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From Isolation to Intimacy: Making Friends without Words (PDF)
by Jane Horwood Phoebe CaldwellIf you have no language, how can you make yourself understood, let alone make friends? Phoebe Caldwell has worked for many years with people with severe intellectual disabilities and/or autistic spectrum disorder who are non-verbal, and whose inability to communicate has led to unhappy and often violent behaviour. In this new book she explores the nature of close relationships, and shows how these are based not so much on words as on the ability to listen, pay attention, and respond in terms that are familiar to the other person. This is the key to Intensive Interaction, which she shows is a straightforward and uncomplicated way, through attending to body language and other non-verbal means of communication, of establishing contact and building a relationship with people who are non-verbal, even those in a state of considerable distress. This simple method is accessible to anyone who lives or works with such people, and is shown to transform lives and to introduce a sense of fun, of participation and of intimacy, as trust and familiarity are established.
From Ivory Tower to Academic Commitment and Leadership: The Changing Public Mission of Universities (Elgar Original Reference Ser.)
by Amalya Oliver-Lumerman Gili S. DroriHow is the public mission of universities to change in the face of today’s global challenges? How is the 21st Century university to balance its long-standing traditions and its commitment to teaching, research and commercialization with rapidly changing social needs and conditions worldwide? And how does the newly defined public role of the university reflect on changes to non-profit organizations in general? Amalya Oliver-Lumerman and Gili S. Drori offer a new model of academic commitment and leadership in response to questions about the new public role of the university. Combining historical and sociological analysis with examples and proposals for academic commitment and leadership, the book reconsiders the social impact of universities and, by extension, public organizations. It offers detailed examples for Academic Leadership and Responsibility (ACL) programs and related projects, contributing to higher education policy-making and discussions around university governance. In exploring the changing public mission of universities, the book also highlights models of social responsibility and leadership that are appropriate for universities, and discusses the translation of CSR to a non-profit public organization. This will be an invigorating read for higher education and organization studies scholars, as it engages with current debates about the future of university models and public sector organisational forms.
From Jesus to John: Essays on Jesus and New Testament Christology in Honour of Marinus de Jonge (The Library of New Testament Studies #84)
by Martinus C. de BoerMarinus de Jonge was Professor of New Testament and Early Christian Literature at Leiden from 1966 to 1991. A former president of Studiorum Novi Testamenti Societas, the International Society of New Testament scholars, he is best known for his work on the 'Testaments of the Twelve Patriarchs' and on the Gospel and Epistles of John. More recently his work on Jesus and early Christology has received critical acclaim: 'Christology in Context. The Earliest Christian Response to Jesus' (1988) and 'Jesus: The Servant-Messiah' (1991). This volume of essays in his honour from a team of international scholars and admirers (from Holland, Great Britain, the United States, Norway and Germany) recognizes his singular and provocative contributions to our understanding of Jesus and New Testament Christology. The essays cover such topics as Jesus' self-understanding, the christological ascriptions of his earliest disciples and followers, the background to New Testament Christology in Judaism, the Christology of Paul, and the Christology of the Gospels, especially John. Together these essays constitute a significant contribution to the discussion about Jesus and the Christology of the earliest Christians.
From Labouring to Learning: Working-Class Masculinities, Education and De-Industrialization (Palgrave Studies in Gender and Education)
by Michael R.M. WardHighly Commended in the Society of Educational Studies Book PrizeThis book explores how economic changes and the growing importance of educational qualifications in a shrinking labour market, particularly effects marginalized young men. It follows a group of young working-class men in a de-industrial community and challenges commonly held representations that often appear in the media and in policy discourses which portray them as feckless, out of control, educational failures and lacking aspiration. Ward argues that for a group of young men in a community of social and economic deprivation, expectations and transitions to adulthood are framed through the industrial legacy of geographically and historically shaped class and gender codes. These codes have an impact on what it means to be a man and what behaviour is deemed acceptable and what is not.
From Language Skills to Literacy: Broadening the Scope of English Language Education Through Media Literacy (Routledge Research in Language Education)
by Csilla WeningerThe narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.
From Language Skills to Literacy: Broadening the Scope of English Language Education Through Media Literacy (Routledge Research in Language Education)
by Csilla WeningerThe narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.
From Martyrs to Murderers: Images of Teachers and Teaching in Hollywood Films (Constructing Knowledge: Curriculum Studies in Action)
by Robert L. DahlgrenIn From Martyrs to Murderers, the author explores the connections between the dark, unflattering representations of public schools, teachers and teaching in popular Hollywood films and the conservative attacks on public education that have culminated in a generation of neo-liberal standards reform measures. The author’s analysis is based on a survey of 60 movies that feature significant interactions between public school teachers and their students. This study employed a textual analysis method involving viewing the films alongside original script material, which reveals that the narratives involving public schools during the late 20th century and early 21st century are distinct from those involving other types of schools or eras. Rather than the romantic figures of earlier portraits, such as Eve Arden’s beloved Our Miss Brooks in the 1940s and 1950s radio and television serial, these teachers are consistently portrayed as negative archetypes, thus providing a rationale for the school reform agenda of the 1980s. The sheer repetition of these damaging images in Hollywood products of the period made the American public more susceptible to the deceptive arguments outlined in A Nation at Risk, the seminal 1983 report that provided the blueprint for the standards reform movement that has dominated education policy for the past generation. This work thus develops upon the critical perspectives of educational historians and social studies educators who have probed this turning point in the history of American schooling. It also offers an alternative means of viewing the reality of life in the nation’s public institutions.
From Mass to Universal Education: The Experience of the State of California and its Relevance to European Education in the Year 2000 (Plan Europe 2000, Project 1: Educating Man for the 21st Century #12)
by G. Benveniste Charles Bensonprecise, appeared until the recent crisis - to many Americans from the East of America's America, as the whole of America seemed to Europeans of a century ago: extreme and strange, full of violent contrasts, contradictory, over-advanced, neo primitive and savage, a land where everything is possible, the hippies and the religious-political fundamentalism of the Orange County, Marcuse, Angela Davis and Norman Brown, Esalen, the new consciousness. Alan Watts and Carlos Castaneda, as well as Patricia Hearst and the Sym bionese Liberation Army, Richard Nixon and his men, the Satan religion, outrageous crimes such as that of the Manson "family" and incredibly scan dalous business deals. For better or worse, California appears as a sort of preview of the European society of the future: the land of the Western World with the greatest immigration and population growth, with enormous cities which in the textbooks of your childhood were hardly even mentioned, e.g. Los Angeles, or were not mentioned at all, as in the case of San Diego and San Jose, a considerable urban development which has taken place almost overnight.
From Me to We: Using Narrative Nonfiction to Broaden Student Perspectives
by Jason GriffithWith this practical book, you’ll learn effective ways to engage students in reading and writing by teaching them narrative nonfiction. By engaging adolescents in narrative, literary, or creative nonfiction, they can cultivate a greater understanding of themselves, the world around them, and what it means to feel empathy for others. This book will guide you to first structure a reading unit around a narrative nonfiction text, and then develop lessons and activities for students to craft their own personal essays. Topics include: Engaging your students in the reading of a nonfiction narrative with collaborative chapter notes, empathy check-ins, and a mini-research paper to deepen students’ understanding; Helping your students identify meaningful life events, recount their experiences creatively, and construct effective opening and closing lines for their personal essays; Encouraging your students to use dialogue, outside research, and a clear plot structure to make their narrative nonfiction more compelling and polished. The strategies in this book are supplemented by examples of student work and snapshots from the author’s own classroom. The book also includes interviews with narrative nonfiction writers MK Asante and Johanna Bear. The appendices offer additional tips for using narrative nonfiction in English class, text and online resources for teaching narrative nonfiction, and a correlation chart between the activities in this book and the Common Core Standards.
From Me to We: Using Narrative Nonfiction to Broaden Student Perspectives
by Jason GriffithWith this practical book, you’ll learn effective ways to engage students in reading and writing by teaching them narrative nonfiction. By engaging adolescents in narrative, literary, or creative nonfiction, they can cultivate a greater understanding of themselves, the world around them, and what it means to feel empathy for others. This book will guide you to first structure a reading unit around a narrative nonfiction text, and then develop lessons and activities for students to craft their own personal essays. Topics include: Engaging your students in the reading of a nonfiction narrative with collaborative chapter notes, empathy check-ins, and a mini-research paper to deepen students’ understanding; Helping your students identify meaningful life events, recount their experiences creatively, and construct effective opening and closing lines for their personal essays; Encouraging your students to use dialogue, outside research, and a clear plot structure to make their narrative nonfiction more compelling and polished. The strategies in this book are supplemented by examples of student work and snapshots from the author’s own classroom. The book also includes interviews with narrative nonfiction writers MK Asante and Johanna Bear. The appendices offer additional tips for using narrative nonfiction in English class, text and online resources for teaching narrative nonfiction, and a correlation chart between the activities in this book and the Common Core Standards.
From Military to Academy: The Writing and Learning Transitions of Student-Veterans
by Mark Blaauw-HaraGrounded in case-study research, this book explores the writing and learning transitions of military veterans at the college level. Providing meaningful research into the ways adult learners bring their knowledge to the classroom, From Military to Academy offers new ways of thinking about pedagogy beyond the “traditional” college experience. From Military to Academy is a detailed picture of how student-veterans may experience the shift to the college experience and academic writing. Grounding his research in the experiences of student-veterans at a community college, Blaauw-Hara integrates adult learning theory, threshold concepts, genre analysis, and student-veteran scholarship to help readers understand the challenges student-veterans experience and the strengths they bring as they enter the academic writing environment. Each chapter takes a different theoretical approach to frame student-veterans’ experiences, and Blaauw-Hara ends each chapter with specific, actionable pedagogical suggestions. Composition studies scholars especially have demonstrated an ongoing interest in and commitment to understanding the experiences of student-veterans from military service to postsecondary education. From Military to Academy helps college writing faculty and writing program administrators understand and support the growing numbers of student-veterans who are making the transition to higher education.
From Mission to Modernity: Evangelicals, Reformers and Education in Nineteenth Century Egypt (Library of Middle East History)
by Paul SedraIn this pioneering account of Egyptian educational history, Paul Sedra describes how Egypt, under Muhammad Ali Pasha, sought to forge a new relationship between the state and its children during the nineteenth century. Through the introduction of modern forms of education, brought to Egypt by evangelical missions, the state aimed to ensure children's loyal service to the state. However, these schemes of educational reform led to unforeseen consequences.Paul Sedra follows the path of one particular educational method, Joseph Lancaster's monitorial system, from its origins in Madras and south London, through its adoption by Christian missionaries as a favoured technique, to its arrival in Egypt as part of the Church Missionary Society's effort to convert Coptic Christians to an evangelical Christianity. Sedra then steps beyond the blueprints of the monitorial school to examine how modern educational techniques were adapted to an Egyptian context. There were moments of contestation as to both the methods and the purposes of education - contestation between Anglican and Presbyterian missionaries, Ottoman and Egyptian officials, Coptic priests and Muslim reformers, and landowners of both faiths on the one hand, and the subaltern inhabitants of the Nile Valley on the other. Despite the missionary origins of monitorial schools in Egypt, the Egyptian state seized upon their techniques in order to establish a new type of relationship between thestate and children - one that would ensure children's loyal service to the state, whether through conscription or forced labour. State educationalists introduced monitorial methods into state schools as a means of ensuring discipline both within and beyond the classroom. Ultimately, modern Egyptian schools emerged from this process of adaptation as a venue for the inculcation of particular values, and sacred texts - whether the Qur'an or the Bible - were cast as codes of morality available for interpretation not only to accredited scholars of Islam and Christianity, but further, to state functionaries. Sedra also explores how students resisted efforts to control their behaviour in creative and complex ways, and how their acts of resistance themselves led to new forms of political identity. In opposing the state's efforts at social control, for instance, students turned to a new cadre of religious leaders, both Christian and Muslim, who suggested that reformation of the faith would reinvigorate Egyptian society, and ultimately enable them to overturn imperialism, whether of the Ottoman or the British variety. Tracing the development of a distinctly Egyptian 'modernity', 'From Mission to Modernity' is indispensable for all those interested in Egyptian history and the history of modern education and reform.
From Missionary Education to Confucius Institutes: Historical Reflections on Sino-American Cultural Exchange (Routledge Research in Asian Education)
by Jeff Kyong-McClain Joseph Tse-Hei LeeFrom Missionary Education to Confucius Institutes examines the history and globalization of cultural exchange between the United States and China and corrects many myths surrounding the incompatibility of American and Chinese cultures in the higher education sphere. Providing a fresh look at the role of non-state actors in advancing Sino-American cross-cultural knowledge exchange, the book presents empirical studies highlighting the diverse experiences and practices involved. Case studies include the U.S.-initiated missionary education in modern China, the involvement of private foundations and professional associations in education, the impact of Chinese and American laws on student exchanges, and the evaluation of the experience of U.S. Confucius Institutes. This book will appeal to students and scholars of U.S. and Chinese higher education from the past to the present, as well as international admission officers and university executives who are concerned about the global educational partnership with China and questions around the internationalization of education more broadly.
From Missionary Education to Confucius Institutes: Historical Reflections on Sino-American Cultural Exchange (Routledge Research in Asian Education)
From Missionary Education to Confucius Institutes examines the history and globalization of cultural exchange between the United States and China and corrects many myths surrounding the incompatibility of American and Chinese cultures in the higher education sphere. Providing a fresh look at the role of non-state actors in advancing Sino-American cross-cultural knowledge exchange, the book presents empirical studies highlighting the diverse experiences and practices involved. Case studies include the U.S.-initiated missionary education in modern China, the involvement of private foundations and professional associations in education, the impact of Chinese and American laws on student exchanges, and the evaluation of the experience of U.S. Confucius Institutes. This book will appeal to students and scholars of U.S. and Chinese higher education from the past to the present, as well as international admission officers and university executives who are concerned about the global educational partnership with China and questions around the internationalization of education more broadly.
From Modes to Keys in Early Modern Music Theory
by Michael R. DoddsFrom Modes to Keys in Early Modern Music Theory addresses one of the broadest and most elusive open topics in music history: the transition from the Renaissance modes to the major and minor keys of the high Baroque. The system Glarean proposed in his 1547 Dodecachordon comprised twelve modes at two transposition levels; the scheme J.S. Bach used to order The Well-Tempered Clavier in 1722 featured two modes at twelve transposition levels. What took place in between? Through deep engagement with the corpus of Western music theory, author Michael R. Dodds presents a model to clarify the factors of this complex shift. The essence of this model lies in the dynamic interplay of three historical-conceptual layers arising successively in the Middle Ages, Renaissance, and Baroque, each layer continuing once introduced. Medieval theorists conceptualized mode along a continuum between tune and scale. Renaissance theorists extended mode from plainchant to polyphony, applying modal theory to such features as cadential hierarchies and contrapuntal imitation. Early Baroque mapping of vocal modality onto the keyboard catalyzed a transformation from the diatonic gamut to the chromatic keyboard as background pitch system, with a corresponding change from ladder to circle as the dominant model for tonal space, culminating in the circle of fifths. Spanning two centuries of music and music theory, and incorporating dozens of diagrams from historical treatises, Dodds provides the first comprehensive study of the transition from the Renaissance modes to the major and minor keys.
From Modes to Keys in Early Modern Music Theory
by Michael DoddsFrom Modes to Keys in Early Modern Music Theory addresses one of the broadest and most elusive open topics in music history: the transition from the Renaissance modes to the major and minor keys of the high Baroque. The system Glarean proposed in his 1547 Dodecachordon comprised twelve modes at two transposition levels; the scheme J.S. Bach used to order The Well-Tempered Clavier in 1722 featured two modes at twelve transposition levels. What took place in between? Through deep engagement with the corpus of Western music theory, author Michael R. Dodds presents a model to clarify the factors of this complex shift. The essence of this model lies in the dynamic interplay of three historical-conceptual layers arising successively in the Middle Ages, Renaissance, and Baroque, each layer continuing once introduced. Medieval theorists conceptualized mode along a continuum between tune and scale. Renaissance theorists extended mode from plainchant to polyphony, applying modal theory to such features as cadential hierarchies and contrapuntal imitation. Early Baroque mapping of vocal modality onto the keyboard catalyzed a transformation from the diatonic gamut to the chromatic keyboard as background pitch system, with a corresponding change from ladder to circle as the dominant model for tonal space, culminating in the circle of fifths. Spanning two centuries of music and music theory, and incorporating dozens of diagrams from historical treatises, Dodds provides the first comprehensive study of the transition from the Renaissance modes to the major and minor keys.
From Modes to Keys in Early Modern Music Theory
by Michael R. DoddsFrom Modes to Keys in Early Modern Music Theory addresses one of the broadest and most elusive open topics in music history: the transition from the Renaissance modes to the major and minor keys of the high Baroque. The system Glarean proposed in his 1547 Dodecachordon comprised twelve modes at two transposition levels; the scheme J.S. Bach used to order The Well-Tempered Clavier in 1722 featured two modes at twelve transposition levels. What took place in between? Through deep engagement with the corpus of Western music theory, author Michael R. Dodds presents a model to clarify the factors of this complex shift. The essence of this model lies in the dynamic interplay of three historical-conceptual layers arising successively in the Middle Ages, Renaissance, and Baroque, each layer continuing once introduced. Medieval theorists conceptualized mode along a continuum between tune and scale. Renaissance theorists extended mode from plainchant to polyphony, applying modal theory to such features as cadential hierarchies and contrapuntal imitation. Early Baroque mapping of vocal modality onto the keyboard catalyzed a transformation from the diatonic gamut to the chromatic keyboard as background pitch system, with a corresponding change from ladder to circle as the dominant model for tonal space, culminating in the circle of fifths. Spanning two centuries of music and music theory, and incorporating dozens of diagrams from historical treatises, Dodds provides the first comprehensive study of the transition from the Renaissance modes to the major and minor keys.
From My Heart: Transforming lives through values
by Neil HawkesValues Education is the philosophy and practice that inspires both children and adults to be the best that they can be. After all, we are all growing, and it is not only our children that can benefit from education and development, but adults too. In his constant bid for better education, author Dr. Neil Hawkes advocates a positive mental attitude which aims to empower young people with a sense of their own future and their potential to shape it according to their own purpose. Neil discusses the benefits of caring for yourself and others, as well as providing medical evidence to support these ideas. He contextualises his philosophy by demonstrating ways in which teachers, parents and pupils can use it to create a happier and more productive learning environment by raising their self-awareness and self-confidence.
From Noah to Israel: Realization of the Primaeval Blessing After the Flood (The Library of Hebrew Bible/Old Testament Studies)
by Carol M. KaminskiThe primaeval blessing, 'Be fruitful and multiply, and fill the earth,' first announced to humankind in Genesis 1.28 is renewed to Noah and his sons after the flood in Genesis 9.1. There is widespread scholarly consensus that the ensuing dispersion in Genesis 10.1-32 and 11.1-9 is the means by which the creation blessing is fulfilled. Kaminski argues that the primeval blessing is not fulfilled in the Table of Nations and that Yahweh's scattering Noah's descendants in the Babel story does not contribute positively to the creation theme. Rather, the creation blessing is being taken up in the primary line of Shem (Genesis 11.10-26), which leads directly to Abraham. She further suggests that divine grace is not absent after the Babel judgment, as is commonly assumed, but is at work in the Shemite genealogy.She argues that the primeval blessing, which is unfulfilled in the primaeval history, is taken up by Abraham and his descendants by means of a divine promise. While the blessing is in the process of being realised in the patriarchal narratives, it is not fulfilled. The multiplication theme is resumed, however, in Exodus 1.7, which describes Israel's proliferation in Egypt. This is the first indication that the creation blessing is fulfilled. Realisation of the primaeval blessing progresses after the flood, therefore, from Noah to Israel. Yet God's blessing on Israel is not for their sake alone - it is the means through which the divine intention for creation will be restored to the world.JSOTS413
From Notepad to iPad: Using Apps and Web Tools to Engage a New Generation of Students
by Matthew GillispieThis book is a one-stop-shop for secondary teachers looking to use iPads effectively in the classroom. The author provides a clear and practical overview of how to implement the technology, manage it, and use it successfully. Each chapter is full of tips and engaging classroom activities. Teachers at all levels of experience and comfort with technology will benefit from the ideas and resources in this book. Special Features: Screen shots and other visuals to help you use the recommended apps and websites Strategies for managing technology use in the classroom Lesson plans that effectively teach literacy and content through the use of technology Connections to the Common Core State Standards Samples of student work using iPads Rubrics for a variety of suggested assignments
From Notepad to iPad: Using Apps and Web Tools to Engage a New Generation of Students
by Matthew GillispieThis book is a one-stop-shop for secondary teachers looking to use iPads effectively in the classroom. The author provides a clear and practical overview of how to implement the technology, manage it, and use it successfully. Each chapter is full of tips and engaging classroom activities. Teachers at all levels of experience and comfort with technology will benefit from the ideas and resources in this book. Special Features: Screen shots and other visuals to help you use the recommended apps and websites Strategies for managing technology use in the classroom Lesson plans that effectively teach literacy and content through the use of technology Connections to the Common Core State Standards Samples of student work using iPads Rubrics for a variety of suggested assignments
From Oppression to Grace: Women of Color and Their Dilemmas within the Academy
by Theodorea Regina Berry Nathalie D. MizelleThis book gives voice to the experiences of women of color--women of African, Native American, Latina, East Indian, Korean and Japanese descent--as students pursuing terminal degrees and as faculty members navigating the Academy, grappling with the dilemmas encountered by others and themselves as they exist at the intersections of their work and identities.Women of color are frequently relegated--on account both of race and womanhood--into monolithic categories that perpetuate oppression, subdue and suppress conflict, and silence voices. This book uses critical race feminism (CRF) to place women of color in the center, rather than the margins, of the discussion, theorizing, research and praxis of their lives as they co-exist in the dominant culture. The first part of the book addresses the issues faced on the way to achieving a terminal degree: the struggles encountered and the lessons learned along the way. Part Two, "Pride and Prejudice: Finding Your Place After the Degree" describes the complexity of lives of women with multiple identities as scholars with family, friends, and lives at home and at work. The book concludes with the voices of senior faculty sharing their journeys and their paths to growth as scholars and individuals.This book is for all women of color growing up in the academy, learning to stand on their own, taking first steps, mastering the language, walking, running, falling and getting up to run again--and illuminates the process of self-definition that is essential to their growth as scholars and individuals.
From Oppression to Grace: Women of Color and Their Dilemmas within the Academy
This book gives voice to the experiences of women of color--women of African, Native American, Latina, East Indian, Korean and Japanese descent--as students pursuing terminal degrees and as faculty members navigating the Academy, grappling with the dilemmas encountered by others and themselves as they exist at the intersections of their work and identities.Women of color are frequently relegated--on account both of race and womanhood--into monolithic categories that perpetuate oppression, subdue and suppress conflict, and silence voices. This book uses critical race feminism (CRF) to place women of color in the center, rather than the margins, of the discussion, theorizing, research and praxis of their lives as they co-exist in the dominant culture. The first part of the book addresses the issues faced on the way to achieving a terminal degree: the struggles encountered and the lessons learned along the way. Part Two, "Pride and Prejudice: Finding Your Place After the Degree" describes the complexity of lives of women with multiple identities as scholars with family, friends, and lives at home and at work. The book concludes with the voices of senior faculty sharing their journeys and their paths to growth as scholars and individuals.This book is for all women of color growing up in the academy, learning to stand on their own, taking first steps, mastering the language, walking, running, falling and getting up to run again--and illuminates the process of self-definition that is essential to their growth as scholars and individuals.
From Pedagogy to Quality Assurance in Education: An International Perspective
by Heidi FlavianEducational development is a dynamic process that is influenced by a variety of factors such as culture, language, and individual societal needs. This book, while acknowledging that the common goal of all is to promote educational attainment for all, investigates how pedagogical approaches and processes of quality assurance differ from one country to another. The authors offer unique and practical perspectives on different pedagogical theories and quality assurance from across the globe. Providing an overview of nine different countries from 4 continents, the scope is truly international. Each chapter showcases the leading pedagogical approach and quality assurance process that is used within a specific country, allowing readers to gain special insight into how a variety of quality assurance tools are developed and put into practice. In an increasingly dynamic and global world, it is more important than ever that educators are equipped to respond to the needs of international student cohorts. This book is a fruitful resource for researchers, educators, pedagogics, psychologists and others, who wish to develop new approaches and educational models to contribute to the efficient process of learning.
From Pedagogy to Quality Assurance in Education: An International Perspective
by Heidi FlavianEducational development is a dynamic process that is influenced by a variety of factors such as culture, language, and individual societal needs. This book, while acknowledging that the common goal of all is to promote educational attainment for all, investigates how pedagogical approaches and processes of quality assurance differ from one country to another. The authors offer unique and practical perspectives on different pedagogical theories and quality assurance from across the globe. Providing an overview of nine different countries from 4 continents, the scope is truly international. Each chapter showcases the leading pedagogical approach and quality assurance process that is used within a specific country, allowing readers to gain special insight into how a variety of quality assurance tools are developed and put into practice. In an increasingly dynamic and global world, it is more important than ever that educators are equipped to respond to the needs of international student cohorts. This book is a fruitful resource for researchers, educators, pedagogics, psychologists and others, who wish to develop new approaches and educational models to contribute to the efficient process of learning.