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Beyond Fragmentation

Author: Brian Hudson
Publisher: Barbara Budrich
ISBN: 9783866493872
Size: 43.78 MB
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All European countries have different ways to teach learning and to learn teaching. In most European countries - except for the English-speaking countries - didactics is a university discipline. Though there are national and local differences in the practice of learning and teaching, this book negotiates through the disparities, finding common ground and creating new angles. In trying to move towards a more widely-shared approach to didactics in Europe, different European traditions are explored from the bottom up, by taking a closer look at various teacher education models and their empirical bases. The book analyzes whether there is an examplary shift from teaching to learning, and from research on teaching to research on learning. The importance attributed to subject matter didactics and lesson planning in teacher education - as well as the impact of information and communication technology on didactic design - are also discussed.

Teacher S Professional Development

Author: Sabine Krolak-Schwerdt
Publisher: Springer Science & Business Media
ISBN: 9462095361
Size: 47.47 MB
Format: PDF, Kindle
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A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.

Developmental Dyscalculia

Author: Jörg-Tobias Kuhn
Publisher:
ISBN: 9780889374751
Size: 26.99 MB
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This volume aims to further our understanding of developmental dyscalculia and measures that might help to redress it. In addition to recent research findings highlighting the importance of working memory facets in developmental dyscalculia and investigating the IQ-achievement discrepancy criterion in defining the disorder, a meta-analysis on the effectiveness of interventions for children with mathematical difficulties provides new directions for how affected children can best be helped.

Extreme Learning

Author: Keen J. Babbage
Publisher: R&L Education
ISBN: 9781578861408
Size: 49.27 MB
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Keen Babbage shows educators how to cause extreme learning in the classroom while also creating a classroom learning community in which the teacher and the student team up in a vibrant, symbiotic, fulfilling partnership.

Organizing Networks

Author: Andréa Belliger
Publisher: transcript Verlag
ISBN: 3839436168
Size: 44.60 MB
Format: PDF
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What are organizations? Where do they come from? How are they transformed and adapted to new situations? In the digital age and in the global network society, traditional theories of the organization can no longer answer these questions. Based on actor-network theory, this book explains organizations as flexible, open networks in which both human and non-human actors enter into socio-technical assemblies by constantly negotiating and re-negotiating programs of action. Organizations are not macro social structures or autonomous systems operating behind the backs of individuals. Instead, they are scalable actor-networks guided by network norms of connectivity, flow, communication, participation, authenticity, and flexibility.

Inclusive Education Twenty Years After Salamanca

Author: Florian Kiuppis
Publisher: Peter Lang Pub Incorporated
ISBN: 9781433126963
Size: 69.10 MB
Format: PDF, ePub, Docs
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This edited volume discusses UNESCO's contributions to inclusive education over the past 20 years, the normative and technical leadership roles this organization has been playing together with its peers and competitors in educational development, and the current status of this issue in academic debates, as well as conceptualizations from different cultures. The chapters reflect and critically discuss a range of positions on the relation between inclusive education, educatino for all, and special needs education and particularly express the role disability plays in these thematic contexts. The book brings to light that although the term inclusive education is commonly associated with people with disabilities, there are contexts - e.g., research strands on school development in the UK - in which inclusive education is considered as an approach in which the focus of special (needs) education is widened in terms of the target group, reaching out to the heterogeneity of learners, thus taking diversity as a starting point for educational theory and practice. This book highlights the differences in narratives of inclusive education in the United States and abroad and is intended to bridge the various approaches to the study of inclusive education and disability, particularly in the US, the UK, and the Nordic countries within Europe. Although academics and students in Disability Studies are the target audience, the book is also of high relevance to policy makers in the growing field of inclusive education, as well as being potentially interesting for practitioners in education and social work.

Well Being Resilience And Quality Of Life From Children S Perspectives

Author: Silvia Exenberger
Publisher: Springer Science & Business Media
ISBN: 9400775199
Size: 43.86 MB
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This book explores the broad view on child well-being and the quality of life research. It starts with a discussion of the origin of the social indicator movement and a review of literature on the concepts of quality of life, (subjective) well-being and resilience. It then discusses the force of culture on child development, and shows how two prototypical environments favor either the independent or interdependent self-model. After an exploration of the shifts and changes in the child well-being indicator movement and trends of child well-being measurements, the book turns to research on Tsunami-affected children. The first part of the study gives these children and their caregivers a voice, formulating in their words what constitutes child well-being for them in the given circumstances. The concepts provided are processed in detail, contrasted, and then made into indicators. The second part of the study describes the introduction of a child well-being index based on these indicators. The book ends with four main conclusions reflected in a theoretical model of contextualized child well-being indicators.

Language And Literacy Development In Early Childhood

Author: Robyn Ewing
Publisher: Cambridge University Press
ISBN: 1316692507
Size: 50.97 MB
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This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.

Language Development In Early Childhood Education

Author: Beverly W. Otto
Publisher: Pearson
ISBN: 9780134552620
Size: 77.19 MB
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Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134300777. Theory, research, and intentional developmentally appropriate practice combine to provide a solid foundation for understanding language development from birth to Grade 3. Language Development in Early Childhood Education helps future early childhood educators support children's language development from birth through age 8 or 3rd grade. The text presents a compelling, comprehensive view of key linguistic concepts, language development theory, and research while remaining focused on the development of phonological, semantic, syntactic, morphemic, and pragmatic language skills, children's understanding of written language, and ways in which this acquisition process can be enhanced in early childhood settings. Interesting vignettes of young children's language development open each chapter, and within each chapter anecdotal narratives illustrate key concepts and interaction strategies. Balanced, multidisciplinary, and comprehensive, the approach to language development is ideal for preservice teachers in undergraduate and graduate early childhood education, as well as for continued professional development among inservice teachers. The text has been updated and expanded throughout, and the new Enhanced Pearson eText features links to video clips; alignment among Learning Outcomes, chapter sections, and pop-up multiple-choice quizzes; and a digital Glossary linking key terms to definitions in the eText. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.* Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad� and Android� tablet.** Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. **The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.