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  • 1
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    Knowledge and Digital Technology (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031391019 , 9783031391002
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (289 p.)
    Serie: Knowledge and Space
    Schlagwort(e): Human geography ; Education ; human-machine interaction ; digital activism ; social networks ; scale-up economies ; digital technology ; economic geography ; artificial intelligence ; digital markets ; digital governance ; Use of robotics ; human geography
    Kurzfassung: This open access book explores the multifaceted interplay of technology, knowledge, and place. While digital technology is increasingly influencing our way of knowing, conversely it is itself the consequence of human creativity and local social interaction. Part I analyzes how digital technologies transform markets through artificial intelligence and decentralized blockchain models. Its contributions discuss novel governance mechanisms, including the responsible use and analysis of big data. Part II illustrates various ways in which technology supports humanity, be it algorithms supporting complex decision-making processes or the use of robotics in care services. The chapters highlight that technology's efficiency and potential rely on social norms and human capital. Finally, Part III shows that digitization is generating vibrant entrepreneurship, reflected in geographically clustered urban scale-up economies, as well as opening up new ways for people to connect with one another, organize civic engagement and enable new forms of labor. The book offers theoretical reflections as well as empirical cases from the United States, Canada, Japan, South Africa, and Europe. This volume provides a valuable read for scholars, students and professionals in the fields of knowledge creation, technology and governance
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  • 2
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    Chapter 1 Introduction (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (22 p.)
    Schlagwort(e): Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Kurzfassung: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
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  • 3
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    The International Bureau of Education (1925-1968) : "The Ascent From the Individual to the Universal" (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031413087 , 9783031413070
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (422 p.)
    Serie: Global Histories of Education
    Schlagwort(e): History of education ; Education ; Educational strategies & policy ; General & world history ; International Bureau of Education ; Jean Piaget ; 20th century education ; transnational education ; UNESCO ; SDG 4
    Kurzfassung: This open access book offers a critical analysis of the history of the International Bureau of Education (IBE) from its founding in 1925 to its integration into UNESCO in January 1969. Based on the conceptual and methodological tools of the transnational turn and on archives, fully exploited for the first time by the research team, this book enriches knowledge of the phenomena of globalization. It does so in a field, education, which is currently one of those most invested in globalization, but whose sociogenesis in the era of its first period of institutionalization remains to be explored more profoundly. The authors do this by analyzing how the actors of the IBE tried to realize their aspiration towards universal aims in education, the contradictions they were confronted with, the causes they invested in, their operating mode and the governments and international organizations with which they cooperated
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  • 4
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    Effective Use of Collective Peer Teaching in Teacher Education : Maximizing Student Learning (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003403586 , 9781003817826 , 9781032517261 , 9781032513461
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (144 p.)
    Serie: Routledge Research in Teacher Education
    Schlagwort(e): Peer teaching ; Teachers Training of ; Teachers In-service training ; Educational leadership ; Education
    Kurzfassung: "Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and first-hand empirical research conducted with pre-service teachers. Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of the book focuses on findings from two separate teacher education programmes, whilst the second analyses the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, the book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea. The book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes"--
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  • 5
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    Research with International Students : Critical Conceptual and Methodological Considerations (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003290803 , 9781032269825 , 9781032269832
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (302 p.)
    Serie: Internationalization in Higher Education Series
    Schlagwort(e): Students, Foreign Research ; Research Methodology ; Research ; International education ; Education and globalization ; Foreign study Social aspects ; Educational anthropology ; Higher & further education, tertiary education ; Education
    Kurzfassung: This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities. Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic. Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings
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  • 6
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    Reimagining Science Education in the Anthropocene, Volume 2 (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031354304 , 9783031354298
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (421 p.)
    Serie: Palgrave Studies in Education and the Environment
    Schlagwort(e): Teaching of a specific subject ; Education ; Educational strategies & policy ; Philosophy & theory of education
    Kurzfassung: This volume, a follow up to Reimagining Science Education in the Anthropocene (2021), continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mission of transforming the ways communities inherit science and technology education: its knowledges, practices, policies, and ways-of-living-with-Nature. Our understanding of the Anthropocene is necessarily open and pluralistic, as different beings on our planet experience this time of crisis in different ways. This second volume continues to nurture productive relationships between science education and fields such as science studies, environmental studies, philosophy, the natural sciences, Indigenous studies, and critical theory in order to provoke a science education that actively seeks to remake our shared ecological and social spaces in the coming decades and centuries. This is an open access book
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  • 7
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    Sociology in Mexico : An Intellectual and Institutional History (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031420894 , 9783031420887
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (90 p.)
    Serie: Sociology Transformed
    Schlagwort(e): Sociology ; Education ; Society & social sciences ; History of the Americas
    Kurzfassung: This open access book presents a condensed history of Sociology in Mexico from its origins, through to the middle of the 19th century and up to the present day. The book analyses the interaction between sociology and the main economic, political and social change in the country, including the 1910 Mexican Revolution, the main social movements, the role of the intellectual exiles from Spain and Latin America, and the participation of women, who have often remained invisible in the history of sociology. The book explores how sociological discourse played a fundamental role in the separation of secular and public education and the search for a ‘national project’ from 1868 onwards, despite the lack of an institute of social research until 1930; how sociology became an autonomous social science, led by a few intellectuals and public figures, as it became institutionalized in universities, and the effect this had on the development of the discipline; the influence of Marxism during the 1970s; and the progression from a process of specialization after the fall of the Berlin Wall to a new trend of working in collective projects with an increasing interdisciplinary perspective in the first decades of the 21st century
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  • 8
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    Chapter 3 Droit de cité : The Digital Lab as Digital Milieu (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (16 p.)
    Schlagwort(e): Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Kurzfassung: When King’s Digital Lab was established in late 2015 it was conceived as both a craft factory (working with colleagues to produce digital outputs) and a technical experiment (a site where the intersection of technology and the humanities could be explored). Significant progress has been made on both of those fronts: dozens of projects have been enabled, operational white papers have been shared, and research outputs have explored the intellectual and philosophical aspects of the laboratory environment. It is now possible to move beyond the techniques that enabled this success and use insights from the philosophy of technology to explore long-standing concerns about the role of technology in society. In doing so, the laboratory would become an applied techno-philosophical experiment. More radically, it could rehabilitate the use of technical objects in the humanities and reject technophobia as not only unproductive but unethical. Technical (digital) objects could thus be accorded droit de cité in the field of the humanities. This perspective fits well with emerging work in the humanities that highlights the history of the field, its relationship to modelling, the indeterminacy of computer technology, and the potential for human-machine relations to be reconciled through aesthetics
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  • 9
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    Chapter 17 Researching Family Lives, Schooling and Structural Inequality in Rural Punjab : The Power of a Habitus Listening Guide (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (20 p.)
    Schlagwort(e): Education ; Educational strategies & policy
    Kurzfassung: This chapter advances a novel theoretic-methodological approach to the analysis of qualitative data. The aim is to achieve a deeper understanding of the relationship between social inequality and educational outcomes in post-colonial rural Southern contexts. It operationalises the Habitus Listening Guide (Arnot & Naveed, 2014) derived from Bourdieu’s theory of cultural reproduction and contemporary narrative theory. The chapter describes the application of four listenings using a dialogic, multi-layered, analysis of interview transcripts. It uncovers the polyphonic voices of four members of Munawar Hussain’s family, describing the impact of the rural social structure on their educational and occupational biographies. Inter-narrativity is generated through repeated listenings of the social structure, of paired father-mother and son-daughter and then of father-son and mother-daughter narratives, and a final mythic-ritual listening which makes audible when religious beliefs are called into play. These beliefs either contribute to the maintenance of poverty and social inequality, and yet inspire strategies to disrupt power structures through education as a religious duty. Each listening reveals the dialectic relationship between the hierarchal post-colonial social order and its school system, and the family’s gendered and generational educational aspirations, strategies, and outcomes
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  • 10
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    The Fabrication of the Autonomous Learner : Ethnographies of Educational Practices in Switzerland, France and Germany (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003379676 , 9781032460079 , 9781032460086
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (238 p.)
    Schlagwort(e): Educational psychology ; Philosophy & theory of education ; Educational strategies & policy ; Education
    Kurzfassung: This book provides a thorough and detailed analysis of how the figure of the ‘autonomous learner’ shapes educational practices. It unpacks the impact of current educational reform discourse that focuses on the individual pupil as a learner, while neglecting the social dimensions of classroom practices. In view of the yet unknown requirements of the knowledge economy, students are demanded to take more responsibility for their learning and to become self-reliant, independent, lifelong learners. In turn, teachers are asked to tailor education to the individual needs of their students and to foster their individual learning trajectories. Based on in-depth fieldwork and long-term observation of interactions in classrooms and other scholastic settings, scholars from three European countries – France, Germany and Switzerland – show how the translation of the figure of the ‘autonomous learner’ into classrooms is shaped by distinct cultural traditions. Chapters analyse teaching routines and conceptions of self-reliance involved in autonomy-oriented settings and discuss how these change the sociality of the classroom. They scrutinize how autonomy is used to differentiate between students and how it contributes to the reproduction of social inequality. The book brings into dialogue two neighbouring research traditions that research autonomous learning from a sociological perspective and which have largely ignored each other until now. In so doing, the contributions engage a critical perspective for a careful empirical analysis in order to better understand what is being done in the name of autonomy. Providing insight into the many facets of developing and nurturing self-standing pupils across various educational contexts, this is ideal reading for scholars in the field of education, as well as teachers and decision-makers across the educational sector
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  • 11
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    Migration, Education and Employment : Pathways to Successful Integration (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031419195 , 9783031419171
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (203 p.)
    Serie: Education, Equity, Economy
    Schlagwort(e): Education ; Migration, immigration & emigration ; Organization & management of education
    Kurzfassung: This is an open access book which focuses on different aspects of education, employment, and successful integration of migrants in three countries: Norway, Sweden, and Switzerland. The chapters in this book reflect on these issues from micro, meso and macro perspectives; some are based on interviews with migrants and people who work with them, others on documents and literature about migration. There are different pathways for skilled migrants to vocations. Some start working in their previous vocations after arriving in the new environment. Some re-enter their professions but on a lower level. Some can re-train themselves in a new vocation, and some will go to further education, as studies in different chapters of this book suggest. Common for successful integration seems to be several intertwined factors: the target language competence, strong motivation and agency, supporting networks and supporting persons, as well as structural opportunities of the new environment. The book’s editorial board takes an eclectic view, hoping to start an academic debate about what ‘successful integration’ means. While discussions about the integration of migrants tend to focus on integration failures, there are millions of migrants, in different countries, who have successfully integrated into their new societies
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  • 12
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    First-in-Family Students, University Experience and Family Life : Motivations, Transitions and Participation (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031344510 , 9783031344503
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (294 p.)
    Schlagwort(e): Education ; Higher & further education, tertiary education ; Sociology ; Social issues & processes ; Careers guidance ; Sociology: family & relationships
    Kurzfassung: This open access book, now in its second edition, offers a comprehensive overview of the experiences of First in Family (FiF) or first-generation students in higher education. It draws upon narratives of students and their family members and spans the entire university student life cycle (pre-entry, commencement, progression and graduation) with a focus on specific cohorts including mature-aged students, parents or carers, as well as the differentiated experiences of male and female learners. With research drawn from three major research projects and including over 650 FiF students from across all Australian states and territories, as well as Europe, this wealth of perspectives provides unique insights into the lived reality of attending university in contemporary higher education settings. The book is written for a broad audience and will appeal to those working in universities, as well as family members and students who may be contemplating participating in higher education
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  • 13
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    Real-Life Decision-Making (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781003406709 , 9781000936896 , 9781032524399 , 9781032524382
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (140 p.)
    Schlagwort(e): Education ; Management decision making ; Human-computer interaction ; Artificial intelligence
    Kurzfassung: Have you ever experienced a decision situation that was hard to come to grips with? Did you ever feel a need to improve your decision-making skills? Is this something where you feel that you have not learned enough practical and useful methods? In that case, you are not alone! Even though decision-making is both considered and actually is a very important skill in modern work-life as well as in private life, these skills are not to any reasonable extent taught in schools at any level. No wonder many people do indeed feel the need to improve but have a hard time finding out how. This book is an attempt to remedy this shortcoming of our educational systems and possibly also of our common, partly intuition-based, decision culture. Intuition is not at all bad, quite the contrary, but it has to co-exist with rationality. We will show you how. Methods for decision-making should be of prime concern to any individual or organisation, even if the decision processes are not always explicitly or even consciously formulated. All kinds of organisations, as well as individuals, must continuously make decisions of the most varied nature in order to prosper and attain their objectives. A large part of the time spent in any organisation, not least at management levels, is spent gathering, processing, and compiling information for the purpose of making decisions supported by that information. The same interest has hitherto not been shown for individual decision-making, even though large gains would also be obtained at a personal level if important personal decisions were better deliberated. This book aims at changing that and thus attends to both categories of decision-makers. This book will take you through a journey starting with some history of decision-making and analysis and then go through easy-to-learn ways of structuring decision information and methods for analysing the decision situations, beginning with simple decision situations and then moving on to progressively harder ones, but never losing sight of the overarching goal that the reader should be able to follow the progression and being able to carry out similar decision analyses in real-life situations. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
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  • 14
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    Chapter Foreword : Reimagining Education Research Practices – from the South to North (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
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    ISBN: 9781032409337 , 9781032409306
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (6 p.)
    Schlagwort(e): Education ; Educational strategies & policy
    Kurzfassung: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
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  • 15
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    Chapter The Promise of Laboratories : An Introduction to Digital Humanities Laboratories in the 21st Century (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (20 p.)
    Schlagwort(e): Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Kurzfassung: This book is about digital humanities laboratories, places where the humanities take up new digital and computational technologies for teaching and research, which often grow out of—or turn into—other contemporary labs configurations: research software engineering labs, digital heritage labs, feminist labs, and social labs. In this introduction, the editors present the goal of the volume, which is to discuss the concept of a laboratory in digital humanities from a broad range of perspectives: epistemological, infrastructural, technological, and socio-cultural. This book offers a reflection on how to interrogate the organisational structures of digital humanities, how to reimagine a “critical laboratory” with great sensitivity towards racial, gender, and indigenous issues, and what can be offered to other humanities fields interested in laboratories (e.g., science and technology studies, media studies, and cultural heritage studies). Laboratories have become an important lens for investigating the development of the field of digital humanities and its connections with science, technology, industry, and society, drawing on interdisciplinary approaches from science and technology studies, infrastructure studies, philosophy of technology, feminism, postcolonial studies, and critical digital pedagogy. This collection aims to pave the way toward “laboratory studies” as a new research direction in digital humanities
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  • 16
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    Discursive Thinking Through of Education : Learning from Those Who Transform the Universe (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003450726 , 9781000993998 , 9781032585819 , 9781032585802
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (176 p.)
    Serie: Routledge International Studies in the Philosophy of Education
    Schlagwort(e): Philosophy & theory of education ; Social & political philosophy ; Education
    Kurzfassung: This book is a contribution to the philosophical discourse on education. Education is considered a tool of philosophy. Education (paideia) and politics (politeia) are equal in importance for building a sustainable society free from feud and unhappiness. Discursive thinking through of education is based on Plato’s dialogues and the results of epistemological, metaphysical and ethical research in the fields of cosmology, sociology and neuroscience. The author demonstrates the potential of the threefold scheme of philosophy, a Platone philosophandi ratio triplex, for ordering individual and collective discourse and way of life in strict accordance with the intelligible complexity of the expanding cosmos. An essential read for students and scholars interested in the crossroad between education and philosophy
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  • 17
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    Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives : Results from the POEM5 Conference, 2022 (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031376634 , 9783031376627
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (260 p.)
    Schlagwort(e): Pre-school & kindergarten ; Teaching of a specific subject ; Teacher training ; Education
    Kurzfassung: This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education
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  • 18
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    Schools and Society During the COVID-19 Pandemic : How Education Systems Changed and the Road Ahead (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031426711 , 9783031426704
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (262 p.)
    Schlagwort(e): Educational strategies & policy ; Education
    Kurzfassung: This open access book provides an analysis of the effects of the COVID-19 Pandemic on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history. The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic. The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States
    Anmerkung: English
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  • 19
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    International Students from Asia in Canadian Universities : Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781000930801 , 9781003329800 , 9781032360072 , 9781032360065
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (296 p.)
    Serie: Routledge Studies in Global Student Mobility
    Schlagwort(e): Education ; Higher & further education, tertiary education
    Kurzfassung: This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies
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  • 20
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    Developing a Didactic Framework Across and Beyond School Subjects : Cross- and Transcurricular Teaching (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003367260 , 9781032433202 , 9781032434292
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (269 p.)
    Serie: Routledge Research in Education
    Schlagwort(e): Education ; Curriculum planning & development ; Secondary schools ; Philosophy & theory of education
    Kurzfassung: Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use
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  • 21
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    Chapter 13 Swedish teachers’ digital competence – infrastructures for teaching and working (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409863 , 9781032409870
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (14 p.)
    Schlagwort(e): Education ; Open learning, home learning, distance education
    Kurzfassung: Swedish teachers’ digital competence refers to aspects of teaching as well as teachers’ work in a broader context. In this chapter, 19 Swedish teachers’ digital competence is analyzed as infrastructures for teaching and working, thereby setting digital competence in the context of teachers’ work in and out of the classroom. This chapter contributes to an understanding of how contextual factors of teachers’ digital competence relate to infrastructures for teaching and working and illuminates how contributing to teachers’ digital competence is both an individual and a collective responsibility. The analysis highlights the challenges that teachers face and suggests how these can be understood and conceptualized in relation to individual and structural levels of schooling, and to teaching and working infrastructures
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  • 22
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    Chapter 1 Recentring, Reframing and Reimagining the Canons of Educational Research (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (19 p.)
    Schlagwort(e): Education ; Educational strategies & policy
    Kurzfassung: This chapter reviews the current canons of educational research and considers how they can be uncoupled from hegemonic knowledge paradigms which privilege Northern contexts. It outlines contributions from decolonial thinking and Southern theory and shows what must change if new epistemologies and ontologies are to emerge. It focuses on Southern epistemologies that illuminate ways of researching education in Southern contexts by students from the South researching their own contexts, and those trained in the North but researching Southern contexts. We consider critically the ways in which qualitative and quantitative research into structures, processes, and interactions have been challenged historically and the contemporary debates about whether, and if so how, such ethical and practical approaches can be transferred and be of value within Global South societies. Important insights are provided by experienced education researchers tackling the challenge of creating, identifying, or adapting research ethics, methods of data collection, and forms of data analysis
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  • 23
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    Early Childhood Language Education and Literacy Practices in Ethiopia : Perspectives from Indigenous Knowledge, Gender and Instructional Practices (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003424956 , 9781000985894 , 9781032544564 , 9781032534428
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (214 p.)
    Serie: Routledge Research in Language Education
    Schlagwort(e): Education ; Primary & middle schools ; Teaching of students with English as a second language (TESOL)
    Kurzfassung: This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly
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  • 24
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    Digital Humanities and Laboratories : Perspectives on Knowledge, Infrastructure and Culture (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003185932 , 9781032027630 , 9781032027654
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (310 p.)
    Serie: Digital Research in the Arts and Humanities
    Schlagwort(e): Library & information services ; Teaching of students with English as a second language (TESOL) ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures ; Education ; Teaching of a specific subject ; Library and information services ; Higher education, tertiary education ; Educational equipment and technology, computer-aided learning (CAL) ; Economic systems and structures ; Digital humanities laboratory; computational lab; laboratory studies; interdisciplinarity; collaboration; infrastructure; epistemology; research software engineering; postcolonial; feminist pedagogy
    Kurzfassung: Digital Humanities and Laboratories explores laboratories dedicated to the study of digital humanities (DH) in a global context and contributes to the expanding body of knowledge about situated DH knowledge production. Including contributions from a diverse, international range of scholars and practitioners, this volume examines the ways laboratories of all kinds contribute to digital research and pedagogy. Acknowledging that they are emerging amid varied cultural and scientific traditions, the volume considers how they lead to the specification of digital humanities and how a locally situated knowledge production is embedded in the global infrastructure system. As a whole, the book consolidates the discussion on the role of the laboratory in DH and brings digital humanists into the interdisciplinary debate concerning the notion of a laboratory as a critical site in the generation of experimental knowledge. Positioning the discussion in relation to ongoing debates in DH, the volume argues that laboratory studies are in an excellent position to capitalize on the theories and knowledge developed in the DH field and open up new research inquiries. Digital Humanities and Laboratories clearly demonstrates that the laboratory is a key site for theoretical and critical analyses of digital humanities and will thus be of interest to scholars, students and practitioners engaged in the study of DH, culture, media, heritage and infrastructure
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  • 25
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    Making Universities Matter : Collaboration, Engagement, Impact (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031487996 , 9783031487989
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (232 p.)
    Serie: Innovation, Technology, and Knowledge Management
    Schlagwort(e): Business innovation ; Knowledge management ; Education ; Sociology ; Higher & further education, tertiary education ; Economics ; Educational strategies & policy ; Knowledge and Innovation ; Knowledge transfer ; Universities in society ; Knowledge production ; Innovation and Technology Management ; University governance ; Science–policy interaction ; Role of universities in society ; Research collaboration ; Inequality in academia
    Kurzfassung: In an era of rapid change and increasing societal demands, the role of universities as knowledge producers and catalysts for change has come under scrutiny. This open access book offers a fresh perspective on the significance of universities in society, shedding light on how their knowledge can truly matter beyond academia. Drawing upon insightful inquiries from both the Swedish and international contexts, this volume delves into the multifaceted interactions between universities and various knowledge users, emphasizing the need for scholars to reflect on how their knowledge can become useful and applicable to wider society. Organized into three compelling themes, collaboration, engagement, and impact, this book explores the concept of "mattering". Together and jointly, they point at the fluid movement of scholars and scholarly knowledge across academic, political, and public spaces, and the intentional actions of scientists to leverage their expertise for real-worldimpact. Essential reading for social science and humanities scholars, university management professionals, and individuals keen on a critical understanding of the evolving role of universities, this volume offers a comprehensive examination of how universities have mattered, continue to matter, and can shape the future
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  • 26
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    Educational Research Practice in Southern Contexts : Recentring, Reframing and Reimagining Methodological Canons (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003355397 , 9781032409337 , 9781032409306
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; Educational strategies & policy ; Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
    Kurzfassung: Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource with which to challenge the conventional canons of educational research theory and practice. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes and field work practices which are often unproblematically assumed to be universally relevant
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  • 27
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    Digitalization and Digital Competence in Educational Contexts : A Nordic Perspective from Policy to Practice (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409863 , 9781032409870 , 9781003355694
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; Open learning, home learning, distance education ; Digital competence, teachers, infrastructures for teaching and working, challenges
    Kurzfassung: Digital competence, teachers, infrastructures for teaching and working, challenges
    Anmerkung: English
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  • 28
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    The Contextualisation of 21st Century Skills : Assessment in East Africa (2024)
    Cham : Springer Nature
    Details
    ISBN: 9783031514906 , 9783031514890
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (211 p.)
    Serie: The Enabling Power of Assessment
    Schlagwort(e): Examinations & assessment ; Educational strategies & policy ; Education ; 21st century skills ; lifeskills ; educational policy ; measurement ; household-based assessment ; assessment ; contextualisation ; East Africa education ; cultural perspectives ; Life Skills and Values (ALiVE) ; national education systems ; Skills development ; educational expectations vs reality ; conceptualizations of 21st century skills ; Kenya Education ; Tanzania education ; Uganda education
    Kurzfassung: This open access book is written for educators and policymakers who seek to empower young people with competencies necessary for fulfilling lives in the 21st century. It reports how a large group of educators from government and civil society organisations, together with researchers from universities, used their curriculum, assessment, and social economy expertise to develop contextualised definitions of life skills and values, and associated assessment tools. The book also reports on levels of these competencies of over 45,000 adolescents, from a household-based assessment conducted in Kenya, Tanzania, and Uganda. The results describe how these adolescents vary in proficiency by region, age, and other factors, providing a resource for national education ministries to factor into policy decisions. Given the technical requirements of measuring individuals’ social-emotional and related competencies, how is it possible to capture an adolescent’s life skills across varied contexts? The book provides readers with a pragmatic yet technically robust process for undertaking a large-scale assessment program designed to inform policy
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  • 29
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    Chapter 3 Towards the Theory of Content Transformation (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (18 p.)
    Schlagwort(e): Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Kurzfassung: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education. Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
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  • 30
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    Chapter 6 Content-Focused Approach for Improving Teaching and Learning : 3A Methodology for Didactic Case Studies (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (23 p.)
    Schlagwort(e): Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Kurzfassung: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education. Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
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  • 31
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    Risky Play : An Ethical Challenge (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031255526
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (113 p.)
    Serie: Critical Cultural Studies of Childhood
    DDC: 305.231
    Schlagwort(e): Pre-school & kindergarten ; Education ; Ethics & moral philosophy ; Sociology: family & relationships ; Child & developmental psychology ; Electronic books
    Kurzfassung: This open access book brings together current childhood research and contemporary ethical theory to draw attention to how children depend upon a scope of action for risky play for their mental and physical development. In many countries, the opportunities for children to play away from adults' close attention have decreased. At both school and home, protection and avoidance of harm take increasing priority. This book draws a distinction between do-good ethics and avoid-harm ethics to highlight ethical tensions and dilemmas encountered by professionals who work with children, and suggests better ways to balance these ethical dimensions in approaching risky play
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  • 32
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    AI in Learning: Designing the Future (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031096877
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (344 p.)
    Schlagwort(e): Psychology ; Information technology: general issues ; Education ; Philosophy of mind ; Artificial intelligence
    Kurzfassung: AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers
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  • 33
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    Reimagining Innovation in Education and Social Sciences : Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022), September 10-11, 2022, Surabaya, Indonesia (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003366683 , 9781000911336 , 9781032432939 , 9781032432977
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (412 p.)
    Schlagwort(e): Education
    Kurzfassung: Certainly, the pandemic has affected several aspects of life. Several modifications have been made and are now continuing. The number of innovations has expanded substantially, particularly in the fields of education and social sciences. Innovations are produced by educators, scientists, and professionals. These innovations must be distributed to aid the development of society in the sphere of education and beyond. After the eradication of the disease, we shall assist one another in conquering it and then develop and prosper together. This volume contains the works of educators, researchers, practitioners, and academics presenting the most recent research results, issues, and practical difficulties and solutions found in the domains of Education, Cultural Studies, Applied Linguistics, and Community Services. Reimagining is a creative method to approach or address challenges associated with innovation in the fields of education, cultural studies, applied linguistics, community services, or social sciences. Due to the topic areas covered in this proceeding, it is appropriate for instructors, researchers, practitioners, and academics who specialize in the aforementioned subjects. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Funded by Universitas Negeri Surabaya, Indonesia
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  • 34
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    From Education Policy to Education Practice : Unpacking the Nexus (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031369704 , 9783031369698
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (308 p.)
    Serie: Policy Implications of Research in Education
    Schlagwort(e): Educational strategies & policy ; Education ; Industrial or vocational training
    Kurzfassung: This open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus
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  • 35
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    Mathematics Curriculum Reforms Around the World : The 24th ICMI Study (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031135484 , 9783031135477
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (584 p.)
    Serie: New ICMI Study Series
    Schlagwort(e): Teaching of a specific subject ; Curriculum planning & development ; Education ; Mathematics
    Kurzfassung: This Open Access volume by the International Commission on Mathematical Instruction (ICMI) is an outcome of the ICMI Study 24 and gives a status-quo of school mathematics reform around the world and what we can learn from this movement. Each theme and section of the book offers descriptions and analyses of multiple case studies in different countries and contexts, along with opportunities to compare, contrast and learn from these diverse experiences. The volume provides a synthesis and meta-analysis of the different historical, geographical and global aspects of school mathematics reforms and explores in which way curricula are elaborated, proposed, changed, and reorganized. It offers a more informed and comprehensive analysis of the roles of different actors and of the many aspects influencing and shaping mathematics curriculum reforms that are taking or have taken place. It also explores the possibilities and means to tackle a curricular reform in the current scenario we live in and how to unfold future developments. This book will be of interest to practitioners and scholars with an interest in school mathematics curriculum reforms. It will also be a useful resource to those involved in school mathematics curriculum reform initiatives by providing current information about the curriculum changes that are taking place in respect of content, teacher education, educational materials, and a range of implementation challenges across diverse contexts
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  • 36
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    Chapter 8 Learning of written language : A study focused on a group of deaf and hard-of-hearing students in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (29 p.)
    Schlagwort(e): Education ; Educational psychology ; Inclusive education / mainstreaming
    Kurzfassung: The deaf and hard-of-hearing sometimes experience constraints that differ from those of hearing people; plus, when this physiological state (deafness) coincides with other disorders, learning to write becomes exceptionally difficult. The main interest of this chapter includes the strategies that hard-of-hearing and deaf (non-hearing) children devise to learn to write and how they use writing in the development of knowledge in the Haitian context. It is a matter of understanding how these children manage to learn to read and write, and of analyzing impacts of judgements on their school performances. As deafness, seen in particular from the angle of sensorimotor disorder is described as phenomenon that impose social specific limitations on children, this chapter is to study the impacts of pedagogical practices on the learning process of written language. The deafness as a characteristic of a community of people that are culturally and linguistically different community, is notably studied
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    Social Media for Civic Education : Engaging Youth for Democracy (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031108655
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (161 p.)
    Serie: Palgrave Studies in Educational Media
    Schlagwort(e): Educational strategies & policy ; Cultural studies ; Education ; Media studies ; Politics & government
    Kurzfassung: This open access book provides the theoretical and pedagogical foundations for a promising new approach to civic education: using social media to teach civics. While many measures indicate that youth civic engagement has long been in decline, many of these measures fail to take into account all of the ways that youth can interact with civic life. One of these understudied ways is through social media, including platforms like Twitter, where young people have the opportunity to encounter the news, engage with people in power, and bring attention to the needs in their community. Throughout this volume, Chapman explores how and why teachers can use social media to teach civics, as well as how it might meet the needs of students in ways other approaches do not
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  • 38
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    Invention Pedagogy - The Finnish Approach to Maker Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287360 , 9781032251974 , 9781032262505 , 9781000810028
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (304 p.)
    Serie: Routledge Research in STEM Education
    Schlagwort(e): Teaching of students with English as a second language (TESOL) ; Education
    Kurzfassung: This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly
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  • 39
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    Contestations of Citizenship, Education, and Democracy in an Era of Global Change : Children and Youth in Diverse International Contexts (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003197881 , 9781032055121 , 9781032055138 , 9781000787177
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (284 p.)
    Serie: Critical Global Citizenship Education
    Schlagwort(e): Education ; Educational strategies & policy ; Philosophy & theory of education
    Kurzfassung: Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship
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  • 40
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    Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (29 p.)
    Schlagwort(e): Education ; Educational psychology ; Inclusive education / mainstreaming
    Kurzfassung: This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students' left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability
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  • 41
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    English Medium Instruction as a Local Practice : Language, culture and pedagogy (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031199042
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (126 p.)
    Serie: SpringerBriefs in Education
    Schlagwort(e): Teacher training ; Language: reference & general ; Curriculum planning & development ; Education
    Kurzfassung: From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers' linguistic and pedagogical characteristics. This book demonstrate that 'English' in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process. This book reflects upon EMI lecturers' culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers' closely related cultural and educational system, and restricted by the available resources. This is an open access book
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  • 42
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    Chapter 1 The challenges of expansion and democratization of education : A historical look at school exclusion in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (32 p.)
    Schlagwort(e): Education ; Educational psychology ; Inclusive education / mainstreaming
    Kurzfassung: The history of public education in Haiti has been characterized by an idealistic notion of extending the enlightenment of education throughout the country. This notion is reflected in the establishment of an important legal arsenal which, since the 19th century, has defined three main principles of the Haitian school system. These three principles have been a constant throughout the history of the country. They were intended to promote the expansion and democratization of schools in Haiti. Overshadowed by academic liberalism, the principles of free and compulsory education remain, however, merely an illusion for the majority of the country's children. Despite pompous speeches from its political leaders, Haiti has failed to catch up with the expansion and democratization of schools. Its educational system faces many challenges, including the problem of access to school, the lack of physical infrastructure and the shortage of qualified teaching staff. These challenges have extended the exclusion and inequality which stem from the contempt of the Haitian elites for the education of the people, in particular those in the countryside, and in an economic model based on food, not industry
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  • 43
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    Chapter 3 Representation of children with disabilities and cognitive justice in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (27 p.)
    Schlagwort(e): Education ; Educational psychology ; Inclusive education / mainstreaming
    Kurzfassung: It is a well-known fact that the Haitian education system is marked by school segregation as a corollary of social segregation (Joint, 2008; Tardieu 2017; Abraham, 2019). This system of educational apartheid maintains the structural exclusion of disadvantaged and vulnerable children from quality education. In other words, it maintains the learning gap between children from urban and rural areas; between learners from upscale neighborhoods and those from slums; between those of 'well-educated' parents and those of uneducated and impoverished parents. But what about children with disabilities? What kind of reception or educational relationship is provided in the education system for children with physical disabilities or learning disabilities? The results of this research mainly revolve around four key notions, namely: social representations, the social model of disability, pedagogical relations and cognitive justice. They highlight the weight of the social representations of people with disabilities on the forms of educational relationships built and practiced at school. While expectations are high in terms of human resources and adapted teaching materials, this study reveals that all public education policies guided by the principles of inclusion and cognitive justice must act upstream on the underlying thought patterns. These constitute deep obstacles to the intellectual and social emancipation of children with disabilities
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  • 44
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    Doing Research: A New Researcher's Guide (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031190780
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (136 p.)
    Serie: Research in Mathematics Education
    Schlagwort(e): Education ; Study & learning skills: general ; Teaching of a specific subject
    Kurzfassung: This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors' extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education. In the late 2010s, both JRME and Educational Studies in Mathematics celebrated 50 years of publishing high-quality research in mathematics education. Many advances in the field have occurred since the establishment of these journals, and these anniversaries marked a milestone in research in mathematics education. Indeed, fifty years represents a small step for human history but a giant leap for mathematics education. The educational research community in general (and the mathematics education community in particular) has strongly advocated for original research, placing great emphasis on building knowledge and capacity in the field. Because it is an interdisciplinary field, mathematics education has integrated means and methods for scientific inquiry from multiple disciplines. Now that the field is gaining maturity, it is a good time to take a step back and systematically consider how mathematics education researchers can engage in significant, impactful scientific inquiry
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  • 45
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    Educational Data Analytics for Teachers and School Leaders (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031152665
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (238 p.)
    Serie: Advances in Analytics for Learning and Teaching
    Schlagwort(e): Education ; Probability & statistics
    Kurzfassung: Educational Data Analytics (EDA) have been attributed with significant benefits for enhancing on-demand personalized educational support of individual learners as well as reflective course (re)design for achieving more authentic teaching, learning and assessment experiences integrated into real work-oriented tasks. This open access textbook is a tutorial for developing, practicing and self-assessing core competences on educational data analytics for digital teaching and learning. It combines theoretical knowledge on core issues related to collecting, analyzing, interpreting and using educational data, including ethics and privacy concerns. The textbook provides questions and teaching materials/ learning activities as quiz tests of multiple types of questions, added after each section, related to the topic studied or the video(s) referenced. These activities reproduce real-life contexts by using a suitable use case scenario (storytelling), encouraging learners to link theory with practice; self-assessed assignments enabling learners to apply their attained knowledge and acquired competences on EDL. By studying this book, you will know where to locate useful educational data in different sources and understand their limitations; know the basics for managing educational data to make them useful; understand relevant methods; and be able to use relevant tools; know the basics for organising, analysing, interpreting and presenting learner-generated data within their learning context, understand relevant learning analytics methods and be able to use relevant learning analytics tools; know the basics for analysing and interpreting educational data to facilitate educational decision making, including course and curricula design, understand relevant teaching analytics methods and be able to use relevant teaching analytics tools; understand issues related with educational data ethics and privacy. This book is intended for school leaders and teachers engaged in blended (using the flipped classroom model) and online (during COVID-19 crisis and beyond) teaching and learning; e-learning professionals (such as, instructional designers and e-tutors) of online and blended courses; instructional technologists; researchers as well as undergraduate and postgraduate university students studying education, educational technology and relevant fields
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  • 46
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    Methodology for Research with Early Childhood Education and Care Professionals : Example Studies and Theoretical Elaboration (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031145834
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (181 p.)
    Serie: International Perspectives on Early Childhood Education and Development
    Schlagwort(e): Pre-school & kindergarten ; Education
    Kurzfassung: This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies. There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge. This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on
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  • 47
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    Chapter New Lenses : An Introduction to Innovations in Peace and Education Praxis (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (15 p.)
    Schlagwort(e): Education
    Kurzfassung: In this chapter, the editors provide an overview of Innovations in Peace and Education Praxis. First, the chapter situates the book within the peace and education literatures. Drawing attention to calls for transdisciplinary scholarship and new lenses for peace education praxis, this chapter highlights how the book seeks to navigate through existing absences in the field, interrogate limits, open space for new and generative work, and reflect on their implications for scholars, researchers, students, practitioners, and educators. Second, the chapter reviews how the edited collection was developed, the influence of the Cambridge Peace and Education Research Group (CPERG), and why the process of creation was as important as the final product. Third, the chapter outlines the book’s theoretical contributions to peace and education including its examination of transdisciplinary scholarship, praxis beyond binaries and rooted in ontological justice, second-order reflexivity, and an expansion of epistemological horizons beyond cognitive-centred modes of knowledge and representation. Finally, the chapter introduces each of the subsequent ten chapters that follow. The editors argue the new lenses brought forward do not offer templated answers but rather a constellation of insights, questions, challenges, and innovative examples of praxis which might help us collectively imagine new paths forward
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    Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (21 p.)
    Schlagwort(e): Education
    Kurzfassung: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
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  • 49
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    Sisters of the Brotherhood: Alienation and Inclusion in Learning Philosophy (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031166709
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (97 p.)
    Serie: SpringerBriefs in Philosophy
    Schlagwort(e): Philosophy ; Education ; Social & political philosophy
    Kurzfassung: This open access book explores the gendered reality of learning philosophy at the university level, investigating the ways in which women and minority students become alienated from the social practices of a male-dominated field, and examining pedagogical solutions to this problem. It covers the roles and the interactions of the professor and student in the following ways: (1) the historical situation, (2) the affective, social and bodily situation, and (3) the moral situation. This text analyzes women’s passion for philosophy as a quest for truth, as well as their partial alienation from the social practices of philosophy. It demonstrates that recognition, generosity, and care are central ingredients of good learning and teaching experiences. Providing case studies of experimental courses in philosophy, the book discusses a variety of pedagogical approaches that might increase the inclusiveness of a philosophical education: novel and more gender-balanced ways of interpreting the history of philosophy, problem-based learning as a means of emancipating the student from the traditional master–disciple relationship, body awareness practices as a way of challenging the “disembodying” tendencies of philosophy, and a pluralism of methods to address the needs of different kinds of learners. Thanks to these features, the book is particularly useful for philosophy professors at the university level, but it also provides insights for all readers who feel puzzled about the persistent underrepresentation of women in philosophy
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  • 50
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    Education, Equity and Inclusion : Teaching and Learning for a Sustainable North (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783030974602
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (260 p.)
    Serie: Springer Polar Sciences
    Schlagwort(e): Education ; Teacher training ; Human geography ; Society & social sciences
    Kurzfassung: This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north
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    Chapter 9 Neither Online, Nor Face-To-Face, But Integrated Career Guidance: Introducing New Ways of Engaging Undergraduate Students in Career Learning and Reflective Careering (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (18 p.)
    Schlagwort(e): Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Kurzfassung: This chapter sets out the integrated guidance approach and explores its potential to transform the way in which career education and guidance is delivered in higher education. Integrated guidance is an approach which makes effective use of digital technologies. It is comprised of an ontological basis informed by critical social justice, a pedagogic basis informed by social learning theories and an approach to instructional design which explores the affordances offered by different technologies and approaches and sequences them using pedagogic models derived from Salmon and others. The approach is illustrated by a detailed hypothetical case study which is returned to repeatedly throughout the chapter
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    Brokering in Education Research-Practice Partnerships : A Guide for Education Professionals and Researchers (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003334385 , 9781032358758 , 9781032368993
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (269 p.)
    Schlagwort(e): Organization & management of education ; Educational strategies & policy ; Education ; Teacher training
    Kurzfassung: Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation
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    Chapter Afterword : Reflections on a Post/Critical Peace Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (15 p.)
    Schlagwort(e): Education
    Kurzfassung: This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of ‘peace’ as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and criticality. Contributing new knowledge to peace and education, this volume will be of great interest to academics, post-graduate students and researchers in the field of peace education, peace studies and development studies
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    IEA International Civic and Citizenship Education Study 2022 Assessment Framework (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031201134 , 9783031201127
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (133 p.)
    Schlagwort(e): Central government policies ; Education
    Kurzfassung: This open access publication outlines the underlying framework for gathering data on civic knowledge, attitudes, and engagement as well as contextual information, and it describes the assessment design for the International Association for the Evaluation of Educational Achievement’s (IEA) International Civic and Citizenship Education Study 2022. The IEA International Civic and Citizenship Study (ICCS) investigates how young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2022 is a continuation of two earlier IEA studies, ICCS 2009 and ICCS 2016, and, for the first time, this survey includes the option of a computer-based assessment. Responding to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change, the study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Over the past 50 years, IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, IEA conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second one in 1999, third in 2009 and fourth in 2016. ICCS 2022 data will allow education systems to evaluate the strengths of educational policies, both internationally, and in a regional context, and to measure progress in achieving critical components of their educational policy agendas
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    Modernising European Legal Education (MELE) : Innovative Strategies to Address Urgent Cross-Cutting Challenges (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031408014 , 9783031408007
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (303 p.)
    Serie: European Union and its Neighbours in a Globalized World
    Schlagwort(e): International law ; Education
    Kurzfassung: This open access book presents innovative strategies to address cross-cutting topics and foster transversal competences. The modernization of European legal education presents a compelling challenge that calls for enhanced interdisciplinary collaboration among academic disciplines and innovative teaching methods. The volume introduces venues towards education innovation and engages with complex and emerging topics such as datafication, climate change, gender, and the aftermath of the COVID-19 pandemic. The insights presented not only emphasize the importance of preserving traditional approaches to legal disciplines and passing them on to future generations, but also underscore the need to critically reassess and revolutionize existing structures. As our societies become more diverse and our understanding of legitimacy, justice, and values undergoes transformations, it is imperative to reconsider the role of traditional values while exploring promising alternative approaches
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    Chapter 6 Negotiating the Arabic and English Space in UAE Higher Education : The Ownership of English in the English-Medium Instruction Context (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (25 p.)
    Schlagwort(e): Education ; linguistics ; Language teaching & learning (other than ELT)
    Kurzfassung: The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context
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    Chapter 5 English-Medium Instruction in Emirati Higher Education : The Importance of Choice and Agency (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (17 p.)
    Schlagwort(e): Education ; linguistics ; Language teaching & learning (other than ELT)
    Kurzfassung: This chapter begins by providing an overview of the many educational reforms which have taken place in the United Arab Emirates within its short history as a nation. Pushed forward by neoliberalism and globalisation, such reforms have largely focused on increasing amounts of English-medium instruction at all levels of education. In the United Arab Emirates, not only does English dominate teaching and learning, but its ‘de facto lingua franca’ status in public domains has led to heated debates centred around the effects of ‘Englishisation’ on the Arabic language, as well as its impact on local cultural identities. The chapter discusses the concept of agency with reference to student and teacher roles in English-medium instruction settings. Specifically, the sociolinguistic implications of English-medium instruction for Arabic-speaking university students are explored. It is argued that often structural constraints such as ‘English only’ classroom policies reinforce monolingual ideologies, with English also acting as a gatekeeper to academic success, so that naturally occurring translingual practice is deprecated. Referencing previous research, the chapter will conclude by advocating the need for increased choice and agency surrounding English-medium instruction in order for educational experiences to be empowering rather than subtractive
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    Chapter 3 The Future Isn’t What It Used to Be! Revisiting the Changing World of Work After Covid- 19 (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (15 p.)
    Schlagwort(e): Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Kurzfassung: This chapter explores the future of work. It argues that while predicting the future is very difficult, this has not prevented a wide variety of commentators from seeking to make such predictions. Covid-19 has resulted in a substantial reimagining of the future of work. Prior to the pandemic, the future was imagined as one of automation, digital technology, globalisation, and the reduction in the utility of human beings unless they could increase their adaptability and flexibility. After the pandemic, the future of work is characterised in terms of a shift to remote working practices, accelerating technological change, growing unemployment, and inequality. Such changes have led commentators to call for increased government engagement in the economy and the workplace, and for new thinking and investment from businesses to manage the changes. Such shifts and changes, if they come to pass, require an active and robust response from career educators. Educators should encourage students to view predictions about the future critically, to recognise their contingency and support them to take both individual and collective action to shape the future
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  • 59
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    Justice, Education, and the World of Today : Philosophical Investigations (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003327332 , 9781032355351 , 9781032355368
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (263 p.)
    Serie: Routledge International Studies in the Philosophy of Education
    Schlagwort(e): Education ; Higher & further education, tertiary education ; Philosophy & theory of education
    Kurzfassung: This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo
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  • 60
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    Education, Competence Development and Career Trajectories : Analysing Data of the National Educational Panel Study (NEPS) (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031270079 , 9783031270062
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (423 p.)
    Serie: Methodology of Educational Measurement and Assessment
    Schlagwort(e): Education ; Educational psychology
    Kurzfassung: This Open Access book presents the results of an interdisciplinary research program to utilize data from the multicohort German National Educational Panel Study (NEPS), which included over 100.000 participants in six nationally representative panel studies. Renowned researchers from the fields of sociology, psychology, educational science, economics, and survey methodology have used the (longitudinal) data for their substantive and/or methodological questions and present important results of their research projects. This edited volume contains contributions from the following four topics: (1) Competence Development: Individual Characteristics, Learning Environments, and other Contextual Factors, (2) Educational Transitions and Pathways: Influencing Factors and Outcomes, (3) Vocational Training and Labour Market, and (4) Individuals with Migration Background. It provides essential insights for researchers, postdocs, PhD students, and university students of different scientific disciplines interested in educational sciences as well as for policy makers who have to deal with educational problems in modern societies
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    The Politics of Children’s Rights and Representation (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031044809
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (337 p.)
    Serie: Studies in Childhood and Youth
    Schlagwort(e): Central government policies ; Sociology: family & relationships ; Education ; Political science & theory ; Juvenile offenders
    Kurzfassung: This open access edited volume investigates children and youth's deep entanglement in today's major global, national, and local transformations and processes: wherein they are not mere spectators and objects of transformations but instead actively shape them through various social, economic, and political representations. International contributions illuminate the problems that arise when children's rights and participation become a site of contestation and power over who represents whom, what, when, and where. The authors do not provide simple solutions, instead offering an understanding of the fundamental nature of these problems as founded in the application of rights and the nature of representation in modern society. Together, the authors emphasize that child representation must take into account the local and spatial context of how representations of children are discussed, as well as possible discrepancies between local, regional, national, and global processes
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    Chapter 4 Language Policies and Ideologies in Qatar : Is Resistance to English-Medium Instruction the Right Resistance? (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (17 p.)
    Schlagwort(e): Education ; linguistics ; Language teaching & learning (other than ELT)
    Kurzfassung: Neoliberalism, globalisation, and English language hegemony have contributed to the adoption of Western “travelling policies” in the Arab Gulf states, such as building knowledge-based economies and the implementation of English-medium instruction in schools and universities. In Qatar, as well as in other Arab Gulf states like the United Arab Emirates, this has led to ideologies of English-medium instruction and Arabic-medium instruction being in competition with each other. The result of these ideologies in Qatar has been several abrupt shifts between English-medium instruction and Arabic-medium instruction in language policies for government schools and the leading national university, and other broader efforts to preserve and promote the Arabic language. This chapter first provides an overview of the macro sociolinguistic situation and the roles, status, and functions of English in Qatar. It then describes the shifts between English-medium instruction and Arabic-medium instruction in language policies and implications for cultural and linguistic identities in Qatar. Finally, the chapter reflects on Qatar’s strong resistance to EMI among the Arab Gulf states and the future of English-medium instruction and Arabic-medium instruction in the country
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    Chapter 13 Reflective Practice : Professional Learning for Faculty at an EMI Institution in the UAE (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (15 p.)
    Schlagwort(e): Education ; linguistics ; Language teaching & learning (other than ELT)
    Kurzfassung: A key element in bringing long-term change in teacher practice is engaging teachers in reflection. While being a reflective practitioner is an important part of being an educator, using systematic reflection to help improve teaching practice requires training and mentorship. This chapter describes a professional development programme that utilised the Scholarship of Teaching and Learning framework in an English as a Medium of Instruction university in the United Arab Emirates. The programme aimed to raise awareness among faculty of the benefits of reflective practice and guide them through the process of designing their own classroom interventions to help measure the extent to which their teaching strategies and materials were effective in supporting students successfully attain their learning outcomes. Measures of impact are presented, while three case studies from faculty members who attended the Scholarship of Teaching and Learning programme are used to further illustrate the effect of the programme on teaching practice. The chapter concludes with tips on how to implement a Scholarship of Teaching and Learning programme to provide faulty in a multinational higher education institution with transformative professional development
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    Interdisciplinarity in the Scholarly Life Cycle : Learning by Example in Humanities and Social Science Research (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031111082
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (337 p.)
    Schlagwort(e): Education ; Study & learning skills: general
    Kurzfassung: This open access book illustrates how interdisciplinary research develops over the lifetime of a scholar: not in a single project, but as an attitude that trickles down, or spirals up, into research. This book presents how interdisciplinary work has inspired shifts in how the contributors read, value concepts, critically combine methods, cope with knowledge hierarchies, write in style, and collaborate. Drawing on extensive examples from the humanities and social sciences, the editors and chapter authors show how they started, tried to open up, dealt with inconsistencies, had to adapt, and ultimately learned and grew as researchers. The book offers valuable insights into the conditions and complexities present for interdisciplinary research to be successful in an academic setting. This is an open access book
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    Transforming Entrepreneurship Education : Interdisciplinary Insights on Innovative Methods and Formats (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031115783
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (217 p.)
    Schlagwort(e): Entrepreneurship ; Education ; Sustainability ; Educational equipment & technology, computer-aided learning (CAL) ; Teacher training
    Kurzfassung: This open access book provides selected teaching approaches, supporting methods, concrete examples of curricula as well as extracurricular teaching formats, which are predominantly tailored to both African and German requirements. These approaches were developed by the YEEES Training and Research Centers, an international interdisciplinary network of university teachers and researchers from Germany and southern Africa, and combine the fields of management, entrepreneurship, information and communication technologies (ICT), and sustainability. The book shows how current scientific results can be integrated into teaching, how students can contribute to research while learning, and how research can contribute to the development and evaluation of new formats. It is thus relevant for university teachers, researchers, students as well as practitioners who want to educate and act as future change agents
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    Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031141096 , 9783031141089
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (467 p.)
    Serie: Palgrave Studies in Adult Education and Lifelong Learning
    Schlagwort(e): Adult education, continuous learning ; Central government policies ; Educational strategies & policy ; Education ; Industrial or vocational training ; Sociology
    Kurzfassung: This open access book challenges international policy ‘groupthink’ about lifelong learning. Adult learning – too long a servant of business competitiveness – should be reimagined as central to democratic society. Young adults, especially from disadvantaged backgrounds, engage more in education and training, and learn more day-to-day at work, if provision is democratically organised and based on enduring and inclusive institutional networks, and when jobs encourage and reward the acquisition of skills. Using innovative qualitative and quantitative methods, the contributors develop a critical perspective on dominant policies, investigating – across the European Union and Australia – how ‘vulnerable’ young adults experience programmes designed to improve their ‘employability’, and how ‘skills for jobs’ policies squeeze out wider – and wiser – ideas of what education and training should do. Chapters show why some provision works for those with poor educational backgrounds, why labour market and educational institutions matter so much, how adult education can empower and expand people’s agency, and the challenges of using artificial intelligence in lifelong learning policy-making. Several investigate the pivotal role of workplace learning in organisational life, and in learning during ‘emerging adulthood’. Important comparative studies of workplace learning in the metals, retail and adult education sectors show the role of management, trade unions and social movements in young adults’ learning
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    Theorizing Teaching : Current Status and Open Issues (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031256134
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (353 p.)
    Schlagwort(e): Teacher training ; Educational psychology ; Education
    Kurzfassung: This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward
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    Chapter 2 Current discussions on plurilingual pedagogy: Language learning implications in the Arabian Peninsula (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032326450 , 9781032326467
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (16 p.)
    Schlagwort(e): Education ; linguistics
    Kurzfassung: English Medium Instruction within higher education is in continuous change as it evolves to meet the needs of both faculty and students. In this chapter, the focus is on highlighting the “transformative” aspects of adopting plurilingual and translanguaging pedagogy to improve language learning, especially in countries within the Arabian Peninsula where English is not the first language. The chapter also sheds light on how instructors could be provided with theoretical frameworks that help them cater to the various multilingual backgrounds brought to the learning environment by the students, which, in turn, impact the design and implementation of teaching activities. These activities could involve plurilingual and translanguaging practices, which at times gather negative perceptions. Therefore, this chapter also examines the reasons for acceptance and the tensions faced by educators when transitioning into new pedagogical practices, highlighting the practical implications of plurilingualism and translanguaging to assist English language in education in countries within the Arabian Peninsula. The goal here is to serve the social and educational transformation of current models of bi/multilingual education in these countries
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    Teacher Education in the Nordic Region : Challenges and Opportunities (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031260513 , 9783031260506
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (384 p.)
    Serie: Evaluating Education: Normative Systems and Institutional Practices
    Schlagwort(e): Teacher training ; Educational strategies & policy ; Education
    Kurzfassung: This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region. This is an open access book
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    Taming the Wild Horse of Shadow Education : The Global Expansion of Private Tutoring and Regulatory Responses (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003318453 , 9781032331560 , 9781032331553
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (171 p.)
    Schlagwort(e): Education
    Kurzfassung: Zhang analyses the phenomenon of private supplementary tutoring from a global perspective. The expansion of such tutoring alongside schooling is among the striking global shifts since the turn of the century. In many countries over half of the relevant cohorts of children receive private tutoring, with that proportion in some locations exceeding 80%. The sector has far-reaching implications for social inequalities, (in)efficiencies in educational processes, study burdens on students, family finances, innovation, and employment. Yet greatly-needed government regulations have typically been slow to catch up with the phenomenon. Commentary in the volume juxtaposes countries with strong regulations with counterparts having weak regulations. Conceptually, the book considers forces changing the roles of multiple stakeholders, including governments, entrepreneurs, teachers, families and students. A useful read for students and researchers interested in comparative education and governance
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    The Power of Peer Learning : Fostering Students’ Learning Processes and Outcomes (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031294112 , 9783031294105
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (392 p.)
    Serie: Social Interaction in Learning and Development
    Schlagwort(e): Study & learning skills: general ; Educational psychology ; Education
    Kurzfassung: This open access book explores new developments in various aspects of peer learning processes and outcomes. It brings together research studies examining how peer feedback, peer assessment, and small group learning activities can be designed to maximize learning outcomes in higher, but also secondary, education. Conceptual models and methodological frameworks are presented to guide teachers and educational designers for successful implementation of peer learning activities with the hope of maximizing the effectiveness of peer learning in real educational classrooms. There is a strong emphasis on how technology-enhanced tools can advance peer learning, both with respect to designing and implementing learning activities, as well as analyzing learning processes and outcomes. By providing empirical studies from different peer learning initiatives, both teachers and students in academic and professional contexts are informed about the state of the art developments of peer learning. This book contributes to the understanding of peer learning challenges and solutions in all level of education and provide avenues for future research. It includes theoretical, methodological, and empirical chapters which makes it a useful tool for both teaching and research
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    Digital Writing Technologies in Higher Education : Theory, Research, and Practice (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031360336 , 9783031360329
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (526 p.)
    Schlagwort(e): Study & learning skills: general ; Language teaching & learning (other than ELT) ; Education ; Literacy
    Kurzfassung: This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field. In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing
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    International Handbook of Engineering Education Research (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287483 , 9781000897432 , 9781032262758 , 9781032262765
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (760 p.)
    Schlagwort(e): Teaching of students with English as a second language (TESOL) ; Industrial applications of scientific research & technological innovation ; Education
    Kurzfassung: This comprehensive handbook offers a broad overview of contemporary research on engineering education and its practical application. Over the past two decades, the field of engineering education research (EER) has become a vibrant and impactful community with new journals, conferences, and doctoral and research programs established across the globe. The increased interest in this area has helped improve the education and training of the next generation of engineers, as well as supporting growth in the use of technology for teaching and learning, increased attention to broadening participation, diversity and inclusion in the field, and a wide international expansion of the field. Drawing on the work of 100 expert contributors from over 20 countries, this volume covers both emergent and established areas of research within engineering education, giving voice to newcomers to the field as well as perspectives from established experts. Contents include: Sociocognitive and affective perspectives on engineering education. Technology and online learning in engineering education. Cultural and ethical issues including diversity, equity, and inclusion in engineering education. Curriculum design, teaching practices, and teacher education at all levels. Research methods and assessment in engineering education. This book offers an innovative and in-depth overview of engineering education scholarship and practice, which will be of use to researchers in engineering education, engineering educators and faculty, teacher educators in engineering education or STEM education, and other engineering and STEM-related professional organizations. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license
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  • 74
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    The Linguistic Challenge of the Transition to Secondary School : A Corpus Study of Academic Language (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003081890 , 9780367534226 , 9780367534219
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (228 p.)
    Serie: Routledge Applied Corpus Linguistics
    Schlagwort(e): Educational psychology ; Secondary schools ; Education ; linguistics ; Speaking / pronunciation skills ; Language teaching & learning (other than ELT)
    Kurzfassung: This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study: draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools; combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects; describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue; uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school. This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling
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  • 75
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    Chapter 20 Children as Citizens of a Global Society : Learning Together in Culturally and Linguistically Diverse Classrooms (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032135007 , 9781032135014
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (25 p.)
    Schlagwort(e): Education
    Kurzfassung: As members of a global society, many young children’s experience in early childhood classrooms have yet to fully realize the richness of their increasingly culturally and linguistically diverse settings. Drawing on data from a participatory action research project, this study explored how such settings might produce global citizens who enact the social responsibilities of respect, empathy, and acceptance. Video-recordings of children aged five to six years in four urban preschool classrooms across Southeast Queensland, Australia, were collected. The teachers showed the children involved selected excerpts to illicit video-stimulated accounts. Excerpts were transcribed using conversation analytic methods, documenting turn taking, and verbal and non-verbal responses. Explicating teacher and young children’s classroom interactions and accounts identified the classroom practices of teachers and children to encourage global citizens who promote respect, empathy, and acceptance. This chapter presents the co-designed Empowering Global Learner framework of participation, communication, and sense of belonging to illustrate the classroom practices used for effective global citizens
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  • 76
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    Scaling-up Higher Order Thinking : Demonstrating a Paradigm for Deep Educational Change (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031159671 , 9783031159664
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (219 p.)
    Schlagwort(e): Educational strategies & policy ; Education ; Teacher training
    Kurzfassung: This open access book addresses the evasive problem of why truly effective educational innovation on a wide scale is so difficult to achieve, and what leaders may do about this. Examining the case of system-wide reform processes centering on teaching a thinking-rich curriculum, it discusses general issues pertaining to implementing deep, large-scale changes in the core of learning and instruction. The book emphasizes challenges related to professional development, assessment, achievement gaps, and the tension between knowledge and skills in 21st century curricula. It summarizes insights the author has gained from approximately 25 years of engaging with these topics both as an academic and as a practitioner who led a national change process. With a Forward by David Perkins
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  • 77
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    Transforming Education for Sustainability : Discourses on Justice, Inclusion, and Authenticity (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031135361 , 9783031135354
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (447 p.)
    Serie: Environmental Discourses in Science Education
    Schlagwort(e): Teaching of a specific subject ; Education ; Teacher training
    Kurzfassung: This book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field. This is an open access book
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  • 78
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    Shadow Education in the Middle East : Private Supplementary Tutoring and its Policy Implications (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003317593 , 9781000685312 , 9781032329802 , 9781032329819
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (122 p.)
    Schlagwort(e): Education ; Educational strategies & policy
    Kurzfassung: This volume offers insights into the role of private supplementary tutoring in the Middle East, and its far-reaching implications for social structures and mainstream education. Around the world, increasing numbers of children receive private tutoring to supplement their schooling. In much of the academic literature this is called shadow education because the content of tutoring commonly mimics that of schooling: as the curriculum changes in the schools, so it changes in the shadow. While much research and policy attention has focused on private tutoring in East Asia and some other world regions, less attention has been given to the topic in the Middle East. Drawing on both Arabic-language and English-language literature, this study commences with the global picture before comparing patterns within and among 12 Arabic-speaking countries of the Middle East. It presents the educational and cultural commonalities amongst these countries, examines the drivers of demand and supply of shadow education, and considers the dynamics of tutoring and how it impacts on education in schools. In addition to its pertinence within the Middle East itself, the book will be of considerable interest to academics and education policy makers broadly concerned with changing roles of the state and private sectors in education. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
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  • 79
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    Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education : 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23–25, 2023, Proceedings (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031449000 , 9783031448997
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (195 p.)
    Serie: Lecture Notes in Computer Science
    Schlagwort(e): Educational equipment & technology, computer-aided learning (CAL) ; Education ; Programming & scripting languages: general ; Information technology: general issues
    Kurzfassung: This book constitutes the proceedings of the 16th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2023, held in Lausanne, Switzerland, during October 23–25, 2023. The 14 full papers presented in this book were carefully reviewed and selected from 47 submissions. They are organized in four topical sections named: artificial intelligence and its applications; competitions, problem solving, and computational; robotics and unplugged modalities; and curricula and computer science concepts. This is an open access book
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  • 80
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    Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools : Researching Hybrid Integration (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003341772 , 9781000910865 , 9781032377827 , 9781032377810
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (216 p.)
    Serie: Migration and Education
    Schlagwort(e): Education ; Educational strategies & policy
    Kurzfassung: This edited volume presents the results of a European research project – ‘CHILD-UP’ (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), which analyses the hybrid integration of children with migration backgrounds into schools across Europe. Using qualitative data and theoretical foundations obtained through interviews and focus groups, the book ultimately centres the perspectives and experiences of both the children and the professionals working with them. In doing so, it explores the complex position migrant children occupy in host societies, their exercise of agency, challenges and inspirational local practices that support hybrid integration and innovative educational planning. It also analyses the facilitation of conversations concerning children’s personal experiences and social relations, second language learning and language mediation, based on video- and audio-recordings of school activities. The book will be of relevance to researchers, academics, scholars, and faculty in the fields of sociology of education, child development, migration and multicultural studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license
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  • 81
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    Chapter Introduction : Why This Book and Why Now (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032146973 , 9781032127934
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (19 p.)
    Schlagwort(e): Literacy ; Education
    Kurzfassung: Dual language bilingual programs aim to develop bilingualism, biliteracy, and sociocultural competence while meeting grade-level academic standards. There are at least four dual language bilingual education (DLBE) program models, which are traditionally defined by the student groups they imagine serving. One of these groups is transnational and racialized language learners who are, more often than not, otherwise marginalized in US schools. Well-implemented DLBE programs, with their roots in the historical and political fight for civil and educational rights for children who speak languages other than English, have been shown to be demonstrably effective for this group. Unfortunately, not all programs are well implemented, and they exist in spaces with colonial and racist histories, as pointed out by Guadalupe Valdés’s cautionary note decades ago. Even when DLBE programs are designed specifically for racialized and transnational language learners, research has documented persistent challenges to equity
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  • 82
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    (Re)theorising More-than-parental Involvement in Early Childhood Education and Care (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031387623 , 9783031387616
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (203 p.)
    Serie: International Perspectives on Early Childhood Education and Development
    Schlagwort(e): Pre-school & kindergarten ; Education ; Central government policies
    Kurzfassung: This open access book provides a critical, thought-provoking, and stimulating overview of theories applied worldwide to conceptualise collaborations between early childhood education and children's families. The book starts with a critical reflection on the colonial undertones of parental involvement (PI) and acknowledges a strong political will to improve this aspect of early childhood education and care. The chapters in the book describe and discuss various theories, including the cultural historical wholeness approach, Bronfenbrenner's ecology of human development, the theory of social capital, the theory of collaboration, family-school partnership models proposed by Epstein and Hornby, Bourdieu's social theory, the theory of practice architectures, the discourse/narrative theory, and posthumanism. By proposing the concept of more-than-parents, the authors aim to embrace both the diversity of intergenerational family configurations and the agency of materiality, artifacts, and the involvement of more-than-human actors
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  • 83
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    Digital Transformations in Nordic Higher Education (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031277580 , 9783031277573
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (278 p.)
    Schlagwort(e): Higher & further education, tertiary education ; Education
    Kurzfassung: This open access book expands the scholarly and policy debates surrounding digital transformation in higher education. The authors adopt a pluralistic conceptual framework which uncovers three analytical elements – contexts, mediations, and type of effects – for unpacking empirical manifestations. The publicly funded higher education systems in Nordic countries provide solid empirical insights into how digital transformations have gained ground before and during the COVID-19 pandemic, and chapter contributions demonstrate how international digitalisation trends (such as in the global EdTech industry) impact on the core activities of higher education institutions (HEIs). The findings underscore the importance of assessments that consider multiple sub-systems within HEIs, as well as the complex relationships between them. By unpacking Nordic dynamics in the light of global processes and developments, the approach adopted and the results generated are of relevance to a much broader, global audience of students and researchers in higher education
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  • 84
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    Chapter Introduction : What is learning engineering? (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032208503 , 9781032232829
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (22 p.)
    Schlagwort(e): Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Open learning, home learning, distance education
    Kurzfassung: This introduction to the book provides a conceptual and historical overview of learning engineering. Although its formal definition is still evolving, learning engineering aims to optimize specific learning solutions--from the learning sciences to human-centered design methodologies to data-informed decision-making--in order to understand under what conditions and with what learners a current design is optimal or not, and to develop and test alternative more robust, or more refined, solutions that are more scalable. The author makes the case for learning engineering as a multidisciplinary approach that complements related professional practices and fields of study such as instructional design, learning sciences, data analytics, instructional systems design, and more. After a brief exploration of the differences between science from engineering, this introduction goes on to address the theoretical and professional origins of learning engineering as well as its inherently team-based process, using as examples the language-learning platform Duolingo and the Carnegie Mellon University spinoff Carnegie Learning, Inc. to discuss effective techniques
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  • 85
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    The Nordic Education Model in Context : Historical Developments and Current Renegotiations (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003218180 , 9781000632439 , 9781032110462 , 9781032110493
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (368 p.)
    Serie: Political Economies of Capitalism, 1600-1850
    Schlagwort(e): Educational strategies & policy ; Education ; Curriculum planning & development ; History of education ; Philosophy & theory of education
    Kurzfassung: Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy
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  • 86
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    The Blue Compendium : From Knowledge to Action for a Sustainable Ocean Economy (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031162770 , 9783031162763
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (915 p.)
    Schlagwort(e): Ecological science, the Biosphere ; Biodiversity ; Education
    Kurzfassung: Home to over 80 percent of all life on Earth, the ocean is the world’s largest carbon sink and a key source of food and economic security for billions of people. The relevance of the ocean for humanity's future is undisputed. However, the ocean’s great potential to drive economic growth and equitable job creation, sustain healthy ecosystems, and mitigate climate change is not yet fully recognised. Lack of awareness of this potential as well as management and governance challenges pose impediments. Until these impediments are removed, ocean ecosystems will continue to be degraded and opportunities for people lost. A transition and a clear path to a thriving and vibrant relationship between humans and the ocean are urgently needed. This open access collection of papers and reports identifies a path that is inspired by science, energised by engaged people, and emboldened by visionary leaders. These assessments of knowledge are commissioned by the High Level Panel for a Sustainable Ocean Economy (Ocean Panel), which was established in September 2018 as a unique initiative led by heads of state and government from around the world, to showcase the latest leading-edge science, knowledge and state-of-the-art thinking on key ocean issues. Altogether, The Blue Compendium offers innovative ocean solutions in technology, policy, governance, and finance realms, that could help accelerate a transition to a more sustainable and prosperous relationship with the ocean. The comprehensive assessments have already informed policy making at the highest levels of government and motivated an impressive array of responsive and ambitious action across a growing network of leaders in business, finance and civil society
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  • 87
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    Effective Teaching Around the World : Theoretical, Empirical, Methodological and Practical Insights (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031316784 , 9783031316777
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (799 p.)
    Schlagwort(e): Teacher training ; Education ; Industrial or vocational training ; Higher & further education, tertiary education ; Educational psychology
    Kurzfassung: This open access book brings together theoretical, empirical, methodological, and practical insights from various countries on effective teaching. It particularly focuses on discussing issues pertaining to effective teaching behaviour including definitions and conceptualizations, measurement, differences, and importance to student outcomes from international perspectives. The book will draw upon the rich cultures with diverse contexts involving Asia, Australia, Africa, America, and Europe which serve as the background setting to better understand teaching quality from a wide spectrum of educational systems and performances. It shows that effective teaching behaviour can be conceptualized and operationalized uniformly using specific frameworks and measures, but also addresses some limitations that should be tackled. The book discusses promising ways to measure and compare effective teaching behaviour from classical test theory (CTT) as well as item response theory (IRT) perspectives. It indicates that effective teaching behaviour in diverse countries follows a systematic level of complexity, which provides an avenue for ongoing teacher education and teacher professional development. It discusses the interrelated domains of effective teaching behaviour including contemporary trends of differentiation. The book continues with examining similarities and differences in effective teaching behaviour across countries. It builds on the understanding of cultural traditions across countries as profoundly reflected in the classroom processes
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  • 88
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    The Evolution of Research on Teaching Mathematics : International Perspectives in the Digital Era (2023)
    Cham : Springer Nature
    Details
    ISBN: 9783031311932 , 9783031311925
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (381 p.)
    Serie: Mathematics Education in the Digital Era
    Schlagwort(e): Teaching of a specific subject ; Teacher training ; Education
    Kurzfassung: This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers’ competencies, knowledge, and skills; and 6) mathematics teachers’ characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators
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  • 89
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    Chapter 2 Group Psycho-Emotional Dynamics as Central to Effective Institutional Change : Connecting Individual and Whole-Institution Approaches (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032211060 , 9781032211084
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource (21 p.)
    Schlagwort(e): Education ; Organization & management of education ; Higher & further education, tertiary education ; Educational strategies & policy ; Teacher training ; Inclusive education / mainstreaming ; Proxy Efficacy,Efficacy Beliefs,Stem Faculty,Collective Efficacy,Low Collective Efficacy,Department Atmosphere,Ped,Appreciative Inquiry Framework,DEI,Vice Versa,White Team Members,Proximal Group,Intersectional Lens,Group Level Change,Proxy Agency,Distal Group,Group Level Processes,Individual Faculty Contribution,Overwhelming Whiteness,Refocus,Gendered Organizations Theorists,Academic Departments,Follow,Core Faculty Members
    Kurzfassung: Diversifying the academic faculty remains an elusive goal marked by slow and uneven progress. This book describes an effective model for institutional transformation which is uniquely grounded in group-level processes. Efforts at institutional transformation continue to center individual actors. This is evident in the proliferation of programs that train individuals on implicit bias, search strategies, and other diversity and inclusion-based content as solutions for inequities in academia. Acknowledging the value of these approaches, this book adds a new focus: group-level processes. It unifies research on gender and racial inequity with concepts from social psychological theories of group dynamics to present a model of change centered on professional adult learners, including faculty and academic staff. The book details the implementation of group-level processes based on insights from the learning sciences, higher education leadership, communication studies, and group facilitation to instill norms for a more equitable and inclusive institution. Drawing on quantitative and qualitative data to illustrate the impact of group-level initiatives, the book offers recommendations to enable the application of this model in higher education contexts. This book will be of interest to researchers and graduate students studying institutional transformation, academic social justice leadership, and faculty professional development and to those interested in integrating justice and equity into team science, translational research, and other trans-, inter-, and multi-disciplinary fields
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  • 90
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    Teaching Interculturally 'Otherwise' (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003345275 , 9781032384795 , 9781032433523
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; Educational strategies & policy ; Philosophy & theory of education ; Teaching of students with English as a second language (TESOL) ; Teaching skills & techniques ; Education; Intercultural Communication; Intercultrual Education
    Kurzfassung: This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality
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  • 91
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    Online-Ressource
    Plurilingual Pedagogy in the Arabian Peninsula : Transforming and Empowering Students and Teachers (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003315971 , 9781032326450 , 9781032326467
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; linguistics ; Arabic language; Gulf; language policy; linguistic landscape; Multilingualism; Plurilingualism; Qatar; Saudi Arabia; Translanguaging; United Arab Emirates ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::C Language and Linguistics::CF Linguistics
    Kurzfassung: This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students’ learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 92
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    Online-Ressource
    Critical Consciousness in Dual Language Bilingual Education : Case Studies on Policy and Practice (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003240594 , 9781032146973 , 9781032127934
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Literacy ; Education ; Bilingual, consciousness, critical, education, language, studies
    Kurzfassung: This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges. Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas—policy, leadership, family and community engagement, teaching and teacher learning—the volume’s case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development. A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 93
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    Online-Ressource
    Taboos and Controversial Issues in Foreign Language Education : Critical Language Pedagogy in Theory, Research and Practice (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105 , 9781003220701
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Serie: Routledge Research in Language Education
    Schlagwort(e): Education ; Critical language pedagogy; taboo topics; controversial topics; PARSNIP; foreign language education; foreign language teaching; foreign language learning; critical literacies ; thema EDItEUR::J Society and Social Sciences::JN Education
    Kurzfassung: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
    Kurzfassung: NUR Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Ludwig, Christian; Summer, Theresa (2023) + Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Open Access
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 94
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    Online-Ressource
    English as a Medium of Instruction on the Arabian Peninsula (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003183594 , 9781032024936 , 9781032024943
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; linguistics ; Language teaching & learning (other than ELT) ; EMI, bilingual education, translanguaging, multilingualism, academic literacies, Arab Gulf states
    Kurzfassung: Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications. // This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers’ pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book. // Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 95
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    Online-Ressource
    Learning Engineering Toolkit : Evidence-Based Practices from the Learning Sciences, Instructional Design, and Beyond (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003276579 , 9781032208503 , 9781032232829
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Open learning, home learning, distance education ; instructional design; user experience design; data analysis; ISLS; International Society of the Learning Sciences; technology-enhanced learning; artificial intelligence; participatory research design; learning design; engineering design; Janet Kolodner; human-centered learning; Association for the Advancement of Computing in Education; IEDMS; online learning; reskilling; E-Learning; learning sciences; Evidence-Based Practices; computer science; learning analytics; big data; Society for Learning Analytics Research; International Educational Data Mining Society; AECT; Association for Educational Communications and Technologies; ICICLE; design-based research; Learning Engineering Toolkit; lean-agile development; SoLAR; IEEE IC Industry Consortium on Learning Engineering; digital learning; course design; upskilling; massive open online courses; human computer interaction; HCI; Jim Goodell; data science; educational data mining; AACE; educational technologies; MOOC
    Kurzfassung: The Learning Engineering Toolkit is a practical guide to the rich and varied applications of learning engineering, a rigorous and fast-emerging discipline that synthesizes the learning sciences, instructional design, engineering design, and other methodologies to support learners. As learning engineering becomes an increasingly formalized discipline and practice, new insights and tools are needed to help education, training, design, and data analytics professionals iteratively develop, test, and improve complex systems for engaging and effective learning. Written in a colloquial style and full of collaborative, actionable strategies, this book explores the essential foundations, approaches, and real-world challenges inherent to ensuring participatory, data-driven, learning experiences across populations and contexts
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 96
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    Online-Ressource
    International Perspectives on Educating for Democracy in Early Childhood : Recognizing Young Children as Citizens (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003229568 , 9781032135007 , 9781032135014
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; as, Childhood, Children, Citizens, Democracy, DeZutter, Early, Educating, for, in, International, Lee, on, Perspectives, Recognizing, Stacy, Young
    Kurzfassung: This book brings together established and emerging scholars from around the globe to highlight new directions for research on young children as active, engaged citizens of classrooms. Divided into three sections, the volume draws on innovative methods to explore diverse conceptualizations of citizenship, children’s understandings, and effective practice. Rejecting traditional views of children as citizens-in-preparation, the volume explores how young children can and do live as citizens, and how early childhood educational settings serve as civic forums. Chapters discuss the child-as-citizen in relation to issues including gender, class, race, tribal status, and linguistic diversity, and ultimately illustrate how sociocultural processes in early years settings can be harnessed to promote the development of democratic dispositions and skills. This book establishes citizenship enactment in early childhood education as a robust and growing research area with the potential to shape research, policy, and practice worldwide. As such, it will appeal to researchers and academics with an interest in citizenship education, democracy, and early childhood education, as well as postgraduate students of teacher education and those working across international and comparative education more broadly
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 97
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    Online-Ressource
    Disability, Diversity and Inclusive Education in Haiti : Learning, Exclusion and Educational Relationships in the Context of Crises (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479 , 9781003347644
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Serie: Routledge Research in Educational Psychology
    Schlagwort(e): Education ; Educational psychology ; Inclusive education / mainstreaming ; Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
    Kurzfassung: Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 98
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    Online-Ressource
    Innovations in Peace and Education Praxis : Transdisciplinary Refl ections and Insights (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065 , 9781003263111
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Serie: Routledge Research in International and Comparative Education
    Schlagwort(e): Education ; Introduction: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education
    Kurzfassung: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 99
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    Online-Ressource
    Mapping the Future of Undergraduate Career Education : Equitable Career Learning, Development, and Preparation in the New World of Work (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003213000 , 9781032081144 , 9781032081137
    Sprache: Unbestimmte Sprache
    Seiten: 1 Online-Ressource
    Schlagwort(e): Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education ; 19, Applying, Approaches, Aspirations, , Career, Careering, Center, Challenge, Changing, Characteristics, Class, Concerns, Considerations, Covid, Critical, curriculum, defining, Design, development, education, empowering, engagement, engaging, equitable , equity, face, find, first, future,generation, guidance, health, hidden, inclusion, innovation, integrated, international, introducing, introduction, landscape, learning, mapping, meaning, mental, mindset, multipotentiality, narrative, navigating, needs, neither, new, Online, paradigm, part, preparation, present, purpose, recent, reflective, revisiting, rise, sharp, shifts, students, support, thinking, undergraduate, used, ways, what, work, working, workplace, world, new ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization ; thema EDItEUR::J Society and Social Sciences::JN Education::JNR Careers guidance ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
    Kurzfassung: This timely book explores current trends and future possibilities for undergraduate career education, the nature of the changing workplace, and its impact on students in colleges and universities. Built on decades of experience in career development and professional learning, the editors raise and investigate multiple critical issues facing career educators in higher education today: preparing students for the future of work; exploring the increasing centrality of experiential learning in career education; examining innovative paradigm shifts in career education; and developing strategies for equity-focused and inclusive programming for all students. Reckoning with the effects of COVID-19 on the world of career development, this book draws on contributions from leading scholars, entrepreneurs, and practitioners from across the fields of education, business, STEM, and the humanities to offer an inclusive and innovation-focused approach to supporting scholars, practitioners, and students involved with career education, development, and counseling for a new generation—and a new world of work
    Anmerkung: English
    URL: teilw. kostenfrei
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  • 100
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    Intercultural Approaches to Education : From Theory to Practice (2022)
    Cham : Springer Nature
    Details
    ISBN: 9783030708252
    Sprache: Englisch
    Seiten: 1 Online-Ressource (213 p.)
    Schlagwort(e): Educational strategies & policy ; Education
    Kurzfassung: This open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergence of global citizenship education and the key role of teachers in intercultural approaches. This is an open access book
    Anmerkung: English
    URL: kostenfrei
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