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Non-direktive Pädagogik: Eine Einführung in Grundlagen und Praxis des selbstbestimmten Lernens (Sozialwissenschaft)
by Wolfgang HinteEs wird ein Konzept pädagogischer Arbeit entwickelt, dessen zentrales Anliegen darin besteht, Lernprozesse im institutionellen und außerschulischen Bereich von erzieherischer Lenkung und Vereinnahmung zu befreien. Die 1. Auflage dieses Werkes ist 1980 im Westdeutschen Verlag erschienen.
Non-direktive Pädagogik: Eine Einführung in Grundlagen und Praxis des selbstbestimmten Lernens (Studienbücher zur Sozialwissenschaft #41)
by Wolfgang Hinte
Non-Fiction for the Literacy Hour: Classroom Activities for Primary Teachers
by Guy Merchant Huw ThomasThis book offers practical guidance for teachers using the National Literacy Strategy at Key Stages 1 and 2, based on the six categories of non-fiction outlined in the Strategy. It gives an accessible introduction to the features of each of these text types. Many teachers now feel confident in working with fiction and poetry, whereas the non-fiction objectives have been more challenging. The book includes new subject knowledge, such as understanding the linguistic features of different text types, and the need to find authentic reading material; practical classroom examples; high-quality photocopiable texts and activity sheets; and detailed guidance on how to work with the material at text, sentence and word level. Each chapter consists of a description of the genre, a text example, a photocopiable double-page spread giving an annotated version of the text, details of the classroom resources for developing the ideas and activity sheets for each text. The book will appeal to all teachers and student teachers working at Key Stages 1 and 2, English and Literacy advisers in LEAs, and providers of initial and in-service training.
Non-Fiction for the Literacy Hour: Classroom Activities for Primary Teachers
by Guy Merchant Huw ThomasThis book offers practical guidance for teachers using the National Literacy Strategy at Key Stages 1 and 2, based on the six categories of non-fiction outlined in the Strategy. It gives an accessible introduction to the features of each of these text types. Many teachers now feel confident in working with fiction and poetry, whereas the non-fiction objectives have been more challenging. The book includes new subject knowledge, such as understanding the linguistic features of different text types, and the need to find authentic reading material; practical classroom examples; high-quality photocopiable texts and activity sheets; and detailed guidance on how to work with the material at text, sentence and word level. Each chapter consists of a description of the genre, a text example, a photocopiable double-page spread giving an annotated version of the text, details of the classroom resources for developing the ideas and activity sheets for each text. The book will appeal to all teachers and student teachers working at Key Stages 1 and 2, English and Literacy advisers in LEAs, and providers of initial and in-service training.
Non-Formal and Informal Science Learning in the ICT Era (Lecture Notes in Educational Technology)
by Michail GiannakosThis book introduces the reader to evidence-based non-formal and informal science learning considerations (including technological and pedagogical innovations) that have emerged in and empowered the information and communications technology (ICT) era. The contributions come from diverse countries and contexts (such as hackerspaces, museums, makerspaces, after-school activities) to support a wide range of educators, practitioners, and researchers (such as K-12 teachers, learning scientists, museum curators, librarians, parents, hobbyists). The documented considerations, lessons learned, and concepts have been extracted using diverse methods, ranging from experience reports and conceptual methods to quantitative studies and field observation using qualitative methods. This volume attempts to support the preparation, set-up, implementation, but also evaluation of informal learning activities to enhance science education.
Non-Formal Education: Flexible Schooling or Participatory Education? (CERC Studies in Comparative Education #15)
by Alan RogersThe Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance.
A Non-Freaked Out Guide to Teaching the Common Core: Using the 32 Literacy Anchor Standards to Develop College- and Career-Ready Students
by Dave Stuart Jr.Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)—teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard's central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, and shows how CCSS skills can be integrated into virtually any existing lesson plan. Getting a firm grasp of the anchor standards is the quickest way to start teaching the key concepts of the CCSS, and this user-friendly guide is designed to pave the way for both the first-time teacher and the experienced pro.
A Non-Freaked Out Guide to Teaching the Common Core: Using the 32 Literacy Anchor Standards to Develop College- and Career-Ready Students
by Dave Stuart Jr.Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)—teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard's central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, and shows how CCSS skills can be integrated into virtually any existing lesson plan. Getting a firm grasp of the anchor standards is the quickest way to start teaching the key concepts of the CCSS, and this user-friendly guide is designed to pave the way for both the first-time teacher and the experienced pro.
Non-Inclusive Education in Central and Eastern Europe: Comparative Studies of Teaching Ethnicity, Religion and Gender
by Katarzyna Górak-Sosnowska and Urszula Markowska-ManistaThis book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of 'silenced' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA.
Non-Inclusive Education in Central and Eastern Europe: Comparative Studies of Teaching Ethnicity, Religion and Gender
This book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of 'silenced' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA.
Non-native Educators in English Language Teaching
by George BraineThe place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.
Non-native Educators in English Language Teaching
by George BraineThe place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.
Non-native English-speaking Engineers’ Writing at the Workplace
by Juan DuBased on 55 semi-structured in-depth interviews, this book investigates 15 high-tech engineering co-op professionals’ writing experience in the workplace. It shows how the digital age has had a marked impact on the engineers’ methods of communication at work, and how on-the -job writing has affected engineers’ technical competence, shaped their professional identities, challenged their views on Chinese and English writing, and hindered their success in the workplace. The book identifies three aspects of writing practice: engineers’ linguistic and literacy challenges, the reasons behind these challenges, and coping strategies, which suggest that engineers are underprepared and lack necessary support in the workplace. Lastly, the study shows that engineers need to engage in technical literacy through on-the-job writing so that they can fully deal with workplace discourse and socialize with diverse professional groups.Since the sample group interviewed in this book is engineers who studied at universities in the United States and have a foot in the world of school and work as well as knowledge of both Eastern and Western cultures, the book appeals to teachers, students, engineers and scientists who are interested in scientific and technological writing. It is also valuable for educators who prepare scientists, engineers, and technical communicators for professional roles, as well as for communication practitioners who work with engineers.
Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (Educational Linguistics #5)
by Enric LlurdaAs non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.
Non-Operating Room Anesthesia E-Book: Expert Consult - Online And Print
by Mark S. Weiss Lee A FleisherThe demand for anesthesiologists outside of the operating room continues to grow as the number of minimally invasive procedures proliferates and the complexity of diagnostic procedures undertaken outside of the OR increase. Non-Operating Room Anesthesia is an easy-to-access, highly visual reference that facilitates an in-depth understanding of NORA procedures and protocols needed to minimize risk and complications and to maximize growth opportunities. Effectively assess and manage risks and differences in procedures through in-depth discussions addressing the unique challenges and issues associated with non-traditional settings. Review the most recent knowledge with updated coverage of the use of the electrophysiology lab (EPL) and cardiac catheterization laboratory (CCL) in the care of the critically ill patient; patient assessment; and anesthetic considerations. Prepare for varying anesthetic conditions in non-OR settings with in-depth discussions on communication, management, and laboratory preparation for anticipated concerns or complications. Glean all essential, up-to-date, need-to-know information about NORA with coverage that surpasses the depth and scope of review articles and other references. Focus on the practical guidance you need thanks to a user-friendly color-coded format, key points boxes, drug descriptions, checklist boxes (for monitors, equipment, and drugs), and over 400 color photos that help you visualize each procedure and setting.
Non-Retaliation in Early Jewish and New Testament Texts: Ethical Themes in Social Contexts (The Library of Second Temple Studies)
by Gordon ZerbeThis study examines the varieties and continuities of ethical exhortations and ideals in the Jewish and Christian traditions (c. 200 BCE-100 CE) that fall under the rubric of non-retaliation. One of the principal conclusions of this thought-provoking work is that a critical factor in determining the shape of non-retaliatory ethics is whether the exhortation is applied to relations within the local and/or elect community or to relations with oppressors of the elect community. It becomes apparent also that the non-retaliatory ethic of the NT stands solidly in the tradition of non-retaliatory ethics in Early Judaism.
Non solo calcoli: Domande e risposte sui perché della matematica (Convergenze)
by Vinicio Villani Claudio Bernardi porcaro roberto Sergio ZoccanteNell'infanzia si pongono i classici interrogativi con tanti “perché?”. Purtroppo poi, nel corso dell'educazione matematica, la curiosità diminuisce e spesso ci si accontenta di chiedere "come si fa?". Questo libro è dedicato ai perché della logica e teoria degli insiemi, dell'analisi matematica, della probabilità e statistica. Si completano così gli argomenti di matematica insegnati a scuola, dopo i precedenti testi di V. Villani sui perché dell’algebra e geometria. Il titolo contiene un messaggio. In logica si affronta il calcolo delle proposizioni, l’analisi matematica è nota anche col nome di calcolo, la probabilità è detta calcolo delle probabilità. In tutti e tre i casi si potrebbe focalizzare l’attenzione sulla parola calcolo. Ma questo è riduttivo: il calcolo è una componente importante, ma altrettanto importante è la comprensione critica di tutto ciò che sta alla base dei calcoli. Il libro è rivolto a chi insegna matematica e a tutte le persone che hanno conservato una genuina curiosità scientifica.
Non-Standard Architectural Productions: Between Aesthetic Experience and Social Action
by Sandra Karina LöschkeThis book captures concepts and projects that reshape the discipline of architecture by prioritizing people over buildings. In doing so, it uncovers sophisticated approaches that go beyond standard architectural protocols to explore experience-based aesthetics, encounters, action-based research, critical practices, and social engagement. If these are widely understood as singular or incompatible approaches, the book reveals that they form a growing network of interrelations and generate levels of flexibility and dynamism that are reshaping the discipline. The thirteen chapters analyze thought-provoking projects – branded museums, restaged exhibitions, home/work spaces, multi-cultural spaces, ageing apartment blocks, abandoned homes, and urban slums amongst them. Together, they enliven the stalled debate about a single architectural response to the complex challenges of the contemporary world by highlighting pluralistic perspectives on architecture that offer fresh solutions on how architecture can improve people’s lives. Featuring essays from an international range of authors, this book makes a vital contribution to our understanding of the wider conditions under which, and in relation to which, contemporary architecture is produced.
Non-Standard Architectural Productions: Between Aesthetic Experience and Social Action
by Sandra Karina LöschkeThis book captures concepts and projects that reshape the discipline of architecture by prioritizing people over buildings. In doing so, it uncovers sophisticated approaches that go beyond standard architectural protocols to explore experience-based aesthetics, encounters, action-based research, critical practices, and social engagement. If these are widely understood as singular or incompatible approaches, the book reveals that they form a growing network of interrelations and generate levels of flexibility and dynamism that are reshaping the discipline. The thirteen chapters analyze thought-provoking projects – branded museums, restaged exhibitions, home/work spaces, multi-cultural spaces, ageing apartment blocks, abandoned homes, and urban slums amongst them. Together, they enliven the stalled debate about a single architectural response to the complex challenges of the contemporary world by highlighting pluralistic perspectives on architecture that offer fresh solutions on how architecture can improve people’s lives. Featuring essays from an international range of authors, this book makes a vital contribution to our understanding of the wider conditions under which, and in relation to which, contemporary architecture is produced.
Non-University Higher Education: Geographies of Place, Possibility and Inequality (Understanding Student Experiences of Higher Education)
by Holly HendersonWhat does 'local' mean when it describes a student or an institution of higher education? Holly Henderson explores this question by telling the story of students studying undergraduate degrees outside of the university, at colleges that offer degree courses but do not have university status. Because the students live at home while studying, and because the institutions themselves are seen to cater for a local rather than global student population, these are local students, studying local higher education. Importantly, the students are also studying in localities without a history of higher education provision, where the possibility of living in this place and studying for a degree is relatively new.The book takes an in-depth approach to exploring how relationships to these places affect educational experience, how decisions are made about whether to leave or to stay for degree study, and what it means to be an undergraduate student who does not attend a university. As well as working against the easy assumptions to be made about the lives and characteristics of a surprisingly diverse and complex group of students, the book offers insights into the ways that place and space are crucial and often overlooked factors for anyone thinking about systemic and structural inequality in higher education.
Non-University Higher Education: Geographies of Place, Possibility and Inequality (Understanding Student Experiences of Higher Education)
by Holly HendersonWhat does 'local' mean when it describes a student or an institution of higher education? Holly Henderson explores this question by telling the story of students studying undergraduate degrees outside of the university, at colleges that offer degree courses but do not have university status. Because the students live at home while studying, and because the institutions themselves are seen to cater for a local rather than global student population, these are local students, studying local higher education. Importantly, the students are also studying in localities without a history of higher education provision, where the possibility of living in this place and studying for a degree is relatively new.The book takes an in-depth approach to exploring how relationships to these places affect educational experience, how decisions are made about whether to leave or to stay for degree study, and what it means to be an undergraduate student who does not attend a university. As well as working against the easy assumptions to be made about the lives and characteristics of a surprisingly diverse and complex group of students, the book offers insights into the ways that place and space are crucial and often overlooked factors for anyone thinking about systemic and structural inequality in higher education.
Non-University Higher Education in Europe (Higher Education Dynamics #23)
by James S. Taylor Rui Santiago José Brites Ferreira Maria De Lourdes MachadoToday, a substantial portion of higher education is provided outside of the traditional universities in non-university institutions with a multitude of varied characteristics. In recent decades, higher education systems have been subjected to many changes and reforms throughout the world. One of the most important was undoubtedly the expansion of higher education in the second half of the last century from an elite system to one for the masses. While institutions of higher learning have been in existence for approximately 1,000 years, this exponential growth has been much more recent. This movement toward mass higher education has created substantial national impacts on the development of the systems of higher education. While common denominators of change and adaptation can be identified globally, there remain important differences from country to country. There are many factors challenging higher education today and in the foreseeable future. In one form or another, these issues and trends can be seen in higher education systems throughout the world. They include chronic underfunding, marketisation and competition, alternative providers, massification, internationalisation, governance, leadership, strategic management, accountability, accreditation, and social relevance. Another key factor for many countries, especially in Europe, and the focus of this book, is the current and future status of the higher education systems that differentiate the university and non-university sectors.
Non-Western Educational Traditions: Local Approaches to Thought and Practice
by Timothy ReaganInformative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children—as well as what counts for them as "education"—may help readers to think more clearly about some of their own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author’s own teaching practice. Designed to be used in pre-service and in-service teacher education courses where substantial critical discussion and debate are encouraged, the text is enhanced by Questions for Discussion and Reflection in each chapter. Updates and Features of the Fourth Edition • NEW! Chapter 2 exploring key features of the ‘western educational tradition’, and information about the contemporary educational systems in different countries • NEW! Chapter 10 on traditional educational thought and practice in Oceania, with special focus on the Maori in New Zealand, the Hawai’ians, and the Australian Aboriginal peoples • Updated chapter on Africa includes fuller explanation of the diversity within the indigenous African experience, as well as several contemporary cases of state education in Africa • Updated Chapter 4 is designed to help non-Muslims to understand the Muslim educational heritage and the growing issue of Islamophobia • Exploration of Chinese education now includes a special emphasis on the thought of Confucius, the role of the imperial examination system, and the impact of political and economic changes in the 20th century • Updated analysis of contemporary educational practices in Hindu and Buddhist educational thought and practice and brief discussions of Jainism and Sikhism
Non-Western Educational Traditions: Local Approaches to Thought and Practice
by Timothy ReaganInformative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children—as well as what counts for them as "education"—may help readers to think more clearly about some of their own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author’s own teaching practice. Designed to be used in pre-service and in-service teacher education courses where substantial critical discussion and debate are encouraged, the text is enhanced by Questions for Discussion and Reflection in each chapter. Updates and Features of the Fourth Edition • NEW! Chapter 2 exploring key features of the ‘western educational tradition’, and information about the contemporary educational systems in different countries • NEW! Chapter 10 on traditional educational thought and practice in Oceania, with special focus on the Maori in New Zealand, the Hawai’ians, and the Australian Aboriginal peoples • Updated chapter on Africa includes fuller explanation of the diversity within the indigenous African experience, as well as several contemporary cases of state education in Africa • Updated Chapter 4 is designed to help non-Muslims to understand the Muslim educational heritage and the growing issue of Islamophobia • Exploration of Chinese education now includes a special emphasis on the thought of Confucius, the role of the imperial examination system, and the impact of political and economic changes in the 20th century • Updated analysis of contemporary educational practices in Hindu and Buddhist educational thought and practice and brief discussions of Jainism and Sikhism
Noncognitive psychological processes and academic achievement
by Jihyun Lee and Lazar StankovIt is becoming increasingly clear that non-cognitive psychological processes are important for students’ school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations – such as anxiety, confidence, self-efficacy, and self-concept – which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing – the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual’s choice of tertiary level courses. This book suggests that by focusing on students’ self-beliefs, the education system may be in a position to improve cognitive performance, since individual students’ self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students’ attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.