Описание: Thoughtfully combines research and field-tested practice to document the essential components for best practices in living learning communities and presents them as a clear blueprint - the LLC best practices model - for LLC design. Practitioners, researchers, and institutional leaders can use the book as a guide to more effectively allocate resources to create and sustain LLCs.
Описание: Provides insights in the field of multilingualism and multilingual education based on conceptual and empirical studies that will provide evidence in support of sustainable multilingualism in higher education.
Описание: Presents a comprehensive look into the methodologies and strategies necessary to establish classroom climates in which students feel free to question their preconceptions and express opinions. Featuring chapters from international researchers, this book is ideal for administrators, teachers, policy makers, and students of education.
Описание: Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools including students` experiences and how the surrounding communities affect the entire system. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings.
Описание: Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools including students` experiences and how the surrounding communities affect the entire system. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings.
Описание: Global awareness and competency has become an essential part of higher education and professional development. Expanding beyond the traditional ideas of learning and education, it is important to provide research that will help students prepare for the global future.The Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work is a pivotal reference source that provides vital research on the intersection of life and work skills in higher education and professional development. While highlighting topics such as research engagement, learning assessment, and multicultural competence, this publication explores the preparation of twenty-first century learners, as well as the methods of promoting critical and creative thinking. This book is ideally designed for educators, academicians, education administrators, researchers, and upper-level students seeking current research on global knowledge and skills in contemporary education and organizations.
Описание: Technology management education and business education are visibly intertwined in the current educational system. Certain efforts that have taken place in the recent past are the interinstitutional discourse around the world. Technology management is a dynamic and evolving profession, driven by changes in technology, globalization, sustainability, and the increasing importance of the service economy.
The Handbook of Research on Future Opportunities for Technology Management Education is a comprehensive reference book that enables readers to comprehend the trends in technological changes and the need to orient business education and technology management in workplaces. The book serves to support with the formation and implementation of appropriate policies for technology management. Covering topics such as big data analytics, cloud computing adoption, and massive open online courses (MOOCs), this text is an essential resource for managers, technologists, teachers, executives, instructional designers, libraries, university researchers, students, faculty, and industry taught leaders.
This book explores the dynamics of China’s new united front work in Hong Kong. Mainland Chinese penetrative politics can be seen in the activities of local pro-Beijing political parties, clans and neighborhood associations, labor unions, women and media organizations, district federations, and some religious groups. However, united front work in the educational and youth sectors of civil society has encountered strong resistance because many Hong Kong people are post-materialistic and uphold their core values of human rights, the rule of law and transparency. China’s new united front work in Hong Kong has been influenced by its domestic turn toward “hard” authoritarianism, making Beijing see Hong Kong’s democratic activists and radicals as political enemies. Hong Kong’s “one country, two systems” is drifting toward “one country, two mixed systems” with some degree of convergence. Yet, Taiwan and some foreign countries have seen China’s united front work as politically destabilizing and penetrative. This book will be of use to scholars, journalists, and observers in other countries seeking to reckon with Chinese influence.
Описание: The widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts.<br><br> The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. <br><br> While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.
Описание: The widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts.<br><br> The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. <br><br> While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.
Название: Curriculum, Environment, and the Work of C. A. Bowers ISBN: 0367417863 ISBN-13(EAN): 9780367417864 Издательство: Taylor&Francis Рейтинг: Цена: 23734.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This edited volume extends ecological approaches to curriculum theory by recognizing and building on the contributions of the late Chet A. Bowers to curriculum and ecological studies globally.
Автор: Paul Smeyers; Marc Depaepe Название: Educational Research: Why `What Works` Doesn`t Work ISBN: 9048173345 ISBN-13(EAN): 9789048173341 Издательство: Springer Рейтинг: Цена: 18294.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In this book distinguished philosophers and historians of education from six countries focus on the problematical nature of the search for `what works` in educational contexts, in practice as well as in theory.
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