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  • 2010-2014  (37)
  • Dordrecht : Springer Science+Business Media B.V  (37)
  • Education  (37)
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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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    URL: Cover
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    MPI Ethno. Forsch.
  • 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
    Online Resource
    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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    MPI Ethno. Forsch.
  • 4
    Online Resource
    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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    URL: Cover
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  • 5
    Online Resource
    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
    URL: Volltext
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  • 6
    Online Resource
    Online Resource
    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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  • 7
    Online Resource
    Online Resource
    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
    URL: Volltext
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  • 8
    Online Resource
    Online Resource
    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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  • 9
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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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  • 10
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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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  • 11
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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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  • 12
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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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  • 13
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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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  • 14
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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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  • 15
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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
    URL: Volltext  (lizenzpflichtig)
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  • 16
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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
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 17
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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
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 18
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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
    URL: Volltext
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    URL: Cover
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  • 19
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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
    URL: Volltext  (lizenzpflichtig)
    URL: Rezension
    URL: Cover
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  • 20
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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
    URL: Volltext  (lizenzpflichtig)
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  • 21
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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
    URL: Volltext  (lizenzpflichtig)
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  • 22
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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
    URL: Volltext  (lizenzpflichtig)
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  • 23
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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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  • 24
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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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  • 25
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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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    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
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    URL: Cover
    URL: Inhaltsverzeichnis
    URL: Inhaltstext
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  • 27
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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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    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
    URL: Volltext
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    Changing Educational Landscapes : Educational Policies, Schooling Systems and Higher Education - a comparative perspective (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048185344
    Language: English
    Pages: Online-Ressource (X, 290p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Changing Educational Landscapes
    RVK:
    DI 1000
    Keywords: Educational tests and measurements ; Education, Higher ; Education ; Education ; Education, Higher ; Educational tests and measurements ; Aufsatzsammlung ; Bildungspolitik ; Schule ; Hochschule ; Internationaler Vergleich ; Bildungspolitik ; Schule ; Hochschule ; Internationaler Vergleich
    Abstract: Analyzing educational landscapes - the fundamental values, principles and institutions of the sector - is a highly complex and demanding task for any researcher. Like shifting desert sands, these aspects of education are in a constant state of flux, changing according to the unpredictable economic, social, cultural and geo-political circumstances of late modernity. Key aspects of the intricate, fluid and multifarious contemporary setting can always escape the researcher's necessarily selective observation. The contributors to this book share the view that it is wise, therefore, to take note of
    Description / Table of Contents: Contents; About the Editor; About the Contributors; Changing Educational Landscapes: An Introduction; References; References; Part I Knowledge: Epistemological and Ideological Shifts; 1 The Owl of Athena: Reflective Encounters with the Greeks on Pedagogical Eros and the Paideia of the Soul (Psyche); The Question of This Modern European Symposium and the Comparative-Historical Approach; What Is Education and for What Purpose? The Classical Greek Paradigm of Paideia; The Paideia/Educational Culture of the Athenians; Psychagogia/Paideia of the Soul; The Soul (Psyche)
    Description / Table of Contents: Paideia of the Soul/Psyche and Civic Virtue, an All- Polis Affair (tis olis politeias hypothesis)The Athenian Theatre and the Paideia of the Soul 0 Aristotle0s Katharsis of the Soul; Athenian Paideia -- An Epilogue; The Modern World/ Kosmos We Live in and Education; The Imagined European Knowledge Society; Education and Knowledge for the Knowledge Society; The Imagined Brave New European Knowledge Cosmopolis/Society: A Dehumanized Technopolis? A Nonhumanist Dystopia ? A Philistine Empire? A Modern Virtual Cave?
    Description / Table of Contents: Humanizing the Brave New European Knowledge Cosmopolis/Society Engaging and Learning from the Ancient Greeks, and the Re-enchantment of the Paideia of the Soul/PsycheThe Modernist Course of the Classical Concept of Liberal Humanistic Education and the Contemporary Crisis in the Paideia of the Soul; What Is to Be Done?; Epilogue '' ''Tending to the Soul'': Socrates and Today; References; 2 Implications of the New Social Characteristics of Knowledge Production; Introduction; Towards a Change of Traditions?; A Key Development: Massification in Higher Education
    Description / Table of Contents: Conflicting Modes of Knowledge ProductionReferences; 3 University Reform in Greece: A Shift from Intrinsic to Extrinsic Values; Introduction; The Emphasis on the Extrinsic Values in European Universities; An Account of the University Tradition in Greece; Evaluation and Quality Assurance Policies in Greek Universities in the 2000s: An Interpretation; Conclusions; Notes; References; 4 Universities and Pricing on Higher Education Markets; Marketisation Versus Increased Competition?; How Do Universities Set the Price of a Professor?; Academic Labour Markets as an Economy of Quality
    Description / Table of Contents: Different Mechanisms of PricingUniversities, Academics, Price and Quality; How Do Universities Set the Level of Fees?; The Expansion of the Market for Students: Introduction and Increase of Fees; Fees, a Price of What?; A Political Rationale; Fees to Compensate the Increase in Budget and the Decrease in Public Funding; The Price of Institutions to Which One Wants to Be Compared; Fees According to the Expected Individual Gains for the Students; Fees According to the Costs of Production; Fees According to Marketing Strategies; Fees to Make Profit; Conclusion; References
    Description / Table of Contents: Part II Access and Transitions
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-8534-4
    URL: Volltext
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    Developmental Relations among Mind, Brain and Education : Essays in Honor of Robbie Case (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048136667
    Language: English
    Pages: Online-Ressource (X, 289p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The developmental relations among mind, brain and education
    RVK:
    DF 3000
    Keywords: Early childhood education ; Education ; Early childhood education ; Education ; Cognition in children ; Cognitive neuroscience ; Developmental neurobiology ; Developmental psychology ; Learning, Psychology of ; Case, Robbie ; Entwicklungspsychologie ; Entwicklungspsychologie
    Description / Table of Contents: pt. 1. Developing mind and brain -- pt. 2. Mind and brain in social and personal development -- pt. 3. Conclusion.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3666-7
    URL: Volltext
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    Gender and Sexual Diversity in Schools : An Introduction (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048185597
    Language: English
    Pages: Online-Ressource (XII, 152p, digital)
    Series Statement: Explorations of Educational Purpose 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 4000
    RVK:
    DU 2500
    Keywords: Sexual behavior ; Developmental psychology ; Education ; Developmental psychology ; Education ; Sexual behavior ; Schule ; Geschlechterverhältnis
    Abstract: Issues related to gender and sexual diversity in schools can generate a lot of controversy, with many educators and youth advocates under-prepared to address these topics in their school communities. This text offers an easy-to-read introduction to the subject, providing readers with definitions and research evidence, as well as the historical context for understanding the roots of bias in schools related to sex, gender, and sexuality. Additionally, the book offers tangible resources and advice on how to create more equitable learning environments. Topics such as working with same-sex parented families in elementary schools, integrating gender and sexual diversity topics into the curriculum, addressing homophobic bullying and sexual harassment, advising gay-straight alliances, and supporting a transgender or gender non-conforming student are addressed. The suggestions offered by this book are based on recent research evidence and legal decisions to help educators handle the various situations professionally and from an ethical and legally defensible perspective.
    Description / Table of Contents: pt. 1. Understanding gender and sexual diversity -- pt. 2. Experiencing gender and sexual diversity in schools.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-8559-7
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    The Inclusion of Environmental Education in Science Teacher Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048192229
    Language: English
    Pages: Online-Ressource (XL, 352p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 9700
    RVK:
    DN 7000
    RVK:
    DP 4600
    RVK:
    DP 6300
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching
    Abstract: In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students` work right across the curriculum. TOC:Preface Alec M. Bodzin, Beth Shiner Klein, and Starlin Weaver PART I. INTRODUCTION TO ENVIRONMENTAL EDUCATION Chapter 1. The History and Philosophy of Environmental Education Robert L. Carter and Bora Simmons Chapter 2. Professional Preparation for Science Teachers in Environmental Education James T. McDonald and Lynn A. Dominguez Chapter 3. Approaches to Environmental Education Austin A. Winther, Kim Cleary Sadler, and Gerry Saunders Chapter 4. Environmental Education Within the Early Childhood Linda Plevyak and Amy Mayfield Chapter 5. Environmental Education Service-Learning in Science Teacher Education Teddie Phillipson-Mower and April Dean Adams Chapter 6. Beyond terra firma: Bringing Ocean and Aquatic Sciences to Environmental and Science Teacher Education Diana L. Payne and Timothy D. Zimmerman PART II. ENVIRONMENTAL EDUCATION PEDAGOGY Section 1: Outdoor Learning and Place-Based Environments Chapter 7. Promoting the Use of Outdoor Learning Spaces by K-12 Inservice Science Teachers Through an Outdoor Professional Development Experience Mark A. Bloom, Molly Holden, April T. Sawey, and Molly H. Weinburgh Chapter 8. Integrating Environmental Education Field Trip Pedagogy Into Science Teacher Preparation Bryan Rebar and Larry G. Enochs Chapter 9. "Eeew! There`s Dew On My Toes": Common Characteristics of Preservice Elementary Teacher Learning in Environmental Education and Instructional Strategies for Science Teacher Educators J. William Hug Chapter 10. Name That Plant! Overcoming Plant Blindness and Developing a Sense of Place Using Science and Environmental Education Jennifer Kreps Frisch, Matthew M. Unwin, and Gerald W. Saunders Chapter 11. Place-Based Inquiry: Advancing Environmental Education in Science Teacher Preparation Somnath Sarkar and Richard Frazier Chapter 12. Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center Charles J. Eick, Doyle, E. Keasal, Karni Perez, and Sarah Carrier Chapter 13. Teachers Connecting Urban Students to Their Environment Sherri L. Brown, Nikki L. Votaw, and Thomas R. Tretter Section 2: Instructional Strategies Chapter 14. Exploring Preservice Teachers` Mental Models of the Environment Christine Moseley, Blanche Desjean-Perrotta, Courtney Crim Chapter 15. Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping Barbara A Austin and Nina Schmidt Chapter 16. Unraveling the Scientific, Social, Political and Economic Dimensions of Environmental Issues Through Role-Playing Simulations James G. MaKinster Chapter 17. Exploring Environmental Education Through Eco-feminism: Narratives of Embodiment of Science M.E. Spencer and Sherry E. Nichols Chapter 18. The Value of Non-formal Environmental Education-Based Professional Development in Preservice Science Teacher Preparation Tamara E. Peffer and Alec M. Bodzin Chapter 19. Using Environmental Education Project Curricula with Elementary Preservice Teachers Adele C. Schepige, Patricia D. Morrell, Cindi Smith-Walters, Kim Cleary Sadler, Miriam Munck, and Donna Rainboth Section 3: Technology Chapter 20. Situated Learning in Environmental Education: Using Geospatial Technologies for Preservice Secondary Teachers Rita A. Hagevik, Harriett S. Stubbs, and Diane C. Whitaker Chapter 21. Using Podcasting to Address Nature-Deficit Disorder Beth Shiner Klein and Starlin D. Weaver Chapter 22. Integrating Web-based Activities and Site-based Experiences to Investigate Environmental Issues Alec M. Bodzin
    Description / Table of Contents: The Inclusion of Environmental Educationin Science Teacher Education; Preface; About This Book; What's in the Book?; References; Acknowledgments; Contents; About the Authors; Contributors; Abbreviations; Part IIntroduction To EnvironmentalEducation; The History and Philosophy of Environmental Education; Professional Preparation for Science Teachers in Environmental Education; Approaches to Environmental Education; Environmental Education Within Early Childhood; Environmental Education Service-Learning in Science Teacher Education
    Description / Table of Contents: Beyond Terra firma: Bringing Oceanand Aquatic Sciences to Environmentaland Science Teacher EducationPart IIEnvironmental Education Pedagogy; Promoting the Use of Outdoor Learning Spaces by K-12 Inservice Science Teachers Through an Outdoor Professional Development Experince; Integrating Environmental Education Field Trip Pedagogy into Science Teacher Preparation; "Eeew! There's Dew on My Toes": Common Characteristics of Preservice Elementary Teacher Learning in Environmental Education and Instructional Strategies for Science Teacher Educators
    Description / Table of Contents: Name That Plant! Overcoming Plant Blindness and Developing a Sense of Place Using Science and Environmental EducationPlace-based Inquiry: Advancing Environmental Education in Science Teacher Preparation; Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center; Teachers Connecting Urban Students to their Environment*; Exploring Preservice Teachers' Mental Models of the Environment; Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping
    Description / Table of Contents: Unraveling the Scientific, Social, Political, and Economic Dimensions of Environmental Issues Through Role-Playing SimulationsExploring Environmental Education Through Ecofeminism: Narratives of Embodiment of Science; The Value of Nonformal Environmental Education-Based Professional Development in Preservice Science Teacher Preparation; Using Environmental Education Project Curricula with Elementary Preservice Teachers; Situated Learning in Environmental Education: Using Geospatial Technologies with Preservice Secondary Teachers; Using Podcasting to Address Nature-Deficit Disorder
    Description / Table of Contents: Integrating Web-based Activities and Site-based Experiences to Investigate Environmental IssuesAuthor Index; Subject Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9222-9
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    Teachers as Learners : Critical Discourse on Challenges and Opportunities (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048196760
    Language: English
    Pages: Online-Ressource (XIV, 350 p, digital)
    Series Statement: CERC Studies in Comparative Education 26
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DN 7000
    Keywords: Education ; Education ; Lehrerbildung
    Abstract: In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers` learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education. TOC:Contents.-List of Abbrevations.-List of Tables.-List of Figures.-Foreword.-Gaalen ERICKSON.-Introduction.-Ora Kwo.-Research Stances on Learning and Teaching.-Research and Teacher Learning: Taking an Inquiry Stance.-Marilyn COCHRAN-SMITH Kelly DEMERS.-Telling Stories: Understanding Teachers` Identity in a Context of Curriculum Innovation.-YING Dan-Jun, Issa, HUANG Ai-Feng ZHENG Zhi-Lian.-Understanding Korean Children`s L2 Dialogue Journals:.-Towards a Model of Creative Apprenticeship for Integrating.-Teachers and Learning .- KIM Mi-Song.-Teaching about Indigenous Forms of Knowledge:.-Insights from Non- Indigenous Teachers of Visual Arts.-Education in New Zealand.-Jill Smith.-Initial Teacher Education.-Mediating Inquiry: Using Videos of Exemplary Teaching in.-Pre-service Teachers Education.- CHENG Man-Wai, WONG SIU-Ling, YUNG Hin-Wai, Benyy Derek HODSON.-Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development.- Alex MOORE.- From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development.-Ora KWO.-Continuing Professional Development.-Lost in Translation: Mentors Learning to Participate in Competing Discourse of Practice.-Lily ORLAND-BARAK.-The Role of the Headteacher in Teachers` Continuing.-Professional Development.-Michael AIELLO Kevin WATSON.-Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education.-Ruth GORINSKI , Cath FRASER Lyn AYO.- Policy Concerns for the Teaching Profession.-Lessons on Reform: A Story of Teaching as Lived Practice.-Warren Mark LIEW.-Professional Standards: A Context for Teachers as Learners.- In Victorian Schools .-Geoff EMMETT.-Professional Education for Teachers: Lessons from Other .-Professions .-Robert J. Yinger .-Conclusion.-Teachers as Learners: A Moral Commitment .-Ora KWO.-Notes on the Authors.-Index.
    Description / Table of Contents: Contents; List of Abbreviations; List of Tables; List of Figures; Foreword; Introduction; Research Stances onLearning and Teaching; 1 Research and Teacher Learning:Taking an Inquiry Stance; 2 Telling Stories:Understanding Teachers' Identity in a Context of Curriculum Innovation; 3 Understanding Korean Children's L2 Dialogue Journals: Towards a Model of Creative Apprenticeship for IntegratingTeaching and Learning; 4 Teaching about Indigenous Forms of Knowledge: Insights fromNon-Indigenous Teachers of Visual Arts Education in New Zealand; Initial Teacher Education
    Description / Table of Contents: 5 Mediating Inquiry:Using Videos of Exemplary Teaching in Pre-Service Teacher Education6 Working and Learning Under Pressure:Reflexivity on Teacher Experience and Development; 7 From SET to STELT:Seeking the Meaning of Learning as a Community for Curriculum Development; Continuing ProfessionalDevelopment; 8 Lost in Translation:Mentors Learning to Participate in Competing Discourses of Practice; 9 The Role of the Headteacher in Teachers' Continuing Professional Development; 10 Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education
    Description / Table of Contents: Policy Concerns for theTeaching Profession11 Lessons on Reform:A Story of Teaching as Lived Practice *; 12 Professional Standards:A Context for Teachers as Learners in Victorian Schools; 13 Professional Education for Teachers:Lessons from Other Professions; Conclusion; 14 Teachers as Learners:A Moral Commitment; Notes on the Authors; Index;
    Note: "This book is a product of the discourse maturing from a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET)"--Introd , Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9676-0
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  • 34
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    Educational Research - the Ethics and Aesthetics of Statistics (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048198733
    Language: English
    Pages: Online-Ressource (IX, 200p, digital)
    Series Statement: Educational Research 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Educational research: the ethics and aesthetics of statistics
    RVK:
    DF 2500
    Keywords: Education ; Education ; Education Philosophy ; Pädagogik ; Empirische Forschung ; Statistik ; Aufsatzsammlung
    Abstract: Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of 'simplicity', of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education's core business and which does not destroy the local practical knowledge that on which good education is based? 'Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the 'gold standard' use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.' Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA 'Once again, Depaepe and Smeyers succeeded in bringing together distinguished international and cross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can't be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium
    Description / Table of Contents: Earlier Volumes in this Series; Contents; 1 Representation or Hard Evidence? The Use of Statistics in Education and Educational Research; 2 The Lure of Statistics for Educational Researchers; 3 Dazzling Statistics? On the University Expansion in Flanders and the Need for Research into the History of Education that Transcends Quantifying Sociology; 4 Child Maltreatment in the Last 50 Years: The Use of Statistics; 5 Constructing Social Unity and Presenting Clear Predictions: The Promise of Public Opinion Pollsters to Measure and Educate Society
    Description / Table of Contents: 6 n = 1: The Science and Art of the Single Case in Educational Research7 To Frame the Unframable: Quantifying Irregular Migrants' Presence; 8 European Citizenship and Evidence-Based Happiness; 9 The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research; 10 The Good, the Beautiful and the Literate: Making Statistics Accessible for Action; 11 Statistics and the Inference to the Best Explanation: Living Without Complexity?; 12 Performativity, Statistics and Bloody Words; 13 A Bubble for the Spirit Level: Metricophilia, Rhetoric and Philosophy
    Description / Table of Contents: 14 Calling to AccountAbout the Authors; Author Index; Subject Index
    Description / Table of Contents: Cover13;Contents -- 1 Representation or Hard Evidence? The Use of Statistics in Education and Educational Research -- Note -- References -- 2 The Lure of Statistics for Educational Researchers -- 2.1 The Roots of Quantification -- 2.2 The Adoption of Statistics by Professions -- 2.3 Educational Research as a Soft and Applied Field -- 2.4 One Problem with Quantifying Educational Research: Missing the Point -- 2.5 Another Problem with Quantifying Educational Research: Forcing a Rectangular Grid onto a Spherical World -- References -- 3 Dazzling Statistics? On the University Expansion in Flanders and the Need for Research into the History of Education that Transcends Quantifying Sociology -- 3.1 The Context -- 3.2 Problem Statement -- 3.3 Questions from History on the Use of Statistics in Social Sciences -- 3.3.1 Too General? -- 3.3.2 Too A-Historical? -- 3.3.3 Presentist Pitfalls? -- Notes -- References -- 4 Child Maltreatment in the Last 50 Years: The Use of Statistics -- 4.1 Introduction -- 4.2 Diminution of the Prevalence of Maltreatment of Children? -- 4.3 No Diminution: Studies on the Prevalence of Child Maltreatment as Historical Sources -- 4.4 From Narrow to Broad: The Changing Definition of Child Maltreatment -- 4.5 The Impact of Children's Rights -- 4.6 Aesthetics of Statistics, or, the Appeal of Statistical Mapping for Policy-makers -- 4.7 Conclusion -- References -- 5 Constructing Social Unity and Presenting Clear Predictions: The Promise of Public Opinion Pollsters to Measure and Educate Society -- 5.1 The Creation of National Community: Dewey's and Gallup's Ethical Legitimation of Social Sciences and Polls -- 5.2 An Instrument for Democracy? Polls in the Public and Governmental Sphere -- 5.3 Contradictory Functions of Poll Statistics: Service for Efficient and Rational Government, National Coherence and the Gaining of Political Power -- 5.4 The Suggestive Aesthetics of Charts: The Clearness of Social Coherence or Camps, the Security of Prediction Due to Reliable Observation and Permanent Comparison -- 5.5 The Limits of Polls as an Instrument to Create the Great Communication Community -- 5.6 Conclusion -- Notes -- References -- 6 n = 1: The Science and Art of the Single Case in Educational Research -- 6.1 Quantitative Research Methods and the Predilection for Large Numbers -- 6.2 The Function of the Single Case Within a Quantitative Research Tradition -- 6.3 Different Forms of the Single Case -- 6.4 Generalising from the Single Case? -- 6.5 The Single Case as a Source of Conjecture and Refutation -- 6.6 Relating the Particular to the Particular -- 6.7 The Case as Offering a Vicarious Experience -- 6.8 Case Study: Science or Art? -- 6.9 Historical/Biographical Note -- Notes -- References -- 7 To Frame the Unframable: Quantifying Irregular Migrants' Presence -- 7.1 Introduction -- 7.2 Techniques for Estimating Irregular Migration Numbers -- 7.3 Counting the Uncountable: Some Conceptual Problems -- 7.3.1 Different Definitions, Different People -- 7.3.2 The Homogenisation of Complexity -- 7.4 Does It Make Sense To Say ... -- 7.5 Appendix 1: Methods for Stock Estimates -- 7.5 Appendix 2: Methods for Flow Estimates -- References -- 8 European Citizenship and Evidence-Based Happiness -- 8.1 Introduction -- 8.2 The New Science of Happiness -- 8.3 Beyond GDP -- 8.4 ''Learning to Be Together''; ''Keep on Learning''; ''Learning About Me'' -- 8.5 Conclusion -- References -- 9 T.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9873-3
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    Quality and Inequality of Education : Cross-National Perspectives (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139934
    Language: English
    Pages: Online-Ressource (VIII, 336p. 35 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Quality and inequality of education
    RVK:
    DV 3000
    Keywords: Social policy ; Migration ; Education ; Education ; Social policy ; Migration ; Education and state--Asia. ; Education and state--Europe. ; Education--Standards--Asia. ; Education--Standards--Europe. ; Educational equalization--Asia. ; Educational equalization--Europe. ; Education and state ; Europe ; Education and state ; Asia ; Education ; Standards ; Europe ; Education ; Standards ; Asia ; Educational equalization ; Europe ; Educational equalization ; Asia ; Bildungswesen ; Chancengleichheit ; Soziale Ungleichheit ; Vergleichende Erziehungswissenschaft ; Bildungswesen ; Chancengleichheit ; Soziale Ungleichheit ; Vergleichende Erziehungswissenschaft
    Abstract: This cogent analysis of data on education and society from a variety of sources sets out to provide answers to scientific and policy questions on the quality of education and the way it relates to various forms of inequality in modern societies, particularly in Europe. The authors examine not only the well known cross-national PISA datasets, but also the European Social Survey and TIMSS, going further than many researchers by folding into their analyses economic, legal and historical factors. Most research up to now using the PISA data is restricted to educational research. Interesting as that educational question is, the chapters here use the PISA, and other data, to explore more profoundly the relationship between education and the various forms of inequality in European and other modern societies. The work comes from two different perspectives: one that looks at how the different characteristics of societies, their economies, and their educational systems influence the average educational achievements of specific groups of pupils, such as immigrants, in those societies, and a second, which explores how, and in what degree, the characteristics of schools, educational systems and labour-markets either hardens or softens differences in the educational outcomes of various groups of pupils. With a special feature of the book being its emphasis on comparing Asian and European countries, and with the content free of the political constraints that can often attend studies of these datasets, this book will be an vital resource for educationalists and policy-makers alike. TOC:From the contents 1. The Gordian Knot between Quality and Inequality of Education. A Cross-National Attempt to Unravelling. 2. Institutional arrangements and educational outcomes. 3. Migration and educational inequality. 4. Education in Europe Asia: analogies and differences. 5. Features of Educational Systems as Factors in the Creation of Unequal Educational Outcomes.
    Description / Table of Contents: Contents; Contributors; The Gordian Knit Between Quality and Inequality of Education: A Cross-National Attempt to Unraveling; Part I Institutional Arrangements and Educational Outcomes; The Influence of Educational Segregation on Educational Achievement; Institutional Tracking and Achievement Growth: Exploring Difference-in-Differences Approach to PIRLS, TIMSS, and PISA Data; Educational Expansion and Social Class Returns to Tertiary Qualifications in Post-communist Countries; Part II Migration and Educational Inequality
    Description / Table of Contents: Educational Gaps Between Immigrant and Native Students in Europe: The Role of GradeHow Do School Regimes Tackle Ethnic Segregation: Some Insights Supported in PISA 2006; The Educational Attainment of Second Generation Immigrants from Different Countries of Origin in the EU Member-States; Talking the Same Language: How Does Education in the Mother Tongue Affect the Pupils Scholastic Achievement in the Parallel School Systems?; Part III Education in Europe and Asia: Analogies and Differences; The Intergenerational Transmission of Income and Education: A Comparison of Japan and France
    Description / Table of Contents: Japanese and Korean High Schools and Students in Comparative PerspectiveFamily Background, School System and Academic Achievement in Germany and in Japan; Features of Educational Systems as Factors in the Creation of Unequal Educational Outcomes; Author Index; Subject Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3993-4
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    Transforming University Biochemistry Teaching Using Collaborative Learning and Technology : Ready, Set, Action Research! (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402049811
    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: 572
    RVK:
    DP 2140
    Keywords: Education ; Science Study and teaching ; Gruppenunterricht
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-4981-1
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  • 37
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    Authentic professional learning : making a difference through learning at work (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139477
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. 2010 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Professional and Practice-based Learning 2
    DDC: 361.00715
    RVK:
    DL 4210
    Keywords: Education ; Phenomenology ; Adult education ; Berufliche Fortbildung
    Abstract: This book describes the experiences of professionals as they continue to learn at work. Although its focus is on the learning of health professionals, it draws on research about continuing learning from other "caring" professions such as education and social services. The author argues for a significant paradigm shift in this book, from the usual practice of providing programs to develop professionals, towards a better way of supporting professionals as they learn in their own authentic ways.The construct of "Authentic Professional Learning" developed in this book describes the lived experience of professionals continuing to learn in practice, whilst dealing with contemporary workplace dilemmas. Many of these dilemmas revolve around the need for professionals to demonstrate measurable efficacy and fiscal efficiency whilst wanting to make a difference to the lives of those they care for. Using vignettes of practice, professionals from community-based education and health settings describe authentic ways of being, practising and learning as professionals, drawing meaning from their work whilst accepting their professional responsibilities. Commonalities across diverse experiences of learning are described in terms of four inter-linked constituents (understanding, engagement, interconnection and openness) within a phenomenological conceptual framework that focuses on the meaning of experiences for those professionals.
    Description / Table of Contents: pt. 1. Introduction -- pt. 2. Exploration -- pt. 3. -- Understanding -- pt. 4. Integration -- pt. 5. Conclusion.
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-90-481-3947-7
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