TeachingINTRODUCTION; METHOD; FINDINGS; DISCUSSION; CONCLUSIONS AND RECOMMENDATIONS; ACKNOWLEDGEMENTS:; REFERENCES; CHAPTER 8: SOCIAL NETWORKING TECHNOLOGY AND SOCIETAL EXPECTATIONS FOR TEACHERS AS ROLE MODELS; INTRODUCTION AND BACKGROUND; SOCIAL NETWORKING ON THE INTERNET; PUBLIC AND INSTITUTIONAL EXPECTATIONS OF ELEMENTARY TEACHERS; STUDY PURPOSE AND DESIGN; Research Questions; Study Context and Methodology; FINDINGS
    Description / Table of Contents: Research Question One: What percent of the elementary education majors at a large, public Midwestern university have a profile on Facebook?
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-269-3
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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
    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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  • 140
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    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
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  • 141
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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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  • 142
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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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  • 143
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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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    Lifelong Action Learning for Community Development : Learning and Development for a Better World (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093898
    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 Lifelong Action Learning for Community Development: Learning and Development for a Better World
    Keywords: Continuing education ; Action research ; Active learning ; Community development ; Education ; Education
    Abstract: Preliminary Material /Ortrun Zuber-Skerritt and Richard Teare -- Part I: Introduction to Lifelong Action Learning (LAL) in Theory and Practice /Ortrun Zuber-Skerritt -- A New Conceptual Framework for Learning and Development in the Twenty-first Century /Ortrun Zuber-Skerritt -- How to Develop Lifelong Action Learning /Ortrun Zuber-Skerritt -- Part II: Mobilizing Rural Communities /Richard Teare -- Building a Case for Evidence-Based Learning /Richard Teare -- Personal Viability – The Journey to Self-Reliance and Financial Independence /Richard Teare -- Church and Community Mobilization – A Process for Transformational Development /Richard Teare -- Part III: Reflections and Conclusions /Ortrun Zuber-Skerritt and Richard Teare -- Reflections and Insights on the GULL System through Video Technology /Ortrun Zuber-Skerritt and Richard Teare -- Reflections and Conclusions on Learning and Development for a Better World /Ortrun Zuber-Skerritt -- Name Index /Ortrun Zuber-Skerritt and Richard Teare -- Subject Index /Ortrun Zuber-Skerritt and Richard Teare.
    Abstract: This book explains and demonstrates how indigenous communities—built on traditional knowledge, culture and language—can be extended and strengthened by (1) the new, integrated methodology of Lifelong Action Learning (LAL), and (2) new approaches to learning and development as exemplified by the system of GULL (Global University for Lifelong Learning). The GULL system harnesses the potential of people to bring about positive change together, characterized by self-reliance, financial independence, and cascading learning and benefits to others. It is a self-directed and self-sustainable process of learning and growth. The case studies in this book provide evidence that over time economically very poor communities can achieve transformations that bring with them many benefits personally, professionally and for the community
    Description / Table of Contents: part I. Introduction to Lifelong Action Learning (LAL) in theory and practicepart II. Mobilizing rural communities -- part III. Reflections and conclusions.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-6209-389-8
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  • 145
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    Buddhist Voices in School : How a Community Created a Buddhist Education Program for State Schools (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094161
    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 Buddhist Voices in School: How a Community Created a Buddhist Education Program for State Schools
    Keywords: Buddhist education ; Buddhism and education ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Buddhism in Australia -- Seeking Buddhist Education -- Dharma -- Finding Places in a Changing Education Landscape -- Interpreting Buddhism and the Human Sciences -- Telling Tales -- Meditating (with Mindful Motivation) -- Approaching Meditation in a Buddhist R.I. Class -- Children Meditating -- Stories of Lives -- Exploring How the World Works -- Buddhism and Spiritual Education -- Other Stories -- The Buffalo and the Monkey (Original Transcript) -- The Drummer (Transcript) -- References.
    Abstract: There are 400 million Buddhists in the world. Buddhists in Australia make up 3% of the population. So why have Buddhists had so little to say about educating youth? And, can Buddhism survive in Australia without educating youth? Sue Smith in Buddhist Voices in School answers why Buddhists are reluctant to ‘go public’ on education, and how Buddhism has much to offer the critical area of enhancing the wellbeing of young people. Here she distinguishes spiritual education from religion. Using case studies of Buddhist classes in primary schools, Smith shows how a community adapted Buddha-Dharma to fit with contemporary education. The book describes how Social and Emotional Learning, inquiry and experiential approaches to education fit well with the intentions of Buddhism. In these classes students learned to meditate and explored ethics through a lively selection of Jataka tales. Voices from a Buddhist community, state school teachers, parents and also students inform the narrative of this book. It is the students themselves that reveal over time how they have developed calm, focus, kindness, resilience and better ability to make choices through their participation. The author concludes that the principles and techniques used in this program make potent contributions to current pedagogy. This book will be of great value to educators, academics and all those who have interest in Buddhism and who care about how children are educated
    Description / Table of Contents: part 1. Gathering voicespart 2. Listening to many voices.
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-416-1
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  • 146
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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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  • 147
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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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  • 148
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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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    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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  • 150
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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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    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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  • 152
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    Interaction in Educational Domains (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093959
    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 Interaction in Educational Domains
    Keywords: Interdisciplinary approach in education ; Learning ; Education ; Education
    Abstract: Preliminary Material /Kirsi Tirri and Elina Kuusisto -- Introduction /Kirsi Tirri and Elina Kuusisto -- International Comparative Research into Educational Interaction: Constructing and Concealing Difference /David Clarke -- Student Transformation and the Interaction between the Epistemological and Ontological Tracks: The Wider Project of Higher Education? /Colin Beard and Kaisu Mälkki -- Semiotics as a Philosophy for Education: From Concepts to Signs /Andrew Stables -- From the Ontology of Interaction to the Semiotics of Education /Eetu Pikkarainen -- Examining the Researcher’s Position Through Its Interaction with Methodological and Ethical Particularities of Religion and Gender /Teija Rantala and Arniika Kuusisto -- The Influence of Local Culture on Students’ Educational Outcomes /Heidi Harju-Luukkainen and Jouni Vettenranta -- Regional and Gender Variation in the Results of Learning Outcomes in Crafts Assessment /Antti Hilmola -- How Are Situational Academic Emotions Related to Teacher Students’ General Learning Profiles? /Elina Ketonen and Kirsti Lonka -- Cultural Aspects in Understanding the Visual Arts /Leena Knif and Seija Kairavuori -- What Kind of Learning is Interactive and Meaningful to Gifted Science Students /Kirsi Tirri , Elina Kuusisto and Maija Aksela -- Interdisciplinary Integration in Teacher Education /Seija Karppinen , Veera Kallunki , Seija Kairavuori , Kauko Komulainen and Sara Sintonen -- Finnish-Russian Cooperation in Teacher Education /Ritva Kantelinen and Victoria Pogosian -- Music for All for Music /Ari Poutiainen , Sanna Kivijärvi and Markku Kaikkonen.
    Abstract: In this volume, we take a holistic approach to education, viewing human beings as lifelong learners who need interaction in all educational domains—cognitive, affective, psychomotor—to actualize their full potential. The chapters are based on presentations given at the 2012 conference of the Finnish Educational Research Association (FERA), whose theme was Interaction in Educational Research. Prof. David Clarke, from the University of Melbourne in Australia and the conference’s keynote speaker, opens our symposium with a discussion of international comparative research in educational interaction by constructing and concealing differences. The chapters that follow, arranged in three parts, deal with interaction in cognitive, affective, and psychomotor domains. In Part I, theoretical and philosophical approaches to interaction are examined through ontological, epistemological, and semiotic perspectives. Part II presents a series of empirical studies on educational interaction. Together, these show regional differences in cognitive and psychomotor learning outcomes, the importance of academic emotions in learning, cultural aspects in understanding the visual arts, and interactive learning for gifted science students. Part III introduces three programs that promote educational interaction: one enhances teacher education with interdisciplinary integration; another explores the benefits of Finnish-Russian cooperation; and a third uses musical concerts as an interactive tool for special education. All of the chapters contribute to the current research and discussion on learning and interaction. In this field inquiries need to be carried out in different learning domains and in various cultural contexts. In particular, cross-cultural comparisons are useful in validating the findings of empirical studies and testing the culture-dependent and culture-invariant dimensions of educational interaction
    Description / Table of Contents: Interaction in Educational Domains; TABLE OF CONTENTS; INTRODUCTION; LEARNING DOMAINS IN EDUCATION; LEARNING AND INTERACTION; REFERENCES; AFFILIATIONS; INTERNATIONAL COMPARATIVE RESEARCH INTO EDUCATIONAL INTERACTION: CONSTRUCTING AND CONCEALING DIFFERENCE; INTRODUCTION: HOW DO YOU KNOW THAT YOU'RE HAPPY?; THE CONSTRUCTION OF NARRATIVES OF NATIONAL IDENTITY; THE CHALLENGE OF LEGITIMATE COMPARISON: THE VALIDITY-COMPARABILITY COMPROMISE; Dilemma 1: Cultural-Specificity of Cross-Cultural Codes; Dilemma 2: Inclusive vs. Distinctive; Dilemma 3: Evaluative Criteria; Dilemma 4: Form vs. Function
    Description / Table of Contents: Dilemma 5: Linguistic PreclusionDilemma 6: Omission; Dilemma 7: Disconnection; DISCUSSION; ACKNOWLEDGEMENTS; REFERENCES; AFFILIATION; PART I: THEORETICAL APPROACHES TO STUDYING EDUCATIONAL INTERACTION; 1. STUDENT TRANSFORMATION AND THE INTERACTION BETWEEN THE EPISTEMOLOGICAL AND ONTOLOGICAL TRACKS: THE WIDER PROJECT OF HIGHER EDUCATION?; INTRODUCTION; TOWARD INTEGRATIVE VIEWS OF LEARNING; THE CHALLENGES OF INTEGRATION WITHIN HIGHER EDUCATION; THE INTERACTION BETWEEN THE EPISTEMOLOGICAL AND THE ONTOLOGICAL TRACKS; THE EDGE OF KNOWING; DEALING WITH THE EXPERIENCE OF THE EDGE
    Description / Table of Contents: CROSSING THE PARALLEL TRACK: "WALK THE TALK"Initial Epistemological Engagement; The Parallel Ontological Track; DISCUSSION; ACKNOWLEDGEMENTS; REFERENCES; AFFILIATIONS; 2. SEMIOTICS AS A PHILOSOPHY FOR EDUCATION: FROM CONCEPTS TO SIGNS; INTRODUCTION; RATIONALISM; EMPIRICISM; SEMIOTIC THICK (OR RICH) EMPIRICISM; THE PLACE OF REASONING IN A NON-DUALIST SEMIOTIC ACCOUNT; IMPLICATIONS FOR THE PHILOSOPHY OF EDUCATION; TOWARDS A SEMIOTIC RICH EMPIRICISM; DISCUSSION; REFERENCES; AFFILIATION; 3. FROM THE ONTOLOGY OF INTERACTION TO THE SEMIOTICS OF EDUCATION; INTRODUCTION
    Description / Table of Contents: WHAT THE ONTOLOGY FOR A PHILOSOPHY OF EDUCATION COULD BEAN ONTOLOGICAL TURN IN THE PHILOSOPHY OF EDUCATION: ONTOLOGICAL WRITINGS IN THE PHILOSOPHY OF EDUCATION; PRACTICAL PROBLEMS FOR THE ONTOLOGY OF EDUCATION; PROBLEMS OF UNIVERSALS AND DUALISM IN OUR RECEIVED ONTOLOGY; The Trap of Dualism; The Problem of Universals; C. B. MARTIN'S ONTOLOGY AS AN ALTERNATIVE; DISCUSSION; REFERENCES; AFFILIATION; 4. EXAMINING THE RESEARCHER'S POSITION THROUGH ITS INTERACTION WITH METHODOLOGICAL AND ETHICAL PARTICULARITIES OF RELIGION AND GENDER; INTRODUCTION
    Description / Table of Contents: THE RESEARCHER'S POSITION IN INTERPLAY WITH METHODOLOGYMethodological and Positional Underpinnings; Particularities in Studying Gender and Religion; ETHICAL CONSIDERATIONS OF THE RESEARCHER'S POSITION AND METHODOLOGY; DISCUSSION; REFERENCES; AFFILIATIONS; PART II: EMPIRICAL STUDIES OF EDUCATIONAL INTERACTION; 5. THE INFLUENCE OF LOCAL CULTURE ON STUDENTS' EDUCATIONAL OUTCOMES; INTRODUCTION; A CULTURAL APPROACH TO EDUCATIONAL OUTCOMES; THE SWEDISH-SPEAKING MINORITY IN FINLAND; THE PISA 2009 ASSESSMENT AND THE SCHOOL HEALTH PROMOTION STUDY (SHPS); Applying the Kriging Method to the Data
    Description / Table of Contents: RESULTS
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-395-9
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    MPI Ethno. Forsch.
  • 153
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    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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  • 154
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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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    Segregation Hurts : Voices of Youth with Disabilities and Their Families in India (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462091795
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Studies in Inclusive Education 19
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Segregation Hurts: Voices of Youth with Disabilities and Their Families in India
    Keywords: Children with disabilities Education ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Education for All and its Importance Around the Globe -- Thomas and Nancy -- Usman and Khadeeja -- Krishna and Neha -- Amar and Amina -- Joseph and Jane -- Javed and Jasmine -- Research Methodology -- Compiling Stories -- A Self Reflection -- References -- Research Study Consent Form -- Interview Questions.
    Abstract: Segregation Hurts is a book that explores the stories of six families who have children with disabilities. The families who reside in the south west of India shared their daily experiences living with a child with a disability. Irrespective of the diverse socio-economic statuses and religious beliefs, families shared common challenges raising a child with a disability in the Indian society. These children faced exclusion and denial of admission to local public schools due to their disability and they were forced to seek admission to a special school in their neighbouring community. Public schools in India continue to deny admission to millions of children due to their disabilities and are an invisible minority in the society. This book provides a novel and unique perspective about the nuances and daily struggles of families who are silenced and shut out due to the shortcomings and oppressive nature of the education system. Further an indepth analysis and critique is made of the treatment and education of children with disabilities in India. Dr. Antony is a strong advocate of inclusive schooling and this book will share his expertise within international contexts
    DOI: 10.1007/978-94-6209-179-5
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  • 156
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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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    Being Alongside : For the Teaching and Learning of Mathematics (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462092129
    Language: English
    Pages: Online-Ressource (XIV, 170 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Being Alongside: For the Teaching and Learning of Mathematics
    Keywords: Mathematics Study and teaching ; Research ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Enactivism -- A Cyclical Enquiry -- On Using Video -- On Teacher Learning -- Re-Looking at Teacher Discussions -- On Metacognition -- The Story of Teacher A -- Heightened Listening -- Conclusion -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- References -- Index.
    Abstract: How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (enactivist) study of one exceptional teacher in one innovative mathematics department in the UK. The book reveals some striking parallels between working to support students’ mathematical thinking and working to support teacher learning. A case is made for the importance of meta communication in both contexts - communication about the communications that are occurring. For example, there is compelling evidence from a classroom that metacommunication, linked to the words ‘conjecture’ and ‘becoming a mathematician’, supports student metacognition and mathematical thinking. In working with teachers or students, offering these powerful metacommunications seems to require a heightened listening. With a heightened listening, attention is placed not just in what is said, but in what kind of a thing is said, with the teacher or facilitator being alongside the individuals in the wider group
    Description / Table of Contents: Part One.IntroductionEnactivismA Cyclical Enquiry Part Two.On Using VideoOn Teacher LearningRe-Looking at Teacher Discussions Part Three.On MetacognitionThe Story of Teacher aHeightened Listening Part Four.Conclusion.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-212-9
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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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  • 159
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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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  • 160
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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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    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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    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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    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
    Keywords: Critical pedagogy ; Educators ; Education ; Education
    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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  • 164
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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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  • 165
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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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  • 166
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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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  • 167
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    The Change Laboratory : A Tool for Collaborative Development of Work and Education (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093263
    Language: English
    Pages: Online-Ressource (Approx. 270 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 Change Laboratory: A Tool for Collaborative Development of Work and Education
    Keywords: Group work in education ; Organizational learning ; Teams in the workplace ; Education ; Education
    Abstract: Preliminary Material -- Meeting the New Challenges of Learning at Work -- The Change Laboratory–an Instrument for Agency Building and expansive Learning -- The Theoretical Basis of the Change Laboratory Method -- Preparing a Change Laboratory Intervention -- Preparing and Carrying Out Change Laboratory Sessions -- A Change Laboratory in a School in Botswana -- A Change Laboratory in the Central Surgical Unit of Oulu University Hospital -- A Boundary Crossing Change Laboratory INAN Automation Systems Firm -- Comparison of the Three Case Examples -- The Future of the Change Laboratory Method -- Appendix 1: Session Planning Sheet -- Appendix 2: Disturbance Diary -- Appendix 3: Cultures of Dealing with Disturbances and Problems in Organizations -- Appendix 4: Methods for Collecting Historical Mirror Data -- Appendix 5: Change Matrix -- References -- Index.
    Abstract: A new challenge of learning in work organizations—both in business and public administration—is to master entire life cycles of product, production and business concepts. Meeting this challenge calls—at all levels of the organization—for learning that expand the learners’ horizon and practical mastery from individual tasks up to the level of the whole system of the collective activity and its transformation. The Change Laboratory is a method for formative intervention in work communities that supports this kind of organizational learning. It is a path breaker in the area of work place learning due to its strong theoretical and research basis and the way that it integrates the change of organizational practices and individuals’ learning. It provides a way to develop practitioners’ transformative agency and capacity for creating and implementing new conceptual and practical tools for mastering their joint activity. This first comprehensive presentation of the already widely used method is written for researchers, consultants, agricultural extension and HRD professionals, as well as practitioners involved in developing activities in their professional field. It explains this novel method as well as its theoretical basis on the Cultural Historical Activity Theory providing also practical examples and tools for carrying out a Change Laboratory intervention. A review is also provided of studies concerning various aspects of expansive learning processes in Change Laboratory interventions
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-6209-326-3
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  • 168
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    Leaders in Gender and Education : Intellectual Self-Portraits (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093058
    Language: English
    Pages: Online-Ressource (XII, 239 p, online resource)
    Series Statement: Leaders in Educational Studies
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Leaders in Gender and Education: Intellectual Self-Portraits
    DDC: 305.3
    RVK:
    DD 5000
    Keywords: Feminism and education ; Educational sociology ; Gender identity in education ; Education ; Education ; Electronic books ; Angloamerika ; Pädagoge ; Großbritannien ; Australien
    Abstract: Preliminary Material /Marcus B. Weaver-Hightower and Christine Skelton -- Gender and Education: An Introduction to Some Leaders in the Field /Marcus B. Weaver-Hightower and Christine Skelton -- Forever Troubling /Jill Blackmore Alfred Deakin Professor -- Equal Rights, to a Certain Extent /Raewyn Connell -- A “Mother” of Feminist Sociology of Education? /Miriam E. David -- Life in Three-Walled Rooms /Margaret Eisenhart -- A Feminist DNA /Debbie Epstein -- Making an Impact? /Becky Francis -- A Defiant Research Imagination /Jane Kenway -- An Intellectual Autobiography /Patti Lather Professor -- Positions/Dispositions /Bob Lingard -- Revisiting The Making of Men and Other Texts /Mac an Ghaill Máirtín -- On a Commitment to Gender and Sexual Minority Justice /Wayne J. Martino Professor -- History, Place and Generation /Julie McLeod -- Men, Feminism and Education /Martin Mills Professor -- Pioneering Gender Equity in Education /David Sadker -- Feminism and Social Class /Christine Skelton -- A Conversation with the Field /Lynn Yates.
    Abstract: Gender studies are a key lens through which education has been examined in the past forty years, having become an accepted and popular subfield in educational foundations studies. Moreover, scholars in gender and education have made tremendous contributions well beyond education, influencing humanities and social sciences scholars across the academy. Hearing the stories of these scholars—their development, education, important works, and thoughts on the future—offers unique insights into the genesis and growth of the field and gives new scholars an overview of advances made. Leaders in Gender and Education: Intellectual Self-Portraits does just that, showing the history of gender and education through the eyes of 16 of its leaders. By recounting their experiences and scholarly work, they trace the development of feminist and profeminist research on girls, on boys, and on the issues shaping both gender and education—issues like race, sexuality, neoliberalism, globalization, and more. Importantly, the volume has a global focus, including scholars from the United States, Canada, the United Kingdom, and Australia. This diversity gives readers a broad sense of the progress of gender scholarship in education around the world. Each essay provides students and researchers alike with not only background on the 16 scholars included, but also the lists of major works—chosen by contributors themselves—direct readers to some of the most important scholarship on gender and education. Taken together, further, the contributors’ thoughts on the future of the field provide glimpses of productive directions for studies of gender and education
    Description / Table of Contents: Leaders in Gender and Education: Intellectual Self-Portraits; TABLE OF CONTENTS; SERIES EDITOR'S PREFACE; ACKNOWLEDGEMENTS; GENDER AND EDUCATION: AN INTRODUCTION TOSOME LEADERS IN THE FIELD; NOTES ON SELECTION; CHARTING THE DEVELOPMENT OF GENDER AND EDUCATION; LOOKING FORWARD; NOTE; REFERENCES; FOREVER TROUBLING: Feminist Theoretical Work in Education; EARLY YEARS; PROFESSIONAL ACTIVISM; MOBILITY AND CAREER TRANSITIONING; BECOMING AND BEING A FEMINIST ACADEMIC; THE DEAKIN CRITICAL PERSPECTIVE; GENDERED RESTRUCTURING, RESTRUCTURING GENDER; WHY LEADERSHIP?
    Description / Table of Contents: GLOBALISATION: A USEFUL THEORY FOR FEMINISTS?REFLECTIONS ON THIS REFLECTION; REFERENCES; EQUAL RIGHTS, TO A CERTAIN EXTENT: Memoirs of a Researcher into Mysteries of Gender and Education; REFERENCES; A "MOTHER" OF FEMINIST SOCIOLOGY OF EDUCATION?; A LEADER IN GENDER AND EDUCATION: A CONTRADICTION IN (FEMINIST) TERMS?; "COMMENCEMENT" OF FEMINIST STUDIES OF EDUCATIONAL EQUALITY; FEMINIST STUDIES OF MOTHERING AND SCHOOLING; BECOMING A FEMINIST "MOTHER" IN GENDER AND EDUCATIONAL SOCIOLOGY; CONCLUDING REFLECTIONS ON BEING A "MOTHER" IN THE FEMINIST SOCIOLOGY OF EDUCATION; REFERENCES
    Description / Table of Contents: LIFE IN THREE-WALLED ROOMSBEGINNING; COLLEGE; INTERLUDE; GRADUATE SCHOOL; FIRST REAL JOB; EDUCATED IN ROMANCE; SECOND JOB; RESEARCH INTO PRACTICE; SUMMARY AND FINAL NOTE; REFERENCES; A FEMINIST DNA: Exploring a Political/Intellectual History; BEING JEWISH-BEYOND THE PALE; THE DYBBUK OF HERITAGE; MORAL MISCHIEF: A SOUTH AFRICAN CHILDHOOD; THE ACTIVIST ABROAD; TEACHER TO STUDENT TO ACADEMIC: PURSUING QUESTIONS OF RACE, GENDER AND SEXUALITY; EDUCATION WASHES WHITER?; OPEN TO QUESTION: THINKING THROUGH SEXUALITY AND GENDER; Schooling Sexualities; MASCULINITIES-THE BOYS' DEBATES; BACK "HOME"
    Description / Table of Contents: CURRENT CONCERNSTHE END OF THE AFFAIR?; NOTES; REFERENCES; MAKING AN IMPACT?; GENDER AND EDUCATION: THE DEVELOPMENT OF THE ACADEMIC FIELD; THEORY AND PRACTICE; THINKING FORWARD; NOTES; REFERENCES; A DEFIANT RESEARCH IMAGINATION; REFERENCES; AN INTELLECTUAL AUTOBIOGRAPHY: The Return of the (Feminist) Subject?; REFERENCES; POSITIONS/DISPOSITIONS: Reflections on Engaging with Feminism and Masculinity Politics; MY SCHOOLING; WORKING WITH COLLEAGUES AND MY GENDER POLITICS; PSYCHOGEOGRAPHY; IN/CONCLUSION; NOTES; REFERENCES; REVISITING THE MAKING OF MEN AND OTHER TEXTS; EARLY INFLUENCES
    Description / Table of Contents: EARLY ETHNOGRAPHIES: A THEORETICAL, CONCEPTUAL AND METHODOLOGICAL APPRENTICESHIPCOLLABORATIVE PRODUCTION: WORK WITH CHRIS HAYWOOD; COLLABORATIVE WORK; INTERNATIONAL WORK ON GENDER AND EDUCATION; MOST RECENT WORK: RE-READING THEORIES, CONCEPTS AND METHODOLOGIES; Simultaneity of Categories; Disconnecting Gender Identity and Sexual Desire; Post-Masculinity and Schooling; THE FUTURE: BEYOND "FAILING BOYS"-GLOBAL MEN AND MASCULINITIES; REFERENCES; ON A COMMITMENT TO GENDER AND SEXUALMINORITY JUSTICE: Personal and Professional Reflections on Boys' Education, Masculinitiesand Queer Politics
    Description / Table of Contents: INTRODUCTION AND BACKGROUND
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-305-8
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  • 169
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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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  • 170
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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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  • 171
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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
    Keywords: Community and college ; Education, Higher ; Engagement (Philosophy) ; Learning and scholarship ; Education ; Education
    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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  • 172
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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
    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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  • 173
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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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  • 174
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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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  • 175
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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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  • 176
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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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  • 177
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    Digital Representations of Student Performance for Assessment (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093416
    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 Digital Representations of Student Performance for Assessment
    Keywords: Curriculum evaluation ; Education ; Education
    Abstract: Preliminary Material /P. John Williams and C. Paul Newhouse -- Introduction and Background /John Williams -- Literature Review and Conceptual Framework /Paul Newhouse -- Method and Analysis /John Williams and Alistair Campbell -- Applied Information Technology /Paul Newhouse -- Engineering Studies /John Williams -- Italian Studies /Martin Cooper -- Physical Education Studies /Dawn Penney and Andrew Jones -- Findings and Conclusions /Jeremy Pagram -- References /P. John Williams and C. Paul Newhouse.
    Abstract: It was the belief that assessment is the driving force of curriculum that motivated the authors of this monograph to embark on a program of research and development into the use of digital technologies to support more authentic forms of assessment. They perceived that in responding to the educational needs of children in the 21st Century, curriculum needed to become more relevant and engaging, but that change was unlikely without commensurate change in methods and forms of assessment. This was particularly true for the high-stakes assessment typically conducted at the conclusion of schooling as this tended to become the focus of the implemented curriculum throughout the years of school. Therefore the authors chose to focus on this area of assessment with the understanding that this would inform assessment policy and practices generally in schools. This book provides a conceptual framework and outlines a project in which digital methods of representing students performance were developed and tested in the subject areas of Applied Information Technology, Engineering, Italian and Physical Education. The methodology and data collection processes are discussed, and the data is analysed, providing the basis for conclusions and recommendations
    Note: Includes bibliographical references , Introduction and Background , Literature Review and Conceptual Framework , Method and Analysis , Applied Information Technology , Engineering Studies , Italian Studies , Physical Education Studies , Findings and Conclusions
    DOI: 10.1007/978-94-6209-341-6
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  • 178
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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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    Productive Remembering and Social Agency (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093478
    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 Productive Remembering and Social Agency
    RVK:
    MS 7000
    Keywords: Memory ; Educational psychology ; Educational sociology ; Education ; Education ; Erinnerung ; Pädagogische Soziologie ; Pädagogische Psychologie
    Abstract: Preliminary Material /Teresa Strong-Wilson , Claudia Mitchell , Susann Allnutt and Kathleen Pithouse-Morgan -- Productive Remembering and Social Action /Teresa Strong-Wilson , Claudia Mitchell , Susann Allnutt and Kathleen Pithouse-Morgan -- Waiting in the Grey Light: Nostalgia, Trauma and Currere in W.G. Sebald’s Austerlitz /Teresa Strong-Wilson -- Expressions of Policy Effects: Hearing Memories of Indian Residential Schools /Lyn Daniels -- Thirty Years Before/After: My Memory of My Brother Quan’s Life Experience in Mao’s Time as an Honorable Worker (1949–1976) and in Deng’s Time as ‘Laid-off’ (1978–1997) /Qian Wang -- Productive Remembering for Social Action and Change: Exploring Memories of the Aftermath of the 1994 Genocide through the Voices of Rwandan Women /Myriam Gervais and Eliane Ubalijoro -- Relearning as Remembrance: Three Guineas, Implication, and Melancholia /Ursula A. Kelly -- Remembering French in English: The Meditation of an ‘Assimilated’ Acadian /Michael Corbett -- Glossing Faery: Imagine If You Can’t Remember! /Charlotte Hussey -- Oil Rights/Rites: Autoethnography as a Tool for Drilling /Claudia Mitchell -- Seeing a Question: Using the Visual to Unfurl Memories /George Carani -- A Few Pieces of Thread: Collage, Intragenerational Memory, and Place /Susann Allnutt -- The Teacher’s Dream: Performances of Pedagogical Desire and Memorial (Re)construction in Glee /David Lewkowich -- Of Voices and Punishment: The Maternal in Jane Campion’s The Piano /Sandra Chang-Kredl -- Artifactual Memory: Fragmentary ‘Memoirs’ of Three Eighteenth-and Nineteenth-Century Moveable Books about Their Child Owners /Jacqueline Reid-Walsh -- Through the Lens of Social Memory: Studying Youth Sexuality and Condom Use in Contemporary China /Ran Tao -- Telling Memory’s Story: Memory Studies from the Past to the Future /Susannah Radstone -- Contributors /Teresa Strong-Wilson , Claudia Mitchell , Susann Allnutt and Kathleen Pithouse-Morgan -- Author Index /Teresa Strong-Wilson , Claudia Mitchell , Susann Allnutt and Kathleen Pithouse-Morgan -- Subject Index /Teresa Strong-Wilson , Claudia Mitchell , Susann Allnutt and Kathleen Pithouse-Morgan.
    Abstract: Productive Remembering and Social Agency examines how memory can be understood, used and interpreted in forward-looking directions in education to support agency and social change. The edited collection features contributions from established and new scholars who take up the idea of productive remembering across diverse contexts, positioning the work at the cutting edge of research and practice. Contexts range across geographical locations (Canada, China, Rwanda, South Africa) and across critical social issues, from HIV & AIDS to the legacy of genocide and Indian residential schools, from issues of belonging, place, and media to interrogations of identity. This interdisciplinary collection is relevant not only to education itself but also to memory studies and related disciplines in the humanities and social sciences
    Description / Table of Contents: part I. Memory as phenomenonpart II. Memory as method : a catalogue -- part III. The future of memory studies.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-6209-347-8
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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
    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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    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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    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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    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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    Youth: Responding to Lives : An International Reader (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462094314
    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 Youth: Responding to Lives: An International Reader
    Keywords: Youth ; Social integration ; Education ; Education
    Abstract: Preliminary Material /Andrew Azzopardi -- Introduction /Andrew Azzopardi -- Re-vitalising the Youth Subculture Concept /Albert Bell -- Serv(ic)ing the Country? /Arun Kumar -- Youth Activism /Andrew Azzopardi -- Spatio-Temporal Concepts and the Socio-Physical Realities Impinging on the Rehabilitation of Incarcerated Youth /Janice Formosa Pace and Saviour Formosa -- Playing Grown-up /Jenny Slater -- Schools Promoting Community Involvement for Inclusion /Suzanne Gatt and Laura Sue Armeni -- Inclusion Is …: Musing and Conversations about the Meaning of Inclusion /Margo Allison Shuttleworth -- Acceptance or Acceptability /Valerie L. Karr and Stephen Meyers -- Constructing a Modern Disability Identity /Matthew J. Schuelka -- The Power of Imagination in the Lives of Young People with Significant Disabilities /Janet Story Sauer -- The World According to Sofie /Elisabeth de Schauwer , Hanne Vandenbussche , Sofie de Schryver and Geert van Hove -- Warning: Labels May Cause Serious Side Effects for Learning Disabled Students /Nancy la Monica and Vera Chouinard -- Youth Lead /Alexis Petri , Ronda Jenson , Arden D. Day and Carl F. Calkins -- How Thinking against the Grain Teaches You to Love What School Hates /Naomi Folb -- How Can I Lose My Shyness …? /Joanne Cassar -- Developmental Denial /Trina Balanoff and Matthew Wappett -- Conceptualizing Students with “Significant Intellectual Disabilities”: /Karen D. Schwartz.
    Abstract: This book draws from various fields of knowledge, in an effort to theorise, create new and innovative conceptual platforms and develop further the hybrid idea of discourses around social inclusion and youth (from policy, practice and research perspectives). Youth: Responding to Lives—An international Reader attempts to fill the persistent gap in the problematisation and understanding of inclusion, communalism, citizenship—that are intertwined within the complex youth debate. It writhes and wriggles to highlight the interconnections between the encounters, events and endeavors in young people’s lives. The focus of this edited work is also intended to help us understand how young people shape their development, involvement, and visibility as socio-political actors within their communities. It is this speckled experience of youth that remains one of the most electrifying stages in a community’s lifecycle. Contributors to this text have engaged with notions around identity and change, involvement, social behavior, community cohesion, politics and social activism. The chapters offer an array of critical perspectives on social policies and the broad realm of social inclusion/exclusion and how it affects young people. This book essentially analyses equal opportunities and its allied concepts, including inequality, inequity, disadvantage and diversity that have been studied extensively across all disciplines of social sciences and humanities but now need a youth studies ‘application’
    Note: Includes bibliographical references
    DOI: 10.1007/978-94-6209-431-4
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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
    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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    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
    URL: Volltext  (lizenzpflichtig)
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  • 187
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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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  • 188
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    Online Resource
    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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  • 189
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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 rpclair@purdue. 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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  • 190
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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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  • 191
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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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  • 192
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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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  • 193
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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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  • 194
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    Education and the Political : New Theoretical Articulations (2013)
    Rotterdam : SensePublishers
    Details
    ISBN: 9789462093836
    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 28
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Education and the Political: New Theoretical Articulations
    Keywords: Education and state ; Education ; Education
    Abstract: Preliminary Material /Tomasz Szkudlarek -- Introduction: Education and the Political /Tomasz Szkudlarek -- Are Duties of Justice in Education Global in Scope? /Zdenko Kodelja -- Education for Resistance, Education for Consensus? /Leszek Koczanowicz -- Grammars of Privatization, Schooling, and the “Network State” /André Elias Mazawi -- Identity and Normativity: Politics and Education /Tomasz Szkudlarek -- Time Out: Can Education Do and Be Done Without Time? /Gert Biesta -- The Double Subjectification Function of Education /Claudia Ruitenberg -- The Politics of the University /Jan Masschelein and Maarten Simons -- Toward the Ignorant Gdańsk Citizen /Maria Mendel -- Stop Making Sense! /Carl Anders Säfström.
    Abstract: The essays in this collection address the relation between education and politics in new ways. Rather than understanding education simply as the object of political decision-making, or as preparation for politics, the authors of this volume see education as implicated in social conflicts and in the political processes that produce and change social structures. Education, then, is a practice that reconfigures the relations between subjectivities and the political. The collection focuses on several critical cases and theoretical debates where the relation between education and politics demands new articulations. It explores the potential of theoretical languages proposed by Rancière, Laclau, Derrida, Mouffe, Bakhtin, and other thinkers whose work has not yet been fully recognized in its pedagogical meaning
    Description / Table of Contents: ""Education and the Political: New Theoretical Articulations""; ""TABLE OF CONTENTS""; ""ACKNOWLEDGEMENTS""; ""INTRODUCTION: EDUCATION AND THE POLITICAL""; ""ABOUT THE CONTRIBUTIONS""; ""DO WE HAVE A THEORY?""; ""REFERENCES""; ""AFFILIATION""; ""ARE DUTIES OF JUSTICE IN EDUCATION GLOBAL IN SCOPE?""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""EDUCATION FOR RESISTANCE, EDUCATION FOR CONSENSUS?: Non-Consensual Democracy and Education""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""GRAMMARS OF PRIVATIZATION, SCHOOLING, AND THE “NETWORK STATE�""; ""I""; ""II""; ""III""; ""IV""; ""V""
    Description / Table of Contents: ""VI""""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""IDENTITY AND NORMATIVITY: POLITICS AND EDUCATION""; ""LACLAU�S IDENTITY""; ""NORMATIVITY AND THE SOCIAL""; ""EMPTY SIGNIFIERS, EDUCATION AND NORMATIVITY""; ""EXPANDING THE NORMATIVE: CHANTAL MOUFFE""; ""THE SPACE FOR ETHICS""; ""THE DEONTIC, THE DEONTOLOGICAL, THE ETHICAL, AND THE ROLE OF EDUCATION""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""TIME OUT: CAN EDUCATION DO AND BE DONE WITHOUT TIME?""; ""INTRODUCTION""; ""THE TIME OF EDUCATION""; ""TIME OUT?""; ""EDUCATION AND THE FREEDOM OF SPEECH""; ""DISCUSSION""; ""REFERENCES""
    Description / Table of Contents: ""AFFILIATION""""THE DOUBLE SUBJECTIFICATION FUNCTION OF EDUCATION: Reconsidering Hospitality and Democracy""; ""INTRODUCTION""; ""SUBJECTIFICATION AS EDUCATIONAL INTEREST""; ""RANCI�RE�S DICHOTOMY""; ""THE CLOSE-UP AND THE WIDE-ANGLE VIEW""; ""ARE “EQUALITY� AND “EQUALITY� THE SAME?""; ""BOTH ENDS OF THE TELESCOPE""; ""CONCLUSION""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""THE POLITICS OF THE UNIVERSITY: Movements of (de-)Identification and the Invention of Public Pedagogic Forms""; ""THE PROFANATION OF THE BOOK""; ""THE PROFANATION OF REASON""
    Description / Table of Contents: ""THE PROFANATION OF CULTURE AND OF TIME""""PUBLIC PEDAGOGIC FORMS""; ""THE PROFANATION OF PRODUCTION AND COMMUNICATION""; ""OUR CONCERN: STUDIA PAEDAGOGICA""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""TOWARD THE IGNORANT GDAÅ?SK CITIZEN: Place-based Collective Identity, Knowledge to Refuse, and the Refusal to Know""; ""GDAÅ?SK: CEMETERIES, MYTHS, IDENTITY""; ""UNPREDICTABILITY AND IGNORANCE: KNOWING AND NOT KNOWING, REMEMBERING AND FORGETTING""; ""NOTES""; ""REFERENCES""; ""AFFILIATION""; ""STOP MAKING SENSE!: And Hear the Wrong People Speak""
    Description / Table of Contents: ""THE IDEA OF A ONE AND MORAL POLITICAL DISCOURSE""""THE POLITICAL FICTION CHALLENGED""; ""EQUALITY NEEDS NO FOREGROUNDING""; ""CAN EDUCATION/TEACHING CONFIRM A COMMUNITY OF POETS?""; ""REFERENCES""; ""AFFILIATION""
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-6209-383-6
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  • 195
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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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    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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  • 197
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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
    URL: Volltext  (lizenzpflichtig)
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  • 198
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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
    RVK:
    MS 1900
    Keywords: Love ; Love Philosophy ; Education ; Education
    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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    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
    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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    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
    URL: Volltext
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