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Workplace Learning in Teacher Education: International Practice and Policy (Professional Learning and Development in Schools and Higher Education #10)
by Olwen McNamara Jean Murray Marion JonesThis book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
Workplace Writing: Beyond the Text
by Stephen BremnerWorkplace Writing: Beyond the Text draws together a wealth of research into different aspects of writing in workplace settings, creating a comprehensive picture of workplace writing and covering factors and activities that go far beyond the text. In a full analysis of the challenges facing the student writer transitioning from the academy to the workplace, this book: covers topics ranging from intertextuality and collaborative writing practices to considerations of power and politeness, and the impact of organisational culture and processes of socialisation brings together the multiple, often interlinked factors that surround and impact on the process of workplace writing and the texts produced in professional settings takes a close look at the pedagogical implications of the various issues relating to workplace writing serves as a resource for teachers who want to go beyond potentially simplistic accounts of writing in the workplace and to provide students with a richer picture of what happens there Workplace Writing will be essential reading for any students, pre- and in-service teachers and researchers with an interest in professional and business discourse and language teaching for specific purposes.
Workplace Writing: Beyond the Text
by Stephen BremnerWorkplace Writing: Beyond the Text draws together a wealth of research into different aspects of writing in workplace settings, creating a comprehensive picture of workplace writing and covering factors and activities that go far beyond the text. In a full analysis of the challenges facing the student writer transitioning from the academy to the workplace, this book: covers topics ranging from intertextuality and collaborative writing practices to considerations of power and politeness, and the impact of organisational culture and processes of socialisation brings together the multiple, often interlinked factors that surround and impact on the process of workplace writing and the texts produced in professional settings takes a close look at the pedagogical implications of the various issues relating to workplace writing serves as a resource for teachers who want to go beyond potentially simplistic accounts of writing in the workplace and to provide students with a richer picture of what happens there Workplace Writing will be essential reading for any students, pre- and in-service teachers and researchers with an interest in professional and business discourse and language teaching for specific purposes.
The Works of Mary Robinson, Part II vol 6
by William D Brewer Hester Davenport Julia A ShafferRegularly the subject of cartoonists and satirical novelists, Mary Robinson achieved public notoriety as the mistress of the young Prince of Wales (George IV). Her association with figures such as William Godwin and Mary Wollstonecraft, and comparisons with Charlotte Smith, make her a serious figure for scholarly research.
The Works of Mary Robinson, Part II vol 6
by William D Brewer Hester Davenport Julia A ShafferRegularly the subject of cartoonists and satirical novelists, Mary Robinson achieved public notoriety as the mistress of the young Prince of Wales (George IV). Her association with figures such as William Godwin and Mary Wollstonecraft, and comparisons with Charlotte Smith, make her a serious figure for scholarly research.
The Works of Thomas De Quincey, Part III vol 17
by Grevel Lindop Barry SymondsThomas De Quincey (1785-1859) is considered one of the most important English prose writers of the early-19th century. This is the final part of a 21-volume set presenting De Quincey's work, also including previously unpublished material.
The Works of Thomas De Quincey, Part III vol 17
by Grevel Lindop Barry SymondsThomas De Quincey (1785-1859) is considered one of the most important English prose writers of the early-19th century. This is the final part of a 21-volume set presenting De Quincey's work, also including previously unpublished material.
Workshop: The Art of Creative Inquiry (Studies in Arts-Based Educational Research #8)
by Warren Linds Tony GeeThis book explores tools and techniques for creating the arts with groups. It provides insights into why workshops are such an effective and relevant form of creative practice. Throughout, two experienced practitioners share successful principles and qualities. They also include examples of workshops that explore ways of facilitating creative exploration.The authors believe that underpinning any good workshop practice is an understanding of what constitutes a workshop. This is a process in which the relationship between artist/researcher and participant/audience, maker, and witness is fluid. It extends each individual’s abilities and connects doing to learning to inquiring in a single process. The book itself is a dialogue on, and an investigation into, this practice. It fully explores the specificities of workshop practice in relation to how it engages others in arts-based research.Readers learn how workshops involve inquiry into six areas: inquiry into subjects, artistic processes, skills, self, the world, and relationships with others. In the end, this informed investigation helps practitioners to better reflect on their own approaches to arts-based inquiry and research. This, in turn, leads to a better understanding of how readers can use workshops for the maximum benefit of all participants, both individuals and groups.
Workshop in a Box: Communication Skills For It Professionals
by Abhinav KaiserThis book is for anyone who works with technology and wants to develop their communication skills. If you want to develop better working, relationships, communicate your ideas more effectively, and build a wider culture of collaboration and understanding, this book has been created for you.
Workshops moderieren: Eine sehr kurze Einführung
by Stefan Kühl Mascha NolteWorkshops sind im Vorfeld konzipierte, moderiete Arbeitstreffen, bei denen sich Teilnehmende außerhalb der organisationalen Regelinteraktion einer eingegrenzten Thematik widmen. In der Moderatoren- und Berater-Branche hat sich in den letzten Jahren ein Paradigmenwechsel in der Planung und Durchführung von Workshops ausgebildet. Nach dem neuen Paradigma werden Workshops als Elemente in breiter angelegten Interaktionsplänen verstanden, in welchen sie durch ihnen gleichrangige Interaktionsanlässe wie Kontraktgespräche, Sondierungsinterviews oder Großkonferenzen ergänzt werden. Insbesondere dort, wo Workshops auf organisationale Veränderungen zielen, werden sie in eine umfassendere Veränderungsarchitektur eingebettet. In diesem Buch wird kompakt gezeigt, wie man Workshops in einen umfassenden Interaktionsplan einwebt und somit als Element organisationaler Veränderungsprozesse nutzen kann.
Workshops on Business Informatics Research: BIR 2011 International Workshops and Doctoral Consortium, Riga, Latvia, October 6, 2011 Revised Selected Papers (Lecture Notes in Business Information Processing #106)
by Laila Niedrite Renate Strazdina Benkt WanglerThis book constitutes the refereed and revised proceedings of the workshops and the doctoral consortium co-located with the 10th International Conference on Perspectives in Business Informatics Research (BIR), held in Riga, Latvia, in October 2011. The four workshops focused on Information Logistics and Knowledge Supply for Viable Enterprises (ILOG 2011), Alignment of Business Processes and Security Modeling (ABPSM 2011), Intelligent Educational Systems and Technology-Enhanced Learning (INTEL-EDU 2011), and User-Oriented Information Integration (UOII 2011). The two best papers from the doctoral consortium are also included.
Workstyle: A revolution for wellbeing, productivity and society
by Alex Hirst Lizzie PennyWorkstyle is the freedom to choose when and where you work. It is only now, after centuries of formal and inflexible working hours, that such an opportunity is on the horizon. It is an opportunity that will have far reaching and profoundly positive implications, levelling the playing field and helping to create true inclusivity and accessibility in our society.This inspiring book will explain the history of work, where the 9-5 came from, and why the time is right for change. You'll learn how workstyle differs from flexible, hybrid, or remote working, and why it matters. Most importantly, you'll explore and design your own workstyle, by reflecting on the things that matter to you, acting to change your life and inspiring others to do the same, all underpinned by research that proves that this is a better way to work for us all.This book is for everyone who has had to take a day off work to receive a delivery or go to a doctor's appointment. It is for anyone who has caring responsibilities, for parents, for those with illnesses, with mental health issues, who feel burnt out, or who are living with disabilities. It is for those who are older, who identify as neurodiverse or who consider themselves different in any way. It is for people who feel disenchanted with work and want to live a meaningful, fulfilled life. It is for anyone who questions why they need to commute to an office to be productive. It is for every person who has a life outside of work.This book is for everyone. This book is for you!
The World According to Humphrey (Humphrey the Hamster #1)
by Betty G. Birney'The time had arrived to put my plan into action. I was in grave danger and I had no choice. I only had one weapon: a rubber band. It had taken me a long time to get it hooked around the edge of my food dish. Now I carefully pulled it back as far as I could, aiming directly at those big doggy nostrils.'You can learn a lot about life by observing another species. That's what Humphrey was told when he was bought as a classroom pet for Room 26. And it's definitely true! In addition to his classroom escapades, each weekend he gets to sleep over with a different student like Stop-Giggling-Gail and Repeat-That-Please-Richie. Humphrey learns to read, write, shoot rubber bands and much more. With adventures galore, Humphrey's life would be absolutely perfect if only the teacher, Mrs Brisbane, wasn't out to get him . . .
The World According to Mister Rogers: Important Things to Remember (Charming Petite Ser.)
by Fred RogersA timeless collection of wisdom on love, friendship, respect, individuality, and honesty from the beloved PBS series Mister Rogers' Neighborhood.There are few personalities who evoke such universal feelings of warmth as Fred Rogers. An enduring presence in American homes for over 30 years, his plainspoken wisdom continues to guide and comfort many. The World According to Mister Rogers distills the legacy and singular worldview of this beloved American figure. An inspiring collection of stories, anecdotes, and insights--with sections devoted to love, friendship, respect, individuality, and honesty, The World According to Mister Rogers reminds us that there is much more in life that unites us than divides us.Culled from Fred Rogers' speeches, program transcripts, books, letters, and interviews, along with some of his never-before-published writings, The World According to Mister Rogers is a testament to the legacy of a man who served and continues to serve as a role model to millions.
The World Bank and Education: Critiques and Alternatives (Comparative and International Education: A Diversity of Voices #14)
by Steven J. Klees Joel Samoff Nelly P. StromquistWorld Bank and Education: Book Blurb For more than three decades, the World Bank has been proposing global policies for education. Presented as research-based, validated by experience, and broadly applicable, these policies are ideologically driven, insensitive to local contexts, and treat education as independent of international dynamics and national and local economies and cultures. Target countries, needing resources and unable to generate comparable research, find it difficult to challenge World Bank recommendations. The World Bank and Education: Critiques and Alternatives represents a powerful challenge to World Bank proposals. Probing core issues—equity, quality, finance, privatization, teaching and learning, gender, and human rights—highlights the disabilities of neoliberal globalization. The authors demonstrate the ideological nature of the evidence marshaled by the World Bank and the accompanying policy advice. Addressing key education issues in developing countries, the authors’ analyses provide tools for resisting and rejecting generic policy prescriptions as well as alternative directions to consider. Robert Arnove, in his preface, says, “whether the Bank is responsive to the critiques and alternatives brilliantly offered by the present authors, the book is certain to influence development and education scholars, policymakers, and practitioners around the globe.”
World-Centred Education: A View for the Present
by Gert BiestaThis book makes an intervention in a long-standing discussion by arguing that education should be world-centred rather than child-centred or curriculum-centred. This is not just because education should provide students with the knowledge and skills to act effectively in the world, but is first and foremost because the world is the place where our existence as human beings takes place. In the seven chapters in this book Gert Biesta explores in detail what an existential orientation to education entails and why this should be an urgent concern for education today. He highlights the importance of teaching, not understood as the transmission of knowledge and skills but as an act of (re)directing the attention of students to the world, so that they may encounter what the world is asking from them. The book thus shows why teaching matters for education. It also highlights the unique position of the school as the place where the new generation is given the time to meet the world and meet themselves in relation to the world. The extent to which society is still willing to make this time available, is an important indicator of its democratic quality. This important text demonstrates, not only to academics, but also to students, teachers, school administrators, and teacher educators, the urgency of a world-centred orientation for education today.
World-Centred Education: A View for the Present
by Gert BiestaThis book makes an intervention in a long-standing discussion by arguing that education should be world-centred rather than child-centred or curriculum-centred. This is not just because education should provide students with the knowledge and skills to act effectively in the world, but is first and foremost because the world is the place where our existence as human beings takes place. In the seven chapters in this book Gert Biesta explores in detail what an existential orientation to education entails and why this should be an urgent concern for education today. He highlights the importance of teaching, not understood as the transmission of knowledge and skills but as an act of (re)directing the attention of students to the world, so that they may encounter what the world is asking from them. The book thus shows why teaching matters for education. It also highlights the unique position of the school as the place where the new generation is given the time to meet the world and meet themselves in relation to the world. The extent to which society is still willing to make this time available, is an important indicator of its democratic quality. This important text demonstrates, not only to academics, but also to students, teachers, school administrators, and teacher educators, the urgency of a world-centred orientation for education today.
World Christianity and Covid-19: Looking Back and Looking Forward
by Chammah J. KaundaThis volume explores how Christians around the world have made sense of the meaning of suffering in the context of and post-COVID-19. It interrogates the question of God, suffering, and structural injustice. Further, it discusses the Christian response to the compounded threats of racial injustice, climate injustice, wildlife injustice, gender injustice, economic injustice, political injustice, unjust in the distributions of the vaccine and future challenges in the post-COVID-19 era. The contributions are authored by scholars, students, activists and clergy from various fields of inquiry and church traditions. The volume seeks to deepen Christian understanding of the meaning of suffering in the context of COVID-19 pandemic. It explores the fresh ways the pandemic can contribute to reconceptualizing human relations and specifically, what it means to be human in the context of suffering, the place of or justifications of God in suffering, human place in creation, and the role of the church in re-articulating the theological meanings and praxes of suffering for today.
World Class: Teaching and Learning in Global Times
by William GaudelliHow have school curricula been affected by the ripple effects of globalization? How do teachers and students attempt to understand their complex world? Most states require world teaching in some form, yet little is known about how teachers and students engage in this critical curricular area. World Class: Teaching and Learning in Global Times directly fills this need by providing a detailed, inside look at global education in three high schools. The data from the study, drawn from extensive interviews and observations, illustrate the daily challenges and complexities of global teaching and learning. Comprehensive yet scholarly, this volume: *raises thought-provoking questions for both theorists and practitioners; *addresses controversial issues embedded in global education and throughout the social studies curriculum, such as the tension between universalism and cultural relativism, the problematic nature of identity in classroom discourse, and the apparent duality of national and global loyalties; *connects issues particular to global education with wider scholarship in education; *examines the interplay of theory and practice in global education and, more broadly, the social sciences; and *provides an exploratory and provocative look at dimensions of global civics, with an analysis of the events of 9/11/01 and how they have shaped global perspectives about living as one planet. The book is organized in three parts--contexts, problems, and alternatives. Contexts allows readers to consider global education from multiple perspectives: teacher, student, administrator, community member, and scholar. Problems focuses on pedagogical challenges associated with global education. Alternatives provides reflection points that encourage readers to consider different ways we might converse about global teaching and learning. Written for scholars, practitioners, and students in social studies, curriculum and instruction, global/multicultural education, and related fields, World Class: Teaching and Learning in Global Times is an excellent text for preservice and graduate-level courses in these areas.
World Class: Teaching and Learning in Global Times
by William GaudelliHow have school curricula been affected by the ripple effects of globalization? How do teachers and students attempt to understand their complex world? Most states require world teaching in some form, yet little is known about how teachers and students engage in this critical curricular area. World Class: Teaching and Learning in Global Times directly fills this need by providing a detailed, inside look at global education in three high schools. The data from the study, drawn from extensive interviews and observations, illustrate the daily challenges and complexities of global teaching and learning. Comprehensive yet scholarly, this volume: *raises thought-provoking questions for both theorists and practitioners; *addresses controversial issues embedded in global education and throughout the social studies curriculum, such as the tension between universalism and cultural relativism, the problematic nature of identity in classroom discourse, and the apparent duality of national and global loyalties; *connects issues particular to global education with wider scholarship in education; *examines the interplay of theory and practice in global education and, more broadly, the social sciences; and *provides an exploratory and provocative look at dimensions of global civics, with an analysis of the events of 9/11/01 and how they have shaped global perspectives about living as one planet. The book is organized in three parts--contexts, problems, and alternatives. Contexts allows readers to consider global education from multiple perspectives: teacher, student, administrator, community member, and scholar. Problems focuses on pedagogical challenges associated with global education. Alternatives provides reflection points that encourage readers to consider different ways we might converse about global teaching and learning. Written for scholars, practitioners, and students in social studies, curriculum and instruction, global/multicultural education, and related fields, World Class: Teaching and Learning in Global Times is an excellent text for preservice and graduate-level courses in these areas.
World Class: Tackling the Ten Biggest Challenges Facing Schools Today
by David James Ian WarwickEvery school is different, but all schools face very similar challenges. Drawing on their combined teaching experience of over fifty years in both independent and state schools, educationalists David James and Ian Warwick have chosen ten questions that tackle the most difficult challenges that face schools today, and invited leading education experts to address them in stimulating and accessible essays, which are each under a thousand words. With contributions from John Hattie, David Blunkett, Doug Lemov, Anthony Seldon, Sandy Speicher, Tim Hawkes and many more, this insightful and engaging book features exclusive essays with some of the world’s most well-known and well-respected thinkers and speakers in education, business and politics, accompanied by thought-provoking introductions. The contributors provide new perspectives on some of the issues that occupy educationalists today; they challenge conventional wisdom and, above all, put forward practical, workable, evidence-based solutions that can transform teaching and learning. World Class is a powerful manifesto for change that nobody interested in education today can ignore.
World Class: Tackling the Ten Biggest Challenges Facing Schools Today
by David James Ian WarwickEvery school is different, but all schools face very similar challenges. Drawing on their combined teaching experience of over fifty years in both independent and state schools, educationalists David James and Ian Warwick have chosen ten questions that tackle the most difficult challenges that face schools today, and invited leading education experts to address them in stimulating and accessible essays, which are each under a thousand words. With contributions from John Hattie, David Blunkett, Doug Lemov, Anthony Seldon, Sandy Speicher, Tim Hawkes and many more, this insightful and engaging book features exclusive essays with some of the world’s most well-known and well-respected thinkers and speakers in education, business and politics, accompanied by thought-provoking introductions. The contributors provide new perspectives on some of the issues that occupy educationalists today; they challenge conventional wisdom and, above all, put forward practical, workable, evidence-based solutions that can transform teaching and learning. World Class is a powerful manifesto for change that nobody interested in education today can ignore.
World Class Initiatives and Practices in Early Education: Moving Forward in a Global Age (Educating the Young Child #9)
by Louise Boyle SwiniarskiThis book offers current international initiatives, developed for working with children from “Birth to Eight” by a diverse group of noted professional authors. Their readings present an overview of early education as it evolved from the Froebelian kindergarten to today’s practices in various Early Education settings around the globe. The international voices of the authors represent a balanced perspective of happenings in various nations and lend a conversational approach to each chapter. The chapters analyze the Universal Preschool Education movement promoted by various countries, states, and agencies; examine model curriculum programs in a variety of teaching/learning settings; and identify directions the community can take in promoting effective early education programs. Particular attention is given to key issues and concerns faced by practitioners and families world-wide. Studies reveal successful approaches to bilingual education in a Chilean kindergarten, research findings on gender differences in primary school girls for learning science in Wales, literacy development strategies for teaching in UK multicultural classrooms and childhood centres, the process of integration special education with early childhood practices in China, and exemplars of community outreach to improve the well being of children through advocacy for governmental changes in early education policies and professional development. This book is for everyone interested in the well being of young children moving forward in a global age to meet the challenges of early citizenship in their world.
World Class Schools: International Perspectives on School Effectiveness
by Bert Creemers David Reynolds Sam Stringfield Charles TeddlieIn this book the authors have conducted extensive research and describe what makes a successful school and how this varies in different countries. The book follows the progress of a cohort of 7-year-old children through their schools over a two-year period. It covers schools in the US, Canada, Hong Kong, Taiwan, Australia, the UK, Norway, the Netherlands, and Ireland and:*draw together what it is that the most and least effective schools do in each country*pinpoints what makes 'effective teaching' across the globe*analyses which effectiveness-producing school and teaching factors appear to be the same and which are context specific*discusses how educational policies can be used to generate World Class Schools and which new blends of practice can, or should be usedThe existing literature based upon the comparison of the educational achievements of different countries is inadequate. This unique study provides a rich picture of the processes of the education systems of different countries which will appeal to practitioners and policy makers.
World Class Schools: International Perspectives on School Effectiveness
by Bert Creemers David Reynolds Sam Stringfield Charles TeddlieIn this book the authors have conducted extensive research and describe what makes a successful school and how this varies in different countries. The book follows the progress of a cohort of 7-year-old children through their schools over a two-year period. It covers schools in the US, Canada, Hong Kong, Taiwan, Australia, the UK, Norway, the Netherlands, and Ireland and:*draw together what it is that the most and least effective schools do in each country*pinpoints what makes 'effective teaching' across the globe*analyses which effectiveness-producing school and teaching factors appear to be the same and which are context specific*discusses how educational policies can be used to generate World Class Schools and which new blends of practice can, or should be usedThe existing literature based upon the comparison of the educational achievements of different countries is inadequate. This unique study provides a rich picture of the processes of the education systems of different countries which will appeal to practitioners and policy makers.