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This open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have since emerged, it highlights the importance of cultivating resilience at various stages of teachers’ careers.
Divided into three sections, the book includes conceptual, empirical and applied chapters, designed to introduce readers to the field of research, provide empirical evidence and showcase innovative applications. The respective chapters illustrate the ways in which teacher resilience can be enhanced in a variety of contexts, and address specific learning activities, case studies, resources and strategies, student feedback and applied outcomes. They also consider future directions including cross-cultural applications and the use of technologies such as augmented reality. The book will appeal to researchers, teacher educators and teachers, as well as those interested in supporting the cultivation and ongoing development of professional resilience for pre-service and practicing teachers.
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This book offers a lived defense of liberal education. How does a college professor, on a daily basis, help students feel the value of liberal education and get the most from that education? We answer this question, as professors, each day in the classroom. John William Miller, a philosophy professor at Williams College from 1924-1960 and someone noted for his exceptional teaching, developed one form that this lived defense can take. Though Miller published very little while he was alive, the archives at Williams College hold unpublished notes and essays of this master teacher. In this book, Jeff Frank offers an extended commentary on one of these unpublished essays where Miller develops his thinking on liberal education. Frank develops the idea that presence is central to liberal education and offers suggestions for how professors can become an educative presence for students.The goal of this book is an invitation to other professors who value liberal education to think with Miller about how to develop their own lived defense of liberal education, each day, in their own classrooms. The tone of the book is meant to be invitational, at times even conversational, and the book concludes with some direct suggestions for how professors can live their own defense of liberal education.
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This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.
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This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world. The book explores diversity across physical, psychological and cogitative traits, socio-economic backgrounds, value systems, traditions and emerging identities, as well as diverse expectations around teaching, grading, and assessment. Chapters detail significant trends in active learning pedagogy, writing programs, language acquisition, and implications for teaching in the liberal arts, adult learners, girls and women, and Confucian heritage communities. A quality, relevant, 21st Century education should address multifaceted and intersecting forms of diversity to equip students for deep life-long learning inside and outside the classroom. This timely volume provides a unique toolkit for educators, policy-makers, and professional development experts.
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This book provides the first overview of the history and development of Islam in Afghanistan. Written by leading international experts, chapters cover every era from the conversion of Afghanistan through the medieval period to the present day. Based on primary sources in Arabic, Persian, Pashto, Uzbek, and Urdu, its depth of coverage is unrivalled in providing a developmental picture of Afghanistan’s Islam, including such issues as the rise of Sufism, women’s religiosity, state religious policies, and transnational Islamism. Looking beyond the unifying rhetoric of theology, the book reveals the disparate and contested forms of Afghanistan’s Islam.
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This volume presents the diverse approaches and achievements of scholars of Asian cultures and languages in today’s global academy. Recent vast increases in student numbers and ethnic diversity have created pressing challenges for a higher education which engages with contemporary concerns for Asian societies as well as for Asian students involved in Western education. This collection of scholarly analyses demonstrates the centrality and significance of Asian Studies and languages for these globalising academic communities. Significantly, it demands a rethinking of traditional ‘intercultural’ education. In so doing, it brings empirical knowledge as well as multicultural interpretation and multilingual expertise to throw new light on the challenges in higher education today, and to open up new understandings of the demands of the future. - Professor John Makeham Head, Department of Chinese Studies, The Australian National University
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This book is open access under a CC BY 4.0 license.
This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry.
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This book is open access under a CC BY 4.0 license.
Offering key insights into critical debates on the construction, management and destruction of heritage in Muslim contexts, this volume considers how Islamic heritages are constructed through texts and practices which award heritage value. It examines how the monolithic representation of Islamic heritage (as a singular construct) can be enriched by the true diversity of Islamic heritages and how endangerment and vulnerability in this type of heritage construct can be re-conceptualized. Assessing these questions through an interdisciplinary lens including heritage studies, anthropology, history, conservation, religious studies and archaeology, this pivot covers global and local examples including heritage case studies from Indonesia, Egypt, Saudi Arabia, Iran, Jordan, and Pakistan.
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This book is open access under a CC-BY licence. What makes a book 'academic'? What spaces, physical and digital, can they be found in? How are they made, bought, and read? These questions are tackled by a cross-section of thirteen experts from the fields of bookselling, publishing, university libraries, and academic research in this volume of essays, which was produced in conjunction with the team from the AHRC/British Library Academic Book of the Future Project as an accelerated publishing challenge for the first ever Academic Book Week. The topics include campus bookshops and bookselling, the role of national libraries, Open Access, the Research Excellence Framework, and publishing innovation. The approaches explore the realities of the present and venture all the way through to possible futures. There is something here for everyone who is connected to academic books – however these are defined, and whatever shape they are read in.
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This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
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"Why do we think differently from one another? Why do religious people adhere to their faith even against reason, whilst atheist thinkers label it “nonsense”? Why do some judges turn more to moral values and others less? Why do we attach different meanings to the same words? These questions can be tackled on psychological or sociological levels, but we can also analyze the subjects on the epistemological level. That is the purpose of this book. Thoughts and Ways of Thinking offers Source Theory as a single explanation for epistemic processes and their religious, legal and linguistic derivatives. The idea is simple: our senses, our understanding, our memory, the testimonies that we trust, and many other objects transmit data to us and so shape our beliefs. In this function they serve as our truth sources. Different beliefs stem from different sources or different hierarchies between same sources. This notion is formalized here through the new tool of Source Calculus, and, after balancing its relativistic consequences by adding pragmatic constraints, it is applied to the philosophies of religion, law and language. With this unified theory, old doubts are framed in new perspectives, and some of them even find their solution."
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This book provides the first overview of the history and development of Islam in Afghanistan. Written by leading international experts, chapters cover every era from the conversion of Afghanistan through the medieval period to the present day. Based on primary sources in Arabic, Persian, Pashto, Uzbek, and Urdu, its depth of coverage is unrivalled in providing a developmental picture of Afghanistan’s Islam, including such issues as the rise of Sufism, women’s religiosity, state religious policies, and transnational Islamism. Looking beyond the unifying rhetoric of theology, the book reveals the disparate and contested forms of Afghanistan’s Islam.
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Until currently there have been no specific publications, particularly in English, on women in traditional Islamic educational institutions in Indonesia, known as pesantren, which played a significant role in shaping the gender issues in the Indonesian Muslim community. This informative and insightful book contributes to two booming fields in Indonesian studies: the study of Islam and the study of Muslim women. It also adds a new perspective to the English-language literature on Muslim women outside the Middle-Eastern or Sub-Indian continent communities context, which used to dominate the scholarly discussion or publication in this field.
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In the aftermath of 9/11 Islamic seminaries or madrasas received much media attention in India, mostly owing to the alleged link between madrasa education and forms of violence. Yet, while ample information on madrasas for boys is available, similar institutions of Islamic learning for girls have for the greater part escaped public attention so far. This study investigates how madrasas for girls emerged in India, how they differ from madrasas for boys, and how female students come to interpret Islam through the teachings they receive in these schools. Observations suggest that, next to the official curriculum, the 'informal' curriculum plays an equally important role. It serves the madrasa's broader aim of bringing about a complete reform of the students' morality and to determine their actions accordingly.
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This new volume of essays marks eighty years since the death of Marmaduke Pickthall. His various roles as translator of the Qurʾan, traveller to the Near East, political journalist writing on behalf of Muslim Turkey, and creator of the Muslim novel are discussed. In later life Pickthall became a prominent member of the British Muslim community in London and Woking, co-worker with Muslims in the Indian subcontinent, supporter of the Khilafat movement, and editor of the journal Islamic Culture under the patronage of the Nizam of Hyderabad. Marmaduke Pickthall: Islam and the Modern World makes an important contribution to the field of Muslims in Europe in the first half of the twentieth century.
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Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
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This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences.
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This book provides a nexus between research and practice through teachers’ narratives of their experiences with telecollaboration. The book begins with a chapter outlining the pedagogical and theoretical underpinnings of telecollaboration (also known as Virtual Exchange), followed by eight chapters that explain telecollaborative project design, materials and activities as well as frank discussions of obstacles met and resolved during the project implementation. The projects described in the volume serve as excellent examples for any teacher or education stakeholder interested in setting up their own telecollaborative exchange.
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Ebooks are coming of age in education, as this exciting collection commissioned by Jisc demonstrates. Case studies, reflecting ebook success stories across the higher and further education sectors, include: - An innovative app to encourage ebook take-up in a Welsh college. - A partnership between a library and research centre to create open access monographs and midigraphs. - Several examples of creative negotiations with ebook publishers. Insight chapters address hot topics in the ebook universe, including: - The changing world of access to scholarly digital content in the mobile environment. - The challenges faced by the library as online distance learning moves from margin to mainstream. - How ebooks have the potential to meet a wide range of accessibility needs. - Experimentation with ebooks as a shared service. This collection will provide inspiration and guidance to institutions as they develop projects and services to support students and researchers and will be of interest to library practitioners, publishers, ebook vendors, information professionals, teachers, lecturers and students.
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Educational quality is at the center of debates worldwide. In all these debates, teachers are considered as the critical actors determining to a large extent the quality of our educational systems. At the same time, doubts are expressed related to teachers’ quality as well as to the education or training of teachers. In this context, policy debates underline the need for ‘excellent’ teachers and ‘excellent’ teacher education. ‘Excellence’ became the mantra in all educational policy debates. This book presents a model for teachers’ professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices. The different chapters in this book discuss these themes in detail and originated from an open call launched at the ISATT 2013 conference that was organized around the central theme of ‘Excellence of teachers?’. Urgent issues that address practitioners, teacher educators, and researchers are discussed throughout the chapters and general research challenges for teacher education researchers are put forward in the epilogue of this book.
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What are today’s main concepts and theories – and the main stakes – associated with the issue of competences in organisations? Several topics are discussed, including competence issues regarding the evolution of work, professionalisation, competence evaluation, competence management, and the competences of adult educators and trainers, as well as European policies regarding competence needs and development. From the Contents: Changes in Work and Competences Professionalisation and the Development of Competences in Education and Training The Role of Professional Didactics in Skills Development for Training and Education Professionals Competence Evaluation Processes in Adult Education Competence Management and Adult Education Changes in Vocational Training and New Models of Competences for Individuals
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Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA).
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The importance of adult education is growing steadily— be it in relation with migration, matters of inclus - ion, the work place etc. Thus, this international perspective on the most important research issues in adult education is a wealth of knowledge for anyone related to this field. The book is composed as a text book and thus, provides didactic material for discussion and further exploration of research in the field of AE from an international perspective. From the Contents: EU policy in Education and AE: links with Research opportunities on the field Support for Research in Adult Education in the European Union Main areas of Research in AE at the International level · Research on Migration. · Research on Inclusion, Access and Participation · Professionals, Assessment and Counselling · Learning in the Workplace International organisations and networks with influence to Adult Education.
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Adult Learning and Education The graduate student guide in adult education explores theories of adult learning and adult education participation. It provides a frame of reference for understanding the development of a rapidly evolving field and for enhancing knowledge and competencies in this professional domain. The publication is divided into two sections: a section on adult learning theories and a section on adult education participation theories. If Adult Learning and Education (ALE) is now a recognised professional field, the theoretical perspectives, underlying practices and policies draw on a variety of academic disciplines. Various theories of learning and of adult education participation shape the practice and the “engineering” of adult learning. In the first section, this study guide provides a review of the most important learning theories, including behaviourist, cognitive, and constructivist approaches, their modern development, as well as specific developments in adult education theory. The second section examines the psychological and sociological theoretical backgrounds of adult education participation in order to understand the factors at work in participation patterns along the adult life course and between different social contexts. Observing the relativity of social reproduction allows to identify the conditions and variables that need to be addressed in order to alter prevailing trends.
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Education in Asia Pacific countries is being transformed by globalisation and the market economy. Most economies within the region have flourished due to increased regional capital flow, trade and other forms of economic and political interaction. The Asia Pacific also has rich and unique traditions, which create cultural diversity as well as common challenges, including obstacles of language and geographical separation. Additionally, there is a growing reaction to the predominance of Western social theories that is fuelling recognition of and movement towards theories that reference the wide range of contextual and cultural perspectives available in the East. Contributors offer Eastern-oriented perspectives on teacher education, parent participation, government withdrawal, textbook content, uses of modern technology, the challenges of migrating families and tertiary students who travel from overseas for study. Their commentaries highlight issues of equity, identity and social justice.
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In the anthology Didactic classroom studies. A potential research direction didactic classroom studies are characterized and discussed in relation to, on the one hand, didactics and, on the other hand, classroom studies. It is argued that classroom studies has particular potential for realizing the ambitions that constitute didactics in empirical studies – to simultaneously focus processes of teaching and learning as well as the content of these processes and how they interact, and at the same time emphasize that teaching and learning as classroom work is intentional and flows towards specific goals. Classroom studies are not limited to pay (empirical) attention to the student, teacher or content, but have the capacity to focus on how these aspects interact and depend on each other. The research is delimited in contextual and situational terms of teaching-learning wholes, rather than primarily in terms of components (e.g., student, teacher or content). This translates to that classroom studies can capture and examine teaching and learning processes including their dependence of specific contexts in which they are conducted. The potential that lies in the work of classroom studies for didactics is attended to and described in more detail than previous research has done along with a set of example studies, which is a significant contribution of the anthology as a whole. The book gives examples of eight different classroom studies that focus different content areas with varied but related theoretical perspectives and specific methodological approaches. Through these concrete examples, as described and discussed in relation to each other in two concluding commentary chapter, the didactic value of the studies is made visible and didactic classroom studies are described as constituting ‘a potential research direction’. Through a detailed analysis of the chapters with empirical studies – in terms of their research questions and knowledge interests, research contexts, theoretical and analytical perspectives, specific empirical designs and didactical consequences – a number of issues are identified that could be addressed and further developed. In this way, the volume contributes not only to identifying didactic classroom studies as a potentially central research focus in educational science but also outlines a further direction for this research.
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This edited volume of chapters resulted from an international conference held at the University of Adelaide in July 2016 under the same title to explore the multifaceted concept of ʿilm in Islam — its agency and manifestations in the connected realms of science, religion, and the arts. The aim is to explore the Islamic civilisational responses to major shifts in the concept of ‘knowledge’ that took place in the post-mediaeval period, and especially within the context of the ‘early modern’. It asserts that the true value of knowledge lies in its cross-civilisational reach, as when the development of knowledge in pre-modern Islam exerted profound changes onto the Europeans, whose resurgence in the early modern period has in turn forced massive changes onto the Islamic worldview and its systems of knowledge. Now the landscape of knowledge has significantly changed, the Muslim mind, which has been historically calibrated to be particularly sensitive towards knowledge, can and should open to new horizons of knowing where science, religion, and art can meet again on freshly cultivated and intellectually fertile grounds.
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Across the country, our children are beginning life from very different starting points. Some have aspirations and believe they can be achieved. For too many others, aspirations are tempered, if not dashed, by the sobering realities of everyday life. These different starting points place children on distinctly different trajectories of growth and development, ultimately leading to vastly different adult outcomes.
How did we get to a place where circumstances of birth have become so determinative? And what must we do, within communities and across our country, to better equalize opportunity for more Americans – both young and old? The editors of this volume contend that if, as a nation, we do nothing, then we will continue to drift apart, placing an unsustainable strain on the nation’s social fabric and the character of its democracy. Consequently, understanding the dynamics governing the distribution and transmission of opportunity – and transforming this understanding into policies and programs – is critical for not only the life outcomes of individual Americans and their children, but also the country as a whole.
The goal of Educational Testing Service’s Opportunity in America initiative is to explore these powerful dynamics and to describe and convey them in a way that advances the national conversation about why we must take action – and how best to do so. This volume contains 14 chapters, including an epilogue, written by leaders from a range of fields including education, economics, demography, and political science. Collectively, they not only illuminate key aspects of the problem but also offer suggestions of what policies, programs, and changes in practices could begin to reverse the trends we are seeing. Written in an engaging style, this volume constitutes an essential foundation for informed discussion and strategic analysis.
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This open access book presents the results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). Using data from 24 countries in Asia, Europe and Latin America, the study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It also responds to the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. New developments of this kind include the increase in the use of social media by young people as a tool for civic engagement, growing concerns about global threats and sustainable development, as well as the role of schools in fostering peaceful ways of interaction between young people. Besides enabling the evaluation of a wide range of aspects of civic and citizenship education, including those related to recent developments in a number of countries, the inclusion of test and questionnaire material from the first cycle of the study in 2009 allows the results from ICCS 2016 to be used to examine changes in civic knowledge, attitudes and engagement over seven years.
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Offering key insights into critical debates on the construction, management and destruction of heritage in Muslim contexts, this volume considers how Islamic heritages are constructed through texts and practices which award heritage value. It examines how the monolithic representation of Islamic heritage (as a singular construct) can be enriched by the true diversity of Islamic heritages and how endangerment and vulnerability in this type of heritage construct can be re-conceptualized. Assessing these questions through an interdisciplinary lens including heritage studies, anthropology, history, conservation, religious studies and archaeology, this pivot covers global and local examples including heritage case studies from Indonesia, Egypt, Saudi Arabia, Iran, Jordan, and Pakistan.
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This book provides the first overview of the history and development of Islam in Afghanistan. Written by leading international experts, chapters cover every era from the conversion of Afghanistan through the medieval period to the present day. Based on primary sources in Arabic, Persian, Pashto, Uzbek, and Urdu, its depth of coverage is unrivalled in providing a developmental picture of Afghanistan’s Islam, including such issues as the rise of Sufism, women’s religiosity, state religious policies, and transnational Islamism. Looking beyond the unifying rhetoric of theology, the book reveals the disparate and contested forms of Afghanistan’s Islam.
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This volume discusses the effects, models and implications of history teaching in relation to conflict transformation and reconciliation from a social-psychological perspective. Bringing together a mix of established and young researchers and academics, from the fields of psychology, education, and history, the book provides an in-depth exploration of the role of historical narratives, history teaching, history textbooks and the work of civil society organizations in post-conflict societies undergoing reconciliation processes, and reflects on the state of the art at both the international and regional level. As well as dealing with the question of the ‘perpetrator-victim’ dynamic, the book also focuses on the particular context of transition in and out of cold war in Eastern Europe and the post-conflict settings of Northern Ireland, Israel and Palestine and Cyprus. It is also exploring the pedagogical classroom practices of history teaching and a critical comparison of various possible approaches taken in educational praxis. The book will make compelling reading for students and researchers of education, history, sociology, peace and conflict studies and psychology.
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This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.
Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
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This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed.
Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.
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This book written by international experts in the field of educational innovation is a guide for universities to become world-class universities. It contributes to the current international intellectual debate on the future of higher education. It also tells the story of King Abdulaziz University in Jeddah (Saudi Arabia) and its effort to become a world-class university. The book discusses excellence in different aspects such as education, research, community services, strategic planning, knowledge economy and international cooperation.
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Higher education has thrived in Europe for the last three decades supported by the powerful policy narratives of the European construction and knowledge society. The two together called for better-integrated societies with higher economic competitiveness, superior employment, and social cohesion. Extraordinary developments in higher education during this time have also been made possible by what looked like a triumphal march of democracy.
This volume sketches a vivid picture of the state of higher education in Europe almost 30 years after the fall of the Berlin Wall. The emphasis is on the role of the Bologna Process, which is soon to turn 20 years old (a respectable age for any reform process). The authors document long-term transformations and recent cracks in the established higher education pathways and the broader policy narratives that supported them for the last 20-30 years.
New developments begin to affect the course of higher education. They come, once again, from outside rather than from within higher education. In some places in Europe, instead of democratic progress, we now witness authoritarianism, populism, or what is called with cynical self-flattery “illiberal democracy”; instead of Europe - Brexit; instead of policies for economic advancement and shared benefits, we witness attempts to institutionalize corruption at state level; an unprecedented mass movement of people raises unprecedented challenges on the continent. These are not tendencies emerging everywhere in Europe and not to the same degree every time. And yet, they contribute to define a shift, a new political atmosphere, with a larger spectrum of political regimes but with democratic recession.
Are we witnessing the advent of a new era? If so, that raises questions regarding the future of higher education, some of which are addressed in this volume. How will this new historical situation influence higher education? What can be done in higher education, building on what has been already achieved in these past years, including the Bologna Process itself, to benefit citizens, institutions, countries, and Europe as a whole?
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This book summarizes the vast amount of research related to teaching and learning probability that has been conducted for more than 50 years in a variety of disciplines. It begins with a synthesis of the most important probability interpretations throughout history: intuitive, classical, frequentist, subjective, logical propensity and axiomatic views. It discusses their possible applications, philosophical problems, as well as their potential and the level of interest they enjoy at different educational levels. Next, the book describes the main features of probabilistic thinking and reasoning, including the contrast to classical logic, probability language features, the role of intuitions, as well as paradoxes and the relevance of modeling. It presents an analysis of the differences between conditioning and causation, the variability expression in data as a sum of random and causal variations, as well as those of probabilistic versus statistical thinking. This is followed by an analysis of probability’s role and main presence in school curricula and an outline of the central expectations in recent curricular guidelines at the primary, secondary and high school level in several countries. This book classifies and discusses in detail the three different research periods on students’ and people’s intuitions and difficulties concerning probability: early research focused on cognitive development, a period of heuristics and biases programs, and the current period marked by a multitude of foci, approaches and theoretical frameworks.
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This open access volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes a
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Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.
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How to Learn Like a Pro! features the “big six” effective learning/study skills topics: learning styles and preferences, time and materials management, critical thinking and reading, note-taking, memory principles, and test-taking techniques. Each of the six units featuring a combined total of twenty-three lessons and accompanying exercises (with a dash of humor here and there) were developed with the diverse student body of the community college in mind as well as learners in other educational venues.
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This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.
Chapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs by Sheldon L. Loman, provides readers with practical resources to develop their repertoire of tools for designing supports for individuals with significant needs.
Chapter 2: Naturalistic AAC Communication Intervention by Samuel Sennott, introduces the reader to Augmentative and Alternative Communication (AAC) and shares specific intervention resources including the innovative naturalistic strategy: MODELER.
Chapter 3: Principles of Applied Behavior Analysis to Teach by Kristy Lee Park, provides an overview and examples of research-based approaches of Applied Behavior Analysis (ABA).
Chapter 4: Developing Function-based Interventions by Sheldon Loman, shares a practical guide for the use of research-based critical features to design positive behavioral interventions based on the reasons why students engage in problem behaviors (i.e., function of student behavior).
Chapter 5: iOS 8 Accessibility by Luis F. Pérez, presents the latest information on the accessibility of mobile devices using the iOS 8 Apple operating system. This chapter embeds multiple video examples for improving the accessibility for mobile devices with this newest operating system.
Chapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers by Michael J. Kennedy, John Romig, and Wendy J. Rodgers, introduce a multimedia-based tool that can be created by teachers with technology they already have on their computers. In this chapter they provide examples of high-quality multimedia and step-by-step instructions for production.
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This book presents an overview of the main research findings and case studies concerning education and skills for inclusive growth, green jobs and the greening of economies. Focusing on India, Indonesia, Sri Lanka and Viet Nam, it discusses government and business sector responses to these issues and how Technical and Vocational Education and Training (TVET) systems and institutions are addressing both the renewal of curricula in the context of green growth dynamics, and patterns of training and skills development to meet demands. In addition, the book examines cross-country issues, concerns and prospects regarding education and skills for inclusive growth and green jobs for the four countries. These include critical themes and issues in the selected industry sectors triggering a demand for green jobs in the region; how industry is responding to those demands; areas impeding the transition from traditional to green practices; the importance of skills development; the role of TVET in addressing industry needs; and reasons for the slow response of TVET to green skills.While other studies conducted in Asia – and internationally - on the same topic have largely relied on secondary sources, this study conducted by the Asian Development Bank and the Education University of Hong Kong (ADB-EdUHK) is unique in that the findings, conclusions and recommendations reported on are based on primary data. As part of the study, TVET providers, business enterprises, policy makers and practitioners were surveyed using questionnaires and face-to-face interviews. In addition, workshops were held in each of the four countries to ascertain the views of key stakeholders in government, nongovernment organisations, members of the international development community, TVET providers and members of the business sector.The book also provides summaries of the case studies undertaken for India, Indonesia, Sri Lanka and Viet Nam.
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This books investigates the background and nature of the Ottoman Jihad proclamation, but also its effects in the wider Middle East. It looks at the German hopes and British fears of a worldwide rising of Muslims in the colonial empires. It also discusses the fierce academic debates caused by the Jihad proclamation, in which the 1915 manifesto of Leiden Islam scholar Christiaan Snouck Hurgronje (“Holy War Made in Germany”) played a key role.
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After violent protests all over the country had forced President Suharto to step down in 1998, Indonesia successfully made the transition from an authoritarian state to a democracy. In this book Indonesian scholars attached to Islamic universities and Dutch researchers investigate what happened since and what the consequences are of the growing influence of orthodoxy and radicalism, which already visible before 1998, only got stronger.
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This collection examines how higher education responds to the demands of the automation economy and the fourth industrial revolution. Considering significant trends in how people are learning, coupled with the ways in which different higher education institutions and education stakeholders are implementing adaptations, it looks at new programs and technological advances that are changing how and why we teach and learn. The book addresses trends in liberal arts integration of STEM innovations, the changing role of libraries in the digital age, global trends in youth mobility, and the development of lifelong learning programs. This is coupled with case study assessments of the various ways China, Singapore, South Africa and Costa Rica are preparing their populations for significant shifts in labour market demands – shifts that are already underway. Offering examples of new frameworks in which collaboration between government, industry, and higher education institutions can prevent lagging behind in this fast changing environment, this book is a key read for anyone wanting to understand how the world should respond to the radical technological shifts underway on the frontline of higher education.
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This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life.
The book features a foreword by Luke Pittaway, USASBE Entrepreneurship Educator of 2018.
The manuscript discusses key concepts of Cultural Historical Activity Theory’s Change Laboratory as a formative intervention in a coherent and accessible manner. Beyond that it carefully illustrates how the Change Laboratory and its principles of double stimulation and ascending from the abstract to the concrete can be used as a theory of change to address one of the difficult and new demands of the European Union’s New Skills Agenda. The author takes the reader through the expansive learning journey and uses strong evidence to show how a new object can be developed, and how associated tensions and contradictions can be surfaced and tackled by actors with a partially shared object, and how a new concept can be formed and enriched through implementation and reflection in a manner that generates collective transformative agency. (Reviewer)
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 654101.
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This open access book explores the key dimensions of a future education system designed to enable individuals, schools, and communities to achieve the twin twenty-first century challenges of sustainability and human well-being. For much of the twentieth century, Western education systems prepared students to enter the workforce, contribute to society and succeed in relatively predictable contexts. Today, people are at the controls of the planet—making decisions that are dramatically reshaping social, economic, and environmental systems at a global scale. What is education’s purpose in this new reality? What and how must we learn now? The volatility and uncertainty caused by digitalization, globalization, and climate change weave a common backdrop through each chapter. Using case studies drawn from Finland and the US, chapter authors explore various aspects of learning and education system design through the lenses of sustainability and human well-being to evaluate how our understanding and practice of education must transform. Using their scholarly research and experience as practitioners, the authors propose new approaches to preparing learners for a new frontier of the human experience fraught with risks but full of opportunity.
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In this book, McHenry challenges the still-regnant paradigm of knowledge acquisition as the end and means of schooling, supplanting it with an inquiry into what knowledge is. Tracing the development of the idea of knowledge from its roots in Descartes and Locke through the ontological turn in Wittgenstein, Heidegger, and Buber, he provides an alternative rationale and vocabulary for a practice of schooling that engages teachers with students in being-together-and-inventing. Philosophically centered though accessibly written, with examples from the author’s personal experiences with his own child and his students, the book engages the reader in inquiry rather than argument, leaving her not with a list of tips and prescriptions, but with a capacity for encounter with the actual persons in her classroom.
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Whose History? aims to illustrate how historical novels and their related genres may be used as an engaging teacher/learning strategy for student teachers in pre-service teacher education courses. It does not argue all teaching of History curriculum in pre-service units should be based on the use of historical novels as a stimulus, nor does it argue for a particular percentage of the use of historical novels in such courses. It simply seeks to argue the case for this particular approach, leaving the extent of the use of historical novels used in History curriculum units to the professional expertise of the lecturers responsible for the units.
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What is trust and how new technologies are changing or affecting the concept of trust? This publication offers insights from researchers working in educational technology and distance education, collected in the frame of the European FP-7 Marie-Curie People project “Stimulators and inhibitors of a culture of trust in educational interactions assisted by modern information and communication technology”, and provides examples of implications of trust for successful learning experiences in distance education. The research goal is to understand how trust has changed or is changing: this is related not only to the modification of the meaning, but also indicators upon which people built their judgements.
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The educational imagination is the capacity to think critically beyond our located, daily experiences of education. It breaks away from the immediacy of personal understanding by placing education within wider, deeper and longer contexts. Boundaries of the Educational Imagination develops the educational imagination by more
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The educational system, whilst not the only factor involved, can play a vital role in
forming the attitudes that people carry over into their adult lives, attitudes which
will help to decide whether their society is characterised by openness and trans-
parency or by secretive and bureaucratic decision making.
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This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.
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What are today’s main concepts and theories – and the main stakes – associated with the issue of competences in organisations? Several topics are discussed, including competence issues regarding the evolution of work, professionalisation, competence evaluation, competence management, and the competences of adult educators
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The importance of adult education is growing steadily— be it in relation with migration, matters of inclus - ion, the work place etc. Thus, this international perspective on the most important research issues in adult education is a wealth of knowledge for anyone related to this field. The book is composed as a text book and thus, provides didactic material for discussion and further exploration of research in the field of AE from an international perspective. From the Contents: EU policy in Education and AE: links with Research opportunities on the field Support for Research in Adult Education in the European Union Main areas of Research in AE at the International level · Research on Migration. · Research on Inclusion, Access and Participation · Professionals, Assessment and Counselling · Learning in the Workplace International organisations and networks with influence to Adult Education
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Ebooks are coming of age in education, as this exciting collection commissioned by Jisc demonstrates. Case studies, reflecting ebook success stories across the higher and further education sectors, include: - An innovative app to encourage ebook take-up in a Welsh college. - A partnership between a library and research centre to create open access monographs and midigraphs. - Several examples of creative negotiations with ebook publishers. Insight chapters address hot topics in the ebook universe, including: - The changing world of access to scholarly digital content in the mobile environment. - The challenges faced by the library as online distance learning moves from margin to mainstream. - How ebooks have the potential to meet a wide range of accessibility needs. - Experimentation with ebooks as a shared service. This collection will provide inspiration and guidance to institutions as they develop projects and services to support students and researchers and will be of interest to library practitioners, publishers, ebook vendors, information professionals, teachers, lecturers and students. Jisc, in collaboration with Ubiquity Press, is pleased to be making this publication available open access on a CC-BY licence. (DOI: http://dx.doi.org//10.5334/bal)
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Learning is a key issue in education. Being familiar with contemporary learning theory, therefore, is an essential prerequisite for education scholars and practitioners alike.
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How to identify, analyse, and assess the various types of adult learning needs? How to develop programmes tailored to these needs? This study guide is written for postgraduate students preparing to become professional adult educators, as well as for those intending to plan educational programmes for adults. The book covers the various types of adult (learning)needs and provides hints on how to identify, analyse, and assess these needs. It presents typical challenges involved in performing such an analysis as well as theoretical considerations of the concept and types of needs, of diagnosing educational needs and their theoretical understanding. The author draws conclusions on how to develop programmes tailored to the needs identified. With a focus on practical concerns, she illustrates the necessary steps as well as the factors to be considered when designing an educational programme for adults, both in the planning stage and in the stages of implementation and evaluation. From the Contents: The Importance of Needs Analysis and Programme Planning in Adult Education Needs: Theoretical Considerations Fields of Needs Analysis in an Educational Context Methods of Needs Analysis in Adult Education Needs Analysis for Planning Educational Programmes Steps in Programme Planning in Adult Education
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This open textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.
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How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically.
This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications—especially of directive and nondirective tutoring strategies and methods—for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.
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In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.
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For many learners, assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although learners sometimes respond negatively to evaluation, assessments have provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate are these data and have they informed practice or been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in online learning environments to alter and improve assessment and evaluation has yet to be explored by educators and learners.
In their investigation of assessment methods and learning approaches, Conrad and Openo explore assessment that engages and authentically evaluates learning. They insist that online and distance learning environments afford educators new opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of engaged learning in the digital age. In this volume, practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.
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The reason why Randall Fallows wrote Exploring Perspectives: A Concise Guide to Analysis is simple: to help give students a better understanding of how to discover, develop, and revise an analytical essay. Here is how his 5 chapter book goes about doing just that:
The first two chapters focus on the nature of an analysis and what's involved in writing an analytical essay.
Randall shows that analysis consists of a balance of assertions (statements which present their viewpoints or launch an exploration of their concerns), examples (specific passages/scenes/events which inspire these views), explanations (statements that reveal how the examples support the assertions), and significance (statements which reveal the importance of their study to personal and/or cultural issues).
After showing why each feature should be present throughout an essay, he reveals how to "set the stage" for producing one of their own.
He first helps students to evaluate their own views on a subject and to examine how these views emerge from their own experiences, values and judgments.
He, then, shows them how to research what others have said about the subject and provides suggestions for evaluating and incorporating this research into their own perspectives.
Finally, Randall discusses the nature of writing, not as a linear procedure, but as a recursive process where the discovery and clarification of a concept occur simultaneously.
The remaining three chapters reveal more specific advice on how to develop an analytical essay.
Exploring Perspectives: A Concise Guide to Analysis by Randall Fallows is a great text to prepare any student to write analytical essays for the argument and persuasion courses.
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Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face.
Although the book contains many practical examples, it is more than a cookbook on how to teach. It addresses the following questions:
is the nature of knowledge changing, and how do different views on the nature of knowledge result in different approaches to teaching?
what is the science and research that can best help me in my teaching?
how do I decide whether my courses should be face-to-face, blended or fully online?
what strategies work best when teaching in a technology-rich environment?
what methods of teaching are most effective for blended and online classes?
how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject?
how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload?
what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks?
In summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. A framework and a set of guidelines are suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching.
In the end, though, the book isn't really about teachers and instructors, although you are the target group. It's about you helping your students to develop the knowledge and skills they will need in a digital age: not so much digital skills, but the thinking and knowledge that will bring them success. For that to happen, though, your students need you to be on top of your game. This book is your coach.
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Teaching Autoethnography: Personal Writing in the Classroom is dedicated to the practice of immersive ethnographic and autoethnographic writing that encourages authors to participate in the communities about which they write. This book draws not only on critical qualitative inquiry methods such as interview and observation, but also on theories and sensibilities from creative writing and performance studies, which encourage self-reflection and narrative composition. Concepts from qualitative inquiry studies, which examine everyday life, are combined with approaches to the creation of character and scene to help writers develop engaging narratives that examine chosen subcultures and the author's position in relation to her research subjects. The book brings together a brief history of first-person qualitative research and writing from the past forty years, examining the evolution of nonfiction and qualitative approaches in relation to the personal essay. A selection of recent student writing in the genre as well as reflective student essays on the experience of conducting research in the classroom is presented in the context of exercises for coursework and beyond. Also explored in detail are guidelines for interviewing and identifying subjects and techniques for creating informed sketches and images that engage the reader. This book provides approaches anyone can use to explore their communities and write about them first-hand. The methods presented can be used for a single assignment in a larger course or to guide an entire semester through many levels and varieties of informed personal writing.
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How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically.
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