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  • MPI Ethno. Forsch.  (142)
  • Dordrecht : Springer Science+Business Media B.V  (142)
  • Education  (142)
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  • 1
    Online Resource
    Online Resource
    Learning Trajectories, Innovation and Identity for Professional Development (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400717244
    Language: English
    Pages: Online-Ressource (XIX, 283p. 11 illus, digital)
    Series Statement: Innovation and Change in Professional Education 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DL 4000
    Keywords: Medical Education ; Education ; Education ; Medical Education
    Abstract: Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence. For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve
    Abstract: Educators in the professions have always had unique demands placed upon them. These include the need to keep pace with rapidly evolving knowledge bases, developing skills and attitudes appropriate to practice, learning in the workplace and fostering public confidence. For twenty years, these new demands have created additional educational imperatives. Public accountability has become more intensive and extensive. Practitioners practice in climates more subject to scrutiny and less forgiving of error. The contexts in which professionals practice and learn have changed and these changes involve
    Description / Table of Contents: Preface; Contents; The Editors and Contributors; About the Contributors; 1 Introduction; 1.1 Responsibility, Complexity and Integrity; 1.2 Accountability; 1.3 Stakeholders; 1.4 Engagement with Colleagues and Other Stakeholders; 1.5 Contexts for Learning; References; 2 Developing a Broader Approach to Professional Learning; 2.1 Informal Learning and the Factors That Affect It; 2.2 The Role of Managers in Supporting Learning; 2.3 Teamwork, Organisational Learning and Knowledge Management; 2.4 Continuing Professional Education and Human Relations Development; 2.4.1 Learning Focus
    Description / Table of Contents: 2.4.2 Performance Focus2.4.3 Strategic Focus; 2.5 Summary (From Eraut & Hirsh, 2007); References; 3 Knowledge Networks for Treating Complex Diseases in Remote, Rural, and Underserved Communities; 3.1 Healthcare in New Mexico; 3.2 Project ECHO (Extension for Community Healthcare Outcomes); 3.3 Educational Theories Informing Project ECHO; 3.3.1 Deliberate Practice; 3.3.2 Social Cognitive Theory and Provider Self-Efficacy; 3.3.3 Situated Learning Theory; 3.3.4 Adaptive Expertise; 3.4 Collaboration; 3.5 Methods and Approaches Used in Evaluation; 3.6 Results from Questionnaires
    Description / Table of Contents: 3.6.1 Who Are the Community Providers in Project ECHO?3.6.2 Provider Self-Efficacy; 3.6.3 Perspectives of Community Providers; 3.6.4 Providers Identify the Beneficial Components; 3.7 Findings from Annual Meeting Surveys; 3.7.1 Care for Patients; 3.7.2 Broadened Networks and Expanded Interest in Learning; 3.8 Community Providers Improving ECHO; 3.9 Links Between ECHO Model, Theories, and Collaboration; 3.9.1 How Do These Knowledge Networks Contribute to Shared Knowledge Construction Among Academics and Practitioners?; 3.9.2 What Lessons Can Be Learned from This Experience?; References
    Description / Table of Contents: 4 Using Simulation and Coaching as a Catalyst for Introducing Team-Based Medical Error Disclosure4.1 Background; 4.2 Research Project Description; 4.3 Description of Simulation in Action; 4.4 Description of Disclosure Coaching in Action; 4.5 Assessment of the Intervention; 4.6 Preliminary Findings; 4.7 Discussion and Next Steps; References; 5 Leader Development in Dynamic and Hazardous Environments: Company Commander LearningThrough Combat; 5.1 Introduction; 5.2 Our Conceptual Framework; 5.2.1 Experiential Learning Theory; 5.2.2 Leadership Development and Learning; 5.3 Methodology
    Description / Table of Contents: 5.3.1 Participant Selection5.3.2 Data Collection; 5.3.3 Data Analysis; 5.3.4 Possible Sources of Bias; 5.3.5 Limitations and Member Check; 5.4 Learning Experiences in Combat; 5.4.1 The Molten Experience; 5.4.2 Profound Responsibility; 5.4.3 Intense Affect; 5.4.4 Embodied Feedback; 5.5 Implications for Learning and Development; 5.5.1 Leader Development in Combat; 5.5.2 Compassion and Resilience; 5.5.3 Judgment and Decision Making; 5.5.4 Innovation; 5.6 Conclusions and Final Insights; References; 6Managers' Teaching and Leading in the Workplace: An Exploratory Field Study; 6.1 Introduction
    Description / Table of Contents: 6.2 Leadership and Education
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-1724-4
    URL: Volltext
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  • 2
    Online Resource
    Online Resource
    Leading Student Assessment (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400717275
    Language: English
    Pages: Online-Ressource (XII, 303p. 33 illus, digital)
    Series Statement: Studies in Educational Leadership 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DO 1250
    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Schulleistungsmessung
    Abstract: Taking Stock of Here and Now /Judy L. Lupart, Charles F. Webber --School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment /Kenneth Leithwood --Lessons Learned: The Promise and Possibility of Educational Accountability in the United States /Charles L. Slater, Marla W. McGhee, Sarah W. Nelson --Student Assessment Policy and Practice in Alberta: An Assessment for Learning /Jim Brandon, Marsi Quarin-Wright --Fair and Ethical Student Assessment Practices /Jean L. Pettifor, Donald H. Saklofske --How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools /Joan Jeary, Vicki L. Schwean --Current Issues in Assessing Students with Special Needs /John Venn --Student and School Characteristics Related to Student Achievement: A Methodological Approach /John O. Anderson --Student Voice in Fair Assessment Practice /Nola Aitken --Grade Level of Achievement Data: Key Indicators for School-Based Decision-Makers /John Burger, Anna Nadirova --Teacher Feedback in Formative Classroom Assessment /Susan M. Brookhart --Using a Measurement Paradigm to Guide Classroom Assessment Processes /Sandy Heldsinger --Putting the Focus on Learning: Shifting Classroom Assessment Practices /Sherry Bennett, Dale Armstrong --The Ecology of Student Assessment /Charles F. Webber, Judy L. Lupart, Shelleyann Scott
    Abstract: This book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current ove
    Description / Table of Contents: Leading Student Assessment; Contents; About the Editors; About the Contributors; Chapter 1: Taking Stock of Here and Now; Introduction; Leading Student Assessment from Here; Leadership; Fairness and Equity in Assessment; Factors Influencing Student Achievement; Assessment in the Classroom; Challenges Here and Now; Establishing Coherence; Knowing Enough; Recognizing Mistakes; Achieving Transparency and Authenticity; Addressing Diversity; Insights That Really Matter: The Old Chestnuts; Large-Scale Assessments Have Value; One Size Does Not Fit All; Understanding Takes Time; Research Matters
    Description / Table of Contents: Proactive Trumps ReactiveFrom Here to Boundary Breaking; References; Chapter 2: School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment; Challenge One: Compensating for the Critical Limitations of Large-Scale Assessment Data in Determining the Current Status of Student Learning; Narrow Focus; Lack of Reliability at the Local Level; Delays in Reporting Results; Challenge Two : Estimating Progress and Sustaining Continuous Improvement; Challenge Three: Responding to the Absence of Robust Information About the Causes of Students' Current Performances
    Description / Table of Contents: Challenge Four : Improving the Organizational Conditions That Support Productive School ImprovementDirect and Indirect Approaches to Improvement; The Indirect Approach Illustrated; Academic Press; Teacher Trust in Colleagues, Parents, and Students; Collective Teacher Efficacy; Challenge Five: Overcoming Common Errors in Human Judgment; Overweighting Vividness in Interpreting the Problem; Generalizing from a Small or Biased Sample; Failure to See That a Situation Is Unique or Different from Others in the Past; Failure to Modify a Single Approach or Strategy in Light of Situational Features
    Description / Table of Contents: Making Use of Theories or Schemas That Do Not Accurately Represent RealityConclusion; References; Chapter 3: Lessons Learned: The Promise and Possibility of Educational Accountability in the United States; Positive Outcomes of Accountability Systems; Unintended Consequences of Educational Accountability; Curriculum Narrowing; The Redirection of Instructional Time; Pushing Students Out; Accountability Reconsidered; Misplaced Accountability; Accountable to Whom?; Accountable for What?; Recommendations; Real-World Standards for a Broad Curriculum; Keeping Students In
    Description / Table of Contents: From Punishment to AssistanceDevelopment of a Learning and Assessment Culture; An Accountability Model; Democratic Participation; Conclusion: The Need for Dialogue; References; Chapter 4: Student Assessment Policy and Practice in Alberta: An Assessment for Learning; Introduction; Conceptual Framework; Assessment Standards; Standard One: Quality Teaching as Situated, Collective Expertise-in-Action; Standard Two: Formative Assessment as Generative and Informative Teaching
    Description / Table of Contents: Standard Three: Summative Assessment, Grading, and Reporting as Consistent, Accurate, and Outcome - Referenced Descriptions of Learning
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1727-5
    URL: Volltext
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  • 3
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    Online Resource
    Education, Culture and Epistemological Diversity : Mapping a Disputed Terrain (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400720664 , 128345615X , 9781283456159
    Language: English
    Pages: Online-Ressource (IX, 160p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DF 3000
    Keywords: Genetic epistemology ; Education ; Education ; Genetic epistemology ; Education Philosophy ; Erziehungsphilosophie
    Abstract: In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate
    Abstract: In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate
    Description / Table of Contents: Education, Cultureand Epistemological Diversity; Foreword; Contents; Chapter 1: Introduction; Ethno-Philosophy and Professional Philosophy; Paradigms - Incommensurable or Translatable?; The Authority of "Epistemology"; References; Chapter 2: A Critical Review of Representative Sources on Multicultural Epistemology; Epistemologists and Educational Researchers in Word and Deed: A Commentary; Conceptions of Representation; Conceptions of Respect; References; Chapter 3: Charting the Reefs: A Map of Multicultural Epistemology; Introduction; Three Preliminary Examples
    Description / Table of Contents: Questions About Knowledge: A Preliminary Mapping(A) Epistemology as a Normative Field of Inquiry; (B) An Epistemology as a Normative Theory of Knowledge; The Special Case of "Standpoint Epistemologies"; (C) An Epistemology as a Descriptive Account of How People Acquire Beliefs; An Example: An Argument from Scheurich and Young; Sociology of Knowledge: The Descriptive Orientation Reigns Supreme; The Idea of "Ways of Knowing"; (D) An Epistemology as a Description of a Set of Beliefs; Using the Map: An Example; Cultures and Knowledge: A Closer Look; Conclusion: A Suggestion About Safe Navigation
    Description / Table of Contents: ReferencesChapter 4: Epistemological Diversity and Education Research: Much Ado About Nothing Much?*; What Is "Epistemological Diversity"?; Beliefs and Belief Systems; Research Methodologies and Methods of Inquiry; Research Questions; Researchers and Their Cultures; Epistemologies and Epistemological Perspectives; Epistemology and Diversity: The Heart of the Matter; Is It Epistemologically Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?
    Description / Table of Contents: Is It Morally Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?Is It Inevitably an Abuse of Power to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?; Is It Pragmatically Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?; Conclusion; References; Chapter 5: Taking Subjectivity into Account*; The Problem; Subjects and Objects; Conclusion; References
    Description / Table of Contents: Chapter 6: Epistemology as Trope: Uses and Effects of Claims About "Ways of Knowing"*Introduction; Essentialism and Essentializability; The Trouble with "Knowing"; When "Knowing" and "Knowing" Are Not the Same; The Discourse of "Ways of Knowing" and Its Effects; Epistemological Diversity - Diversity of What?; Tropological Uses; Conclusion; References; Chapter 7: Epistemological Diversity: A Roundtable; Epilogue 1; Epilogue 2; References; Chapter 8: Second Thoughts; Aesthetic Epistemology?; Plain Old Epistemology, But…; References; About the Authors; Index;
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-2066-4
    URL: Volltext
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  • 4
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    Online Resource
    Education for Self-transformation : Essay Form as an Educational Practice (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400724013 , 1283456397 , 9781283456395
    Language: English
    Pages: Online-Ressource (X, 149p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Kwak, Duck-Joo Education for self-transformation
    RVK:
    DF 3000
    RVK:
    DP 1420
    Keywords: Curriculum planning ; Literacy ; Education ; Education ; Curriculum planning ; Education Philosophy ; Literacy ; Curriculumplanung ; Erziehungsphilosophie ; Curriculumplanung ; Erziehungsphilosophie
    Abstract: Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jurgen Haber
    Abstract: Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jurgen Haber
    Description / Table of Contents: Education for Self-transformation; Preface; Contents; Chapter 1: Introduction: Education as Self-transformation and the Essay Form of Writing: Education for a Post-secular Age; References; Part I: George Lukács: Practice of Philosophy for Existential Fulfillment; Chapter 2: A Reflection on the Relation Between Philosophy and Life; Through Hans Blumenberg's Work; Introduction: Knowledge and Existential Anxiety, What Is Their Connection?; A Way to the Loss of Existential Fulfillment: From Plato to Bacon; Conclusion: Learning from Nominalists' Wisdom; References
    Description / Table of Contents: Chapter 3: A Response to Modernity Between Reason and Faith: Kierkegaard's Ideas of the Ethical Self and SubjectivityIntroduction: "Being Educated" and "Being Ethical"; Relation Between Subjectivity and Being Ethical; Conclusion: Educational Implications of Kierkegaard's Indirect Communication; References; Chapter 4: Practicing Philosophy, the Practice of Education: Exploring the Essay-Form Through Lukács' Soul and Form; Introduction: In Pursuit of a Pedagogical Form of Writing; Philosophy and Life-Form; Life-Form and the Essay Form of Writing
    Description / Table of Contents: Conclusion: The Essay Form of Writing as an Educational PracticeReferences; Part II: Stanley Cavell: Practice of Education in the Essay-Form; Chapter 5: Stanley Cavell's Ordinary Language Philosophy as an Example of Practicing Philosophy in the Essay-Form: In Search of a Humanistic Approach to Teacher Education; Introduction: A Humanistic Approach to Teacher Education; The Methodological Characteristics of Cavell's Ordinary Language Philosophy; The Educational Aspiration of Cavell's Ordinary Language Philosophy; Conclusion: A Role for Philosophy in Teacher Education; References
    Description / Table of Contents: Chapter 6: Philosophy as the Essay Form of Writing: Cavell's Concepts of Voice, Method, and TextIntroduction: The Essay as a Form of Writing for Self-knowledge; Montaigne and the Essay: Its Educational Nature and Purpose; Cavell's Philosophical Writing: Voice, Method, and Text; Voice and Method; Voice and Text; Conclusion: The Philosophical Voice and the Essay; References; Chapter 7: Cavell's Essayist as the Political Self: Implication for Citizenship Education; Introduction: The Private, the Philosophical, and the Political; The Political Dimension of Cavell's Moral Perfectionism
    Description / Table of Contents: Conversation of Justice for Equality from Within and Active EqualityConclusion: A Picture of the Cavellian Citizen: "Bourgeoisie with a Desire to Go Beyond Bourgeois Morality"; References; Chapter 8: Conclusion: The Essay Form of Writing for a Tragic Form of Subjectivity; Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2401-3
    URL: Volltext
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  • 5
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    Online Resource
    Equity in Discourse for Mathematics Education : Theories, Practices, and Policies (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400728134 , 1283456656 , 9781283456654
    Language: English
    Pages: Online-Ressource (XIV, 268p. 10 illus, digital)
    Series Statement: Mathematics Education Library 55
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Equity in discourse for mathematics education
    RVK:
    SM 607
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Mathematikunterricht ; Diskursanalyse
    Abstract: David Pimm
    Abstract: This book covers the discourse and equity in mathematics education research. Given the inherent connection between discourse and equity, this book focuses on two approaches to the connection. Contributors consider the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students' opportunities to participate in the kinds of discourse practices that provide access to resources. Contributors also consider the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of
    Description / Table of Contents: Equity in Discourse for Mathematics Education; Foreword; Discourse and Equity: The Simultaneous Challenge of Epistemological and Social Access; Preface; Contents; Chapter 1: Inherent Connections Between Discourse and Equity in Mathematics Classrooms; 1 Equity; 2 Discourse; 3 Changing Discourse Patterns in Mathematics Classrooms; 3.1 Making Language Practices Explicit; 3.2 Cultural Dimensions of Discourse; 3.3 Structuring Equitable Discourse; 4 Bringing These Perspectives Together in This Book; Part I: Equity Concerns Draw Attention to Discourse
    Description / Table of Contents: Chapter 2: Context Matters: How Should We Conceptualize Equity in Mathematics Education?1 Framing Equity; 2 Equity in Teaching and Learning Contexts; 2.1 Nine U.S. High Schools; 2.2 A Successful Teacher Community; 2.3 Twenty-Three Teacher Candidates; 2.4 The 'Achievement Gap'; 3 Future Research; 4 Postscript (2011); Chapter 3: Exploring Scholastic Mortality Among Working-Class and Indigenous Students; 1 Teaching Working-Class and Indigenous Students: An Act of Symbolic Violence?; 2 Both-Ways Education: Challenging Symbolic Violence; 3 Resistance Theory: Alternatives to Deficit Models
    Description / Table of Contents: 4 Language Structures and Marginalising Discourses5 Language Differences: The Case of Questioning; 5.1 Written Questions and Contexts; 5.2 Classroom Interactions; 5.3 Questions to Control Behaviour and Flow of Lessons; 5.4 Questions to Elicit Knowledge; 6 Teacher Judgement and Success: The Curse of Ability in Mathematics Education; Chapter 4: Mathematics Learning in Groups: Analysing Equity Within an Activity Structure; 1 Equity and Opportunities to Learn in Mathematical Group Work; 1.1 Analysing Equity in Terms of Opportunities to Learn; 2 Methods; 2.1 Major Data Sources
    Description / Table of Contents: 2.2 Identifying Work Practices2.3 Identifying Positioning; 3 Equity and Interaction in the Presentation Preparation; 4 Discussion; Chapter 5: Aiming for Equity in Ethnomathematics Research; 1 Context; 2 Ethnomathematics; 3 Positioning Theory; 4 Shifting Storylines in the Research Conversations; 4.1 Changing Storylines; 4.2 Challenges of Representation; 5 Reflection; Chapter 6: How Equity Concerns Lead to Attention to Mathematical Discourse; 1 Multiple Approaches to Equity Discourse and Ethnomathematics; 2 Three Points of Further Discussion; 2.1 Defining 'discourse'
    Description / Table of Contents: 2.2 Issues with the Discourse Practices of School2.3 Issues with Using Ethnomathematical Approaches; 3 Equitable and Successful Practices in U.S. Mathematics Classrooms; 4 Some Recommendations for Future Research on Equity and Discourse; 4.1 Recommendation #1: Avoid Essentializing Cultural Practices; 4.2 Recommendation #2: Avoid Deficit Models; 4.3 Recommendation #3: Recognize the Complexity of Language and Discourse Practices; 4.4 Recommendation #4: Shift Away from Monolithic Views of Mathematical Discourse; Part II: Attention to Discourse Highlights Equity Concerns
    Description / Table of Contents: Chapter 7: Linguistic Tools for Exploring Issues of Equity
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2813-4
    URL: Volltext
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  • 6
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    Online Resource
    Advances in Nature of Science Research : Concepts and Methodologies (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400724570 , 1283456427 , 9781283456425
    Language: English
    Pages: Online-Ressource (X, 268p. 16 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Advances in nature of science research
    RVK:
    DP 4600
    RVK:
    VB 4052
    RVK:
    UB 4049
    RVK:
    TB 4053
    RVK:
    SM 630
    Keywords: Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Study and teaching ; Science ; Philosophy ; Wissenschaft ; Wissenschaftstheorie ; Empirische Forschung ; Naturwissenschaftlicher Unterricht
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent anal
    Description / Table of Contents: pt. 1. Conceptual issues in the nature of science research -- pt. 2. Methodological advances in the nature of science research.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-2457-0
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  • 7
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    Perspectives on Scientific Argumentation : Theory, Practice and Research (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400724709 , 1283456435 , 9781283456432
    Language: English
    Pages: Online-Ressource (XII, 290p. 40 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Perspectives on scientific argumentation
    RVK:
    TB 4000
    Keywords: Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Methodology ; Logic ; Aufsatzsammlung ; Wissenschaft ; Methodologie ; Dewey, John 1859-1952 Logic ; Wissenschaft ; Methodologie ; Dewey, John 1859-1952 Logic ; Aufsatzsammlung
    Abstract: 4205 Introduction /Jonathan Osborne --The two faces of scientific argumentation :applications to global climate change /E. Michael Nussbaum, Gale M. Sinatra, and Marissa C. Owens --The importance of embedding argument within science classrooms /Andy Cavagnetto and Brian Hand --Scientific reasoning and argumentation from a Bayesian perspective /Evan Szu and Jonathan Osborne --Students' framings and their participation in scientific argumentation /Leema Kuhn Berland and David Hammer --The design and enactment of argumentation activities /Shirley Simon, Katherine Richardson, and Ruth Amos --Argumentation and reasoning in life and in school :implications for the design of school science learning environments /Leah A. Bricker and Philip Bell --Argumentation and evaluation intervention in science classes :teaching and learning with Toulmin /Janis A. Bulgrena and James D. Ellis --Research on critique and argumentation from the technology enhanced learning in science center /Douglas B. Clark --Evaluating arguments about climate change /Adam Corner --The effects of university students' argumentation on socio-scientific issues via on-line discussion in their informal reasoning regarding this issue /Yin-Tien Wu and Chin-Chung Tsai --The development and validation of the assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol :a tool for evaluating how students participate in scientific argumentation /Victor Sampson, Patrick J. Enderle, and Joi Phelps Walker --Beyond argumentation :sense-making discourse in the science classroom /Scott P. McDonald and Gregory J. Kelly --Development of argumentative knowledge in science education /Myint Swe Khine
    Abstract: Argumentation-arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion- has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students' critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The
    Description / Table of Contents: pt. 1. Theoretical premises of the study of argumentation -- pt. 2. Practice perspectives in argumentation -- pt. 3. Researching argumentation in science education.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-2470-9
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  • 8
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    From Text to 'Lived' Resources : Mathematics Curriculum Materials and Teacher Development (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400719668 , 1283456125 , 9781283456128
    Language: English
    Pages: Online-Ressource (XX, 363p. 64 illus, digital)
    Series Statement: Mathematics Teacher Education 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education
    Abstract: What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they 'tailor' them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term A" ingenierie documentaire A",we call these processes A" documentation A". The literal English translation is A" to work with
    Description / Table of Contents: pt. 1. Teacher resources -- pt. 2. Text and curriculum resources -- pt. 3. Use of resources -- pt. 4. Collaborative use.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1966-8
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  • 9
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    The Practice of Theoretical Curiosity (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400721173 , 1283456184 , 9781283456180
    Language: English
    Pages: Online-Ressource (XVIII, 206p, digital)
    Series Statement: Explorations of Educational Purpose 20
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    CP 5000
    RVK:
    CX 1000
    Keywords: Science History ; Phenomenology ; Education ; Education ; Science History ; Phenomenology ; Education Philosophy ; Lernpsychologie ; Neugier
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Description / Table of Contents: Preface; A Just Curious Introduction; Contents; 1 First Questions; Curiosity in Classical Inquiry; The Fall of Theory; Attending Medieval Minds; Notes; 2 A Taming of the Passions; Reading Republics; Passions, Affects, and Social Space; Powers of the Curious; The Encyclopedie and the Philosophes; Notes; 3 Pedagogies of Curiosity; On American Utility; Habits of Embodiment; Social Science as Accomplice; Calculating Reason; Critical Interventions; 4 The Sphinx; The Everyday; Striking the Matches; Experiments in the Aleatory; Inaugural Events; Notes; 5 Curiosity and the Question; Embodying Thought
    Description / Table of Contents: EnworldingChiasms; Sense and Sight; A New Materialism; 6 Thinking Life; Genetic Capital; Technics and Culture; Zoographics; Genomic Sovereignty; Notes; 7 Minds, Limits, and Spaces; Figuring Futures; Martian Interlude; Does Technology Think; Limit Forms; Notes; References; Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2117-3
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  • 10
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    Active Ageing, Active Learning : Issues and Challenges (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400721111 , 1283456176 , 9781283456173
    Language: English
    Pages: Online-Ressource (XII, 180p. 10 illus, digital)
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DW 1800
    Keywords: Geriatrics ; Adult education ; Education ; Education ; Geriatrics ; Adult education ; Altenbildung
    Abstract: This book is concerned with the general issues of ageing, learning and education for the elderly and then with the more specific issues of why, how and what elders want to learn. This monograph consists of 10 chapters written by various internationally renowned researchers and scholar-practitioners in the field
    Abstract: This book is concerned with the general issues of ageing, learning and education for the elderly and then with the more specific issues of why, how and what elders want to learn. This monograph consists of 10 chapters written by various internationally renowned researchers and scholar-practitioners in the field
    Description / Table of Contents: Active Ageing, ActiveLearning; Series Editors' Introduction; Foreword; Preface; Contents; Chapter 1: Introduction; Reference; Part I:Ageing Issues and Provisions for Learning; Chapter 2: Lifelong Learning, Welfare and Mental Well-being into Older Age: Trends and Policies in Europe; Introduction; The Later Life Course in Context; Well-being and Learning in Later Life; Learning Among Older Adults; References; Chapter 3: Issues in Learning and Education for the Ageing*; Introduction; Issues in Learning and Ageing; Effects of Learning in Ageing; Ageing and Cognitive Processes
    Description / Table of Contents: Older People Can and Do LearnWhy Do Older Adults Want to Learn?; How Do Older People Want to Learn?; Some Opportunities for Learning and Education; Learning and Technology; What Do Older People Want to Learn?; Conclusion; References; Chapter 4: Successful Ageing and International Approaches to Later-Life Learning; Introduction; Successful Ageing; Low Risk of Disease and Disease-Related Disability; High Mental and Physical Function; Mental Function; Maintaining High Physical Function; Active Engagement with Life; Maintaining Social Networks; Doing Interesting Things
    Description / Table of Contents: Successful Ageing and Later-Life LearningSome Later-Life Learning Organizations and Successful Ageing; Older People and Novel Communications Technologies; International Cooperation and the Internet; U3A Online; U3A Online and Constituency Research; World U3A; Timewitnesses; Conclusion; Appendix: Some Major Later-Life Learning Initiatives; University of the Third Age (U3A); Two Universities of the Third Age Models (Adapted from Swindell and Thompson 1995); The French Model; The British Self-Help Model; IAUTA; Australia and New Zealand; China; Hong Kong; India; Japan; Nepal; North America
    Description / Table of Contents: Lifelong Learning Institutes (LLIs)Elderhostel; Osher Lifelong Learning Institutes (OLLIs); Republic of South Africa; SACE-U3A Singapore; United Kingdom; U3A in Brief in Some Other Countries; References; Part II:Research Methods on Ageing Issues; Chapter 5: Using Narrative Inquiry and Analysis of Life Stories to Advance Elder Learning; Introduction; Defining Narrative, Narrative Inquiry, and Narrative Analysis; Learning in a Networked Context; Context; Community; Cognitive Reflection; Somatic Reflection; Time; Narrative Learning Model; Narrative Field; Storying and Restorying Experience
    Description / Table of Contents: Differentiating Critical Reflection and Narrative RefractionCreating an Ecology of Learning; Human Learning; Responding to Elder Learning Needs; Foster Lifelong Human Learning and Longevity with Capacity; Act with Greater Intentionality; Support Healthy Living Throughout Life; Reassess Social Economics; Promote Intergenerational Interaction and Learning; Conduct Public Dialogues; Future Challenges; Changing Stagnant Attitudes and Values; Asking Questions, Acting on Findings; References; Chapter 6: Toward Critical Narrativity: Stories of Ageing in Contemporary Social Policy*; Introduction
    Description / Table of Contents: Social Policy as Narrative
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2111-1
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  • 11
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    The Claims of Parenting : Reasons, Responsibility and Society (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400722514
    Language: English
    Pages: Online-Ressource (XVIII, 158p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DF 3000
    Keywords: Educational psychology ; Education ; Education ; Education Philosophy ; Educational psychology
    Abstract: Many sociological, historical and cultural stories can be and have already been told about why it is that parents in post-industrial, western societies face an often overwhelming array of advice on how to bring up their children. At the same time, there have been several philosophical treatments of the legal, moral and political issues surrounding issues of procreation, the rights of children and the duties of parents, as well as some philosophical accounts of the shifts in our underlying conceptualization of childhood and adult-child relationships. While this book partly builds on the insight
    Description / Table of Contents: The Claims of Parenting; Acknowledgements; Introduction; Contents; Chapter 1: The Languages of Psychology and the Science of Parenting; Scientific Languages in Childrearing; Scientific Languages in Childrearing and the Parent-Child Relationship: Normative Assumptions; Universalism; Developmental Psychology and the Family; The (Causal) Logic of Developmental Psychology; Informing Research Agendas; Neuroscience and Pedagogical Action; The Need for Expertise in the Area of Childrearing: The Professionalisation of Parents; Being a Parent: Professional Status Versus Experience
    Description / Table of Contents: Socio-cultural EmbeddednessMarginalisation; Responsibility; Chapter 2: The Priority of the Particular and the First Person; The Critique of Technical Rationality; The Priority of the Particular; The First-Person Perspective; Chapter 3: The Intuitive, Caring Mother; A Feminist Perspective on the First-Person Perspective?; Ruddick's Maternal Thinking; Noddings' Relationship of Care; Stadlen and the Experience of Being a Mother; Let Parents Just 'Muddle On'?; Chapter 4: Good Enough Parenting?; Doing, Being and Closure; Parenting Styles; The Good Enough Parent; The Pursuit of Perfection
    Description / Table of Contents: When 'Good Enough' Is Not Good EnoughWhat Matters?; Chapter 5: Rights, Needs and Duties; Needs and Rights; The Right to the Best Upbringing; What Children Need and the First-Person Perspective; Parenting Contracts, Parenting Orders, an Upbringing Pledge; 'Rights-Talk' Versus 'Intimacy'; Chapter 6: Existential Anxiety, Responsibility and the Political Aspects of the Family; Upbringing in an Age of Uncertainty and Doubt: Scepticism, Parental Responsibility and Existential Anxiety; The 'Political' Aspects of the Family and Parental Responsibility; The 'Political' Aspects of the Family
    Description / Table of Contents: Beyond PoliticisationConclusion; References; Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2251-4
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  • 12
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    International Perspectives on Teaching and Learning with GIS in Secondary Schools (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400721203 , 1283456192 , 9781283456197
    Language: English
    Pages: Online-Ressource (XXXIX, 353p. 66 illus., 24 illus. in color, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. International perspectives on teaching and learning with GIS in secondary schools
    RVK:
    RB 10874
    RVK:
    RB 10104
    RVK:
    DP 2580
    RVK:
    DP 2600
    Keywords: Geographical information systems ; Science Study and teaching ; Education ; Education ; Geographical information systems ; Science Study and teaching ; Bibliografie ; Geoinformationssystem ; Unterricht ; High school ; Sekundarstufe ; Geografieunterricht ; Geoinformationssystem
    Abstract: This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject. Geographic Information Systems (GISs) are now ubiquitous and relatively inexpensive. They have revolutionized the way people explore and understand the world around them. The capability they confer allows us to capture, manage, analyze, and display geographic data in ways that were undreamt of a generation ago. GIS has enabled users to make decisions and solve problems as diverse as designing bus routes
    Description / Table of Contents: Foreword; Acknowledgments; Contents; Contributors; List of Figures; List of Tables; About the Editors; About the Authors; 1 The World at Their Fingertips: A New Age for Spatial Thinking; 1.1 Introduction; References; 2 Australia: Inquiry Learning with GIS to Simulate Coastal Storm Inundation; 2.1 Introduction; 2.2 The Context of Secondary Education in Australia; 2.2.1 The Nature of Geography Education in Australian Schools; 2.2.2 Tertiary Training and Post-university Support of Geography Teachers; 2.3 The Use of GIS in Australian Geography Classrooms; 2.4 The Australian Geography Curriculum
    Description / Table of Contents: 2.5 An Example of a GIS-Based Student Activity2.6 Conclusion; References; 3 Austria: Links Between Research Institutions and Secondary Schools for Geoinformation Research and Practice; 3.1 Introduction; 3.2 Cases: GIS in Student Research Cooperations; 3.2.1 Schools on Ice (2007--2009); 3.2.2 Applications on the Move (2008--2010); 3.2.3 Geovisualization in Participatory Decision Making Processes (GEOKOM-PEP) (2009--2011); 3.3 Prospects; References; 4 Canada: Teaching Geography Through Geotechnology Across a Decentralized Curriculum Landscape; 4.1 Introduction
    Description / Table of Contents: 4.2 Geography and GIS Education in Canada4.3 Case Studies from Across Canada; 4.3.1 Case Study 1 -- Teresa Kewachuk, Hants East Rural High School, Milford Station (Shubenacadie), Nova Scotia; 4.3.2 Case Study 2 -- Rob Langston, Neelin High School, Brandon, Manitoba; 4.3.3 Case Study 3 -- Kirsten Davel and Cheryl Murtland, SMUS, Victoria, British Columbia; 4.4 Prospects; 4.4.1 Access to Technology; 4.4.2 IT Conflicts; 4.4.3 Time/Training; 4.4.4 Being the Expert; 4.4.5 Education Policy; References; 5 Chile: GIS and the Reduction of the Digital Divide in the Pan-American World; 5.1 Introduction
    Description / Table of Contents: 5.2 A Holistic Curriculum for a 'Knowledge Society'5.3 Classrooms as Laboratories: A Problem-Based Learning Environment; 5.4 ICT and the Use of GIS: Problems and Solutions; 5.5 Examples of GIS Innovations and Applications; 5.6 Conclusions; References; 6 China: Teacher Preparation for GIS in the National Geography Curriculum; 6.1 Introduction; 6.2 Cases; 6.2.1 Case 1: Geography Class for Second Year High School Students (Arts Majors); 6.2.2 Case 2: Geography Class for Second Year High School Students (Science Majors); 6.3 Prospects; References
    Description / Table of Contents: 7 Colombia: Development of a Prototype Web-Based GIS Application for Teaching Geography7.1 Status of Geography Education in Colombia; 7.2 Geography Contents at the Secondary Basic Education in Colombia; 7.3 History of GIS in Schools in the Country; 7.4 The GIS Prototype; 7.5 Prospects; References; 8 Denmark: Early Adoption and Continued Progress of GIS for Education; 8.1 Introduction; 8.2 Primary and Secondary Education in Denmark; 8.3 In-service Training for Upper-Secondary Teachers; 8.4 The History of GIS in Denmark; 8.4.1 From Remote Sensing to GIS; 8.4.2 Establishment of ArcIMS in 2003
    Description / Table of Contents: 8.5 GIS in Primary Education 2003--2004
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-2120-3
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  • 13
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    Work and Education in America : The Art of Integration (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400722729 , 128345632X , 9781283456326
    Language: English
    Pages: Online-Ressource (XVII, 269p. 10 illus, digital)
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Work and education in America
    RVK:
    DL 2002
    Keywords: Adult education ; Education ; Education ; Adult education ; Vocational education ; United States ; Aufsatzsammlung ; USA ; Berufsbildung ; USA ; Berufsbildung
    Abstract: This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education ve
    Abstract: This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education ve
    Description / Table of Contents: Foreword; Contents; Contributors; About the Editors; About the Authors; 1 Introduction; References; 2 Dilemmas of Design: Education Versus Qualification in the US Vocational System; 2.1 The Empirical Context: The Place of Vocational Education in the United States---"Wanted: Qualification"; 2.2 Recent and Current Efforts at Reform: The Many Roles of Vocational Education; 2.3 The Political-Cultural Context: Efforts to Modernize Struggling Amidst Institutional Weakness; 2.4 Outlook: Crisis and Potential System Redesign; References
    Description / Table of Contents: 3 The Multitiered CTE/VET System in the United States---From High School to Two-Year Colleges3.1 Funding and Financing Vocational/Career and Technical Education; 3.2 Vocational/Career and Technical Education Within the US Educational System; 3.2.1 Secondary Vocational/Career and Technical Education; 3.2.2 Postsecondary Vocational/Career and Technical Education; 3.3 Program Areas Within Vocational/Career and Technical Education; 3.3.1 Agricultural Education; 3.3.2 Business Education; 3.3.3 Family and Consumer Sciences Education (Formerly Home Economics Education)
    Description / Table of Contents: 3.3.4 Health Occupations Education3.3.5 Marketing Education; 3.3.6 Trade and Industrial Education; 3.3.7 Technology Education; 3.4 Curricular Approaches Within Vocational/Career and Technical Education; 3.4.1 Career Clusters and Career Academies; 3.4.2 Tech Prep; 3.4.3 High Schools That Work; 3.4.4 Project Lead the Way; 3.5 Leadership Components of Vocational/Career and Technical Education; 3.5.1 Vocational/Career and Technical Student Organizations; 3.5.2 Advisory Committees; 3.6 Overall Effectiveness; 3.7 Conclusion; References; 4 The American Community College; 4.1 Introduction
    Description / Table of Contents: 4.2 History and Background4.3 Social Role; 4.4 Students; 4.5 Student Services; 4.6 Programs; 4.7 Organization and Leadership; 4.8 Finances; 4.9 Faculty; 4.10 Toward the Future; 4.11 Conclusion; References; 5 Governing VET in the United States: Localization Versus Centralization; 5.1 Introduction; 5.2 Local, State, and Federal Roles; 5.2.1 Regular Public Education; 5.2.2 State and Local Roles in Vocational Education; 5.2.2.1 State Role in VET; 5.2.2.2 Local Programs; 5.2.3 Federal Role in Vocational Education; 5.3 Federal Efforts to Implement Reforms; 5.3.1 The Context of VET Reform
    Description / Table of Contents: 5.3.2 Academic and Vocational Education5.3.3 Secondary and Postsecondary Education; 5.3.4 Curricula, Standards, and Certification; 5.3.5 The School-to-Work Transition; 5.4 Conclusion; References; 6 The Education Gospel and Vocationalism in US Higher Education: Triumphs, Tribulations, and Cautions for Other Countries; 6.1 Introduction: The Education Gospel and International Borrowing; 6.2 From Moral to Occupational Purposes: Vocationalizing the University; 6.2.1 The Rise of the Professions; 6.2.2 The Great Transformation of US Higher Education
    Description / Table of Contents: 6.3 The Dilemmas of the Professionalized University
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-2272-9
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  • 14
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    Queer Masculinities : A Critical Reader in Education (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400725522 , 1283456443 , 9781283456449
    Language: English
    Pages: Online-Ressource (XIX, 315p. 1 illus, digital)
    Series Statement: Explorations of Educational Purpose 21
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DU 6000
    Keywords: Developmental psychology ; Education ; Education ; Developmental psychology ; Bildungswesen ; Geschlechtsunterschied ; Diskriminierung
    Abstract: Queer Masculinities: A Critical Reader in Education is a substantial addition to the discussion of queer masculinities, of the interplay between queer masculinities and education, and to the political gender discourse as a whole. Enriching the discourse of masculinity politics, the cross-section of scholarly interrogations of the complexities and contradictions of queer masculinities in education demonstrates that any serious study of masculinity-hegemonic or otherwise-must consider the theoretical and political contributions that the concept of queer masculinity makes to a more comprehensive
    Description / Table of Contents: pt. 1. Queer masculinities at the K-12 level -- pt. 2. Queer masculinities at the collegiate level -- pt. 3. Queer masculinities and cultural pedagogies.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-2552-2
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  • 15
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    Assessment and Teaching of 21st Century Skills (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400723245
    Language: English
    Pages: Online-Ressource (XV, 345p. 60 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DL 4100
    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements
    Abstract: Rapid-and seemingly accelerating-changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about '21st-century' skills and including operational definitions of those skills. T
    Abstract: Rapid-and seemingly accelerating-changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about '21st-century' skills and including operational definitions of those skills. T
    Description / Table of Contents: Assessment and Teaching of 21st Century Skills; Foreword; Contents; List of Figures; List of Tables; Chapter 1: The Changing Role of Education and Schools; The ATC21S Project; The White Papers; Assessment Development; The Skills Assessed; Implications for Pedagogy; Implications for Assessment; Policy Implications of Assessment; ATC21S Project Process; Issues; References; Chapter 2: Defining Twenty-First Century Skills; The Role of Standards and Assessment in Promoting Learning; The Importance of Standards That Promote Learning; Assessment Systems That Promote Learning
    Description / Table of Contents: The Nature of Quality Assessment SystemsLearning-Based Assessment Systems; Improving the Quality of Assessment Systems; Principles for Twenty-First Century Standards and Assessments; Using Technology to Transform Assessment and Learning; Assessment Priorities Enabled by Information and Communication Technology; The Migratory Strategy with ICT; The Transformational Strategy with ICT; Arriving at a Model Twenty-First Century Skills Framework and Assessment; Existing Twenty-First Century Skills Frameworks; The KSAVE Model; Ways of Thinking; Creativity and Innovation; eSCAPE
    Description / Table of Contents: Critical Thinking, Problem Solving and Decision MakingPrimum; World Class Tests; The VPA Project; Learning to Learn and Metacognition; eVIVA; Cascade; Ways of Working; Communication; Collaboration and Teamwork; Tools for Working; Information Literacy; ICT Literacy; Living in the World; Citizenship, Global and Local; Life and Career; Personal and Social Responsibility; Challenges; Using Models of Skill Development Based on Cognitive Research; Transforming Psychometrics to Deal with New Kinds of Assessments; Making Students' Thinking Visible; Interpreting Assisted Performance
    Description / Table of Contents: Assessing Twenty-First Century Skills in Traditional SubjectsAccounting for New Modes of Communication; Including Collaboration and Teamwork; Including Local and Global Citizenship; Ensuring Validity and Accessibility; Considering Cost and Feasibility; References; Chapter 3: Perspectives on Methodological Issues; Inferences, Evidence, and Validity; Assessment Design Approaches; Defining the Constructs; Structuring a Developmental Definition; Learning Targets; Learning Target: An Example from Microsoft Learning; Progress Variables; Levels of Achievement; Learning Performances
    Description / Table of Contents: Assessment of ProgressionsDefining the Constructs-Example: The Using Evidence Framework; Starting Point for a Developmental Progression; Designing Tasks; Participant Observation; Topic Guide; Open-Ended; Standardized Fixed-Response; New Tasks for Twenty-First Century Skills; Combining Summative and Formative; Wisdom of the Crowd; Task Analysis; Embedded Items; Valuing the Responses; Research-Based Categories; Context-Specific Categories; Finite and Exhaustive Categories; Ordered Categories; Valuing the Responses-Example: The Using Evidence Framework
    Description / Table of Contents: Delivering the Tasks and Gathering the Responses
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2324-5
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  • 16
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    Early Childhood Grows Up : Towards a Critical Ecology of the Profession (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400727182
    Language: English
    Pages: Online-Ressource (XVIII, 180p. 1 illus, digital)
    Series Statement: International perspectives on early childhood education and development 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Early childhood grows up
    RVK:
    CX 6000
    RVK:
    DK 2000
    Keywords: Early childhood education ; Education ; Education ; Early childhood education ; Kleinkinderziehung ; Vorschulerziehung ; Kleinkinderziehung ; Aufsatzsammlung ; Vorschulerziehung ; Aufsatzsammlung
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Description / Table of Contents: Foreword; References; Acknowledgements; Contents; About the Editors; About the Authors; List of Acronyms; Part I Professionalism in Local and Cross-National Contexts: Towards a Critical Ecology of the Profession; 1 Early Childhood Grows Up: Towards a Critical Ecology of the Profession; 1.1 Introduction; 1.2 Our First Argument: Early Childhood Education Has Grown Up; 1.3 Our Second Argument: Towards a Critical Ecology of the Early Childhood Profession; 1.4 The Framework of the Day in the Life Project; 1.4.1 Who Is the Early Years Professional?
    Description / Table of Contents: 1.4.2 Getting Organised: What We Did and How We Did It1.4.3 Choosing Case Study Research; 1.4.4 Working as a Learning Community; 1.4.5 Capturing the Practitioner's Day; 1.4.6 Presenting the Case Studies: Singularities Versus Generalisations; 1.5 Concluding Thoughts; References; 2 Relationships, Reflexivity and Renewal: Professional Practice in Action in an Australian Children's Centre; 2.1 Introduction; 2.2 Understanding and Defining the Field of Early Childhood in Australia; 2.2.1 Purposes of Early Childhood Provision: Care and/or Education?; 2.2.2 Regulating Quality; 2.2.3 Curriculum
    Description / Table of Contents: 2.3 The Case Study Site2.3.1 Overview; 2.3.2 Setting the Scene: Context and Staffing; 2.3.3 Profiling the Practitioner; 2.3.4 The Structure of Josie's Day; 2.3.5 Curriculum and Pedagogical Approaches; 2.3.6 Stepping Up to the Role of the Educator; 2.3.7 Being Professional -- Critical Self-Reflection and Ongoing Professional Learning; 2.4 Relationships, Reflexivity and Renewal; 2.4.1 Professionalism in Context; 2.5 Concluding Comments; References; 3 Leading and Managing in an Early Years Setting in England; 3.1 Recent Developments: An Overview; 3.1.1 Background; 3.1.2 Early Years Provision
    Description / Table of Contents: 3.1.3 The Early Years Curriculum3.1.4 The Early Years Workforce; 3.2 The Day in the Life Project in England; 3.2.1 The Setting; 3.2.2 The Practitioner: Julie; 3.2.3 Julie's Day; 3.2.4 Narrative Account of Julie's Day; 3.2.4.1 Situation 1: In the Office; 3.2.4.2 Situation 2: Group Story Reading; 3.2.4.3 Situation 3: Meeting with the Pre-school Teacher; 3.2.4.4 Situation 5: Meeting with the Senior Management Team; 3.2.4.5 Situation 9: Meeting with a Parent; 3.2.4.6 Situation 13: Discussion with a Key Worker; 3.2.4.7 Situation 14: Outdoor Play
    Description / Table of Contents: 3.2.4.8 Situation 15: Meeting with the Financial Director3.3 Discussion; 3.3.1 Managing and Leading; 3.3.2 Acting as a Professional; 3.3.3 Perspectives on Professionalism; 3.4 Summary; References; 4 Acting as a Professional in a Finnish Early Childhood Education Context; 4.1 The Finnish Macro-level Context for Professionalism in Early Childhood Education; 4.1.1 Organisation and Funding of Services; 4.1.2 Professional Development; 4.1.3 Multi-professional Working; 4.1.4 Curriculum Guidelines; 4.1.5 The Micro-level Context of the Practitioner
    Description / Table of Contents: 4.1.6 What Is Happening During the Typical Day of the Practitioner?
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2718-2
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  • 17
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    Wind Bands and Cultural Identity in Japanese Schools (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400721784
    Language: English
    Pages: Online-Ressource (XVII, 287p. 31 illus, digital)
    Series Statement: Landscapes: the Arts, Aesthetics, and Education 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    LQ 94007
    RVK:
    LQ 94008
    RVK:
    LR 56925
    Keywords: Regional planning ; Education ; Education ; Regional planning
    Abstract: This well researched volume tells the story of music education in Japan and of the wind band contest organized by the All-Japan Band Association. Identified here for the first time as the world's largest musical competition, it attracts 14,000 bands and well over 500,000 competitors. The book's insightful contribution to our understanding of both music and education chronicles music learning in Japanese schools and communities. It examines the contest from a range of perspectives, including those of policy makers, adjudicators, conductors and young musicians. The book is an illuminating window
    Description / Table of Contents: Wind Bands and Cultural Identity in Japanese Schools; Landscapes: the Arts, Aesthetics, and Education; Foreword; Author Biography; Contents; List of Figures; Part 1: A Social History of Wind Bands in Japanese Schools; Chapter 1: The World's Finest School Bands and Largest Music Competition; 1.1 Overview; 1.2 Writing Style and Research Background; Notes; References; Chapter 2: Where are These Bands From? - An Historical Overview; 2.1 Methodological Approach; 2.2 Chapter Overview; 2.3 Mythical Origins; 2.3.1 Wind Instruments in Japanese Tradition
    Description / Table of Contents: 2.3.2 Psalmanazar and Other Early European Accounts2.4 From Zipangu through Dejima; 2.4.1 Jesuit Music Instruction in Sixteenth Century Japan; 2.4.2 Dejima and Rangaku; 2.4.3 Music Transmission via the Nagasaki Kaigun Denshujo; 2.4.4 Metallurgy, Early Trumpet Instruction, and Guttig's Dream; 2.4.5 Yamagunitai: Japan's Oldest Westernized Band; 2.5 Music Westernization in the Meiji Restoration; 2.5.1 Fenton's Legacy; 2.5.2 Origins of Kimigayo; 2.5.3 Iwakura Mission and Rokumeikan; 2.5.4 Early Schooling, and the Mason-Isawa Saga; 2.6 Emergence of Community Bands and School Bands
    Description / Table of Contents: 2.6.1 Jinta: Informal Marching Band2.6.2 Shonen Ongakutai: Community Youth Band; 2.6.3 Early School Bands; 2.6.4 AJBA National Competition; 2.7 Japanese Bands in the Mid-Twentieth Century; 2.7.1 Bands After the War; 2.7.2 The Blossoming 1960s; 2.8 Recent Developments; 2.8.1 Through the Twentieth Century; 2.8.2 The Rise of China; 2.8.3 Recording Industry and Curricular Reform; 2.8.4 Contemporary Perspectives; 2.9 Historiographic Issues and Revisionist Interpretations; 2.9.1 Imada's Historiography; 2.9.2 Musical Contributions of Fenton, Eckert, Mason and Isawa
    Description / Table of Contents: 2.9.3 Explaining the Popularity of Bands in Japan2.9.4 Fenton's Final Years: New Data; 2.9.5 Concluding Remarks; Notes; References; Part 2: An Ethnography of Wind Bands in Japanese Schools; Chapter 3: An Invitation to the Tokyo Middle School; 3.1 A Place for Learning; 3.1.1 The Urban Setting; 3.1.2 The Trek to School; 3.1.3 The School Neighborhood; 3.1.4 At the Campus; 3.1.5 The Main Office; 3.1.6 The Band Room; 3.1.7 Academic Music Classes; Notes; References; Chapter 4: The Band Rehearsal Ritual and Its Participants; 4.1 The Rehearsal Ritual; 4.1.1 Chuuningu; 4.1.2 Kiritsu; 4.1.3 Hajime
    Description / Table of Contents: 4.1.4 Gassou4.1.5 Paatore; 4.1.6 Owari; 4.2 Band Participants; 4.2.1 Ranks and Roles; 4.2.2 Jougekankei System; Notes; References; Chapter 5: Instruction in the Japanese School Band; 5.1 Band Director as Coach; 5.2 Band Director as Hogaku Sensei; 5.3 Instructional Process; 5.4 Zettai Dame!: Negative Feedback; 5.5 Use of Models; 5.6 Uniquely Japanese Techniques; Notes; References; Chapter 6: Scenes from the 50th AJBA National Band Competition; 6.1 Fumon Hall; 6.2 AJBA Rules; 6.3 Local Understandings of the AJBA Competition; Notes; References
    Description / Table of Contents: Chapter 7: Winning in Band: Views from Beneath and Within
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-2178-4
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  • 18
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    Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400719941 , 1283456133 , 9781283456135
    Language: English
    Pages: Online-Ressource (CCCIX, 12p. 65 illus, digital)
    Series Statement: Mathematics Education Library 52
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Language and languages ; Mathematics ; Education ; Education ; Language and languages ; Mathematics
    Abstract: Language can be simultaneously both a support and a hindrance to students' learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges-political, mathematical, co
    Description / Table of Contents: He mihi aroha; Acknowledgements; Contents; 1 Introduction; Wero and the Story of Maui; The School and the Data; Using Case Studies; The Complexity of Learning Mathematics in an Indigenous Language; Meeting and Overcoming Challenges; Overview of the Chapters; Part I Meeting Political Challenges; 2 The Development of a Mathematics Register in an Indigenous Language; Te Wero No Waho - The External Challenge; Te Wero No Roto - The Internal Challenge; The Process of Expanding the Mathematics Register in Te Reo Maori; The Standardising Process
    Description / Table of Contents: Challenges to Te Reo Maori from Developing the Mathematics RegisterMeeting Challenges; 3 The History of Te Kura Kaupapa Maori o Te Koutu - The Politicisation of a Local Community; The History of Te Koutu; Governance and Whanau Involvement in the School; Meeting Challenges in Establishing and Operating Te Koutu; 4 It Is Kind of Hard to Develop Ideas When You Can't Understand the Question: Doing Exams Bilingually; National Certificate of Educational Achievement; Making the Exams Bilingual; Results from Bilingual NCEA Examinations; Equivalence in Bilingual Education
    Description / Table of Contents: Improving the Quality of the Te Reo Maori ExaminationsStudents' Responses to Doing Exams Bilingually; Meeting the Challenge of Doing Exams Bilingually; Part II Meeting Mathematical Challenges; 5 The Resources in Te Reo Maori for Students to Think Mathematically; Resources in Te Reo Maori; Linguistic Markers; Transparency Within Terms; Logical Connectives; Linguistic Complexity; Learning How to Give Spoken Explanations; Kanikani Pangarau - Dancing Mathematics; Meeting Challenges Around Thinking Mathematically; 6 Writing to Help Students Think Mathematically
    Description / Table of Contents: The Role of Literacy Within a Traditionally Oral CultureWriting to Support Reflection; Types of Writing in Mathematics; Writing in Mathematics at Te Koutu; Whakaahua; Whakamarama; Parahau; Judging the Quality of Mathematical Writing; Students' Views About Writing in Mathematics; Challenges in Writing to Support Mathematical Thinking; 7 The Case of Probability; Students Learning About Probability; Learning to Think About Probability; Developing the Idea of Likelihood in the Beginning School Years; Developing Ideas About the Probability of Events at the End of Primary School
    Description / Table of Contents: Developing Ideas About the Probability of Events in Intermediate and High SchoolMeeting the Challenge of Using Language for Thinking Probabilistically; Part III Meeting Community Challenges; 8 Using the Mathematics Register Outside the Classroom; Te Reo Maori and Broadcasting; The Use of the Mathematic Register on Mori Television; The Use of Te Reo Maori by Students Once They Finish Their Mori-Medium Schooling; Using Te Reo Maori for Further Study; Using Te Reo Maori at Work; Using Te Reo Maori for Socialising; Meeting the Challenge of Having Te Reo Maori Spoken in the Community
    Description / Table of Contents: 9 Teachers as Learners of the Mathematics Register
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-1994-1
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  • 19
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    Scholars in the Changing American Academy : New Contexts, New Rules and New Roles (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400727304 , 1283456648 , 9781283456647
    Language: English
    Pages: Online-Ressource (XXI, 246p. 3 illus, digital)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Cummings, William K., 1943 - Scholars in the changing American academy
    RVK:
    DM 2002
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Education ; Study and teaching ; United States ; Education, Higher ; United States ; USA ; Erziehung
    Abstract: Martin J. Finkelstein
    Abstract: As the nature of education generally, and higher education in particular, changes irrevocably, it is crucial to understand the informed opinions of those closest to the institutions of learning. This book, based on a survey of academics in 19 nations and conducted by leading global scholars, is a thorough sounding of the attitudes of academics to their working environment. As the post-WWII liberal consensus crumbles, higher education is increasingly viewed as a private and personal investment in individual social mobility rather than as a public good and, ipso facto, a responsibility of public
    Description / Table of Contents: Scholars in the Changing American Academy; Preface; Acknowledgments; Contents; List of Tables; Chapter 1: The Changing Academic Profession in the USA; 1.1 Introduction; 1.2 The Changing Context for Academic Work; 1.3 Impact on the Academic Profession; 1.4 Two Types of Academies; 1.5 The Concept of the Academic Profession; 1.6 The Development and Stratification of Three Global Models of the University; 1.7 Twentieth-Century Massification of Higher Education in the USA; 1.8 The Transformation of Management and Governance; 1.9 Inquiry on the American and Global Academic Profession(s)
    Description / Table of Contents: 1.10 The 2007 Changing Academic Profession Study1.11 Core Themes of the CAP Project; 1.11.1 Relevance; 1.11.2 Internationalization; 1.11.3 Managerialism; 1.12 The Purpose and Organization of This Volume; References; Chapter 2: Concepts and Methods; 2.1 Introduction; 2.2 Conceptual Framework: A General Systems Model; 2.3 Research Questions Addressed; 2.4 Participating Countries; 2.5 Sample Design of the National Surveys; 2.5.1 Analytic Goals; 2.5.2 Design Options; 2.5.3 Structure of Higher Education; 2.5.4 Selection of the US Sample; 2.6 Development of the Survey Instrument
    Description / Table of Contents: 2.7 Data Collection2.7.1 Response Rate; 2.8 Data Coding and Analysis; 2.8.1 Coding; 2.8.2 Data Analysis; 2.8.3 Missing Data; 2.9 Summary; References; Chapter 3: The Balance Between Teaching and Research in the Work Life of American Academics; 3.1 Introduction: The Arbiters of Faculty Work Life; 3.2 Purpose of the Proposed Study; 3.3 Data Source and Method; 3.3.1 Dependent Variables; 3.3.2 Independent Variables; 3.3.3 Data Analysis; 3.4 Prologue to Results: Trends in Academic Work, 1970-1992; 3.5 Findings; 3.5.1 Descriptive Results; 3.5.1.1 Institutional Type; 3.5.1.2 Academic Discipline
    Description / Table of Contents: 3.5.1.3 Gender3.5.1.4 Type of Appointment; 3.5.2 Inferential Results; 3.6 Discussion and Conclusions; References; Chapter 4: Comparing the Research Productivity of US Academics; 4.1 Introduction; 4.2 The USA as Number One?; 4.3 The Data and Its Limitations; 4.4 The Recent Pattern; 4.5 Accounting for Individual Productivity; 4.5.1 Model; 4.5.1.1 Dependent Variable; 4.5.1.2 Independent Variables and Data; 4.5.1.3 Summary Statistics; 4.5.2 Comparing the Regression Coefficients; 4.6 Looking Backward; 4.7 Conclusion; References
    Description / Table of Contents: Chapter 5: The "Glass Ceiling" Effect: Does It Characterize the Contemporary US Academy?5.1 Introduction; 5.2 Equity or Discrimination: The Analytical Question; 5.3 The Determinants of Advancement in Academia; 5.4 The Dependent Variable: Rank; 5.5 Independent Variables; 5.5.1 Sociodemographic; 5.5.1.1 Gender; 5.5.1.2 Minority Status; 5.5.1.3 Foreign Born; 5.5.2 Other Personal Factors; 5.5.2.1 Family Status; 5.5.2.2 Cultural Capital; 5.5.2.3 Educational Background or Training; Foreign Trained; 5.5.2.4 Age; 5.5.3 Organizational Variables; 5.5.3.1 Research University; 5.5.3.2 Appointment Type
    Description / Table of Contents: 5.5.4 Professional and Disciplinary Variables
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2730-4
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  • 20
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    Higher Education in Portugal 1974-2009 : A Nation, a Generation (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400721357
    Language: English
    Pages: Online-Ressource (XVIII, 427p. 43 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education, Higher ; History ; Education ; Education ; Education, Higher ; History
    Abstract: Alberto Amaral
    Abstract: A comprehensive, wide ranging and detailed account of the unfolding of higher education and higher education policy in Portugal from 1974 to 2009 by leading policy-makers and scholars, with the explicit purpose of showing how different disciplinary canons and perspectives contribute to the study of higher education and higher education policy including Law and Science Policy perspectives. Whilst focusing on one referential system, this book deals with current policy issues emerging in the wake of the post Bologna period. It also examines their long term historical origins in addition to the me
    Description / Table of Contents: Higher Education in Portugal 1974-2009; Preface; Contents; List of Contributors; About the Editors; About the Authors; Chapter 1: Introduction. On Exceptionalism: The Nation, a Generation and Higher Education, Portugal 1974-2009; Introduction; European Higher Education Policy as Eschatology; European Higher Education Policy as Ambition; European Higher Education Policy as Historical Paradox; A Watershed; New Vistas and Perspectives on Europe's Higher Education; Four Points in Justification; Time and Circumstance; The Place of Context and the Context of Place; Agendas: Inside and Outside
    Description / Table of Contents: PedagogyStructure and Rationale; Changes in European Higher Education Policy; Exceptionalism Shifting; Interlocking Developments; The Role of Convergence as a Policy Dynamic; Meaning Mutating; Plea for a Long-Term Perspective; Curious Analogues; A Generational Perspective; The Grand Narrative: An Unfashionable Genre; The Study of Higher Education: A Brief History; The Concept of 'System': A Seminal Point; 'Subject Parturition': A Constant Feature; Some Basic Dilemmas the Student of Higher Education Faces; Hubris; Portugal: Exception, Pioneer or Partner?; Techniques of Comparison
    Description / Table of Contents: … and Their CritiquePortugal as Pioneer: The Revolutionary Inheritance; First of the New or Last of the Old?; Thanks for the Memory; A Generation of Exception; Mobilising and the Mobilised; On the Road to Neoliberalism; Portuguese Perspectives on Neoliberalism; Anglo-Saxon Presumptions and Attitudes; The Tensions of Progress; Exquisite Dilemmas; Shift in Discourse as Handmaiden to Policy; Bonfire of the Vanities; A Rapid Flight over a Complex Terrain; Shaping the Nation; Shaping Higher Learning; Shaping the Institutional Fabric; Envoi; References; Part I: Shaping the Nation
    Description / Table of Contents: Chapter 2: National Identity and Higher Education: From the Origins till 1974National Identity, Nation, Nationalism; The Kingdom of Portugal in the Middle Ages and the Role of the Studium Generale; University During the Golden Age of Empire; The Enlightenment: Concerns of the Portuguese Nation and Its Educational Inertia; Higher Education in the Era of Nationalism; Educational Reform, Higher Education and the Republic; Higher Education, Authoritarian Nationalism and the New State; References; Chapter 3: University, Society and Politics
    Description / Table of Contents: The Revolution of 1974: How the Attempt to Create a 'Political University' FailedConstitution of 1976 and Its Contradictions in Education; Higher Education at the End of the Twentieth Century: The Change in Paradigm; Two in the Place of One; Under the Sign of Bologna; New Vocabulary, New Values, New Realities; Rankings, 'Faculty Strife' and the 'Cultural University'; A New Vision of the Political University?; References; Chapter 4: Cultural and Educational Heritage, Social Structure and Quality of Life; Introduction; Two Mathematical Concepts
    Description / Table of Contents: Economic Structure, Employment and Migration Movements
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-2135-7
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  • 21
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    Teaching About Hegemony : Race, Class and Democracy in the 21st Century (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400714182
    Language: English
    Pages: Online-Ressource (XVI, 216p. 6 illus, digital)
    Series Statement: Explorations of Educational Purpose 17
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Keywords: Education ; Education
    Abstract: Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy t
    Description / Table of Contents: pt. 1. Mostly theory : ideology, discourse, hegemony, and the curriculum -- pt. 2. Less theory, more applications and practice : deconstructing racial and class discourses for a stronger democracy.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1418-2
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  • 22
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    International Handbook of Migration, Minorities and Education : Understanding Cultural and Social Differences in Processes of Learning (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400714663
    Language: English
    Pages: Online-Ressource (XXVI, 753p. 10 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. International handbook of migration, minorities and education
    RVK:
    DO 9000
    Keywords: Regional planning ; Migration ; Education ; Education ; Regional planning ; Migration ; Minorities ; Education ; Immigrants ; Education ; Educational sociology ; Aufsatzsammlung ; Aufsatzsammlung ; Regionalplanung ; Migration ; Erziehung ; Minderheit ; Regionalplanung ; Migration ; Erziehung ; Minderheit ; Aufsatzsammlung
    Abstract: Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways - as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve so
    Description / Table of Contents: Chapter-1; General Introduction; References; Part I Culture, Difference and Learning; Chapter-2; Movements and Migratory Processes: Roles and Responsibilities of Education and Learning; Contexts of Migration and of Culture; Contexts of Education and of Learning; Content of This Section; References; Chapter-3; Understanding Cultural Differences as Social Limits to Learning: Migration Theory, Culture and Young Migrants; Conclusion; References; Chapter-4; Beyond Limits and Limitations: Reflections on Learning Processes in Contexts of Migration and Young People; Introduction
    Description / Table of Contents: Social Limits to Learning and AmbivalenceIdentity and Abstract Equalizing: Morality of Solidarity; Mergner and Education; University Education: Key Issues; Social Limits to Learning, Ambivalence and University Education; Identity, Abstract Equalizing, Morality of Solidarity and University Education; Migration, Learning, Ambivalence and Solidarity; References; Chapter-5; The Concept of Ethnicity and its Relevancefor Biographical Learning; Introduction; On the History of the Concept; Participation Through Contract, Exclusion Through Belonging: The Example of Kant; Ethnicity and Gender
    Description / Table of Contents: Ethnicity as Biographical PositioningSome Conclusions; References; Chapter-6; The Different Grammar of Integration; Social Self-understanding as Opposed to Integration!; References; Chapter 7; Introduction; New Swiss Policies on Foreigners; Integration as Education; The Birth of Coexistence; The Will to Unity; Integration as a Hegemonic Project; Community and Citizenship; Education, Population, Security: Towards an "Integration Society"; Conclusion; References; Chapter 8; Opportunities of Managing Diversity in Local Educational Programs; Theoretical Views on Diversity
    Description / Table of Contents: Diversity in the Field of Social SciencesThree Perspectives on Diversity; Reflectivity as a Key Qualification for Educational Programs; The Significance of Cultural Capital for Managing Diversity; Diversity in the Field of Cultural Studies; The Social Contribution of Culture; The Concept of Shifting Identities; Conflicting Scenarios on Cultural Difference; Political Background and Sociopolitical Challenges of Diverse Societies; Objectives for a Diversity-Based Local Educational Program; Conclusion; References; Chapter-10; Opening a Gate to Citizenship: Media for Migrants; Introduction
    Description / Table of Contents: Conceptual FrameworkIsrael: Language, Ideologies, Immigration; Media in Simplified Language; Hanukkah: A Heroic Feast; Research Methodology; Hanukkah for Beginners: Findings; References; Chapter-11; Living in Different Worlds and Learning All About It: Migration Narratives in Perspective; Introduction; Methodology; Ali Garare; Qassim; Learning to Belong; Learning to Learn from Life: The Purpose of Education; Conclusion; References; Chapter-12; Early Childhood Education in Multilingual Settings; Introduction; Monocultural and Monolingual Traditions in Education Systems, Practice, and Research
    Description / Table of Contents: Research on Bilingualism and Its Implications for Language Education
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-1466-3
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  • 23
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    Current Issues in Bilingualism : Cognitive and Socio-linguistic Perspectives (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400723276
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 5
    DDC: 306.072
    RVK:
    ES 132
    Keywords: Education ; Psycholinguistics ; Sociolinguistics
    Abstract: As populations become more mobile, so interest grows in bi- and multilingualism, particularly in the context of education. This volume focuses on the singular situation in Israel, whose complex multiculturalism has Hebrew and Arabic as official languages, English as an academic and political language, and tongues such as Russian and Amharic spoken by immigrants. Presenting research on bi- and trilingualism in Israel from a multitude of perspectives, the book focuses on four aspects of multilingualism and literacy in Israel: Arabic-Hebrew bilingual education and Arabic literacy development; sec
    Note: Description based upon print version of record , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-2327-6
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  • 24
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    Second International Handbook of Science Education (2012)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402090417
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Springer International Handbooks of Education 24
    DDC: 507.1
    RVK:
    DB 2000
    RVK:
    TB 4056
    Keywords: Education ; Education Philosophy ; Science Study and teaching
    Abstract: Campbell J. McRobbie
    Abstract: The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides a
    Description / Table of Contents: Second International Handbook of Science Education; Preface; Contents of Part One; Contents of Part Two; Part I: Sociocultural Perspectives and Urban Education; Chapter 1: Sociocultural Perspectives on Science Education; Illuminating Science Education with Sociocultural Theory; Making Sense of What Happens in Science Classes; My Framework; Structures as Affordances for Enactment; Solidarity and Science Education; Cosmopolitanism; Cogenerative Dialogue; Speaking for Others; Maintaining Focus; Radical Listening; Expanding Participants' Roles; Curriculum Change
    Description / Table of Contents: Cross-Field Production and Creation of CultureProsody and Emotions; Potential for Change; Acknowledgment; References; Chapter 2: Understanding Engagement in Science Education: The Psychological and the Social; Conceptions of Engagement; Moving from the Individual to the Collective: Emotional Engagement as Social and Temporal; The Primacy of Emotional Engagement: Theoretical Perspectives; The Role of Collective Emotional Engagement in the Emotional, Behavioural and Cognitive Engagement of Individuals; Interaction Rituals and Engagement: Implications; References
    Description / Table of Contents: Chapter 3: Identity-Based Research in Science EducationIntroduction; Theoretical Frameworks in Identity Research; Figured Worlds and Practice Theories; Discursive Stances; Activity Theory; Identity-Based Studies in Science Education; Global Identities Among Immigrant Students; Positional Identity and Science Teacher Professional Development; Differential Identities from a Common Curriculum; Conclusions; References; Chapter 4: Diverse Urban Youth's Learning of Science Outside School in University Outreach and Community Science Programs; A Brief Historical Account of Informal Science Practices
    Description / Table of Contents: Two Kinds of Programs: Outreach and Youth Centered ProgramsPrograms Reaching Out to Youth: The Case of Math and Science Upward Bound; Youth-Driven Community Science Programs: Some Examples; Discussion; Conclusion; References; Chapter 5: Reality Pedagogy and Urban Science Education: Towards a Comprehensive Understanding of the Urban Science Classroom; Problematising Science Education for Urban Students of Colour; The Silencing of Urban Youth Voice in Urban Science Education; Urban Science Education; The Needs of Urban Youth in an Urbanised World
    Description / Table of Contents: Science Education in Urban Settings or Urban Science EducationMoving Towards a Focus on Reality; From Pedagogy of Poverty to Reality Pedagogy; Defining Reality Pedagogy; Enacting Reality Pedagogy; Steps Towards Reality Pedagogy in the Classroom; A Focus on the Three Cs: Co-generative Dialogues, Co-teaching and Cosmopolitanism; Conclusions; References; Chapter 6: Learning Science Through Real-World Contexts; Use of Context in Science Education; Outcomes from International Studies on Context-Based Approaches; Relevance; Interest/Attitude/Motivation; Deeper Understanding
    Description / Table of Contents: Recent Developments in Australia
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-9041-7
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    Heidegger’s Contribution to the Understanding of Work-Based Studies (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139330 , 1282995502 , 9781282995505
    Language: English
    Pages: Online-Ressource (XV, 175p, digital)
    Series Statement: Professional and Practice-based Learning 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Phenomenology ; Adult education ; Education ; Education ; Phenomenology ; Adult education
    Abstract: This book seeks to develop the philosophy of Heidegger notion and reflects the growing importance of work based studies which is becoming of special interest to higher education institutions and commercial organisations. The author acknowledges the dominance of the economic discourse of higher education, but in this book he tries to argue that Heidegger offers a phenomenological approach to understanding the diversity to higher education that work based learning can bring. The book offers a structured argument for a phenomenological understanding of both the educational institution and the commercial environment to be considered as workplaces.
    Description / Table of Contents: Series Editors' Foreword; Preface; Contents; List of Tables; 1 Introduction; Background; Heidegger?; Chapter 2: Work-Based Learning as a Field of Study; Chapter 3: Learning as Knowledge of Being-in-the-World; Chapter 4: Dwelling at Work: A Place Where Vocation and Identity Grow?; Chapter 5: What Is Work? A Heideggerian Insight into Work as a Site for Learning; Chapter 6: Heidegger; Time, Work and the Challenges for University-Led Work-Based Learning; Part II-Issues in Work-Based Studies; Part I Context; 2 Work-Based Learning as a Field of Study; 3 Learning as Knowledge of Being-in-the-World
    Description / Table of Contents: 4 Dwelling at Work5 What Is Work? A Heideggerian Insight into the Workplace as a Site for Learning; 6 Heidegger: Time, Work and the Challenges for University-Led Work-Based Learning; Part II Issues in WorkBased Studies; 7 Assessment and Recognition of Work-Based Learning; 8 Quality in Work-Based Studies Is Not Lost, Merely Undiscovered; 9 Adopting Consumer Time: Potential Issues for Higher Level Work-Based Learning; 10 The Concept of Boredom: Its Impact on Work-Based Learning; 11 Practical Wisdom and the Workplace Researcher; 12 Doing Phenemological Research in the Workplace
    Description / Table of Contents: 13 The World of Work-Based Studies and the RecessionReferences; Author Index; Subject Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-3933-0
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    School Dropout and Completion : International Comparative Studies in Theory and Policy (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048197637
    Language: English
    Pages: Online-Ressource (XIX, 410p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. School dropout and completion
    RVK:
    DO 8000
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Dropouts ; Dropouts ; Prevention ; School attendance ; Aufsatzsammlung ; Schulabbruch ; Schulabschluss
    Abstract: School dropout remains a persistent and critical issue in many school systems, so much so that it is sometimes referred to as a crisis. Populations across the globe have come to depend on success at school for establishing careers and gaining access to post-school qualifications. Yet large numbers of young people are excluded from the advantages that successful completion of school brings and as a result are subjected to consequences such as higher likelihood of unemployment, lower earnings, greater dependence on welfare and poorer physical health and well-being. Over recent decades, most western nations have stepped up their efforts to reduce drop out and raise school completion rates while maintaining high standards. How school systems have approached this, and how successful they are, varies. This book compares the various approaches by evaluating their impact on rates of dropout and completion. Case studies of national systems are used to highlight the different approaches including institutional arrangements and the various alternative secondary school programs and their outcomes. The evaluation is based on several key questions: What are the main approaches? How do they work? For whom do they work? And, how successful are they in promoting high rates of completion and equivalent outcomes for all? This book examines the nature of the dropout problem in advanced industrialized countries with the goal of developing a broader, international understanding that can feed into public policy to help improve completion rates worldwide.
    Description / Table of Contents: School Dropoutand Completion; Acknowledgements; Contents; List of Tables; List of Figures; Contributors; Role of Editors; Chapter 1: School Dropout and Completion: An International Perspective; Introduction; Defining and Measuring Completion and Dropout; Social Inequality and School Completion; Modern Growth in School Completion; Plan of the Book; References; Part I:Structures and Pathways; Chapter 2: Pathways to School Completion: An International Comparison; Part II:Case Studies; Introduction to the European Education Systems; Chapter 3: The Question of School Dropout: A French Perspective
    Description / Table of Contents: Chapter 4: School Dropout and Completion in SpainChapter 5: Towards Compulsory Participation in England; Chapter 6: Participation in Post-Compulsory Learning in Scotland; Chapter 7: Germany's Education System and the Problem of Dropouts: Institutional Segregation and Program Diversification; Chapter 8: School Dropout in Secondary Education: The Case of Poland; Chapter 9: School Dropout and Completion in Switzerland; Introduction to the Nordic Education Systems; Chapter 10: Dropout and Completion in Upper Secondary Education in Finland
    Description / Table of Contents: Chapter 11: Dropout in a Small Society: Is the Icelandic Case Somehow Different?Chapter 12: Early Leaving, Non-Completionand Completion in Upper Secondary Education in Norway; Introduction to the New World Education Systems; Chapter 13: High School Dropouts in the United States; Chapter 14: Educational Systems and School Dropout in Canada; Chapter 15: School Dropout and Completion in Australia; Part III:Programs, Equity and Policy; Chapter 16: Vocational Education and Training in France and Germany: Friend or Foe of the Educationally Disadvantaged?
    Description / Table of Contents: Chapter 17: Pathways to Completion for School DropoutsChapter 18: School Dropout and Inequality; Chapter 19: Policies to Reduce School Dropoutand Increase Completion; Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-9763-7
    URL: Volltext
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    Becoming a Mathematics Teacher : Identity and Identifications (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400705548 , 1283086204 , 9781283086202
    Language: English
    Pages: Online-Ressource (X, 192p, digital)
    Series Statement: Mathematics Education Library 53
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-0554-8
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    Children, Development and Education : Cultural, Historical, Anthropological Perspectives (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400702431
    Language: English
    Pages: Online-Ressource (VII, 264p, digital)
    Series Statement: International perspectives on early childhood education and development 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Early childhood education ; Educational psychology ; Anthropology ; Developmental psychology ; Education ; Education ; Early childhood education ; Educational psychology ; Anthropology ; Developmental psychology
    Abstract: Historical anthropology is a revision of the German philosophical anthropology under the influences of the French historical school of Annales and the Anglo-Saxon cultural anthropology. Cultural-historical psychology is a school of thought which emerged in the context of the Soviet revolution and deeply affected the disciplines of psychology and education in the 20th century. This book draws on these two schools to advance current scholarship in child and youth development and education. It also enters in dialogue with other relational approaches and suggests alternatives to mainstream western developmental theories and educational practices. This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, Culture, History and Child Development , and Gender, Performativity and Educational Practice , this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.
    Description / Table of Contents: Contents; Contributors; 1 Introduction: Children, Development and EducationA Dialogue Between Cultural Psychology and Historical Anthropology; Introduction; First Motion: Subjectivity; Second Motion: Performativity; Third Motion: Infans Absconditus; Fourth Motion: Historicity; The Contents of This Volume; References; Part I Culture, History and Child Development; 2 Darwin and Vygotsky on Development: An Exegesis on Human Nature; 3 Two Lines of Development: Reconsidering and Updating Vygotsky's Argument; 4 Material Culture, Semiotics and Early Childhood Development
    Description / Table of Contents: 5 Touching Each Other: Video Analysis of Mother--Infant Interaction After the Birth6 Mimesis in Early Childhood: Enculturation, Practical Knowledge and Performativity; Part II Gender, Performativity and Educational Practice; 7 Speculative Fantasies: Infancy in the Educational Discourse of Early Modern Germany; 8 A Cultural-Historical Approach to Children's Development of Multiple Cultural Identities; 9 Under the Sign of the Coffee Pot: Mealtime Rituals as Performative Practices; 10 School Curriculum as Developmental Resource: Gender and Knowledge
    Description / Table of Contents: 11 Configuration of Ontologies: An Inquiry into Learning Designs12 Enacting Human Developments: From Representation to Virtuality; 13 ""Troubling"" Essentialist Identities: Performative Mathematics and the Politics of Possibility; 14 The Role of Practice in Cultural-Historical Science; Biographical Notes; Name Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-007-0243-1
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    Reading Comprehension : Assisting Children with Learning Difficulties (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400711747
    Language: English
    Pages: Online-Ressource (XV, 259p. 23 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Educational tests and measurements ; Literacy ; Education ; Education ; Educational tests and measurements ; Literacy
    Abstract: Reading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties
    Description / Table of Contents: Reading Comprehension; Dedication and Appreciation; Contents; About the Author; Introduction; Chapter 1: Reading Difficulties; 1.1 Chapter Overview; 1.2 What Is Literacy?; 1.2.1 Theoretical Perspectives and Reading Comprehension; 1.2.2 Behaviourism; 1.2.3 Cognitivism; 1.2.4 Social Constructivist Learning Theory; 1.2.5 Connectivism; 1.3 The Concept of Reading Difficulties; 1.4 The Simple View of Reading; 1.5 Listening Comprehension; 1.6 Classification of Reading Difficulties; 1.7 Summary; Chapter 2: Reading Comprehension; 2.1 Chapter Overview; 2.2 What is Reading Comprehension
    Description / Table of Contents: 2.2.1 Mental Modelling2.3 Comprehension: A Cognitive Process; 2.3.1 Meaning and Comprehension; 2.4 Comprehension and the Active Learner; 2.4.1 Comprehension and Organisation; 2.4.2 Comprehension and Metacognition; 2.5 Comprehension Difficulties; 2.5.1 Why Some Students Are Poor at Comprehension?; 2.5.2 A Conceptual Framework; 2.6 Socio-Cultural Context; 2.7 Task Variables; 2.8 Text Variables; 2.9 Reader Variables; 2.9.1 Biological; 2.9.2 Cognitive; 2.9.3 Behavioural; 2.10 Purpose; 2.11 Summary; Chapter 3: Cognitive Architecture; 3.1 Chapter Overview; 3.2 Cognitive Architecture
    Description / Table of Contents: 3.3 Working Memory3.4 Long-Term Memory; 3.4.1 Schema Theory; 3.4.2 Semantic Networks; 3.4.3 Dual Coding; 3.5 Learning Styles; 3.5.1 Implications for Teaching; 3.6 Summary; Chapter 4: Language Processing; 4.1 Chapter Overview; 4.1.1 Language Theory; 4.2 Language and Learning Impairments; 4.3 Decoding Deficits; 4.4 Dyslexia; 4.5 Language Learning Disabilities; 4.5.1 Poor Comprehenders; 4.5.2 Autistic Spectrum Disorders; 4.6 ADHD; 4.6.1 Individual Differences; 4.7 Summary; Chapter 5: Word Level and Discourse Processing of Text; 5.1 Chapter Overview; 5.2 Vocabulary
    Description / Table of Contents: 5.3 Quality of Word Representations5.3.1 Vocabulary and Meaning; 5.3.2 Age Differences; 5.3.3 Vocabulary Instruction; 5.4 Fluency; 5.4.1 Readability Levels; 5.4.2 Expressive Reading; 5.5 Context; 5.6 Late Emerging Disabilities; 5.6.1 Late-Intervention Programs; 5.7 Summary; Chapter 6: Visualisation; 6.1 Chapter Overview; 6.2 Forms of Mental Encoding; 6.3 The Nature of Visualisation; 6.4 Visualisation and Mental Functions; 6.4.1 Mental Modelling and Capacity; 6.4.2 Visualisation and Inferential Processing; 6.4.3 Visualisation as an Organisational Tool
    Description / Table of Contents: 6.4.4 Visualisation, Involvement, and Affect6.5 Instruction and Visualisation; 6.6 Visualisation and Poor Comprehenders; 6.7 Linking Visual and Verbal Processes; 6.7.1 Barrier Games; 6.8 Visualisation Strategies; 6.8.1 Illustrations; 6.8.2 Drawing; 6.8.3 Manipulations; 6.8.4 Mental Imagery; 6.8.5 Sensory Imaging Strategy (SIS); 6.8.6 Characterisations; 6.8.7 A Multi-Modal Approach; 6.9 Summary; Chapter 7: Using Inferences and Strategic Processing; 7.1 Chapter Overview; 7.2 Inferential Processing; 7.2.1 Meaning and Inferencing; 7.2.2 Background Knowledge; 7.2.3 Text Coherence
    Description / Table of Contents: 7.3 Thinking Frames
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1174-7
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    Paulo Freire: Teaching for Freedom and Transformation : The Philosophical Influences on the Work of Paulo Freire (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191000 , 1283003090 , 9781283003094
    Language: English
    Pages: Online-Ressource (XX, 172 p, digital)
    Series Statement: Explorations of Educational Purpose 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DD 6456
    Keywords: Education ; Education ; Education Philosophy ; Freire, Paulo 1921-1997
    Abstract: The primary mission of this text is clarifying many of the misconceptions about Paulo Freire's theories, concepts and his implications for education. It revisits his ideas and explains more fully the philosophical influences that shaped concepts such as problem posing, conscientization and praxis. The fundamental thesis, then, is that the present absence of in-depth philosophical analysis leaves an unacceptable void in the literature addressing Freire's work, while also promoting frequent misconceptions and superficial understandings about his relationship to contemporary education. Indeed, the philosophical assumptions contributing to Freire's critical pedagogy require identification, unravelling and ultimately evaluation on the basis of their epistemic and moral tenability. Most existing applications of Freire's pedagogy are unfortunately superficial because they simply sloganize terms such as banking education, conscientization, praxis, and humanization. A slogan in education popularizes a concept or idea in a positive way, but offers very little in terms of critical reflection or analysis. In order to understand these terms and their origin and apply them as Freire intended, a far richer and more in depth examination of Freire is desperately needed. This text will provide precisely that type of examination.
    Description / Table of Contents: Foreword; Preface; Acknowledgments; Contents; About the Authors; 1 Our Journey to Freire; 2 Metaphors, Politics, and Biography; 3 Pedagogy of Humanism; 4 Marxism, Existentialism, and Freire; 5 Freires Critical Pedagogy: Summary and Conclusions; References; Name Index; Subject Index;
    Note: Includes bibliographical references
    DOI: 10.1007/978-90-481-9100-0
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    International Handbook of Leadership for Learning (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400713505
    Language: English
    Pages: Online-Ressource (XV, 1344p. 67 illus, digital)
    Series Statement: Springer International Handbooks of Education 25
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education
    Abstract: John MacBeath
    Abstract: "The International Handbook of Leadership for Learning" brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. This handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; and, system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can
    Description / Table of Contents: International Handbook of Leadership for Learning; Preface; Contents for Part One; Contents for Part Two; Chapter 1: Leadership and Learning: Paradox, Paradigms and Principles; Part I: Major Themes in Leadership for Learning: An International Perspective; Part II: Theoretical and Contextual Frameworks for Leadership for Learning; Part III: System and Policy Issues on Leadership for Learning; Part IV: Educating School Leaders for Leadership for Learning; Part V: Implementing Leadership for Learning: The Role of the School Leader; Part VI: Changing Hearts and Minds: Building Leadership for Lea
    Description / Table of Contents: Part VII: Spreading the Task: Including Others in Leadership for LearningPart VIII: From People Learning to Organisational Learning: Building Capacity; Part IX: Responding to Diversity: Different Ways of Moving Towards Leadership for Learning; Part X: Afterword: What Have We Learned?; Contributors; Index;
    Description / Table of Contents: pt. 1. Major themes in leadership for learning : an international perspective -- pt. 2. Theoretical and contextual frameworks for leadership for learning -- pt. 3. System and policy issues on leadership for learning -- pt. 4. Educating school leaders for leadership for learning -- pt. 5. Implementing leadership for learning : the role of the school leader -- pt. 6. Changing hearts and minds : building leadership for learning in current school leaders -- pt. 7. Spreading the task : including others in leadership for learning -- pt. 8. From people learning to organisational learning : building capacity -- pt. 9. Responding to diversity : different ways of moving towards leadershiop for learning -- pt. 10. Afterword : what have we learned?.
    Note: "Printed in 2 parts."--t.p. verso , Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1350-5
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    Methodological Choice and Design : Scholarship, Policy and Practice in Social and Educational Research (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048189335
    Language: English
    Pages: Online-Ressource (XII, 311p, digital)
    Series Statement: Methodos Series, Methodological Prospects in the Social Sciences 9
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Methodological choice and design
    RVK:
    MR 1100
    Keywords: Studienfinanzierung ; Lernen ; Forschung ; Motivation ; Bildungsforschung ; Sozialwissenschaft ; Sozialer Dienst ; Wissenschaftliche Methode ; Theorie ; Social sciences ; Social sciences Methodology ; Social work ; Psychological tests and testing ; Social Sciences ; Social sciences ; Social sciences Methodology ; Social work ; Psychological tests and testing ; Social sciences ; Research ; Methodology ; Education ; Research ; Methodology ; Aufsatzsammlung ; Empirische Sozialforschung ; Sozialpolitik ; Methodologie
    Abstract: Beginning and well-seasoned researchers alike face significant challenges in understanding the complexities of research designs arising from both within and across methodological paradigms, and in applying them in ways that maximise impact on knowledge, practice, and policy. This volume engages educational and social researchers in a scholarly debate offering some crucial re-interpretations of established research methodologies in light of contemporary conditions and critical introduction to some contemporary research approaches yet to gain general recognition. This book is a contemporary vademecum for researchers, practitioners and graduate students on research methodologies and designs for educational and social change in today's world. The chapters chart and analyse the conceptual and practical complexities of a variety research designs for contemporary educational and social work research. This anthology, taken overall, provides readers with the knowledge and understanding needed not only to design technically sound and coherent research studies, but also to develop methodologically innovative research projects that cross the boundaries between different methodological traditions to the benefit of scholarship, policy, and practice. The chapters cover nine research approaches: - Design-based research - Action research - Ethnomethodological research - Negotiated ethnography - Arts-informed research - Historical analysis and postcolonial scholarship - Policy analysis - Comparative research - Quantitative modelling of correlational and multi-level data The book provides a critical discussion of epistemological questions and methodological frontiers: - Knowledge and epistemology in scholarship, practice and policy - Digital knowledge and digital research - Emerging methodological challenges for educational research - Challenges and futures for social work and social policy research methods - Methodology and the knowledge industry
    Description / Table of Contents: pt. 1. Introduction and foundations -- pt. 2. Research approaches for innovation and change -- pt. 3. Classical research approaches in new social and political contexts -- pt. 4. Methodological frontiers, challenges and future directions.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-8933-5
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    Towards an Understanding of Language Learner Self-Concept (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048195695 , 1283085739 , 9781283085731
    Language: English
    Pages: Online-Ressource (X, 200p, digital)
    Series Statement: Educational Linguistics 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    CP 5200
    RVK:
    DP 4200
    RVK:
    ER 925
    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Education Psychology ; Fremdsprachenunterricht ; Selbstgesteuertes Lernen
    Abstract: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual's language learning.
    Description / Table of Contents: Acknowledgements; Contents; List of Appendices; List of Figures; List of Tables; 1 Introduction; 1.1 Introduction; 2 What Is Self-Concept?; 2.1 Understanding Self-Concept; 3 Understanding Self-Concept in the FLL Context; 3.1 Introduction; 4 How Do Learners Form Their Self-Concepts?; 4.1 Introduction; 5 Internal Frames of Reference in FL Self-Concept Formation; 5.1 Defining Internal Factors; 6 External Frames of Reference in FL Self-Concept Formation; 6.1 Defining External Factors; 7 Implications for Educators and Researchers; 7.1 Introduction; References; Appendix A Example Consent Form
    Description / Table of Contents: Appendix B Bio-data of Interview ParticipantsAppendix C Open-Ended Interview Guidelines; General Background About Self; About Self as Language Learner; General About Language Learning; Any Questions for Me?; Appendix D Written Narrative Descriptions: Guidelines; You as a Language Learner Guidelines; Appendix E Autobiographies: Guidelines; Your Language Learning Life History; Appendix F Referencing Conventions for Data Extracts; Glossary and Abbreviations; Terminology; Expressions Used in the Data Transcripts; Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9569-5
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    University Rankings : Theoretical Basis, Methodology and Impacts on Global Higher Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400711167
    Language: English
    Pages: Online-Ressource (XIV, 271p. 12 illus, digital)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. University rankings
    RVK:
    AL 19800
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Universities and colleges ; Ratings and rankings ; Aufsatzsammlung ; Universität ; Ranking ; Methode
    Abstract: A large international conference in Electrical Engineering and Applied Computing was just held in London, 30 June - 2 July, 2010. This volume will contain revised and extended research articles written by prominent researchers participating in the conference. Topics covered include Control Engineering, Network Management, Wireless Networks, Biotechnology, Signal Processing, Computational Intelligence, Data Mining, Computational Statistics, Internet Computing, High Performance Computing, and industrial applications. The book will offer the states of arts of tremendous advances in electrical engineering and applied computing and also serve as an excellent reference work for researchers and graduate students working on electrical engineering and applied computing
    Description / Table of Contents: University Rankings; Preface; Acknowledgment; Contents; Contributors; Chapter 1: The Past, Present, and Future of University Rankings; Part I: Organizational Effectiveness, Quality, and Rankings; Part II: Methodological Issues of University Rankings; Part III: Social Impacts of University Rankings; Index;
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1116-7
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    Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education : A Joint ICMI/IASE Study: The 18th ICMI Study (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400711310
    Language: English
    Pages: Online-Ressource (XVII, 425p. 17 illus, digital)
    Series Statement: New ICMI Study Series 14
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Teaching statistics in school mathematics-challenges for teaching and teacher education
    RVK:
    SM 619
    Keywords: Mathematics ; Statistics ; Education ; Education ; Mathematics ; Statistics ; Aufsatzsammlung ; Mathematikunterricht ; Statistik
    Abstract: Chris Reading
    Abstract: This book results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage success in preparing statistically literate students, the volume provides a picture of the current situation in both the teaching of school statistics and the pre-service education of mathematics teachers. A primary goal of Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education is to des
    Description / Table of Contents: Contents; Preface; International Programme Committee; Part I: Global Perspective; Part II: Fundamentals for Teaching Statistics; Part III: Teachers' Beliefs, Attitudes and Knowledge; Part IV: Challenges and Experiences in Teacher Education; Overview: Challenges for Teaching Statistics in School Mathematics and Preparing Mathematics Teachers; Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1131-0
    URL: Volltext
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    URL: Inhaltstext
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    Links Between Beliefs and Cognitive Flexibility : Lessons Learned (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400717930
    Language: English
    Pages: Online-Ressource (VIII, 213p. 12 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Genetic epistemology ; Educational psychology ; Education ; Education ; Genetic epistemology ; Educational psychology ; Education Psychology
    Abstract: With the world and its structures becoming ever more complex, and the nature of future employment becoming ever more unpredictable, the notion of 'cognitive flexibility' has a high profile in educational and psychological debate. The contributions in this volume analyze the nature of cognitive flexibility, as well as the impact of different types of beliefs on cognitive flexibility. Making adequate decisions requires considering input from a variety of continuously evolving sources rather than adhering to predetermined procedures. Adopting a position in a debate necessitates the critical evalu
    Description / Table of Contents: Links Between Beliefsand Cognitive Flexibility; Contents; Contributors; Chapter 1: Introduction; 1.1 Cognitive Flexibility; 1.2 Epistemological Beliefs and Cognitive Flexibility; References; Chapter 2: Personal Epistemology: Nomenclature, Conceptualizations, and Measurement; 2.1 Introduction; 2.2 Literature Search; 2.3 Section I: Nomenclature and Conceptualizations; 2.3.1 The Dual Nature of Personal Epistemology; 2.3.2 Review of Conception-Oriented Form of Personal Epistemology; 2.3.2.1 Conceptions About What; 2.3.2.2 Cognitive Form, Status, and Range
    Description / Table of Contents: 2.3.3 Argument Concerning Conception-Oriented Form of Personal Epistemology2.3.3.1 "Epistemic" Versus "Epistemological"; 2.3.3.2 "Beliefs" Versus Other Descriptions; 2.3.4 Review of Process-Oriented Form of Personal Epistemology; 2.3.5 Argument Concerning Process-Oriented Form of Personal Epistemology; 2.4 Section II: Measurement of Epistemological Beliefs; 2.4.1 Review by Measurement Clusters; 2.4.1.1 Cluster I: Likert-Type Measures of Unitary Positions or Belief Dimensions; 2.4.1.2 Cluster II: Direct Questions About the Nature of Knowledge and Knowing
    Description / Table of Contents: 2.4.1.3 Cluster III: Measures of Judgments About Assertions2.4.1.4 Cluster IV: Measures of Salient Meaning Making; 2.4.1.5 Cluster V: Measures of Separate and Connected Knowing; 2.4.2 Methods of Measuring Epistemological Beliefs; 2.4.2.1 Inference from Related Beliefs; 2.4.2.2 Directly Assessing Epistemological Beliefs; 2.4.2.3 Inference from Epistemological Judgments and Salient Meaning Making; 2.4.3 Argument Concerning the Measurement of Epistemological Beliefs; 2.5 Conclusions; References
    Description / Table of Contents: Chapter 3: The Generative Nature of Epistemological Judgments: Focusing on Interactions Instead of Elements to Understand the Relationship Between Epistemological Beliefs and Cognitive Flexibility3.1 The Relationship Between Epistemological Beliefs and Cognitive Flexibility; 3.1.1 Preliminary Remarks; 3.1.2 Cognitive Flexibility and the Cognitive Flexibility Theory; 3.1.2.1 Statement I: Cognitive Flexibility Is Normality Not an Exceptional Case; 3.1.3 The Mechanism of Cognitive Flexibility and Epistemological Beliefs: First Conclusions
    Description / Table of Contents: 3.1.3.1 Statement II: Stability Is Normality in Educational Psychology and Cognitive Flexibility Is the Exceptional Case3.1.4 Flexibility of Epistemological Beliefs; 3.1.5 Epistemological Resources: The Perspective of Hammer and Elby; 3.1.6 The Generative Nature of Epistemological Judgments; 3.1.6.1 Statement III: Focusing on Detailed Interactions Between Complementary Cognitive Elements as the Smallest Unit to Understand the Flexibility of Epistemological Judgments Is Necessary; 3.2 The Relationship Between Epistemological Beliefs, Epistemological Judgment, and Cognitive Flexibility
    Description / Table of Contents: 3.3 Conclusion
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1793-0
    URL: Volltext
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    Evolution and Religion in American Education : An Ethnography (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400718081
    Language: English
    Pages: Online-Ressource (XIII, 190p. 10 illus, digital)
    Series Statement: Cultural Studies of Science Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Evolution (Biology) ; Science Study and teaching ; Religion and education ; Education ; Education ; Evolution (Biology) ; Science Study and teaching ; Religion and education
    Abstract: Evolution and Religion in American Education shines a light into one of America's dark educational corners, exposing the regressive pedagogy that can invade science classrooms when school boards and state overseers take their eyes off the ball. It sets out to examine the development of college students' attitudes towards biological evolution through their lives. The fascinating insights provided by interviewing students about their world views adds up to a compelling case for additional scrutiny of the way young people's educational experiences unfold as they consider--and indeed in some cases
    Description / Table of Contents: Evolution and Religionin American Education; Acknowledgments; Contents; List of Figures; List of Tables; Chapter 1: Prologue: Darwin's Apocalypse; Chapter 2: Evolution Education: A Lay of the Land; Chapter 3: Evolution and the End of a World; Chapter 4: Evolution and Religion; Chapter 5: Evolution and the Structure of Worldview Change; Chapter 6: Evolution, the University, and the Social Construction of Conflict; Chapter 7: Evolution Education from Campus to Home; Chapter 8: Darwin's Hammer and John Henry's Hammer
    Description / Table of Contents: Chapter 9: Epilogue: How Science's Ideologues Fail Evolution or: Richard Dawkins and the MadmanReferences; Index;
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1808-1
    URL: Volltext
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    Passibility : At the Limits of the Constructivist Metaphor (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400719088
    Language: English
    Pages: Online-Ressource (XIII, 280p, digital)
    Series Statement: Classics in Science Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Science Study and teaching ; Educational psychology ; Education ; Education ; Science Study and teaching ; Education Philosophy ; Educational psychology
    Abstract: This book argues that the 'constructivist metaphor' has become a self-appointed overriding concept that suppresses other modes of thinking about knowing and learning science. Yet there are questions about knowledge that constructivism cannot properly answer, such as how a cognitive structure can intentionally develop a formation that is more complex than itself; how a learner can aim at a learning objective that is, by definition, itself unknown; how we learn through pain, suffering, love or passion; and the role emotion and crises play in knowing and learning. In support of this hypothesis, r
    Description / Table of Contents: pt. A. Introduction/deconstructing -- pt. B. Passivity, uncertainty, undecidability -- pt. C. Otherness -- pt. D. Passion -- pt. E. Epiologue.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1908-8
    URL: Volltext
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    Vocational Learning : Innovative Theory and Practice (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400715394
    Language: English
    Pages: Online-Ressource (XIX, 279p. 13 illus, digital)
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 13
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Adult education ; Education ; Education ; Adult education
    Abstract: Effective knowing and learning for vocational purposes must take account of the wide range of variables that impact on knowledge formation and therefore promote learning. In light of those many variables, the formal system sector of vocational learning must constantly ask itself what could and should be done to better provide vocational learning for those people likely to pursue learning via the informal sector. This book addresses that question. Vocational Learning: Innovative Theory and Practice discusses four theoretical aspects of vocational learning that support understanding of vocationa
    Description / Table of Contents: pt. 1. Theoretical aspects of vocational learning -- pt. 2. Cross-cultural perspectives of vocational learning -- pt. 3. Vocational learning practice -- pt. 4. Looking ahead.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-007-1539-4
    URL: Volltext
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    Educational Encounters: Nordic Studies in Early Childhood Didactics (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400716179 , 1283478080 , 9781283478083
    Language: English
    Pages: Online-Ressource (XVII, 258p. 23 illus, digital)
    Series Statement: International perspectives on early childhood education and development 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Language and languages ; Mathematics ; Early childhood education ; Education ; Education ; Language and languages ; Mathematics ; Early childhood education
    Abstract: Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically. After clarifying some historical background, the bo
    Description / Table of Contents: Foreword; Preface; Contents; Contributors; About the Editors; About the Authors; Chapter-1; Introduction and Frame of the Book; Contemporary Early Childhood Education; What Is Didactics?; Distinction Between the Process and Product of Learning; Profession-related Research; The Studies and Their Theoretical Frameworks; Educational Research and Educational Objectives; References; Chapter-2; Learning to Narrate: Appropriating a Cultural Mould for Sense-Making and Communication; Introduction; Research on Children and Narrative Discourse; Socio-Cultural Theory and Narrative Genre; Empirical Study
    Description / Table of Contents: Collaborative Story-Making with CardsDiscussion; References; Chapter-3; Early Mathematics in the Preschool Context; Introduction; Mathematics Learning in Early Childhood; Making Early Mathematics Visible in a Theme; Number Conceptions in a Toddlers Group; The Actual Work with Numbers; Three Years Later; The Structured Communication and Play Situation; Sorting Bears; Discussion; Communication and Interaction as Key Features for Learning Mathematics; Variation as a Resource for Making Mathematics Visible to Children; References; Chapter; Chapter-4
    Description / Table of Contents: Opening Doors for Learning Ecology in PreschoolIntroduction; Ecology Deals with Relationships; The Empirical Study: The Preschool, Settings and Participants; Animals in the Tree Stump; (1) Life Conditions of Animals; (2) What Happens to the Food?; Discussion; Acknowledgements; References; Chapter-5; Pictures of Spring: Aesthetic Learning and Pedagogical Dilemmas in Visual Arts; Introduction; Research Questions, Theoretical Framework and Method; Swedish Preschools and Visual Arts Education; Pedagogical Dilemmas and Aesthetic Learning; Vivaldi Used As an Activity Impulse
    Description / Table of Contents: Comments on the Vivaldi TalkCultural Tools; Reconstruction and Talk About the Art Works; Discussion and Conclusions; Learning and Teaching Models; Visual Arts/Aesthetics; Knowledge Hierarchies; References; Chapter-6; Didactic Challenges in the Learning of Music-Listening Skills; Introduction; What Are Learning Objects in Music?; Theoretical Framework and Methodological Approach; Didactic Challenges in Music-Teaching Practice; Didactic Challenge 1: Getting a Grip on the Temporality of the Music; Didactic Challenge 2: Asking Promoting Questions
    Description / Table of Contents: Didactic Challenge 3: Managing Dimensions of VariationSumming up; References; Chapter 7; Moral Discoveries and Learning in Preschool; Introduction; Moral Learning: Closeness and Distance; The Christmas Tree; Moral Contracts; Power and Distress; Distance and Closeness; Responsiveness; The Moral Value; Didactics Based on the Life-World Theory; References; Chapter-8; Gender Learning in Preschool Practices; Introduction; Theoretical Framework, Methodology and Design; Situations Where Gender Stereotypes Tend to Reproduce; To Perform Masculine Body Ideals About Strength and Achievement by Eating
    Description / Table of Contents: Norms About Age Accentuate Gender
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1617-9
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    Critical Praxis Research : Breathing New Life into Research Methods for Teachers (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400717909
    Language: English
    Pages: Online-Ressource (XIV, 256p. 3 illus, digital)
    Series Statement: Explorations of Educational Purpose 19
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education ; Education Philosophy
    Abstract: Critical Praxis Research (CPR) is a teacher research methodology designed to bridge the divide between practitioner and scholar, drawing together many strands to explain the research process not just as something teacher researchers do, but as a fundamental part of who teacher researchers are. Emphasizing the researcher over the method, CPR embraces and amplifies the skills and passions teachers naturally bring to their research endeavours. Emerging from the tradition of critical pedagogy, "Critical Praxis Research: Breathing New Life into Research Methods for Teachers" transcends lo
    Description / Table of Contents: pt. 1. Breathing life into research methods for teachers -- pt. 2. Practicing critical praxis research -- pt. 3. CPR in action.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1790-9
    URL: Volltext
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    Higher Education in the Asia-Pacific : Strategic Responses to Globalization (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400715004
    Language: English
    Pages: Online-Ressource (X, 357p. 30 illus, digital)
    Series Statement: Higher Education Dynamics 36
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education, Higher ; Education ; Education ; Education, Higher
    Abstract: Erlenawati Sawir
    Abstract: This survey provides unprecedented scope and detail of analysis on higher education in the Asia-Pacific region. In this era of global integration, convergence and comparison, the balance of power in worldwide higher education is shifting. In less than two decades the Asia-Pacific region has come to possess the largest and fastest growing higher education sector on Earth. The countries of East and Southeast Asia and the Western Pacific together enrol 50 million tertiary students, compared to 14 million in 1991, and will soon conduct a third of all research and development. In China, Hong Kong
    Description / Table of Contents: pt. 1. Introduction -- pt. 2. Global and regional perspectives -- pt. 3. Asia-Pacific institutional strategies -- pt. 4. Asia-Pacific national strategies -- pt. 5. Neighbouring cases -- pt. 6. Concluding reflections.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1500-4
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    Mindfulness and Learning : Celebrating the Affective Dimension of Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400719118 , 1283478242 , 9781283478243
    Language: English
    Pages: Online-Ressource (X, 196p, digital)
    Series Statement: Lifelong Learning Book Series 17
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Educational psychology ; Religion and education ; Adult education ; Education ; Education ; Education Philosophy ; Educational psychology ; Religion and education ; Adult education
    Abstract: In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task. In "Mindfulness and Learning: Celebrating the Affective Dimension of Education", Terry Hyland advances t
    Description / Table of Contents: Mindfulness and Learning; Editorial by Series Editors; Preface; Contents; List of Acronyms; About the Author; Chapter 1: The Therapeutic Turn in Education; 1.1 The Changing Aims of Education; 1.2 Has There Been a Therapeutic Turn?; 1.3 The Diminishment of Learning; 1.4 Conclusion; Chapter 2: Education and Therapy; 2.1 Therapeutic Education or Educational Therapy; 2.2 Philosophical Connections; 2.3 Education and Well-Being; 2.4 Transforming Education Through Therapy; 2.5 Conclusion; Chapter 3: The Nature of Mindfulness; 3.1 Buddhist Origins; 3.2 Modern Interpretations of Mindfulness
    Description / Table of Contents: 3.3 Mind, Mindfulness and Psychotherapy3.4 Conclusion; Chapter 4: The Practice of Mindfulness; 4.1 Practical Foundations; 4.2 Challenging Mindlessness; 4.3 Mindful Breathing; 4.4 Mindful Walking Meditation; 4.5 Mindful Movement; 4.6 Everyday Mindfulness; 4.7 Mind, Mindfulness and Brain Neuroplasticity; 4.8 Conclusion; Chapter 5: Applications of Mindfulness; 5.1 MBSR/MBCT; 5.2 A Standard MBSR/MBCT Course; 5.2.1 Week 1; 5.2.2 Week 2; 5.2.3 Week 3; 5.2.4 Week 4; 5.2.5 Week 5; 5.2.6 Week 6; 5.2.7 Week 7; 5.2.8 Week 8; 5.3 Anxiety and Depression; 5.4 The Third Age
    Description / Table of Contents: 5.5 Social Action and Community Engagement5.6 Conclusion; Chapter 6: The Education of the Emotions; 6.1 What Are Emotions?; 6.2 Reason and Passion; 6.3 Emotions, Minds and Biology; 6.4 Education, Emotion and Rationality; 6.5 Mindfulness, Emotion and Learning; 6.6 Conclusion; Chapter 7: The Affective Domain of Education; 7.1 Perspectives on Affective Education; 7.2 Taxonomy of Educational Domains; 7.3 Domains of Education: A Critique; 7.4 Outlines for an Affective Education; 7.5 Content and Methods for Affective Education; 7.6 Reflective Thinking, Mindsight and the Affective Domain
    Description / Table of Contents: 7.7 ConclusionChapter 8: Learning, Teaching and Curriculum; 8.1 Learning; 8.2 Teaching; 8.3 Curriculum; 8.4 A Mindfulness-Based Affective Curriculum; 8.4.1 Aims and Goals; 8.4.2 Selection of Learning Experiences; 8.4.3 Selection of Content; 8.4.4 Organisation and Integration of Learning Experiences and Content; 8.4.5 Evaluation; 8.5 Mindfulness and the Long Slide to Happiness; 8.6 Conclusion; Chapter 9: From School to Lifelong Learning; 9.1 Schools; 9.2 Further Education Colleges; 9.3 Lifelong Learning: Higher and Adult Education; 9.4 Conclusion; Chapter 10: Vocational Education and Training
    Description / Table of Contents: 10.1 The Impoverishment of VET10.2 Reconstructing Vocational Education; 10.2.1 Ethics, Morality and Vocationalism; 10.2.2 VET and Aesthetics; 10.2.3 Work, VET and Social-Collective Values; 10.3 Mindfulness, Craft and VET; 10.4 Conclusion; Chapter 11: Professionalism, Research and Teaching; 11.1 Changing Conceptions of Teacher Professionalism; 11.2 Re-professionalising Teaching; 11.2.1 Reflective Practice and Research; 11.2.2 New Rationalism and Critical Theory; 11.3 Metaphors of Teaching: Artistry and Intuition; 11.4 Teaching, Right Livelihood and Ethics
    Description / Table of Contents: 11.5 Mindfulness, Teacher Education and Research
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-007-1911-8
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    Schooling for Sustainable Development in South America : Policies, Actions and Educational Experiences (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400717541
    Language: English
    Pages: Online-Ressource (XVI, 236p. 4 illus, digital)
    Series Statement: Schooling for Sustainable Development 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Sustainable development ; Education ; Education ; Sustainable development
    Abstract: This book supplies both empirical evidence and scholarly analysis that exemplify successful innovation in South America in the field of sustainability education. Examining the issues from a three-fold perspective, of national policy, regional planning and grassroots projects in schools and communities, the volume offers a comprehensive overview of the contemporary situation in Brazil, Chile, Bolivia, Argentina and Venezuela. It provides case studies as detailed illustrations of the recipe for success as well as to inform researchers and practitioners of the kinds of obstacles and challenges th
    Description / Table of Contents: pt. 1. Schooling for sustainable development in South America -- pt. 2. Schooling for sustainable development in Brazil -- pt. 3. Trends and challenges of educational provision for sustainable development.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1754-1
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    Making Teaching and Learning Matter : Transformative Spaces in Higher Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191666 , 1283085682 , 9781283085687
    Language: English
    Pages: Online-Ressource (XIII, 307p, digital)
    Series Statement: Explorations of Educational Purpose 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Curriculum planning ; Education, Higher ; Education ; Education ; Curriculum planning ; Education, Higher
    Abstract: This volume captures the spirit of collaboration and innovation that its authors bring into the classroom, as well as to groundbreaking undergraduate programs and initiatives. Coming from diverse points of view and twenty different disciplines, the contributors illuminate the often perplexing debates about what matters most in higher education today. Each chapter tells a unique story about creating vital pedagogical arenas that have the potential to transform teaching and learning for both faculty and students. These exploratory spaces include courses under construction, cross-college and interdisciplinary collaborations, general education reform initiatives, and fresh perspectives on student support services, faculty development, freshman learning communities, writing across the curriculum, on-line degree initiatives, and teaching and learning centers. All these spaces lend shape to an over-arching, system-wide project bringing together the often disconnected silos of undergraduate education at The City University of New York (CUNY), America's largest urban public university system. Since 2003, the University's Office of Undergraduate Education has sponsored coordinated efforts to study and improve teaching and learning for the system's 260,000 undergraduates enrolled at 18 distinct colleges. The contributors to this volume present a broad spectrum of administrative and faculty perspectives that have informed the process of transforming the undergraduate experience. Combined, the voices in these chapters create a much-needed exploratory space for the interplay of ideas about how teaching and learning need to matter in evolving notions of higher education in the twenty-first century. In addition, the text has wider social relevance as an in-depth exploration of change and reform in a large public institution.
    Description / Table of Contents: Contents; Contributors; Prefatory Notes; Part I Prologue. Beginning an Exchange: Administration, Faculty, and the Shared Conversation; 1 Rooms in Common: Where Teaching and Learning Matter; 2 The Campus Center: Negotiating the Teaching Spaces of Higher Education; 3 The Book Structure: An Overview of the Conversations; Part II Changing Institutional Spaces: The Challenges of an Integrated University; 4 Bridging the Colleges: Perspectives on the Integrated University; 5 The Fortunate Gardener: Cultivating a Writing Center; 6 Accountability/Assessment as a Catalyst for Building College Community
    Description / Table of Contents: 7 The CUNY Online Baccalaureate: A Transformative CyberspacePart III Negotiating Roles and Identities: The Challenges Faculty and Students Face; 8 Creating Space for Scholarship of Teaching and Learning: Transforming the Meaning of Academic Work; 9 The Writing Fellow/Faculty Collaboration in a Community College: Paradigms of Teaching and Learning Across the Curriculum; 10 Academic Discourse on a Multilingual Campus; 11 The Power of Peers: New Ways for Students to Support Students; Part IV Re-envisioning Pedagogy: The Challenges of Evolving Practice; 12 Tempo and Reading Well
    Description / Table of Contents: 13 Exploring History, Architecture, and Art Across Three Colleges in the Bronx14 Campus Without Boundaries: The Brooklyn GreenWalk; 15 Sparking Student Scholarship Through Urban Ethnography; 16 Building Community in Professional Education: Team Learning by Design; About the Authors; Name Index; Subject Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-9166-6
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    The Professional Knowledge Base of Science Teaching (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139279 , 1283085607 , 9781283085601
    Language: English
    Pages: Online-Ressource (XVI, 326p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching
    Abstract: Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as evidence-based practice have been tossed around in the attempt to measure such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
    Description / Table of Contents: Preface; Contents; Contributors; About the Authors; Chapter 1; Approaches to Considering the Professional Knowledge Base of Science Teachers; Introduction; The Profession of Science Teaching; Perspectives on the Knowledge Base of Science Teaching; The Intellectual Work of Science Teachers; Socio-Cultural Contexts for the Work of Science Teachers; Work Organization Aspects of the Work of Science Teachers; Future Aspects of the Work of Science Teachers; References; Blurring the Boundary Between the Classroom and the Community: Challenges for Teachers' Professional Knowledge; Chapter 2
    Description / Table of Contents: Background: The Quality of Science EducationScience Curriculum and Scientific Literacy; Science in Everyday Situations; Knowledge and the Science Curriculum; Scientific Literacy in a Balanced Curriculum; Changing Curriculum, Changing Teaching; Teachers' Content Knowledge; Teaching About Community Issues in the Classroom; Teachers' Professional Learning; Changing Teachers' Mindsets: Ways Forward; Teachers Learning by Doing; Final Word; References; Didaktik-An Appropriate Framework for the Professional Work of Science Teachers?; Chapter 3; Didaktik and Current Developments in Science Education
    Description / Table of Contents: Bildung as an Essential Element of DidaktikBildung and Didaktik; Bildung and Scientific Literacy; Teachers Within the Concept of Didaktik; Bildung Within Natural Sciences; Teacher Education that Facilitates Students' Bildung; Questions; Answers: Subject Matter Knowledge; Answers: Pedagogical Content Knowledge; Bildung and Technical Rationality; Neuweg's First Precondition-Experience; Neuweg's Second Precondition-Knowledge; Neuweg's Third Precondition-Reflection; Neuweg's Fourth Precondition-Personality; Consequences; Congruence Between Goals and Experience; Subject Matter Studies; Knowledge
    Description / Table of Contents: ReflectionReferences; Chapter 4; Moving Beyond Deconstruction and Reconstruction: Teacher Knowledge-as-Action; Introduction; Deconstructing and Reconstructing Theoretical Aspects; Deconstructing and Reconstructing Pedagogical Aspects; Exploring Aspects of Knowledge for the Classroom; Knowledge-as-Action; Affective Aspects of Knowledge-as-Action; Linking PCK to Assessment for Learning Interactions; Deconstructing and Reconstructing Improvement Aspects; Individual Teacher Awareness and Knowledge; Planning as Tool to Bridge Individual and Collective Improvement
    Description / Table of Contents: Role of Collaboration and Teacher and Researcher MeetingsOrganisational Culture for Improvement; Conclusion; References; Chapter 5; Making a Case for Improving Practice: What Can Be Learned About High-Quality Science Teaching from Teacher-Produced Cases?; Science Teaching and Learning Project; Case Writing; Case Analysis; Valuing Student Decision Making; Making Real-World Links; The Purpose of Practical Work; Implementing New Strategies; Working from Student Ideas; Learning About Facilitating Case Writing; Conclusion; References; Chapter 6
    Description / Table of Contents: An Approach to Elaborating Aspects of a Knowledge Base for Expert Science Teaching
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3927-9
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    The Progressive Education Fallacy in Developing Countries : In Favour of Formalism (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400718517
    Language: English
    Pages: Online-Ressource (XXXIV, 257p. 5 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education
    Abstract: This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic ('teacher-centred', 'traditional', 'didactic', 'pe
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1851-7
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    Postcolonial Representations of Women : Critical Issues for Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400715516
    Language: English
    Pages: Online-Ressource (VIII, 234p, digital)
    Series Statement: Explorations of Educational Purpose 18
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Developmental psychology ; Education ; Education ; Developmental psychology
    Abstract: This book discusses the impetus-based physics of the Jesuit natural philosopher and mathematician Honoré Fabri (1608-1688), a senior representative of Jesuit scientists during the period between Galileo's death (1642) and Newton's Principia (1687). It shows how Fabri, while remaining loyal to a general Aristotelian outlook, managed to reinterpret the old concept of 'impetus' in such a way as to assimilate into his physics building blocks of modern science, like Galileo's law of fall and Descartes' principle of inertia. This account of Fabri's theory is a novel one, since his physics is commonly considered as a dogmatic rejection of the New Science, not essentially different from the medieval impetus theory. This book shows how New Science principles were taught in Jesuit Colleges in the 1640s, thus depicting the sophisticated manner in which new ideas were settling within the lion's den of Catholic education.
    Description / Table of Contents: Contents; 1 Introduction; Structure and Content; A Note on Colonial Terminology; My Positionality; My Colonial Education; Explorers, Conquistadors, and Imperialists; Women, Gender, and Sexualizing Empire; Knowledge Gained and Distributed Through Empire; The Hierarchies of Colonialism; Postcolonialism As a Strategy of Resistance; Transnational Feminisms; The Legacy of 9/11; 2 Development of Feminist Postcolonial Theory; Postcolonial Terminology; Csaire: Native Critique; Fanon and Nandy: The Psychology of Colonialism; Said: The Culture of Imperialism; Bhabha: Identity in the Postcolonial
    Description / Table of Contents: Postcolonial ResearchSpivak and the Subaltern; A Critique of Western Feminism; Postcolonial Feminist Space; Feminist Nationalism?; Difference and the Third World Woman; Shohat and Transnational Feminism; 3 Histories of Dominance, Colonialism, and Globalization; Terminology and Distinctions in Colonialism; The Regulation of Race and Gender in Colonialism and Neocolonialism; Global Relationships in the Shadow of Colonialism; Identity Formation in the Context of the Global; 4 Distorted Visions: Ethnocentric Forms of Education; Exhibitionary Pedagogy; The White Mans Burden and Education
    Description / Table of Contents: The Regulation of GeographyEducation As a Colonial Weapon; Language As a Tool of Oppression; Race in Colonial Education; European Women in Colonial Education; The Education of Girls in Sri Lanka; Colonial Miseducation: Hawaiian Women; The Colonial Legacy: Eugenics and Education; Travel As Colonial Pedagogy; Consumer Culture and Colonial Pedagogy; Anthropologys Colonial Pedagogy; American History of Colonial Education; Official Education and Colonial Pedagogy; Colonial Themes in Education; Patriotic Literacy; Native Americans in Textbooks; Global Colonial Education; Eurocentric Art Education
    Description / Table of Contents: 5 History of the Visual RegimeRepresenting Self and Other; The Importance of the Visual; Smiths Visual Regimes; The Colonial Exhibition and Visualizing Difference; Empire on Display; Commercial Representation of Empire; The Cross-Cultural Look; Colonial Travel and Looking; Race, Sex, and Beauty in Empire; Selling Visual Colonialism; Aunt Jemima, Chiquita Banana, and Advertising Racism; National Geographic Sexual Regime; 6 The Gendered Subject/Object in Popular Culture; No News Is Good News; Neocolonial Filmmaking; Disney and Youth Culture; Africa: Revisiting the Dark Continent; Island Natives
    Description / Table of Contents: Arab and Muslims: The Neocolonial HaremAsia: Concubines and Castes; Central and South America: Fiery Sexuality; Film Representations of the Historical Colonial and Postcolonial; 7 Case Study: The Veiled Women in the Visual Imagination of the West; Alliance of Civilizations; Variations on the Veil; History, Islam, and the Veil; Divergent Paths and the Physical Seclusion of Women; European Travel and the Views of Women; Lord Cromer and the Battle for Egyptian Hearts and Minds; Colonial and Native Patriarchy; The Battle for Algiers, the Veil As Weapon; Rise of Islamic Fundamentalism and the Veil
    Description / Table of Contents: Banning the Veil
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1551-6
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    A Journey in Mathematics Education Research : Insights from the Work of Paul Cobb (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048197293
    Language: English
    Pages: Online-Ressource (XXIV, 246p. 20 illus, digital)
    Series Statement: Mathematics Education Library 48
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of their development. We propose to do so by including papers in which Cobb introduced new theoretical perspectives and methodologies into the literature, each preceded by a substantive accompanying introductory paper that explains the motivation/rationale for developing the new perspectives and/or methodologies and the processes through which they were developed, and Cobb's own retrospective comments. In this way the book provides the reader with heretofore unpublished material that lays out in considerable detail the issues and problems that Cobb has confronted in his work, that, from his viewpoint, required theoretical and methodological shifts/advances and provides insight into how he has achieved the shifts/advances. The result will be a volume that, in addition to explaining Cobb's contributions to the field of mathematics education, also provides the reader with insight into what is involved in developing an aggressive and evolving research program. When Cobb confronts problems and issues in his work that cannot be addressed using his existing theories and frameworks, he looks to other fields for theoretical inspiration. A critical feature of Cobb's work is that in doing so, he consciously appropriates and adapts ideas from these other fields to the purpose of supporting processes of learning and teaching mathematics, He does not simply accept the goals or motives of those fields. As a result, Cobb reconceptualizes and reframes issues and concepts so that they result in new ways of investigating, exploring, and explaining phenomena that he encounters in the practical dimensions of his work, which include working in classrooms, with teachers, and with school systems. The effect is that the field of mathematics education is altered. Other researchers have found his 'new ways of looking' useful to them. And they, in turn, adapt these ideas for their own use. The complexity of many of the ideas that Cobb has introduced into the field of mathematics education can lead to a multiplicity of interpretations by practitioners and by other researchers, based on their own experiential backgrounds. Therefore, by detailing the development of Cobb's work, including the tensions involved in coming to grips with and reconciling apparently contrasting perspectives, the book will shed additional light on the processes of reconceptualization and thus help the reader to understand the reasons, mechanisms, and outcomes of researchers' constant pursuit of new insights.
    Description / Table of Contents: Foreword; Cobbs, and the Fields, Learning Trajectory; The Scientific Quality of Cobbs Research; References; Acknowledgments; Contents; Contributors; About Paul Cobb; About the Contributors; 1 Introduction; References; Part I Radical Constructivism; 2 Introduction; 3 The Constructivist Researcher as Teacher and Model Builder; Part II Social Constructivism; 4 Introduction; 5 Young Childrens Emotional Acts While Engaged in Mathematical Problem Solving; Part III Symbolizing and Instructional Design Developing Instructional Sequences to Support Students Mathematical Learning; 6 Introduction
    Description / Table of Contents: 7 Learning from Distributed Theories of IntelligencePart IV Classroom Mathematical Practices; 8 Introduction; 9 Participating in Classroom Mathematical Practices; Part V Diversity and Equity; 10 Introduction; 11 Culture, Identity, and Equity in the Mathematics Classroom; Part VI The Institutional Setting of Mathematics Teaching and Learning; 12 Introduction; 13 The Collective Mediation of a High-Stakes Accountability Program: Communities and Networks of Practice; 14 Epilogue: On the Importance of Looking Back; Author Index; Subject Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-9729-3
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  • 50
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    Mathematics Education and Subjectivity : Cultures and Cultural Renewal (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400717398
    Language: English
    Pages: Online-Ressource (X, 164p. 28 illus, digital)
    Series Statement: Mathematics Education Library 51
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: This book is centrally concerned with how mathematics education is represented and how we understand mathematical teaching and learning with view to changing them. It considers teachers, students and researchers. It explores their mathematical thinking and the concepts that this thought produces. But also how these concepts acquire cultural layers that mediate our apprehension. The book examines some of the linguistic and socio-cultural filters that influence mathematical understanding. But above all it introduces some contemporary theories of human subjectivity, in which subjectivity is seen
    Description / Table of Contents: pt. 1. Some cultural contexts of mathematical learning -- pt. 2. Cultural renewal in mathematical learning.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1739-8
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    Mathematical Knowledge in Teaching (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048197668 , 1283085755 , 9781283085755
    Language: English
    Pages: Online-Ressource (VIII, 228p. 50 illus, digital)
    Series Statement: Mathematics Education Library 50
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Mathematical knowledge in teaching
    RVK:
    SM 607
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Education ; Mathematics ; Mathematics ; Study and teaching ; Research ; Mathematics teachers ; Training of ; Effective teaching ; Mathematical ability ; Aufsatzsammlung ; Mathematik ; Unterricht
    Abstract: The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
    Description / Table of Contents: Contents; Contributors; 1 Introduction: Mathematical Knowledge in Teaching; Part I Conceptualising Mathematical Knowledge in Teaching; 2 Conceptualising Teachers' Mathematical Knowledge in Teaching; 3 Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching; 4 Changed Views on Mathematical Knowledge in the Course of Didactical Theory Development: Independent Corpus of Scientific Knowledge or Result of Social Constructions?; 5 Teaching Mathematics as the Contextual Application of Mathematical Modes of Enquiry; 6 Conceptualising Mathematical Knowledge in Teaching
    Description / Table of Contents: Part II Understanding the Cultural Context of Mathematical Knowledge in Teaching7 The Cultural Location of Teachers' Mathematical Knowledge: Another Hidden Variable in Mathematics Education Research?; 8 How Educational Systems and Cultures Mediate Teacher Knowledge: `Listening' in English, FrenchINTbreak; and German Classrooms; 9 Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching; 10 Audit and Evaluation of Pedagogy: Towards a Cultural-Historical Perspective; 11 The Cultural Dimension of Teachers' Mathematical Knowledge
    Description / Table of Contents: Part III Building Mathematical Knowledge in Teaching by Means of Theorised Tools12 The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge; 13 Learning to Teach Mathematics Using Lesson Study; 14 Using Theories to Build Kindergarten Teachers' Mathematical Knowledge for Teaching; 15 Teachers' Stories of Mathematical Subject Knowledge: Accounting for the Unexpected; 16 Building Mathematical Knowledge in Teaching by Means of Theorised Tools; 17 Conclusion; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9766-8
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    Developing Learning Professionals : Integrating Experiences in University and Practice Settings (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139378 , 1283085615 , 9781283085618
    Language: English
    Pages: Online-Ressource (XX, 220p, digital)
    Series Statement: Professional and Practice-based Learning 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Medical Education ; Education, Higher ; Education ; Education ; Medical Education ; Education, Higher
    Abstract: In higher education institutions across the globe, there is a growing interest in integrating classroom learning with experience in practice settings. This interest is the result of an increased emphasis on courses that prepare students for specific occupations in the hopes that upon graduation students will be job-ready. Developing Learning Professionals: Integrating Experiences in University and Practice Settings explores how the integration of student experiences across university and practice settings might best be used to produce college graduates who are adept, critical practitioners. To do so, it draws on the findings of a series of projects in Australia that investigated diverse aspects of work-related learning. Through these projects, a range of scholars and researchers consider different aspects of this educational initiative within the same national higher education context. They address pedagogic and curriculum practices, institutional arrangements and partnerships of varying kinds, and a consolidated set of perspectives.
    Description / Table of Contents: Series Editors Foreword; Preface; Series Introduction; Contents; Contributors; About the Authors; 1 Promoting Professional Learning: Integrating Experiences in University and Practice Settings; 1.1 New Educational Challenges for Professional Learning; 1.1.1 Projects Informing This Volume; 1.1.2 Conceptual Premises for Appraising the Worth of Integrating Experiences; 1.2 Integrating Practice and University Experiences: Curriculum and Pedagogy Practices; 1.3 Institutional Practices and Imperatives; References
    Description / Table of Contents: 2 Integrating Experiences in Workplace and University Settings: A Conceptual Perspective2.1 Educational Purposes for Integrating Experiences in University and Practice Settings; 2.1.1 Conceptual, Procedural, Dispositional Knowledge: Canonical Forms and Situational Versus Personal Attributes; 2.1.2 Agency of Learners; 2.2 Conceptions of Contributions from Both Settings: Beyond the Theory-Practice Divide; 2.2.1 Constituting Integration; 2.2.2 Three Accounts of Integrations; 2.3 Towards Effective Integration: Pedagogy and Curriculum; 2.3.1 Considerations for Curriculum
    Description / Table of Contents: 2.3.2 Considerations for PedagogyReferences; Part I Integrating Practice and University Experiences: Curriculum and Pedagogy Practices; 3 Preparing Nurses and Engaging Preceptors; 3.1 Introduction; 3.2 Preceptorship; 3.3 Creating an Environment That Supports Learning Opportunities; 3.3.1 LearningA Reciprocal Process; 3.3.2 Recognising the Uniqueness of the Individual; 3.4 Enhancing Learning Opportunities and Engagement; 3.5 Generational Tensions; 3.6 Strategies for Developing a Learning Partnership; 3.7 Promoting Professional Learning at Work; References
    Description / Table of Contents: 4 Targeted Preparation for Clinical Practice4.1 Introduction; 4.2 Background; Box 4.1 Year 3 students tips for transition to clinical education; 4.3 Lost in Transition; 4.3.1 What Was Enacted; 4.4 Research Methods; 4.4.1 Research Design; Box 4.2 Focus group one questions (immediately following the transition programme); 4.4.1.1 Outcome Measures; 4.4.1.2 Data Analysis; 4.5 Results and Discussion; 4.5.1 Themes from Qualitative Data Analysis; 4.5.1.1 Theme 1: Differences in Intended, Enacted, and Experienced Curriculum; 4.5.1.2 Theme 2: Authenticity as the Driver for Learning
    Description / Table of Contents: 4.5.1.3 Theme 3: Facilitating Transition: Engagement with Canonical and Heuristic Knowledge4.6 Conclusion and Recommendations; References; 5 Optimising the Follow-through Experience for Midwifery Learning; 5.1 Follow-through Experiences: Pedagogic and Curriculum Considerations; 5.2 Midwifery and the Follow-through Experiences; 5.3 Intended Follow-through Experience Curriculum; 5.4 Developing Learning Professionals; 5.5 Conceptual Midwifery Knowledge; 5.6 Procedural Knowledge; 5.7 Dispositional Knowledge; 5.8 Hidden Curriculum; 5.9 A Conceptual Model for the Follow-through Experience
    Description / Table of Contents: 5.9.1 Before the Follow-through Experience
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3937-8
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    Mapping Equity and Quality in Mathematics Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048198030 , 1283085771 , 9781283085779
    Language: English
    Pages: Online-Ressource (XXXV, 480p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: The issues of equity and quality have been central to international debates on mathematics in research, policy, curriculum and teaching. This book covers a wide variety of topics in the research and practice of mathematics education, demonstrating how equity and quality are inherently political terms whose political bedrock is obscured by them being taken for granted. Mapping Equity and Quality in Mathematics Education is broken into four parts. Section 1 addresses the constructs of equity and quality from a variety of theoretical perspectives and outlines new directions to approach the question, 'What are equity and quality?' Section 2 discusses the complexities in which the discourses of equity and quality move in constant construction and recontextualisation from societal trends to the constitution of subjectivities, passing through policy, the media and pedagogy. Section 3 covers insights and implications from research on the special needs of different 'equity groups,' illuminating the way in which a 'one-size-fits-all' approach tends to limit quality education to only dominant groups. And Section 4 contains lessons learned by researchers and practitioners who attempted to manage equity and quality within various educational contexts and with a variety of marginalized populations. Written by teachers, researchers and academics from all over the world, this book represents a powerful response to the international call for quality education of all students in mathematics around the globe.
    Description / Table of Contents: Preface; Contents; Contributors; Part I; The Theoretical Landscape; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Chapter 6; Chapter 7; Chapter 8; Chapter 9; Part II; Mapping Social Constructions andComplexities; Chapter 10; Chapter 11; Chapter 12; Chapter 13; Chapter 14; Chapter 15; Chapter 16; Chapter 17; Chapter 18; Chapter 19; Chapter 20; Chapter 21; Part III; Landmarks of Concern; Chapter 22; Chapter 23; Chapter 24; Chapter 25; Chapter 26; Chapter 27; Chapter 28; Chapter 29; Chapter 30; Chapter 31; Chapter 32; Part IV; No Highway and No Destination?; Chapter 33; Chapter 34
    Description / Table of Contents: Chapter 35Chapter 36; Chapter 37; Chapter 38; Chapter 39; Chapter 40; Chapter 41; Chapter 42; Chapter 43; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9803-0
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    Supporting Workplace Learning : Towards Evidence-based Practice (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191093
    Language: English
    Pages: Online-Ressource (X, 233p, digital)
    Series Statement: Professional and Practice-based Learning 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Adult education ; Economics ; Personnel management ; Education ; Education ; Adult education ; Economics ; Personnel management
    Abstract: During the 1990s, the workplace was rediscovered as a rich source of learning. The issue of workplace learning has since received increasing attention from academics and practitioners alike but is still under-researched empirically. This book brings together a range of state-of-the-art research papers addressing interventions to support learning in the workplace. The authors are experienced international scholars who have an interest in making HRD and workplace learning practices more evidence-based through practical relevant research. Although workplace learning is largely an autonomous process, many organizations want to manage it as part of their broader HRD strategy. There are limits, however, to the extent to which the complex dynamics of learning in the workplace can be guided in pre-determined desirable directions. This tension between the possible strengths of workplace learning and the limits of managing it is at the heart of this volume. The book is broken into three sections. The first section deals with workplace learning interventions, including HRD practitioners' strategies, training and development activities, and e-learning programs. The second section investigates the impact of social support, or lack thereof, in workplace learning, such as mentoring, coaching, and socialization practices. The third section addresses collective learning in the workplace, looking at teams, knowledge productivity, and collaborative capability building.
    Description / Table of Contents: Series Editors Foreword; Contents; Contributors; 1 Introduction: Supporting Workplace Learning; Structure and Contents of the Book; References; Part I Workplace Learning Interventions; 2 Strategies of HRD Practitioners in Different Types of Organization: A Qualitative Study Among 18 South Australian HRD Practitioners; References; 3 Conceptualising Participation in Formal Training and Development Activities: A Planned Behaviour Approach; References; 4 Experiences of E-Learning and Its Delivery Among Learners Who Work: A Systematic Review; References; Part II The Role of Social Support
    Description / Table of Contents: 5 Managerial Coaching as a Workplace Learning StrategyReferences; 6 Direct and Indirect Effects of Supervisor Support on Transfer of Training; References; 7 Understanding the Relational Characteristics of Effective Mentoring andINTtie; Developmental Relationships at Work; References; 8 Learning How Things Work Here: The Socialization ofINTtie; Newcomers in Organizations; References; 9 Learning Vocational Practice in Relative Social Isolation: The Epistemological and Pedagogic Practices of Small-Business Operators; References; Part III Encouraging Collective Learning
    Description / Table of Contents: 10 Team Coaching in Teacher TeamsReferences; 11 Learning with the Intention of Innovating: Eleven Design Principles for Knowledge Productivity; References; 12 From Function-Based Development Practices toINTtie; Collaborative Capability Building: An Intervention toINTtie; Extend Practitionersx2019; Ideas; References; 13 Implications for Research and Practice; References; Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9109-3
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    Action Leadership : Towards a Participatory Paradigm (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139354
    Language: English
    Pages: Online-Ressource (XXIX, 210p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Adult education ; Education ; Education ; Adult education
    Abstract: Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that Learning does not mean to fill a barrel but rather to ignite a flame in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what's needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels. Action Leadership: Towards a Participatory Paradigm explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR, and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.
    Description / Table of Contents: Foreword; Acknowledgements; Contents; About the Author; Reviewers' Comments; List of Acronyms; List of Appendices; List of Figures; List of Tables; 1 From Action Learning and Action Research to Action Leadership; Chapter Overview; Introduction; Definition of Terms; Purpose and Aims; Approach; Readership; Models; Storyline; Book Content; Chapter 2 : PALAR Concepts, Models and Values; Chapter 3 : PALAR: Dialectic of Theory and Practice; Chapter 4: PALAR Paradigm and Methodology; Chapter 5 : Higher Education; Chapter 6: Management Education for Organization Development
    Description / Table of Contents: Chapter 7: Community DevelopmentChapter 8 : Action Leadership Within a Participatory Paradigm; Limitations and Contributions; Chapter Summary; Discussion Starters; Note; Part I Conceptual Framework for PALAR; 2 PALAR Concepts, Models and Values; Chapter Overview; Introduction; Action Learning; Concepts and Characteristics of Action Learning; Action Learning Programmes and Projects; Terminology; An Action Learning Set with Individual Projects; Action Learning Team Project; Action Learning Programme with Several Team Projects; Action Research; Concepts and Characteristics of Action Research
    Description / Table of Contents: Participatory Action Research (PAR)Action Science; Action Research Requirements and Quality Criteria; The Concept of PALAR: Integrating Action Learning (AL) with Participatory Action Research (PAR); PALAR Models; A Generic Model for PALAR Programmes; Problem Definition and Needs Analysis; Start-Up Workshop; Project Work; Midway Workshop with Specialist Input; Project Work (Continued); Concluding Workshop; Preparing for Presentations; Final Presentation and Celebration; Values in a PALAR Culture; Core Values; First, Advancement and Reflection
    Description / Table of Contents: Second, Collaboration and Effective Use of Processes and MethodsThird,Trust and Feedback; Fourth,Imagination and Leadership Development; Fifth, Openness and Exploration of New Opportunities; Sixth,Non-positivist Beliefs and Coaching; Seventh and Finally, Success/Significance and Team Results; Espoused and Governing Values; Model 1 and Model 2 Values and Strategies; Success and Failure: Managed Change; What Makes PALAR Programmes Successful?; Success/Worth; Fun/Enjoyment; Freedom/Choice; Belonging/Respect/Love; What Makes PALAR Programmes Unsuccessful?
    Description / Table of Contents: Other Potential Pitfalls and How to Avoid ThemChapter Summary; Discussion Starters; Notes; 3 PALAR: Dialectic of Theory and Practice; Chapter Overview; Introduction; Dialectic; Praxis; PALAR: A Synthesis of Theory and Practice; Knowledge Integration; Indigeneity; Integrating Knowledge and Action; Practical Theories; Chapter Summary; Discussion Starters; Note; 4 PALAR Paradigm and Methodology; Chapter Overview; Introduction; Terminology; Dialectic; Paradigms; Competing Paradigms; Language; Theoretical Framework; Grounded Theory; Action Theory; Critical Theory; Systems Theory
    Description / Table of Contents: Personal Construct Theory (PCT)
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3935-4
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    Values Pedagogy and Student Achievement : Contemporary Research Evidence (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400715639
    Language: English
    Pages: Online-Ressource (X, 205p. 1 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education ; Education ; Education Philosophy
    Abstract: A spherical actuator is a novel electric device that can achieve 2/3-DOF rotational motions in a single joint with electric power input. It has advantages such as compact structure, low mass/moment of inertia, fast response and non-singularities within the workspace. It has promising applications in robotics, automobile, manufacturing, medicine and aerospace industry. This is the first monograph that introduces the research on spherical actuators systematically. It broadens the scope of actuators from conventional single-axis to multi-axis, which will help both beginners and researchers to enhance their knowledge on electromagnetic actuators. Generic analytic modeling methods for magnetic field and torque output are developed, which can be applied to the development of other electromagnetic actuators. A parametric design methodology that allows fast analysis and design of spherical actuators for various applications is proposed. A novel non-contact high-precision 3-DOF spherical motion sensing methodology is developed and evaluated with experiments, which shows that it can achieve one order of magnitude higher precision than conventional methods. The technologies of nondimensionalization and normalization are introduced into magnetic field analysis the first time, and a benchmark database is established for the reference of other researches on spherical actuators.
    Description / Table of Contents: Preface; Author Biographies; Contents; Chapter-1; Chapter-2; History and Philosophy of Values and Virtues; Chapter-3; Chapter-4; Chapter-5; Chapter-6; Chapter-7; Values and Social Engagement; Chapter-8; Chapter-9; Chapter-10; Chapter-11; The Ambience and Discourse of Values Pedagogy; Author Index; Subject Index;
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-007-1563-9
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    Lesson Study Research and Practice in Mathematics Education : Learning Together (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048199419 , 1283085828 , 9781283085823
    Language: English
    Pages: Online-Ressource (X, 350p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Lesson study research and practice in mathematics education
    RVK:
    SM 600
    RVK:
    SM 620
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Education ; Mathematics ; Mathematics ; Study and teaching ; Mathematics ; Study and teaching ; Research ; Lesson planning ; Effective teaching ; Mathematikunterricht
    Abstract: Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.
    Description / Table of Contents: Prologue; Contents; Contributors; Introduction: Conceptual Overview of Lesson Study; Lesson Study: Structures, History, and Variation; Research on Lesson Study; Issues from the Field; Learning About Lesson Study Together; References; Part I; Jumping into Lesson Study: Inservice Mathematics Teacher Education; Part II; Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education; Part III; Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education; Part IV
    Description / Table of Contents: Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson StudyPart V; Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study; Final Thoughts
    Description / Table of Contents: Introduction: conceptual overview of lesson study / Aki MurataPart I. Jumping into lesson study: inservice mathematics teacher education -- Lesson study: the impact on teachers' knowledge for teaching mathematics / Rachelle D. Meyer and Trena L. Wilkerson -- Developing the habits of mind for a successful lesson study community / Lynn C. Hart and Jane Carriere -- Influence of lesson study on teachers' mathematics pedagogy / Jo Clay Olson, Paul White and Len Sparrow -- Examining change in teacher mathematical knowledge through lesson study / Diane Hobenshield Tepylo and Joan Moss -- Response to Part I / Akihiko Takahashi -- Part II. Emerging issues from lesson study approaches in prospective mathematics teacher education -- Investigating approaches to lesson study in prospective mathematics teacher education / Maria Lorelei Fernandez and Joseph Zilliox -- Lesson study in preservice elementary mathematics methods courses: connecting emerging practice and understanding / Aki Murata and Bindu E. Pothen -- Lesson study as a framework for preservice teachers' early field-based experiences / Paul W.D. Yu -- Response to Part II / Despina Potari -- Part III. Challenges and promises of unchartered water: lesson study and institutes of higher education -- Lesson study as a tool for developing teachers' close attention to students' mathematical thinking / Alice S. Alston, Lou Pedrick, Kimberley P. Morris, and Roya Basu -- Lesson study as a learning environment for coaches of mathematics teachers / Andrea Knapp, Megan Bomer and Cynthia Moore -- Walking the talk: lessons learned by university mathematics methods instructors implementing lesson study for their own professional development / Michael Kamen, Debra L. Junk, Stephen Marble, Sandra Cooper, Colleen M. Eddy, Trena L. Wilkerson and Cameron Sawyer -- Response to Part III / Tad Watanabe -- Part IV. Seeing the whole iceberg: the critical role of tasks, inquiry stance, and teacher learning in lesson study -- The critical role of task development in lesson study / Brian Doig, Susie Groves and Toshiakira Fujii -- The intersection of lesson study and design research: a 3-D visualization development project for the elementary mathematics curriculum / Jacqueline Sack and Irma Vazquez -- Lesson study: a case of the investigations mathematics curriculum with practicing teachers at fifth grade / Penina Kamina and Patricia Tinto -- Response to Part IV / Catherine Lewis -- Part V. Ideas for developing mathematical pedagogical content knowledge through lesson study -- What's going on backstage? Revealing the work of lesson study with mathematics teachers / Catherine D. Bruce and mary S. Ladky -- Learning from lesson study: power distribution in a community of practice / Dolores Corcoran -- Preparing for lesson study: tools for success / Mary Pat Sjostrom and Melfried Olson -- Response to Part V / Makoto Yoshida and William C. Jackson -- Final thoughts.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9941-9
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    Elaborating Professionalism : Studies in Practice and Theory (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048126057
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Innovation and Change in Professional Education 5
    DDC: 305.553
    Keywords: Education ; Curriculum planning
    Abstract: What are the future possibilities for the standing of professional practice as it faces growingly problematic markets for services, complex demands for managerial accountability and control, and problematic circumstances and expectations in its ethical and self-regulative governance? New sources of inspiration may be needed if professionalism is to be either a viable or desirable form for the social organisation of work in the coming years of potentially deep economic and social change. Set in the UK, South Africa, Australia and the USA, the empirical studies included elaborate problematic sit
    Description / Table of Contents: Preface; Contents; Contributors; About the Authors; 1 Challenging Professionalism; 2 On the Relationship Between Problem-Solving Skills and Professional Practice; 3 A Lens on Literacy: Workplace Competence and Professional Practice; 4 Revisiting Informal and Incidental Learning as a Vehicle for Professional Learning and Development; 5 Making It Safe: The Effects of Leader Inclusiveness and Professional Status on Psychological Safety and Improvement Efforts in Health Care Teams; 6 Making Sense of Curriculum Innovation and Mathematics Teacher Identity
    Description / Table of Contents: 7 Working with Learner Contributions: A Key Dimension of Professional Practice8 What Is Professional Practice? Recognising and Respecting Diversity in Understandings of Practice; 9 An Approach to Notions of Subject Position and Discourse in Activity Theory; 10 Studies in the Theory and Practice of Professionalism:Ways Forward; Name Index; Subject Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-2605-7
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    Surgical Education : Theorising an Emerging Domain (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400716827
    Language: English
    Pages: Online-Ressource (X, 256p. 12 illus, digital)
    Series Statement: Advances in Medical Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Surgical education
    Keywords: Education ; Surgery ; Medical Education ; Education ; Surgery ; Medical Education
    Abstract: 1. The environment of surgical education and training: Roger Kneebone and Heather Fry.- 2. Educational ideas and surgical education: Heather Fry.- 3. Simulation: Roger Kneebone -- 4. Researching surgical education: Heather Fry, Nick Sevdalis, Roger Kneebone.- Part 2.- 5. Conceptualising surgical education assessment: Lambert W.T. Schuwirth and Cees P.M. van der Vleuten -- 6. The scalpel and the ‘mask’: threshold concepts and surgical education: Ray Land and Jan H.F. Meyer.- 7. The surgeon’s expertise: K Anders Ericsson.- 8. Current and future simulation and learning technologies: Fernando Bello and Harry Brenton.- 9. The role of patients: Debra Nestel and Linda Bentley -- 10. Self-monitoring in surgical practice: slowing down when you should: Carol- Anne Moulton and Ron Epstein -- 11. Learning and identity in the professional world of the surgeon: Alan Bleakley.- 12. Beyond ‘communication skills’: research in team communication and implications for surgical education: Lorelei Lingard.- 13. Surgical education: perspectives on learning, teaching and research: Gunther Kress.- Afterword: Roger Kneebone and Heather Fry
    Abstract: This book delineates surgical education as a new and emerging field of academic enquiry. Surgical (as opposed to medical) education is emerging as a distinct field with its own identity. Surgeons have started to professionalise their educational role, and draw professional, non-surgeon educators into the field. Surgery is a near unique environment of learning and practice. The defining characteristic of ‘surgical’ specialties is the performance of invasive procedures, (alongside the myriad of diagnostic and other elements which are shared with other clinicians). This craft component is central to the surgeon’s role, as is teamworking. Yet the unique characteristics of this field have been little addressed from an educational perspective, nor have its possibilities as a new research domain been mapped. This book thus seeks to explore surgical education from a number of dimensions, and draw attention to theorising it and establishing its epistemological foundations.At the same time it points to the essential links between theory and practice. Surgical education is important and the initiative timely; the two main co-authors use their combined perspectives and expertise to map the domain’s co-ordinates. Complementing this strong sense of direction are invited chapters from carefully selected contributors, each an outstanding expert in his or her field. This book is aimed at surgeons, other clinicians, non-clinicians, educators, and others interested in this new domain
    Description / Table of Contents: Surgical Education; Contents; Part I; Chapter 1: The Environment of Surgical Training and Education; 1.1 Introduction; 1.1.1 Focus; 1.1.2 Organization and Perspective; 1.2 Why Surgical Education; 1.2.1 What is Surgical Education?; 1.2.2 What makes Surgery Special?; 1.3 A Historical Overview of Medical and Surgical Training in the UK; 1.3.1 The Evolution of Surgical Training; 1.3.2 Changes Within the Profession; 1.3.3 Wider Changes; 1.3.4 Current Drivers; 1.4 Researching and Using Theory to Extend Knowledge and Innovation in Surgical Education; 1.5 About this Book: Rationale and Organization
    Description / Table of Contents: ReferencesChapter 2: Educational Ideas and Surgical Education; 2.1 Introduction; 2.2 Changing Educational Imperatives and Preferences; 2.3 Learning Theory and Surgical Education; 2.3.1 Constructivism; 2.3.2 Approaches to Learning; 2.3.3 Clinical Reasoning and Decision Making; 2.3.4 Social Theories of Learning; 2.3.5 Activity Theory, Work-Based Learning, Situated Learning, and Communities of Practice; 2.3.6 Experiential Learning, Reflective Practice, and Feedback; 2.4 Curriculum Design and Learning Outcomes; 2.5 The Role of Assessment and Psychometrics in Learning
    Description / Table of Contents: 2.6 A Case Study: Problem-Based Learning as an Example of Using Educational Theory to Drive Educational Change2.7 Implications of Educational Ideas for Surgical Training; References; Chapter 3: Simulation; 3.1 Introduction; 3.1.1 Simulation as a Mirror for Clinical Care; 3.1.2 Drivers for Simulation; 3.2 What is Simulation About?; 3.3 Conceptualising Simulation; 3.4 Authenticity, Expertise, and Dexterity; 3.4.1 Risk and Safety; 3.5 New Directions for Simulation; 3.5.1 Placing the Patient at the Centre; 3.5.2 Heightening Realism for Surgeons; 3.5.3 Creating an Effective Simulation
    Description / Table of Contents: 3.5.4 Widening Access to Simulation Centre Facilities3.5.5 Rehearsal; 3.6 Where Next?; 3.7 Conclusion; References; Chapter 4: Researching Surgical Education; 4.1 Introduction; 4.2 The Quantitative and Qualitative Educational Research Paradigms Compared and Contrasted; 4.3 Quantitative Surgical Education Research; 4.3.1 Research Questions and Hypotheses; 4.3.2 Research Methods; 4.3.3 Quantitative Approaches to Data Analysis; 4.4 Qualitative Surgical Education Research; 4.4.1 Key Approaches in Qualitative Research; 4.4.2 Design and Methods; 4.4.3 Analysis; 4.4.4 Writing Up
    Description / Table of Contents: 4.5 Case Studies of Educational Research4.5.1 Case Study 1: The Qualitative Paradigm; 4.5.2 Case Study 2: The Qualitative Paradigm; 4.5.3 Case Study 3: The Quantitative Paradigm; 4.5.4 Case Study 4: Using Mixed Methods; 4.6 Conclusion; References; Part II; Chapter 5: Conceptualising Surgical Education Assessment; 5.1 Introduction; 5.2 Purposes of Assessment; 5.3 General Issues Concerning Assessment; 5.3.1 Reliability; 5.3.2 Validity; 5.3.3 Educational Impact; 5.4 Developments in Practice-Based Assessment; 5.4.1 Careful Sampling is Essential
    Description / Table of Contents: 5.4.2 Sampling Through Various Error Sources Is Needed
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-007-1682-7
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    Rethinking Educational Practice Through Reflexive Inquiry : Essays in Honour of Susan Groundwater-Smith (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400708051
    Language: English
    Pages: Online-Ressource
    Edition: Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Professional Learning and Development in Schools and Higher Education 7
    DDC: 370.72
    Keywords: Education ; Erziehungsphilosophie ; Aufsatzsammlung
    Abstract: Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people's perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her. Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers' work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.
    Description / Table of Contents: Foreword-An Example to Us All; Acknowledgements; Contents; Contributors; About the Authors; Chapter-1; Rethinking Educational Practice Through Reflexive Inquiry: An Introduction; References; Part I; Practitioner Inquiry; Chapter-2; A Self-Reflective Practitioner and a New Definition of Critical Participatory Action Research; A New Definition of Critical Participatory Action Research; An Accidental Practitioner of Critical Participatory Action Research?; Practice, Praxis, Effective-Historical Consciousness; Critical and Self-Critical Reflection; Communicative Space
    Description / Table of Contents: Exploratory Action: Investigating Reality in Order to Transform It Transforming Reality in Order to Investigate ItA Practical Aim; An Emancipatory Aim; Conclusion; References; Chapter-3; Localisation or Globalisation? The Dynamic Variations of Action Research; Introduction; Variations of Action Research as an Example of 'Globalisation from Below'; Why and How Does the Process of Variation of Action Research Take Place?; Action Research-The Variations; How Should Action Researchers Respond to These Variations and Does It Matter if They Go by a Different Name?
    Description / Table of Contents: Variations, Among 'Cousins', are a Strength in Building Collective Agency in a World of FlowsReferences; Chapter-4; Inquiry-Based Professional Learning in Educational Praxis: Knowing Why, What and How; Introduction; A Model for Educational Praxis; System and Lifeworld; Functional and Substantial Rationality; A Praxis Model: Scope for Professional Decision Making and Action; A Research Study on Inquiry-Based Professional Learning in Teacher Education; Interaction Between the Application and Construction of Professional Knowledge; Interaction Between Academic and Professional Knowledge
    Description / Table of Contents: Interaction Between Educational Knowledge and Methodological KnowledgeInteraction Between Individual and Collective Knowledge; Interaction Between Ideological, Instrumental and Empirical Knowledge; Knowing Why, What and How: Broadening Teachers' Scope for Decision Making and Action?; Overemphasis on Lifeworld; Overemphasis on Functional Rationality; Conclusion; References; Chapter-5; Patterns of Partnership: Student Voice, Intergenerational Learning and Democratic Fellowship; Introduction; From Student Voice to Democratic Community
    Description / Table of Contents: Patterns of Partnership: How Adults Listen to and Learn with Students in SchoolsOn the Necessity of Interruption; References; Chapter-6; Cooperation, Collaboration, Challenge: How to Work with the Changing Nature of Educational Audiences in Museums; Background: Museum Learning and Audience Research; The Genesis of the Partnership: As We See It: Improving Learning at the Museum; 2008 Climate Change Kids' College; 2009 Teachers' College; Applying Lessons from the Partnership: Pacific Cultures Consultation; Conclusion; References; Chapter-7
    Description / Table of Contents: Creating Spaces for Practitioner Research: Strategic Leadership to Create a Third Space for Practitioner Enquiry in an Authentic Professional Learning Community
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0805-1
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    How School Principals Sustain Success over Time : International Perspectives (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400713352
    Language: English
    Pages: Online-Ressource (VIII, 200p. 4 illus, digital)
    Series Statement: Studies in Educational Leadership 14
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    DDC: 371.2
    Keywords: Education ; Education
    Abstract: " The Mediterranean basin represents one of the most important ""hot spots"" of climate change in the world, with recent trends towards a hotter and drier climate being related to changes in atmospheric circulation patterns. Such changes can have significant impacts in the climate of this region but also on the natural environment and several socioeconomic activities. Among these patterns, the North Atlantic Oscillation (NAO) is one of the main forcing factors in the region with impact on extreme events such as droughts, severe precipitations or heat and cold waves, the availability of water resources, the ecological dynamics, the quality and quantity of crops, the migration and welfare of animal populations, the fisheries dynamics, the triggering of landslides and the air pollution and human health, among others. The aim of Hydrological, Socioeconomic and Ecological Impacts of the North Atlantic Oscillation in the Mediterranean Region, is to serve as an updated reference text that covers the wide range of evidences on the NAO impacts in the Mediterranean regions and from a multidisciplinary perspective. This volume constitutes a unique document to present the state of the art of the numerous studies undertaken on the hydrological, socioeconomic and ecological impact of the NAO, collecting the expertise of researchers from several complementary earth science fields (geography, hydrology, remote-sensing, climatology, agriculture, energy), but that have been lacking a common ground. "
    Description / Table of Contents: How School Principals Sustain Success over Time; Contents; Contributors; Chapter 1: Introduction to the International Successful School Principalship Project; 1.1 The First Phase, 2001-2002; 1.1.1 Results from the First Visit to the Schools; 1.2 Finding Successful School Principalship: Cross Nation Differences and Similarities; 1.3 From Divergence to Convergence?; 1.4 Successful School Principalship: Direct and Indirect Influences; 1.4.1 Setting Direction for the School; 1.4.2 Understanding and Developing People; 1.4.3 Designing and Managing Communities
    Description / Table of Contents: 1.4.4 Managing the Teaching and Learning Programme1.4.5 Leading the Environments; 1.5 This Book; References; Chapter 2: Sustaining School and Leadership Success in Two Australian Schools; 2.1 Introduction; 2.2 Background; 2.3 Findings from the ISSPP; 2.4 Methodology; 2.5 Findings: Morang South Primary School and Jan Shrimpton; 2.5.1 School Profile; 2.5.2 Principal Profile; 2.5.3 Background: Previous Findings; 2.5.4 Changes Since the Last Visit; 2.5.5 Ability to Maintain or Improve Performance; 2.5.6 Reason for Sustainability; 2.5.7 Leadership Style; 2.5.8 Personal Characteristics
    Description / Table of Contents: 2.5.9 Personal Educational Philosophy2.5.10 Relationship Building; 2.5.11 Interventions; 2.6 Findings: Port Phillip Specialist School and Bell Irlicht; 2.6.1 School Profile; 2.6.2 Principal Profile; 2.6.3 Background: Previous Findings; 2.6.4 Changes Since the Last Visit; 2.6.5 Ability to Maintain or Improve Performance; 2.6.6 Reasons for Sustainability; 2.6.7 Vision and Direction; 2.6.8 Leadership Style; 2.6.9 Personal Qualities; 2.6.10 Skill Set; 2.6.11 Strategic Interventions; 2.6.12 Attitude to Change; 2.7 Discussion; 2.7.1 Comparing the Two Cases; 2.7.2 Conceptual Model; 2.8 Summary
    Description / Table of Contents: ReferencesChapter 3: Danish Successful School Leadership - Revisited; 3.1 The Danish Project Schools; 3.2 The Danish Schooling System; 3.3 Recentralisation and Tightening of Organisational Couplings in the Danish Schools; 3.4 Leadership at the School Level; 3.5 School Leadership and the Collaboration with Different Interests Groups; 3.6 The Principals' Channels of Influence; 3.7 The Quality of Instruction in the Three Schools; 3.8 Now and Then: The Development in the Successful Schools; References; Chapter 4: Sustainable Improvement: The Significance of Ethos and Leadership; 4.1 Introduction
    Description / Table of Contents: 4.2 Structural and Cultural Changes in the Context of Schooling4.3 Theoretical Framework; 4.4 Methodology; 4.5 Revisiting Ospelia Upper Secondary School; 4.5.1 Structural and Cultural Changes; 4.5.2 Criteria for the Good School; 4.5.3 Sustained Leadership Practices; 4.6 Revisiting Brage Compulsory School; 4.6.1 Structural and Cultural Changes; 4.6.2 Criteria for the Good School; 4.6.3 Positioning Himself as a Leader; 4.6.4 Sustained Leadership Practices; 4.7 Revisiting Furuheia Compulsory School; 4.7.1 Structural and Cultural Changes; 4.7.2 Criteria for the Good School
    Description / Table of Contents: 4.7.3 Staging Himself as a Principal
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1335-2
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    Changing Governance and Management in Higher Education : The Perspectives of the Academy (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400711402
    Language: English
    Pages: Online-Ressource (XVII, 390p. 40 illus, digital)
    Series Statement: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Changing governance and management in higher education
    DDC: 650.071/1
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Konferenzschrift ; Hochschulbildung ; Hochschulreform ; Internationaler Vergleich
    Abstract: Contents: 1. Cummings, William K./Fisher, Donald/Locke, William: Introduction. - PART I. EMERGENT HIGHER EDUCATION SYSTEMS (2. Fernández Lamarra, Norberto/Marquina, Monica/Rebello, Gabriel: Argentina. Changes in Academics' Involvement in the Governance and Management of Public Universities. - 3. Balbachevsky, Elizabeth/Schwartzman, Simon: Brazil. Diverse Experiences in Institutional Governance in the Public and Private Sectors. - 4. Galaz-Fontes, Jesus Francisco/Sevilla-Garcia, Juan José/Padilla-González, Laura Elena/Arcos-Vega, Jose Luis/Gil-Anton, Manuel/Martinez-Stack, Jorge: Mexico. A Portrait of a Managed Profession. - 5. Azman, Norzaini/Sirat, Morshidi/Jantan, Muhammad: Malaysia. Perspectives of University Governance and Management within the Academic Profession. - 6. Wolhuter, Charl/Higgs, Philip/Higgs, Leonie/Ntshoe, Isaac: South Africa. Recklessly Incapacitated by a Fifth Column - The Academic Profession Facing Institutional Governance). - PART II. MATURE HIGHER EDUCATION SYSTEM (7. Coates, Hamish/Dobson, Ian R./Goedegebuure, Leo/Meek, V. Lynn: Australia. The Changing Academic Profession - An enCAPsulation. - 8. Metcalfe, Amy Scott/Fisher, Donald/Rubenson, Kjell/Snee, Iain/Gingras, Yves/Jones, Glen A.: Canada. Perspectives on Governance and Management. - 9. Locke, William/Bennion, Alice: The United Kingdom. Academic Retreat or Professional Renewal? - 10. Finkelstein, Martin/Ju, Ming/Cummings, William K.: The United States of America - Perspectives on Faculty Governance, 1992-2007. - 11. Teichler, Ulrich: Germany. How Changing Governance and Management Affects the Views and Work of the Academic Profession. - 12. Aarrevaara, Timo/Dobson, Ian R./Pekkola, Elias: Finland. CAPtive Academics - An Examination of the Binary Divide. - 13. Vabo, Agnete: Norway. Between Humboldtian Values and Strategic Management. - 14. Arimoto, Akira: Japan. Effects of Changing Governance and Management on the Academic Profession. - 15. Shin, Jung Cheol: South Korea. Decentralized Centralization - Fading Shared Governance and Rising Managerialism. - 16. Postiglione, Gerard/Shiru, Wang: Hong Kong. Governance and the Double-Edged Academy. - 17. Fisher, Donald/Locke, William/Cummings, William K.: Comparative Perspectives. Emerging Findings and Further Investigations. - 18. Locke, William: The International Study of the Changing Academic Profession - A Unique Source for Examining the Academy's Perception of Governance and Management in Comparative Perspective) (HoF/text adopt ...
    Description / Table of Contents: Changing Governance and Managementin Higher Education; Contents; Notes on Editors; Notes on Contributors; Chapter 1: Introduction; 1.1 The Organization of Academic Work; 1.2 Beliefs of the Academy; 1.2.1 Common Beliefs; 1.2.2 The Historical-Institutional Perspective; 1.2.3 The Cultural-Regional Perspective; 1.2.4 The Disciplinary Perspective; 1.2.5 The Professional Perspective; 1.2.6 The Unionist Perspective; 1.2.7 The Fiduciary Perspective; 1.3 Drivers; 1.3.1 System Scale and Recent Growth; 1.3.2 Demographic Change; 1.3.3 National Social Welfare Priorities
    Description / Table of Contents: 1.3.4 Marketization, Privatization, Including the Privatization of Public Institutions1.3.5 Economic Level and Growth; 1.3.6 Global Science and Technology Competition and Commercialization; 1.4 Changing Conditions and Practices; 1.5 Changing Outputs and Outcomes; 1.6 The Contemporary Discourse; 1.6.1 System/Institution Division of Labor; 1.6.2 The Shifting Balance in Shared Governance; 1.6.3 Stress on Accountability; 1.6.4 Front Line or Bottom Line; 1.6.5 Public-Private Differences; 1.6.6 Impact of "New" Public Management; 1.6.7 The Experience of Academe in the Emerging Economies
    Description / Table of Contents: 1.7 Thinking About Similarities and Differences1.8 The Contemporary Challenge; 1.9 The Structure of the Book; References; Part I: Emergent Higher Education Systems; Chapter 2: Argentina: Changes in Academics' Involvement in the Governance and Management of Public Universities; 2.1 Introduction; 2.2 The Growth of the University System and the Academic Profession; 2.2.1 The Expansion of the Argentinean Higher Education System; 2.2.2 The Academic Profession in Argentina: Heterogeneity and Unplanned Expansion
    Description / Table of Contents: 2.2.3 Policies in the 1990s for the Academic Profession: Between the Availability of Resources and Accountability2.3 Some Theoretical Issues on University Governance and Management in Argentina; 2.4 Research Advances in the Framework of the Changing Academic Profession; 2.4.1 Findings from a Preliminary Analysis of Survey Data; 2.4.1.1 Academics' Interests; 2.4.1.2 Overall Satisfaction; 2.4.1.3 Affiliation; 2.4.1.4 Governance and Management; 2.5 Discussion and Conclusions; References; Chapter 3: Brazil: Diverse Experiences in Institutional Governance in the Public and Private Sectors
    Description / Table of Contents: 3.1 Brazilian Higher Education: An Overview of Its Historical Background3.1.1 The 1968 Reform; 3.1.2 Changes in the 1990s and 2000s; 3.2 Institutional Environment: The Sources of Diversity; 3.3 Patterns of Organization and Management of the Academic Institutions in Brazil; 3.4 Strategic Decisions Inside Institutions; 3.5 Concluding Remarks; References; Chapter 4: México: A Portrait of a Managed Profession; 4.1 Mexican Higher Education; 4.1.1 The Mexican Higher Education System: Recent Developments and Current State; 4.1.2 Institutional Governance in Mexican Higher Education Institutions
    Description / Table of Contents: 4.1.3 Higher Education Public Policies: Drivers of Change in the Academic Profession
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1140-2
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    The Flexible Professional in the Knowledge Society : New Challenges for Higher Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400713536
    Language: English
    Pages: Online-Ressource (XXXV, 259p. 145 illus, digital)
    Series Statement: Higher Education Dynamics 35
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The flexible professional in the knowledge society
    RVK:
    AL 43950
    RVK:
    MS 7500
    Keywords: Wissensgesellschaft ; Akademiker ; Bildungsabschluss ; Hochschule ; Hochqualifizierte Arbeitskräfte ; Freie Berufe ; Europa ; Education, Higher ; Sociology ; Education ; Education ; Education, Higher ; Sociology
    Abstract: Technological developments in the life sciences confront us with new facets of a Faustian seduction. Are we 'playing God' more and more, as claimed by critical authors of modernity? Achievements in genetic research produce ethical dilemmas which need to be the subject of reflection and debate in modern societies. Denial of ambivalences that ethical dilemmas arouse constitutes a threat to societies as well as to individuals. The book presents a compilation of some of the results of the interdisciplinary European study 'Ethical Dilemmas Due to Prenatal and Genetic Diagnostics' (EDIG), which investigated some of these dilemmas in detail in a field which is particularly challenging: prenatal diagnosis. When results from prenatal diagnosis show fetal abnormalities, women and their partners are confronted with ethical dilemmas regarding: the right to know and the right not to know, decision-making about the remainder of the pregnancy and the desire for a healthy child, responsibility for the unborn child, for its well-being and possible suffering, life and death. This book provides answers from an ethical, psychoanalytical and medical viewpoint.
    Description / Table of Contents: Acknowledgements; Contents; Contributors; About the Editors; About the Authors; Management Summary; Introduction; The Flexible Professional in the Knowledge Society; The Professional Work of Graduates; ""Being Flexible"": Graduates Facing Changes in Their Work Environment; The Graduates in the Knowledge and Innovation Society; Mobilization of Human Resources; International Dimensions of Higher Education and Graduate Employment; Winners and Losers; Conclusions and policy implications; 1 Introduction; 1.1 The Policy Context; 1.2 The REFLEX Project; 1.3 Trends and Demands; 1.3.1 Three Trends…
    Description / Table of Contents: 1.3.2 … and Five Demands1.3.3 Professional Expertise; 1.3.4 Functional Flexibility; 1.3.5 Innovation and Knowledge Management; 1.3.6 Mobilisation of Human Resources; 1.3.7 International Orientation; 1.4 Methods and Data; 1.5 Structure of the Report; Appendix: First- and Second-Level Programmes per Country; References; 2 The Flexible Professional in the Knowledge Society: Required Competences and the Role of Higher Education; 2.1 Introduction; 2.2 The Demands from the World of Work; 2.2.1 Operationalisation of the Demands; 2.2.2 Required Level; 2.2.3 Shortages and Surpluses
    Description / Table of Contents: 2.2.4 Strong and Weak Points2.3 On the Role of Higher Education in Preparing Graduates for the Labour Market; 2.3.1 Complex Demands on Higher Education; 2.3.2 Different Solutions; 2.3.3 Different Theoretical Approaches; 2.3.4 Programme Characteristics; 2.3.5 Modes of Teaching and Learning; 2.3.6 Study Behaviour; 2.3.7 Experiences Acquired During Higher Education; 2.4 The Effects of Programme Characteristics on Competences; 2.4.1 The Effects of the Study Programme; 2.4.2 The Effect of Modes of Teaching and Learning; 2.4.3 The Effect of Other Learning Experiences
    Description / Table of Contents: 2.4.4 Study Behaviour and Performance2.5 Does Higher Education Provide a Good Basis to Enter the Labour Market?; 2.5.1 The Effects of the Study Programme; 2.5.2 The Effect of Modes of Teaching and Assessment; 2.5.3 The Effects of Acquired Competences; 2.6 Conclusions; References; 3 The Professional Work of Graduates; 3.1 What Makes a Profession?; 3.2 Who is Working as a ""Professional""?; 3.2.1 The Occupation; 3.2.2 Typology of Professions; 3.2.3 Employment Conditions; 3.3 The Role of Professional Knowledge; 3.3.1 Required Field of Study and Level of Education
    Description / Table of Contents: 3.3.2 Higher Education and Professional TrainingHow Long Does it Take to Become an Expert?3.3.3 Additional Training; 3.3.4 Professional Expertise; 3.4 Professional Role and Professional Identity; 3.4.1 Aspects of the Professional Role; 3.4.2 Work Orientations; 3.5 Professions and Power; 3.5.1 Income; 3.5.2 Selectivity of Higher Education and HE Programmes?; 3.6 Discussion of Results; Appendix: Mapping of 3-Digit ISCO Occupational Codes to Typology of Professions; References; 4 ""Being Flexible"": Graduates Facing Changes in Their Work Environment
    Description / Table of Contents: 4.1 The Changing Work Environment of European Graduates
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1353-6
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    Trends in Teaching and Learning of Mathematical Modelling : ICTMA14 (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400709102
    Language: English
    Pages: Online-Ressource (XIII, 732p. 150 illus, digital)
    Series Statement: International Perspectives on the Teaching and Learning of Mathematical Modelling 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Trends in teaching and learning of mathematical modelling
    Parallel Title: Druckausg.: Trends in teaching and learning of mathematical modelling
    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: This book contains suggestions for and reflections on the teaching, learning and assessing of mathematical modelling and applications in a rapidly changing world, including teaching and learning environments. It addresses all levels of education from universities and technical colleges to secondary and primary schools. Sponsored by the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), it reflects recent ideas and methods contributed by specialists from 30 countries in Africa, the Americas, Asia, Australia and Europe. Inspired by contributions to the Fourte
    Description / Table of Contents: pt. 1. Modelling from primary to upper secondary school : findings of empirical research -- pt. 2. Looking deeper into modelling processes : studies with a cognitive perspective -- pt. 3. Mathematical modelling in teacher education -- pt. 4. Using technologies : new possibilities of teaching and learning modelling -- pt. 5. Modelling competency : teaching, learning and assessing competencies -- pt. 6. Modelling in tertiary education -- pt. 7. Modelling examples and modelling projects : concrete cases -- pt. 8. Theoretical and curricular reflections on mathematical modelling.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-0910-2
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    International Handbook of Jewish Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400703544
    Language: English
    Pages: Online-Ressource
    Series Statement: International Handbooks of Religion and Education 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    DDC: 371.076
    Keywords: Curriculum planning ; Education ; Religion (General) ; Religion and education
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    Socio-scientific Issues in the Classroom : Teaching, Learning and Research (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400711594
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Contemporary Trends and Issues in Science Education 39
    DDC: 303.483
    Keywords: Education ; Curriculum planning ; Science Study and teaching
    Abstract: Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accom
    Description / Table of Contents: Socio-scientific Issues in the Classroom; Foreword; Content; Process; Context; Conclusion; References; Contents; About the Authors; Chapter 1: Situating Socio-scientific Issues in Classrooms as a Means of Achieving Goals of Science Education; Goals of Science Education; Situated Learning; Socio-scientific Issues; Purpose of This Volume; Organization of Chapters; Final Thoughts; References; Chapter 2: Enhancing the Authenticity of a Web-Based Module for Teaching Simple Inheritance; Introduction; From International to Local Context; Curriculum and Context
    Description / Table of Contents: A Socioscientific Approach in the Design of the ModuleThe Field Trip; Online Interaction with a Patient; The Study; Data Collection and Analysis; Outcomes; Interest and Engagement; Contributions of Field Trip and Online Interaction; Knowledge Acquisition; Knowledge Integration Test; Simple Inheritance Module Notes; Student Attitudes; Discussion; Diversified Interactions; Live Communication; Time on Task; Appendix 1. The Knowledge Questionnaire; Appendix 2. Attitude Survey; References; Chapter 3: Metalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interest
    Description / Table of Contents: Comparing Issue-Based MovementsEnhancing Authenticity and Interest; References; Chapter 4: Learning Science Content and Socio-scientific Reasoning Through Classroom Explorations of Global Climate Change; Project Goals; Setting; Teacher-Researcher Relationships; Intervention; Research; Research Questions; Content Knowledge; Socio-scientific Reasoning; Methods; Data Collection and Analysis: Content Knowledge; Data Collection and Analysis: Socio-scientific Reasoning; Results and Discussion; Findings: Content Knowledge; Findings: Socio-scientific Reasoning; Implications for…
    Description / Table of Contents: Teaching and LearningResearch; Conclusions; Appendix 3.1. SSIQ Prompt and Questions; References; Chapter 5: Metalogue: Issues in the Conceptualization of Research Constructs and Design for SSI Related Work; Socio-scientific Reasoning; Research Design; Benefits of Research; References; Chapter 6: Effects of an Interdisciplinary Program on Students' Reasoning with Socioscientific Issues and Perceptions of Their Learning Experiences; Establishment of Teacher-Researcher Collaboration; Research Questions; Theoretical Framework; Context of Study; SSI Group; Sophomore Level Core Course
    Description / Table of Contents: Senior Level Core CourseBiology Comparison Group; Methods; Participants; Data Collection; General Procedures; Decision Making Questionnaire; Interviews; Data Analysis; Comparison of Decisions; Comparison of Factors in Decision-Making; Scoring Rubrics; Interview Analysis; Results; Comparison of Decisions; Comparison of Factors Influencing Reasoning; Comparison of Reasoning; Interviews; Perceptions of SSI in Majors; Views of SSI Students; Views of BIO Students; Student Perceptions of Majors; Perceptions of Personal Outcomes; SSI Group; BIO Group; Perceptions of the Learning Environment
    Description / Table of Contents: SSI Group
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-1159-4
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    Principals in Succession : Transfer and Rotation in Educational Administration (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400712751
    Language: English
    Pages: Online-Ressource (IX, 171p. 6 illus, digital)
    Series Statement: Studies in Educational Leadership 13
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    DDC: 371.2
    Keywords: Educational psychology ; Education ; Education ; Education Philosophy ; Educational psychology
    Abstract: Since a couple of decades, the notion of a precautionary principle plays a central and increasingly influential role in international as well as national policy and regulation regarding the environment and the use of technology. Urging society to take action in the face of potential risks of human activities in these areas, the recent focus on climate change has further sharpened the importance of this idea. However, the idea of a precautionary principle has also been problematised and criticised by scientists, scholars and policy activists, and been accused of almost every intellectual sin imaginable: unclarity, impracticality, arbitrariness and moral as well as political unsoundness. In that light, the very idea of precaution as an ideal for policy making rather comes out as a derad end. On the basis of these contrasting starting points, Christian Munthe undertakes an innovative, in-depth philosophical analysis of what the idea of a precautionary principle is and should be about. A novel theory of the ethics of imposing risks is developed and used as a foundation for defending the idea of precaution in environmental and technological policy making against its critics, while at the same time avoiding a number of identified flaws. The theory is shown to have far-reaching practical conclusions for areas such as bio-, information- and nuclear technology, and global environmental policy in areas such as climate change. The author argues that, while the price we pay for precaution must not be too high, we have to be prepared to pay it in order to act ethically defensible. A number of practical suggestions for precautionary regulation and policy making are made on the basis of this, and some challenges to basic ethical theory as well as consumerist societies, the global political order and liberal democracy are identified.
    Description / Table of Contents: Contents; About the Authors; Chapter 1; Chapter 2; Chapter 3; Chapter 4; Chapter 5; Planning for Succession: Considerations and Implications for Educational Policy; Chapter 6; Chapter 7; Chapter 8; Chapter 9; Chapter 10; Epilogue; Index;
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1275-1
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    Oxford, the Collegiate University : Conflict, Consensus and Continuity (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400700475
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Higher Education Dynamics 34
    Keywords: Education ; Education, Higher
    Abstract: Oxford is one of the world's great universities but this has not meant that it is exempt from pressures for change. On various fronts it has been required to meet the challenges that universities almost worldwide have to face. Given the retrenchment of public funding, especially to support undergraduate teaching, it has been required to augment its financial base, while at the same time deciding how to respond to pressure from successive governments determined to use higher education to achieve their own policy goals. While still consistently ranked as a world-class university, it has to decide how it is to acquire the funding to continue in this league, or whether this goal is worth pursuing. Oxford is a collegiate university, which means its colleges share with the University responsibility for the delivery of its central goals. Is this balance of authority shifting over time? If so, how is this to be accounted for, and what are the likely outcomes for the collegiate university? This book sets out to address these questions and arrives at an essentially positive conclusion. Oxford will continue to remain an effective collegiate university and, while its identity will change, its central character will persist.
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    DOI: 10.1007/978-94-007-0047-5
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    Toward a Visually-Oriented School Mathematics Curriculum : Research, Theory, Practice, and Issues (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283085852 , 9789400700147 , 9781283085854
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Mathematics Education Library 49
    Keywords: Education ; Visualization ; Mathematics
    Abstract: "What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author's longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author's reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher, it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon - that is, seeing the visual in the symbolic and the symbolic in the visual."""
    Description / Table of Contents: 1. Introduction -- 2. Visualization and progressive schematization : framing the issues -- 3. Visual roots of mathematical cognitive activity -- 4. Visual roots of mathematical symbols -- 5. Visuoalphanumeric representations in pattern generalization activity -- 6. Visual thinking and diagrammatic reasoning -- 7. Cultural and blind-specific issues and implications to visual thinking in mathematics -- 8. Instructional implications : toward visual thinking in mathematics.
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    DOI: 10.1007/978-94-007-0014-7
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    Labour-Market Flexibility and Individual Careers : A Comparative Study (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400702349
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 13
    DDC: 331.120941
    RVK:
    QV 200
    Keywords: Education ; Labor economics
    Abstract: With labour markets across the world and even in social democratic Europe in a state of unprecedented flux, this exhaustive study addresses the problem of how to balance job market demands, personal career interests and private life becomes a central issue for millions of employees. So how do modern work and employment arrangements restructure individual careers and what is required of individuals in order to manage career transitions successfully over time? This is one of very few in-depth empirical studies to analyze how labour market trends, organisational change and the subjective work orientations of individuals interact. The author's detailed assessment is based on a comparison of the structural contexts, work orientations and employment histories of nurses and ICT technicians in Germany and the UK. These two core service occupations, as well as the national contexts of the two European nations, have quite different working environments and vocational traditions. Nursing is an institutionalized semi-profession with clear criteria of qualification and career continuity, while information and communication technology (ICT) is a new, evolving field with varied skill backgrounds and high job mobility. To arrive at an understanding of how individual career trajectories are changing, this book closely examines the interplay of labour market demands, employees' work and career orientations and the development of their skills. It records the ways in which employees adapt to increased labour market flexibility, which, on the one hand, induces discontinuities of careers, employment and work, and on the other, generates new skill requirements and learning expectations, as well as unforeseen opportunities.
    Description / Table of Contents: Series Editor's Introduction; Contents; List of Tables; 1 Introduction; 2 Skills and Labour Markets in Germany and the UK; 3 Work and Career Orientations of Nurses; 4 Work and Career Orientations of IT Technicians; 5 Reflections on Empirical Findings; 6 Key Issues and Dominant Themes; 7 Conclusions; Annexure I Guidelines for Conducting Interviews with Managers; Annexure II Guidelines for Interviews with Employees; Appendix: Methods; References; Author Index; Subject Index
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    DOI: 10.1007/978-94-007-0234-9
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    Extraordinary Learning in the Workplace (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400702714
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Innovation and Change in Professional Education 6
    DDC: 658.3124
    RVK:
    CX 1000
    Keywords: Education ; Curriculum planning
    Abstract: The contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals' learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions - education, nursing, medicine and clergy - at the point of those professions wherein students are learning during the degree program stages of their education. Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for 'quality' assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices.
    Description / Table of Contents: Overview: The Reasons for Writing This Book; Contents; From the Series Editors; Contributors; Part I Curriculum; 1 Conceptual Perspectives and the Formal Curriculum; 2 The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals; Part II Learning and Instruction; 3 Conceptions and Theories of Learning for Workplace Education; 4 Coaching, Mentoring, and Supervision for Workplace Learning; Part III Assessment; 5 Conceptual Perspectives: Emerging Changes in the Assessment Paradigm; 6 Assessment: Practical Strategies Applied to the Professions; Part IV Implementation
    Description / Table of Contents: 7 Faculty Development for Workplace Instructors8 Envisioning the Future; Author Index; Subject Index
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0271-4
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    From Expert Student to Novice Professional (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086026 , 9789400702509 , 9781283086028
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Professional Learning and Development in Schools and Higher Education 99
    DDC: 378.013
    Keywords: Education ; Education, Higher
    Abstract: Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how students navigate their way through learning and become effective students, it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other - Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies.
    Description / Table of Contents: Contents; 1 What's Happening in Higher Education?; 2 Professional Learning: How Can We Understand Learning for the Professions?; 3 Professional Discourse: How Do Novice Professionals See Themselves?; 4 Professional Knowledge:What Does Knowledge Mean to Novice Professionals?; 5 Professional Dispositions: How Are Professional Dispositions Developed in Higher Education?; 6 Professional Identity: How Is Professional Identity Developed?; 7 Professional Pedagogies:What Pedagogic Approaches Can Enhance Professional Learning?; 8 What's the Use of Higher Education?; References; Author Index
    Description / Table of Contents: Subject Index
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0250-9
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    Bringing Schools into the 21st Century (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086034 , 9789400702684 , 9781283086035
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 13
    DDC: 371.20905
    Keywords: Education ; Curriculum planning
    Abstract: Shift happens: Emerging technologies and globalization have resulted in political, social and cultural changes. These changes have a profound impact on all aspects of human life, including education. Yet while society has changed and continues to change, schools are slow to keep up. This book explores issues related to transforming and modernizing our educational systems, including the impact of societal shifts on education, the efforts at various levels to bring schools into the 21st century, the identification of 21st century skills, the reformation of the curriculum, the creation of alternative models of schooling, the innovative use of technology in education, and many others. It addresses questions like the following: Should schools systems adapt to better meet the needs of tomorrow's world and how should this be accomplished? How can society better prepare students for a changing and challenging modern world? What skills do students need to lead successful lives and become productive citizens in the 21st century? How can educators create learning environments that are relevant and meaningful for digital natives? How can the school curriculum be made more rigorous to meet the needs of the 21st century? This book encourages readers to transcend the limits of their own educational experience, to think beyond familiar notions of schooling, instruction and curriculum, to consider how to best structure learning so that it will benefit future generations. It encourages a deeper analysis of the existing education system and offers practical insights into future directions focused on preparing students with 21st century skills.
    Description / Table of Contents: Acknowledgements; Contents; Contributors; About the Authors; 1 Introduction; References; 2 Whatever Happened; References; 3 Twenty-First Century Students Need 21st Century Skills; References; 4 Educational Reform: What Have Federal and State Policy Makers Done; References; 5 A Needs Assessment: Reforming the U.S. School Curriculum; References; 6 Preparing Teachers for the 21st Century: A Renaissance; References; 7 Integrating 21st Century Skills into the Curriculum; References; 8 Reading, Writing, and Deconstructing: Media Literacy as Part of the School Curriculum; References
    Description / Table of Contents: 9 The Mobile School: Digital Communities CreatedINTbreak by Mobile Learners; References; 10 Online Learning: A 21st Century Approach to Education; References; 11 Redesigning Teacher Education from the Ground Up A Collaborative Model; References; Name Index; Subject Index
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0268-4
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    Gendered Choices : Learning, Work, Identities in Lifelong Learning (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283117770 , 9789400706477 , 9781283117777
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Lifelong Learning Book Series 15
    DDC: 374
    RVK:
    DW 1000
    Keywords: Education ; Education Philosophy ; Adult education ; Developmental psychology
    Abstract: This important book breaks new ground in addressing issues of gendered learning in different contexts across the (adult) life span at the start of the 21st century. Adult learning sits within a shifting landscape of educational policy, profoundly influenced by the skills agenda, by complex funding policies, new qualifications and the widening/narrowing participation debate. The book is unique in highlighting the centrality of gendered choices to these developments which shape participation in and experiences of lifelong learning. Gendered Choices critically examines the continued expansion of a skills-based approach in areas of lifelong learning, including career decisions, professional identities and informal networks. It explores key intersections of adult learning from a gender perspective: notably participation, workplace learning and informal pathways. Drawing on research from a range of contexts, Gendered Choices demonstrates that for women the public/private spaces of work and home are often conflated, although the gendering of 'choice' has largely been ignored by policy makers. The themes of the book bring together some of these critical issues, explored through the multiple and fractured identities which constitute gendered lives. The book addresses these in an international context, with contributions from Canada, Spain and Iran that provide a wider international perspective on shared issues.
    Description / Table of Contents: pt. 1. Learning pathways : gendered learning -- pt. 2. The agenda for gender in workplace learning -- pt. 3. Identity, intimacy and in/formal pathways.
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0647-7
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    Higher Education: Handbook of Theory and Research : Volume 26 (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400707023
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Higher Education: Handbook of Theory and Research 26
    DDC: 378.973
    RVK:
    DV 2850
    Keywords: Education ; Curriculum planning ; Education, Higher
    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 twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world
    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 twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0702-3
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    Collaboration and Networking in Education (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086069 , 9789400702837 , 9781283086066
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.207
    Keywords: Education ; Bildungswesen ; Netzwerk ; Kooperation
    Abstract: Collaboration and networking have recently come to the fore as major school improvement strategies in a number of countries. A variety of initiatives, from government and other agencies, have encouraged collaboration and led to a lot of practical activity in this area. However, at present there are no texts in education that explore collaboration and networking from both a theoretical and practical perspective. In this book, we aim to provide a theoretical background to educational collaboration, drawing on research and theory in policy studies, psychology and sociology, leading ultimately to a typology of networks. This theoretical base will be tested in the discussion of a number of case studies referring to specific initiatives such as the Federations programme, multi-agency collaboration and Networked Learning Communities. Lessons for practice will be drawn and presented in terms of factors internal and external to the school. The key issue of network leadership will be addressed here as well.
    Description / Table of Contents: Contents; 1 Introduction: Networking in Schools; Part I Theories and Backgrounds; 2 Networking and Collaboration as a Public Policy Framework; 3 Localised Theories of Networking and Collaboration; 4 Societal Theories of Networking and Collaboration; 5 Towards a Typology of Educational Networks; Part II Networking in Practise; 6 Federations of Schools: Case Studies of Practice; 7 The Impact of Federations on Student Achievement; 8 Achieving Excellence and Equity: Reflections on the Development of Practices in One Local District Over 10 Years
    Description / Table of Contents: 9 Widening Opportunities? A Case Study of School-to-School Collaboration in a Rural District10 Leadership in Full-Service Extended Schools: Communicating Across Cultures; Part III Successful Collaboration; 11 Reflections on Networking and Collaboration; 12 Successful Networking: In-School Conditions; 13 Successful Networking: External Conditions; 14 Leading Networks; 15 Some Final Thoughts; References; Author Index; Subject Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0283-7
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    Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086158 , 9789400705074 , 9781283086158
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 378.155
    Keywords: Education ; Education, Higher
    Abstract: The quality of the academics who undertake the work of teaching and research is critical to the significance, status and relevance of our universities. There is widespread evidence that doctoral students are not being properly prepared for the changing face of higher education and that once they take up academic positions, they often experience many frustrations and tensions. This book, based on a four-year-long research program conducted by four academics and four graduate students, investigates the experiences of doctoral students, new academics and senior academics as they engage in their w
    Description / Table of Contents: Acknowledgements; Contents; Contributors; About the Authors; Chapter 1; To Be or Not to Be? The Challenges of Learning Academic Work; What is this Book About? Who is the Book For?; The Tipping Point? …Impact on Doctoral Students and Pre-tenure Academics; The Nature of Doctoral Education: Similarities and Differences; The Local Departmental Disciplinary Context; The Societal-National-International Context; What Makes Our Research Distinct?; Being…Becoming Academics; How is the Book Structured?; Writing and Speaking-Learning the Disciplinary Language, Talking the Talk
    Description / Table of Contents: Gender, Genre, and Disciplinary Identity-Negotiating BordersSupporting the Doctoral Process Through Research-Based Strategies; References; Part I Being…Becoming Academics; Chapter 2; Tracking the Doctoral Student Experience over Time: Cultivating Agency in Diverse Spaces; Context; Day-to-Day Doctoral Student Experience; Who Are They: The Academic and the Personal; What Are the Activities They Engaged in?; Who Are the Individuals They Interact With?; What Were the Kinds of Difficulties They Experienced and Their Responses to Them?; Ongoing Cumulative Difficulties: Those Less Heard
    Description / Table of Contents: Complexity of Experienced DifficultiesChanging Supervisor; Supervisory "Absence"; Avoiding Retribution; Disillusionment; Negotiated Agency; A Different View of Doctoral Experience; References; Chapter 3; New Academics as Supervisors: A Steep Learning Curve with Challenges, Tensions and Pleasures; Getting the Job Done; Policies, Procedures and Expectations-Are There Any?; Coming Face to Face with Social Structures and Issues of Power in the Local Community; The Inherent Pleasures of Supervision; Concluding Discussion; References
    Description / Table of Contents: Part II Writing and Speaking-Learning theDisciplinary Language, Talking the TalkChapter 4; Speaking of Writing: Supervisory Feedback and the Dissertation; Introduction; Searching for Words: The Struggle to Articulate Implicit Knowledge; The Dissertation as a Rhetorical Strategy: What Work Does it Do?; Structuring Texts: You've Got to Provide a Map; The Rhetorical Real Estate of Academic Writing: Location, Location, Location; Conclusion: Creating an Environment for Writing; References; Chapter 5; The Paradox of Writing in Doctoral Education: Student Experiences
    Description / Table of Contents: The Paradox of Writing in Doctoral Education: Between Normalized Disciplinary Traditions and New Ways of Seeing for Doctoral StudentsThe Paradox in Doctoral Student Experiences with Writing; Addressing the Paradox of Writing in Doctoral Education-Toward a Systemic Approach to a Systemic Problem; References; Chapter 6; Making Sense of the Doctoral Dissertation Defense: A Student-Experience-Based Perspective; Introduction; Variability of the Dissertation Defense; An Exam or a Discussion?; Preparing for the Defense; Predicting Questions to be Asked; Nature of Examiner Questions
    Description / Table of Contents: The Dissertation Defense and Researcher Identities
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0507-4
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    US and Cross-National Policies, Practices, and Preparation : Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086182 , 9789400705425 , 9781283086189
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Studies in Educational Leadership 12
    DDC: 371.20072
    Keywords: Education
    Abstract: As educational policy trends converge in many countries, such as demands for greater accountability, decentralization, and more culturally sensitive practices for an increasingly diverse student body, there is growing interest in cross-national comparisons and generalizations about leadership qualities and practices that result in successful schools. US and Cross-National Policies, Practices and Preparation: Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practicesfills that need by bringing together triads of scholars from the International Study of Successful School Principals (ISSPP) to make direct comparisons among policies and practices in the U.S. with those in other national contexts, and then to draw implications for improving leadership preparation. This book provides theories and empirical case study examples of instructional leadership, organizational learning, and culturally responsive practices as they are shaped by political, economic, and cultural factors in seven different national contexts. The seven countries featured in this book are the U.S., Australia, Denmark, England, Sweden, Norway, and Cyprus. The book begins with an overview of the ISSPP, including its underlying theoretical framework, its research methodologies employed, its limitations and how analyses of the projects data and findings evolved from the first phase of the study to its current focus.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0542-5
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    Critical Pedagogy and Cognition : An Introduction to a Postformal Educational Psychology (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283117754 , 9789400706309 , 9781283117753
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 15
    DDC: 370.11/5
    RVK:
    CX 1000
    Keywords: Education ; Educational psychology ; Education Psychology ; Pädagogische Psychologie ; Kritische Pädagogik
    Abstract: This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The texts uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditionsand critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising ones values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology.
    Description / Table of Contents: Preface; Contents; 1 Introduction; Part I Psychological and Critical Foundations; 2 Paradigms and Knowledge: Understanding the Field of Cognitive Studies and Educational Psychology; From Ancient Greece to Ancient Egypt: Introducing the Evolving Western Concept of Mind; The Emergence of Western Science: Reason as Revolution Against Divine-Right Tyranny; From Descartes to Newton and Beyond: The Destruction of Mechanical Philosophy; The Emergence of Psychology as a Discipline: Competing Hegemonies and the Recovery of Mechanical Philosophy; Mentalism and Wundt
    Description / Table of Contents: Introducing Behaviorism: Basic Assumptions and the Contemporary Context Behaviorism and US Education Policy: A Brief Contextualization; A Closer Look at Behaviorism: Foundational Figures in Neo-mechanical Educational Psychology; E. Thorndike; B.F. Skinner; A. Maslow; H. Gardner; R. Nisbett; Piaget and the Constructivist Revolution; Beyond Piaget: An Introduction to Postformal Psychology; Subjugated Contributions to Postformal Psychological Knowledge; S. Freud: The Complexity of Consciousness; C.G. Jung: Collective Conscious and the Emerging Individual
    Description / Table of Contents: L. Vygotsky: Challenging the Determinism of Mechanical Philosophy Paulo Freire; Critical Pedagogy and Educational Psychology: The Re-emergence of Postformalism; Old School Paths from Behaviorism: Noam Chomsky and the Anarchist Challenge of Science; A Unified Reading of Chomsky's Work; The Limitations of Chomsky's Western Science; Buddhist Psychology; Conclusion; 3 The Social Construction of the Dominant Psychological Paradigm: Columbus, Slavery, and the Discourses of Domination; The Colonial Legacy of Psychological Concepts; The Social Construction of Psychological Concepts
    Description / Table of Contents: 4 The Social Construction of Educational Psychology (Continued): Implications for Teacher Education What Have Been the Implications of This Context?; Beyond Obama: Right, White, Wing Resurgence; Teacher Candidates and Their Social Construction of Educational Psychology; Behaviorism and Learning; The Question of Student Growth; The Mind and Critical Pedagogy: Looking at Kincheloe; Conclusion; Part II Postformal Psychology and Critical Pedagogy; 5 What Is Postformal Psychology? Toward a Theory of Critical Complexity; Postformalism: A Critical Pedagogy for Educational Psychology
    Description / Table of Contents: A Critique of Dominant Society Basic Principles; The Bricoluer: Postformal Research Methods; Conclusion: What Does It All Mean?; 6 What Is Critical Pedagogy? The Historical and Philosophical Roots of Criticality; Columbus, Saint-Domingue, and the Emergence of Revolutionary Critical Pedagogy: An Historical Introduction and Analysis; Conclusion: The Emergence of Academic Critical Pedagogy; 7 Academic Critical Pedagogy: Critical Pedagogy in the Contemporary Context; Gramsci; Frankfurt School; Freire; Academic Critical Pedagogy at the End of the Twentieth Century
    Description / Table of Contents: Psychology, Mind, and the Emergence of Critical Constructivist Critical Pedagogy
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0630-9
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    New Understandings of Teacher's Work : Emotions and Educational Change (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400705456
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Professional Learning and Development in Schools and Higher Education 6
    DDC: 371.102
    RVK:
    DN 1000
    Keywords: Education ; Curriculum planning
    Abstract: Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance. In this book, scholars from around the world explore the connections between teaching, teacher education, teacher emotions, educational change and school leadership. (For this text, teacher encompasses pre-service teachers, in-service teachers and headteachers, or principals). New Understandings of Teacher's Work: Emotions and Educational Change is divided into four themes: educational change, teachers and teaching, teacher education, and emotions in leadership. The chapters address the key basic and substantive issues relative to the central emotional themes of the following: teachers' lives and careers in teaching, the role emotions play in teachers' work, lives and leadership roles in the context of educational reform, the working conditions, the context-specific dynamics of reform work, school/teacher cultures, individual biographies that affect teachers' emotional well-being, and the implications for the management and leadership of educational change, and for development, of teacher education.
    Description / Table of Contents: pt. 1. Teachers and teaching -- pt. 2. Educational change -- pt. 3. Teacher education -- pt. 4. Emotions in leadership.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0545-6
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    Transitions to Early Care and Education : International Perspectives on Making Schools Ready for Young Children (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086212 , 9789400705739 , 9781283086219
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Educating the Young Child, Advances in Theory and Research, Implications for Practice 4
    DDC: 372.2/1
    RVK:
    DK 2000
    RVK:
    DK 3010
    Keywords: Education ; Early childhood education
    Abstract: "This proposed book will be part of the new international series Educating the Young Child. It will focus on transitions that young children make to early care and education settings, along with the issues that surround this very important time in their lives. The theme is timely and important because children transitions are a universal rite of passage encountered by children worldwide. The diverse experiences, traits, and needs exhibited by young children provide early childhood educators with what may be a potentially challenging role. New experiences, such as the start of formal schooling, mark important and exciting events that also evoke different reactions from both parents and children. With an international focus, the purpose of this book is to communicate an enlarged view of the currently constraining deficit-based American focus on readiness for the transition to formal school. By broadening this narrow view, the book will appreciate and honor the promise and potential of all children worldwide. The insights shared in this book have the potential to inform both practice and policy. The book will provide a plethora of practices and strategies for promoting successful transitions for children in a variety of social and cultural contexts. As a resource for teacher education programs, along with in-service early childhood professionals, and university faculty, the book will also provide a theoretical and research background. This edited book will showcase the views of a variety of authors who have demonstrated experience in topics related to transitions in early childhood education. One of these noted authors is Nancy Balaban, who has published two significant works in this area. As a former kindergarten teacher, I view the book as a resource that will assist educators to promote successful transitions for the students they serve. It has been my experience that student teachers who are placed in early childhood classrooms in the fall semester have an ""edge"" over those who student teach in the spring semester, due to the many practices that they observe as the transition process unfolds. For those who do not have the opportunity to prepare for teaching in this way, the book will help fill the gap between theory and practice and be a resource for teachers as they support their students' transitions to new educational experiences. To prepare an effectively organized book, a review of literature was conducted on the topic of transition to formal school. As the co-editor, I have also written on this subject and have researched international practices for promoting successful transitions. Authors who have previously published books and articles on this topic were researched and a tentative table of contents was developed based on previous work that was done in this area. The goal for the proposed book is to provide early childhood educators with a resource that is a compilation of research-based strategies and pertinent information that addresses issues related to the transition to formal school experiences, according to noted researchers who have already published in this area. Their expertise will be compiled into this book and address issues that include attachment and separation, meeting the needs of children with exceptionalities, children living in poverty, family relationships, and strategies for promoting successful transitions. The targeted market for this book will benefit from the information contained in the book because of the universality of the transitions that children experience, yet the diverse needs that exist. When educators are familiar with current, research-based practices for addressing children's transition needs, their students and their families will ultimately benefit. It is essential that early childhood educators are aware of the practices that exist that can help with this very important milestone in their students' lives."
    Description / Table of Contents: pt. 1. Programs and practices -- pt. 2. Policies and issues -- pt. 3. International perspectives.
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0573-9
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    Teaching About Hegemony : Race, Class and Democracy in the 21st Century (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400714182
    Language: English
    Pages: Online-Ressource
    Series Statement: Explorations of Educational Purpose 17
    Series Statement: SpringerLink
    Series Statement: Bücher
    Keywords: Education
    URL: Volltext
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    Assessment Reform in Education : Policy and Practice (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400707290
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 14
    DDC: 371.26
    Keywords: Education ; Curriculum planning ; Educational tests and measurements
    Abstract: This book discusses the recent assessment movements in the eastern and western worlds with particular focuses on the policies, implementation, and impacts of assessment reform on education. A new perspective of assessment sees assessment as a means to enhance learning. This book examines the tensions, challenges and outcomes (intended and unintended) of assessment reform arising at the interface of policy and implementation, and implementation and student learning. The book reviews the experiences insights gained from research, and identifies the facilitators and hindrances to effective change. It reflects current thinking of assessment and provides the readers with ample background information of assessment development in many countries including USA, England, Scotland, Wales, Northern Ireland, Australia, Singapore, Taiwan, and Hong Kong.
    Description / Table of Contents: pt. 1. Assessment reform experiences -- pt. 2. Issues in the spotlight.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0729-0
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    Vocational Education : Purposes, Traditions and Prospects (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400719545
    Language: English
    Pages: Online-Ressource (XV, 266p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Billett, Stephen Vocational education
    RVK:
    DL 2000
    Keywords: Education ; Education ; Education ; Vocational education ; Berufsbildung ; Bildungswesen ; Berufsausbildung ; Berufsbildungssystem
    Abstract: No description available.
    Abstract: This book discusses what constitutes vocational education as well as its key purposes, objects, formation and practices. In short, it seeks to outline and elaborate the nature of the project of vocational education. It addresses a significant gap in the available literature by providing a single text that elaborates the scope and diversity of the sector, its key objectives (i.e. vocations and occupations), its formation and development as an education sector, and the scope of its purposes and considerations in the curriculum. The volume achieves these objectives by discussing and defining the
    Description / Table of Contents: Preface; Reference; Acknowledgements; Contents; 1 Vocational Education: A Field and Sector of Education; Vocational Education; Vocational Education: A Diverse Field of Education; Diversities and Vocational Education; Vocational Education: Key Concepts and Conceptual Bases; Vocational Education: Both a Field of Education and a Sector; Vocations and Occupations as Concepts; Constructivism: Personal and Social Perspectives; Organisation and Contributions of the Chapters; 2 Positioning Vocational Education; Positioning Vocational Education
    Description / Table of Contents: Distinctiveness and Diversity Within Vocational EducationFocuses for Vocational Education; Specificity of Learning Outcomes; Key Focuses; Diverse Traditions and Institutions of Vocational Education; Consistency Within Diversity; Standing of Vocational Education; Premises; All Educational Provision Should Aim to Be Vocational; Vocational Education Is a Crucial Educational Field; Little Distinction Between Higher and Vocational Education; Both General and Specific Educational Provisions Are Salient; Socially Privileged 'Others' Influence the Standing of Occupations and Vocational Education
    Description / Table of Contents: Problems and Limitations with the Vocational Education SectorPositioning of Vocational Education; 3 Vocations; Defining Vocations; Constituting and Defining Vocations; Vocations: Origins and Forms; Vocations: Personal and Social Dimensions; The Valuing of Vocations; Imperatives of Brute Facts; Limits of the Personal as Vocation; Constituting Vocations; Vocations; 4 Occupations; Occupations; Occupations as Paid Work; The Worth of Occupations; From 'Called to' to 'Calling for'; Occupations as Callings; Professions Versus Other Occupations; Conceptions of Occupations and Education
    Description / Table of Contents: 5 Development of Vocational Education Systems and FieldsFormation of Vocational Education Systems; The Impact of Modernism; The Formation of National Vocational Education Systems; Academic Perspectives and Sentiments; The Role and Power of Bureaucracies; The Development and Ordering of Vocational Education; 6 Purposes of Vocational Education; Vocational Education Purposes; Educational Purposes; The Purposes for Vocational Education; Vocational Education: Purposes and Perspectives; Cultural Reproduction, Remaking and Transformation; Continuity and Transformation of Occupational Practice
    Description / Table of Contents: Economic and Social Efficiency and EffectivenessDeveloping Capacities Required for Effective Work; Developing Enterprises' Capacities for Continuity; Societal Continuity and Transformation; Securing the Range of Occupational Competence That Particular Societies Need; Developing the Capacity to Secure Employment and Resist Unemployment; Individual Fitness and Work Readiness; Individual Progression; Supporting Development for and Across Working Life; Assisting Work Transitions; Assisting the Development of Learners Whose Needs and Capacities Transform; Personal Emancipation and Progression
    Description / Table of Contents: Purposes of Vocational Education
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-1954-5
    URL: Volltext
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    URL: Rezension
    URL: Cover
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    Multiple Perspectives on Difficulties in Learning Literacy and Numeracy (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402088643
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.90446
    Keywords: Education ; Mathematics
    Abstract: There are many approaches to researching the difficulties in learning that students experience in the key areas of literacy and numeracy. This book seeks to advance understanding of these difficulties and the interventions that have been used to improve outcomes. The book addresses the sometimes complementary and sometimes contradictory results, and generates new approaches to understanding and serving students with difficulties in literacy and numeracy. The book represents a departure from conventional wisdom as most scholars and graduate students draw upon ideas from only one of the three domains focal in the book and usually from one single or dominant theoretical frame. Typically, readers will affiliate with reading education, mathematics education, or learning disabilities and belong to one of the corresponding professional associations such as IRA, NCTM, or CLD. This book's scope will open a scholarly forum for engaging readers with a familiarity with one of these domains while providing insight into the others on offer in the book.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-8864-3
    URL: Volltext  (lizenzpflichtig)
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  • 86
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    What Counts in Teaching Mathematics : Adding Value to Self and Content (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086123 , 9789400704619 , 9781283086127
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Self Study of Teaching and Teacher Education Practices 11
    Keywords: Education ; Mathematics
    Abstract: In this book, internationally recognised scholars and practitioners synthesise current practice and research developments in the area of mathematics teacher education and mathematics education. The book's two sections examine the role and significance of collaborations and critical friends in the self-study of mathematics teaching and teacher education, and the emerging conflicts, dilemmas and incongruities arising from the study of mathematics education practices. The book considers the insights gained from self-analysis regarding the practitioner themselves, as well as their pedagogical content, students and approaches. The contributions highlight the complexity, characteristics and features of mathematics education. The chapters reveal nuances in teaching and learning that are of particular relevance in mathematics education. In addition, the book contains ideas and suggestions on how to enhance the teaching of mathematical content to pre-service teachers. Accordingly, the book appeals to a wide audience of educators including education academics, teachers, student teachers and researchers. As teacher educators involved in mathematics education, reflection on practice and engagement in practitioner research is becoming increasingly important in our efforts to enhance our teaching. Teachers and student teachers also gain from the insights arising from such reflection. The knowledge and experience encapsulated in this book provides much for the mathematics education community to build on.
    Description / Table of Contents: Series Editors Foreword; References; Contents; Contributors; About the Authors; 1 What Counts in Mathematics Education; The Reform Movement in Mathematics Education; The Challenge for Maths Educators; The Dual Nature of Educational Activity; How Self-study Helps; Introduction to Chapters; References; Part I Collaborations and Critical Friends; 2 Tensions of Mentoring Mathematics Teachers: Translating Theory into Practice; Introduction; Theoretical Framework; Mentoring Within a Collaborative Learning Environment; Mathematical Knowledge for Teaching; Three Episodes from My Practice
    Description / Table of Contents: Mentor Telling Mentee and Growth of a Novice Teacher's MKT Mentoring Enhances My MKT; Tensions Within My MKT: The Story of Subitizing; Discussion; Conclusion; References; 3 Team-Teaching About Mathematics for All Collaborative Self-Study; Introduction; All Children Can Learn Mathematics; Processing Team-Teaching; Collaborative Self-study; Collaborative Practice; Professional Development; Discussion; Conclusions; References; 4 Growing Possibilities: Designing Mathematical and Pedagogical Problems Using Variation; Collaborative Self-study
    Description / Table of Contents: Mathematics Teacher Education Collaborative Discernment, Variation and Invariation; Data Collection Methods and Analysis; Designing a Pedagogical Problem for Teacher Candidates; Findings; Mirroring Variation in Preparing Tasks for Students and TCs; Imagined Possibilities: What If; Collaboration and Developing a Pedagogy of Inquiry as Teacher Educators; Conclusion; References; 5 Resisting Complacency: My Teaching Through an Outsiders Eyes; Studying My Practice; Coming to Grips with Maths Content; The Critical Friendship; Having a Critical Friend in the Maths Classes
    Description / Table of Contents: Learning from Critical FriendsReferences; Part II Examining Our Practice: Conflicts, Dilemmas and Incongruities; 6 How Students Teach You to Learn: Using Roundtable Reflective Inquiry to Enhance a Mathematics Teacher Educators Teaching and Learning; Introduction; Why Roundtable Reflective Inquiry (RRI); Self-study Methodology; Participants; Data Collection; Challenging My Assumptions; Jess Teaching Subtraction An Example of RRI Unpacking of Experience; Teacher Educator Learning; Voice and Silence; Teacher Educator Learning; Conclusion; References
    Description / Table of Contents: 7 Making Sense of Students Fractional Representations Using Critical Incidents Introduction; The Algebra Project; The Context; Critical Incidents; Incident #1: What Is the Whole?; Incident #2: Can These Stories Be Represented by the Same Expression?; Incident #3: If the Whole Keeps Changing, What Really Is the whole?; Incident #4: Working with Equivalent Fractions and Simplifying Fractions; Incident # 5: Vectors Show Fraction Division; Incident #6: What Is a Double Number Line? Did It Get Introduced Too Soon?; Conclusion; References
    Description / Table of Contents: 8 Reforming Mathematics Teacher Education Through Self-Study
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0461-9
    URL: Volltext  (lizenzpflichtig)
    URL: Inhaltstext
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  • 87
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    Models and Modeling : Cognitive Tools for Scientific Enquiry (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1283086115 , 9789400704497 , 9781283086110
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Models and Modeling in Science Education 6
    DDC: 507.1
    RVK:
    DP 4600
    RVK:
    DP 4630
    RVK:
    SM 630
    RVK:
    TB 4053
    RVK:
    UB 4049
    RVK:
    VB 4052
    RVK:
    WB 1027
    Keywords: Education ; Science Study and teaching
    Abstract: The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. In recent years, science educators have greatly increased their use of modeling in teaching, especially real-time dynamic modeling, which is central to a scientific investigation. Modeling in science teaching is being used in an array of fields, everything from primary sciences to tertiary chemistry to college physics, and it is sure to play an increasing role in the future of education. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling as a cognitive tool for scientific enquiry.
    Description / Table of Contents: pt. 1. Theory formation and modeling in science education -- pt. 2. Modeling and student learning in science educatin -- pt. 3. Modeling and teachers' knowledge.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0449-7
    URL: Volltext  (lizenzpflichtig)
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  • 88
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    Pedagogy in (E)Motion : Rethinking Spaces and Relations (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789400706651
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 20
    DDC: 370.115097295
    RVK:
    DF 3000
    Keywords: Education ; Education, Higher ; Education Psychology ; Consciousness ; Pädagogik ; Affektive Entwicklung
    Abstract: This personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of 'pedagogy in (e)motion', or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of 'street pedagogy' as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls 'the interconnection of the artscience within the political and biographical act of teaching'. The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students' contributions to the project. Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy.
    Description / Table of Contents: Contents; 1 Pedagogy in (E)Motion: Bridges Across Cognition, Cultural Mediation, and Sociopolitical Action; Authentic Learning Is a Crossover of Emotions; Why to Engage in Pedagogy with Emotions in Mind and Body; Cognition Without Emotions Is a Limited Construct; The Construct When Deconstructed: More Space for Interpretation and Political Action; Cognition and (E)Motion: Always Together?; The Importance of Revisiting Ourselves; Pedagogy in (E)Motion: Making Bridges Across Cognition, Culture Mediation, and Sociopolitical Action; Emotions Are Bridges for Meaning and Deep Learning
    Description / Table of Contents: Deep Learning: Time and (E)Motion in Learning ContextsMaking a Meaningful Relationship with Students Takes Emotions; A Political Warning Nothing Escapes Interpretation; Bridge to Political Refle-action; Thinking in (E)Motion Needs Courage and Action; (E)Motion and Education: Experience and Mind Threading; Reflection and Be (E)Motioned to Unfold Reality; Emotion Nurtures the Intellect: Cultural Mediation for the Mundillo Craft; If There Is a Broken Bridge, We Can Reinvent a Healing One; Notes; References
    Description / Table of Contents: 2 Street Pedagogy and the Power of Street Stories: Complicity and Convergence Among Freire and Vygotsky's IdeasThe Origin of an Idea: From Hope to Potentiality; Freire the Educator and Vygotsky the Psychologist; Two Wonderful Life Histories: Similar in the Difference; Vygotsky: His Drama as Human Was His Cause as Scientist; Paulo Freire: The Power of Risk and Hope; Some of Their Legacies: Zones of Possibilities and Defeats; Goals to (E)Motionally Direct the Process of Knowing and Liberation; Culture, Learning, and History
    Description / Table of Contents: Permanent Process in Their Dynamic Conceptions of Being Human: Cultural Action and (E)Motional MediationStreet Pedagogy: Connections in a Happily Surprising Place; ""Be Honest: Educate""; Death Penalty: What for?; Being a Mother vs Been a Wife; Solidarity Takes Two: The Dialectical Relation of Love; Street Pedagogy Reveals Who Is Educated: More Stories; Small Wonders from Normal People and the Power of Experience: The Struggle for Vieques from the Soul of My Family; Learning from the Street: The Teacher's Strike and Its Pedagogy
    Description / Table of Contents: Ethical and Political Dilemmas in Education: We Need More Street PedagogyLessons to Learn: Today's Class Will Be at the Street; Conclusions: Praxis of Knowledge Reinvention Is to Reinvent the Future; Notes; References; 3 Pedagogy as Critical Artscience: A Proposal, a Breakthrough; Artscience and Pedagogy; Teaching and Technique; Vygotsky, Emotions, and the Critical Artscience; Paradigmatic Explosions: Precedent of the Creative Process; Artscience Is Not Neutral; Two Cultures or Two Cultural Languages; An Art, A Science: Teaching Is Both---in a Critical and Sensible Way
    Description / Table of Contents: Flexible and Elastic Thinking, Not Rigid Thinking
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0665-1
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  • 89
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    Latina/o Hope (2011)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 128308614X , 9789400705043 , 9781283086141
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 14
    DDC: 305.8/68073
    Keywords: Education
    Abstract: There are an estimated forty-eight million Latinas/os living in the United States, roughly sixteen percent of the population. Not only are they the largest minority group in the country but also the youngest: one out of five children is Latina/o. The rise in the Latina/o population has caused for panic in some areas of the country, resulting in hostile and sometimes violent racism and xenophobia, and yet, much of that hatred is fueled not on facts but rather on myths about immigration. To date, most studies on immigration have been data driven, focusing on migrating groups or policy analyses. Latina/o Hope is different. It incorporates salient theories on migration as it moves toward a new theorizing, one that views immigration from the immigrant's perspective. Thus, it integrates research into the depiction of various slices of immigrant experience the young women disappearing in the city of Juarez, the various students at various stages of their educational journeys, the young children in need of ESL programs, the ethnically-mixed immigrants, the undocumented workers, and others. Latina/o Hope discusses the impact of neoliberal policies and global capitalization on the daily lives of Latina/o immigrants, serving as an inspiration for dialogue, praxis and imagination to love and serve one another.
    Description / Table of Contents: Contents; About the Author; Abstract; 1 Introduction: La Politica; Westernized Theories of Immigration; Latina/o Immigrants; 2 Media Portrayals; 3 Profit y Femicidio En La Frontera; 4 High-School Challenges, Exemplary Programs, Solutions; Selected Demographics; Explanations for Academic Achievement; Successful High-School Programs; Recommendations/What to Do; 5 Drop-Out/Push-Out Learners: Driving Youth from School to Prison; 6 Undocumented College Students; 7 Identities in The Fourth World; 8 Young Children/Los Mas Pequenos; 9 Adult ESL Immigrant Learners
    Description / Table of Contents: 10 El Espacio Sagrado/Las Mestizas11 Pedagogy of the Immigrant/Conclusions; Name Index; Subject Index
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-0504-3
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    Visualization in Mathematics, Reading and Science Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048188161 , 1280002786 , 9781280002786
    Language: English
    Pages: Online-Ressource (XIV, 106 p, digital)
    Series Statement: Models and Modeling in Science Education 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Phillips, Linda M. Visualization in mathematics, reading and science education
    RVK:
    SM 600
    RVK:
    DP 2500
    RVK:
    DP 4000
    RVK:
    DP 4400
    RVK:
    DP 4600
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Visualization ; Mathematics ; Study and teaching ; Reading ; Science ; Study and teaching ; Naturwissenschaftlicher Unterricht ; Visualisierung ; Mathematikunterricht ; Visualisierung ; Leseunterricht ; Visualisierung ; Naturwissenschaftlicher Unterricht ; Visualisierung
    Abstract: Visualizations - either self-created or external visual stimuli used as an aid to learning - are probably as old as learning itself. Yet surprisingly little research has been done either into how precisely they help us learn, or how to produce ones that are effective pedagogical tools. This volume, a comprehensive review of theory and research on the use of visualization in mathematics, science and reading, contrasts the two dominant theoretical paradigms of how people construct and interpret visualizations. However, the authors never lose sight of practical applications, providing frequent, accessible synopses of research findings in addition to succinct summaries of how the research affects practice. Written by a team with decades of experience in research and practice in the three subjects, the chapters show how cognitive psychology can enhance practical pedagogy, place visualizations in their proper historical context, and analyze in detail the effectiveness of paper-, computer- and video-based visualizations, with some surprising results. The book is published at a time when, it seems, there is no limit to the art of creating visualizations, as powerful computers make graphics ever more colorful and realistic and 'interactivity' is firmly established as a buzzword in the educational lexicon. The aim of the volume is to explore some central questions in the field, including how to evaluate visualizations and whether or not they can act as an aid to reading development, and to mathematics and science learning. The authors also point to potentially fruitful subjects for future research, and offer their own conclusions and recommendations. As the debate continues over the value of visualizations, with polarized arguments on the one hand lauding them and on the other dismissing them as gimmicks, this book introduces a voice of reason to the discussion that will be welcomed by psychologists and educationalists alike.
    Description / Table of Contents: Preface; Contents; Overview; Part I An Introduction To Visualization; 1 A Commonsense View and Its Problems; 2 A History of Visualization in Psychology and Science; 3 The Concept of Visualization; 4 Cognitive Theory; Part II Current Educational Research; 5 Visualizations and Mathematics; 6 Visualizations and Reading; 7 Visualizations and Science; Part III Cautions and Recommendations; 8 Research and Guidelines on Computer-Generated Visualizations; 9 Concluding Comments, Recommendations, and Further Considerations; References; Author Index; Subject Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-8816-1
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltsverzeichnis
    URL: Inhaltstext
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    Cultural Studies and Environmentalism : The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139293
    Language: English
    Pages: Online-Ressource (XXVIII, 496 p, digital)
    Series Statement: Cultural Studies of Science Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 9700
    RVK:
    DP 6300
    Keywords: Science Study and teaching ; Environmental law ; Education ; Education ; Science Study and teaching ; Environmental law
    Abstract: As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors` aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us-and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth`s ecosystems in the context of ecosociocultural theory and participatory democracy alike. "Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education`s intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead TOC:Forward David T. Sobel and Paige P. Jackins Prologue Michael P. Mueller and Deborah J. Tippins Poetry Arthur J. Stewart Table of Contents ----------- Chapter 1: The Need for Confluence: Why a "River" Runs Through It Deborah J. Tippins and Michael P. Mueller ----Section 1: EcoJustice---- Section Introduction: Nurturing Morally Defensible Environmentalism Michael P. Mueller and Deborah J. Tippins Chapter 2: EcoJustice Education for Science Educators Rebecca A. Martusewicz, John Lupinacci, and Gary Schakenberg Chapter 2a: Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education Michael L. Bentley Chapter 2b: Invoking the Sacred: Reflections on the Implications of EcoJustice for Science Education Maria S. Rivera Maulucci Chapter 3: Local Matters, EcoJustice, and Community Opportunities of Village Life for Teaching Science Wolff-Michael Roth Chapter 3a: Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth Kurt Love, Teddie Phillipson Mower, and Peter Veronesi Chapter 4: Moral-Ethical Character and Science Education: EcoJustice Ethics through Socioscientific Issues (SSI) Michael P. Mueller and Dana L. Zeidler Chapter 4a: What`s Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education Bradley D. Rowe Chapter 4b: Action-Based Science Instruction: Service Learning, Stewardship, and Civic Involvement Jennifer Ponder and Amy Cox-Peterson Chapter 5: Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices George E. Glasson Chapter 5a: When Elephants Fight, It is the Grass that Suffers Norman Thomson Chapter 5b: Working for Change: Reflections on the Issue of Sustainability and Social Change Ajay Sharma Section Summary: Questions for Copenhagen: EcoJustice Perspectives and Summary Deborah J. Tippins and Michael P. Mueller ----Section 2: Place-Based (Science) Education---- Section Introduction: Place-Based (Science) Education: Something is Happening Here Michiel van Eijck Chapter 6: Educating-Within-Place: Care, Citizen Science, and EcoJustice Doug Karrow and Xavier Fazio Chapter 6a: Invoking the Ontological Realm of Place: A Dialogic Response Jennifer Adams, Sheliza Ibrahim, and Miyoun Lim Chapter 7: A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education Pauline W.U. Chinn and David D. Maika`i Hana`ike Chapter 7a: Deconstructing Chinn and Hana`ike: Pedagogy through an Indigenous Lens Suzanne L. Stewart Chapter 7b: Critical Pedagogy of Place: A Framework for Understanding Relationships between People in (Contested) Shared Places Sonya N. Martin Chapter 8: River Advocacy: Valuing Complex Systems as the Groundwork for River Relationships Tina Williams Pagan Chapter 8a: Bringing the Invisible to Light: Art as Places for Advocacy Jamie Calkin Chapter 8b: River Advocacy as a Case of/for Novelizing Discourse in Science Education Michiel van Eijck Chapter 9: Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Places Steve Semken and Elizabeth Brandt Chapter 9a: Responding to Place David B. Zandvliet Chapter 9b: Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research within Contested Spaces Christina A. Siry Section Summary: Place-Based Education as a Call from/to Action Michiel van Eijck ----Section 3: Indigenous Knowledge Systems---- Section Introduction: One Hundred Ways to Use a Coconut Jennifer D. Adams Chapter 10: Traditional Ecological Knowledge (TEK), Border Theory and Justice Lyn Carter and Nicolas Walker Chapter 10a: Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predation Deborah J. Tippins, June George, and Stacey Britton Chapter 11: On Critical Thinking, Indigenous Knowledge and Raisins Floating in Soda Water Christopher Darius Stonebanks Chapter 11a: Rethinking Models of Collaboration in Critical Pedagogy: A Response to Stonebanks Cory Buxton and Eugene F. Provenzo, Jr. Chapter 12: `What is Ours and What is Not Ours?`: Inclusive Imaginings of Contextualized Mathematics Teacher Education Bal Chandra Luitel and Peter Charles Taylor Chapter 12a: Responding to Glocalisation and Foundationalism in Science and Math Dawn Sutherland and Denise Henning Chapter 13: Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for also Teaching and Assessing in Creole Philemon Chigeza and Hilary Whitehouse Chapter 13a: Are We Creating the Achievement Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choices Jennifer Lance Atkinson Chapter 13b: Indigenous Stories: Knowledge is Sometimes Where You Least Expect to Find It Lauren Waukau-Villagomez and Curry S. Malott Section Summary: Ways to a Waterhole Jennifer D. Adams Chapter 14: EcoDemocracy and School Science: How Projects of Confluence Guide the Development of the Ecosociocultural Michael P. Mueller and Deborah J. Tippins Index.
    Description / Table of Contents: Cultural Studies andEnvironmentalism; Preface; Foreword; Contents; Author Biographies; Prologue; Chapter 1: The Need for Confluence: Why a "River" Runs Through It; Part I:EcoJustice; Part II:Place-Based (Science) Education; Part III:Indigenous Knowledge Systems; Name Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3929-3
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  • 92
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    Academic Units in a Complex, Changing World : Adaptation and Resistance (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048192373
    Language: English
    Pages: Online-Ressource (XXV, 199p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    AL 20000
    RVK:
    AL 24000
    RVK:
    AL 28100
    RVK:
    AL 95500
    RVK:
    QX 850
    Keywords: Education, Higher ; Education ; Education ; Education, Higher
    Abstract: This book uses case studies of academic units from Australian public universities to explore the reasons why those units respond in different ways to similar contemporary challenges. The 'academic units' - departments, schools and faculties - in the world's public universities may be their own administrative fiefdoms, but the wider environment within which they operate is both complex and dynamic. In fact, today's academic landscape is barely recognizable from what it was like two decades ago. The globalization of higher education markets for students, faculty and research funding has expanded the challenges and opportunities for academic units beyond the boundaries of nation states. However, academic units must also deal with the diverse needs and expectations of national and local stakeholders, as well as operate within government regulatory and policy frameworks. In addition, they are required to adhere to policy and operational directives from institutional executives and consider the often-competing needs and expectations of other stakeholders such as faculty, students, employers, funding bodies and professional associations. As public funding slowly evaporates some university faculties have embraced the imperative to be more business-oriented. Others have shrunk from congress with Mammon. The milieu of tertiary education is having to adapt to fresh trends in this domain, such as the advocacy of marketization, entrepreneurialism and corporatization, the three pillars of so-called 'new public management'. With its case studies from different academic disciplines and types of university, this book asks some key questions: Why do some units adapt to environmental challenges and others resist change? How and why do academic units adopt different modes and processes of adaptation or resistance? Along with its new conceptual framework for the wider context, the text makes an important contribution to scholarship on leading and managing change in universities, while at the same time offering those in academic leadership positions relevant advice and practical suggestions to guide their units through these complex challenges. Where other academic studies have examined the university as an institution in its entirety, this focused study compares the decision-making on a lower rung of the administrative ladder.
    Description / Table of Contents: Preface; Acknowledgments; Contents; About the Author; Introduction; Notes; Part I The Framework; 1 Complex, Turbulent Exogenous Environments; 2 Research Design and Methods; 3 Introduction to the Empirical Findings; Part II The Case Studies; 4 Defenders; 5 Prospectors; 6 Analysers; 7 Reactors/Resistants; Part III Conceptual and Practical Reflections; 8 Discussion and Conclusions; 9 Exploring Conceptual and Practical Implications of This Work; 10 Current and Emerging Challenges; Appendix A Details About Interviewees from Academic Units; Appendix B Interview QuestionsAcademic Units
    Description / Table of Contents: Appendix C Interview Questions for University ExecutivesReferences; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9237-3
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  • 93
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    Identifying Potential for Equitable Access to Tertiary Level Science : Digging for Gold (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048132249
    Language: English
    Pages: Online-Ressource (VII, 5p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Mathematics ; Science Study and teaching ; Educational tests and measurements ; Education, Higher ; Education ; Education ; Mathematics ; Science Study and teaching ; Educational tests and measurements ; Education, Higher
    Abstract: Higher education internationally is in a state of transition and transformation, leading to an increase in the level of participation, and a consequent increase in number of non traditional and underprepared students. The appearance of these students provides a particular challenge in the sciences where adequate grounding is crucial. One response to this challenge has been the provision of access, foundation or "second chance programmes" which operate on different models internationally. In South Africa, where the push for equity is strong in the wake of the apartheid era, programmes have generally been established at all tertiary institutions with some of the most successful of these programmes based at universities characterised by a high research output. Consequently in the last decade there has been a great deal of research into the effectiveness of these programmes both at a micro and macro level. Similar research in other countries exists, but is patchy and often based on small groups of students. This book provides valuable information on what research has to say about disadvantaged and under prepared science students and how they learn - what works and what does not work. It provides an examination of issues related to the programmes, their structure, student selection and adjustment. Issues such the learning of these students, their communicative ability and laboratory work come under the spotlight. Although examining the issue internationally, the book draws heavily on lessons from South Africa where there has been considerably experience of such programmes. TOC:Chapter 1: Introduction.- Section A. Issues in Student Access.- Chapter 2: Issues in Science Access.- Chapter 3: A survey of programmes: successes in Science access.- Chapter 4: selection and identification of Potential .- Chapter 5: Adjustment of Underprepared students to tertiary education.- B. Lessons from Africa.- Chapter 6:Research on Teaching and learning in access courses.- Chapter 7: Experimental work in science.- Chapter 8. Language and communicative competence.- Chapter 9: Conclusion: The future of access programmes.
    Description / Table of Contents: Identifying Potential for Equitable Access to Tertiary Level Sc; Contents; Contributors; 1 Introduction; References; Part I Issues in Student Access; 2 Issues in Access Programmes; 3 A Survey of Programmes: Successes in Science Access; 4 Selection and the Identification of Potential; 5 Adjustment of Under-Prepared Students to Tertiary Education; Part II Lessons from Africa; 6 Research on Teaching and Learning in Access Courses; 7 Experimental Work in Science; 8 Language and Communicative Competence; 9 Conclusion; Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3224-9
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  • 94
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    V-Learning : Distance Education in the 21st Century Through 3D Virtual Learning Environments (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048136278
    Language: English
    Pages: Online-Ressource (XV, 160p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education, Higher ; Education ; Education ; Education, Higher
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3627-8
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  • 95
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    Learning Through Practice : Models, Traditions, Orientations and Approaches (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139392
    Language: English
    Pages: Online-Ressource (XX, 288p, digital)
    Series Statement: Professional and Practice-based Learning 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Learning through practice
    RVK:
    CP 5200
    Keywords: Education, Higher ; Adult education ; Education ; Education ; Education, Higher ; Adult education ; Lerntechnik ; Praxisbezug
    Abstract: Practice-based learning the kind of education that comes from experiencing real work in real situations has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book's two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning including curriculum models and pedagogic practices.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3939-2
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  • 96
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    Advancing Social Studies Education through Self-Study Methodology : The Power, Promise, and Use of Self-Study in Social Studies Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139439
    Language: English
    Pages: Online-Ressource (XXIII, 217p, digital)
    Series Statement: Self Study of Teaching and Teacher Education Practices 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Social sciences ; Education ; Education ; Social sciences
    Abstract: Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. Some of the pieces chosen for this book will provide theoretical connections between the two fields (e.g. how values and principles important to both fields work together, are similar, and can help each field expand). Others will provide specific examples of self-studies that focus on social studies specific concepts. The book provides a strong and clear introduction of self-study to the field of social studies education as well as an argument for its use to further understand social studies teaching and teacher education. It also provides the self-study community with an example of how self-study can be used to look at content specific aspects of teaching and teacher education.
    Description / Table of Contents: Series Editors Foreword; Contents; Contributors; About the Authors; From Idea to Fruition; 1 Self-Study and Social Studies: Framing the Conversation; 2 Join, or Die A Pragmatic Case for Reflective Self-Study in Social Studies; 3 Looking Glass on the Dresser: Finding Florence Fisher Farr; 4 Self-Study Methodology as a Means Toward Ongoing Rationale Development and Refinement; 5 Diversity, Democracy, and Documentation: A Self-Study Path to Sharing Social Realities and Challenges in a Field-Based Social Studies Curriculum Methods Course
    Description / Table of Contents: 6 Modeling Self-Study in Social Studies Teacher Education: Facilitating Learning About Teaching for Democratic Citizenship7 Internationalising Social Studies Programmes Through Self-Study; 8 Social Skills in Action: An Ethic of Care in Social Studies Student Teaching Supervision; 9 Self-Studys Influence on Graduate Studies and Social Studies Teaching: Bridging Intent and Action; 10 Complicating Coherence: Self-Study Research and Social Studies Teacher Education Programs and Practices
    Description / Table of Contents: 11 I Love It When a Plan Comes Together: Collaborative Self-Study in Graduate School as a Space to Reframe Thinking About Social Studies Teaching and TeacherEducation12 Looking Across and Moving Forward: Shared Connections and Future Questions; Name Index; Subject Index;
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3943-9
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    The Collegial Tradition in the Age of Mass Higher Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191543
    Language: English
    Pages: Online-Ressource (XIII, 170p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    AL 19200
    RVK:
    AL 28000
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Großbritannien ; Hochschulbildung ; Kollegialprinzip
    Abstract: This book will examine the relationship between collegiality and the collegial tradition in the context of the development of mass higher education. The collegial tradition in higher education has been shaped above all by the collegiate universities. In all its various forms (as commensality, as a mode of governance, and as a critical force in shaping the process of teaching, learning and research) the collegial tradition has found sustenance in many sectors of higher education. It may well be that the tradition as expressed in these forms now has more strength and depth in the non-collegiate than in the collegiate universities. This work will give a fuller picture of the present-day character of British (especially English) higher education. Although this is a book that will rely particularly upon the Oxford experience of collegiality, there will be extensive comparative and international reference to the idea of collegiality, the various challenges to it that have emerged within different national systems, and the contrasting patterns of adjustment to those challenges.
    Description / Table of Contents: pt. 1. Collegiality : definitions and challenges -- pt. 2. Collegiality in action -- pt. 3. Cross-national perspectives on collegiality -- pt. 4. Whither Collegiality?
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9154-3
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  • 98
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    Governance and Performance in the German Public Research Sector : Disciplinary Differences (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191390 , 128292737X , 9781282927377
    Language: English
    Pages: Online-Ressource (XXVI, 193p, digital)
    Series Statement: Higher Education Dynamics 32
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Governance and performance in the German public research sector
    RVK:
    AK 30000
    RVK:
    AL 20000
    RVK:
    QX 850
    Keywords: Technologiepolitik ; Hochschulpolitik ; Governance-Ansatz ; Deutschland ; Education, Higher ; Economics ; Education ; Education ; Education, Higher ; Economics ; Aufsatzsammlung ; Forschungspolitik ; Hochschulpolitik ; Governance ; Forschungspolitik ; Hochschulpolitik ; Governance
    Abstract: Today, higher education and research institutions are confronted with variable and sometimes contradictory demands from state, industry and society. They have to face growing volatility in education policy, and a research paradigm that sees an accelerating rate of knowledge growth as well as the internationalization of the knowledge process itself. It is vital that academics and policymakers stay abreast of the impact that policy changes have on education and research in tertiary institutions. Based on a sector-specific theory model for the governance of research organizations, this book outlines evidence of the effects of the so-called `new public management reforms` in the German university and public research sector. The volume aims to shed some light on the differences between the disciplines in input, throughput, profiles of output and the typical conditions of knowledge production, disparities that are currently little understood and are thus not reflected in government policy as ministers implement new governance forms in the research system. It analyzes in detail these new forms, and demonstrates how they affect knowledge production and research performance from the level of research group up to that of the system itself. The authors focus on a set of disciplines that represent the breadth of research divisions in major universities: natural science fields oriented to basic research (astrophysics), two application-oriented fields from the natural sciences (nanoscience and biotechnology), a social science field (economics) and a humanity field (medieval history). TOC:Governance in Science Policy.- An Introduction, Jansen, D.Part 1: Effects of Science Law and Science Policy on Performance.1.1 Dimensions and Efficiency of Scientific Activities - Linking Individual and System Performance in a New Public Management Context, Schmoch/Schubert.- 1.2 Disciplinary Differences and their Reflection in Law, Trute/Pilniok.- Part 2: New Governance of Research and Effects on Performance.2.1 Is Nanoscience a "Mode 2" Field? Disciplinary Differences in Modes of Knowledge Production and the Influence of Science Policy, Jansen et al.- 2.2 The Effects of New Governance Approaches on Research in the Humanities.- The Example of Medieval History, Kehm/Leisyte.- Part 3: New Governance of PhD Education and Effects on Performance.3.1 The Performance of German Research Training Groups in Different Disciplinary Fields: An Empirical Assessment, Backes-Gellner U.- et al.- 3.2 Success and Failure of PhD Programs: An Empirical Study of the Interplay between Interests, Resources, and Organisation, Sadowski D.- et al.- 3.3 Conclusion, Jansen, D.- Appendix: Introduction, Görtz, R.et al.- Astrophysics, Görtz, R.et al.- Nano Science Technology, Heinze, T.- Economics, Schubert, T.- Medical Biotechnology, Smoch, U.- et al.- Authors index.- Glossary.- Bibliography.
    Description / Table of Contents: Preface and Acknowledgements; Contents; Contributors; Governance of Research, Inter-disciplinary Differences and Performance An Introduction to the Research Programme and the Contributions; 1 Introduction; 2 Changes of Statehood and Governance of the Research System; 3 An Integrated Model of Governance of Research; 4 Introduction to the Research Programme and the Contributions in This Volume; References; Part I Effects of Science Law and Science Policy on Performance; 1 New Public Management in Science and Incentive-Compatible Resource-Allocation Based on Indicators
    Description / Table of Contents: 2 Disciplinary Differences from a Legal PerspectivePart II New Governance of Research and Effects on Performance; 3 Is Nanoscience a Mode 2 Field? Disciplinary Differences in Modes of Knowledge Production; 4 Effects of New Governance on Research in the HumanitiesThe Example of Medieval History; Part III New Governance of PhD Education and Effects on Performance; 5 The Performance of German Research Training Groups in Different Disciplinary Fields An Empirical Assessment
    Description / Table of Contents: 6 Success and Failure of PhD Programmes: An Empirical Study of the Interplay Between Interests, Resources and OrganisationSummary and Conclusions; Appendix Disciplinary Differences in Four Research Fields: The Cases of Astrophysics, Nanoscience and Nanotechnology, Medical Biotechnology, and Economics; Introduction; Appendix A The Research Field of Astrophysics; Appendix B The Research Field of Nanoscience & Nanotechnology; Appendix C The Research Field of Medical Biotechnology; Appendix D The Research Field of Economics; About the Authors; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9139-0
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  • 99
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    The Changing Dynamics of Higher Education Middle Management (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191635
    Language: English
    Pages: Online-Ressource (XIV, 252p, digital)
    Series Statement: Higher Education Dynamics 33
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education, Higher ; Education ; Education ; Education, Higher
    Abstract: Known as either `soft` or `hard` `managerialism`, `new managerialism` or `new public management`, this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic managers-deans, heads of department and their equivalents. The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers? In what way do the new expectations placed on this group shape the academic profession as a whole? And, whose interests do middle-level academic managers represent? Based on material presented at one of the high-level Douro Seminars on research into tertiary education, this volume systematically combines theoretical views with empirical analysis. It argues that `managerialist` pressure has resulted in changes in the way academic performance is measured. There has been a shift in criteria away from research reputation, teaching and scholarship to the measurement of performance based upon management capacities. This has given middle-level academic managers a pivotal role halfway between the predilections of high-level decision makers and the maintenance of academic values and control. The enhanced expectations and more defined functions of middle-level academic managers are in clear contrast to earlier times, when the position was considered a public-spirited rite of passage for career-minded academics. Despite this, the contributors to this book believe that the middle-level managers in the ten countries examined are neither corporate lackeys nor champions of academe. It is becoming increasingly clear that the ability of organisations to achieve their aims is largely dependent on the skill and dedication of middle managers. Past studies of organisational dynamics have been preoccupied with the executive level of management. This text, which will be of great interest to researchers and policy makers alike, attempts to redress the balance. TOC:Chapter 1: Introduction: V. Lynn Meek et al .- Chapter 2: The role of academic middle managers in Austria: Hans Pechar.- Chapter 3: The Changing Role of Academic Leadership in Australia and the Netherlands: Who is the Modern Dean?: V. , Leo Goedegebuure and Harry de Boer.- Chapter 4: Academic middle managers and management in university colleges and universities in Belgium: Jef Verhoeven.- Chapter 5:The Roles and Responsibilities of Middle Management (Chairs and Deans) in Canadian Universities: Lydia M. Boyko and Glen A. Jones.- Chapter 6: Middle level university managers in Italy: An ambiguous transition: Stefano Boffo.- Chapter 7: Variations of Leadership Styles among Academic Leaders in French Universities: The Impact of Informal Power Relations: Stéphanie Mignot-Gerard.- Chapter 8: The Manager-Academic in Norwegian Higher Education: Ingvild Larsen.- Chapter 9:NPM and `middle management`: How do deans influence institutional policies?: Rui Santiago and Teresa Carvalho.- Chapter 10: UK Higher Education: captured by new managerialist ideology?: Paul Trowler.- Chapter 11 The New University: What it portends for the academic profession and their "managers": Professor Jack H. Schuster.- Chapter 12: Conclusion: V. Lynn Meek et al.
    Description / Table of Contents: Preface; Contents; Contributors; About the Authors; Introduction; Academic Middle Managers Under the New Governance Regime at Austrian Universities; The Changing Role of Academic Leadership in Australia and the Netherlands: Who Is the Modern Dean; Academic Middle Managers and Management in University Colleges and Universities in Belgium; The Roles and Responsibilities of Middle Management (Chairs and Deans) in Canadian Universities; Middle-Level University Managers in Italy: An Ambiguous Transition; Presidents and Deans in French Universities: A Collective Approach to Academic Leadership
    Description / Table of Contents: From Democracy to Management-Oriented Leadership The Manager-Academic in Norwegian Higher EducationNew Public Management and Middle Management: How Do Deans Influence Institutional Policies; UK Higher Education: Captured by New Managerialist Ideology; The New University: What It Portends for the Academic Profession and Their Managers; The Changing Nature of Academic Middle Management: A Framework for Analysis; Name Index; Subject Index;
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9163-5
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    International Research Handbook on Values Education and Student Wellbeing (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048186754
    Language: English
    Pages: Online-Ressource (XXX, 870p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DP 6000
    Keywords: Curriculum planning ; Religion and education ; Education ; Education ; Curriculum planning ; Education Philosophy ; Religion and education ; Werterziehung
    Abstract: Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth - elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as `values education` widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to `values` and `wellbeing`. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person - social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a `values and wellbeing` pedagogy.
    Description / Table of Contents: Preface; Contents; Contributors; Introduction; Part I Values Education: Wellbeing, Curriculum, and Pedagogy; Part II Values Education: Wellbeing and Personal Integrity; Part III Values Education: Wellbeing and Social Engagement; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-8675-4
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