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Project-Based Learning in the First Year: Beyond All Expectations
Published in association with This book has two goals: First, to show the value of significant project-based work for first-year undergraduate students; and Second, to share how to introduce this work into first year programs. The authors spend the bulk of the book sharing what they have learned about this practice, including details about the administrative support and logistics required. They have also included sample syllabi, assignments and assessments, and classroom activities.The projects are applicable in a liberal arts education, in engineering programs, in two and four year colleges, in public and private universities--any institution with first year undergraduate students that wants to actively engage them in understanding and solving real-world problems through project work. Evidence shows that project-based learning, with real world, team-based educational experiences, increases the engagement and retention rate of underserved students. Introducing project-based learning in the first year can set the stage for incorporating the culture and practice of inclusive excellence as foundation for learning on college and university campuses.
Projects That Matter: Concepts and Models for Service-Learning in Engineering
This book represents the 14th in the Service-Learning in the Disciplines Series and concentrates on how service-learning can be successfully incorporated in engineering programs, a discipline to which is it relatively new. Contributors to the volume are experienced in using service-learning and address issues of concern to engineering educators. As one peer reviewer commented, "The audience for this [book] is the engineering education community--that community will expect practical applications of the theory that will lead to improved engineering education."
Promoting Health and Wellness in Underserved Communities: Multidisciplinary Perspectives Through Service Learning
Starting from the premise that our health status, vulnerability to accidents and disease, and life spans – as individuals and communities – are determined by the organization, delivery, and financing (or lack thereof) of health care, this book explores how educators and community caretakers teach the complex web of inter-connection between the micro level of individual health and well-being and the macro level of larger social structures. Through the lenses of courses in anthropology, ESL, gerontology, management information systems, nursing, nutrition, psychology, public health, and sociology, the contributors offer examples of intergenerational and interdisciplinary practice, and share cutting-edge academic creativity to model how to employ community service learning to promote social change.
Promoting Inclusion and Justice in University Teaching: A Transformative-Emancipatory Toolkit for Educators
Promoting Inclusion and Justice in University Teaching offers a theoretical and practical contribution to ongoing debates concerning why and how we need to expand the goals of education in an increasingly diverse academia to enhance inclusivity and equity. It integrates a wide range of well-designed teaching activities grounded in the principles of transformative pedagogy into university settings to connect in-class teaching to social justice demands.Expert contributors employ an array of constructivist and critical epistemological approaches, including indigenous, anti-racist, decolonial, feminist, and intersectional viewpoints, to conceptualize and elucidate their proposed pedagogical frameworks. Chapters demonstrate why and how theoretical and practical principles of transformative pedagogy can respond to the goal of making higher education classrooms not only more inclusive, but also transformative and empowering spaces for teachers and learners alike. The book addresses a crucial gap in higher education, offering a comprehensive toolkit tailored to both undergraduate and advanced students which encourages learners to create a positive social change.Combining practical teaching methods and grounded pedagogical theory, this book will be a highly beneficial read for scholars and researchers teaching in a variety of fields in humanities and social sciences as well as those specializing in teaching and learning, curriculum and pedagogy, and teaching methods in a variety of disciplines. Its blueprint for increasing inclusion and equity in teaching will also benefit professionals and practitioners engaged in formal and non-formal education settings with adults and youth.
Promoting Inclusion in Education Abroad: A Handbook of Research and Practice
Co-published with While education abroad – including studying, volunteering, researching, and interning abroad – is increasingly emphasized as a critical factor in preparing undergraduates for a globally interconnected world, diversifying the pool of participants in such activities has proven challenging. Framed within the concept of “inclusive excellence” with the objective of promoting diversity, inclusion, and equity in higher education as foundational to educational excellence, the contributors present research and practices that have been proven successful in improving participation among groups of students traditionally underrepresented in education abroad.Broader participation in education abroad programming has been a perennial concern at numerous higher education institutions in the U.S., having prompted countless discussions in professional organizations and across campuses among faculty, staff, and students. Many have come to recognize that overseas opportunities are no longer a luxury and instead are a necessity for job seekers entering a more diverse, globally interconnected workplace.The volume offers a combination of research-based chapters and case studies from leading experts on the barriers that disproportionately impact specific groups of students, including: students with disabilities; first-generation college students; undocumented students; racial and ethnic minorities; science, technology, engineering, and mathematics (STEM) majors; and males. The authors illuminate the issues which may inhibit education abroad participation, from individual to institutional, and present strategies reflecting a broad range of institutional contexts, resources, and needs.While there has been significant discussion and action to promote broader inclusion in education abroad, this is the first volume focusing on research and practice to achieve these ends, and is intended as a critical resource for practitioners and scholars alike.
Promoting Inclusive Systems for Migrants in Education (Migration and Education)
This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion.With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.
Proofreading and Editing in Student and Research Publication Contexts: International Perspectives (Routledge Research in Higher Education)
This book explores proofreading and editing from a variety of research and practitioner-led perspectives to describe, debate, and interrogate roles and policies within the student and research publication context.Chapters feature a wide range of empirical research findings gathered from an internationally diverse set of experts in the field from Australia, Canada, Finland, Hong Kong, the UK, and the USA. The book progresses debates surrounding the legitimacy and necessity of copyeditors and proofreaders, drawing upon a range of theory and practice. Contributing to further research and dialogue in the area, the book addresses the ethicality and educative benefits of proofreading from various perspectives.Ultimately, the book offers vital discussions about the ethics and boundaries of proofreading and editing with experts sharing their experiences and recommendations for next steps. This book will be of relevance to postgraduate students, researchers and academics in the fields of literary studies, higher education, language arts, and applied linguistics. Teaching and learning professionals, policymakers, proofreaders, and editors can also benefit from the volume.
Prophetic Otherness: Constructions of Otherness in Prophetic Literature (The Library of Hebrew Bible/Old Testament Studies)
This collection argues that the final form of prophetic texts attempts a picture of stability; of a new world that emerges in the aftermath of the turbulent experiences of Israel/Judah's history, sustained by a coherent community and identity. The essays within both describe and analyse the various categories of otherness in prophetic literature which threaten such an identity, displaying the complex and contradictory nature of such depictions -- particularly given the reality that these texts emerge from communities considered other.The contributors provides an interdisciplinary exploration of otherness that draws upon multiple insights into the conception and expression of the other, beyond obvious examples traditionally examined in Biblical Studies. Touching upon the rhetoric associated with identity markers such as space, race/ethnicity, gender and religious activity, Prophetic Otherness allows for further consideration of the ethics of the prophetic corpus, and its understanding of fairness and justice in relation to broad communities.
Proximity as Method: Concepts for Coexistence in the Global Past and Present (Transdisciplinary Souths)
This book examines proximity as a benchmarked concept that can be deployed across a range of humanities disciplines to rethink the ways in which existences in the world are always already coexistences – and to parse the heuristic, ethical, epistemological, praxeological consequences of this recognition.The volume:- Brings together diverse theoretical approaches and utilizes a range of methodological instruments – conceptual, textual-analytic (whether in the realm of literary or religious studies, or theology or law), archival, digital, sociological or politological;- Includes empirical case-studies that allow calibrated and scaled exemplifications;- Launches forays onto unexplored conceptual terrain, or call into question hallowed truths of scholarly procedure.The volume will be essential reading for students and early researchers in the social sciences and the humanities.
Psalms: My Psalm My Context (Texts @ Contexts)
This unique volume on the Psalms is the final Hebrew Bible installment of the Texts@Contexts series. Each contribution provides a contextual reflection on a Psalm as chosen by the contributor. These contributions take account of the contributor's own personal context or the contexts of those around them, providing readings that are varied in geographical and linguistic scope, that reflect on pressing themes such as immigration, diversity, race, marginalized voices (such as those of adults with learning disabilities) and postcolonialism. Scholars also reflect on their own contexts of research and education. Taken together the contributions to this volume provide a sort of contextual commentary on the Psalms, gathering a wide range of voices and reflecting a diverse range of cultural afterlives of the Psalms.
Psalms and the Use of the Critical Imagination: Essays in Honour of Professor Susan Gillingham (The Library of Hebrew Bible/Old Testament Studies)
The contributors provide fresh insight into the context surrounding the composition and reception of the Psalms, the relationships between the Psalms, and of early audiences who engaged with the material. Close attention is also paid to specific interpretative problems which emerge in the Psalms, both linguistic and theological. Consequently, there is the creation of a more sophisticated historical reconstruction of how the Psalms were used originally and in subsequent periods, opening up challenges and possibilities for scholars through emphasizing the need in critical Psalms scholarship for vitality and imagination.
Psychology-Based Activities for Supporting Anxious Language Learners: Creating Calm and Confident Foreign Language Speakers (Bloomsbury Guidebooks for Language Teachers)
A quiet, anxious class can be an uncomfortable learning experience for all concerned, yet it can be a situation language educators regularly face. This volume offers a range of activities which teachers can use with both classes and individual students to reduce their anxiety and increase their confidence for speaking. Drawn from a variety of theoretical backgrounds and educational contexts, the activities are presented in a clear and easy-to-follow format, allowing educators to choose according to the needs of their students and style of instruction. By describing the theories, reasons and events which gave rise to the development of the activities, readers will be able to recognise their own experiences and easily realise how they might put the activities into practice in their own situations. Theories and practices explored include: mindfulness, flow practices, self-esteem theory, Stoic philosophy, attribution retraining, Cognitive Behaviour Therapy (CBT) and positive evaluation.
Psychology of Education: Theory, Research and Evidence-Based Practice
Educational psychology applies psychological theories, ideas and methods to education and to understandings of teaching and learning, both in the classroom and beyond. As last few months have shown, psychology can have a huge impact both on and in education. This practical guide applies evidence-based practice to real-life scenarios over a broad range of topics in the psychology of education, from its historical roots to digital learning, and from cognitive development to diversity and cultural differences. Essential reading for students of education, psychology, and educational psychology, as well as teacher trainees and practising educators working with learners of any age, this textbook offers a variety of perspectives and advice on contemporary issues in educational psychology. Janet Lord is Faculty Head of Education at Manchester Metropolitan University.
The Psychology Student’s Guide to Study and Employability
How does a Psychology degree work? Where will it lead me? What skills are employers looking for? Psychology is one of the most popular undergraduate degree subjects in the UK, which is no surprise given the wide range of transferrable skills it offers. But how to translate these skills into job opportunities? And which career paths to explore? If you are considering studying psychology, or you are already a psychology student looking at your next steps, this book is for you. Written by leading academics, this handy guide interweaves both study skills and employability skills, providing advice across all three years of your course and talking you through the different options open to you after graduation. From writing essays to revising for exams, and from careers in and outside of professional psychology to further academic study, this book covers everything a psychology student needs to know – even how to make the most of your social life! Graham Davey is Emeritus Professor of Psychology at the University of Sussex.
Publicly Engaged Scholars: Next-Generation Engagement and the Future of Higher Education
The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university. This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy. These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building. This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality.
Pushing the Boundaries of Human Rights Education: Concepts, Challenges and Contexts
This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities. It presents international studies of HRE in varied contexts (e.g. Uganda, Japan, Ireland) to explore the views and experiences of children who identify as human rights defenders, initial teachers’ understandings of concepts such as teacher agency in conflict-affected settings, and the barriers to children’s political agency. The book also highlights HRE in practice including participatory research with very young children as co-researchers and realising rights through play pedagogies, creative writing approaches and picturebooks. An HRE lens is also brought to bear on emerging subjects such as relationships and sexuality education and well-being. Aimed at educators, researchers and practitioners, and engaging with a range of concepts, contexts and contemporary challenges, this book offers new insights into HRE, particularly in the context of issues relating to children’s rights education and participation.
Putting Critical Language Pedagogy into Practice
Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum. A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection – the author’s story and issue of concern; Epistemic Reflexivity – personal epistemologies reflecting on the social conditions influencing the theory underpinning that author’s practices; Resolved action – how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts. Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners. The idea for this book emerged during the Fulbright scholarship at Texas Woman’s University out of the mutual research interests of the editors.
Putting the EYFS Curriculum into Practice
How should practitioners and leaders set about designing and implementing their curriculum in the Early Years Foundation Stage? Written by experts in the field, this book provides clear, practical guidance on each of the 7 areas of learning and development in the revised (2021) EYFS. Chapters cover key topics including, assessment, inclusion of children with SEND, English as an Additional Language, equalities, anti-racism, provision for disadvantaged children, professional development and using research and evidence. Designed for practising teachers, early years educators, students on early years degrees and trainee teachers, this engaging book provides an accessible guide to putting revised EYFS into practice. Dr Julian Grenier CBE is the headteacher of Sheringham Nursery School and Children’s Centre. He was the lead writer of Development Matters (2021). Caroline Vollans is a psychoanalyst and author. She writes for a wide range of early years publications and is author of Wise Words: How Susan Isaacs Changed Parenting.
Putting the Local in Global Education: Models for Transformative Learning Through Domestic Off-Campus Programs
The position taken in this volume is that domestic off-campus study can be just as powerful a transformative learning experience as study overseas, and that domestic programs can equally expand students’ horizons, their knowledge of global issues and processes, their familiarity and experience with cultural diversity, their intercultural skills, and sense of citizenship.This book presents both the rationale for and examples of “study away”, an inclusive concept that embraces study abroad while advocating for a wide variety of domestic study programs, including community-based education programs that employ academic service-learning and internships.With the growing diversification—regionally, demographically, culturally, and socio-economically—of developed economies such as the US, the local is potentially a “doorstep to the planet” and presents opportunities for global learning. Moreover, study away programs can address many of the problematic issues associated with study abroad, such as access, finance, participation, health and safety, and faculty support. Between lower costs, the potential to increase the participation of student cohorts typically under-represented in study abroad, the lowering of language barriers, and the engagement of faculty whose disciplines focus on domestic issues, study at home can greatly expand the reach of global learning.The book is organized in five sections, the first providing a framework and the rationale for domestic study way programs; addressing administrative support for domestic vs. study abroad programs; exploring program goals, organization, structure, assessment and continuous improvement; and considering the distinct pedagogies of experiential and transformative education.The second section focuses on Semester Long Faculty Led Programs, featuring examples of programs located in a wide variety of locations – from investigations into history, immigration, culture, and the environment through localities in the West and the Lowcountry to exploring globalization in L.A and New York. Section three highlights five Short Term Faculty Led Programs. While each includes an intensive immersive study away experience, two illustrate how a 7 – 10 day study away experience can be effectively embedded into a regular course taught on campus. The fourth section, on Consortium Programs, describes programs that are either sponsored by a college that makes its program available to consortium members and non-members, or is offered by an independent non-for-profit to which institutions send their students. The final section on Community Engagement and Domestic Study Away addresses the place of community-based education in global learning and provides examples of academic programs that employ service-learning as a tool for collaborative learning, focusing on issues of pedagogy, faculty development and the building long-term reciprocal relationship with community partners to co-create knowledge.The book is intended for study abroad professionals, multicultural educators, student affairs professionals, alternative spring break directors, and higher education administrators concerned about affordably expanding global education opportunities.
Qualität bei zusammengeführten Daten: Befragungsdaten, administrative Daten, neue digitale Daten: miteinander besser? (Schriftenreihe der ASI - Arbeitsgemeinschaft Sozialwissenschaftlicher Institute)
Die Zusammenführung von Daten aus verschiedenen Quellen eröffnet der akademischen Sozialforschung, der Marktforschung wie auch der amtlichen Statistik vielversprechende Chancen. Das Buch gibt einen Überblick über aktuelle Anwendungen der Datenzusammenführung in den verschiedenen Bereichen sowie über die damit verbundenen Chancen und Risiken.
Qualitative Research Methods in English Medium Instruction for Emerging Researchers: Theory and Case Studies of Contemporary Research (Qualitative and Visual Methodologies in Educational Research)
This timely book will guide researchers on how to apply qualitative research methods to explore English-medium instruction (EMI) issues, such as classroom interactions, teachers’ and students’ perceptions on language and pedagogical challenges, and stakeholders’ views on the implementation of EMI. Each chapter focuses on a specific type of qualitative research methodology, beginning with an overview of the research and the method used, before presenting a unique case study. Chapters will also identify the process that EMI researchers went through to conduct their research, the key dilemmas they faced, and focus particularly on the methodological issues they encountered. By exploring these issues and providing up-to-date insights in contexts across the globe, this book informs theory or the lack thereof, underlying research into the phenomenon of EMI. This text will be indispensable for researchers who want to learn and acquire skills in conducting qualitative research in EMI, as well as undergraduate and postgraduate students reading in the fields of applied linguistics and language education.
Quality and Inclusion in Education: The Persisting Challenges
This book calls for an equitable and qualitative access to education for all. It proposes paradigms of educational governance that are based on coalition building between key stakeholders, are grounded in local and cultural contexts, sensitive to the language needs of communities. It underlines the significance of gender sensitive and inclusive approaches that ensure equity for marginalized children and minorities. Based on research-based studies, the volume focuses on equity, quality, and learning — covering a broad spectrum, from school to higher, to adult education. It discusses the multiple learner deprivations amongst the marginalized communities and the severe impact of events such as pandemics that exacerbate learner inequities and the recent developments in India under the National Education Policy 2020. It also presents research-based country experiences in the Asian (India, Bangladesh, China) and African (Ghana, South Africa) contexts, showing how external influences on the changing priorities in policy perspectives cut across developing countries. Compiled in honour of Professor R. Govinda, this volume of insightful articles will be of interest to students and researchers of educational policy and studies, sociology of education, equity and human rights. It will also be useful for decision makers and think tanks.
Quantitative History and Uncharted People: Case Studies from the South African Past
One of the biggest challenges in the study of history is the unreliable nature of traditional archival sources which omit histories of marginalised groups. This book makes the case that quantitative history offers a way to fill these gaps in the archive. Showcasing 13 case studies from the South African past, it applies quantitative sources, tools and methods to social histories from below to uncover the experiences of unchartered peoples. Examining the occupations of slaves, victims of the Spanish flu, health of schoolchildren and more, it shows how quantitative tools can be particularly powerful in regions where historical records are preserved, but questions of bias and prejudice pervade. Applying methods such as GIS mapping, network analysis and algorithmic matching techniques it explores histories of indigenous peoples, women, enslaved peoples and other groups marginalised in South African history. Connecting quantitative sources and new forms of data interpretation with a narrative social history, this book offers a fresh approach to quantitative methods and shows how they can be used to achieve a more complete picture of the past.
Queer Ear: Remaking Music Theory
Through provisional, idiosyncratic, and non-normative listening practices, Queer Ear: Remaking Music Theory counters music theory's continuing tendencies towards rationality, unity, unilinearity, teleology, and logical certainty. In this volume, editor Gavin S.K. Lee brings together a diverse group of music theorists who issue queer challenges to both music theory and musicology and show that queerness is integral to music-theoretical practice. These investigations of the "queer ear" and queer soundings, while drawing upon a broad range of approaches, are united by the repurposing of "hard" music-theoretical apparatuses, as well as "soft" apparatuses like narratology and cultural theory, for queer ends. Such repurposings contribute to the search for general principles--or a theory--of queering that counters mainstream music theory's proclivities, instead encouraging everyone to experiment with queer ways of listening. Through the lenses of queer temporality, queer narratology, and queer music analysis, the essays examine a wide variety of artists and composers, including Sun Ra, Cowell, Czernowin, Henze, Schubert, and Schumann; theories ranging from Schenker to queer shame, disability studies, and posthumanism; and authors such as Edward Cone and Edward Prime-Stevenson. Together, they rethink the field's major tenets, examine hidden histories, and view listening practices from the perspective of non-normative subjectivities. Ultimately, Queer Ear works to queer the field of music theory while paying heed to the ways in which music theory intersects with diverse, embodied LGBTQ lives.
Queer Precarities in and out of Higher Education: Challenging Institutional Structures
Queer Precarity in Higher Education looks at queer scholars pushing against institutional structures, and the queer knowledge that gets pushed out by universities. It provides insight into the work of, in and beyond academia as it is un-done in the contemporary (post)Covid moment, not least by queer academic-activists.This radical un-doing represents cycles of queer precarity, pragmatism and participation both situating and questioning the 'queer arrival' of institutionalized programmes and presences (e.g. queer and gender studies degrees, prominent and public feminist academics). In this book, the contributors push back against contemporary educational precarity, mobilizing queer insight and insistence; and push back against confinement of the University, socially and spatially. The collection brings together academic-activist perspectives to extend understandings of experiences of marginalization and inequality in higher education. It also documents the diversity of tactics with which queers negotiate and resist the various, shifting and interconnected forms of precarity and privilege found on the edges of academia.Contributors consider these issues from inside/outside academia and across career course, challenging the 'queer arrival' as emanating outward from the university to the community, from the academic to the activist, or from a state of privilege to a place of precarity.