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  • 1
    ISBN: 9783658074029
    Language: German
    Pages: 1 Online-Ressource (293 pages)
    Series Statement: Theorie und Empirie lebenslangen Lernens
    Parallel Title: Erscheint auch als Habeck, Sandra A. Freiwilligenmanagement
    DDC: 302.14
    RVK:
    Keywords: Education ; Adult education ; Voluntarism Management ; Lifelong learning ; Voluntarism ; Management ; Electronic books ; Electronic books ; Deutschland ; Gemeinnützige Organisation ; Ehrenamtliche Tätigkeit ; Management ; Ehrenamtliche Tätigkeit ; Erwachsenenbildung ; Berufsfeld
    Abstract: ​Sandra A. Habeck untersucht das Berufsfeld Freiwilligenmanagement empirisch und zeigt, dass es sich dabei um ein erwachsenenpädagogisches Feld handelt. Die Studie ermöglicht differenzierte Einsichten in Aufgaben, Problemlagen und Herausforderungen des Freiwilligenmanagements aus unterschiedlichen Akteursperspektiven (Vorgesetzte, Freiwillige, Freiwilligenmanager). Sie beleuchtet organisationale Hintergründe und identifiziert drei Ausprägungen der Ehrenamtsarbeit sowie des Freiwilligenmanagements (Führung ehrenamtlichen Personals, persönliche Beziehungsarbeit, pädagogisch gesteuertes Mithandeln). Die Studie ist im Kontext erwachsenenpädagogischer Professions- und Organisationsforschung verortet. Aus den Befunden lassen sich eine Vielzahl an theoretischen, forschungsbezogenen und handlungspraktischen Reflexionshinweisen und Orientierungsmöglichkeiten ableiten.​.
    Abstract: Intro -- Geleitwort -- Danksagung -- Inhalt -- 1 Einführung und Vorschau -- HINTERGRUND UND AUSGANGSLAGE -- 2 Theoriehorizont Engagementforschung. Aktuelle Entwicklungen und Diskurse um bürgerschaftliches Engagement und Freiwilligenmanagement -- 2.1 Vielfältiges Engagement - Bewusst wählende Freiwillige. Vom Wandel des ehrenamtlichen Engagements in Deutschland -- 2.2 Freiwilligenmanagement als Antwort auf den Wandel des ehrenamtlichen Engagements. Organisationsstrategische, -kulturelle und -strukturelle Anforderungen -- 2.3 Freiwilligenmanagement - ein Beruf mit Zukunft -- 2.4 Freiwilligenmanagement als Forschungsgegenstand im Kontext von Engagementforschung -- 3 Erwachsenenpädagogische Professionsforschung als theoretischer Rahmen des Berufsfeldes Freiwilligenmanagement -- 3.1 Erwachsenenpädagogik als professionstheoretischer Rahmen für das Berufsfeld Freiwilligenmanagement -- 3.2 Berufsstrukturelle Parallelitäten -- 3.3 Reflexionsanlässe und Spannungsfelder im Freiwilligenmanagement -- 3.4 Freiwilligenmanagement als aufzugreifender Forschungsgegenstand in der erwachsenenpädagogischen Professionsforschung -- 4 Das erwachsenenpädagogische Berufsfeld Freiwilligenmanagement - Ausgangslage und offene Fragen zum Forschungsgegenstand -- EMPIRISCHE STUDIE "FREIWILLIGENMANAGEMENT. ExPLORATIONEINES ERWACHSENENPÄDAGOGISCHEN BERUFSFEWES -- 5 Design und methodisches Vorgehen -- 5.1 Qualitative Analyse und mehrperspektivischer Einblick in das Berufsfeld Freiwilligenmanagement. Design und Anlage der Studie -- 5.2 Sampling -- 5.3 Die Daten-Erhebung anhand von Expertenbefragungen -- 5.4 Auswertung des Datenmaterials -- 5.4.1 Ebenenspezifische Auswertung -- 5.4.2 Analyse aus der Gesamtschau -- 5.4.3 Komplementär-ergänzende Auswertungsstrategien -- 5.5 Ergebnispräsentation.
    Note: Description based on publisher supplied metadata and other sources
    URL: Volltext  (lizenzpflichtig)
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  • 2
    Online Resource
    Online Resource
    Montreal : McGill-Queen's University Press
    ISBN: 0773592008 , 0773592016 , 9780773592001 , 9780773592018
    Language: English
    Pages: 1 online resource
    Uniform Title: Works
    Parallel Title: Erscheint auch als Ursula Franklin speaks
    DDC: 303.48/3
    Keywords: Franklin, Ursula M. / 1921- ; Franklin, Ursula M. Interviews ; Franklin, Ursula M. ; Geschichte 1986-2012 ; SOCIAL SCIENCE / General ; EDUCATION / General ; Civics, Canadian ; Education ; Feminism ; Social justice ; Technology / Political aspects ; Technology / Social aspects ; Erziehung ; Gesellschaft ; Politik ; Technology Social aspects ; Technology Political aspects ; Social justice ; Feminism ; Civics, Canadian ; Education ; Techniksoziologie ; Interview ; Quelle ; Franklin, Ursula M. 1921-2016 ; Techniksoziologie ; Geschichte 1986-2012
    Description / Table of Contents: Interview -- 1. Interview with June Callwood (National Treasures, Vision TV, November 1994) -- Speeches Given To Citizens -- 2. When the Seven Deadly Sins Became the Seven Cardinal Virtues (Acceptance speech on receiving the YWCA Women of Distinction Award, Toronto, 1986) -- 3. The Legacies of War (Keynote address, Voice of Women Conference, Ottawa, 1990) -- 4. Coexistence and Technology: Society between Bitsphere and Biosphere (Polanyi Lectures, Concordia University, Montreal, 1994 and 1995) -- 5. Canada and Social Justice (An address given at a Retreat of Anglican Women in 1997) -- 6.A Drive to Know: The Glory and Hell of Science -- Reflections in Memory of Jacob Bronowski (The Jacob Bronowski Memorial Lecture, New College, University of Toronto, March 2000) -- 7. Thinking about Technology (A public 2r;University Lecture,3r; University of Toronto, 2004)
    Description / Table of Contents: 8. The Holy and the Microscope: Conversations between Faith and Knowledge (Guest lecture, Newman Centre, University of Toronto, Toronto, 2007) -- 9. Reflecting on the Second Wave of Feminism: 1960-2010 (Taped at Massey College for a symposium on the History of the Canadian Women's Movement, Toronto 2008) -- Interview -- 10. Ursula Franklin Interviewed by Mary Hynes (Tapestry, CBC Radio, February 2007) -- Speeches Given To Youth -- 11. In Conversation with Two Grade 10 Students at the Ursula Franklin Academy, 1997 -- 12. Using Technology as if People Matter (Opening plenary, SciMaTech 96, Cowichan Campus of Malaspina College, Duncan, BC, 1996) -- 13. Developing a Li of Massey (Acceptance speech, Massey College's 40th Anniversary Awards, University of Toronto, 2004) -- 14. Three Lessons from the Natural World (Convocation address, McGill University, Montreal, 2006)
    Description / Table of Contents: 15. The Place of Knowledge in Our Personal and Collective Lives (Convocation address, Ryerson University, Toronto, 2012) -- Interview -- 16. Interview with Dr Tarah Brookfield (Wilfrid Laurier University, Waterloo, 2010) -- Speeches Given To Professionals -- 17. Peace: A Necessity for an Equal Society (Conference address, An Equal Society: Into the Year 2000, Toronto, November 1986) -- 18. Educating Engineers for the Modern World (The Seventh Annual J.W. Hodgins Memorial Lecture, McMaster University, Hamilton, 1990) -- 19. Monocultures of the Soil, Monocultures of the Mind: Cautionary Tales from the Mechanization of Agriculture (Keynote address, 8th Wendy Michener Symposium for The Canadian Association of Fine Arts Deans, York University, Toronto, October 1994) -- 20. The How and Why of Communication: Orienteering in Cyberspace (The Southam Lecture, given to The Canadian Communication Association, McMaster University, Hamilton, 1996)
    Description / Table of Contents: 21. Technology as Social Instruction (Keynote address, Saint Mary's University, Halifax, March 1998) -- 22. Research, Policy, and Action: Working for Justice through Integrated Research (Keynote address, Research in Women's Health 1999) -- 23. What Is at Stake?: Universities in Context (Keynote address, Canadian Association of University Teachers, Ottawa, 1999) -- 24. Research as a Social Enterprise: Are We Asking the Right Questions? (The Royal Society Lecture, Carleton University, Ottawa, November 2002) -- 25. The However Paragraph (Guest lecture, The Toronto Congress of the Canadian Association of Physicists, Toronto, 2010) -- 26. Reflections on Public Health and Peace: Ask How Are You? Not Who Are You? (The Dr Zofia Pakula 2012 Inaugural Lecture, Dalla Lana School of Public Health, Global Health Division, University of Toronto, November 2012) -- Interview -- 27. An Interview with Anna Maria Tremonti (The Current, CBC Radio, May 2010)
    Note: A collection of twenty-two speeches and five interviews that have been retrieved and restored from audio and visual recordings
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  • 3
    ISBN: 9783781519930
    Language: Undetermined
    Pages: 1 Online-Ressource (234 p.)
    Keywords: Education ; Bildungsgeschichte; Lehrerbildung; Lehrplan; Fachdidaktik; Sachunterricht; Fachgesellschaft; Schulgeschichte; Primarbereich; Lehramtsstudiengang; Wissenschaftsdisziplin; Gesellschaft für Didaktik des Sachunterrichts; 20. Jahrhundert; 21. Jahrhundert; Aufsatzsammlung; Deutschland
    Abstract: This volume paints a portrait of the didactics of subject teaching and its specialised society, the Gesellschaft für Didaktik des Sachunterrichts (GDSU). It explains the mission and objectives of the society: the promotion and development of Sachunterricht as a teaching subject in primary schools, as a subject at universities and colleges and as an academic discipline. Historical foundations and developments are described, current conditions and challenges are discussed and important future tasks are considered. The volume provides information on the origins and beginnings of the society, explains the important educational policy initiatives, summarises conferences, publications and research, documents sources and materials on the history of the society and provides an overview of the work of the executive boards. A separate chapter is dedicated to the perspective framework for subject teaching, the motives, justifications and intentions, the processes and developments as well as the effects on educational plans and school practice. The volume is aimed at interested parties in the educational and professional community
    Abstract: Der Band zeichnet ein Portrait der Didaktik des Sachunterrichts und ihrer Fachgesellschaft, der Gesellschaft für Didaktik des Sachunterrichts (GDSU). Er erläutert Auftrag und Zielsetzung der Gesellschaft: die Förderung und Entwicklung des Sachunterrichts als Unterrichtsfach in der Grundschule, als Studienfach an den Universitäten und Hochschulen und als wissenschaftliche Disziplin. Dabei werden historische Grundlagen und Entwicklungen beschrieben, gegenwärtige Bedingungen und Herausforderungen diskutiert und wichtige Zukunftsaufgaben ins Auge gefasst. Der Band informiert über die Ursprünge und Anfänge der Gesellschaft, erläutert die wichtigen bildungspolitischen Initiativen, bilanziert Tagungen, Publikationen und Forschungen, dokumentiert Quellen und Materialien zur Geschichte der Gesellschaft und gibt einen Überblick über die Arbeit der Vorstände. Ein eigenes Kapitel ist dem Perspektivrahmen Sachunterricht gewidmet, den Motiven, Begründungen und Absichten, den Prozessen und Entwicklungen sowie den Wirkungen im Blick auf Bildungspläne und schulische Praxis. Der Band wendet sich an Interessenten in der Bildungs- und Fachöffentlichkeit
    Note: German
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  • 4
    ISBN: 9789264216143
    Language: French
    Pages: Online-Ressource , ill.
    Series Statement: TALIS
    Parallel Title: Parallelausg. A Teachers' Guide to TALIS 2013; Teaching and Learning International Survey
    DDC: 370
    Keywords: Education ; Electronic books
    Abstract: L’Enquête internationale sur l’enseignement et l’apprentissage (TALIS) de l’OCDE est une enquête internationale à grande échelle portant sur les conditions de travail des enseignants et l’environnement d’apprentissage dans leurs établissements. Le Guide TALIS à l’intention des enseignants aide les enseignants et les chefs d’établissements à comprendre les résultats de l’enquête, tout en leur suggérant des possibilités de mesures pour améliorer l’enseignement et l’apprentissage au sein de leurs établissements.
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  • 5
    Online Resource
    Online Resource
    transcript Verlag
    ISBN: 9783839428566
    Language: German
    Pages: 1 Online-Ressource
    Series Statement: Edition Museum 11
    Parallel Title: Erscheint auch als
    RVK:
    RVK:
    RVK:
    RVK:
    RVK:
    Keywords: Schoer, Hein ; Museum ; Education ; Cultural Education ; Museology ; Sound ; Museum Education ; Ethnographic Museum ; Intangible Cultural Heritage ; Indigeneity ; Coevalness ; Ethnologisches Museum ; Klangkunst ; Klang ; Electronic books ; Klang ; Ethnologisches Museum ; Schoer, Hein 1976- ; Klangkunst
    Abstract: The »Sounding Museum« fuses anthropology, acoustic ecology, soundscape composition, and trans-cultural communication inside the context of museum education.Based on the piece »Two Weeks in Alert Bay«, it supplies researchers, practitioners, and audiences with an instrument to gain an acoustic image of the contemporary cultural and everyday life of the Kwakwaka'wakw of Alert Bay, BC. The project mediates intercultural competence thorough the affective agency of sound.With the coeval »Session Musician's Approach«, introduced and analysed in text, audio, and interactive form, it also bridges the gap between art, science, and education.With a foreword by Barry Truax.The box includes a book, 2 DVD and 1 CD.
    URL: Cover
    URL: Cover
    URL: Cover
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  • 6
    ISBN: 9780833086402 , 0833086979 , 0833086405 , 9780833086976
    Language: English
    Pages: 1 Online-Ressource (xxix, 118 pages)
    Parallel Title: Print version Gates, Susan M., 1968- Preparing principals to raise student achievement
    Keywords: Educational leadership Case studies ; School principals Case studies Training of ; Education, Urban Case studies ; School management and organization Case studies ; Educational leadership ; School principals ; Education, Urban ; School management and organization ; United States ; School management and organization ; Case studies ; School principals ; Training of ; Education, Urban ; Theory & Practice of Education ; Education ; EDUCATION ; Teaching Methods & Materials ; Arts & Humanities ; Educational leadership ; Social Sciences ; Electronic books
    Abstract: New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its approach involves both preparing principals and partnering with school districts and charter management organizations (CMOs) to improve the conditions in which its highly trained principals work. As part of the partnerships, New Leaders agrees to provide carefully selected and trained principals who can be placed in schools that need principals and to provide coaching and other support after those principals are placed. The districts and CMOs agree to establish working conditions that support, rather than hinder, the principals' efforts to improve student outcomes. This report describes how the New Leaders program was implemented in partner districts, and it provides evidence of the effect that New Leaders has on student achievement
    Abstract: New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its approach involves both preparing principals and partnering with school districts and charter management organizations (CMOs) to improve the conditions in which its highly trained principals work. As part of the partnerships, New Leaders agrees to provide carefully selected and trained principals who can be placed in schools that need principals and to provide coaching and other support after those principals are placed. The districts and CMOs agree to establish working conditions that support, rather than hinder, the principals' efforts to improve student outcomes. This report describes how the New Leaders program was implemented in partner districts, and it provides evidence of the effect that New Leaders has on student achievement
    Note: "Sponsored by New Leaders , "RR-507-NL"--Page 4 of cover , "RAND Education , Includes bibliographical references (pages 111-118)
    URL: Volltext  (kostenfrei)
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  • 7
    ISBN: 9780833080714 , 0833086758 , 0833080717 , 9780833086754
    Language: English
    Pages: 1 Online-Ressource (xix, 80 pages)
    Series Statement: Research report (Rand Corporation) RR-277-KRG
    Parallel Title: Print version Constant, Louay Improving technical vocational education and training in the Kurdistan region--Iraq
    Keywords: Vocational education ; Vocational education ; Education ; Social Sciences ; Education, Special Topics ; Iraq ; Kurdistān ; Electronic books
    Abstract: Introduction -- The KRI's current TVET system -- Labor and skill needs in the KRI economy -- International TVET policies and practices -- Recommended roadmap for improving TVET
    Note: "RR-277-KRG"--Page 4 of cover , "Sponsored by the Kurdistan Regional Government , "RAND Education , Includes bibliographical references (pages 75-80)
    URL: Volltext  (kostenfrei)
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  • 8
    ISBN: 9780833087256 , 0833089609 , 0833087258 , 9780833089601
    Language: English
    Pages: 1 Online-Ressource (xxi, 106 pages)
    Parallel Title: Print version Steele, Jennifer L Competency-based education in three pilot programs
    Keywords: Competency-based education ; Educational evaluation ; Competency-based education ; Educational evaluation ; United States ; Education ; Educational evaluation ; Education, Special Topics ; EDUCATION ; Evaluation & Assessment ; Social Sciences ; Competency-based education ; Electronic books
    Abstract: In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards credit for evidence of learning, not for the time students spend studying a subject. The Foundation asked RAND to evaluate these efforts in terms of implementation, students' experiences, and student performance. This report presents final results from that evaluation, offering an overview of competency-based education and the Project Mastery grant projects and describing the implementation of competency-based educational features under each project. The report concludes with six lessons for policy, partnerships, and practice
    Note: "Prepared for the Bill & Melinda Gates Foundation , "RAND Education , Includes bibliographical references (pages 103-106)
    URL: Volltext  (kostenfrei)
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  • 9
    ISBN: 9780833089342 , 083308948X , 083308738X , 083308934X , 9780833087386 , 9780833089489
    Language: English
    Pages: 1 Online-Ressource (xxv, 144 pages)
    Parallel Title: Print version Gonzalez, Gabriella Transforming an urban school system
    Keywords: Scholarships ; College-school cooperation ; Educational change Evaluation ; Public schools Evaluation ; Incentive awards ; Community and school ; Motivation in education ; Scholarships ; College-school cooperation ; Educational change ; Public schools ; Incentive awards ; Community and school ; Motivation in education ; Education ; Social Sciences ; History of Education ; Connecticut ; New Haven ; Connecticut ; EDUCATION ; Teaching Methods & Materials ; Arts & Humanities ; College-school cooperation ; Community and school ; Educational change ; Evaluation ; Incentive awards ; Motivation in education ; Public schools ; Evaluation ; Scholarships ; Electronic books
    Abstract: In 2009, the City of New Haven and New Haven Public Schools (NHPS) announced a sweeping K-12 educational reform, New Haven School Change. The district had three primary goals for School Change: (1) close the gap between the performance of NHPS students' and Connecticut students' averages on state tests, (2) cut the high school dropout rate in half, and (3) ensure that every graduating student has the academic ability and the financial resources to attend and succeed in college. Concurrent with School Change, the City of New Haven partnered with the Community Foundation for Greater New Haven, NHPS, and Yale University in 2010 to create New Haven Promise, a scholarship program that aims to improve the college-going culture in the city and postsecondary enrollment and graduation rates of NHPS graduates as a way to enhance the economic development of the city, attract more residents to New Haven, reduce crime and incarceration, and improve residents' quality of life. The 2010-2011 school year marked the first year of a staged implementation for both efforts. In June 2013, the New Haven Promise Board of Directors asked the RAND Corporation to conduct a study to document and describe baseline conditions and early progress of these programs. Researchers worked with state and district data and conducted interviews with Promise Scholars and parents to document early trends and possible areas for improvement. This report and its companion volume document the resulting study
    Note: "RAND Education , Includes bibliographical references (pages 139-144)
    URL: Volltext  (kostenfrei)
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  • 10
    Online Resource
    Online Resource
    London : Ubiquity Press
    ISBN: 9781909188389 , 1909188395 , 1909188387 , 1909188409 , 1909188379 , 1909188395 , 9781909188389 , 9781909188402 , 9781909188372 , 9781909188396
    Language: English
    Pages: 1 Online-Ressource (vi, 136 pages)
    Parallel Title: Print version Ebooks in education
    Keywords: Education Electronic information resources ; Education, Higher Computer-assisted instruction ; Libraries and electronic publishing ; Academic libraries Technological innovations ; Education ; Education, Higher ; Libraries and electronic publishing ; Academic libraries ; Academic libraries ; Technological innovations ; Education ; Electronic information resources ; Education, Higher ; Computer-assisted instruction ; Libraries and electronic publishing ; Bibliography - General ; General ; Education ; Society and social sciences Society and social sciences ; COMPUTERS ; Educational Software ; Electronic books Educational aspects
    Abstract: Ebooks are coming of age in education, as this exciting collection commissioned by Jisc demonstrates. Case studies, reflecting ebook success stories across the higher and further education sectors, include: - An innovative app to encourage ebook take-up in a Welsh college. - A partnership between a library and research centre to create open access monographs and midigraphs. - Several examples of creative negotiations with ebook publishers. Insight chapters address hot topics in the ebook universe, including: - The changing world of access to scholarly digital content in the mobile environment. - The challenges faced by the library as online distance learning moves from margin to mainstream. - How ebooks have the potential to meet a wide range of accessibility needs. - Experimentation with ebooks as a shared service. This collection will provide inspiration and guidance to institutions as they develop projects and services to support students and researchers and will be of interest to library practitioners, publishers, ebook vendors, information professionals, teachers, lecturers and students. Jisc, in collaboration with Ubiquity Press, is pleased to be making this publication available open access on a CC-BY licence
    Abstract: Ebooks are coming of age in education, as this exciting collection commissioned by Jisc demonstrates. Case studies, reflecting ebook success stories across the higher and further education sectors, include: - An innovative app to encourage ebook take-up in a Welsh college. - A partnership between a library and research centre to create open access monographs and midigraphs. - Several examples of creative negotiations with ebook publishers. Insight chapters address hot topics in the ebook universe, including: - The changing world of access to scholarly digital content in the mobile environment. - The challenges faced by the library as online distance learning moves from margin to mainstream. - How ebooks have the potential to meet a wide range of accessibility needs. - Experimentation with ebooks as a shared service. This collection will provide inspiration and guidance to institutions as they develop projects and services to support students and researchers and will be of interest to library practitioners, publishers, ebook vendors, information professionals, teachers, lecturers and students. Jisc, in collaboration with Ubiquity Press, is pleased to be making this publication available open access on a CC-BY licence
    Note: Available via Ubiquity Press website , Includes bibliographical references and index , On front cover: JISC , Resource simultaneously available in PDF, EPUB format, and Kindle format , English
    URL: Volltext  (kostenfrei)
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  • 11
    ISBN: 3847402714 , 384740623X , 9783847406235 , 9783847402718
    Language: German
    Pages: 1 Online-Ressource
    Parallel Title: Erscheint auch als Seithe, Mechthild Ambulante Hilfe zur Erziehung und Sozialraumorientierung
    DDC: 362.730943
    Keywords: Teenagers Services for ; Child welfare ; Education ; Teenagers Education ; Child welfare ; Teenagers ; Education ; Teenagers ; Services for ; Education
    Note: Includes bibliographical references , Position paper
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  • 12
    ISBN: 9781922064844 , 192206484X , 9781922064851 , 1922064858 , 9781922064820 , 1922064831 , 1922064823 , 9781922064837
    Language: English
    Pages: 1 Online-Ressource (1 electronic resource (i-xi, 262 pages))))
    Keywords: Study skills ; Student aspirations ; College integration ; Critical thinking ; College freshmen ; Study skills ; Student aspirations ; College integration ; Critical thinking ; College freshmen ; Critical thinking ; Student aspirations ; Study skills ; Australia ; South Australia ; EDUCATION ; Higher ; Education ; Society and social sciences Society and social sciences ; College freshmen ; College integration ; Electronic books
    Abstract: Introduction / Heather Brook, Deane Fergie, Michael Maeorg and Dee Michell -- Pt. 1. Reconceptualising : transition and universities -- 1. Navigating student transition in higher education : induction, development, becoming / Trevor Gale and Stephen Parker -- 2. University transitions in practice : research-learning, fields and their communities of practice / Deane Fergie -- Pt. 2. Revealing : 'non-traditional' student groups in higher education -- 3. Classism on campus? Exploring and extending understandings of social class in the contemporary higher education debate / Angelique Bletsas and Dee Michell -- 4. Reframing 'the problem' : students from low socio-economic status backgrounds transitioning to university / Marcia Devlin and Jade McKay -- 5. Changing social relations in higher education : the first-year international student and the 'Chinese learner' in Australia / Xianlin Song -- 6. Relating experiences : Regional and remote students in their first year at university / Michael Maeorg -- Pt. 3. Realising : transformations on campus -- 7. The University of Adelaide Student Learning Hub : a case study of education co-creation / Pascale Quester, Kendra Backstrom and Slavka Kovacevic -- 8. Thinking critically about critical thinking in the First-Year experience / Chris Beasley and Benito Cao -- 9. Knowing students / Heather Brook and Dee Michell
    Abstract: Introduction / Heather Brook, Deane Fergie, Michael Maeorg and Dee Michell -- Pt. 1. Reconceptualising : transition and universities -- 1. Navigating student transition in higher education : induction, development, becoming / Trevor Gale and Stephen Parker -- 2. University transitions in practice : research-learning, fields and their communities of practice / Deane Fergie -- Pt. 2. Revealing : 'non-traditional' student groups in higher education -- 3. Classism on campus? Exploring and extending understandings of social class in the contemporary higher education debate / Angelique Bletsas and Dee Michell -- 4. Reframing 'the problem' : students from low socio-economic status backgrounds transitioning to university / Marcia Devlin and Jade McKay -- 5. Changing social relations in higher education : the first-year international student and the 'Chinese learner' in Australia / Xianlin Song -- 6. Relating experiences : Regional and remote students in their first year at university / Michael Maeorg -- Pt. 3. Realising : transformations on campus -- 7. The University of Adelaide Student Learning Hub : a case study of education co-creation / Pascale Quester, Kendra Backstrom and Slavka Kovacevic -- 8. Thinking critically about critical thinking in the First-Year experience / Chris Beasley and Benito Cao -- 9. Knowing students / Heather Brook and Dee Michell
    Note: Includes bibliographical references , Title from opening screen (viewed December 2, 2014) , English
    URL: Volltext  (kostenfrei)
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  • 13
    ISBN: 9462099022 , 9789462099029
    Language: English
    Pages: 1 Online-Ressource (221 pages)
    Series Statement: Research on the Education and Learning of Adults 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Older people Education ; Adult education ; Education ; Personnes âgées - Éducation ; Éducation des adultes ; Adult education ; Education ; Older people - Education ; EDUCATION / General
    Abstract: FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK! Learning across Generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults' education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse research and evaluation of different forms of older adults' education and learning. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning. It is the editors' intention that this collection of papers acts as a persuasive argument for formal and non-formal learning agencies to open more doors for older adults
    Description / Table of Contents: Preliminary Material /
    Note: Bibliographic Level Mode of Issuance: Monograph , Includes bibliographical references at the end of each chapters , English
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  • 14
    ISBN: 0833089935 , 0833084097 , 9780833089939 , 9780833084095
    Language: English
    Pages: Online-Ressource (xxii, 113 pages) , illustrations
    Edition: Online-Ausg.
    Parallel Title: Print version Shatz, Howard J Assessment of the present and future labor market in the Kurdistan region - Iraq
    Keywords: Employment forecasting ; Labor market ; Skilled labor ; Labor supply ; Education ; Employment forecasting ; Labor market ; Labor supply ; Skilled labor ; BUSINESS & ECONOMICS ; Labor ; Iraq ; KurdistaÌ„n ; Economic policy ; Education ; Kurdistān (Iraq) Economic policy ; KurdistaÌ„n (Iraq) Economic policy ; Electronic books
    Abstract: The study addresses the question of how the Kurdistan Regional Government can improve the private-sector labor market in the Kurdistan Region-Iraq (KRI). Doing so will involve creating mechanisms by which job-seekers can develop the right skills and find employers who will hire them, employers can find the employees they need, and the government can create an enabling environment in which the best matches between job-seekers and employers can be made. The study estimates the likely number and education levels of new job-seekers through 2020. It conducts an original, scientific survey to learn about employer perceptions of skill gaps in the KRI. Then, it investigates sectoral employment growth in comparison economies to identify promising growth sectors. Finally, it outlines policy steps for the government to take to improve the functioning of the private-sector labor market
    Abstract: Introduction -- Education Levels, Skills, and Labor-Force Participation of Potential Future Labor-Market Entrants -- Skills Gaps and Expected Private-Sector Labor Demand in the Kurdistan Region-Iraq -- Scenarios for Sectoral Employment Growth in the Kurdistan Region-Iraq -- Labor-Market Information Systems -- Conclusions and Policy Directions -- Appendix A: The RAND Survey of Business Establishments 2012: The RAND Skills Survey -- Appendix B: The RAND Survey of Business Establishments 2012: Sampling Design
    Note: "Ministry of Planning , "Kurdistan Regional Government , "RAND Labor and Population , Includes bibliographical references (pages 109-113)
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  • 15
    ISBN: 9780833088062 , 0833089323 , 0833088068 , 9780833089328
    Language: English
    Pages: 1 Online-Ressource (xvii, 84 pages)
    Keywords: Competency-based education ; Competency-based education ; Competency-based education ; Education ; Social Sciences ; Theory & Practice of Education ; EDUCATION ; Evaluation & Assessment ; Electronic books
    Abstract: Efforts to prepare students for college, careers, and civic engagement have traditionally emphasized academic skills, but a growing body of research suggests that interpersonal and intrapersonal competencies, such as communication and resilience, are important predictors of postsecondary success and citizenship. One of the major challenges in designing educational interventions to support these outcomes is a lack of high-quality measures that could help educators, students, parents, and others understand how students perform and monitor their development over time. This report provides guidelines to promote thoughtful development of practical, high-quality measures of interpersonal and intrapersonal competencies that practitioners and policymakers can use to improve valued outcomes for students
    Note: "RAND Education , Includes bibliographical references (pages 81-84)
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  • 16
    ISBN: 9781909188334 , 1909188352 , 1909188336 , 1909188344 , 1909188360 , 1909188352 , 9781909188334 , 9781909188341 , 9781909188365 , 9781909188358
    Language: English
    Pages: 1 Online-Ressource (x, 232 pages)
    Parallel Title: Erscheint auch als
    Keywords: Education and state ; Strategic planning Decision making ; Open access publishing ; Scholarly electronic publishing ; Technological innovations Social aspects ; Electronic information resources Fair use (Copyright) ; Internet in higher education ; Education Experimental methods ; Educational technology 21st century ; Education, Higher Computer-assisted instruction ; Educational innovations History 21st century ; Education and state ; Strategic planning ; Open access publishing ; Scholarly electronic publishing ; Technological innovations ; Electronic information resources ; Internet in higher education ; Education ; Educational technology ; Education, Higher ; Educational innovations ; Education ; Open learning, home learning, distance education ; Philosophy and theory of education ; Society and social sciences Society and social sciences ; EDUCATION ; Distance & Online Education ; Education and state ; Education ; Experimental methods ; Education, Higher ; Computer-assisted instruction ; Educational innovations ; Educational technology ; Electronic information resources ; Fair use (Copyright) ; Internet in higher education ; Open access publishing ; Scholarly electronic publishing ; Strategic planning ; Decision making ; Technological innovations ; Social aspects ; History
    Abstract: With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education. In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all those with an interest in education
    Abstract: With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education. In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all those with an interest in education
    Note: Includes bibliographical references (pages 203-230) and index , Resource simultaneously available in PDF, EPUB format, and MOBI format
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  • 17
    ISBN: 9789814560672
    Language: English
    Pages: Online-Ressource (XI, 200 p. 6 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Kemmis, Stephen The action research planner
    RVK:
    Keywords: Educational tests and measurements ; Education ; Action research in education ; Curriculumforschung ; Aktionsforschung
    Abstract: A fully-updated and reworked version of the classic book by Stephen Kemmis and Robin McTaggart , now joined by Rhonda Nixon, The Action Research Planner is a detailed guide to developing and conducting a critical participatory action research project. The authors outline new views on ‘participation’ (based on Jürgen Habermas’s notion of a ‘public sphere’), ‘practice’ (as shaped by practice architectures), and ‘research’ (as research within practice traditions). They provide five extended examples of critical participatory action research studies. The book includes a range of resources for people planning a critical participatory research initiative, providing guidance on how to establish an action research group and identify a shared concern, research ethics, principles of procedure for action researchers, protocols for collaborative work, keeping a journal, gathering evidence, reporting, and choosing academic partners. Unlike earlier editions, The Action Research Planner focuses specifically on critical participatory action research, which occupies a particular (critical) niche in the action research 'family'. The Action Research Planner is an essential guide to planning and undertaking this type of research
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  • 18
    ISBN: 9789048139316
    Language: English
    Pages: Online-Ressource (XI, 353 p. 46 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Teaching Science and Investigating Environmental Issues with Geospatial Technology
    Keywords: Geographical information systems ; Science Study and teaching ; Education
    Abstract: This book provides research-grounded and practically-minded insights into teacher professional development in support of integrating GIS and other geospatial technologies into K-12 science teaching. In this volume 50 designers, educators and researchers share their experiences, knowledge, and lessons learned from a wide variety of projects. Readers will find a myriad of ideas and perspectives that they can apply to their own teacher professional development projects, as they work to provide students with engaging opportunities for learning science. Geospatial technologies enable teachers to teach in fundamentally new ways, building student interest and skill through active engagement in critical thinking and project or inquiry-based learning. Students are naturally drawn to looking at landscapes and interpreting features through analysis of both shape and form. Given the chance to manipulate spatial data, students revel in deciphering mysteries, exploring scientific explanations, and linking causes with consequences. The passion and interest demonstrated by students using geospatial tools has motivated an increasing number of K-12 teachers to embrace the use of these technologies for teaching and learning science. Given the nature and complexity of these tools, high quality professional development is essential for providing teachers with the support and guidance they need to use geospatial technologies effectively. This book will be of special interest to scientists, geographers, and science educators who are designing or delivering teacher professional development in support of teaching with technology. The case studies make it possible for readers to identify specific paths forward regarding both research and practice. GIS and other geospatial technologies offer teachers an effective way to engage students in the analysis of authentic data in ways called for by the Next Generation Science Standards and the National Geography Standards. With the improvements in the usability of the tools, the time is right to bring GIS and other geospatial technologies into all K-12 classrooms. The chapters in this book will enable teachers and teacher educators to make that happen. Daniel C. Edelson, Ph.D., Vice President for Education, National Geographic Society While increasing numbers of people use basic geospatial technologies, their power to enliven science has not yet been explored by most educators. This robust and thoughtful compilation focuses on how to supp ...
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  • 19
    Language: English
    Pages: 1 Online-Ressource (258 p.)
    Keywords: Education
    Abstract: Universities are social universes in their own right. They are the site of multiple, complex and diverse social relations, identities, communities, knowledges and practices. At the heart of this book are people enrolling at university for the first time and entering into the broad variety of social relations and contexts entailed in their ‘coming to know’ at, of and through university. By recasting ‘the transition to university’ as simultaneously and necessarily entailing a transition of university — indeed universities — and of their many and varied constitutive relations, structures and practices, the contributors to this book seek to reconceptualise the ‘first-year experience’ in terms of multiple and dynamic processes of dialogue and exchange amongst all participants. They interrogate taken-for-granted understandings of what ‘the university’ is, and consider what universities might yet become
    Note: English
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  • 20
    Online Resource
    Online Resource
    Cape Town : African Minds
    ISBN: 9781920677039
    Language: Undetermined
    Pages: 1 Online-Ressource (120 p.)
    Keywords: Education ; Higher & further education, tertiary education
    Abstract: This publication is the result of a baseline study of the state of the higher education systems in the five Portuguese speaking countries in Africa (PALOP): Angola, Cape Verde, Guinea-Bissau, Mozambique and Sao Tome and Principe. The project was undertaken by an African international expert in the field of higher education studies and was fully sponsored and supported by the Association for the Development of Education in Africa (ADEA). The report offers a historical overview of the development of higher education in PALOP from colonial times to the present. The main objective of this baseline study is to map the landscape and dynamics of change in the higher education systems of PALOP countries. It focuses on describing the latest developments of trends of expansion, financing, governance and policy reforms closely linked to the development of higher education systems in these countries. Furthermore, the study will facilitate an informed debate and the dissemination of knowledge on the role of higher education for development in Africa
    Note: English
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  • 21
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : W.E. Upjohn Institute
    ISBN: 9780880994835 , 9780880994828
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Pre-school & kindergarten ; Urban & municipal planning ; Education
    Abstract: Bartik shows that investment in high-quality early childhood education has several long-term benefits, including higher adult earnings for program participants
    Note: English
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  • 22
    ISBN: 9780833089328 , 9780833088062
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Curriculum planning & development ; Examinations & assessment ; Educational strategies & policy
    Abstract: Interpersonal and intrapersonal competencies, such as communication and resilience, are important predictors of success and civic engagement after high school. This report provides guidelines to promote thoughtful development of practical, high-quality measures of interpersonal and intrapersonal competencies that practitioners and policymakers can use to improve valued outcomes for students
    Note: English
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  • 23
    ISBN: 9789462098909
    Language: English
    Pages: Online-Ressource (X, 218 p, online resource)
    Series Statement: Bold Visions in Educational Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Keywords: Academic writing Psychological aspects ; Academic writing Social aspects ; College teachers ; Education
    Abstract: Analytical autoethnography is a methodology that synthesises autobiography and social critique in order to resist, and also change, dominant authoritative discourse. Evidence from the author’s autobiographical experiences and data from interviews with a variety of academics have been thematically analysed to inform a short autoethnodrama set in a university on the UK. The autoethnodrama considers the ‘impact’ of the Research Assessment Exercise (RAE) and current such exercises, and the possible and real effects of the pressure to ‘publish or perish’ on institutional culture and individual lives. The author uses the autoethnodrama to identify staff development strategies that offer the potential for a less stressful academic writing process and democratic university environment including mentoring and other explicit institutional support. The process of producing this work is part of an emerging trend in academic research that seeks to further democratise conventional academic writing processes and progress the case for a more inclusive and expansive approach to academic writing and academic life
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  • 24
    ISBN: 9789400765559
    Language: English
    Pages: Online-Ressource (XLIX, 1256 p. 26 illus., 17 illus. in color, online resource)
    Series Statement: Springer International Handbooks of Education 29
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Education
    Abstract: The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world
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  • 25
    ISBN: 9789400776517
    Language: English
    Pages: Online-Ressource (XXI, 295 p. 2 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Science Study and teaching ; Educational tests and measurements ; Education
    Abstract: This book offers valuable guidance for science teacher educators looking for ways to facilitate preservice and inservice teachers’ pedagogy relative to teaching students from underrepresented and underserved populations in the science classroom. It also provides solutions that will better equip science teachers of underrepresented student populations with effective strategies that challenge the status quo, and foster classrooms environment that promotes equity and social justice for all of their science students. Multicultural Science Education illuminates historically persistent, yet unresolved issues in science teacher education from the perspectives of a remarkable group of science teacher educators and presents research that has been done to address these issues. It centers on research findings on underserved and underrepresented groups of students and presents frameworks, perspectives, and paradigms that have implications for transforming science teacher education. In addition, the chapters provide an analysis of the socio-cultural-political consequences in the ways in which science teacher education is theoretically conceptualized and operationalized in the United States. The book provides teacher educators with a framework for teaching through a lens of equity and social justice, one that may very well help teachers enhance the participation of students from traditionally underrepresented and underserved groups in science, technology, engineering, and mathematics (STEM) areas and help them realize their full potential in science. Moreover, science educators will find this book useful for professional development workshops and seminars for both novice and veteran science teachers.
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  • 26
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401780056
    Language: English
    Pages: Online-Ressource (XIII, 592 p. 29 illus., 2 illus. in color, online resource)
    Series Statement: Higher Education: Handbook of Theory and Research 29
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Higher Education ; 29
    RVK:
    Keywords: Curriculum planning ; Education, Higher ; Education ; USA ; Hochschulbildung
    Abstract: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world
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  • 27
    ISBN: 9789462096264
    Language: English
    Pages: Online-Ressource (XLVI, 224 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als The Hazard Called Education by Joseph Agassi: Essays, Reviews, and Dialogues on Education from Forty-Five Years
    Keywords: Education ; Education
    Abstract: Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the “sting of a bee” for all those who wear the intellectual fashions of the day. To most of Agassi’s students he is known primarily as an exemplary model of the Socratic teacher. The question of most urgency for educators today who care about the intellectual development of students is: How do we make ready our educational institutions for more Socratic teachers? The philosophical or theoretical question is: Why do we want Socratic teachers? In outline, of the many of Agassi’s educational essays selected for this book, Agassi answers those questions: authoritarianism (or anti-democracy) blocks the democratic reform of educational institutions where Socratic teachers and students could find a safe haven; and, Socratic teaching is the main anti-dote to authoritarianism. The removal of authoritarianism from education also removes the hazard that education has become to students; to their happiness, creativity, and dignity as autonomous individuals.
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  • 28
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Amsterdam University Press
    Language: English
    Pages: 1 Online-Ressource (280 p.)
    Keywords: Education
    Abstract: This definitive study investigates the variations in educational mobility of Turkish second-generation immigrants in France, Austria and Sweden. The findings show that differences are most pronounced in the Austrian education system, can be seen clearly in France and are least pronounced in Sweden. Schnell underscores the importance of both individual characteristics and institutional ones, but the institutional arrangements of education systems are found to matter more for the outcome of this mobility process
    Abstract: Diese Studie untersucht Unterschiede in der Bildungsmobilität der türkischen zweiten Generation in Österreich, Frankreich und Schweden. Die Ergebnisse belegen, dass Bildungsungleichheiten am deutlichsten in Österreich hervortreten; unverkennbare Benachteiligungen für die 2. Generation türkischer Herkunft sich auch in Frankreich feststellen lassen, während sie in Schweden am geringsten ausfallen. Zur Erklärung dieser Länderunterschiede wird in dieser Arbeit auf die Wechselwirkungen zwischen den individuellen Einflussfaktoren und den institutionellen Rahmenbedingungen im jeweiligen Einwanderungsland eingegangen, welche den unterschiedlichen Grad der Bildungsmobilität determinieren
    Note: English
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  • 29
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Brill
    ISBN: 9789462099029
    Language: English
    Pages: 1 Online-Ressource (232 p.)
    Series Statement: Research on the Education and Learning of Adults
    Keywords: Education
    Abstract: Learning across Generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults’ education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. Readership: Educational Researchers and their students
    Note: English
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  • 30
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462095069
    Language: English
    Pages: Online-Ressource (X, 144 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als Community Education for Social Justice
    Keywords: Community education ; Social justice ; Education
    Abstract: What is community? How important is community in the 21st century? Where might the idea of community “fit” in education and schooling, teaching and learning? These are the questions and themes embedded in this book. The general critique is that community is an add-on in our schools and often is dismissed as a result of the individualistic and competitive nature of schooling today. Our focus is to provide critical investigations as to the possibility of community - and that we need community now more than ever! The concept of community education brings many ideas and issues to mind. Related themes include place-based, field-based, environmental, service learning, and outdoor education. Each has its own more narrow focus with community education perhaps an umbrella term than encompasses them all. Nevertheless, the suggestion here is that instead of community education serving as an extension or add-on to traditional approaches, it should be the focus of all education. What is often missing in teaching and learning are contexts and connections than make education meaningful. Community education engages participants in problem and issues-based approaches to the local community, thereby facilitating that local to global link. Instead of compartmentalized subjects, integrated approaches use what students and the community know or understand to develop further questions, solutions, or even problems. Community education offers efficacy in that it provides opportunities for collaboration in addressing local issues and problems. It enables the community to become the classroom, thus ensuring a more long-term connection to active rather than passive endeavors as citizens
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  • 31
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462094734
    Language: English
    Pages: Online-Ressource (XII, 160 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als Blackboards and Bootstraps: Revisioning Education and Schooling
    Keywords: Education and globalization ; Education ; Education Philosophy ; History
    Abstract: "Blackboards and Bootstraps: Revisioning education and schooling contributes to an international conversation about public education that, in recent decades, has been attenuated if not silenced by advocates of neoliberalism, marketisation and neocorporatism. Written for a wide audience, this book is not a manifesto for the twenty-first century. It is more of an invitation than a blueprint. In drawing a distinction between education and schooling, it identifies, recovers and explores many ideas about education and schooling that are no less important to the practice of the present than they were to the pedagogues of the past. The introduction questions the role of schooling in the future trajectory of spaceship earth. The remainder of the book considers these questions by revisiting a range of ideas that underpin current practice. It launches itself by returning to the sixteenth century, a time when the organisation and conduct of modern schooling took shape around a new set of terms - syllabus, class, curriculum and didactics - that, in their Latin forms not only became prominent in the international educational lexicon but also survived into the twentieth century. By the First World War, there was an international awareness that schooling is not the same as education. Schooling originally for the land-owning, mercantile and commercial elites of the sixteenth century had only partially engaged with the visions of democratic schooling voiced in the eighteenth century Enlightenment and the subsequent extension of suffrage and national and sexual liberation movements. Impressed by the universalistic achievements of the Renaissance and the Enlightenment, the authors raise the prospect of a new educational humanism in the globalised world of the twenty-first century
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  • 32
    ISBN: 9789462095335
    Language: English
    Pages: Online-Ressource (VIII, 226 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Comparative analysis of higher education systems
    Keywords: Education, Higher Cross-cultural studies ; Comparative education ; Education
    Abstract: This is a well crafted, timely book that comes at a time when so much is happening in higher education contexts across the world. Clearly, it is in response to these global (and selectively local) trends that Kariwo, Gounko and Nungu bring together an impressive lineup of both established and emerging scholars who achieve a comprehensive and critically constructed perspective on tertiary education systems. Collectively, the chapters in this work shall expand the epistemic boundaries of the area and its affiliated disciplines, and the book as a whole will greatly benefit interested scholars, students, education policy makers and the public at large. - Ali A. Abdi, Professor, University of Alberta This book is a valuable contribution to knowledge on higher education and provides an international perspective on issues, challenges and dilemmas resulting from the rapid expansion of higher education. The volume is an excellent text that integrates theoretical and analytical studies as well as empirical regional studies. The book gives some insights on how different countries and regions have been responding to massification and accessing of higher education. It will appeal to researchers, graduate students and faculty in Higher or Post-Secondary Education as well as International and Comparative Education. - Edward Shizha, Associate Professor, Wilfrid Laurier University (Brantford Campus)
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  • 33
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462096103
    Language: English
    Pages: Online-Ressource (XVIII, 200 p, online resource)
    Series Statement: Professional Learning
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als The Practice of Teachers' Professional Development: A Cultural-Historical Approach
    Keywords: Teachers In-service training ; Career development ; Teachers Training of ; Education
    Abstract: This book uses Vygotsky’s cultural-historical theory to provide a unique theorisation of teachers’ professional development as a practice. A practice can be described as the socially structured actions set up to produce a product or service aimed at meeting a collective human need. In this case, collaborative, interventionist work with teachers in two different Australian primary schools sought to simultaneously identify, understand and develop the necessary conditions for supporting the teachers’ development as professionals. The in-depth analysis of this practice provides interesting insight into professional development for teachers at all levels of schooling, and provides strong support for educational researchers, administrators and consultants to reconsider many existing forms of professional learning/development programs. This book supports the contemporary view that professional learning must take place with teachers, rather than be delivered to teachers, but provides an important expansion to current work in this area by arguing that a focus on teachers’ learning of new strategies and principles may still fall short of creating long term change in teachers’ professional practice. By taking a cultural-historical approach, the focus moves to supporting teachers’ development of unified concepts (the intertwining of theoretical and practical aspects) and motives to continue their ongoing development as professionals. This emphasis builds teachers’ capacity to examine and disrupt habitual practices and understand, create and implement thoughtful and sustainable transformations in all areas of their professional life. This book therefore builds upon the ongoing conversation about professional learning and development, offering a new framework for researching, understanding and developing this critical practice
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  • 34
    ISBN: 9783653044157
    Language: English
    Pages: 1 Online-Ressource
    Keywords: Education
    Abstract: Throughout the literature of creative learning, many assumptions and even stereotypes about the artists’ creativity are nurtured, often according to myths going back to the Romanticism. The authors have been investigating and describing outstanding artists’ creativity and learning/working processes, asking the question: how do artists create, learn, and organise their work? This book explores these questions by means of original empirical data (interviews with 22 artists) and theoretical research in the field of the arts and creativity from a learning perspective. Findings shed an original light on how artists learn and create, and how their creative learning and change processes come about, for instance when facilitating and leading creative processes
    Note: English
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  • 35
    ISBN: 9789462096745
    Language: English
    Pages: Online-Ressource (XVI, 198 p, online resource)
    Series Statement: Constructing Knowledge: Curriculum Studies in Action
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als See You at the Crossroads: Hip Hop Scholarship at the Intersections: Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices
    Keywords: Music Instruction and study ; Rap (Music) History and criticism ; Education
    Abstract: See You at the Crossroads: Hip Hop Scholarship at the Intersections Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices offers several essential contributions to the field of Hip Hop studies. It presents several snapshots of innovative work within (and at the intersections between) several intellectual fields of study. The collection of essays reveal the dialectical harmony and solidarity with which Hip Hop scholars, activists, and artists collectively mobilize, stand together, and collaboratively sustain in hopes of realizing social justice and actualizing global liberation. Several leading scholars in Hip Hop studies also provide insight to the aesthetic, the affordances, the ethics, and panoply of voices in Hip Hop culture. Finally, through empirical research, direct artistic engagement and critical pedagogical praxis, the contributors demonstrate how Hip Hop Based Education (HHBE) catalyzes civic engagement and democratic participation in schools through the use of democratic aesthetic tools to galvanize social change
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 36
    ISBN: 9783845268354 , 9783836007672
    Language: German
    Pages: 1 Online-Ressource (258 Seiten) , Illustrationen, Diagramme
    Series Statement: Forschung aus der Hans-Böckler-Stiftung 167
    Parallel Title: Erscheint auch als Miethe, Ingrid, 1962 - First Generation Students an deutschen Hochschulen
    RVK:
    RVK:
    RVK:
    Keywords: Studierende ; Arbeiterklasse ; Bildungspolitik ; Bildungschancen ; Studienfinanzierung ; Ehrenamtliche Arbeit ; Deutschland ; Education ; Bildungs- und Erziehungssoziologie ; Soziale Netzwerke ; Hochschule ; Studenten ; Studierende ; Arbeiterkind ; Bildungsbeteiligung ; Bildungsbenachteiligung ; Deutschland ; Student ; Arbeiterkind ; Studienbedingungen ; Bildungsforschung
    Abstract: Die im Jahr 2008 gegründete Initiative www.ArbeiterKind.de hat innerhalb kürzester Zeit breiten Zulauf und bundesweite Bekanntheit erlangt. Ihr Ziel ist es, »Arbeiterkinder« – genauer: First Generation Students, also Studierende der ersten Generation, die nicht aus Akademikerfamilien stammen – an der Hochschule anzusprechen und in ihrem Studienverlauf zu unterstützen. Damit stößt sie in eine offensichtliche Lücke im deutschen Hochschulsystem, die bisher institutionell nicht abgedeckt wird. Was genau macht diese Initiative? Warum war sie so erfolgreich? Erreicht sie wirklich die anvisierte Studierendengruppe? Worin bestehen die spezifischen Probleme der First Generation Students, über welche Kompetenzen verfügen sie und welche Perspektiven verbinden sie mit der Hochschule? Was motiviert Menschen, sich ehrenamtlich in dieser Initiative zu engagierten? Solchen Fragen geht dieser Band auf Basis einer repräsentativen Online-Befragung der Mitglieder von www.ArbeiterKind.de sowie Gruppendiskussionen an verschiedenen regionalen Standorten der Initiative nach. Die Studie stellt die bisher umfassendste Untersuchung zu First Generation Students an deutschen Hochschulen dar
    Note: Literaturverzeichnis: Seite 239-253
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  • 37
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : Brill
    ISBN: 9789462095847 , 9789462095830
    Language: English
    Pages: 1 Online-Ressource (320 p.)
    Keywords: Education
    Abstract: BITE: Recipes for remarkable research is an edited field book capturing the research, learning and experiences of an international network of scholars studying effective and creative research environments. The book encapsulates what it is that enables remarkable research, and offers, as Professor Lizbeth Goodman says, “practical, evidence-based instantiations of ideas and innovations” as well as theoretical knowledge. It is set out as a recipe book, with supporting academic papers and case studies.; Readership: Educational Researchers and their students
    Note: English
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  • 38
    Online Resource
    Online Resource
    Firenze : Firenze University Press
    ISBN: 9788866554196 , 9788866554189 , 9788866554202 , 9788892735224
    Language: Undetermined
    Pages: 1 Online-Ressource (366 p.)
    Series Statement: Studi e saggi
    Keywords: Education ; Philosophy & theory of education
    Abstract: The volume examines the crucial and current connection between orientation, training and teaching professionalism. The various contributions make references to the new regulation on the subject, and focus on the institutional task and the pedagogical role played by orientation and training in creating a new physiognomy of the teachers' professionalism: an initial orientation, an in itinere orientation and an outgoing orientation, alongside personal and professional training, intended as an open and ongoing process. These are two fundamental devices to grasp the complexity of being a teacher and working in schools nowadays. They are also accompanied by the traineeship, which in this context is examined through the report of a multi-year work
    Note: Italian
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  • 39
    Online Resource
    Online Resource
    Frankfurt am Main : Peter Lang Edition | s.l. | Berlin : Knowledge Unlatched
    ISBN: 9783631628997 , 3653032385 , 3631628994 , 3653032385 , 9783631628997 , 9783653032383
    Language: English
    Pages: 1 Online-Ressource (344 pages)
    Series Statement: Wiener Islamstudien, Band 3
    Series Statement: Wiener Islamstudien Band 3
    Parallel Title: Print version New York : Peter Lang Edition Muslima Theology, The Voices of Muslim Women Theologians
    Keywords: Women theologians ; Women theologians ; Women theologians ; Women in Islam ; Women theologians ; Women in Islam ; Islam Doctrines ; RELIGION ; Islam ; General ; Faith (religious) schools ; EDUCATION ; Organizations & Institutions ; Islam ; Doctrines ; Women in Islam ; Women theologians ; Muslimin ; Islamische Theologie ; Islam ; Dogmatik ; Kvinnliga teologer ; Islamic countries ; Islamiska länder ; Education ; RELIGION ; Islam ; General ; Schools ; Society and social sciences Society and social sciences ; Faith
    Abstract: Cover -- Table of Contents; Series editor's foreword -- Introduction. The New Voices of Muslim Women Theologians -- ISLAMIC LIBERALISM -- FEMALE SOCIAL AND POLITICAL ACTIVISM AND THE FEMINIST MOVEMENT -- SCRIPTURAL FEMINIST METHODOLOGIES IN OTHER RELIGIONS -- PIETISTIC MOVEMENTS: ISL AMIST OR ISLAMIC FEMINISMS? -- MUSLIM WOMEN AS THEOLOGIANS -- THE PAPERS -- Part 1: Muslim Women as Theologians: Historical and Contemporary Perspectives -- Part 2: Religious Anthropology and Muslim Women -- Part 3: Muslim Women and Islamic Religious Law -- Part 4: Muslima Constructive Theology. -- Early Community Politics and the Marginalization of Women in Islamic Intellectual HistoryMuslim Women as Religious Scholars: A Historical Survey -- Introduction -- The importance of women's engagement with the foundational sources -- Women and the tradition of Qur'anic exegesis -- Women and the Transmission of Hadith -- Women and the legacy of fiqh -- 'A'isha: Reclaiming a tradition of women's engagement -- Conclusion -- Feminist Readings of the Qur'an: Social, Political, and Religious Implications -- QUESTIONS OF TERMINOLOGY -- FOUNDING MYTHS, PATRIARCHAL READINGS -- The use of historical myths in classical texts. -- The creation mythMASCULINE PROPHETHOOD -- Feminist Hermeneutics: New Readings -- Fatima Mernissi: Critical Analysis of the Hadith -- Amina Wadud: The Centrality of the Qur'an and the Principle of Tawhid -- Asma Barlas: The Qur'an as an Anti-Patriarchal Text -- ADVANCES IN HERMENEUTICS -- SOCIAL-SPIRITUAL WOMEN'S MOVEMENTS -- 1. Transnational Movements -- Equality in all aspects -- 2. Local Movements -- A Piety Movement in Egypt: the daìyat -- A Sufi Movement in Syria: the Qubaysiyyat -- The Preachers of Morocco: the murshidat -- ACTIVITY IN MUSLIM WOMEN'S NETWORKS: BEYOND BORDERS -- Resistance to Islamic Feminisms. -- CONCLUSIONAPPENDIX -- Transnational Islamic Feminist Networks -- National Organizations -- Collaboration in International Networks -- Muslim Feminist Theology in the United States -- 1. Introduction -- 2. Biographical Profiles -- 3. Historical Contextualization -- 4. Holistic/Intra-textual Reading -- 5. Tawhidic Paradigm -- 6. Future Directions -- Woman and Man's "fall": A Qur'anic Theological Perspective -- First Reference: Sura 2: Al-Baqara: 35-39 -- Second Reference: Sura 7: Al-A'raf: 19-25 -- Third Reference: Sura 20: Ta-Ha: 115-123. -- DIFFERENCES BETWEEN GENESIS, CHAPTER 3 AND THE QUR'ANIC TEXTS RELATING TO THE HUMAN PAIR'S DEPARTURE FROMAL-JANNA1. Reason for the Beguiling of the Human Pair -- a. Sura 2: Al-Baqara: 30-34, read as follows: -- b. Sura 15: Al-Hijr: 26-43 -- c. Sura 17: Al-Isra': 61-64 -- d. Sura 18: Al-Kahf: 50 -- e. Sura 38: Sad: 71-85 -- 2. The Responsibility for the Act of Disobedience -- 3. The Act of Disobedience and its Consequences -- In Summation -- The Position of Woman in the Creation: A Qur'anic Perspective -- Introduction -- Relevant Verses: -- Common Origin of Male and Female Human Beings and Qur'anic Terminology
    Abstract: Cover -- Table of Contents; Series editor's foreword -- Introduction. The New Voices of Muslim Women Theologians -- ISLAMIC LIBERALISM -- FEMALE SOCIAL AND POLITICAL ACTIVISM AND THE FEMINIST MOVEMENT -- SCRIPTURAL FEMINIST METHODOLOGIES IN OTHER RELIGIONS -- PIETISTIC MOVEMENTS: ISL AMIST OR ISLAMIC FEMINISMS? -- MUSLIM WOMEN AS THEOLOGIANS -- THE PAPERS -- Part 1: Muslim Women as Theologians: Historical and Contemporary Perspectives -- Part 2: Religious Anthropology and Muslim Women -- Part 3: Muslim Women and Islamic Religious Law -- Part 4: Muslima Constructive Theology. -- Early Community Politics and the Marginalization of Women in Islamic Intellectual HistoryMuslim Women as Religious Scholars: A Historical Survey -- Introduction -- The importance of women's engagement with the foundational sources -- Women and the tradition of Qur'anic exegesis -- Women and the Transmission of Hadith -- Women and the legacy of fiqh -- 'A'isha: Reclaiming a tradition of women's engagement -- Conclusion -- Feminist Readings of the Qur'an: Social, Political, and Religious Implications -- QUESTIONS OF TERMINOLOGY -- FOUNDING MYTHS, PATRIARCHAL READINGS -- The use of historical myths in classical texts. -- The creation mythMASCULINE PROPHETHOOD -- Feminist Hermeneutics: New Readings -- Fatima Mernissi: Critical Analysis of the Hadith -- Amina Wadud: The Centrality of the Qur'an and the Principle of Tawhid -- Asma Barlas: The Qur'an as an Anti-Patriarchal Text -- ADVANCES IN HERMENEUTICS -- SOCIAL-SPIRITUAL WOMEN'S MOVEMENTS -- 1. Transnational Movements -- Equality in all aspects -- 2. Local Movements -- A Piety Movement in Egypt: the daìyat -- A Sufi Movement in Syria: the Qubaysiyyat -- The Preachers of Morocco: the murshidat -- ACTIVITY IN MUSLIM WOMEN'S NETWORKS: BEYOND BORDERS -- Resistance to Islamic Feminisms. -- CONCLUSIONAPPENDIX -- Transnational Islamic Feminist Networks -- National Organizations -- Collaboration in International Networks -- Muslim Feminist Theology in the United States -- 1. Introduction -- 2. Biographical Profiles -- 3. Historical Contextualization -- 4. Holistic/Intra-textual Reading -- 5. Tawhidic Paradigm -- 6. Future Directions -- Woman and Man's "fall": A Qur'anic Theological Perspective -- First Reference: Sura 2: Al-Baqara: 35-39 -- Second Reference: Sura 7: Al-A'raf: 19-25 -- Third Reference: Sura 20: Ta-Ha: 115-123. -- DIFFERENCES BETWEEN GENESIS, CHAPTER 3 AND THE QUR'ANIC TEXTS RELATING TO THE HUMAN PAIR'S DEPARTURE FROMAL-JANNA1. Reason for the Beguiling of the Human Pair -- a. Sura 2: Al-Baqara: 30-34, read as follows: -- b. Sura 15: Al-Hijr: 26-43 -- c. Sura 17: Al-Isra': 61-64 -- d. Sura 18: Al-Kahf: 50 -- e. Sura 38: Sad: 71-85 -- 2. The Responsibility for the Act of Disobedience -- 3. The Act of Disobedience and its Consequences -- In Summation -- The Position of Woman in the Creation: A Qur'anic Perspective -- Introduction -- Relevant Verses: -- Common Origin of Male and Female Human Beings and Qur'anic Terminology
    Note: Includes bibliographical references and indexes , In English
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  • 40
    Online Resource
    Online Resource
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 24, no. 3, p. 145-160 | volume:24 | year:2014 | number:3 | pages:145-160
    Language: English
    Pages: 1 Online-Ressource (16 p.) , 16 x 23cm.
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 24, no. 3, p. 145-160
    Angaben zur Quelle: volume:24
    Angaben zur Quelle: year:2014
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:145-160
    Keywords: Education ; Australia
    Abstract: This article examines the early outcomes of the policy reforms that aim to increase substantially the proportion of Australians with a bachelor’s degree and improve equity of access. The changes rely on student choices dictating the flow and overall volume of government funding. The authors analyse the new policies and their implications for students and higher education institutions, focussing on: i) the initial evidence of impact on student numbers and the nature of the patterns of growth; ii) the effects on equity and the mix of students enrolled, both overall and between institutions; iii) the impact of increasing enrolments on government fiscal constraints and the pressure on student charges; iv) ensuring learning outcomes for all students and high-level outcomes for the most capable; and v) the role of universities and the place of other higher education providers in an increasingly diverse system.
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  • 41
    Online Resource
    Online Resource
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 24, no. 3, p. 161-176 | volume:24 | year:2014 | number:3 | pages:161-176
    Language: English
    Pages: 1 Online-Ressource (16 p.) , 16 x 23cm.
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 24, no. 3, p. 161-176
    Angaben zur Quelle: volume:24
    Angaben zur Quelle: year:2014
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:161-176
    Keywords: Education
    Abstract: Over the past two decades, many colleges and universities established physical presences in foreign countries. The development of such foreign educational outposts has meant that institutions have had to learn how to manage across geopolitical borders. This study used interviews with senior officials at institutions operating one or more international branch campuses to identify the three primary areas of oversight of concern to multinational universities: faculty, curriculum and finances. In each of these areas, the authors identify differing managerial strategies used by institutions and explore how these strategies relate to whether the branch is viewed as an integrated or separated component of the institution’s governance structure.
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  • 42
    ISBN: 9789462098039
    Language: English
    Pages: Online-Ressource (VI, 250 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Promoting Change through Action Research
    DDC: 303.483
    Keywords: Action research in education ; Education ; Education
    Abstract: Preliminary Material /Franz Rauch , Angela Schuster , Thomas Stern , Maria Pribila and Andrew Townsend -- Promoting Change through Action Research /Franz Rauch , Angela Schuster , Thomas Stern , Maria Pribila and Andrew Townsend -- Weaving the Threads of Practice and Research /Andrew Townsend -- Inclusive Sports in Styrian Schools /Heinz Tippl -- Practitioner Collaboration at a Grade Four Mathematics Classroom /Sharada Gade -- Using Drawing Images in Educational Research /Gwadabe Kurawa and Garba Azare -- Quality Criteria for Schools Focussing on Education for Sustainable Development (ESD) /Christine Lechner and Franz Rauch -- Utilizing Action Research for Learning Process Skills and Mindsets /Barbara Lesjak -- Making a Difference in Changing Times - The Value of Research in Challenging Traditional Training Practice and Supporting Collaborative Learning /Alison Cutler -- Synergistic Cooperation of School-Based Action Research with University-Based Didactic Investigations /Elisabeth Langer , Leopold Mathelitsch and Veronika Rechberger -- What Does It Mean to be a Teacher Researcher? A Turkish Perspective /Irem Kizilaslan -- Changing Teaching Practice Using Information and Communication Technology /Geitza Rebolledo , Violeta Requena and Edward Meléndez -- The Reflective Perspective of Narrative in Educational Action Research /Vassilis Tsafos -- Participatory Research in Social Work /Maria Anastasiadis , Arno Heimgartner , Helga Kittl-Satran and Michael Wrentschur -- Dialogical Participatory Action Research in Social Work Using Delta-Reflecting Teams /Ann-Margreth E. Olsson -- Participatory Research in the Field of Social Pedagogy in Croatia /Ivana Jeđud Borić and Anja Mirosavljević -- Creating a Community of Reflective Practice /Cathy Sharp -- Engaging with the Community to Enhance Primary Health Care /Vivian R. Ramsden , Shari Mckay , Shirley Bighead , Gail Boucher , Carrie Bourassa , Peter Butt , Andrea Clinton , Jackie Crowe , Fred Felix , Derek Jorgenson , Karen Larocque , Nora Mckee , Irene Nketia , Norma Rabbitskin , Ella Thunderchild and Tara Turner -- Appraising Brazilian Deprived Communities' Capitals for Planning an Action Research Project /Margareth Santos Zanchetta , Bukola Salami , Wilson Galhego Garcia , Emily Belita , Thiago de Souza , Rodrigo Caldas and Edwaldo Costa.
    Abstract: "Bringing a different world into existence-Action Research as a trigger for innovations" was the overarching theme and vision of the international CARN Conference 2011 in Vienna. The chapters in this book are drawn mainly from conference contributions. The authors share practical knowledge which has arisen from their work, and reflect on development processes in schools, in teacher education and professional development, social work, social pedagogy, health care and community development. This book offers what some critics believe has been missing in recent action research literature, namely first person accounts of action researchers who endeavour to change working conditions and social relations in their environment through the conduct of action research. This book is also distinguished by assembling contributions from people who are linking action research to a broad diversity of differing contexts, and who are exploring topics or issues across various applications of action research
    Description / Table of Contents: ""CONTENTS""; ""PROMOTING CHANGE THROUGH ACTION RESEARCH: International Case Studies in Education, Social Work, Health Care and Community Development""; ""PROMOTING CHANGE THROUGH A CTION RESEARCH: EDITORIAL""; ""ACTION RESEARCH IN SCHOOLS""; ""TEACHER EDUCATION & PROFESSIONAL DEVELOPMENT""; ""SOCIAL WORK, SOCIAL PEDAGOGY, HEALTH & CARE""; ""COMMUNITY DEVELOPMENT""; ""WEAVING THE THREADS OF PRACTICE AND RESEARCH: Reflections on Fundamental Features of Action Research""; ""INTRODUCTION""; ""LINKING RESEARCH AND ACTION""; ""THE STUDY: RESEARCHING NETWORKS OF PRACTITIONER RESEARCHERS""
    Description / Table of Contents: ""WEAVING THE THREADS OF PRACTICE AND RESEARCH, THE VIEWS OF PRACTITIONER ACTION RESEARCHERS""""Research as Collaborative, Evidence Informed Practice""; ""The Collaborative Components of Action Research""; ""Linking Research and School Administration""; ""REFLECTING ON THE LINKS BETWEEN PRACTICE AND RESEARCH""; ""How Do We Deal with the Implied Separation of Action and Research in Action Research?""; ""How Can Practice be Related to Action Research?""; ""How Can What Is Learnt from the Application of Action Research in Particular Settings, Be Applied to Other Contexts?""
    Description / Table of Contents: ""How Does Action Research Relate to Leadership and Management Systems, Formal and Informal, in the Contexts Where It Is to Be Applied?""""PRAXIS AND REFLECTION ONLY GETS US SO FAR, CONSIDERATIONS IN THE PRACTICAL COMPONENTS OF ACTION RESEARCH""; ""REFERENCES""; ""INCLUSIVE SPORTS IN STYRIAN SCHOOLS""; ""INTRODUCTION""; ""GENERAL REMARKS ON THE PROJECT “INCLUSIVE SPORTS IN SCHOOLS�""; ""Practical Level""; ""Concept Level""; ""Start-Up of a Research Project""; ""Accompanying Research Project for the Development and Expansion of Inclusive Sports in Schools in Styria""
    Description / Table of Contents: ""Particularities of the Cyclical Process of Action and Reflection""""ABSTRACTS AND RESULTS OF CASE STUDIES""; ""Case Study 1: “Golf and Integration�""; ""Results of the Case Study""; ""Case Study 2: “All Beginnings Are Hard�""; ""Research Questions""; ""Summarising Analysis""; ""DETAILED RESULTS AND CONCLUSIONS FROM THE CASE STUDIES""; ""Inclusion of Children and Adolescents With and Without Special Needs in Sports Competitions""; ""Increase in Self-Confidence and Social Competency""; ""Constructivist Perspective: Inclusive Sports in Schools""
    Description / Table of Contents: ""A SUMMARY OF THE POSITIVE OR UNEXPECTED EFFECTS OF INCLUSIVE SPORTS IN STYRIARECOGNITION AND DEVELOPING INTEREST ON DIFFERENT LE""""Level of School Administration in Styria""; ""Level of School and Classroom Teaching""; ""Level of Teachers� Training""; ""International Level""; ""CONCLUSION""; ""REFERENCES""; ""APPENDIX""; ""Inclusion Spectrum: Structure""; ""Open activity""; ""Modified activity""; ""Parallel activity""; ""Separate activity""; ""Disability sport activity""
    Description / Table of Contents: ""PRACTITIONER COLLABORATION AT A GRADE FOUR MATHEMATICS CLASSROOM: By Way of Relational Knowing and Relational Agency""
    Note: Description based upon print version of record
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  • 43
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462097100
    Language: English
    Pages: Online-Ressource (VI, 164 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Graphic Texts: Literacy Enhancing Tools in Early Childhood
    DDC: 372.210941
    Keywords: Visual education ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Drawings and Illustrations -- Photographs -- Icons -- Maps -- Calendars as Tools for the Development of Time Notions -- Integrated Texts -- Activity with a Weekly Calendar -- Bibliography.
    Abstract: The message of the book is straightforward and easy to apply: it derives from the interweaving of long years of field work with a solid theoretical background. The practice advocated presents children with the opportunity to confront contents and situations which are only too often considered inaccessible for them. The abundant examples presented show that when provided with an adequate toolkit composed of graphic texts, children are inherently motivated by the challenges surrounding them and can make the most out of them as valuable learning opportunities. Drawings, icons, photographs, maps and calendars are incorporated into the tool-kit while they are being used in circumstances in which they are required: children appropriate them while exposed to their use and experience their affordances. Children realize how the graphic texts empower their performance. The fact that this toolkit is multimodal (involves several sensory modalities) implies that those for whom language is not the most readily available means of communication and processing are not discriminated against: on the one hand, it facilitates conceptualization and its expression by alternative means, and on the other it supports both the comprehension and production of verbal language
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""CHAPTER 1: INTRODUCTION""; ""THE STRUCTURE OF THE BOOK""; ""GRAPHIC TEXTS AS PERMANENT EXTERNAL SYMBOL SYSTEMS""; ""Symbols""; ""Internal Representations and External Representations""; ""Graphic Texts""; ""THE DEVELOPMENT OF PERCEPTION AND UNDERSTANDING OF GRAPHIC TEXTS""; ""USE OF NON-VERBAL GRAPHIC TEXTS AT PRESCHOOL""; ""PEDAGOGICAL APPROACH""; ""NOTES""; ""CHAPTER 2: DRAWINGS AND ILLUSTRATIONS""; ""THE DEVELOPMENT OF THE ABILITY TO INTERPRET DRAWINGS AS SYMBOLS""; ""THE DEVELOPMENT OF THE ABILITY TO PRODUCE REPRESENTATIONAL PICTURES""
    Description / Table of Contents: ""THE COGNITIVE AND COMMUNICATIVE FUNCTIONS OF DRAWINGS""""ILLUSTRATIONS""; ""DRAWINGS AND ILLUSTRATIONS AS A BRIDGE TO WRITING""; ""NARRATIVE ILLUSTRATIONS""; ""SCIENTIFIC ILLUSTRATIONS""; ""Scientific Illustrations Recording Observations""; ""Scientific Illustrations as a Model for Processes and Structures""; ""CHILDREN�S ABILITY TO DISTINGUISH BETWEEN NARRATIVE ILLUSTRATIONS AND SCIENTIFIC ILLUSTRATIONS""; ""ACTIVITIES WITH ILLUSTRATIONS""; ""Activities with Student Teachers""; ""Attitudes towards Children�s Drawings and Habitual Activities""; ""Narrative Illustrations""
    Description / Table of Contents: ""The Contribution of Scientific Illustration to Observation and Communication""""Analysis of Illustrations""; ""Activities with Drawings and Illustrations in Preschool""; ""Observation of Different Genres of Drawings and Illustrations""; ""Drawings with and without the Aid of Photographs""; ""Critical Reading Supported by Analysis of Illustrations""; ""Scientific Illustration as a Guiding Tool to Focus Observations""; ""The Impact of Illustrations on Text Comprehension""; ""NOTES""; ""CHAPTER 3: PHOTOGRAPHS""; ""PHOTOGRAPHY""; ""PHOTOGRAPHIC GENRES""; ""Information Photography""
    Description / Table of Contents: ""Photojournalism""""Photographs as a Tool for Constructing Personal and Collective Memory""; ""Photographs That Invoke an Emotional Reaction""; ""CURATORSHIP""; ""THE DEVELOPMENT OF THE COMPREHENSION OF THE OBJECT � PHOTOGRAPHY � PHOTOGRAPH RELATIONSHIP""; ""Photographs as Representational Tools""; ""The Development of the Comprehension of Technical Aspects of Photography and Their Effects""; ""Zoom""; ""Viewpoint""; ""Filtering""; ""Using the Technical Elements of Photography to Create an Emotional Effect""; ""What Children and Adults Cconsider a “Good Photograph�""
    Description / Table of Contents: ""THE CONTRIBUTION OF PHOTOGRAPHY TO THE INTERACTION IN EDUCATIONAL SETTINGS""""Using Photographs as a Tool for Documentation and Communication""; ""Contribution to World Knowledge""; ""Nurturing Language and Literacy""; ""Enriching Vocabulary""; ""Nurturing spoken language""; ""Nurturing written language""; ""Nurturing Spatial Cognition""; ""Promoting Emotional Wellbeing""; ""Promoting Social Competence""; ""Photography as a Tool which Reflects Children�s Opinions and Emotions""; ""ACTIVITIES WITH PHOTOGRAPHS""; ""Activities with Student Teachers""; ""Students Take Photographs at College""
    Description / Table of Contents: ""Introducing the Technical Options of Cameras""
    Note: Description based upon print version of record
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  • 44
    ISBN: 9783658058692
    Language: German
    Pages: XII, 476 S. 1 Abb
    Series Statement: Adoleszenzforschung, Zur Theorie und Empirie der Jugend aus transdisziplinärer Perspektive 3
    Parallel Title: Erscheint auch als
    DDC: 306.43
    RVK:
    RVK:
    RVK:
    Keywords: Education ; Generationsbeziehung ; Flüchtlingslager ; Erwachsenwerden ; Palästinensischer Flüchtling ; Hochschulschrift ; Hochschulschrift ; Flüchtlingslager ; Palästinensischer Flüchtling ; Erwachsenwerden ; Generationsbeziehung
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  • 45
    ISBN: 9783839429235
    Language: German
    Pages: 1 Online-Ressource
    Series Statement: Kultur und soziale Praxis
    Parallel Title: Erscheint auch als
    DDC: 305.489691
    RVK:
    RVK:
    RVK:
    RVK:
    Keywords: Gender ; Gender Studies ; Bildung ; Ethnologie ; migration ; Singapur ; Malaysia ; Ethnology ; Singapore ; Education ; Bildungssoziologie ; Sociology of Education ; Bildung ; Lebensplan ; Geschlechterrolle ; Chinesin ; Geschlechtsidentität ; Studium ; Malaien ; Geschlechterforschung ; Einwanderin ; Auslandsstudium ; Ethnizität ; Singapur ; Malaysia ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Malaysia ; Chinesin ; Singapur ; Auslandsstudium ; Lebensplan ; Geschlechtsidentität ; Geschlechterrolle ; Singapur ; Malaien ; Einwanderin ; Bildung ; Studium ; Geschlechterforschung ; Ethnizität
    Abstract: Was motiviert Chinesisch-Malaysierinnen, sich nach Singapur für den höheren Bildungserwerb aufzumachen? Welche Strategien verfolgen sie durch Aneignung und Abgrenzung bestimmter geschlechtsspezifischer Ideale und Normen im transnationalen Raum?Viola Thimm behandelt Fragen nach geschlechtsspezifischen Bedeutungszuweisungen und sozialen Praxen hinsichtlich der Bildungsmigrationswege von Malaysia nach Singapur. Ihre ethnographische Studie fokussiert die Themen Bildung, Migration und Geschlecht sowie die lokal damit verbundenen Bereiche Ethnizität, Religion und Modernität mit der Sichtweise der Akteurinnen und erweitert damit die Fachdebatten um Migration und Geschlecht um das Thema der migrierenden intellektuellen Frauen
    Abstract: Educational migration and the transformation of femininity - this ethnography provides insights into hopes, strategies, and practices of young women who migrate for the sake of receiving formal education
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  • 46
    ISBN: 9780262319430
    Language: English
    Pages: 1 Online-Ressource (xii, 282 Seiten)
    Series Statement: IEEE Xplore Digital Library
    Parallel Title: Erscheint auch als Medin, Douglas L., 1944 - Who's asking?
    DDC: 303.48/3
    Keywords: Indians ; Science ; Indian philosophy ; Science ; Philosophy ; Ethnoscience ; Science ; Study and teaching ; Indians ; Education ; Science ; Social aspects ; Science ; Political aspects ; Abstracts ; Animals ; Art ; Batteries ; Biological system modeling ; Biology ; Birds ; Blood ; Chapters ; Cognition ; Collaboration ; Communities ; Concrete ; Context ; Cultural differences ; Drives ; Earth ; Economics ; Education ; Educational institutions ; Encoding ; Ethics ; Europe ; Evolution (biology) ; Forestry ; Game theory ; Games ; Geology ; Global communication ; Heart beat ; History ; Indexes ; Instruments ; Lenses ; Limiting ; Marine animals ; Materials ; Mathematical model ; Medical services ; Motion pictures ; Navigation ; Pediatrics ; Physics ; Planning ; Presses ; Printing machinery ; Psychology ; Recycling ; Reliability ; Roads ; Rocks ; Sociology ; Standards ; Statistics ; Turning ; US Government ; USA ; Indianer ; Naturwissenschaften ; Lokales Wissen ; USA ; Indianer ; Wissenschaft ; Unterrepräsentation
    Abstract: The answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity -- the participation of researchers and educators with different cultural orientations -- provides new perspectives and leads to more effective science and better science education. Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science.
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  • 47
    ISBN: 9781920677442
    Language: Undetermined
    Pages: 1 Online-Ressource (170 p.)
    DDC: 378.197
    Keywords: Education ; Higher & further education, tertiary education ; Philosophy & theory of education
    Abstract: The goal of Perspectives on Student Affairs in South Africa is to generate interest in student affairs in South Africa. The papers contained herein are based on best practice, local experience and well-researched international and local theories. The papers in this book deal with matters pertaining to international and national trends in student affairs: academic development, access and retention, counselling, and material support for students coming from disadvantaged backgrounds. They are linked to national and international developments, as described in the first two papers. This publication will assist both young and experienced practitioners as they grow into their task of developing the students entrusted to them. All contributors are South Africans with a great deal of experience in student affairs, and all are committed to the advancement of student affairs in South Africa. The editors are former heads of student affairs portfolios at two leading South African universities
    Note: English
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  • 48
    ISBN: 9783839426791
    Language: German
    Pages: 1 online resource
    Edition: 1. Aufl
    Series Statement: Schriften zum Kultur- und Museumsmanagement
    DDC: 306
    RVK:
    Keywords: Bildung ; Bildungsarbeit ; Bürgerbeteiligung ; Cultural Education ; Cultural Policy ; Education ; Kulturelle Bildung ; Kulturmanagement ; Kulturpolitik ; Kulturvermittlung ; Museum Education ; Museum ; Museumspädagogik ; Partizipation ; Selbstorganisation ; Ehrenamtliche Tätigkeit ; Bürgerbeteiligung ; Bildungsarbeit ; Kulturarbeit ; Sozialarbeit ; BUSINESS & ECONOMICS / Management ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: Keywork4 presents 'keywork': an overall concept for the promotion of participation and self-organization in the field of social and cultural work. As a new form of cooperation, it strengthens, links, and expands professional and civic engagement. In addition to a theoretical introduction to the concept, this volume presents examples from museums, schools, theaters, family centers, art and community projects, and documented keywork in education
    Abstract: »Keywork4« ist ein Gesamtkonzept zur Förderung von Partizipation und Selbstorganisation im Bereich der sozialen und kulturellen Arbeit. Als neue Form der Zusammenarbeit stärkt, verknüpft und erweitert es professionelles und zivilgesellschaftliches Engagement. Neben einer theoretischen Einführung zum Konzept stellt dieser Band Beispiele aus Museen, Schulen, Theatern, Familienzentren sowie Kunst- und Stadtteilprojekten vor und dokumentiert Keywork in der Bildungsarbeit
    URL: Cover
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  • 49
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462096950
    Language: English
    Pages: Online-Ressource (XII, 138 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Handbook for Teacher Educators: Transfer, Translate or Transform
    DDC: 370.711
    RVK:
    Keywords: Teacher educators ; Teachers Training of ; Education ; Education ; Aufsatzsammlung
    Abstract: Preliminary Material /S. Rodrigues -- From Philosophy and Research to Pedagogy and Practice /Christine Redman and Susan Rodrigues -- Understanding Pedagogy /Patricia Giardiello , Elizabeth Parr , Naomi McLeod and Christine Redman -- Developing Reflective Practice /Wan Ng , Colette Murphy , John McCullagh , Andrea Doherty and Naomi Mcleod -- Developing Subject Knowledge /Debra Mcgregor and Alison Brade -- Professional and Personal Integrity /John Sharrock , Andy Begg and Ellen Mandinach -- Research-Informed Practice and Ethics /Andy Begg , Susan Rodrigues and Varughese K. Varughese -- Working with Others /Valeria M. Cabello , Nancy Varughese , Neil Taylor and Rayenne Dekhinet -- Quality Assurance in Student Teacher Education: Australian and UK Perspectives /Heather Fehring and Dan Davies -- Teacher Education: A Transfer, Translate or Transform Model /Heather Fehring and Susan Rodrigues -- Index /S. Rodrigues.
    Abstract: As a teacher educator you are (or were) identified as a credible practitioner in your given community of practice. As an early career teacher educator, there is an assumption that the transition from your successful previous position, in a related community of practice, to that of an academic teacher educator will occur through a process of osmosis or instinctive learning in situ. Handbook for Teacher Educators contains chapters written by experienced international teacher educators who draw on their experience and expertise to help early career teacher educators prepare for some of the demands, challenges and rewards. The chapters discuss some of the habits intrinsic to the profession and provide an insight into procedures and practices that are compatible with core professional expectations and professional values. In essence, if you are an early career teacher educator, what is useful to know in order to develop an identity as a knowledgeable skilled teacher educator?
    Description / Table of Contents: TABLE OF CONTENTS; CONTRIBUTING AUTHORS; 1. FROM PHILOSOPHY AND RESEARCH TO PEDAGOGY AND PRACTICE; 1.1 INTRODUCTION; 1.1.1 The Signature Pedagogy of a Teacher Educator; 1.2 AN OVERVIEW OF THE BOOK; 1.2.1 The Structure of the Book; 1.3 CONCLUSION; REFERENCES; AFFILIATIONS; 2. UNDERSTANDING PEDAGOGY; 2.1 INTRODUCTION; 2.2 BEDROCK PRINCIPLES INFORMING PROFESSIONAL IDENTITY; 2.3 UNDERSTANDING EARLY YEARS PEDAGOGY; 2.4 BECOMING A PEDAGOGICALLY REFLECTIVE EARLY YEARS TEACHER
    Description / Table of Contents: 2.4.1 Why is Critical Reflection Necessary for Supporting a Participatory Approach to Learning as Part of Teacher Education Prog2.5 GENERIC PEDAGOGICAL APPROACHES; 2.6 PEDAGOGIES SUPPORTING MEANING-MAKING AND META-COGNITIVE LEARNING.; 2.6.1 Examining How Language Impacts on Learning Outcomes; 2.7 BACKGROUND TO COLLABORATIVE INTERACTIVE DISCUSSIONS (CID); 2.7.1 Creating a CID; 2.7.2 Running a CID As a Learning Tool for a Group; 2.7.3 Structure of a CID at a Glance. (See Figure 2.1); 2.7.4 Implementing a CID for Groups of 3-6; 2.7.5 Discussion; 2.8 PERSONAL MEANING-MAKING MAP (PMMM)
    Description / Table of Contents: 2.9 CONCLUSIONREFERENCES; AFFILIATIONS; 3. DEVELOPING REFLECTIVE PRACTICE; 3.1 INTRODUCTION; 3.1.1What is Reflective Practice?; 3.1.2 Why Reflective Practice?; 3.1.3 Using the 9 Steps of Reflection Pedagogical Approach; 3.2 ACTION RESEARCH: A STRATEGY TO SUPPORT REFLECTION; 3.2.1 Teacher Action Research: Pedagogical and Participatory; 3.2.2 Underlying Principles and Processes of Action Research; 3.3 DEVELOPING REFLECTIVE PRACTICE THROUGH COTEACHING; 3.4 CONCLUSION; REFERENCES; AFFILIATIONS; 4. DEVELOPING SUBJECT KNOWLEDGE; 4.1 INTRODUCTION; 4.2 SUBJECT KNOWLEDGE; 4.3 CURRICULUM KNOWLEDGE
    Description / Table of Contents: 4.4 PEDAGOGIC KNOWLEDGE4.5 PERSONAL PERSPECTIVES; 4.6 THINKING FURTHER ABOUT SUBJECT KNOWLEDGE AND SUBJECT PEDAGOGY; 4.6.1 Knowing Your Subject; 4.6.2 Knowing and Understanding Your Subject; 4.7 THINKING FURTHER ABOUT PEDAGOGICAL SUBJECT KNOWLEDGE; 4.7.1 Scaffolding the Learning; 4.7.2 Being Aware of Learners Capabilities; 4.7.3 Meditational Techniques; 4.7.4 Auditing Personal Subject Knowledge; 4.8 REFLECTING ON THE DIFFERENCES BETWEEN TEACHING CHILDREN AND OTHER ADULTS; 4.9 CROSS-CURRICULAR KNOWLEDGE; 4.10 THINKING ABOUT SHORTCOMINGS IN YOUR SUBJECT KNOWLEDGE; 4.10.1 Initial Needs Analysis
    Description / Table of Contents: 4.10.2 Identifying Gaps, Weaknesses or an Out-Datedness in Knowledge4.10.3 Reading; 4.10.4 Accessing and Using Web Based Resources; 4.10.5 CPD Courses; 4.10.6 Working with Colleagues; 4.10.7 Joining Subject Associations; 4.10.8 Internet and Associated Resources; 4.11 KEY LEARNING POINTS; REFERENCES; AFFILIATIONS; 5. PROFESSIONAL AND PERSONAL INTEGRITY; 5.1 INTRODUCTION; 5.2 INTEGRATING KNOWING, DOING, AND THINKING; 5.3 CULTURAL INTEGRITY; 5.4 EVIDENCE-BASED DECISION MAKING; 5.5 EVALUATING TEACHING; 5.6 DIMENSIONS OF TEACHING; 5.7 COLLEGIAL INTEGRITY; 5.8 CONCLUDING THOUGHTS; REFERENCES
    Description / Table of Contents: AFFILIATIONS
    Note: Includes bibliographical references and index
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  • 50
    ISBN: 9789462097971
    Language: English
    Pages: Online-Ressource (XVI, 142 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Silent Experiences of Young Bilingual Learners: A Sociocultural Study into the Silent Period
    DDC: 418
    Keywords: Second language acquisition ; Bilingualism in children ; Learning, Psychology of ; Education ; Education ; Fallstudiensammlung
    Abstract: Preliminary Material -- Priming the Canvas -- Painting the Backdrop -- Oils or Water Colours? -- Attention to the Finer Detail -- Revealing the Portrait -- The Public Viewing -- Closing the Exhibition -- Appendices -- References.
    Abstract: Many teachers are increasingly concerned with how to best support the learning of the rising numbers of bilingual learners in schools—particularly those children who are new to English and therefore cannot yet communicate with the teacher or their peers in their first language—during the silent period . This book offers an alternative insight to that which is most commonly available to teachers and researchers, as instead of examining language acquisition purely from a linguistic approach; it explores the learning that is occurring through a sociocultural lens and even more significantly, from the young child’s perspective— the worm’s eye view. Investigated through the experiences of young bilingual learners allows the reader to make sense of the making meaning that occurs when the child cannot make sense of his/her new ‘world’; nor communicate verbally in the language of instruction in the classroom. Remarkably, learning through the silent period is revealed as both complex and ‘messy’ as the bilingual child mediates his or her own learning through a synthesis of alternative learning pathways. The silent period is presented as a crucial time for learning; distributed through a synthesis of close observation, intense listening and most significantly copying the practices of others. Throughout the silent period the children are not only seen to be learning but also contributing to the classroom practices. The book not only initiates new understandings of second language learning, but also offers creative ideas on how to raise the achievement of children who are learning English as an additional language
    Description / Table of Contents: CONTENTS; LIST OF FIGURES; LIST OF TABLES; ACKNOWLEDGEMENTS; CHAPTER 1:PRIMING THE CANVAS; PERCEPTIONS OF THE SILENT PERIOD; A LINGUISTIC PERSPECTIVE ON THE SILENT PERIOD; SUKI'S SILENCE; MOVING FORWARD TWO YEARS; HOW THE AUTHOR FITS INTO THE STUDY; ANYOR 'MEETS' SUKI: AN ETHNOGRAPHIC ACCOUNT; THE CONNECTION; SELECTIVE MUTISM; CHAPTER 2:PAINTING THE BACKDROP; INTRODUCTION; THE DEVELOPMENT OF SOCIOCULTURAL THEORY; LEARNING; MEDIATION AND CULTURAL TOOLS; ZPD, GUIDED PARTICIPATION AND SYNERGY; SITUATED LEARNING; COMMUNITIES OF PRACTICE
    Description / Table of Contents: LET'S GET MORE POSITIVE ABOUT THE TERM 'LURKER' - LEGITIMATE PERIPHERAL PARTICIPATIONWHAT IS HAPPENING?; REIFICATION; LINGUISTIC PERSPECTIVES ON SECOND LANGUAGE ACQUISITION; SOCIOCULTURAL INFLUENCES ON SLA; LANGUAGE DEVELOPMENT THROUGH THE MOTHER TONGUE; COLOURS OF MOTHER TONGUE THINKING; IDENTITY AND AGENCY; AFFINITY SPACES AND MULTIMODAL THINKING; TEACHING AND LEARNING IN, THROUGH AND BEYOND EARLY YEARS COMMUNITIES OF PRACTICE; SOCIO-POLITICAL ISSUES: POLICY AND PRACTICE; DISCUSSION; CHAPTER 3:OILS OR WATER COLOURS?; INTRODUCTION; DEVELOPING A CONCEPTUAL DESIGN
    Description / Table of Contents: DEVELOPING A PHILOSOPHICAL PERSPECTIVESTEERING THE THEORETICAL PERSPECTIVE; ETHNOGRAPHY; ETHNOGRAPHIC METHODS; THE SETTING; REVISITING THE CHARACTERS; CODE OF ETHICS; SPECIFIC ETHICAL CONSIDERATIONS; PARTICIPANT OBSERVATION; ALTERNATIVE WAYS OF LOOKING; FIELD NOTES; AUTO-ETHNOGRAPHY AND REFLEXIVITY; UNSTRUCTURED INTERVIEWS; VIGNETTES; DIGITAL AND COMPUTER-AIDED TECHNOLOGY; FRAMING THE ANALYSIS; THEMATIC ANALYSIS; CLASSIFICATION, CODING AND EMERGENT THEMES; FILTERING; SUMMARY; CHAPTER 4:ATTENTION TO THE FINER DETAIL; THEORETICAL RATIONALE; THE KEY QUESTION EVOLVES; Sample Analysis
    Description / Table of Contents: Sample Vignette 1Sample Vignette 2; Sample Vignette 3; TO PROCEED; IN THE FIELD; FORMALISING THE ANALYSIS; THE FUNNELLING PROCESS; Sample Vignette 4; VIGNETTE EVALUATION; Sample Vignette 5; REVIEWING ANALYSIS; CONCLUSION; CHAPTER 5:REVEALING THE PORTRAIT; INTRODUCTION; THE FINAL VIGNETTES; NICOLE; KIMOTO; TAMSIN; ADYTA; THE AUTHOR'S CONTRIBUTION; SILENT PARTICIPATION; SUMMARY; CHAPTER 6:THE PUBLIC VIEWING; SILENT PARTICIPATION THROUGH LEGITIMATE PERIPHERAL PARTICIPATION; CLOSE OBSERVATION; INTENSE LISTENING; NOT 'JUST' COPYING; LIMITATIONS OF THE STUDY
    Description / Table of Contents: Narratives Presented From Older, Primary Aged ChildrenAdditional Non-verbal Learning Pathways; The Affective; Assessment; Socio-political Factors in Relation to Bilingual Learning; SUMMARY: RESPECTING THE POWER OF THE UNSPOKEN BILINGUAL WORD; CHAPTER 7:CLOSING THE EXHIBITION; SYNTHESIS OF THE RESEARCH FINDINGS; FURTHER INSIGHTS ENABLED BY SOCIOCULTURAL THEORY; IMPLICATIONS FOR EARLY YEARS PEDAGOGY; OPPORTUNITIES FOR FURTHER RESEARCH; FINAL THOUGHTS; APPENDICES; APPENDIX 1: SUNITA'S LEARNING; APPENDIX 2: SAM AND NAZ LEARN TO 'FIT IN'; APPENDIX 3: EILEEN; APPENDIX 4: ANEENA ON THE PERIPHERY
    Description / Table of Contents: APPENDIX 5: ADYTA'S LEARNING THROUGH SILENT PARTICIPATION
    Note: Includes bibliographical references
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  • 51
    ISBN: 9789462097520
    Language: English
    Pages: Online-Ressource (X, 104 p, online resource)
    Series Statement: Critical New Literacies, The Praxis of English Language Teaching and Learning (PELT)
    Series Statement: Critical New Literacies: The Praxis of English Language Teaching and Learning 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als English for Academic Purposes (EAP) in Asia: Negotiating Appropriate Practices in a Global Context
    DDC: 428.0071
    RVK:
    RVK:
    Keywords: English language Study and teaching ; Foreign speakers ; English language Study and teaching ; Education ; Education ; Aufsatzsammlung ; Englisch ; Fachsprache ; Universität ; Englisch ; Wissenschaftssprache
    Abstract: Preliminary Material /Indika Liyanage and Tony Walker -- Accommodating Asian EAP Practices within Postgraduate Teacher Education /Indika Liyanage and Tony Walker -- Opportunities and Challenges for Negotiating Appropriate EAP Practices in China /Yanmei Gao and Brendan Bartlett -- English for Academic Purposes in Plurilingual Pakistan /Hina Ashraf , Luqman Hakim and Irum Zulfiqar -- EAP in Nepal /Madhav Kafle -- Critical Thinking Skills in the EAP Classroom /Maya Gunawardena and Eleni Petraki -- Balancing Conformity and Empowerment /Raqib Chowdhury and Munasir Kamal -- EAP in Asia /Suresh Canagarajah -- Subject Index /Indika Liyanage and Tony Walker.
    Abstract: "The adoption of English as the language of study and scholarship is becoming increasingly common among universities across Asia. But does this adoption of the English language not also mean the adoption of Western approaches to scholarship and knowledge? This most timely and important book critically examines how EAP practitioners can negotiate between Western and Asian academic practices and approaches to knowledge and scholarship and is essential reading for anyone involved in international education." -Andy Kirkpatrick, Professor in Linguistics, Griffith University
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; 1. ACCOMMODATING ASIAN EAP PRACTICES WITHIN POSTGRADUATE TEACHER EDUCATION: Perspectives from Australia; INTRODUCTION; Current Approaches; CURRENT STUDY, FINDINGS AND DISCUSSION; Implications; CONCLUSION; REFERENCES; 2. OPPORTUNITIES AND CHALLENGES FOR NEGOTIATING APPROPRIATE EAP PRACTICES IN CHINA; INTRODUCTION; The Local Context of English Education at Tertiary Level in China; BACKGROUND OF THE STUDY; INSTRUMENTS AND METHOD; Survey; Focus Group Interview; ANALYSIS AND FINDINGS; Survey Data; Interview Data; DISCUSSION; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES
    Description / Table of Contents: 3. ENGLISH FOR ACADEMIC PURPOSES IN PLURILINGUAL PAKISTANINTRODUCTION; English for Academic Purposes in Pakistan; Plurilingual Practices and English Proficiency; METHOD; FINDINGS AND DISCUSSION; Use of Additional and Sequencing Devices; Use of mey/in; EAP in Plurlingual Pakistan; CONCLUSION; NOTES; REFERENCES; 4. EAP IN NEPAL: Practitioner Perspectives on Multilingual Pedagogy; INTRODUCTION; EAP in Nepal; THE STUDY; FINDINGS AND DISCUSSION; DISCUSSION; CONCLUSION; REFERENCES; 5. CRITICAL THINKING SKILLS IN THE EAP CLASSROOM: Negotiating Tensions in the Sri Lankan Context; INTRODUCTION
    Description / Table of Contents: LITERATURE REVIEWRESEARCH DESIGN; RESULTS AND DISCUSSION; Teachers' Understanding of Critical Thinking; Integrating Critical Thinking Practices in the Sri Lankan EAP Classroom; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 6. BALANCING CONFORMITY AND EMPOWERMENT: Critical Needs Analysis in an EAP course at Dhaka University; INTRODUCTION; Pragmatism in EAP; Critical Pedagogy to Critical EAP; The Critical and the Pragmatic; The Foundation Course and ENG101; CONCLUSION; REFERENCES; 7. EAP IN ASIA: Challenges and Possibilities; INTRODUCTION; THE CHALLENGES; Orientation to Knowledge; Academic Culture
    Description / Table of Contents: Literate GenresLanguage Norms; Communicative Skills; Teaching Practices; POSSIBILITIES; Orientations to Knowledge Construction; Findings from Language Socialization; Insights from Academic Literacies; CONCLUSION; REFERENCES; SUBJECT INDEX
    Note: Description based upon print version of record
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  • 52
    ISBN: 9789462096776
    Language: English
    Pages: Online-Ressource (XII, 198 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology
    DDC: 370.170994
    Keywords: Teachers Training of ; Education ; Education
    Abstract: Preliminary Material /Mellita Jones and Josephine Ryan -- Introduction /Josephine Ryan -- The Melbourne Graduate School of Education Master of Teaching: A Clinical Practice Model /Christine9 Redman -- Immersing Pre-Service Teachers in Site-Based Teacher School-University Partnerships /Greg Neal and Bill Eckersley -- Linking Rural and Regional Communities into Teacher Education /Josephine Ryan -- Structuring an Online Pre-Service Education Program /Caroline J. Walta and Alan S. Mclean -- A Model for Small, Remote, Indigenous Communities /Lisa Hall -- Communication in the Practicum: Fostering Relationships Between Universities and Schools /Josephine Ryan and Mellita Jones -- ‘Practice’: Foregrounding the Study of Teaching In Initial Teacher Education /Jo-Anne Reid -- Mobile Technologies in Teacher Education /Jan Herrington , Nathaniel Ostashewski , Doug Reid and Kim Flintoff -- Reflective Practice in the Online Space /Mellita Jones -- Successful and ‘Transferable’ Practice /Mellita Jones and Josephine Ryan -- Index /Mellita Jones and Josephine Ryan.
    Abstract: This volume presents distinctive, innovative models of teacher education from Australia, discusses their successful elements and considers possibilities for successful teacher education in the twenty-first century. Each model is couched within the international teacher education concerns of the theory practice nexus, school-university partnerships, reflective practice, and the role of technology. The contributing authors, drawn from different contexts and locations around Australia, each offers research-based perspectives on successful teacher education. Responses to teacher education challenges in rural and regional contexts, metropolitan areas, among low socio-economic populations and Indigenous communities are considered. Ways in which technology, and in particular mobile technology, can be used to support learning across these diverse contexts are illustrated, as is the role of reflective practice to encourage critical reflection for improving teacher learning. Collectively, the authors present a range of directions that can guide the future of teacher education both nationally and internationally, demonstrating that context, partnerships, reflection and technology are critical elements in the provision of successful teacher education
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGMENTS; ABOUT THE CONTRIBUTORS; INTRODUCTION: Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology; THE STATE OF TEACHER EDUCATION INTERNATIONALLY; SUCCESSFUL APPROACHES TO TEACHER EDUCATION FROM AUSTRALIA; PLAN OF THE BOOK; REFERENCES; AFFILIATION; SECTION ONE: CONTEMPORARY MODELS OF TEACHER EDUCATION: CASE STUDIES FROM AUSTRALIA; 1. THE MELBOURNE GRADUATE SCHOOL OF EDUCATION MASTER OF TEACHING: A CLINICAL PRACTICE MODEL; INTRODUCTION; HISTORICAL REVIEW OF A SCHOOL OF EDUCATION
    Description / Table of Contents: A HISTORICAL REVIEW OF CHANGES TO TEACHER EDUCATION AND DEVELOPMENT MODELSCONTEMPORARY CHANGES TO MODELS OF TEACHER EDUCATION; INSTIGATING A REFORMED TEACHER EDUCATION MODEL; INTRODUCING A NEW MODEL OF TEACHER EDUCATION; PRACTICES INFORMED BY RESEARCH AND THEORY; STRUCTURAL REASONS FOR A CLINICAL AND PARTNERSHIP MODEL; THE CLINICAL MODEL IN TEACHER EDUCATION PREPARATION PROGRAMS; HOW THE MTEACH HAS BEEN STRUCTURED ACROSS THE STREAMS; MASTER OF TEACHING: EARLY CHILDHOOD; MASTER OF TEACHING: PRIMARY EDUCATION; MASTER OF TEACHING: SECONDARY; REFINING OF THE ROLES AND STRUCTURES
    Description / Table of Contents: THEORETICAL LENSES FOR VIEWING THE MELBOURNE MODEL OFTEACHER EDUCATIONThe Epistemological Basis for Teaching and Learning; The Ontological Basis for Teaching and Learning; An Agentic View of the Teacher Candidate; REFERENCES; AFFILIATION; ACKNOWLEDGMENTS; 2. IMMERSING PRE-SERVICE TEACHERS IN SITE-BASED TEACHER SCHOOL-UNIVERSITY PARTNERSHIPS; BACKGROUND AND OBJECTIVES; Some International Perspectives; Initial Teacher Training (ITT): United Kingdom (UK); School Centres For Teaching Excellence; Site-Based Partnerships; METHODOLOGY; RESEARCH OUTCOMES; CONCLUSION; REFERENCES; AFFILIATION
    Description / Table of Contents: ACKNOWLEDGEMENT3. LINKING RURAL AND REGIONAL COMMUNITIESIN TO TEACHER EDUCATION; INTRODUCTION; Rural Teacher Education; THE RESEARCH CONTEXT; Theory practice nexus in teacher education; Information and Communication Technology (ICT); A MULTIMODAL TEACHER EDUCATION COURSE FOR RURAL AND REGIONAL STUDENTS; The Rural and Regional Partnership Model 2008-2013; METHODOLOGY; FINDINGS; Addressing Rural and Regional Needs; Stakeholder Evaluations of the Course; DISCUSSION AND IMPLICATIONS OF THE STUDY; REFERENCES; AFFILIATION
    Description / Table of Contents: 4. STRUCTURING AN ONLINE PRE-SERVICE EDUCATION PROGRAM: The Journey to Developing a Successful Blended Learning ModelINTRODUCTION; OVERVIEW; THEORETICAL UNDERPINNINGS AND PROGRAM STRUCTURE; TECHNOLOGY AND LEARNING; A MODEL FOR PROGRAM DESIGN; ASSESSMENT AS LEARNING; THE ROLE OF PARTNERSHIPS; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS; 5. A MODEL FOR SMALL, REMOTE, INDIGENOUS COMMUNITIES; INTRODUCTION; PAST TEACHER EDUCATION MODELS FOR REMOTE INDIGENOUS LEARNERS; CONTEMPORARY REMOTE INDIGENOUS TEACHER EDUCATION - NAVIGATING NEW LANDSCAPES; THE ITUP MODEL
    Description / Table of Contents: Introduction, History and Context of the ITUP Program
    Note: Description based upon print version of record
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  • 53
    Online Resource
    Online Resource
    Rotterdam, The Netherlands : Sense Publishers
    ISBN: 9789462099296 , 9462099294
    Language: English
    Pages: Online Ressource (xiv, 114 pages)
    Series Statement: New research--new voices volume 3
    Parallel Title: Erscheint auch als Sterri, Aksel Braanen Global Citizen - Challenges and Responsibility in an Interconnected World
    DDC: 303.48
    Keywords: Globalization Social aspects ; Globalization Economic aspects ; Sustainable development Social aspects ; Sustainable development Sterri ; Globalization Economic aspects ; Globalization Social aspects ; Globalization Social aspects ; Globalization Economic aspects ; Sustainable development Social aspects ; Education ; SOCIAL SCIENCE ; General ; Globalization ; Economic aspects ; Globalization ; Social aspects ; Sustainable development ; Social aspects ; Electronic books ; Electronic books ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: A globalized world places new demands on us as citizens. Global Citizen ? Challenges and Responsibility in an Interconnected World gives insight and perspectives on what it means to be a citizen in a global world from Norway's most distinguished scholars. It poses and answers important questions, such as which duties and rights do we have as citizens in a globalized world; which institutions are just and sustainable, and how can a global ethic and a global worldview be reconciled with the fact that the lives of the greater part of the Earth?s population is still local? Global Citizen ? Challenges and Responsibility in an Interconnected World draws on insights from philosophy, jurisprudence, theology, and the social sciences to shed light on this manifold and important topic, with relevance for policy makers, stakeholders, academics, but most important, for us as citizens who need to take both a political and personal decision on how to live as a citizen in a global world
    Note: Includes bibliographical references. - Online resource; title from PDF title page (SpringerLink, viewed February 11, 2015)
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  • 54
    Online Resource
    Online Resource
    Ann Arbor : University of Michigan Press
    ISBN: 9780472119370
    Language: English
    Pages: 1 Online-Ressource (347 p.)
    DDC: 907.1
    Keywords: Education ; Teaching of a specific subject ; Electronic books ; Aufsatzsammlung
    Abstract: In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited—many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools (such as books). In Pastplay, a collection of essays by leading history and humanities researchers and teachers, editor Kevin Kee works to address these concerns head-on. How should we use technology? Playfully, Kee contends. Why? Because doing so helps us think about the past in new ways; through the act of creating technologies, our understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, Pastplay argues that we should play with technology in history because doing so enables us to see the past in new ways by helping us understand how history is created; honoring the roots of research, teaching, and technology development; requiring us to model our thoughts; and then allowing us to build our own understanding
    Note: English
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  • 55
    ISBN: 9789462097797
    Language: English
    Pages: Online-Ressource (VIII, 136 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als A Few of Our Favorite Things: Teaching Ideas for K-12 Science Methods Instructors
    DDC: 372.35044
    Keywords: Science Study and teaching ; Science Study and teaching ; Methodology ; Education ; Education
    Abstract: Preliminary Material /Patricia D. Morrell and Kate Popejoy -- Constructivism/Conceptual Change /Patricia D. Morrell and Kate Popejoy -- Nature of Science /Patricia D. Morrell and Kate Popejoy -- Integration /Patricia D. Morrell and Kate Popejoy -- Scientific Inquiry/Engineering Design /Patricia D. Morrell and Kate Popejoy -- Diversity/Differentiation /Patricia D. Morrell and Kate Popejoy.
    Abstract: We are all familiar with the expression “teachers’ bag of tricks.” It is fairly easy for K-12 teachers to do a quick web search, scan library shelves, and browse through journals to provide them with numerous lessons and ideas to keep their bags filled. Science teacher educators need to not only provide preservice teachers with resources to help them fill their “bags,” but also include crucial theory and pedagogy; what constitutes “minds on” lessons, not merely “hands on” activities. But where do we science methods instructors find ideas to put in our “bag of tricks” to help us with the pedagogy we teach and model? These kinds of teaching ideas are not so easy to find using the internet or even science methods textbooks. This book is a collection of some favorite teaching ideas from science teacher educators from across the United States and abroad. This book is NOT a collection of teaching ideas about specific science content. This book IS a set of activities that help us prepare our preservice science teachers in the areas of: Constructivism/Conceptual Change; Nature of Science; Integration (including Technology Integration), Scientific Inquiry/Engineering Design; and Diversity/Differentiation. Each section starts with a brief overview of the topic and an introduction to the activities included on the theme. The individual activities include step-by-step instructions, modifications/extensions, references, and additional readings to help you easily and fully implement the idea in your own classroom. These ideas are a few of our favorites; we hope they will become some of yours as well
    Description / Table of Contents: TABLE OF CONTENTS; A FEW OF OUR FAVORITE THINGS: TEACHING IDEAS FOR K-12 SCIENCE METHODS INSTRUCTORS; SECTION ONE:CONSTRUCTIVISM/CONCEPTUAL CHANGE; SECTION TWO:NATURE OF SCIENCE; SECTION THREE:INTEGRATION; SECTION FOUR:SCIENTIFIC INQUIRY/ENGINEERING DESIGN; SECTION FIVE:DIVERSITY/DIFFERENTIATION
    Note: Description based upon print version of record
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  • 56
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462096530
    Language: English
    Pages: Online-Ressource (VIII, 122 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Foregrounds: Opaque Stories about Learning
    DDC: 510.71
    Keywords: Mathematics Study and teaching ; Learning, Psychology of ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Where our stories begin -- Students -- Intentionalities and life-worlds -- Real-life intentionalities and real-life worlds -- Students’ intentions-in-learning and foregrounds-for-learning -- Opaque stories -- References -- Name index -- Subject index.
    Abstract: Foregrounds contributes to the development of theories of learning, in particular to theories of learning mathematics. It is relevant to students, student teachers, and researchers in the field of education as well as in mathematics education. Foregrounds contains six parts. Part I provides a summary of the notion of foreground as it has developed since the author introduced the idea in Towards a Philosophy of Critical Mathematics Education . In Part II, the reader meets some students who tell us about their neighbourhood, about drug dealing, violence, and about playing football. They tell us about their teachers, about mathematics, and about what they would like their teachers to do. They tell us about their hopes, expectations, and frustrations. Part III presents the notions of intentionality and life-world as developed by Brentano and Husserl. However, in Part IV the author provides a radical reinterpretation of these two notions. He describes “real-life intentionalities” and “real-life worlds” as profoundly structured by a range of social factors. Part V is composed as a meeting between, on the one hand, the students and their experiences as presented in Part II, and on the other hand these notions of “real-life intentionalities” and “real-life worlds”. Through this meeting the author develops further the notion of foreground. The concluding part (Part VI) brings more examples as illustrations. Ole Skovsmose has a special interest in critical mathematics education. He has investigated the landscape of investigation, students’ experience of meaning, project work, mathematics education and democracy, mathematics in action, and mathematics and power. He has published more than 20 books in Danish, English and Portuguese as well as a huge number of articles. Sense has published the following books by Ole Skovsmose: Travelling through Education, In Doubt, An Invitation to Critical Mathematics Education, and Opening the Cage: Critique and Politics of Mathematics Education , which is edited together with Brian Greer
    Description / Table of Contents: ""CONTENTS ""; ""ACKNOWLEDGEMENTS ""; ""INTRODUCTION ""; ""PART I: WHERE OUR STORIES BEGIN ""; ""1 LONG AGO, IN DENMARK ""; ""2 A FOREGROUND ""
    Description / Table of Contents: ""3 FOREGROUND INVESTIGATIONS """"4 A PROOF ""; ""5 THE DELTA SYNDROME ""; ""6 FEAR OF DREAMING ""; ""7 A RUINED FOREGROUND ""; ""PART II: STUDENTS ""
    Description / Table of Contents: ""8 RIO CLARO """"9 MARIA EDUARDA, CARLOS HENRIQUE, JESSICA, AND VICTOR ""; ""10 SOME QUESTIONS ""; ""11 WHERE DO YOU LIVE? ""
    Description / Table of Contents: ""12 WHAT DO YOU THINK ABOUT GOING TO SCHOOL? """"13 WHAT DO YOU LIKE TO DO TOGETHER WITH YOUR FRIENDS? ""; ""14 WHAT ARE YOU DOING IN MATHEMATICS? ""
    Description / Table of Contents: ""15 WHAT DO YOU WANT TO DO IN THE FUTURE? """"16 DO YOU SEE SOME RELEVANCE OF MATHEMATICS FOR YOUR FUTURE? ""; ""17 INTER-VIEWING ""
    Description / Table of Contents: ""PART III: INTENTIONALITIES AND LIFE-WORLDS ""
    Note: Description based upon print version of record
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  • 57
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462098275
    Language: English
    Pages: Online-Ressource (XX, 120 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Critical Pedagogy for a Polymodal World
    DDC: 302.2
    Keywords: Critical pedagogy ; Education ; Education
    Abstract: Preliminary Material -- Teaching and Learning in Complex Times -- Cultural Narrations -- Criticity in Chaos -- Mavericks and Narratives -- The Liquidity of Teaching -- Critical Pedagogy for a Polymodal World -- About the Authors.
    Abstract: This book explores the complexity of communication and understanding as a possible asset in formal education rather than a problem that needs to be “fixed”. The authors examine the question and experience as pedagogical tools, challenging readers to play the critic and ask hard questions, beginning with: Why do the ideas discussed within the book matter? The digital information age with expanding ways of thinking, being, communicating, and learning complicates public education. So, what happens as diverse narratives collide in schools? To answer this question, the authors of this book delve into conflicting assumptions within the framework of complexity sciences and education in an attempt to explore space beyond positivist/anti-positivist debates. This involves examining the role of cultural and aesthetic narratives and cautionary tales as means of acknowledging possibilities in human experiences in education. These possibilities can facilitate praxis, as theory, research, and teaching become reflective practices, and as thinking about education broadens to include diverse methods of understanding and presenting complex phenomena
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""DETAILED CONTENTS""; ""A WIKIPEDIA INTRODUCTION TO TERMS""; ""CRITICAL PEDAGOGY""; ""POLYMODAL""; ""REFERENCES""; ""INTRODUCTION: MEANING AND TEACHING""; ""PURPOSE""; ""Bryant""; ""DJ""; ""TEACHING FOR THE FUTURE""; ""DJ""; ""Bryant""; ""DJ""; ""Bryant""; ""DJ""; ""POLYMODALITY""; ""Bryant""; ""DJ""; ""CRITICAL PEDAGOGY""; ""DJ""; ""Bryant""; ""WRAPPING THINGS UP""; ""DJ and Bryant""; ""A Final Note on the Structure of Our Text""; ""REFERENCES""; ""CHAPTER 1: TEACHING AND LEARNING IN COMPLEX TIMES: An Argument for Polymodal Education""
    Description / Table of Contents: ""SCHOOLING WITHIN A CORPORATE FRAMEWORK""""Performance, Competition, and Fear""; ""What Makes an Affective Teacher? A Cautionary Tale by DJ Loveless""; ""Students as Laborers, Teachers as Managers, Schools as Factories""; ""Back to the Present""; ""DESKILLING TEACHERS THROUGH RIGOROUS STANDARDS""; ""A CALL FOR POLYMODAL EDUCATION""; ""Constructing Knowledge in Critical Conversations""; ""A Cautionary Tale of Discussing Science by DJ Loveless""; ""LAST THOUGHTS""; ""DJ""; ""The Cautionary Tale of Westley and Me""; ""NOTES""; ""REFERENCES""; ""APPENDIX""
    Description / Table of Contents: ""CHAPTER 2: CULTURAL NARRATIONS: Coherence in Complex Times""""CULTURAL NARRATIONS""; ""Colliding Stories""; ""A Cautionary Tale of Trying to Teach from Privilege by DJ Loveless""; ""Our Unknown Selves""; ""COHERENCE IN-BETWEEN THE BORDERS""; ""Listening in Teaching""; ""Searching for Coherence""; ""Acknowledging Borders""; ""COMPLEXITY IN SCHOOLING""; ""TRANSITIONING TO POLYMODAL, DIGITAL CONVERSATIONS""; ""Donna�s Cautionary Tale, A Case Study of Technology in a Pre-K Classroom""; ""Windows""; ""LAST THOUGHTS""; ""REFERENCES""
    Description / Table of Contents: ""CHAPTER 3: CRITICITY IN CHAOS: Rethinking the Question and Experience as Pedagogical Tools""""INFORMATION SOCIETIES""; ""Let�s Troll""; ""SIGN POSTS""; ""QUESTIONS AND ANSWERS""; ""A Model for Trolling""; ""EXCAVATIONS""; ""Roots""; ""In the Frame""; ""Exchanging Proposals""; ""The Cautionary Tale of a Double Major by Bryant Griffith""; ""BETWEEN AND AMONG""; ""The Dialogic""; ""Conversations in Ordinary Language""; ""IMPLIED RESPONSIBILITIES""; ""LAST THOUGHTS""; ""A Cautionary Tale of the Teacher Troll""; ""REFERENCES""
    Description / Table of Contents: ""CHAPTER 4: MAVERICKS AND NARRATIVES: Constructing a Polymodal Self""""AN AUTOETHNOGRAPHICAL METHODOLOGY""; ""The Participants and Setting of the Study""; ""The Project""; ""Patricia�s Case""; ""PATRICIA (PSEUDONYM)""; ""Polymodal Creativity""; ""EPISTEMOLOGICAL PONDERINGS ON THE POSITIVIST SENSE OF""; ""Fordism and Post Fordism as Problematic Constructs""; ""Deconstruction and Paradigms""; ""The �Problem� Appears to Shift Further""; ""There and Back Again, A Cautionary Tale of (Un)becoming a Maverick by DJ Loveless""; ""LAST THOUGHTS""; ""REFERENCES""
    Description / Table of Contents: ""CHAPTER 5: THE LIQUIDITY OF TEACHING: Portrait of a Teacher""
    Note: Description based upon print version of record
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  • 58
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462096806
    Language: English
    Pages: Online-Ressource (XII, 158 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Druckausg. Michie, Michael Working cross-culturally
    DDC: 370.711
    RVK:
    Keywords: Indigenous children Education ; Multicultural education ; Teachers Training of ; Education ; Education ; Hochschulschrift ; Indigenes Volk ; Ausbildung ; Interkulturelles Lernen
    Abstract: Preliminary Material -- Introduction -- Rereading the Literature -- Early Cross-cultural Influences -- Understanding Culture Brokerage -- Teachers in Cross-cultural Settings -- Conclusions and Some Implications -- References.
    Abstract: Why do some westerners seem to have a better relationship with Indigenous people than others? Using a narrative research methodology, the author explores the experience and wisdom of eight such participants to come to an understanding of why. He uses a broad sweep of ideas from anthropology, ethnohistory, multicultural education and cultural studies of science education, together with a model of identity learning. From anthropology the author traces ‘marginal man’ and ‘middleman’ to modern equivalents, border crosser (and hybrid) and culture broker. He uses a theory of identity learning to look at the response to culture shock as a passage into another culture (or not), a theory which includes both cognitive and affective or emotional components. The participants’ narratives are examined for early influences which brought them into contact with the indigenous peoples in the countries where they live. Considering that they experienced border crossings when working cross-culturally, they are located within a spectrum of border crossing positions. The participants’ ideas about being culture brokers are explored, along with their experiences in that role. These are organised into five areas leading to a deeper understanding the role of the culture broker. Finally, the participants consider how teachers in particular should behave in cross-cultural settings and the types of experiences they needed to become effective teachers and border crossers
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; FOR LOUISE, RHYS AND CAMILLA; PROTOCOLS; GLOSSARY OF TERMS FROM INDIGENOUSLANGUAGES; CHAPTER 1:INTRODUCTION; OVERVIEW OF MY POSITION; Researcher-as-Participant: "Who are You? Where Do You Come From?" ; OUTLINE OF THE RESEARCH; SIGNIFICANCE OF THE RESEARCH; DESIGN FOR THIS RESEARCH; Data Collection Through Interviews; Verification; THE PARTICIPANTS; Glen Aikenhead (GA); Miles Barker (MB); Celia Haig-Brown (CHB); James Ritchie (JR); Michael Christie (MC); Mark Linkson (ML); David Vickers (DV) (Pseudonym); Leonie Jones (LJ); STRUCTURE OF THE STUDY; NOTE
    Description / Table of Contents: CHAPTER 2:REREADING THE LITERATURECULTURE AND CULTURAL BORDERS; What is Culture?; Borders and Border Crossing; Borderlands, Contact Zone and the Cultural Interface; IDENTITY LEARNING AND BORDER CROSSING; Identity Learning and Culture Shock; Impacts on Westerners Living in Indigenous Communities; Responses to Culture Shock: Courses of Action; Effective Teachers of Indigenous Students; Cross-Culturalists and Effective and Access-Enhancing Teachers; Culture Shock and the Border Crossing Metaphor; CULTURE BROKERS; Culture Brokers as Change Agents; Culture Brokerage Models
    Description / Table of Contents: Characteristics of a Culture BrokerRedefining the Culture Broker in Education; The Culture Broker in Science Education and Cultural Studies in ScienceEducation (CSSE); Criticism of 'Teacher as Culture Broker'; THE NEXUS BETWEEN BORDER CROSSING AND CULTURE BROKERAGE; NOTES; CHAPTER 3: EARLY CROSS-CULTURAL INFLUENCES:Crossing Borders and Beyond; PERSONAL INFLUENCES: EARLY EXPERIENCES AND LEARNING ABOUT THE OTHER; Initial Social Influences; Influence of Multiculturalism; Religion and Concern for Social Justice; PROFESSIONAL INFLUENCES: EARLY TEACHING EXPERIENCES; Preservice Teacher Training
    Description / Table of Contents: Indigenous Community SchoolsMainstream Schools; Working at the Tertiary Level; BORDER CROSSING AND BEYOND; Border Workers; Being Bicultural and Border Working; Beyond Borders; CONCLUSION; NOTES; CHAPTER 4:UNDERSTANDING CULTURE BROKERAGE; PERCEPTIONS OF CULTURE BROKERAGE; PURPOSES OF CULTURE BROKERING; INDIVIDUAL AND INTRINSIC QUALITIES OF CULTURE BROKERS; Having an Understanding of the Other Culture; An Understanding that the Other Culture has Alternative Perspectives and thatThese Have Intrinsic Value; Show Respect for the Other - Earn Trust of the Other; Being a Reflective Practitioner
    Description / Table of Contents: POWER RELATIONS IN CULTURE BROKERINGCRITICISM OF CULTURE BROKERING; CONCLUSION; NOTES; CHAPTER 5:TEACHERS IN CROSS-CULTURAL SETTINGS; PREPARING FOR AND TEACHING INDIGENOUS STUDENTS; Preservice Teacher Training; Teachers Living and Teaching in Indigenous Communities; Teachers Working with Indigenous Students in Urban and Regional Schools; TEACHERS AND POWER; TEACHERS AND SCIENCE EDUCATION; The Power of Science; The Place of Indigenous Knowledge in the Curriculum; Teachers as Culture Brokers Teaching Science; CONCLUSION; NOTES; CHAPTER 6:CONCLUSIONS AND SOME IMPLICATIONS
    Description / Table of Contents: EARLY CROSS-CULTURAL INFLUENCES: CROSSING BORDERS AND BEYOND
    Note: Includes bibliographical references
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  • 59
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462096295
    Language: English
    Pages: Online-Ressource (X, 244 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als The Relevant PhD
    DDC: 378.2
    Keywords: Doctor of philosophy degree ; Doctoral students ; Education ; Education
    Abstract: Preliminary Material -- Why Write or Supervise a Practitioner PhD? -- As If Writing Can Make a Difference -- Relevance: From politics to Selling and Back Again -- The Role of the University: Democracy versus Entrepreneurship -- Research Ethics and Methods -- The Affect of Being-here -- The Content Is the Process; the Process Is the Content -- Critical Communitarianism -- Take-Aways -- Afterword -- Bibliography.
    Abstract: There has been a decided shift towards desiring greater “relevance” in management education by serving the needs of management practice. The importance of a careful definition of “relevance” and the retention of a critical perspective needs to be asserted. In this respect, what Hugo Letiche and Geoff Lightfoot have done together, and written up in this book, is an outstanding example of a commitment to restore “relevance” via critical engagement to management pedagogy and practice. Their success is a clear demonstration of the practical relevance of imagination, commitment and scholarship. Prof Heather Hopfl (University of Essex) Front cover by Terrence Letiche
    Description / Table of Contents: ""TABLE OF CONTENTS""; ""FOREWORD""; ""INTRODUCTION: WHY WRITE OR SUPERVISE A PRACTITIONER PhD?""; ""THE QUESTIONS""; ""A CASE""; ""CHAPTER 1: AS IF WRITING CAN MAKE A DIFFERENCE""; ""CHAPTER 2: RELEVANCE: FROM POLITICS TO SELLING, AND BACK AGAIN""; ""NOTE""; ""CHAPTER 3: THE ROLE OF THE UNIVERSITY: DEMOCRACY VERSUS ENTREPRENEURSHIP""; ""NOTES""; ""CHAPTER 4: RESEARCH ETHICS AND METHODS""; ""RESEARCH ETHICS: WE, I / THOU AND OTHER""; ""RESEARCH METHODS""; ""CONCLUDING""; ""CHAPTER 5: THE AFFECT OF BEING-HERE""; ""NOTE""; ""CHAPTER 6: THE CONTENT IS THE PROCESS; THE PROCESS IS THE CONTENT""
    Description / Table of Contents: ""PAIDAGOGOS / PAIDAGOGOß / PEDAGOGY""""IN PRAISE OF THE INDIVIDUAL""; ""NOTES""; ""CHAPTER 7: CRITICAL COMMUNITARIANISM""; ""NOTES""; ""CHAPTER 8: TAKE-AWAYS""; ""AFTERWORD""; ""BIBLIOGRAPHY""
    Note: Description based upon print version of record
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  • 60
    Online Resource
    Online Resource
    Washington, D.C : The World Bank
    ISBN: 9780821399651
    Language: English
    Pages: Online-Ressource
    Edition: 2014 World Bank eLibrary
    DDC: 370.96
    Keywords: Education ; Education Statistics ; Education and state ; Education ; Education Statistics ; Education and state ; Education ; Education ; Education and state
    Note: Includes bibliographical references and index
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  • 61
    ISBN: 9781443869607 , 1443869600
    Language: English
    Pages: Online Ressource (382 pages)
    Parallel Title: Print version Multilingualism and Education in Africa : The State of the State of the Art
    DDC: 306.446096
    Keywords: Education and state Africa ; Multilingual education Africa ; Multilingual education ; Education and state ; Education and state Africa ; Education, Bilingual Africa ; Language and education Africa ; Language and languages Study and teaching ; Africa ; Multilingualism Africa ; Africa ; Bilingualism & multilingualism ; Education ; POLITICAL SCIENCE ; Public Policy ; Cultural Policy ; SOCIAL SCIENCE ; Anthropology ; Cultural ; SOCIAL SCIENCE ; Popular Culture ; Education and state ; Multilingual education ; Linguistics ; Africa ; Electronic books ; Electronic books ; Electronic books
    Abstract: This book is a must-read for every language teaching professional and researcher working in a multilingual context. Multilingualism and Education in Africa: The State of the State of the Art is an up-to-date exploration and wide-ranging review of the symbiotic relationship between multilingualism and education in Africa. The African continent is rich in languages. Most of her inhabitants are multilingual and many of the nations have embraced multilingual education. This book examines multilin
    Description / Table of Contents: TABLE OF CONTENTSList; CONTRIBUTORS; ACKNOWLEDGEMENTS; INTRODUCTION; PART ONE; CHAPTER ONE; CHAPTER TWO; CHAPTER THREE; CHAPTER FOUR; PART TWO; CHAPTER FIVE; CHAPTER SIX; CHAPTER SEVEN; CHAPTER EIGHT; CHAPTER NINE; CHAPTER TEN; CHAPTER ELEVEN; PART THREE; CHAPTER TWELVE; CHAPTER THIRTEEN; CHAPTER FOURTEEN; CHAPTER FIFTEEN; CHAPTER SIXTEEN; CHAPTER SEVENTEEN; CHAPTER EIGHTEEN; CHAPTER NINETEEN
    Note: Includes bibliographical references and index. - Print version record , Includes bibliographical references and index
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  • 62
    ISBN: 9789400770430
    Language: English
    Pages: Online-Ressource (VIII, 248 p. 14 illus., 12 illus. in color, online resource)
    Series Statement: Innovation and Change in Professional Education 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Teaching and learning the European Union
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Europäische Union ; Hochschulbildung ; Bildung
    Abstract: This volume examines the EU’s changing educational context and its challenges. Based on an extensive survey of more than 2000 European Studies courses in 30 European countries, it maps and analyses the features of teaching methodologies as they emerge from both disciplinary as well as interdisciplinary curricula. It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks. Based on the contributors’ own experiences and academic research, the book examines both strengths and possible pitfalls of these increasingly popular methods. The book’s critical approach will inspire educators and scholars committed to improving the teaching methods and tools in the area of European Studies and other programmes of higher education facing similar challenges
    Description / Table of Contents: 1. Introduction - Teaching European Studies: Educational ChallengesPART I - EUROPEAN STUDIES: CONTEXTS AND CHALLENGES -- 2. Shaping the New Professional for the New Professions; W.H. Gijselaers, A. Dailey-Hebert and A.C. Niculescu -- 3. Working at the EU Institutions: New Human Resources Selection Strategy; N.D. Bearfield -- 4. Educating for EU Citizenship and Civic Engagement through Active Learning; G. J. van Dyke -- 5. Multilingual Universities: Policies and Practices; R. Franceschini and D. Veronesi -- 6. Thinking Europe: A Canadian Academic Immersion inside the European Institutions - EU Study Tour and Internship Program; E. Lavalle and A. Berlin -- PART II - MAPPING INNOVATIONS IN TEACHING AND LEARNING -- 7. Mapping Innovative Teaching Methods and Tools in European Studies: Results from a Comprehensive Study; S. Baroncelli, F. Fonti and G. Stevancevic -- 8. Innovativeness in Teaching European Studies: an Empirical Investigation; F. Fonti and G. Stevancevic -- 9. Linguistic Pluralism in European Studies; S. Baroncelli -- PART III - INNOVATIVE TEACHING AND EARNING IN EUROPEAN STUDIES -- 10. Assessing EU Simulations: Evidence from the Transatlantic EuroSim; R. Jones and P. Bursens -- 11. Distance Learning as an Alternative Method of Teaching European Studies; N. Timus -- 12. Problem Based Learning in European Studies; H. Maurer and C. Neuhold -- 13. Finding the Right Mix? Teaching European Studies through Blended Learning; A. Mihai -- 14. The Network is the Message: Social Networks as Teaching Tools; R. Farneti, I. Bianchi, T. Mayrgündter and J. Niederhauser -- Biographies -- Index.
    Note: Includes bibliographical references and index
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  • 63
    ISBN: 9789400772991
    Language: English
    Pages: Online-Ressource (XIV, 319 p. 5 illus., 4 illus. in color, online resource)
    Series Statement: Lifelong Learning Book Series 19
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Challenging the 'European area of lifelong learning'
    RVK:
    Keywords: Adult education ; Education ; Education ; Adult education ; Adult education and state Europe ; Continuing education Europe
    Abstract: This book critically reflects on the context in which lifelong learning policies and practices are organized in Europe with contributions of researchers and policy makers in the field. Through a critical lens the book reinterprets the core content of the messages that are conveyed by the European Commission in the “Memorandum for Lifelong Learning”, the most important policy document in the area, which after a decade from its publication still remains the vehicle for all current developments in lifelong learning in Europe. With references to research findings, proposed actions, and applications to immediate practice that have an added value for Europeans -but which either do not appear to correspond directly to what is stipulated by the European Commission, or are completely ignored as part of the lifelong learning process- the book offers an analytic and systematic outlook of the main challenges in creating the ‘European Area of Lifelong Learning’. In times as decisive as the ones we are going through today (both in social and economic terms), a critical perspective of the practices and policies adopted by the EU Member States is essential. The book follows the same structure as the Memorandum in order to debate and critically approach in separate sections the core issues that Europe faces today in relation to the idea of making a ‘European area of Lifelong Learning’
    Description / Table of Contents: Contributors1. Introduction; Maria Gravani and George K. Zarifis -- PART 1: Lifelong Learning and New Basic Skills for ll -- PART 2: Lifelong Learning and More Investment in Human Resources -- PART 3: Lifelong Learning, Innovative Teaching and Learning, and Rethinking Guidance and Counselling -- PART 4: Lifelong Learning and Valuing Learning -- PART 5: Lifelong Learning and Bringing Learning Closer to Home -- Index.
    Note: Includes bibliographical references and index
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  • 64
    ISBN: 9783319016672
    Language: English
    Pages: Online-Ressource (VIII, 79 p. 11 illus, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Grand Challenges in Technology Enhanced Learning
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    Keywords: Computer science ; Education ; Education ; Computer science ; Computer science ; Education ; Konferenzschrift 2013 ; E-Learning ; E-Learning
    Abstract: This book presents a key piece of the vision and strategy developed in STELLAR. It sets out a new mid-term agenda by defining Grand Challenges for research and development in technology-enhanced learning. Other than mere technology prizes, STELLAR Grand Challenges deal with problems at the interface of social and technical sciences. They pose problems that can be solved only in interdisciplinary collaboration. The descriptions of the Grand Challenge Problems were sent out to a number of stakeholders from industry, academia, and policy-making who responded with insightful, creative and critical comments bringing in their specific perspectives. This book will inspire everyone interested in TEL and its neighboring disciplines in their future projects. All of the listed problems, first hints with respect to the approach, measurable success indicators and funding sources are outlined. The challenges focus on what noted experts regard as important upcoming, pending, and innovative fields of research, the solution of which is within reach in a timeframe of a mere 2 to 15 years of work
    Description / Table of Contents: Grand Challenge Problems from the Alpine Rendez-Vous - an Introduction1.1 The Concept of Grand Challenge Problems -- 1.2 Development of the Grand Challenge Problems at the Alpine Rendez-Vous -- 2 -- 2.1.1 GCP1: Open Collaboration in Formal Education -- 2.1.2 GCP2: Technology-Supported Representation-Fitness -- 2.1.3 GCP3: Rich-Media Assignments -- 2.1.4 GCP4: Supporting an Open Culture of Design for TEL -- 2.1.5 GCP5: Multi-Level Evaluations of TEL -- Guest Commentaries on Connecting Learners -- 2.1.6 Guest Commentary by Roy Peas -- 2.1.7 Guest Commentary by Michelle Selinger.- 2.2 Grand Challenge Problems Focusing on Orchestrating Learning -- 2.2.1 GCP6: Emotion-Adaptive TEL -- 2.2.2 GCP7: Assessment and Automated Feedback -- 2.2.3 GCP8: One Informed Tutor per Child -- 2.2.4 GCP9: Improving Educational Practices through Data-supported Information Systems -- 2.2.5 GCP10: Semiotic Recommender Systems for Learning -- 2.2.6 GCP11: Enhancing Learning with Improved Information Retrieval.- 2.2.7 GCP12: Open TEL Practices -- Guest Commentaries on Orchestrating Learning -- 2.2.8 Guest Commentary -- 2.2.9 Guest Commentary by Florian Schulz-Pernice -- 2.2.10 Guest Commentary by Jim Slotta -- 2.3 Grand Challenge Problems Focusing on Contextualising Learning -- 2.3.1 GCP13: Learning Reading at Home (Authors: Andrew Manches, Ros Sutherland and Sarah Eagle) -- 2.3.2 GCP14: Technology for Young Children’s Expression of Scientific Ideas (Authors: Andrew Manches & Ros Sutherland) -- 2.3.3 GCP15: Evaluating Informal TEL (Author: Denise M. Whitelock) -- 2.3.4 GCP16: Engaging the Brains Reward System.- 2.3.5 GCP17: Drop-Out Prevention through Attrition Analytics -- 2.3.6 GCP18: New Forms of Assessment for Social TEL Environments -- 2.3.7 GCP19: Guidance for Technology Use in Early Years -- 2.3.8 GCP20: TEL Plasticity -- 2.3.9 GCP21: European TEL DataMart -- Guest Commentaries on Contextualising Learning -- 2.3.10 Guest Commentary by Charles Crook -- 2.3.11 Guest Commentary by Allison Littlejohn -- 2.3.12 Guest Commentary by Yves Punie -- 2.3.13 Guest Commentary by Karen Velasco -- GCP22: Open Research Methodology Infrastructure for CSCL.- General Conclusions -- References.
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  • 65
    ISBN: 9781461479666
    Language: English
    Pages: 1 Online-Ressource (xi, 254 Seiten) , Illustrationen, Diagramme
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    Keywords: Mathematics ; Education ; Education ; Mathematics ; Curriculum planning ; Mathematics Study and teaching
    Abstract: Although APOS Theory has been used extensively in numerous scholarly publications, in the design of textbooks, and in teaching practice, there is no single reference that contains all the relevant information about its components, and provides guidance about its application. The goal of this book is to present the main elements of APOS Theory and its use. The book is intended to be useful for Mathematics Education researchers, graduate students in Mathematics Education, and Mathematics instructors who work with, or would like to learn more about, this theoretical approach, and who are interested in how, according to this theory, individuals construct their understanding of mathematical concepts
    Description / Table of Contents: Chapter 1 IntroductionChapter 2 From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory -- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge -- Chapter 4 Genetic Decomposition -- Chapter 5 The Teaching of Mathematics Using APOS Theory -- Chapter 6 The APOS Paradigm for Research and Curriculum Development -- Chapter 7 Schemas, Their Development and Interaction -- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory -- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School -- Chapter 10 Frequently Asked Questions -- Chapter 11 Conclusions -- Chapter 12 Annotated Bibliography -- References -- Index.
    Note: Literaturverz. S. 197 - 232 , Description based upon print version of record
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  • 66
    ISBN: 9789400776098
    Language: English
    Pages: Online-Ressource (XVII, 201 p. 48 illus, online resource)
    Series Statement: Landscapes: the Arts, Aesthetics, and Education 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Young audiences, theatre and the cultural conversation
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    Keywords: Early childhood education ; Performing arts ; Education ; Education ; Early childhood education ; Performing arts
    Abstract: This volume offers rare insights into the connection between young audiences and the performing arts. Based on studies of adolescent and post-adolescent audiences, ages 14 to 25, the book examines to what extent they are part of our society’s cultural conversation. It studies how these young people read and understand theatrical performance. It looks at what the educational components in their theatre literacy are, and what they make of the whole social event of theatre. It studies their views on the relationship between what they themselves decide and what others decide for them. The book uses qualitative and quantitative data collected in a six-year study carried out in the three largest Australian States, thirteen major performing arts companies, including the Sydney Opera House, three state theatre companies and three funding organisations. The book’s perspectives are derived from world-wide literature and company practices and its significance and ramifications are international. The book is written to be engaging and accessible to theatre professionals and lay readers interested in theatre, as well as scholars and researchers. “This extraordinary book thoroughly explains why young people (ages 14-25+) do and do not attend theatre into adulthood by delineating how three inter-linked factors (literacy, confidence, and etiquette) influence their decisions. Given that theatre happens inside spectators’ minds, the authors balance the theatre equation by focusing upon young spectators and thereby dispel numerous beliefs held by theatre artists and educators. Each clearly written chapter engages readers with astute insights and compelling examples of pertinent responses from young people, teachers, and theatre professionals. To stem the tide of decreasing theatre attendance, this highly useful book offers pragmatic strategies for artistic, educational, and marketing directors, as well as national theatre organizations and arts councils around the world. I have no doubt that its brilliantly conceived research, conducted across multiple contexts in Australia, will make a significant and original contribution to the profession of theatre on an international scale.” Jeanne Klein, University of Kansas, USA “Young Audiences, Theatre and the Cultural Conversation is a compelling and comprehensive study on attitudes and habits of youth theatre audiences by leading international scholars in the field. This benchmark study offers unique insights by and fo ...
    Description / Table of Contents: ForewordAcknowledgments -- Part I TheatreSpace Project Partners and Case Studies -- Chapter 1: Introduction -- Chapter 2: The Project, its Partners and its Purposes -- Chapter 3: Access and the Practicalities of Attendance -- Chapter 4: The Context of the Performance Event -- Chapter 5: The Education Landscape -- Chapter 6: Young Audiences from the Educators' Perspective -- Chapter 7: The Industry Partners’ Perceptions -- Chapter 8: Engagement and Liveness -- Chapter 9: Building Theatre Confidence -- Chapter 10: Theatre Literacy -- Chapter 11: ‘It’s Real’ - Genre and Performance Style -- Chapter 12: Conclusion - a Continuum for Planning.
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  • 67
    ISBN: 9789400772786
    Language: English
    Pages: Online-Ressource (VIII, 302 p. 11 illus., 4 illus. in color, online resource)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. The internationalization of the academy
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    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Hochschule ; Internationalisierung
    Abstract: This volume provides a nuanced empirical assessment of the extent to which the academic profession is internationalized at the beginning of the 21st century. It indicates which are the most internationalized academic activities, and focuses on specific topics such as physical mobility for study or professional purposes, teaching abroad or in another language, research collaboration with foreign colleagues, and publication and dissemination outside one’s native country or in another language. It places the main theme in the wider context of the history of higher education’s internationalization. It provides explanations on what drives and deters academics from international activity, and documents some of the consequences that internationalization has on academic work and productivity. This study is based on a survey of 25,000 academics working at higher education institutions in 18 countries and Hong Kong on five continents. Comparing data from the 1992 Carnegie International study to the 2007 CAP survey, relying on respondents’ perceptions of change, and comparing different academic generations, it offers valuable insights on changes in the internationalization of the academy
    Description / Table of Contents: Acknowledgements1. The Internationalization of the Academic Profession -- 2. Concepts and Methods -- 3. A Profile of CAP Participating Countries and a Global Overview of Academic Internationalization in 2007-2008 -- 4. Internationalization of the Academy: Rhetoric, Recent Trends and Prospects -- 5. The International Mobility of Academic Staff -- 6. The International Dimension of Teaching and Learning -- 7. The Internationalization of Research -- 8. Regionalization of Higher Education and the Academic Profession in Asia, Europe and North America -- 9. Gender and Faculty Internationalization -- 10. Internationalization and the New Generation of Academics -- 11. Patterns of Faculty Internationalization: A Predictive Model -- 12. The Internationalization of the Academy: Findings, Open Questions and Implications -- Appendix -- Notes on Contributors.
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  • 68
    Online Resource
    Online Resource
    Singapore : Springer Singapore
    ISBN: 9789814560351
    Language: English
    Pages: Online-Ressource (XXI, 179 p. 8 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    RVK:
    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Taiwan ; Hochschule ; Ranking
    Abstract: This book adopts a qualitative case study approach to provide the readers with a systematic delineation and interpretation of the implications of the university ranking phenomenon for Taiwan’s higher education system. It reviews the literature on different theories concerning the global transformation of higher education and presents basic information on higher education in Taiwan. The author develops a four-dimensional framework for the analysis of the ranking phenomenon in the island-state. First, the technological/ecological dimension aims to look into how the rankings have impacted Taiwan’s higher education based on empirical findings from five Taiwanese public universities. Next, the technological/geographical dimension examines how Taiwan can use rankings to promote its interests in global higher education. The two conceptual dimensions focus on the relationship between the rankings and power in higher education. They show how the phenomenon can be read and explained through theoretical lenses from ecological and geographical perspectives. From an ecological perspective, the empirical evidence suggests that the influence of rankings varies throughout the academic hierarchy in Taiwan. The theoretical analysis then illustrates the relationship between the ranking phenomenon and the power structure in academic hierarchy. Geographically, while the empirical analysis is based on data from Taiwan, the theoretical analysis offers essential insights that help readers to understand the changing global landscape of higher education and its implications in East Asia
    Description / Table of Contents: Chapter 1 IntroductionChapter 2 Taiwan’s Higher Education System in Context -- Chapter 3 Theorising University Rankings -- Chapter 4 Dimension 1: Influences of University Rankings - Changes in Policy, University Governance and Individual Behaviours -- Chapter 5 Dimension 2: Manifestations of the Normative Power of University Rankings - Struggling between Love and Hate -- Chapter 6 Dimension 3: University Rankings and the Global Landscape of Higher Education - Using University Rankings to Promote Local Interests -- Chapter 7 Dimension 4: Antinomy of the Power of University Rankings - World-class Worldwide versus Global Hegemony.- Chapter 8 Conclusion.
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  • 69
    ISBN: 9783642398131
    Language: English
    Pages: Online-Ressource (XVII, 187 p. 2 illus, online resource)
    Series Statement: New Frontiers of Educational Research
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Survival of the fittest
    RVK:
    RVK:
    RVK:
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Education ; Education, Higher ; Aufsatzsammlung ; Hochschulbildung ; China ; USA
    Abstract: This book will examine how universities in China and the US are responding to markets and increasing global competition. For both countries, a university education is seen as key to economic development. While China and the US have two very different political systems, they represent the two largest economies in the world and share beliefs that higher education plays an integral role to economic development. The book will bring together scholars with multiple perspectives on the topic to create dialogue around similarities and differences. This book will appeal to students, scholars, and higher educational administrators in both countries and other countries as well who are seeking to understand the strategic change in higher education in both China and the US
    Description / Table of Contents: PrefaceDedication -- Part One: Markets, Competition, and Strategic Change in Higher Education -- Chapter 1: Wolverton: Creating Creative Creators: China and the United States’ Common Quest -- Chapter 2: Lane & Owens, Fostering Economic Competitiveness in China and the US: Untangling the Web of Competing Regulations and Interests -- Chapter 3: Zha & Lin, China’s Move to Mass Higher Education: Analyzing the Policy Execution with a “NATO-Scheme” -- Chapter 4: Powers, Conflict of Interest and U.S. University Technology Licensing -- Part Two: Strategies Used to Address Core Issues in Higher Education -- Chapter 5: Li, Beyond Summative Evaluation: Improving the Quality of Teaching and Learning in China’s Higher Education -- Chapter 6: Pepin, The Dilemma of Assessment in the U.S. -- Chapter 7: Claussen, The Evolving Role of the Ombudsman in American Higher Education -- Chapter 8: Kezar & Gerke, Grassroots Leadership: Responding to Declining Shared Governance in the Neoliberal World -- Part Three: New Directions and Future Possibilities -- Chapter 9: Cook, Professional Development for Chinese University Leaders: Collaboration, Not Competition -- Chapter 10: Mok, Transforming from “Economic Power” to “Soft Power”: Transnationalization and Internationalization of Higher Education in China -- Chapter 11: Mina, Strategic Planning: Devising the Way of U.S. Higher Education Institutions -- Chapter 12: Gerstl-Pepin, The False Promise of Market-Based Conceptions of Human Capital: Higher Education as a Public and Private Good.
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  • 70
    Online Resource
    Online Resource
    Cham : Springer International Publishing
    ISBN: 9783319055947
    Language: English
    Pages: Online-Ressource (XVI, 453 p, online resource)
    Edition: 2nd ed. 2014
    Series Statement: CERC Studies in Comparative Education 32
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Comparative education research
    RVK:
    Keywords: Humanities ; Social sciences Methodology ; Education ; Education ; Humanities ; Social sciences Methodology ; Aufsatzsammlung ; Vergleichende Erziehungswissenschaft
    Abstract: Approaches and methods in comparative education are of obvious importance, but do not always receive adequate attention. This second edition of a well-received book, containing thoroughly updated and additional material, contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field
    Description / Table of Contents: List of TablesList of Figures -- Abbreviations -- Preface -- Introduction: Mark BRAY, Bob ADAMSON & Mark MASON -- I: DIRECTIONS -- 1. Actors and Purposes in Comparative Education: Mark BRAY -- 2. Scholarly Enquiry and the Field of Comparative Education: Mark BRAY -- 3. Quantitative and Qualitative Approaches to Comparative Education: Gregory P. FAIRBROTHER -- II: UNITS OF COMPARISON -- 4. Comparing Places: Maria MANZON -- 5. Comparing Systems: Mark BRAY & Kai JIANG -- 6. Comparing Times: Anthony SWEETING -- 7. Comparing Race, Class and Gender: Liz JACKSON -- 8. Comparing Cultures: Mark MASON -- 9. Comparing Values: Wing On LEE & Maria MANZON -- 10. Comparing Policies: Rui YANG -- 11. Comparing Curricula: Bob ADAMSON & Paul MORRIS -- 12. Comparing Pedagogical Innovations: Nancy LAW -- 13. Comparing Ways of Learning: David A. WATKINS & Jan VAN AALST -- 14. Comparing Educational Achievements: Frederick LEUNG & Kyungmee PARK -- III: CONCLUSIONS.- 15. Different Models, Different Emphases, Different Insights: Mark BRAY, Bob ADAMSON & Mark MASON -- Contributors -- Index.
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  • 71
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462096837
    Language: English
    Pages: Online-Ressource (VIII, 158 p, online resource)
    Series Statement: Perspectives of Critical Theory and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Heidegger, Žižek and Revolution
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    RVK:
    Keywords: Revolutionaries ; Liberalism ; Education ; Education
    Abstract: Preliminary Material -- Introduction -- Metaphysics is Politics -- Heidegger on Revolution -- What is Wrong in Heidegger’s Revolution? -- Industrial Agriculture and Concentration Camps or the Will and Evil -- Žižek on a See-Saw -- Žižek and Heidegger Avec Means -- Bibliography.
    Abstract: Why did Martin Heidegger, the giant of continental philosophy, believe in 1933 that Hitler is the future of Europe? And why does Slavoj Žižek, “the most dangerous philosopher in the West”, support Heidegger’s right wing militancy? Heidegger and Žižek are not only erudite thinkers on human being but also incorrigible revolutionaries who even after the catastrophic failures of their favourite revolutions—the October revolution for Žižek and the National Socialist revolution for Heidegger—want to overcome capitalism; undemocratically, if necessary. The two share a spirited and sophisticated rejection of the liberalist worldview and the social order based on it. The problem is not that liberalism is factually wrong, but rather that it is ethically bad. Both argue for building and educating a new collective based on human finitude and communality. In the tradition of the Enlightenment, Žižek advocates a universalist revolution, whereas Heidegger sees the transformation rooted in particular historical existence, inviting a bewildering array of mutually exclusive criticisms and apologies of his view. The crisis that Heidegger and Žižek want to address is still here, but their unquestioned Europocentrism sets a dark cloud over the whole idea of revolution
    Description / Table of Contents: CONTENTS; ACKNOWLEDGEMENTS; CHAPTER 1:INTRODUCTION; A REVOLUTION, AFTER ALL?; RADICAL HEIDEGGER AS THE STARTING POINT; NOTES; CHAPTER 2:METAPHYSICS IS POLITICS; TRUTH IS NOT NEUTRAL; HEIDEGGER AND ŽIŽEK IN EVERYDAY POLITICS; HEIDEGGERIAN MARXISM AND ŽIŽEK AS THE NEW MARCUSE?; THE PROBLEM WITH THE LIBERAL SUBJECT; NOTES; CHAPTER 3:HEIDEGGER ON REVOLUTION; THE SUBJECT, THE WORKER, THE POLIS; "NUR NOCH DIE JUGEND KANN UNS RETTEN"; HEIDEGGER'S STEP AND ITS DIRECTION; NOTES; CHAPTER 4:WHAT IS WRONG IN HEIDEGGER'S REVOLUTION?; A SMALL MAN LIVING IN HARD TIMES
    Description / Table of Contents: THE LIBERAL CRITICISM: TOO MUCH POSTMODERNISMDECISIONISM; THE FRENCH CRITIQUES: TOO LITTLE POSTMODERNISM; NAZISM AS ANTICOMMUNISM; NAZISM AS ASUBJECTIVE NATIONAL EXPERIENCE; THE TYPICAL MARXIST CRITIQUE; ŽIŽEK›S UNTYPICAL MARXIST CRITIQUE AND PRAISE; NOTES; CHAPTER 5:INDUSTRIAL AGRICULTURE AND CONCENTRATION CAMPS OR THE WILL AND EVIL; NOTES; CHAPTER 6:ŽIŽEK ON A SEE-SAW; NOTES; CHAPTER 7:ŽIŽEK AND HEIDEGGER AVEC MEANS; NOTES; BIBLIOGRAPHY
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  • 72
    ISBN: 9789462097162
    Language: English
    Pages: Online-Ressource (XXVIII, 118 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Speaking of Learning...: Recollections, Revelations, and Realizations
    Keywords: Education ; Education
    Abstract: Preliminary Material -- Inner world learnings /Avraham Cohen -- Life lessons /Heesoon Bai -- Learning poetically /Carl Leggo -- The composition of learning /Marion Porath -- Playing fields /Karen Meyer -- What if I had said “no”? /Anthony Clarke -- Having spoken of learning -- About the authors of Speaking of Learning.
    Description / Table of Contents: ""TO THE PEOPLE WHO HAVE SUPPORTED OUR LEARNING""; ""INVOCATION""; ""TABLE OF CONTENTS""; ""FOREWORD""; ""REFERENCES""; ""HOW THIS BOOK CAME TO BE: It All Started When�""; ""REFERENCE""; ""CONFLUENCES""; ""REFERENCES""; ""I HEAR THE FOOTSTEPS""; ""THE MOSAIC OF TEACHING AND LEARNING""; ""REFERENCE""; ""CONDUCTING AN INQUIRY INTO LEARNING: What Else Could It Be?""; ""WHAT LED US TO WRITING THE BOOK""; ""ACKNOWLEDGEMENTS""; ""INNER WORLD LEARNINGS""; ""THE LEARNER/EDUCATOR I AM BECOMING""; ""TRACKING WHAT WAS NOT THERE""; ""NOTES ABOUT THE WRITING IN THIS CHAPTER""
    Description / Table of Contents: ""THE CREATION OF THE HUMAN AND NOT SO HUMAN DIMENSION IN ME""""FOLLOWING THE BREADCRUMBS""; ""EARLY DAYS""; ""WHAT I NOW UNDERSTAND""; ""THE EFFECT OF MY EARLY EXPERIENCE LACUNAE""; ""GRADE SCHOOL""; ""HIGH SCHOOL DAZE""; ""THE WORLD IMPINGES""; ""UNDERGRADUATE HELL""; ""TIME OUT""; ""GRADUATE SCHOOL""; ""POST GRADUATION""; ""HUNTING A PhD""; ""IMPLICATIONS, SELF-CULTIVATION, PERSONAL TRANSFORMATION, AND PEDAGOGICAL PRACTICE""; ""SELF-CULTIVATION/INNER WORK FOR EDUCATORS: ENLIGHTENMENT""; ""WHAT HAS COME OUT OF MY EXPERIENCE?""; ""BACK FROM THE PAST, THE FUTURE, AND INTO THE PRESENT""
    Description / Table of Contents: ""WHAT IS NEEDED/WHAT I NEEDED�WHAT TO DO?""""CONCLUSION""; ""REFERENCES""; ""LIFE LESSONS""; ""LIFE AS CURRICULUM AND PEDAGOGY""; ""PREAMBLE""; ""“WHAT DID I LEARN IN SCHOOL TODAY?�""; ""UNLEARNING TO LEARN AND LEARNING TO UNLEARN""; ""WHO TEACHES? WHO LEARNS?""; ""A TASTE OF BLISS IN LEARNING""; ""EMBODIMENT""; ""LEARNING TO CONNECT""; ""REFERENCES""; ""LEARNING POETICALLY""; ""REMEMBERING SCHOOL: The Heart�s Haunting""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""
    Description / Table of Contents: ""Life then and life now have no connection, or merely one in melancholy. Things are all sealed up in pastness, helplessly, and don�t look out, or if so then only falsely. (Bloch, 2006, p. 62)""""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""; ""How do we ever know who we are? (Bloch, 2006, p. 27)""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""; ""This is my story. But it is not my story only. (Miller, 2005, p. 176)""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""
    Description / Table of Contents: ""From the past, it is my childhood which fascinates me most �. I read quite openly the dark underside of myself. (Barthes, 1977, p. 22)""""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""; ""The stories are maps. Maps of journeys that have been made and might have been made. A Marco Polo route through territory real and imagined. (Winterson, 2001, p. 63)""; ""WHEN I SPEAK OF LEARNING, WHY DOES FEAR TAUNT AND HAUNT ME SO?""
    Description / Table of Contents: ""Every trace of our days on earth is framed by an enormous night, backward as well as forward, individually and above all cosmically. (Bloch, 2006, p. 148)""
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  • 73
    Online Resource
    Online Resource
    Cham : Springer International Publishing
    ISBN: 9783319046907
    Language: English
    Pages: Online-Ressource (XXI, 194 p. 8 illus, online resource)
    Series Statement: Policy Implications of Research in Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Using research evidence in education
    RVK:
    Keywords: Education ; Education ; Aufsatzsammlung ; USA ; Schule ; Empirische Forschung ; Empirische Forschung ; Schule ; USA
    Abstract: This book includes a set of rigorous and accessible studies on the topic of “research evidence” from a variety of levels and educational vantage points. It also provides the reader with thoughtful commentaries from leading thinkers in the field. The complex process of acquiring, interpreting, and using research evidence makes for a rich and under examined area in educational research, practice and policymaking. Policy makers, practitioners and scholars are in need of additional knowledge and practical steps in terms of the uptake of evidence into practice. In addition, sharpening understanding in terms of the ways in which research evidence is shaped or adapted at different educational levels (school, district, state, federal) as well the factors that support or constrain the acquisition and use of research evidence is of immediate use. While professional support for evidence-based practice in schools has never been stronger, credible research has found only weak large-scale effects. This book provides us with key insights about the nature of this problem and a comprehensive approach to its solution; it is a major step toward realizing the considerable potential for school improvement of reciprocal working relationships among policy, practice and research communities. Ken Leithwood, Emeritus Professor, OISE/University of Toronto The problem of scant research use at school sites is old, but the federal to classroom level scope of this book is unique. The authors' analysis of the current status leads to despair, but they provide a clear and compelling path forward. Michael Kirst, Professor Emeritus, Stanford University; President, California State Board of Education We have come a long way since the linear "Research, Dissemination, Utilization" models of knowledge use of the 1970s and 80s. Each chapter in this book lays out new directions for understanding how individuals, relationships and systems advance or impede the movement of new ideas into policy/practice. Taken together, they redefine knowledge use as a dynamic process that affects and is affected by specific characteristics of the social structures in which is occurs. It is a "must read" both for those interested in educational change and organizational theory. Karen Seashore Louis, Regents Professor, University of Minnesota
    Description / Table of Contents: Foreword. Robert C. GrangerChapter 1. Beginning the Journey: Research Evidence from the Schoolhouse Door to Capitol Hill: Alan J. Daly & Kara S. Finnigan -- SECTION I - Using Research Evidence at the School and District Level -- Chapter 2. Introduction to Section I: Using Research Evidence at the School and District Level: Bill Penuel & Cynthia Coburn -- Chapter 3. The Critical Role of Brokers in the Access and Use of Evidence at the School and District Level: Alan J. Daly, Kara S. Finnigan, Nienke M. Moolenaar, & Jing Che -- Chapter 4. Leaders’ Use of Research for Fundamental Change in School District Central Offices: Processes and Challenges: Meredith I. Honig, Nitya Venkateswaran with Patricia McNeil & Jenee Myers-Twitchell -- Chapter 5. The Research on Education, Deliberation, and Decision-Making (REDD) Project: Rob Asen & Deb Gurke -- Chapter 6. The Intermediary function in evidence production, promotion, and utilization: The case of educational incentives: Janelle Scott, Christopher Lubienski, Elizabeth Debray, & Huriya Jabbar -- SECTION II - Using Research Evidence at the State and Federal Level -- Chapter 7. Introduction to Section II: Using Research Evidence at State and Federal Level: Elliot Weinbaum -- Chapter 8. How State Education Agencies Acquire and Use Research Knowledge for School Improvement: Carol A. Barnes, Margaret E. Goertz, & Diane Massell -- Chapter 9. Research Evidence and the Common Core Standards: Lorraine McDonnell & M. Stephen Weatherford -- Chapter 10. Obama’s Promise: Using Evidence to Fight the Nation’s Social Problems: Ron Haskins & Greg Margolis -- SECTION III: Defining, Acquiring, and Using Research Evidence - Looking Across and Beyond -- Chapter 11. Building the Infrastructure to Improve the Use and Usefulness of Research in Education: Vivian Tseng & Sandra Nutley -- Chapter 12: Conclusion: Research Evidence from the Schoolhouse Door to Capitol Hill: Kara S. Finnigan & Alan J. Daly.
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  • 74
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462095397
    Language: English
    Pages: Online-Ressource (XVI, 112 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Boys will be boys?: Bridging the Great Gendered Literacy Divide
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    Keywords: Boys Education ; Literacy ; Education ; Education ; Geschlechterrolle ; Jungenbildung
    Abstract: Preliminary Material -- What Counts As Literacy? -- "Doing School": What Counts in the Classroom -- Exploring the Boys' Literacy Land -- The Stories We Tell -- The Artic Animals Meet the Zombie Zone: Literacy in the School Lives of 3rd Grade Boys -- "But I'm Not Reading Out Loud!" Reading as Social Work -- The Boy's Literacy Club -- References.
    Abstract: This book addresses the issue of preadolescent boys literacy practices and the social construction of their identities as they navigate multiple classroom literacies. Exploring the role of the teacher, the role of multiple literacies and the way they "count" or do not count in the classroom curriculum through qualitative and quantitative findings, allows educators to rethink and reflect upon current instructional beliefs and practices. As educators align their curriculum with the Common Core Standards it is imperative for them to consider how they will meet each students' individual learning styles. Demonstrating growth across time through artifact collection, and analysis and teacher research inquiries, will demand that teachers release pre-conceived notions concerning gender and literacy practices. At the end of each chapter there is a self-reflection as transformative practice, teacher research questionnaire that invites the opportunity to take what is shared in each chapter and apply it immediately to instructional practices and classroom environment decisions
    Description / Table of Contents: ACKNOWLEDGEMENTS; TABLE OF CONTENTS; INTRODUCTION; OVERVIEW OF THE BOOK; PROLOGUE: "IT'S SUPPOSED TO BE ACLIFFHANGER!"; A LITERACY MIS-MATCH; CHAPTER 1:WHAT COUNTS AS LITERACY?; WATCHING SETH-TEACHING ME; WHAT COUNTS AS LITERACY?; WHERE IS THE MISMATCH?; WHERE IT BEGAN; MY OBSERVATIONS; RETHINKING MY LITERACY WORLD; CHRIS; CRITICAL PEDAGOGY: CRITICAL TEACHING; TEACHER REFLECTION SECTION: WHAT COUNTS AS LITERACY?; NOTES; TEACHER REFLECTION SECTION NOTES; CHAPTER 2: "DOING SCHOOL": WHAT COUNTS IN THECLASSROOM; THE SETTING: THE SMITH STREET ELEMENTARY SCHOOL; THE TEACHER; THE CLASSROOM
    Description / Table of Contents: LIZ'S DIALOGIC CURRICULUM: VOICES HEARDCOMPUTER LAB: WRITING WORKSHOP; MEET "THE BOYS"THE ARTIC SONG PROJECT; DANNY; ALEC; EVAN; MIKEY; LEAN IN AND LISTEN; TEACHER REFLECTION SECTION: SEEING MY STUDENTS.; NOTES; TEACHER REFLECTION SECTION NOTES; CHAPTER 3:EXPLORING THE BOYS' LITERACY LAND; BOYS IDENTITY; METHODOLOGY; DATA SOURCES & ANALYSIS; TESTING THE TESTS; REPORTING ON THE REPORT CARDS; WHAT DOES THIS MEAN?; BUT, WHAT ABOUT REAL NUMBERS?; IS IT JUST IN AMERICA?; BELIEF SYSTEMS; TEACHER REFLECTION SECTION: BOYS WILL BE BOYS?; NOTE; TEACHER REFLECTION SECTION NOTES
    Description / Table of Contents: CHAPTER 4:THE STORIES WE TELLWRITING FOR SOCIAL PURPOSES; WHAT DOES GENDERED WRITING MEAN?; WHAT COUNTS AS LITERACY?; VIOLENCE IN WRITING; THE VACATION; "DON'T FORGET TO ADD IN THE GUTS AND STUFF!"; DAN'S ARTIC FOX STORY; THE KILLING CAMERA; WRITING IS FINE...WHEN I CAN WRITE WHATEVER I WANT ...; TIM'S INTERVIEW; YOU'RE MY FRIEND!; MATT'S DREAM; ALEC'S REVENGE; TIM: ARTIC WOLVES, SUBMARINES, AND DREAMS; THREE ARTIC WOLVES; WRITING SOCIAL WORLDS; TEACHER REFLECTION SECTION: DEFINING WRITING; NOTE; TEACHER REFLECTION SECTION NOTES
    Description / Table of Contents: CHAPTER 5: THE ARTIC ANIMALS MEET THE ZOMBIE ZONE: LITERACY IN THE SCHOOL LIVESOF 3RD GRADE BOYSZOMBIE ZONE; MEMBERSHIP: ROLES AND COMPETITION; THE UNDERLIFE OF THE BOYS' LITERACY PRACTICES; MULTIPLE LITERACY CLUBS; THE CREEPY MONSTER; MEMBERSHIP: ROLES AND COMPETITION; THE UNDERLIFE OF THE BOYS' LITERACY PRACTICES; SOCIAL AND DISCOURSE-IDENTITY WORK; CODE SWITCHING IN THE BOYS' LITERACY CLUB; TEACHER REFLECTION SECTION: WHAT COUNTS IN WRITING?; NOTE; TEACHER REFLECTION SECTION NOTES; CHAPTER 6: "BUT, I'M NOT READING OUT LOUD!"READING AS SOCIAL WORK
    Description / Table of Contents: READING GROUPS, READING MOVES, READING TALKRENT A THIRD GRADER (Hiller, 1996); T.J., WITHOUT A WORD; YOU'RE "IN" IF YOU'RE A BOY; THE BRAVEST THING (Napoli, 1995); A BOY'S LITERACY CLUB OF ONE: THE STORIES JULIAN TELLS (Cameron); IRON WILL (1994); BEING PRIVY TO THE RULES AND REGULATIONS; WHAT JUST HAPPENED?; TEACHER REFLECTION SECTION: WHAT COUNTS IN READING?; TEACHER REFLECTION SECTION NOTES; CHAPTER 7:THE BOY'S LITERACY CLUB; LEARNING SOCIALIZATION AND SOCIALIZING LEARNING; VISIONS OF LITERACY; WHAT COUNTS AS SCHOOL LITERACIES?; WHAT CAN WE DO?; HONORING TALK AROUND TEXTS
    Description / Table of Contents: SUGGESTIONS FOR FUTURE RESEARCH
    Note: Includes bibliographical references
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  • 75
    ISBN: 9783319050171
    Language: English
    Pages: Online-Ressource (IX, 379 p. 35 illus., 16 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Teaching and learning of energy in K-12 education
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    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Force and energy Study and teaching ; Power (Mechanics) Study and teaching ; Power resources Study and teaching ; Science Study and teaching (Elementary) ; Konferenzschrift 2013 ; Energie ; Unterricht
    Abstract: This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future? Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientists and engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy. This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena. Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.
    Description / Table of Contents: Acknowledgements; Contents; Chapter 1: Introduction: Why Focus on Energy Instruction?; 1.1 Realizing the Need for a Summit; 1.2 Structure of the Summit; 1.2.1 Goals and Participants; 1.2.2 Surfacing and Discussing Ideas; 1.2.3 Teacher Voices and a Second Summit for Teachers; 1.3 Organization of This Book; References; Part I What Should Students Know About Energy?; Chapter 2: A Physicist's Musings on Teaching About Energy; 2.1 Introduction; 2.2 The Particle Physicist's View of Energy; 2.3 Descriptions of Various Types of Energy; 2.3.1 Thermal Energy; 2.3.2 Chemical Energy
    Description / Table of Contents: 2.3.3 Mechanical and Electrical Energy2.3.4 Conservation of Mass?; 2.3.5 Energy Flows (Convection, Conduction and Radiation); 2.3.6 Nuclear Energy; 2.4 Key Energy Concepts for K-12 Science Education; 2.4.1 Only Changes in Energy Matter (Who Cares How Much You Have if Most of It Is Not Negotiable); 2.4.2 Any Change in Energy Is Balanced by Some Other Change in Energy (You Can't Make or Destroy Energy, Only Move It Around); 2.4.3 Energy Availability Governs What Can Happen (You Can't Do Anything Without Energy); 2.4.4 Energy Tends to Spread Itself Around as Much as Possible
    Description / Table of Contents: 2.5 When and How Can Students Learn About Energy?References; Chapter 3: A Space Physicist's Perspective on Energy Transformations and Some Implications for Teaching About Energy Conservation at All Levels; 3.1 Introduction; 3.2 Magnetic Reconnection: Energy in Fields; 3.3 The Energy Transport Equation in Magnetohydrodyamics: Energy Conservation and Transfer; 3.4 Conclusions; References; Chapter 4: Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes; 4.1 Introduction; 4.2 A Key Goal: Using Energy Conservation as an Analytical Tool
    Description / Table of Contents: 4.3 Challenges and Instructional Supports4.3.1 Understanding the Purpose of the Concept of Energy; 4.3.1.1 Developing a Sense of Necessity About Energy Conservation; 4.3.1.2 Quasi-quantitative Representations of Energy; 4.3.2 Identifying Forms of Energy in Living Systems; 4.3.3 Tracing Energy Separately from Matter; 4.4 Conclusion; References; Part II What Does the Research Say About the Teaching and Learning About Energy?; Chapter 5: Teaching and Learning the Physics Energy Concept; 5.1 Introduction; 5.2 Energy - A Core Physics Concept; 5.2.1 On the Energy Concept in Physics
    Description / Table of Contents: 5.2.2 Four Basic Ideas of the Energy Concept5.2.3 On the Nature of the Four Basic Ideas; 5.2.4 On the Relation of the Four Basic Ideas to Standards and Instruction; 5.3 Conceptualizations of Energy; 5.3.1 Energy Is an Abstract Accounting Quantity; 5.3.2 Energy Is the Ability to Do Work; 5.3.3 Energy Is the Ability to Cause Changes; 5.3.4 Energy Is the Ability to Produce Heat; 5.3.5 Energy Is a General Kind of Fuel; 5.3.6 The Conceptualist and the Materialist Distinction; 5.3.7 Energy Is a Substance-Like Quantity; 5.3.8 Energy Forms; 5.4 Findings of Studies on Teaching and Learning Energy
    Description / Table of Contents: 5.4.1 On the State of Research in the Early 1990s
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  • 76
    ISBN: 9783319061276
    Language: English
    Pages: Online-Ressource (X, 265 p. 10 illus, online resource)
    Series Statement: English Language Education 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. The pedagogy of English as an international language
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    Keywords: Language and languages ; Education ; Education ; Language and languages ; Education ; Language and languages ; Aufsatzsammlung ; Englischunterricht ; Weltsprache
    Abstract: This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation. Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars. Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching. Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL
    Description / Table of Contents: ForewordChapter One: The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues -- SECTION ONE: Consider Change -- Chapter Two: Teaching English in Asia in non-Anglo cultural contexts: principles of the ‘Lingua Franca Approach’ -- Chapter Three: Teaching English as an International Language in Multicultural Contexts: Focus on Australia -- Chapter Four: Teaching and Learning of EIL in Korean Culture and Context -- SECTION TWO: Dimensions of Change -- Chapter Five: English as an International Language and Three Challenging Issues in English Language Teaching in Japan -- Chapter Six: Teaching the target culture in English teacher education programs: Issues of EIL in Vietnam -- Chapter Seven: Implementing EIL paradigm in ELT classrooms: Voices of experienced and pre-service English language educators in Malaysia -- Chapter Eight: Teaching Teachers to teach English as an International Language: a Korean case -- Chapter Nine: The Relocation of Culture in the teaching of English as an International Language -- Chapter Ten: Teaching and assessing EIL vocabulary in Hong Kong -- SECTION THREE: Critical reflections on [Experience of] change -- Chapter Eleven: The Unequal Production of Knowledge in the Sociolinguistics of Englishes -- Chapter Twelve: The Cosmetics of Teaching English as an International Language in Japan: A Critical Reflection -- Chapter Thirteen: “So what do you want us to do?”: A critical reflection of teaching English as an International Language in an Australian context -- Chapter Fourteen: The realities of real English: Voices from those exposed -- Chapter Fifteen: The WEs/EIL paradigm and Japan’s NS propensity: Challenging the ‘friendly face’ of West-based TESOL -- Chapter Sixteen: On Teaching EIL in a Japanese Context: The power within and power without -- Epilogue: Modelling Language Variation.
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  • 77
    Online Resource
    Online Resource
    New York, NY : Springer
    ISBN: 9781461433057
    Language: English
    Pages: Online-Ressource (XII, 195 p. 28 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Handbook of learning analytics
    Keywords: Data mining ; Educational tests and measurements ; Education ; Education ; Data mining ; Educational tests and measurements ; Learning ; Education ; Evaluation ; Educational statistics ; Lernen ; Lehr-Lern-Forschung
    Abstract: In education today, technology alone doesn't always lead to immediate success for students or institutions. In order to gauge the efficacy of educational technology, we need ways to measure the efficacy of educational practices in their own right. Through a better understanding of how learning takes place, we may work toward establishing best practices for students, educators, and institutions. These goals can be accomplished with learning analytics. Learning Analytics: From Research to Practice updates this emerging field with the latest in theories, findings, strategies, and tools from across education and technological disciplines. Guiding readers through preparation, design, and examples of implementation, this pioneering reference clarifies LA methods as not mere data collection but sophisticated, systems-based analysis with practical applicability inside the classroom and in the larger world. Case studies illustrate applications of LA throughout academic settings (e.g., intervention, advisement, technology design), and their resulting impact on pedagogy and learning. The goal is to bring greater efficiency and deeper engagement to individual students, learning communities, and educators, as chapters show diverse uses of learning analytics to: Enhance student and faculty performance. Improve student understanding of course material. Assess and attend to the needs of struggling learners. Improve accuracy in grading. Allow instructors to assess and develop their own strengths. Encourage more efficient use of resources at the institutional level. Researchers and practitioners in educational technology, IT, and the learning sciences will hail the information in Learning Analytics: From Research to Practice as a springboard to new levels of student, instructor, and institutional success
    Description / Table of Contents: Introduction.- Designing Learning Analytics ExperiencesHarnessing the Currents of the Digital Ocean -- Educational Data Mining and Learning Analytics -- Analytics through an Institutional Lens: Definition, Theory, Design and Impact -- A Learning Management System-Based Early Warning System for Academic Advising in Undergraduate Engineering -- The Data-Assisted Approach to Building Intelligent Technology Enhanced Learning Environments -- Identifying Points for Pedagogical Intervention Based on Student Writing: Two Case Studies for the "Point of Originality.".
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  • 78
    ISBN: 9789462095786 , 9789462095762 , 9789462095779
    Language: English
    Pages: Online-Ressource (XXVIII, 274 p, online resource)
    Series Statement: The Knowledge Economy and Education
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Allais, Stephanie Selling out education
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    Keywords: Competency-based education ; Vocational qualifications ; Education ; Education Economic aspects ; Education ; Informationsgesellschaft ; Bildung ; Fähigkeit ; Qualifikation ; Rahmenrichtlinie ; Wissen
    Abstract: Preliminary Material -- Qualifications -- Plus La Meme Chose -- Something New, Something Old -- Something Borrowed, Something Sold -- Cure or Symptom? -- Knowledge, Outcomes, and the Curriculum -- Who is Right? -- Where is it Going? -- Lessons and Alternative Directions -- Afterword: Africa, 2025 -- References.
    Abstract: Selling Out Education argues that basing education policy on qualifications and learning outcomes—dramatized by the phenomenal expansion of qualifications frameworks—is misguided. Qualifications frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility
    Description / Table of Contents: TABLE OF CONTENTS; LIST OF FIGURE AND BOXES; ACKNOWLEDGEMENTS; INTRODUCTION: FIRST AS FARCE, THEN AS TRAGEDY….; NOTE; A NOTE ON TERMINOLOGY; CHAPTER 1: QUALIFICATIONS: Culture, Currency, Commodity; 'RELEVANT' EDUCATION AS THE SOLUTION TO ECONOMIC AND SOCIETAL PROBLEMS; QUALIFICATIONS, CURRICULUM, ECONOMY; WHAT CAN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKS DO FOR YOU?; AN EXPLOSION OF QUALIFICATIONS FRAMEWORKS AND LEARNING OUTCOMES; EVIDENCE OR IDEOLOGY-BASED POLICY?; ENDNOTES; CHAPTER 2: PLUS LA MEME CHOSE: The Early History of Learning Outcomes and Learner Centredness
    Description / Table of Contents: LOOKING BACK ON LEARNING OUTCOMESLOOKING BACK ON LEARNER-CENTREDNESS; THE PENDULUM OF IDEAS; ENDNOTES; CHAPTER 3: SOMETHING NEW, SOMETHING OLD: The Rise of Neoliberalism and the First Institutionalization of Outcomes-Based Qualifications; NEOLIBERALISM; THE UNITED KINGDOM AND AUSTRALIA; Common Threads; Achievements in Australia and the United Kingdom; AN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKIN NEW ZEALAND; Political and Economic Drivers; Achievements in New Zealand; MOVING OUT; ENDNOTES
    Description / Table of Contents: CHAPTER 4: SOMETHING BORROWED, SOMETHING SOLD: Outcomes, Competences, and Qualifications Frameworks Spread to the Developing WorldSOUTH AFRICA; High Hopes for Learning Outcomes; Policy Borrowing; New Structures, New Qualifications; Outcomes-Based Education for the School System; Failures of the NQF in South Africa; A Revised Framework; SIMILAR TRAJECTORIES IN OTHER POOR AND MIDDLE INCOME COUNTRIES; Unused Qualifications; The Regulatory State and Weak Institutions; Reiterations of Policies and Complex Institutions; Vocational Education Focus; Recognition of Prior Learning; Differences
    Description / Table of Contents: CONCLUSIONENDNOTES; CHAPTER 5:CURE OR SYMPTOM?: Why Outcomes-Based Qualifications Frameworks Don't Improve Education/Labour Market Relationships; BRINGING EDUCATION CLOSER TO LABOUR MARKETS THROUGH EMPLOYER-SPECIFIED COMPETENCES; THREE 'LOGICS' OF LABOUR MARKET ORGANIZATION; LABOUR MARKETS, TRAINING, AND QUALIFICATION REFORM; SOCIAL POLICY, TRAINING, AND QUALIFICATIONS REFORM; OTHER PROBLEMS WITH EMPLOYER-SPECIFIED COMPETENCES; LABOUR MOBILITY AND QUALIFICATIONS FRAMEWORKS: 'TRANSPARENCY' AND INTERPRETATION; CONCLUSION; ENDNOTES; CHAPTER 6: KNOWLEDGE, OUTCOMES, AND THE CURRICULUM
    Description / Table of Contents: INTRODUCTIONKNOWLEDGE AND LEARNING OUTCOMES; IMPLIED, 'EMBEDDED', AND 'UNDERPINNING' KNOWLEDGE; KNOWLEDGE AS FLAT; THE SPIRAL OF SPECIFICATION; THE SPIRAL OF SPECIFICATION IN PRACTICE: THE SOUTH AFRICAN CASE; STRUCTURED, ORGANIZED, COMPLEX BODIES OF KNOWLEDGE; LEARNING OUTCOMES AND CURRICULUM COHERENCE; ENDNOTES; CHAPTER 7: WHO IS RIGHT?: Learning Outcomes and Economics Imperialism; NEOCLASSICAL ECONOMICS AND ECONOMICS IMPERIALISM; Capitalizable Humans; A Brief Word on Capital and Other 'Capitals; Second Expanded Imperialist Phase; ECONOMICS IMPERIALISM AND QUALIFICATIONS FRAMEWORKS
    Description / Table of Contents: LEFT-WING SUPPORT FOR LEARNING OUTCOMES AND QUALIFICATIONS FRAMEWORKS
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  • 79
    ISBN: 9789401790574
    Language: English
    Pages: Online-Ressource (XIX, 189 p. 25 illus, online resource)
    Series Statement: Contemporary Trends and Issues in Science Education 43
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Druckausg. Erduran, Sibel Reconceptualizing the nature of science for science education
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    Keywords: Science Philosophy ; Science Study and teaching ; Education ; Education ; Science Philosophy ; Science Study and teaching ; Naturwissenschaftlicher Unterricht ; Wissenschaftstheorie
    Abstract: Prompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education. The volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim-to synthesize perspectives from the fields of philosophy of science and science education. The authors believe that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally. "The book is an important contribution to science education research in terms of advancing our thinking about how to integrate the teaching of NOS in science lessons.” Professor Doris Jorde, University of Oslo & Norwegian Centre for Science Education, Norway “By drawing from multidisciplinary studies of science and education, Drs. Erduran and Dagher provide a refreshingly new and comprehensive view of the nature of science and highlight insightful and timely educational implications.” Professor Gregory J. Kelly, Pennsylvania State University, USA
    Description / Table of Contents: Dedication.- ForewordPreface.- Chapter 1. Reconceptualizing nature of science for science education -- Chapter 2. Family Resemblance Approach to characterizing science -- Chapter 3. Aims and values of science -- Chapter 4. Scientific practices -- Chapter 5. Methods and methodological rules in science -- Chapter 6. Scientific knowledge -- Chapter 7. Science as a social-institutional system -- Chapter 8. Towards “Generative Images of Science” in educational contexts -- Index.
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  • 80
    ISBN: 9789462095243
    Language: English
    Pages: Online-Ressource (X, 104 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Unshackled: Education for Freedom, Student Achievement, and Personal Emancipation
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    Keywords: Academic achievement ; Democracy and education ; Educational change ; Education ; Education ; Bildung ; Emanzipatorische Erziehung ; Unabhängigkeitsbewegung
    Abstract: Preliminary Material -- The World Under Siege and the Railroad to Freedom: Unshackled -- Global and Local Resistance; Memories of the Motherland-Africa, Unshackled -- Journey to Freedom: From Miseducation and Colonization to Liberation -- To be Unshackled: The Rise and Fall of Tucson, Arizona's Ethnic Studies Program -- Nontraditional Models of Success: The Charter School Option -- Unshackled: School Reform and the Way Forward -- References -- About the Author -- Index.
    Abstract: Harnessing conceptual inspiration through the work of Harriet Tubman and Queen Nanny the Maroon of Jamaica, this book explores the historical and contemporary role that education has-and can continually play as an instrument of personal and group liberation. The book discusses the early formations of the Transatlantic Slave Trade, the enslavement of native populations, and the subsequent development of the Underground Railroad and Maroon societies in the Caribbean and Americas as systems of liberation. It investigates the development and maintenance of racial, gendered and class stratifi cation, and provides a personal path to freedom as a context for a broader discussion on using education as a mechanism for dismantling the effects of colonization, miseducation, and social-psychological domination in schools and society. As a contemporary issue, it presents an in depth analysis of the Tucson Unifi ed School District in Arizona, and the controversy surrounding its ethnic studies program as an example of one of the contested sites of curriculum development and student liberation. Additionally, it discusses high performing charter schools as an alternative model of education, which may help to provide a systematic way of unshackling institutional barriers and oppression. Ultimately, this book acknowledges that today the road to freedom is still one we must all travel as: miseducation, school failure, school dropout, unemployment/underemployment, poverty, neighborhood violence, incarceration, and a growing prison industrial complex are all reminders of the work that still must be accomplished. Like those who historically sacrifi ced their lives to gain freedom and an education, today, with the lingering effects of institutionalized systems of domination, education must continue to be an instrument of social mobility and liberation, if indeed, we are to make schools and society more humane and inclusive towards those who are still waiting to be unshackled. The book presents implications regarding the treaties on education for freedom as a school reform and public policy topic
    Description / Table of Contents: ACKNOWLEDGEMENTS; TABLE OF CONTENTS; INTRODUCTION; CHAPTER 1: THE WORLD UNDER SIEGE AND THE RAILROAD TO FREEDOM: UNSHACKLED; UNSHACKLED: RAILROAD TO FREEDOM; HARRIET TUBMAN: THE PRESIDENT OF THE UNDERGROUND RAILROAD; THE EXPANSIVE UR; NOTE; CHAPTER 2: GLOBAL AND LOCAL RESISTANCE; MEMORIES OF THE MOTHERLAND-AFRICA, UNSHACKLED; AN APPEAL FOR FREEDOM; ANNEXATION OF MEXICO; THE DRED SCOTT CASE AND THE CIVIL WAR; POST-EMANCIPATION: THE STRUGGLE CONTINUED; POLITICAL REPRESENTATION; ECONOMIC INDEPENDENCE; EDUCATION FOR FREEDOM
    Description / Table of Contents: CHAPTER 3: JOURNEY TO FREEDOM: FROM MISEDUCATION AND COLONIZATION TO LIBERATIONJOURNEY TO FREEDOM: GREG WIGGAN; JOURNEY TO FREEDOM: LAKIA SCOTT; JOURNEY TO FREEDOM: MARCIA WATSON; UNDERSTANDING PSYCHOLOGICAL ENSLAVEMENT AND THE PROCESS OF LIBERATION; UNDERSTANDING SLAVERY AND COLONIZATION; A NEED FOR AN ADJUSTMENT IN THINKING; BEGINNING THE PROCESS OF DECOLONIZATION; IGNORING THE DANGERS; THE DECOLONIZATION AS A SOCIAL ACT; ISSUES OF DECOLONIZATION; THE COLONIZED DILEMMA; EDUCATION FOR PERSONAL EMANCIPATION
    Description / Table of Contents: CHAPTER 4: TO BE UNSHACKLED: THE RISE AND FALL OF TUCSON, ARIZONA'S ETHNIC STUDIES PROGRAMBLACK AND LATINO/LATINA RACE RELATIONS IN AMERICA; THE MOVEMENT TOWARDS EQUALITY; CURRICULUM SEGREGATION; ETHNIC STUDIES IN ARIZONA: THE BEGINNING; ETHNIC STUDIES IN ARIZONA: THE RISE AND FALL; ETHNIC STUDIES IN ARIZONA: THE AFTERMATH; CURRENT HEGEMONIC SYSTEMS; BENEFITS OF ETHNIC STUDIES; LIBERATION THROUGH CURRICULUM; CHAPTER 5: NONTRADITIONAL MODELS OF SUCCESS: THE CHARTER SCHOOL OPTION; THE LEGISLATIVE PUSH FOR OPTIONS IN SCHOOLING
    Description / Table of Contents: CHARTER SCHOOLS AND URBAN STUDENT POPULATIONS: EDUCATION FOR FREEDOM AWAITSCHARTER MODELS UNDER QUESTION; Voluntary Racial Segregation; Teacher Quality and Turnover; Systems of Privilege; CHARTER MODELS AS AN EMANCIPATORY EDUCATION; EXEMPLARY CHARTER MODELS; Harlem Children's' Zone; Knowledge is Power Program; Animo Leadership Charter School; Youth Engaged in Service (YES Prep); Roxbury Preparatory Charter School; CHAPTER 6: UNSHACKLED: SCHOOL REFORM AND THE WAY FORWARD; NATIONAL RECOMMENDATIONS; STATE AND DISTRICT RECOMMENDATIONS; REFERENCES; ABOUT THE AUTHOR; INDEX
    Note: Includes bibliographical references and index
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  • 81
    ISBN: 9789462099029
    Language: English
    Pages: Online-Ressource (Approx. 230 p, online resource)
    Series Statement: Research on the Education and Learning of Adults
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Learning across Generations in Europe: Contemporary Issues in Older Adult Education
    Parallel Title: Erscheint auch als Learning across generations in Europe
    RVK:
    RVK:
    Keywords: Adult education ; Older people Education ; Education ; Education
    Abstract: Preliminary Material /Bernhard Schmidt-Hertha , Sabina Jelenc Krašovec and Marvin Formosa -- Introduction /Bernhard Schmidt-Hertha , Sabina Jelenc Krašovec and Marvin Formosa -- Lifelong Learning in Later Life /Marvin Formosa -- Older Men’s Learning and Conviviality /Barry Golding -- Education and Empowerment in Later Life /Esmeraldina Veloso and Paula Guimarães -- E-learning: An Opportunity for Older Persons /Veronika Thalhammer -- Older Adults as Active Learners in the Community /António Fragoso -- Conceptual Basis for Learning /Dominique Kern -- Temporary Exit from Employment /Alfredo Alfageme -- Lifelong Learning and Skills Development in the Context of Innovation Performance /Tarja Tikkanen -- Learning for Disadvantaged Seniors /Georgios K. Zarifis -- Voluntary Work as the Seniors’ Space for Learning /Małgorzata Malec-Rawiński -- Different Concepts of Generation and Their Impact on Intergenerational Learning /Bernhard Schmidt-Hertha -- What Grows in Gardens? /Barry J. Hake -- Intergenerational Learning in Different Contexts /Sonja Kump and Sabina Jelenc Krašovec -- Older Adults as Active Members of Non-Governmental Organisations /Irena Žemaitaitytė -- Intergenerational Learning and Social Capital /Ann-Kristin Boström -- Conclusion /Marvin Formosa , Sabina Jelenc Krašovec and Bernhard Schmidt-Hertha -- About the Contributors /Bernhard Schmidt-Hertha , Sabina Jelenc Krašovec and Marvin Formosa.
    Abstract: FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK! Learning across Generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults’ education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse research and evaluation of different forms of older adults’ education and learning. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning. It is the editors’ intention that this collection of papers acts as a persuasive argument for formal and non-formal learning agencies to open more doors for older adults
    Description / Table of Contents: CONTENTS; FOREWORD; ACKNOWLEDGEMENTS; THE EUROPEAN SOCIETY FOR RESEARCH ON THE EDUCATION OF ADULTS (ESREA); 1. INTRODUCTION: Older Adult Education and Intergenerational Learning; THE STORY SO FAR; CONTENT AND STRUCTURE; REFERENCES; SECTION 1: THEORY AND POLICY ISSUES; 2. LIFELONG LEARNING IN LATER LIFEL: Policies and Practices; INTRODUCTION; OLDER ADULT LEARNING; POLICY AND OLDER ADULT LEARNING; GOOD PRACTICE IN OLDER ADULT LEARNING; FUTURE POLICY DIRECTIONS; CONCLUSION; REFERENCES; 3. OLDER MEN'S LEARNING AND CONVIVIALITY; INTRODUCTION
    Description / Table of Contents: MOVING FROM CONVENTIONAL EDUCATION AND TRAINING TO THE PERIPHERYDRAWING CONCLUSIONS ABOUT OLDER MEN LEARNING; OLDER MEN AS LEARNERS: SOME INTERNATIONAL COMPARISONS; PROLIFERATION OF MEN'S SHEDS; MEN'S SHEDS REVEALED; Evidence of one shed's engagement with and contribution to its community; An academic's blog response to the conviviality of men's sheds; Personalising men's sheds as a form of intergenerational practice; DISCUSSION: CONVIVIALITY, SHEDS AND SOCIAL TRANSFORMATION; Would Illich and Freire Have Liked Men's Sheds?; CONCLUSION: LIFELONG AND LIFEWIDE LEARNING BY OLDER MEN
    Description / Table of Contents: ACKNOWLEDGEMENTNOTES; REFERENCES; 4. EDUCATION AND EMPOWERMENT IN LATER LIFE; INTRODUCTION; ADULT EDUCATION; FROM EDUCATIONAL GERONTOLOGY …; … TO CRITICAL EDUCATIONAL GERONTOLOGY; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 5. E-LEARNING: AN OPPORTUNITY FOR OLDER PERSONS; INTRODUCTION; ICT AS A LEARNING FIELD; OLDER ADULTS AND MEDIA USE; E-LEARNING IN TEACHING AND LEARNING SITUATIONS; e-Learning as a Diffuse Term; Different Forms of e-Learning; Benefits of e-Learning; EXISTING E-LEARNING OPPORTUNITIES FOR OLDER PERSONS; Existing Opportunities of e-Learning Programmes
    Description / Table of Contents: Integration of e-Learning into Educational ProgrammesPROBLEMS CONCERNING THE USE OF E-LEARNING IN EDUCATION SETTINGS FOR OLDER PERSONS; CONCLUSION AND FUTURE POSSIBILITIES; REFERENCES; 6. OLDER ADULTS AS ACTIVE LEARNERS IN THE COMMUNITY; INTRODUCTION; OLDER ADULTS AND LEARNING IN PORTUGAL: A GENERAL PICTURE; OLDER ADULTS AND LEARNING: THE ROLE OF POLICY; OLDER ADULTS AND LEARNING: THE ROLE OF ADULT EDUCATION; CONCLUDING REMARKS; AKNOWLEDGMENT; NOTES; REFERENCES; SECTION 2: PARTICIPATION AND PROGRAMMES; 7. CONCEPTUAL BASIS FOR LEARNING: Frameworks for Older Adult Learning; INTRODUCTION
    Description / Table of Contents: CONCEPTUAL APPROACHES TO TEACHING OLDER ADULTSGerontagogy and Geragogy1: The German Origins; Educational Gerontology Conceptualised by Peterson; Three Specific Approaches that Use the Terms Geragogy and Gerontagogy; Critical Gerogogy; Gerontagogy as One Part of a Dual Approach; Geragogy Based on Humanistic Psychology; Full Continuing Education6; OBSERVATIONS: ANALOGIES AND DIFFERENCES; Analogies; Main Difference: Argumentation of Epistemological Anchorage; Two Different Epistemological Foundations: Gerontology and Education Sciences
    Description / Table of Contents: INSTEAD OF A CONCLUSION: PROPOSAL OF TRHEE EPISTEMOLOGICAL ELEMENTS ESSENTIAL FOR REFLEXION IN CONNECTION WITH TEACHING OLDER ADULTS
    Note: Includes bibliographical references
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  • 82
    ISBN: 9789400727151
    Language: English
    Pages: Online-Ressource (XIII, 215 p. 103 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Brousseau, Guy Teaching Fractions through Situations: A Fundamental Experiment
    RVK:
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: This work presents one of the original and fundamental experiments of Didactique, a research program whose underlying tenet is that Mathematics Education research should be solidly based on scientific observation. Here the observations are of a series of adventures that were astonishing for both the students and the teachers: the reinvention of fractions and of decimal numbers in a sequence of lessons and situations that permitted the students to construct the concepts for themselves. The book leads the reader through the highlights of the sequence's structure and some of the reasoning behind the lesson choices. It then presents explanations of some of the principal concepts of the Theory of Situations. In the process, it offers the reader the opportunity to join a lively set of fifth graders as they experience a particularly attractive set of lessons and master a topic that baffles many of their contemporaries
    Description / Table of Contents: 1. The Adventure of the Students2. Viewing the Adventure from the Perspective of Teachers and Researchers -- 3. Some Key Concepts and Terms from the Theory of Situations -- 4. The Setting for the Adventure -- 5. Description of the Center for Observation for Research in Mathematics Education -- 6. Conclusions and future directions.
    Note: Description based upon print version of record
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  • 83
    ISBN: 9789462095458
    Language: English
    Pages: Online-Ressource (VI, 222 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als European and Latin American Higher Education Between Mirrors: Conceptual Frameworks and Policies of Equity and Social Cohesion
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Europe ; Europa ; Lateinamerika ; Hochschulbildung
    Abstract: Preliminary Material /António Teodoro and Manuela Guilherme -- Introduction /António Teodoro and Manuela Guilherme -- Taking Heaven by Storm? /Carlos Alberto Torres -- Equality, Democratic Citizenship and Solidarity /José Manuel Mendes -- Epistemology of the Oppressed /José Eustáquio Romão -- 'Glocal' Languages and North-South Epistemologies /Manuela Guilherme -- Institutional Networks in Latin America /António Teodoro , Carlos Alberto Torres and José Eustáquio Romão -- Researching the Bologna Process Through the Lens of the Policy Cycle /Amélia Veiga -- Scenarios, Dilemmas, and Pathways to European Higher Education /António M. Magalhães -- The Impact of the Bologna Process in Ibero-America. Prospects and Challenges /Alejandro Tiana-Ferrer -- Studying Historical Periodisation /Tim Rudd and Ivor Goodson -- The Equity Goal Oriented Model Revisited /Óscar Espinoza -- Governance and Convergence in Higher Education /Jorge M. Gorostiaga , Ana M. Cambours de Donini and Monica E. Pini -- Higher Education and Citizenship Development /Wiel Veugelers , Isolde de Groot and Fleur Nollet -- Equity, Social Cohesion and Relevance in Higher Education /Silvia Llomovatte and Judith Naidorf -- Conclusion /António Teodoro and Manuela Guilherme -- List of contributors /António Teodoro and Manuela Guilherme.
    Abstract: This book aims to deepen the discussion about the goals envisioned, the roles undertaken and constraints found in higher education institutions both in Europe and Latin America in current times. This book addresses the controversies and challenges regarding globalising ideologies, policies, and practices at place. It questions leading concepts, epistemological axioms and sweeping transnational policies which are shaking core principles, traditional routines and local commitments of European and Latin American higher education institutions. It focuses on the motivations and consequences of ransnational networking in academic life, on the impacts of the Bologna process, both its vision and implementation in higher education in Europe and its exportation to Latin America. This book also examines the defi nitions, translations and implications of concepts such as equality and difference, equity and solidarity, governance and citizenship and their signifi cance in organizational, geographical and global contexts of contemporary higher education both in Europe and Latin America
    Description / Table of Contents: CONTENTS; INTRODUCTION; REFERENCES; PART I: DESIGNING POSSIBLE FUTURES; Chapter 1: TAKING HEAVEN BY STORM?: A logbook for rethinking conceptual and normative categories in higher education in Latin America; INTRODUCTION; TOWARD A CRITIQUE OF OBSCURANTISM; TOWARD AN ALTERNATIVE GLOBALIZATION: PLANETARIZATION; TOWARD AN ECOPEDAGOGY; TOWARD AN EDUCATION FOR SOCIAL JUSTICE; TOWARD A MULTICULTURAL AND COSMOPOLITAN CITIZENSHIP; TOWARD THE CONSTRUCTION OF RADICAL EDUCATION AND RADICAL DEMOCRACY; TOWARD A TRANSVERSAL, TRANS-DISCIP LINARY AND CONNECTIVE MODEL OF KNOWLEDGE; EPILOGUE; FOR MICHELANGELO
    Description / Table of Contents: BIBLIOGRAPHYChapter 2: EQUALITY , DEMOCRATIC CITIZENS HIP AND SOLIDARITY: Is There a Role for Higher Education in the Framing of an Alternative Paradigm?; INTRODUCTION; THE EMERGENCE OF THE CONCEPTS OF EQUITY AND SOCIAL COHESION IN HIGHER EDUCATION POLICIES; EQUITY OR EQUALITY?; SOCIAL COHESI ON AND SOCIAL CAPITAL OR SOLIDARITY AMONG STRANGERS?; AN ALTERNATIVE PARADIGM : EDUCATION AS FREEDOM; REFERENCES; Chapter 3: EPISTEMOLOGY OF THE OPPRESSED: The way to enhance the intercultural dimension of citizenship education; INTRODUCTION; ALTERNATIVE EPISTEMOLOGIES
    Description / Table of Contents: BOAVENTURA DE SOUSA SANTOS AND THE "PRUDENT REASON"DARCY RIBEIRO AND THE "MESTIZA5 REASON"; EDOUARD GLISSA NT AND THE "CRIOLLA REASON"; EDWARD W. SAI D AND "POST-COLONIA L REASON"; ENRIQUE DUSS EL AND THE "ANALECTIC OR EX TERIOR REAS ON"; WALTER MIG NOLO AND THE "BORDER REAS ON"; PAULO FREIRE AND THE "OPP RESS ED REAS ON"; THE WORLD -SYSTE M WITHOUT FUTURE AND UTO PIA; REFERENCES; Chapter 4: "GLOCAL" LANGUAGES AND NORTH-SOUTH EPISTEMOLOGIES: Plurilingual and intercultural relationships; INTRODUCTION: KNOWLEDGE ECOLOGY - RESTATING THE BALANCE; "GLOCAL" AND POSTCOLONIAL CITIZENSHIPS
    Description / Table of Contents: THE ROLE OF CRITICAL PEDAGOGY IN INTERCULTURAL EDUCATIONCONCEPTUAL DIALECTICS ON CULTURAL DIVERSITY; INTERCULTURAL COMMUNICATION IN A "GLOCAL" WORLD; "GLOCAL" LANGUAGES IN ACADEMIA; CONCLUSION; REFERENCES; Part II: MAPPING THE HIGHER EDUCATION AREA(S); Chapter 5: INSTITUTIONAL NETWORKS IN LATIN AMERICA: Building new paths in academic cooperation; INTRODUCTION; A NETWORK SOCIETY; THE LATIN AMERICAN CONTEXT; THE EDUCATIONAL SCENARIO OF NETWORKS IN SOCIAL SCIENCES; THE LATIN AMERICAN COUNCIL ON SOCIAL SCIENCES (CLACSO); THE LATIN AMERICAN FACULTY OF SOCIAL SCIENCES (FLACSO)
    Description / Table of Contents: THE LATIN AMERICAN EDUCATIONAL DOCUMENTATION NETWORK (REDUC)CONCLUSION; REFERENCES; WEBSITES; Chapter 6: RESEARCHING THE BOLOGNA PROCESS THROUGH THE LENS OF THE POLICY CYCLE; CONTEXT OF INFLUENCE OF THE BOLOGNA PROCESS; CONTEXT OF TEXT PRODUCTION OF THE BOLOGNA PROCESS; CONTEXT OF PRACTICE OF THE BOLOGNA PROCESS; CONTEXT OF OUTCOMES OF THE BOLOGNA PROCESS; CONTEXT OF POLITICAL STRATEGY OF THE BOLOGNA PROCESS; CONCLUSION; REFERENCES; Chapter 7: SCENARIOS, DILEMMAS, AND PATHWAYS TO EUROPEAN HIGHER EDUCATION1; INTRODUCTION; THE FUTURES OF EUROPEAN HIGHER EDUCATION
    Description / Table of Contents: THE RECONFIGURATION OF HIGHER EDUCATION: BETWEEN THE POSSIBLE AND THE DESIRABLE
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  • 84
    ISBN: 9789462095540
    Language: English
    Pages: Online-Ressource (XIV, 210 p, online resource)
    Series Statement: Critical Issues in the Future of Learning and Teaching
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Leading for Educational Lives: Inviting and Sustaining Imaginative Acts of Hope
    RVK:
    Keywords: Educational leadership ; Education ; Education ; Bildungsforschung ; Bildungsplanung ; Bildungspolitik ; Bildungsplanung
    Abstract: Preliminary Material /John M. Novak , Denise E. Armstrong and Brendan Browne -- Education Matters, Really /John M. Novak , Denise E. Armstrong and Brendan Browne -- The Inviting Perspective /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading From the Inside Out /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing and Mentoring Your Educational Self /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading Others /John M. Novak , Denise E. Armstrong and Brendan Browne -- Artfully Managing Conflict, Really /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading for Valued Knowledge /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing Educational Sensibilities /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading Educational Communities /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing a Starfish /John M. Novak , Denise E. Armstrong and Brendan Browne -- Leading Within and Beyond Schools /John M. Novak , Denise E. Armstrong and Brendan Browne -- Managing Schools for a More Inclusive World /John M. Novak , Denise E. Armstrong and Brendan Browne -- Hope for Educational Leadership /John M. Novak , Denise E. Armstrong and Brendan Browne -- Appendix A /John M. Novak , Denise E. Armstrong and Brendan Browne -- Appendix B /John M. Novak , Denise E. Armstrong and Brendan Browne -- References /John M. Novak , Denise E. Armstrong and Brendan Browne -- Index /John M. Novak , Denise E. Armstrong and Brendan Browne -- About the Authors /John M. Novak , Denise E. Armstrong and Brendan Browne.
    Abstract: This book is written for the growing number of people (teachers, administrators, support staff, parents, and community members) throughout the world who wish to face the challenges of school leadership in ways that feel right, make sense, and contribute to sustaining defensible educational practices. Using and extending the evolving core ideas of the global inviting school movement, it provides a hopeful approach to educational leadership, management, and mentorship that combines philosophical defensibility, administrative savvy, and illustrative stories. A systematic framework for examining the challenges of educational leadership, the Educational LIVES model, is used to organize the book. It is centred on the idea that leadership is fundamentally about people and the caring and ethical relationships they establish with themselves, others, values and knowledge, institutions, and the larger human and other-than-human world. Emphasized throughout the book are the special quality of relationships needed to appreciate individuals in their uniqueness and the types of messages that intentionally call forth their potential to live educational lives. We call this approach the inviting perspective and offer the experiences of educators from around the world who put imaginative acts of hope into practice daily as they lead, manage, and mentor
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION; PART 1:EDUCATIONAL LIVES SEEN FROM AN INVITING PERSPECTIVE; CHAPTER 1: EDUCATION MATTERS, REALLY; WORDS MATTER; EDUCATIONAL LIVING MATTERS; IDEALS AND INSTITUTIONS MATTER; ORCHESTRATING IDEALS AND CONVENTIONS MATTER; COMPARISONS MATTER; STRUCTURES MATTER; MENTORING CONVERSATIONS; CHAPTER 2: THE INVITING PERSPECTIVE; LEADING WITH INTEGRITY; PERSPECTIVES ON PERSPECTIVES; MEANINGFUL MESSAGES; LIVING FOUNDATIONS; Democratic Ethos; The Perceptual Tradition; Self-Concept Theory; WORKING WITH INVITATIONS; AREAS OF INVITING
    Description / Table of Contents: Inviting Oneself PersonallyInviting Others Personally; Inviting Oneself Professionally; Inviting Others Professionally; MENTORING CONVERSATIONS; PART 2: IMAGINATIVELY LEADING, MANAGING, AND MENTORING EDUCATIONAL LIVES; CHAPTER 3: LEADING FROM THE INSIDE OUT; CORE AUTHENTICITY; ESCAPING REALITY; METAPERCEPTIONS; UNDERSTANDING SELF-SYSTEMS; THE IMPORTANCE OF EXPERIENCE; MENTORING CONVERSATIONS; CHAPTER 4: MANAGING AND MENTORING YOUR EDUCATIONAL SELF; THE IMPORTANCE OF CHOICES; DEVELOPING PRACTICAL WISDOM; EDUCATIONAL LIFE STRATEGIES; SAVOURING DAILY LIFE; ATTENDING TO SELF-MENTORING
    Description / Table of Contents: PROBING INNER CONVERSATIONSBECOMING REFLECTIVE PRACTIONERS; TRUSTING ONESELF; RESPECT ONESELF; THOUGHTFUL OPTIMISM; MANAGING PERSONAL WELLNESS; MENTORING CONVERSATIONS; CHAPTER 5: LEADING OTHERS; THE PERCEPTUAL CORE OF INTERACTION; LIVING COMMUNICATION; IMPORTANCE OF RELATIONSHIPS; SUSTAINED ACTION; Being Ready; Doing With; FOLLOWING THROUGH; MENTORING CONVERSATIONS; CHAPTER 6: ARTFULLY MANAGING CONFLICT, REALLY; INTERPERSONAL TENSIONS; Using the Six Cs; Concern; Confer; Consult; Confront; Combat; Conciliate; MANAGING PHILOSOPHICAL DIFFERENCES; MENTORING CONVERSATIONS
    Description / Table of Contents: CHAPTER 7: LEADING FOR VALUED KNOWLEDGEPROMOTING A POSITIVE AND REALISTIC SELF-CONCEPT-AS-LEARNER; Relating; Asserting; Investing; Coping; LEADING MINDFUL LEARNING; VALUED KNOWLEDGE; MENTORING CONVERSATIONS; CHAPTER 8: MANAGING EDUCATIONAL SENSIBILITIES; CONSIDER CARING; DIALOGUE ON INVITATIONAL LEARNING; SUCCESSFUL INTELLIGENCE; MAKING TOUGH CHOICES; MENTORING CONVERSATIONS; CHAPTER 9: LEADING EDUCATIONAL COMMUNITIES; STRUCTURE, FREEDOM, AND COMPLEXITY; EDUCATIONAL METAPHORS (FACTORY VS. FAMILY); SCHOOLS AS EFFICIENT FACTORIES; SCHOOLS AS INVITING FAMILIES
    Description / Table of Contents: IMAGINING AN INVITING FAMILY SCHOOLTHE ESSENTIAL FOCUS OF AN INVITING FAMILY SCHOOL; MENTORING CONVERSATIONS; CHAPTER 10: MANAGING A STARFISH; STARFISH POWER; INVITING MEANINGFUL CHANGE; MENTORING CONVERSATIONS; CHAPTER 11: LEADING WITHIN AND BEYOND SCHOOLS; SAVOURING REALITY IN A COMPLEX WORLD; UNDERSTANDING THE COMPLEXITY OF THE PRESENT; BETTERING CONFLICTING POSSIBILITIES; DEEPENING EDUCATIONAL DEMOCRACY; MENTORING CONVERSATIONS; CHAPTER 12: MANAGING SCHOOLS FOR A MORE INCLUSIVE WORLD; MANAGING TO TAKE THE SCHOOL OUTSIDE; WORKING WITH OTHER SCHOOLS; WORKING FROM HOME
    Description / Table of Contents: INVITATIONAL GOVERNANCE
    Note: Includes bibliographical references and index
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  • 85
    ISBN: 9789400759022
    Language: English
    Pages: Online-Ressource (XXVII, 398 p. 23 illus, online resource)
    Series Statement: The Enabling Power of Assessment 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Designing assessment for quality learning
    RVK:
    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Lernen ; Beurteilung ; Evaluation ; Lernerfolg
    Abstract: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book's structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers' responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book's structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education
    Abstract: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education
    Description / Table of Contents: 1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goalsPART 1: Assessment Quality -- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum -- 3. Student involvement in assessment of their learning -- 4. Large-scale testing and its contribution to learning -- 5. The role of assessment in improving learning in a context of high accountability -- PART 2: Becoming Assessment Literate -- 6. Assessment literacy -- 7. The power of learning-centered task design: An exercise in the application of the variation principle -- 8. Developing assessment tasks -- 9. Using assessment information for professional learning -- 10. Teachers’ professional judgment in the context of collaborative assessment practice -- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges -- PART 3: Teachers’ Responsibilities in Assessment -- 12. Looking at assessment through learning-colored lenses -- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation -- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards -- 15. Assessment and the reform of education systems: From good news to policy technology -- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability -- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners -- PART 4: Leading Learning and the Enabling Power of Assessment -- 18. Conceptualizing assessment culture in school -- 19. Preparing teachers to use the enabling power of assessment -- 20. Challenging conceptions of assessment -- 21. The place of assessment to improve learning in a context of high accountability -- PART 5: Digital Assessment -- 22. Designing next-generation assessment: Priorities and enablers -- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment -- Index.
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  • 86
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401788694
    Language: English
    Pages: Online-Ressource (X, 238 p. 36 illus, online resource)
    Series Statement: Multilingual Education 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    RVK:
    RVK:
    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Englisch ; Weltsprache ; Sprachkontakt ; Sprachvariante ; Englischunterricht
    Abstract: The English language has always existed alongside other languages. However, the last 200 years have shown a dramatic increase in the range, extent and context of contact between English and other languages. As a result of this contact, we find marked variations in Englishes around the world. Englishes in Multilingual Contexts: Language Variation and Education explores how these variations relate to issues in English language teaching and learning. The first part of this book includes chapters of importance in studying English language variation in the context of education. The second part builds on an understanding of variation and identifies pedagogical possibilities that respect language variation and yet empower English language learners in diverse contexts. Together, the chapters in this volume allow readers to develop a broad understanding around issues of language variation and to recognise pedagogical implications of this work in multilingual contexts. “This book provides a rich collation of material dealing with the implications of dialect variation for the teaching of the English language, as well as the use of genre-based teaching in the classroom. Many students and teachers who are keen to know about issues that arise with different varieties of English around the world will find the book exceptionally informative, and furthermore the practical advice for developing genre-based teaching will be valued by many trainee and practicing teachers.” David Deterding, University of Brunei, Darussalam, Brunei
    Description / Table of Contents: Chapter 1: IntroductionSection 1: Issues of Language Variation in Education. Chapter 2: Integrating Language Variation into TESOL: Challenges from English Globalization -- Chapter 3: Classroom Encounters with Caribbean Creole English: Language, Identities and Pedagogy -- Chapter 4: Global Identities or Local Stigma Markers: How Equal is the 'E' in Englishes in Cameroon? -- Chapter 5: Accent and Ethics: Issues that Merit Attention -- Chapter 6: Forensic Linguistics and Pedagogical Implications in Multilingual Contexts -- Chapter 7: Teaching the Expanding Universe of Englishes -- Section 2: Pedagogical applications. Chapter 8: Dynamic Approach to Language Proficiency -- Chapter 9: Modelling and Mentoring: The Yin and Yang of Teaching and Learning from Home Through School -- Chapter 10: Supporting Students in the Move from Spoken to Written Language -- Chapter 11: Applying Systemic Functional Linguistics to Build Educators’ Knowledge of Academic English for the Teaching of Writing -- Chapter 12: "Welcome to the Real World” or English Reloaded: A European Perspective -- Chapter 13: Preparing Linguistically Responsive Teachers in Multilingual Contexts -- Chapter 14: From Model to Practice: Language Variation in Education.
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  • 87
    ISBN: 9783319068145
    Language: English
    Pages: Online-Ressource (VIII, 227 p. 17 illus, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Luyten, Hans, 1963 - School size effects revisited
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    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Education ; Educational tests and measurements
    Abstract: This book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance; and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size
    Description / Table of Contents: 1. Introduction; Jaap Scheerens, Maria Hendriks, Hans Luyten2. School Size Effects: Review and Conceptual Analysis; Jaap Scheerens, Maria Hendriks, Hans Luyten -- 3. Research Synthesis of Studies Published between 1990 and 2012; Maria Hendriks -- 4. Quantitative Summary of Research Findings; Hans Luyten -- 5. Summary and Discussion; Hans Luyten -- Annex to Chapter 3.
    Note: Includes bibliographical references
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  • 88
    ISBN: 9789400778269
    Language: English
    Pages: Online-Ressource (XIV, 315 p. 14 illus, online resource)
    Series Statement: Professional Learning and Development in Schools and Higher Education 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Workplace learning in teacher education
    RVK:
    Keywords: Education ; Education
    Abstract: This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching
    Description / Table of Contents: 1. Framing Workplace Learning2. Developing a Multi-layered System of Distributed Expertise: What Does Cultural Historical Theory Bring to Understandings of Workplace Learning in School-University Partnerships?- 3. Developing Knowledge for Qualified Professionals -- 4. Work-based, Accredited Professional Education: Insights from Medicine -- 5. ‘In This Together’: Developing University-Workplace Partnerships in Initial Professional Training for Practitioner Educational Psychologists -- 6. Disentangling What it Means to Be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuing Professional Learning -- 7. Pulling Learning Through: Building the Profession’s Skills in Making Use of Workplace Coaching Opportunities -- 8. Empowering Teachers as Learners: Continuing Professional Learning Programmes as Sites for Critical Development in Pedagogical Practice -- 9. Lesson Study in a Performative Culture -- 10. The Policy Context of Teachers’ Workplace Learning: The Case for Research-based Professionalism in Teacher Education in England -- 11. Workplace Learning in Pre-service Teacher Education: An English Case Study -- 12. Work-based Learning in Teacher Education: A Scottish Perspective -- 13. ‘Learningplace’ Practices and Initial Teacher Education in Ireland: Knowledge Generation, Partnerships and Pedagogy -- 14. Teacher Learning in the Workplace in Initial Teacher Education in Portugal: Potential and Limits from a Student Teacher Perspective -- 15. Learning to Teach in Norway: A Shared Responsibility -- 16. Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions -- 17. Improving Workplace Learning in Teacher Education.
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  • 89
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789400771550
    Language: English
    Pages: Online-Ressource (XXI, 747 p. 164 illus, online resource)
    Series Statement: Advances in Mathematics Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Probabilistic thinking
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    Keywords: Distribution (Probability theory) ; Mathematics ; Education ; Education ; Education Philosophy ; Distribution (Probability theory) ; Mathematics ; Mathematik ; Wahrscheinlichkeit ; Stochastik ; Aufsatzsammlung ; Aufsatzsammlung ; Mathematik ; Wahrscheinlichkeit ; Stochastik
    Abstract: This volume provides a necessary, current and extensive analysis of probabilistic thinking from a number of mathematicians, mathematics educators, and psychologists. The work of 58 contributing authors, investigating probabilistic thinking across the globe, is encapsulated in 6 prefaces, 29 chapters and 6 commentaries. Ultimately, the four main perspectives presented in this volume (Mathematics and Philosophy, Psychology, Stochastics and Mathematics Education) are designed to represent probabilistic thinking in a greater context.
    Abstract: This volume provides a necessary, current and extensive analysis of probabilistic thinking from a number of mathematicians, mathematics educators, and psychologists. The work of 58 contributing authors, investigating probabilistic thinking across the globe, is encapsulated in 6 prefaces, 29 chapters and 6 commentaries. Ultimately, the four main perspectives presented in this volume (Mathematics and Philosophy, Psychology, Stochastics and Mathematics Education) are designed to represent probabilistic thinking in a greater context. “Uncertainty is part of our lives and we all have to deal with it and make decisions in spite of it. Ability to use ideas from probability theory as a way of quantifying uncertainty needs to be an integral part of our education at many levels and this book will surely play a useful role." - S.R.Srinivasa Varadhan, Recipient of the 2007 Abel Prize in Mathematics and the 2010 National Medal of Science “A welcome look at probability, with philosophical and psychological perspectives that offer foundations for both students and teachers of probability at the school and university levels. Very comprehensive and promises a great deal to the reader. Teachers and students will benefit from articles that clarify the competition between the frequentist and the Bayesian views of probability." - Reuben Hersh, Author of "What is Mathematics, Really?" and co-author of "The Mathematical Experience" “I often get asked why people find probability so unintuitive and difficult. After years of research, I have concluded it’s because probability really is unintuitive and difficult. This ground-breaking text acknowledges the full complexity of teaching this subject: the contributions face up to the competing interpretations of probability, emphasising the close connection to both human psychology and real-world problem-solving tasks. I am personally very pleased to see the subjective interpretation taken seriously, while also admiring the suggestions for teaching the properties of modeled randomness. A very timely and valuable book." -David Spiegelhalter, Winston Professor for the Public Understanding of Risk, University of Cambridge “The teaching and learning of probability is challenging in several ways - coordinating its three theoretical perspectives (classical, frequentist, and subjective); managing its relationship to statistics; and reconciling the counter-intuitive nature of much probabilistic reasoning. This volume presents a compreh ...
    Description / Table of Contents: Probabilistic Thinking; Series Preface; The Most Common Misconception About Probability?; Introduction to Probabilistic Thinking: Presenting Plural Perspectives; References; Contents; Perspective I: Mathematics and Philosophy; Preface to Perspective I: Mathematics and Philosophy; References; A Historical and Philosophical Perspective on Probability; 1 Introduction and Sources; 2 From Divination to Combinatorial Multiplicity; 2.1 Early Origins in Divination and Religion; 2.2 Emergence of the Rule of Favourable to Possible: Combinatorial Multiplicity; De Méré's Problem; Division of Stakes
    Description / Table of Contents: 3 Huygens, Bernoulli, and Bayes: The Art of Conjecturing3.1 Expectation and Probability; 3.2 Obstacles and Further Developments; Bayes' Formula and Inverse Probabilities; 4 Foundations and New Applications; 4.1 Classical Probability; 4.2 Continuous Distributions; 4.3 Axioms of Probability; 5 Modern Philosophical Views on Probability; Classical a Priori Theory (APT); Frequentist Theory (FQT); Subjectivist Theory (SJT); Commentary; 6 Concluding Comments; References; From Puzzles and Paradoxes to Concepts in Probability; 1 How Paradoxes Highlight Conceptual Conflicts; 2 Equal Likelihood
    Description / Table of Contents: 2.1 Early Notions of ProbabilityP1: Problem of the Grand Duke of Tuscany; What is the Paradox?; Further Ideas; P2: De Méré's Problem; What is the Paradox?; Further Ideas; P3: Division of Stakes; What is the Paradox?; Further Ideas; 2.2 Conceptual Developments in Probability; P4: D'Alembert's Problem; What is the Paradox?; Further Ideas; 3 Expectation; 3.1 Expectation and Probability; P5: St Petersburg Paradox; What is the Paradox?; Further Ideas; 3.2 Independence and Expectation; P6: Dependent Spinners; What is the Paradox?; Further Ideas; P7: Dependent Coins; What is the Paradox?
    Description / Table of Contents: Further Ideas4 Relative Frequencies; P8: Library Problem; What is the Paradox?; P9: Bertrand's Chord; What is the Paradox?; Further Ideas; 5 Personal Probabilities; 5.1 Inverse Probabilities; P10: Bertrand's Paradox; What is the Paradox?; Further Ideas; P11: Father Smith and Son; What is the Paradox?; Further Ideas; 5.2 Conflicts with Logic; P12: Intransitive Spinners; What is the Paradox?; P13: Blyth's Intransitive Spinners; P14: Reinhardt's Single Spinner; P15: Simpson's Paradox of Proportions; What is the Paradox?; Further Ideas; 6 Central Ideas of Probability Theory
    Description / Table of Contents: 6.1 Independence and Random Samples6.2 Central Theorems; Bernoulli's Law of Large Numbers; Laplace's Central Limit Theorem; Central Limit Theorem of Poisson; 6.3 Standard Situations; Laplacean Experiments; Bernoulli Experiments; Poisson Process; Elementary Errors; Stochastic Processes; 6.4 Kolmogorov's Axiomatic Foundation of Probability; The Axioms; Distribution Functions; Probability Measures on Infinite-Dimensional Spaces; Lebesgue Integral; 7 Conclusions; References; Three Approaches for Modelling Situations with Randomness; 1 Introduction
    Description / Table of Contents: 2 Three Different Approaches to Probability (Content Knowledge)
    Description / Table of Contents: SERIES PREFACE: Gabriele Kaiser and Bharath SriramanACKNOWLEDGEMENTS -- FOREWORD: Keith Devlin -- INTRODUCTION: Egan Chernoff and Bharath Sriraman -- PERSPECTIVE I: MATHEMATICS AND PHILOSOPHY -- Preface to Perspective I: Mathematics and Philosophy: Egan Chernoff and Gale Russell -- I.I. A historical and philosophical perspective on probability: Manfred Borovcnik and Ramesh Kapadia -- I.II. From puzzles and paradoxes to concepts in probability: Manfred Borovcnik and Ramesh Kapadia -- I.III. Three approaches for modeling situation with randomness: Andreas Eichler and Markus Vogel -- I.IV. A modeling perspective on probability: Maxine Pfannkuch and Ilze Ziedins -- Commentary on Perspective I: Mathematics and Philosophy: Bharath Sriraman and Kyeong-Hwa Lee -- PERSPECTIVE II: PSYCHOLOGY -- Preface to Perspective II: Psychology : Wim van Dooren -- II.I. Statistical thinking: no child left behind: Björn Meder and Gerd Gigerenzer -- II.II. The A-B-C of probabilistic literacy: Laura Martignon -- II.III. Intuitive conceptions of probability and the development of basic math skills: Gary Brase, Sherri Martinie and Carlos Castillo-Garsow -- II.IV. Testing a model on probabilistic reasoning: Francesca Chiesi and Caterina Primi -- II.V. Revisiting the medical diagnosis problem: reconciling intuitive and analytical thinking: Lisser Rye Ejersbo and Uri Leron -- II.VI. Rethinking probability education: perceptual judgment as epistemic resource: Dor Abrahamson -- II.VII. Sticking to your guns: a flawed heuristic for probabilistic decision-making: Deborah Bennett -- II.VIII. Developing probabilistic thinking: what about peoples’ conceptions: Annie Savard -- Commentary I on Perspective II: Psychology : Brian Greer -- Commentary II on Perspective II: Psychology: Richard Lesh and Bharath Sriraman -- PERSPECTIVE III: STOCHASTICS -- Preface to Perspective III: Stochastics: Bharath Sriraman and Egan Chernoff -- III.I. Prospective primary school teachers’ perception of randomness: Carmen Batanero, Pedro Arteaga, Luis Serrano and Blanca Ruiz -- III.II. Challenges of developing coherent probabilistic reasoning: rethinking randomness and probability from a stochastic perspective: Luis Saldanha and Yan Liu -- III.III. “It is very, very random because it doesn’t happen very often”: examining learners’ discourse on randomness: Simin Jolafee, Rina Zazkis and Nathalie Sinclair -- III.IV. Developing a modelling approach to probability using computer-based simulations: Theodosia Prodromou -- III.V. Promoting statistical literacy through data modelling in the early school years: Lyn D. English -- III.VI. Learning Bayesian statistics in adulthood: Wolff-Michael Roth -- Commentary on Perspective III: Stochastics: Mike Shaughnessy -- PERSPECTIVE IV: MATHEMATICS EDUCATION -- Preface to Perspective IV: Mathematics Education: Bharath Sriraman and Egan Chernoff -- IV.I. A practitional perspective on probabilistic thinking models and frameworks: Edward S. Mooney, Cynthia Langrall and Joshua T. Hertel -- IV.II. Experimentation in probability teaching and learning: Per Nilsson -- IV.III. Investigating the dynamics of stochastic learning processes: Susanne Prediger and Susanne Schnell -- IV.IV. Counting as a foundation for learning to reason about probability: Carolyn A. Maher and Anoop Ahluwalia -- IV.V. Levels of probabilistic reasoning of high school students about binomial problems: Ernesto Sánchez and Pedro Rubén Landín -- IV.VI. Children’s construction of sample space with respect to the law of large numbers: Efi Paparistodemou -- IV.VII. Researching conditional probability problem solving: Pedro Huerta -- IV.VIII. Real life experiences as hindrance in probabilistic situations: Ami Mamolo and Rina Zazkis -- IV.IX. Influence of culture on high school students’ probabilistic thinking: Sashi Sharma -- IV.X. Primary school students’ attitudes to and beliefs about probability: Steven Nisbet and Anne Williams -- Commentary on Perspective IV: Mathematics Education: Jane Watson -- COMMENTARY on Probabilistic Thinking: Presenting Plural Perspectives: Egan Chernoff and Bharath Sriraman -- AUTHOR INDEX -- SUBJECT INDEX.
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  • 90
    ISBN: 9789400768307
    Language: English
    Pages: Online-Ressource (XXII, 410 p. 42 illus, online resource)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Teaching and research in contemporary higher education
    RVK:
    RVK:
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Universities and colleges ; Research institutes ; Universities and colleges ; Professional staff ; Academic freedom ; Learning and scholarship ; Hochschule ; Lehre ; Forschung ; Online-Ressource
    Abstract: This book discusses how teaching and research have been weighted differently in academia in 18 countries and one region, Hong Kong SAR, based on an international comparative study entitled the Changing Academic Profession (CAP). It addresses these issues using empirical evidence, the CAP data. Specifically, the focus is on how teaching and research are defined in each higher education system, how teaching and research are preferred and conducted by academics, and how academics are rewarded by their institution. Since the establishment of Berlin University in 1810, there has been controversy on teaching and research as the primary functions of universities and academics. The controversy increased when Johns Hopkins University was established in 1876 with only graduate programs, and more recently with the release of the Carnegie Foundation report Scholarship Reconsidered by Ernest L. Boyer in 1990. Since the publication of Scholarship Reconsidered in 1990, higher education scholars and policymakers began to pay attention to the details of teaching and research activities, a kind of ‘black box’ because only individual academics know how they conduct teaching and research in their own contexts
    Description / Table of Contents: Preface; Contents; Notes on Editors; Notes on Contributors; Chapter 1: Teaching and Research in Contemporary Higher Education: An Overview; 1.1 International Differences in the Teaching-Research Balance; 1.2 The Knowledge Explosion and the Diversification of Organizational Models; 1.2.1 The Global Stratification of Academic Systems; 1.2.2 Expansion and Diversification of Purpose; 1.3 The Inevitable Tensions Between Academic and Organizational Priorities; 1.3.1 Patterns of System Coordination; 1.3.2 The Emergence of Organizations to Protect the Academic Profession; 1.4 Organization of the Book
    Description / Table of Contents: ReferencesPart I: Theoretical Basis; Chapter 2: The Teaching and Research Nexus in the Third Wave Age; 2.1 Introduction; 2.2 The Necessity of the Teaching and Research Nexus; 2.2.1 Effects of the Knowledge Society; 2.2.2 Logic of Academic Discipline; 2.2.3 Mechanism of Academic Work and the Teaching and Learning Nexus; 2.3 R-T-S Nexus in the Age of Third Wave; 2.3.1 Problems of Third Wave Age; 2.3.2 Logic of R-T-S Nexus as a Mission of the Academic Profession; 2.4 Conflicts Between Ideal and Reality: Carnegie and CAP Surveys; 2.4.1 1992 Survey; 2.4.2 2007 Survey; 2.4.3 Research Orientation
    Description / Table of Contents: 2.5 Perspective of the Twenty-First Century: Integration Is an Inevitable Problem to Be Dealt With2.5.1 Uncertainty as well as an Unpredictable Future; 2.5.2 Characteristics of the Academic Organization and the Mission of Academic Profession; 2.5.3 Division of Labor Between University and Nonuniversity Institutions; 2.6 Concluding Remarks; References; Chapter 3: The Research Role in Comparative Perspective; 3.1 Introduction; 3.2 Historical Overview of Academic Research; 3.3 Perceptions of Research; 3.4 Massification and Diversification; 3.4.1 Vertical Differentiation of Institutional Types
    Description / Table of Contents: 3.4.2 "Horizontal" Differentiation of Academic Fields3.5 Diversity of Disciplinary Research Styles; 3.6 Funding of Research; 3.7 STEM Research Outputs; 3.8 Conclusions; References; Chapter 4: Teaching and Curriculum Development Across Countries; 4.1 Introduction; 4.2 Research Framework and Method; 4.2.1 A Conceptual Framework; 4.2.2 Method; 4.2.3 Limitation; 4.3 Results; 4.4 Discussion; 4.5 Conclusion; References; Part II: Research Focused Systems; Chapter 5: Teaching and Research in Germany: The Notions of University Professors; 5.1 The Functions of Academics: Varying by Institutional Types
    Description / Table of Contents: 5.2 The Analysis Envisaged5.3 Higher Education in Germany: Traditions and Recent Changes; 5.4 The Balance of Teaching and Research: Preferences and Actual Work Time; 5.5 Select Aspects of Teaching; 5.6 Select Aspects of Research; 5.7 Links Between Teaching and Research; 5.8 Interindividual Comparison: Impact of Teaching and Research Approaches; 5.9 Concluding Observations; References; Chapter 6: Teaching and Research at Italian Universities: Continuities and Changes; 6.1 Introduction; 6.2 The Historical Development of Italian University
    Description / Table of Contents: 6.3 Reshaping the Academic Profession: The University Reform of 1980
    Description / Table of Contents: Introduction: Teaching and Research in Contemporary Higher Education: An Overview; Cummings and ShinPART I. Theoretical Basis -- 2. The Teaching and Research Nexus in the Third Wave Age; Arimoto -- 3. The Research Role in Comparative Perspective; Cummings -- 4. Teaching and Curriculum Development across Countries; Huang -- PART II. Research Focused Systems -- 5. Teaching and Research in Germany: The Notions of University Professors; Teichler -- 6. Teaching and Research at Italian Universities: Continuities and Changes; Rostan -- 7. The Changing Balance of Teaching and Research in the Dutch Binary Higher Education System; De Weert and Van der Kaap -- 8. The Scholarly Question in Finland: to Teach or not to Teach; Aarrevaara, Dobson and Postareff -- 9. Teaching and Research: perspectives from Portugal; Santiago, Sousa, Carvalho, Marchado-Taylor and Dias -- 10. Teaching and Research of Korean Academics across Career Stages; Shin, Jung and Kim -- PART III. Teaching Focused Systems -- 11. The Divergent Worlds of Teaching and Research among Mexican Faculty: Tendencies and Implications; Galaz-Fontes, Martinez-Stack, Estevez-Nenninger, Padilla-Gonzalez, Gil-Anton, Sevilla-Garcia and Arcos-Vega -- 12. Research and Teaching in a Diverse Institutional Environment: Converging Values and Diverging Practices in Brazil; Schwartzman and Balbachevsky -- 13. Current Challenges Facing the Academic Profession in Argentina: Tensions between Teaching and Research; Leal and Marquina -- 14. Teaching and Research in Malaysian Public Universities: Synergistic or Antagonistic?; Azman, Pang, Sirat and Yunus -- 15. From Teachers to Perfect Humboldtian Persons to Academic Superpersons: The Teaching and Research Activities of the South African Academic Profession; Wolhuter -- PART IV. Teaching and Research Balanced Systems -- 16. The Balance between Teaching and Research in the Work Life of American Academics; Finkelstein -- 17. Teaching and Research in English Higher Education: The Fragmentation, Diversification and Reorganization of Academic Work, 1992-2007; Locke -- 18. Teaching, Research and the Canadian Professoriate; Jones, Gopaul, Weinrib, Metcalfe, Fisher, Gingras and Rubenson -- 19. Australian Academics, Teaching and Research: History, Vexed issues and Potential Changes; Bentley, Goedegebuure and Meek -- Concluding Observations -- 20. Teaching and Research across Higher Education Systems: A Typology and Implications; Shin and Cummings -- 21. Teaching and Research: A Vulnerable Linkage?; Teichler and Arimoto.
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  • 91
    ISBN: 9781461473664
    Language: English
    Pages: 1 Online-Ressource (xxvi, 444 Seiten) , Illustrationen
    Series Statement: SpringerLink
    Series Statement: Bücher
    RVK:
    Keywords: Curriculum planning ; Education ; Education ; Curriculum planning ; Education Psychology ; Hochschule ; Informationstechnik ; Neue Medien ; E-Learning ; Curriculum
    Abstract: Changing student profiles and the increasing availability of mainstream and specialized learning technologies are stretching the traditional face-to-face models of teaching and learning in higher education. Institutions, too, are facing far-reaching systemic changes which are placing strains on existing resources and physical infrastructure and calling into question traditional ways of teaching through lectures and tutorials. And, with an ever-increasing scrutiny on teaching and teachers’ accountability for positive educational outcomes, the call for closer attention to learning, teaching and, most especially, to the design and delivery of the curriculum is given increasing relevance and importance. Research provides strong evidence of the potential for technologies to facilitate not only cognition and learning but also to become integral components in the redesign of current curriculum models. Some Universities and individual academics have moved along this pathway, developing new and innovative curriculum, blending pedagogies and technologies to suit their circumstances. Yet, there are others, unsure of the possibilities, the opportunities and constraints in these changing times. Curriculum Models for the 21st Century gives insights into how teaching and learning can be done differently. The focus is on a whole of curriculum approach, looking at theoretical models and examples of practice which capitalize on the potential of technologies to deliver variations and alternatives to the more traditional lecture-based model of University teaching
    Description / Table of Contents: Theoretical Considerations of Curriculum Mapping for the 21st CenturyCase Studies: moving beyond traditional practice, theoretical underpinnings fro change, issues and implications arising from experience, future development and directions -- Technological and pedagogical innovations influencing curriculum renewal: emerging concepts and examples of best practice -- Sustainable educational practice in technology-rich environments -- Transforming new ideas and practices into curriculum models -- Finding and developing resources for curriculum transformation -- Integrating innovation into mainstream practices -- Analysis of important challenges to accomplishing sustainable curriculum change.   .
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  • 92
    ISBN: 9789462095366
    Language: English
    Pages: Online-Ressource (VIII, 178 p, online resource)
    Series Statement: The Future of Education Research
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Teachers’ Professional Development: Assessment, Training, and Learning
    Parallel Title: Erscheint auch als Teachers' professional development
    RVK:
    Keywords: Teacher effectiveness ; Teachers Training of ; Education ; Education ; Aufsatzsammlung ; Lehrerbildung ; Lehrerfortbildung
    Abstract: Preliminary Material /Sabine Krolak-Schwerdt , Sabine Glock and Matthias Böhmer -- Introduction /Sabine Krolak-Schwerdt , Sabine Glock and Matthias Böhmer -- Teachers’ Judgments of Students’ Academic Achievement /Anna Südkamp , Johanna Kaiser and Jens Möller -- Accuracy of Teacher Judgments /Cordula Artelt and Tobias Rausch -- Improving Teachers’ Judgments: Obtaining Change Through Cognitive Processes /Ineke Pit-ten Cate , Sabine Krolak-Schwerdt , Sabine Glock and Maria Markova -- Training Prospective Teachers in Educational Diagnostics /Monika Trittel , Mara Gerich and Bernhard Schmitz -- Teacher Learning and Professional Development /Jan D. Vermunt -- Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities /Dirk Richter , Mareike Kunter , Uta Klusmann , Oliver Lüdtke and Jürgen Baumert -- Epistemological Beliefs and Students’ Adaptive Perception of Task Complexity /Rainer Bromme , Stephanie Pieschl and Elmar Stahl -- The Validity of Predictors of Academic and Vocational-Training Achievement: A Review of the Literature /Florian Klapproth and Paule Schaltz -- Index /Sabine Krolak-Schwerdt , Sabine Glock and Matthias Böhmer.
    Abstract: A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers
    Description / Table of Contents: TABLE OF CONTENTS; THE FUTURE OF EDUCATION RESEARCH: Introduction to the Series of Three Volumes; INTRODUCTION; AFFILIATIONS; TEACHERS' JUDGMENTS OF STUDENTS' ACADEMIC ACHIEVEMENT: Results From Field and Experimental Studies; INTRODUCTION; A MODEL OF TEACHER JUDGMENT ACCURACY; Teacher Judgment Accuracy; Teachers' Judgments; Teacher Characteristics; Judgment Characteristics; Students' Test Performance; Student Characteristics; Test Characteristics; Correspondence Between Judgment and Test Characteristics; Correspondence Between Teacher Characteristics and Student Characteristics
    Description / Table of Contents: EXPERIMENTAL RESEARCH ON TEACHER JUDGMENT ACCURACYThe Simulated Classroom; Teacher Judgment Accuracy within the Simulated Classroom; Moderators of Teacher Judgment Accuracy; SUMMARY AND OUTLOOK; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; ACCURACY OF TEACHER JUDGMENTS: When and for What Reasons?; INTRODUCTION; ACCUARY OF TEACHER JUDGMENTS; The Concept of Diagnostic Competence1; Indicators of Judgment Accuracy; Potential Moderators of Judgment Accuracy; Accuracy of Global Versus Task-Specific Judgments; WHEN CAN WE EXPECT TO FIND ACCURATE JUGMENTS?; Necessary Conditions (Realistic Accuracy Model)
    Description / Table of Contents: Variations of Judgment Accuracy Against the Background of the Realistic Accuracy ModelNecessary Information and Global Versus Task-Specific Judgments; Expertise - Knowledge; Judgment Relevance and Expertise; VULNERABILITY TO BIAS AND PREDICTION OF STUDENT PERFORMANCE FOR TASK-SPECIFIC AND GLOBAL JUDGMENTS; Vulnerability to Bias: Global Versus Task-Specific Judgments; Student Learning Progress and Teacher Judgment Accuracy; SUMMARY AND IMPLICATIONS; NOTES; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; IMPROVING TEACHERS' JUDGMENTS: OBTAINING CHANGE THROUGH COGNITIVE PROCESSES
    Description / Table of Contents: TEACHER EXPECTATIONS AND STEREOTYPE THREATATTITUDES, STEREOTYPES, AND SUPPRESSION; ACCOUNTABILITY; STATISTICAL PREDICTION RULES; CONCLUSION; REFERENCES/BIBLIOGRAPHY; AFFILIATIONS; TRAINING PROSPECTIVE TEACHERS IN EDUCATIONAL DIAGNOSTICS; INTRODUCTION; TRAINING PROGRAM ON EDUCATIONAL DIAGNOSTICS FOR PROSPECTIVE TEACHERS; General Outline for the Configuration of the Training Program; Pre-Actional Phase of Diagnosing: Units 1-3; Actional Phase of Diagnosing: Units 4-5; Scope of Application: Units 6-8; Post-Actional Phase of Diagnosing: Units 9-10
    Description / Table of Contents: HOW PROSPECTIVE TEACHERS BENEFIT FROM PRACTICAL DIAGNOSTIC TRAININGParticipants; Design; Procedure; Instruments and Measures; Results; DISCUSSION; AUTHOR NOTE; REFERENCES; AFFILIATIONS; TEACHER LEARNING AND PROFESSIONAL DEVELOPMENT; INTRODUCTION; STUDENT LEARNING; CONTEMPORARY EDUCATIONAL INNOVATIONS FOSTERING STUDENT LEARNING; SEPARATED AND INTEGRATED TEACHER KNOWLEDGE BASE; TEACHER PROFESSIONAL LEARNING; CONCLUSIONS AND DISCUSSION; REFERENCES; AFFILIATIONS; PROFESSIONAL DEVELOPMENT ACROSS THE TEACHING CAREER: TEACHERS' UPTAKE OF FORMAL AND INFORMAL LEARNING OPPORTUNITIES; INTRODUCTION
    Description / Table of Contents: PROFESSIONAL DEVELOPMENT AS UPTAKE OF DIFFERENT KINDS OF LEARNING OPPORTUNITIES
    Note: Literaturangaben
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  • 93
    ISBN: 9783642543654
    Language: English
    Pages: Online-Ressource (XXIX, 222 p. 50 illus., 25 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. International Conference on Science Education 2012 proceedings
    RVK:
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Konferenzschrift 2012 ; Naturwissenschaftlicher Unterricht ; Weiterführende Schule ; Hochschule ; Naturwissenschaftliche Bildung
    Abstract: This book contains papers presented at the International Conference on Science Education 2012, ICSE 2012, held in Nanjing University, Nanjing, China. It features the work of science education researchers from around the world addressing a common theme, Science Education: Policies and Social Responsibilities. The book covers a range of topics including international science education standards, public science education and science teacher education. It also examines how STEM education has dominated some countries’ science education policy, ways brain research might provide new approaches for assessment, how some countries are developing their new national science education standards with research-based evidence, and ways science teacher educators can learn from each other. Science education research is vital in the development of national science education policies, including science education standards, teacher professional development and public understanding of science. Featuring the work of an international group of science education researchers, this book offers many insightful ideas, experiences and strategies that will help readers better understand and address challenges in the field
    Description / Table of Contents: Part 1 National/Local Science Education StandardsPart 2 Public Science Education -- Part 3 Science Teacher Education -- Part 4 Other Topics.
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  • 94
    ISBN: 9789401791595
    Language: English
    Pages: Online-Ressource (IX, 225 p. 6 illus, online resource)
    Series Statement: Educational Linguistics 21
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    RVK:
    Keywords: Curriculum planning ; Language and languages ; Education, Higher ; Education ; Education ; Curriculum planning ; Language and languages ; Education, Higher ; Hochschuldidaktik ; Curriculumreform ; Fremdsprachenunterricht
    Abstract: This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.S. It presents the insights of individuals who have built or are in the process of building foreign language curricula during a major transition period in postsecondary institutions. The authors of this volume come from various language departments and institutional experience from across the U. S., including private and public postsecondary foreign language teachers, researchers and administrators. The chapters address issues and provide templates for curricular change at all learning levels. The five sections of this book explore: Changing Perceptions about Foreign Language Learning; The Case for a Multi-literacy FL Curriculum in Concept and Assessment Praxis; Curricular Transformations: Historical Hurdles and Faculty Heuristics; Rethinking the Graduate Curriculum; Foreign Languages' Integration into the Interdisciplinary University. “This thought-provoking and timely volume addresses the question of how historic and current disciplinary, institutional and political conditions affect curricular transformation in collegiate foreign language programs. Responding to the issues raised in the 2007 MLA Report, this collection of nine essays presents a diversity of curricular models and approaches from different theoretical perspectives focusing on the integration of language and content. The book will undoubtedly be of great interest to a broad audience, such as foreign language educators, curriculum designers, administrators, graduate students, and researchers.” Nelleke Van Deusen-Scholl, Yale College, CT, USA
    Description / Table of Contents: AcknowledgementsIntroduction: On Language and Content: The Stakes of Curricular Transformation in Collegiate Foreign Language Education -- PART I Contexts: Drivers for Curricular Change -- 1. From Language to Literacy: The Evolving Concepts of Foreign Language Teaching at American Colleges and Universities since 1945 -- 2. The Discourse of Foreignness in U.S. Language Education -- PART II Insights: Making Curricular Transformation Work -- 3. Curricular Integration and Faculty Development: Teaching Language-Based Content across the Foreign Language Curriculum -- 4. Program Sustainability through Interdisciplinary Networking: On Connecting Foreign Language Programs with Sustainability Studies and Other Fields -- 5. Are Global, International and Foreign Language Studies Connected? -- 6. Integrating Business and Foreign Languages: The Lauder Institute and Advanced Language Education -- PART III Outlook: Strategies Facilitating a Curricular Transformation for Multi literacies -- 7. Mapping New Classrooms in Literacy-Oriented Foreign Language Teaching and Learning: The Role of the Reading Experience -- 8. Foreign Language Teaching Assistant Professional Development: Challenges and Strategies Meeting the 2007 MLA Report Call’s for Change -- 9. Discipline, Institution and Assessment: The Graduate Curriculum, Credibility and Accountability.
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  • 95
    Online Resource
    Online Resource
    Rotterdam : SensePublishers
    ISBN: 9789462097438
    Language: English
    Pages: Online-Ressource (XVIII, 218 p, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Creative Practitioner Inquiry in the Helping Professions
    RVK:
    Keywords: Narrative inquiry (Research method) Case studies ; Creative nonfiction ; Qualitative research Case studies ; Education ; Education ; Helfender Beruf ; Forschung ; Kreativität
    Abstract: Preliminary Material /Jane Speedy and Jonathan Wyatt -- Introduction to ‘Creative Practitioner Inquiry in the Helping Professions’ /Jane Speedy and Sue Porter -- Introduction to Visual Inquiry /Jane Speedy and Mike Gallant -- Seeing Learning Disability /McClain Percy -- From a Different Perspective /Briege Casey -- Sailing and the Dad Connection /Cindy Gowen -- Dzo Dancing /Dave Bainton -- Introduction to Written Inquiry /Jane Reece and Jane Speedy -- A Life of My Story /Tim Heywood -- Battered Fish out of Water /Mike Gallant -- Cocka Rogie’s Song /Francine Bradshaw -- Sisters, Secrets and Silence /Chris Scarlett -- New Scripts for Old Women /Joyce Ferguson -- Visible Women /Christine Bell -- Writing Back to Life /Donna Kemp -- Introducing Collaborative Ways of Working /Jane Speedy and Sue Porter -- Conversation with Sylvia in Colour /Jane Reece -- Two Men Talking /Ken Gale and Jonathan Wyatt -- Bare Arsed Stories /Sue Porter -- Encountering ‘Gerald’ /Bristol Collaborative Writing Group -- Epilogue /Jane Speedy and Jonathan Wyatt.
    Abstract: This beautiful volume offers a range of research possibilities for practitioners. Bringing together the work of a community of scholars whose work blurs the edges between the arts and social sciences in the name of practice-based inquiry, Creative Practitioner Inquiry in the Helping Professions offers engaging and accessible exemplars alongside clear explanations of the theoretical understandings and backgrounds to the approaches offered. The book’s contributors are teachers, doctors, social workers, counsellors, psychotherapists, health and community workers and organisational consultants; together they passionately engage in arts-based research as an effective and accessible instrument of inquiry, knowledge dissemination and social change
    Description / Table of Contents: TABLE OF CONTENTS; ACKNOWLEDGEMENTS; ABOUT THE CONTRIBUTORS; PROLOGUE:How and Why This Book Was Written; AN UNAPOLOGETICALLY MESSY TEXT FOR A MULTI-STORIEDAND MESSY OLD WORLD; PRODUCING THIS BOOK; REFERENCES; 1. INTRODUCTION TO 'CREATIVE PRACTITIONER INQUIRY IN THE HELPING PROFESSIONS'; BLOG ENTRY, SEPTEMBER 25, 2924; Sue to Jane, 31/3/13; Jane to Sue 4/4/13; Sue writes to Jane 21.4.13:; BLOG ENTRY, SEPTEMBER 26TH, 2924.; REFERENCES; PART ONE: VISUAL INQUIRY; 2. INTRODUCTION TO VISUAL INQUIRY:Between the Visual and the Textual; TRANSFORMING INQUIRIES: TRANSFORMING OURSELVES THROUGH MAKING ART
    Description / Table of Contents: PHOTOGRAPHY, MEMORY, NARRATIVE AND IDENTITYCRITICAL METHODOLOGICAL QUESTIONS; REFERENCES; 3. SEEING LEARNING DISABILITY:A Re/claimed Book; RE/CLAIMING A BOOK; NOTES; REFERENCES; 4. FROM A DIFFERENT PERSPECTIVE:Interrogating Nursing Through Art; SCRATCHING SURFACES: INQUIRING AND EXPERIENCING THROUGH ART-MAKING PROCESSES; Helen's comment on her piece; DEVELOPING THE ART OF INTERPRETATION; UNEARTHING THE OBSCURED; INTERROGATING SELF AND PURPOSE; Lisa'scomment; CHALLENGES EXPERIENCED IN USING ART-BASED APPROACHES; CONCLUSION; REFERENCES; 5. SAILING AND THE DAD CONNECTION; 6. DZO DANCING
    Description / Table of Contents: PROLOGUEWEALTH/POVERTY?; POSTSCRIPT; REFERENCES; PART TWO: WRITTEN INQUIRY; 7. INTRODUCTION TO WRITTEN INQUIRY; WRITING AS INQUIRY; WRITING SOCIAL RESEARCH DIFFERENTLY; CRITICAL RESEARCH QUESTIONS RAISED BY CHAPTERS 8-13 OF THIS BOOK; REFERENCES; 8. A LIFE OF MY STORY; REFERENCES; 9. BATTERED FISH OUT OF WATER: AWork in Progress; PROLOGUE. SANDWICH MAKING WITH ANGER; BROWN BREAD (BOTTOM SLICE); THE FILLING (IN THIRTEEN SCENES); Scene 1. The Pink Bedroom; Scene 2. The Beach Below Our House; Scene 3. Busy Pedestrianised Street in a Provincial Town; Scene 4. The deck of a P&O ferry
    Description / Table of Contents: Scene 5. The Head Teacher's OfficeScene 6. The un/shoreline; Scene 7. Office Environment-Brightness 95%; Scene 8. Night-High Angle View of Father and Mother Asleep; Scene 9. Close-up LCD Screen6; Scene 10. The Pink Bedroom7; Scene 11. Battered Fish out of Water; Scene 12. The Pink Bedroom and the Father's Office; BROWN BREAD (TOP SLICE-TO COVER AND CONTAIN); EPILOGUE; NOTES; REFERENCES; 10. COCKA ROGIE'S SONG:Outsiders Within; THE POSITION: INSIDE/OUTSIDE; APPROACHING THE STUDY; THE JOURNEY BEGINS; INSIDER/OUTSIDER POSITIONS: ENVIABLE/DANGEROUS?; RE-POSITIONING; NOTES; REFERENCES
    Description / Table of Contents: 11. SISTERS, SECRETS AND SILENCEFRAGMENT (1); FRAGMENT (2); FRAGMENT (3); REFERENCES; 12. NEW SCRIPTS FOR OLD WOMEN; NEW SCRIPTS FOR OLD WOMEN: ACT 1-THE RESEARCH TEAM GETS TOGETHER; Act Two: The Study Team Meet; REFERENCES; 13. VISIBLE WOMEN; WHAT IS POETIC INQUIRY?; FIRST LETTER FROM LYNN; IN SEARCH OF THE INVISIBLE WOMAN; FIRST LETTER FROM PAT; FIRST LETTER FROM JANE; FINDING MY COLLABORATORS; FIRST LETTER FROM ALISON; FIRST LETTER FROM SARA; NOT BEING OBJECTIVE; FIRST LETTER FROM CINDY; THE LIVING, BREATHING, SPEAKING BEING; FIRST LETTER FROM MARIE; REFERENCES; 14. WRITING BACK TO LIFE
    Description / Table of Contents: COMING …
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  • 96
    ISBN: 9789400773929
    Language: English
    Pages: Online-Ressource (X, 196 p. 1 illus, online resource)
    Series Statement: Multilingual Education 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Trent, John, 19XX - Language teacher education in a multilingual context
    RVK:
    RVK:
    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Englischlehrer ; Lehrerbildung ; Mehrsprachigkeit
    Abstract: This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts
    Description / Table of Contents: 1. Introduction2. It is Not a Bad Idea for Me to Be a Language Teacher! -- 3. Cross-Border Pre-service Teachers in Hong Kong: Identity and Integration -- 4. Journeys towards teaching. Pre-service English language teachers’ understandings and experiences of teaching and teacher education in Hong Kong -- 5. Language Teachers and the Falling Language Standards in Hong Kong:  An Internet-based Inquiry -- 6. A Comparative Study on Commitment to Teaching -- 7. The construction and reconstruction of teacher identities: The case of second career English language teachers in Hong Kong -- 8. Learning, teaching, and constructing identities abroad: ESL pre-service teacher experiences during a short-term international experience programme -- 9. Identity construction in a foreign land: Native-speaking English teachers and the contestation of teacher identities in Hong Kong schools -- 10. Political Conspiracy or Decoy Marketing?: Experienced Chinese teachers’ perceptions of using Putonghua as a Medium of Instruction in Hong Kong -- 11. An Ethico-political Analysis of Teacher Identity Construction.-Conclusion: Crossing boundaries and becoming English language teachers in multilingual contexts.  .
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  • 97
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789400777149
    Language: English
    Pages: Online-Ressource (X, 90 p. 16 illus, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Englander, Karen Writing and Publishing Science Research Papers in English
    RVK:
    Keywords: Language and languages ; Literacy ; Education ; Education ; Language and languages ; Literacy ; Berufliche Qualifikation ; Lerntechnik ; Unterrichtsmethode ; Lehrbuch ; Fachliteratur ; Forschung
    Abstract: This book provides a comprehensive review of the current knowledge on writing and publishing scientific research papers and the social contexts. It deals with both English and non-Anglophone science writers, and presents a global perspective and an international focus. The book collects and synthesizes research from a range of disciplines, including applied linguistics, the sociology of science, sociolinguistics, bibliometrics, composition studies, and science education. This multidisciplinary approach helps the reader gain a solid understanding of the subject. Divided into three parts, the book considers the context of scientific papers, the text itself, and the people involved. It explains how the typical sections of scientific papers are structured. Standard English scientific writing style is also compared with science papers written in other languages. The book discusses the strengths and challenges faced by people with different degrees of science writing expertise and the role of journal editors and reviewers
    Description / Table of Contents: 1 IntroductionPart I The Context. 2 The Rise of English as the Language of Science -- 3 Measuring the Impact of Articles, Journals and Nations -- 4 English Competence, Funds for Research, and Publishing Success -- 5 Collaborations, Teams and Networks -- Part II The Text -- 6 The Scientific Research Article and the Creation of Science -- 7 Varieties of Science Texts -- 8 Structure of the Research Article in the Creation of Knowledge -- 9 Writing the Five Principal Sections: Abstract, Introduction, Methods, Results and Discussion -- 10 Variations in Different Languages and Cultures -- Part III The People -- 11 Graduate Students Becoming Scientists -- 12 Novice Scientists and Expert Scientists -- 13 English-Speaking Scientists and Multilingual Scientists -- 14 Gatekeepers, Guardians and Allies -- 15 Afterword: Negotiating Research Article Writing and Publication.
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  • 98
    ISBN: 9789400778535
    Language: English
    Pages: Online-Ressource (VIII, 193 p. 21 illus, online resource)
    Series Statement: Educating the Young Child, Advances in Theory and Research, Implications for Practice 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. World class initiatives and practices in early education
    RVK:
    Keywords: Early childhood education ; Education ; Education ; Early childhood education ; Education Philosophy
    Abstract: This book offers current international initiatives, developed for working with children from “Birth to Eight” by a diverse group of noted professional authors. Their readings present an overview of early education as it evolved from the Froebelian kindergarten to today’s practices in various Early Education settings around the globe. The international voices of the authors represent a balanced perspective of happenings in various nations and lend a conversational approach to each chapter. The chapters analyze the Universal Preschool Education movement promoted by various countries, states, and agencies; examine model curriculum programs in a variety of teaching/learning settings; and identify directions the community can take in promoting effective early education programs. Particular attention is given to key issues and concerns faced by practitioners and families world-wide. Studies reveal successful approaches to bilingual education in a Chilean kindergarten, research findings on gender differences in primary school girls for learning science in Wales, literacy development strategies for teaching in UK multicultural classrooms and childhood centres, the process of integration special education with early childhood practices in China, and exemplars of community outreach to improve the well being of children through advocacy for governmental changes in early education policies and professional development. This book is for everyone interested in the well being of young children moving forward in a global age to meet the challenges of early citizenship in their world
    Description / Table of Contents: Part I: Antecedents and Present Developments in Universal Preschool Education1. The Evolution of Universal Preschool Education in a Global Age; Louise Boyle Swiniarski -- 2. Climbing the Mountain: The Journey to Quality Pre-Kindergarten in Tennessee; Rebecca Isbell -- 3. Florida’s Voluntary Universal Prekindergarten: A Citizen’s Initiative Taking Baby Steps; Lynn Hartle and Alisa S. Ghazvini -- Part II: Curriculum Initiatives for Early Childhood Programs in a Global Age -- 4. Opening Doors in Northern Chile: The International School of Arica; Michelle Pierce -- 5. Girls in the Primary Science Classrooms of Wales: Theorizing Beyond Dominant Discourses of Gender; Cletus Cervoni -- 6. Let’s Get Talking: Promoting Communication, Language and Literacy for Young Children in Multicultural England; Avril Brock -- 7. China’s Educational Reform and its Impact on Early Childhood Curriculum; Yaoying Xu and Bing Liu -- Part III:  Beyond the Walls of the School and Center -- 8. Rhyme Times Treasure Baskets and Books: How Early Years Libraries Can Help to Deliver the Best Start; Carolynn Rankin -- 9. The Politics of Play in England: An Appeal to Parliament; Pat Broadhead -- 10. Cross-sector Partnerships for Early Education and Care; Mary-Lou Breitborde -- 11. The Science Art and Writing (SAW) Initiative; Jenni Rant -- Afterword.
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  • 99
    ISBN: 9789048192465
    Language: English
    Pages: Online-Ressource (XVII, 330 p. 29 illus, online resource)
    Series Statement: Contemporary Trends and Issues in Science Education 42
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Conceptual profiles: a theory of teaching and learning scientific concepts /Eduardo F. Mortimer; Charbel N. El-Hani Eds.
    RVK:
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching
    Abstract: The language of science has many words and phrases whose meaning either changes in differing contexts or alters to reflect developments in a given discipline. This book presents the authors’ theories on using ‘conceptual profiles’ to make the teaching of context-dependent meanings more effective. Developed over two decades, their theory begins with a recognition of the coexistence in the students’ discourse of those alternative meanings, even in the case of scientific concepts such as molecule, where the dissonance between the classical and modern views of the same phenomenon is an accepted norm. What began as an alternative model of conceptual change has evolved to incorporate a sociocultural approach, by drawing on ideas such as situated cognition and Vygotsky’s influential concept of culturally located learning. Also informed by pragmatist philosophy, the approach has grown into a well-rounded theory of teaching and learning scientific concepts. The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticisms-that of relativism, for example-and explain how their theory can be applied to analyze the teaching of core concepts in science such as heat and temperature, life and biological adaptation. They also report on the implementation of a research program that correlates the responsiveness of their methodology to all the main developments in the field of science education. This additional material will inform academic discussion, review, and further enhancement of their theory and research model
    Description / Table of Contents: INTRODUCTIONSECTION 1 The conceptual profile: theoretical, epistemological and methodological bases of a research program -- CHAPTER 1 Conceptual Profiles: Theoretical-Methodological Bases of a Research Program -- CHAPTER 2 The Epistemological Grounds of the Conceptual Profile Theory -- CHAPTER 3 Methodological grounds of the conceptual profile research program -- SECTION 2 Empirical studies for building and using conceptual profile models for chemical, physical and biological onto concepts -- CHAPTER 4 Contributions of the sociocultural domain to define a conceptual profile for molecule and molecular structure -- CHAPTER 5 Building a Profile for the Biological Concept of Life -- CHAPTER 6 Investigating the Evolution of Conceptual Profiles of Life amongst University Students of Biology and Pharmacy: The Use Statistical Tools to Analyze the Answers of Questionnaires -- CHAPTER 7 Conceptual profile of adaptation: a tool to investigate evolution learning in biology classrooms -- CHAPTER 8 A conceptual profile of entropy and spontaneity: characterizing modes of thinking and ways of speaking in the classroom -- CHAPTER 9 The Implications of Conceptual Profile in the Teaching of Science: an example from a teaching sequence in thermal physics -- SECTION 3 Recent developments in the research program -- CHAPTER 10 Conceptual Profile as a Model of a Complex World -- CHAPTER 11 Building a profile model for the concept of Death.
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  • 100
    ISBN: 9783319028682
    Language: English
    Pages: Online-Ressource (XIV, 345 p. 99 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Current trends in eye tracking research
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    RVK:
    Keywords: Psycholinguistics ; Consciousness ; Education ; Education ; Psycholinguistics ; Consciousness ; Aufsatzsammlung ; Elektrookulographie ; Augenfolgebewegung ; Blickregistrierung ; Blickverhalten ; Visuelle Wahrnehmung ; Interdisziplinäre Forschung
    Abstract: Our eye movements in response to visual stimuli reveal much about how we experience the world. Focusing on the latest developments in the multidisciplinary field of eye tracking research, this volume ranges across a wide spectrum of research applications, with four sections covering the plethora of practical uses to which our expanding knowledge can be put. They offer abundant evidence that eye tracking research and its methodologies offer new ways of collecting data, framing research questions, and thinking about how we view our world. As a result, we are discovering more about how the visual system works, as well as how it interacts with attention, cognition, and behaviour. Current Trends in Eye Tracking Research presents the work of more than 50 researchers and academics, showcasing groundbreaking studies and innovative ways of applying eye tracking technologies to interesting research problems. The book covers the current output of a number of pioneering research laboratories, detailing their work on eye tracking and the visual system, alignment and EEG data, marketing and social applications, and eye tracking in education. Featuring creative uses of existing technology as well as inventive implementation of new technology in a range of research contexts and disciplines, this new publication is compelling proof of the growing importance of this exciting and fast-moving area of scientific endeavor
    Description / Table of Contents: Introduction -- Section I: Eye Tracking and the Visual System -- The Active Eye: Perspectives on Eye Movement Research, Benjamin W. Tatler, Clare Kirtley, Ross G. Macdonald, Katy M. A. Mitchell, Steven W. Savage -- Eye Movements from Lab to Life, Benjamin W. Tatler -- Guidance of Attention by Feature Relationships: The End of the Road for Feature Map Theories? Stefanie I. Becker -- Gaze And Speech: Pointing Device and Text Entry Modality, T.R. Beelders and P.J. Blignaut -- Improving the Accuracy of Video-Based Eye-Tracking in Real-Time through Post-Calibration Regression, Pieter Blignaut, Kenneth Holmqvist, Marcus Nyström, Richard Dewhurst -- Gaze Shifts and Pen Velocity Minima during Line Copying with Consideration to Signature Simulation, Avni Pepe and Jodi Sita -- Degree of Subject's Indecisiveness Characterized by Eye Movement Patterns in Increasingly Difficult Tasks, Yannick Lufimpu-Luviya, Djamel Merad, Véronique Drai-Zerbib, Thierry Baccino and Bernard Fertil. The Use of an Infrared Eye Tracker in Evaluating the Reading Performance in a Congenital Nystagmus Patient Fitted with Soft Contact Lens: A Case Report, M. M. Shahimin, N. H. Saliman, N. Mohamad-Fadzil, Z. Mohammed, N. A. Razali, H. A. Mutalib and N. Mennie -- Section II: Aligning Eye Tracking and EEG Data -- Triangulating the Reading Brain: Eye Movements, Computational Models, and EEG, Ronan G. Reilly -- Oculomotor Control, Brain Potentials, and Timelines of Word Recognition during Natural Reading, Reinhold Kliegl, Michael Dambacher, Olaf Dimigen, Werner Sommer -- Measuring Neuronal Correlates of Reading with Novel Spread-Spectrum Protocols, Ronan G. Reilly -- The Quest for Integrating Data in Mixed Research: User Experience Research Revisited, Annika Wiklund-Engblom and Joachim Högväg -- Section III: Eye Tracking and Marketing and Social Applications -- Eye Tracking as a Research Method in Social and Marketing Applications, Mike Horsley -- Mobile Eye-Tracking in Retail Research, Dr Tracy Harwood, Martin Jones -- Private and Public: Eye Tracking Applications in Private and Academic Sector Marketing Research, En Li, James Breeze, Mike Horsley, Donnel A. Briely -- Eye Movement Evaluation of Signature Forgeries: inSights to Forensic Expert Evidence, A. G. Dyer, B. Found, M. L. Merlino, A. L. Pepe, D. Rogers and J. C. Sita -- A Role for Eye Tracking Research in Accounting and Financial Reporting? Lyn Grigg and Amy L. Griffin -- Eye Tracking during a Psychosocial Stress Simulation: Insights into Social Anxiety Disorder, Nigel Chen -- Using Saccadic Eye Movements to Assess Cognitive Decline with Ageing, Alison Bowling and Anja Draper -- Comparing Personally-Tailored Video- and Text-Delivered Web-Based Physical Activity Interventions - The Medium and the Message: An Eye-Tracking Study, Corneel Vandelanotte, Naya Persaud, Stephanie Bland, Mike Horsley -- Benefits of Complementing Eye Tracking Analysis with Think Aloud Protocol in a Multilingual Country with High Power Distance, Ashok Sivaji and Wan Fatimah Wan Ahmad -- Section IV: Eye Tracking and Education -- Eye Tracking and the Learning System: An Overview, Bruce Allen Knight, Mike Horsley & Matt Eliot -- A New Approach to Cognitive Metrics: Analysing the Visual Mechanics of Comprehension using Eye Tracking Data in Student Completion of High Stakes Testing Evaluation, Bruce Allen Knight and Mike Horsley -- Comparing Novice and Expert Nurses in Analysing Electrocardiographs (ECGs) Containing Critical Diagnostic Information: An Eye Tracking Study of the Development of Complex Nursing Visual Cognitive Skills, Marc Broadbent, Mike Horsley, Melanie Birks, Naya Persaud -- The Development and Refinement of Student Self-Regulatory Strategies in Online Learning Environments, Nayadin Persaud and Matt Eliot.
    Note: Description based upon print version of record
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