- Table View
- List View
Controversy in Marketing Theory: For Reason, Realism, Truth and Objectivity
by Shelby D. HuntIn this book distinguished theorist and author Shelby D. Hunt analyzes the major controversies in the "philosophy debates" raging throughout the field of marketing. Using an historical approach, Hunt argues against relativism and for scientific realism as a philosophy for guiding marketing research and theory. He also shows how the pursuit of truth and objectivity in marketing research are both possible and desirable. Specific controversies analyzed in the book include: Does positivism dominate marketing research? Does positivism imply quantitive methods? Is relativism an appropriate foundation for marketing research? Does relativism imply pluralism, tolerance, and openness? Should marketing pursue the goal of objective research? An ideal companion to Hunt's classic text, Foundations of Marketing Theory, this volume will be equally useful on its own in any graduate level course on marketing theory.
Controversy in the Classroom: The Democratic Power of Discussion
by Diana E. HessIn a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for "safe" knowledge and "safe" teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.
Controversy in the Classroom: The Democratic Power of Discussion
by Diana E. HessIn a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for "safe" knowledge and "safe" teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.
Convention on the Rights of Persons with Disabilities CRPD Myanmar
by Government MyanmarThe ratification of the Convention on the Rights of Persons with Disabilities (CRPD) by Myanmar on 7 December 2011 brings a total of 108 States Parties to the CRPD, while the Optional Protocol (OP) has 63 ratifications.
Convergence Guidebook for Corporate Financial Reporting
by Bruce PounderAs a result of the global convergence of financial reporting standards, U.S. GAAP is changing profoundly. U.S. GAAP is also being abandoned by many public and private companies, and will eventually be replaced by a higher-quality set of global standards. The Convergence Guidebook for Corporate Financial Reporting provides the timely, practical guidance that CFOs, controllers, and other financial managers need in order to prepare for the impact of Convergence on their companies, departments, and careers. Guidebook readers will also learn why they must begin preparing for "the next big challenge in corporate financial reporting" now.
Convergence Guidebook for Corporate Financial Reporting
by Bruce PounderAs a result of the global convergence of financial reporting standards, U.S. GAAP is changing profoundly. U.S. GAAP is also being abandoned by many public and private companies, and will eventually be replaced by a higher-quality set of global standards. The Convergence Guidebook for Corporate Financial Reporting provides the timely, practical guidance that CFOs, controllers, and other financial managers need in order to prepare for the impact of Convergence on their companies, departments, and careers. Guidebook readers will also learn why they must begin preparing for "the next big challenge in corporate financial reporting" now.
The Convergence of Distance and Conventional Education: Patterns of Flexibility for the Individual Learner
by Roger Mills Alan TaitThis volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives.The fourteen chapters engage critically with a range of aspects of convergence, including:* how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance?* to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners?* how well will the variety of learners be served by systems that are converging?* what are the managerial issues at institutional level where converging systems are being developed?
The Convergence of Distance and Conventional Education: Patterns of Flexibility for the Individual Learner (Routledge Studies In Distance Education)
by Alan Tait Roger MillsThis volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives.The fourteen chapters engage critically with a range of aspects of convergence, including:* how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance?* to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners?* how well will the variety of learners be served by systems that are converging?* what are the managerial issues at institutional level where converging systems are being developed?
Convergent Teaching: Tools to Spark Deeper Learning in College (Reforming Higher Education: Innovation and the Public Good)
by Aaron M. Pallas Anna NeumannAmid the wide-ranging public debate about the future of higher education is a tension about the role of the faculty as instructors versus researchers and the role of teaching in the mission of a university. What is absent from that discourse is any clear understanding of what constitutes good teaching in college. In Convergent Teaching, masterful professors of education Aaron M. Pallas and Anna Neumann make the case that American higher education must hold fast to its core mission of fostering learning and growth for all people.Arguing that colleges and universities do this best through their teaching function, the book portrays teaching as a professional practice that teachers should actively hone. Drawing on rich research on K–12 classroom teaching, the authors develop the novel idea of convergent teaching, an approach that attends simultaneously to what students are learning and the personal, social, and cultural contexts shaping this process. Convergent teaching, they write, spurs teachers to join students' cognitions with the students' emotions and identities as they learn. Offering new ways to think about how college teachers can support and advance their students' learning of core disciplinary ideas, Pallas and Neumann outline targeted actions that campus administrators, public policy makers, and foundation leaders can take to propel such efforts. Vivid examples of instructors enacting three key principles—targeting, surfacing, and navigating—help bring the idea of convergent teaching to life.Full of research-based, practical ideas for better teaching and learning, Convergent Teaching presents numerous instances of successful campus-based initiatives. It also sets a bold agenda for disciplinary organizations, philanthropies, and the federal government to support teaching improvement. This book will challenge higher education students while motivating college administrators and faculty to enact change on their campuses.
Convergent Teaching: Tools to Spark Deeper Learning in College (Reforming Higher Education: Innovation and the Public Good)
by Aaron M. Pallas Anna NeumannAmid the wide-ranging public debate about the future of higher education is a tension about the role of the faculty as instructors versus researchers and the role of teaching in the mission of a university. What is absent from that discourse is any clear understanding of what constitutes good teaching in college. In Convergent Teaching, masterful professors of education Aaron M. Pallas and Anna Neumann make the case that American higher education must hold fast to its core mission of fostering learning and growth for all people.Arguing that colleges and universities do this best through their teaching function, the book portrays teaching as a professional practice that teachers should actively hone. Drawing on rich research on K–12 classroom teaching, the authors develop the novel idea of convergent teaching, an approach that attends simultaneously to what students are learning and the personal, social, and cultural contexts shaping this process. Convergent teaching, they write, spurs teachers to join students' cognitions with the students' emotions and identities as they learn. Offering new ways to think about how college teachers can support and advance their students' learning of core disciplinary ideas, Pallas and Neumann outline targeted actions that campus administrators, public policy makers, and foundation leaders can take to propel such efforts. Vivid examples of instructors enacting three key principles—targeting, surfacing, and navigating—help bring the idea of convergent teaching to life.Full of research-based, practical ideas for better teaching and learning, Convergent Teaching presents numerous instances of successful campus-based initiatives. It also sets a bold agenda for disciplinary organizations, philanthropies, and the federal government to support teaching improvement. This book will challenge higher education students while motivating college administrators and faculty to enact change on their campuses.
Convergent Thinking for Advanced Learners, Grades 3–5 (Integrated Lessons in Higher Order Thinking Skills)
by Emily Hollett Anna CassaliaConvergent Thinking for Advanced Learners, Grades 3–5 will teach students how to approach problems with a critical and evidence-based mindset. Convergent thinking is a skill which helps students arrive at defensible solutions. Working through the lessons and handouts in this book, students will learn strategies and specific academic vocabulary in the sub-skills of observation, using evidence, considering perspectives, reflection, and deduction to find accurate solutions. This curriculum provides cohesive, scaffolded lessons to teach each targeted area of competency, followed by authentic application activities for students to then apply their newly developed skill set. This book can be used as a stand-alone gifted curriculum or as part of an integrated curriculum. Each lesson ties in both reading and metacognitive skills, making it easy for teachers to incorporate into a variety of contexts.
Convergent Thinking for Advanced Learners, Grades 3–5 (Integrated Lessons in Higher Order Thinking Skills)
by Emily Hollett Anna CassaliaConvergent Thinking for Advanced Learners, Grades 3–5 will teach students how to approach problems with a critical and evidence-based mindset. Convergent thinking is a skill which helps students arrive at defensible solutions. Working through the lessons and handouts in this book, students will learn strategies and specific academic vocabulary in the sub-skills of observation, using evidence, considering perspectives, reflection, and deduction to find accurate solutions. This curriculum provides cohesive, scaffolded lessons to teach each targeted area of competency, followed by authentic application activities for students to then apply their newly developed skill set. This book can be used as a stand-alone gifted curriculum or as part of an integrated curriculum. Each lesson ties in both reading and metacognitive skills, making it easy for teachers to incorporate into a variety of contexts.
Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences
by Tamer G. Amin Olivia LevriniConceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.
Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences
by Tamer G. Amin Olivia LevriniConceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.
Converging Regional Education Policy in France and Germany (Comparative Territorial Politics)
by Claire DupuyHow have regionalization processes across Europe impacted on policy convergence? This book takes as its starting point the curious fact that autonomous regional policymaking may be parallel to regional governments pursuing policy similarity. The author proposes that these observations are paradoxical only if sector-specific policy norms are disregarded and when autonomy is considered as the exclusive goal of regional governments. Focusing on common yet under-studied regional situations where a sense of cultural or historical distinctiveness is not readily apparent, if at all, the book argues that in policy sectors where norms of territorial equality have long been dominant, regional governments endorse them as a way to secure or expand their policy capacity when the central state or other policy entrepreneurs challenge it. This results in converging policies. A textured comparative account of educational policymaking in German Länder and French conseils régionaux over three decades forms the backbone of this analysis of policymaking in ordinary regions.
Conversation Analysis (Second Language Acquisition Research Series)
by Numa MarkeeConversation analysis is a methodology that originated over three decades ago as a sociolinguistic approach but has since been adopted by scholars in a variety of other areas, including applied linguistics and communication. It is of great utility in second language acquisition research for its demonstrations of how micro-moments of socially distributed cognition instantiated in conversational behavior contribute to observable changes in the participants' states of knowing and using a new language. This volume describes the methodology in detail, discusses its relevance for current theories of SLA, and uses two extended examples of conversational analysis to show how learners succeed or fail at the job of learning the meaning of a word or phrase in conversational context. This book is one of several in LEA's Second Language Acquisition Research Series dealing with specific data collection methods or instruments. Each of these monographs addresses the kinds of research questions for which the method/instrument is best suited, its underlying assumptions, a characterization of the method/instrument and extended description of its use and problems associated with its use. For more information about these volumes, please visit LEA's Web site at www.erlbaum.com
Conversation Analysis: Capturing Transitions In The Classroom (Second Language Acquisition Research Series #295)
by Numa MarkeeConversation analysis is a methodology that originated over three decades ago as a sociolinguistic approach but has since been adopted by scholars in a variety of other areas, including applied linguistics and communication. It is of great utility in second language acquisition research for its demonstrations of how micro-moments of socially distributed cognition instantiated in conversational behavior contribute to observable changes in the participants' states of knowing and using a new language. This volume describes the methodology in detail, discusses its relevance for current theories of SLA, and uses two extended examples of conversational analysis to show how learners succeed or fail at the job of learning the meaning of a word or phrase in conversational context. This book is one of several in LEA's Second Language Acquisition Research Series dealing with specific data collection methods or instruments. Each of these monographs addresses the kinds of research questions for which the method/instrument is best suited, its underlying assumptions, a characterization of the method/instrument and extended description of its use and problems associated with its use. For more information about these volumes, please visit LEA's Web site at www.erlbaum.com
Conversation Analysis and a Cultural-Historical Approach: Comparing Research Perspectives on Children’s Storytellings
by Anna Filipi Christina Davidson Nikolay VeresovThis book explores the distinct approaches of conversation analysis (CA) and cultural-historical theory to investigations of childhood storytelling with children aged 15 months to nine years. The authors draw on a rich set of data that depict children’s interactions with parents, teachers and peers as they talk together after having read stories, as they recount their experiences, as they enact stories through play, and as they participate in school activities in science and in literacy tasks. The book demonstrates the matters that concern CA and cultural-historical theory and explore in what ways comparisons can work to inform research design to understand how far the boundaries of approaches can be stretched, and the challenges in attempting to do so. In this process the authors focus on adding to knowledge about children’s rich interactional competencies and development as they tell stories, and on providing research-based evidence for parent, teacher and teacher educator practices.
Conversation Analysis and Discourse Analysis: A Comparative and Critical Introduction (1st edition) (PDF)
by Robin Wooffitt`This is one of those books that, researchers, students and teachers want to have on their desks, because it answers questions, clarifies confusing areas, and provides accessible overviews of sometimes technical work - and all in prose that is unpretentious and engaging' - British Journal of Sociology `There is no doubt that conversation analysis (CA) is an impressive and valuable approach to studying discourse, and Wooffitt does an excellent job of demonstrating its analytical sophistication and rigour' - European Journal of Communication `This is an excellent book: clear, engaging and authoritative. It treads a path through the many confusions and provides a map of the fields of conversation analysis, discourse analysis, critical discourse analysis and discursive psychology which is better than any currently available. It will be a valuable resource in teaching' - Professor Jonathan Potter, Loughborough University `An excellent exposition: concepts are explained and put into context, and the reader is guided from introductory to advanced levls of discussion. Wooffitt sets out and answers the kinds of questions typically raised by students and others about relations and differences between discourse and conversation analysis. . . engaging and useful' - Professor Derek Edwards, Loughborough University This significant text by Robin Wooffitt is the first to systematically examine the complex relationship between conversation analysis and discourse analysis. It comes at a timely moment: despite the close connection between the two forms of analyses in academic research, no other existing text explains these links methodically, comprehensively and for the benefit of undergraduate and master's students. Key features of this text: - It takes students from first principles up to more advanced debates, and is therefore suitable for under grad and MA/PhD students. - Careful illustration of methodological approaches through detailed analysis of data. - Clarity of writing; lengthy chapter summaries; further readings; glossary of CA/DA terminology as an appendix. Conversation Analysis and Discourse Analysis shows how the methods and findings of conversation and discourse analysis may inform the development of empirical research questions. It will therefore be an invaluable resource for social science students on courses which require them to undertake practical or empirical exercises.
Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and Relationships (Directions in Ethnomethodology and Conversation Analysis)
by Amanda BatemanThis book provides insight into the everyday activities co-produced by teachers and young children, demonstrating the fine details of teaching and learning as knowledge is shared through the everyday activities of talk-in-interaction. Adopting an ethnomethodological perspective, together with conversation analysis and membership categorisation analysis, it reveals how teaching and learning are jointly accomplished during activities such as pretend play episodes, during disputes, managing illness and talking about the environment. Through in-depth studies of child-teacher interactions, the book explores the means by which knowledge is transferred and episodes of teaching and learning are co-constructed by participants, shedding light on the co-production of social order, the communication of knowledge and manner in which professional and relational identities are made relevant in interaction. As such, Conversation Analysis and Early Childhood Education will be of interest not only to scholars of ethnomethodology and conversation analysis, but also to those working in the areas of early childhood studies and pedagogy.
Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and Relationships (Directions in Ethnomethodology and Conversation Analysis)
by Amanda BatemanThis book provides insight into the everyday activities co-produced by teachers and young children, demonstrating the fine details of teaching and learning as knowledge is shared through the everyday activities of talk-in-interaction. Adopting an ethnomethodological perspective, together with conversation analysis and membership categorisation analysis, it reveals how teaching and learning are jointly accomplished during activities such as pretend play episodes, during disputes, managing illness and talking about the environment. Through in-depth studies of child-teacher interactions, the book explores the means by which knowledge is transferred and episodes of teaching and learning are co-constructed by participants, shedding light on the co-production of social order, the communication of knowledge and manner in which professional and relational identities are made relevant in interaction. As such, Conversation Analysis and Early Childhood Education will be of interest not only to scholars of ethnomethodology and conversation analysis, but also to those working in the areas of early childhood studies and pedagogy.
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/ EFL Teachers (ESL & Applied Linguistics Professional Series)
by Jean Wong Hansun Zhang WaringConversation and speaking skills are the key building blocks for much of language learning. This text increases teachers’ awareness about spoken language and suggests ways of applying that knowledge to teaching second-language interaction skills based on insights from Conversation Analysis (CA). Conversation Analysis and Second Language Pedagogy: reviews key CA concepts and findings directly connects findings from CA with second language pedagogy presents a model of interactional practices grounded in CA concepts includes numerous transcripts of actual talk invites readers to complete a variety of tasks to solidify and extend their understandings features a useful collection of practical teaching activities. The time is ripe for a book that blends conversation analysis and applied linguistics. This text takes that important step, extending the reaches of these once separate academic fields. Assuming neither background knowledge of conversation analysis nor its connection to second language teaching, it is designed for courses in TESOL and applied linguistics and as a resource for experienced teachers, material developers, and language assessment specialists seeking to update their knowledge and hone their craft.
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/ EFL Teachers (ESL & Applied Linguistics Professional Series)
by Jean Wong Hansun Zhang WaringConversation and speaking skills are the key building blocks for much of language learning. This text increases teachers’ awareness about spoken language and suggests ways of applying that knowledge to teaching second-language interaction skills based on insights from Conversation Analysis (CA). Conversation Analysis and Second Language Pedagogy: reviews key CA concepts and findings directly connects findings from CA with second language pedagogy presents a model of interactional practices grounded in CA concepts includes numerous transcripts of actual talk invites readers to complete a variety of tasks to solidify and extend their understandings features a useful collection of practical teaching activities. The time is ripe for a book that blends conversation analysis and applied linguistics. This text takes that important step, extending the reaches of these once separate academic fields. Assuming neither background knowledge of conversation analysis nor its connection to second language teaching, it is designed for courses in TESOL and applied linguistics and as a resource for experienced teachers, material developers, and language assessment specialists seeking to update their knowledge and hone their craft.
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers (ESL & Applied Linguistics Professional Series)
by Jean Wong Hansun Zhang WaringNow in its second edition, this volume offers a strong synthesis of classic and current work in conversation analysis (CA), usefully encapsulated in a model of interactional practices that comprise interactional competence. Through this synthesis, Wong and Waring demonstrate how CA findings can help to increase language teachers’ awareness of the spoken language and suggest ways of applying that knowledge to teaching second language interaction skills. The Second Edition features: Substantial updates that include new findings on interactional practices Reconceptualized, reorganized, and revised content for greater accuracy, clarity, and readability Expanded key concepts glossary at the end of each chapter New tasks with more transcripts of actual talk New authors' stories The book is geared towards current and prospective second or foreign language teachers, material developers, and other language professionals, and assumes neither background knowledge of conversation analysis nor its connection to second language teaching. It also serves as a handy reference for those interested in key CA findings on social interaction.
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers (ESL & Applied Linguistics Professional Series)
by Jean Wong Hansun Zhang WaringNow in its second edition, this volume offers a strong synthesis of classic and current work in conversation analysis (CA), usefully encapsulated in a model of interactional practices that comprise interactional competence. Through this synthesis, Wong and Waring demonstrate how CA findings can help to increase language teachers’ awareness of the spoken language and suggest ways of applying that knowledge to teaching second language interaction skills. The Second Edition features: Substantial updates that include new findings on interactional practices Reconceptualized, reorganized, and revised content for greater accuracy, clarity, and readability Expanded key concepts glossary at the end of each chapter New tasks with more transcripts of actual talk New authors' stories The book is geared towards current and prospective second or foreign language teachers, material developers, and other language professionals, and assumes neither background knowledge of conversation analysis nor its connection to second language teaching. It also serves as a handy reference for those interested in key CA findings on social interaction.