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Second International Handbook Of Lifelong Learning

Author: David N. Aspin
Publisher: Springer Science & Business Media
ISBN: 9400723601
Size: 15.63 MB
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The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.

International Handbook Of Lifelong Learning

Author: David N. Aspin
Publisher: Springer Science & Business Media
ISBN: 9401009163
Size: 39.38 MB
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Recent changes in the world effected by the transformations of information technology, globalisation, and the move towards a knowledge economy over the last thirty years have been as radical and fundamental as the changes resulting from the invention of the wheel and the printing press. We are now living in a new age in which the demands are so complex, so multifarious and so rapidly changing that the only way in which we shall be able to survive them is by committing to a process of individual, communal, and global learning throughout the lifespan of all of us. A number of international bodies and agencies have taken cognisance of these transformations and the demands they impose upon societies and communities of the twenty-first century and have developed and articulated policies intended to enable all citizens of the world in the twenty-first century to face these challenges. It is now a declared policy of many governments and international agencies that the only vehicle for such preparation is `education, education, education', and that preparing for the knowledge economy and the learning society of the future has to be a lifelong undertaking, an investment in the future that is not restricted merely to the domain of economic advancement but also to those of social inclusion and personal growth. Realising this, policy-makers across the international arena are grappling with the need to move from systems that emphasise education and training to the radically more unworked construct of lifelong learning. In this volume the editors and authors analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of `best practice' found in a range of educating institutions around the world. We believe that students of educational change and community development will find it useful and helpful to have available in this volume some of the most up-to-date thinking on the chief concepts, theories, and values of increasing policy interest in lifelong learning, together with a review of some significant examples of the different forms, focuses, and nexuses of thought and practice on this topic. All this enables us to offer some policy recommendations and practical suggestions as to ways forward in the endeavour to make lifelong learning a reality for all.

International Handbook Of Jewish Education

Author: Helena Miller
Publisher: Springer Science & Business Media
ISBN: 9789400703544
Size: 57.12 MB
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The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.

International Handbook Of Research In Arts Education

Author: Liora Bresler
Publisher: Springer Science & Business Media
ISBN: 1402030525
Size: 63.25 MB
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Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.

International Handbook Of English Language Teaching

Author: Jim Cummins
Publisher: Springer Science & Business Media
ISBN: 0387463011
Size: 53.27 MB
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This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.

International Handbook Of Research In Professional And Practice Based Learning

Author: Stephen Billett
Publisher: Springer
ISBN: 9401789029
Size: 57.53 MB
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The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.

Third International Handbook Of Mathematics Education

Author: M.A. (Ken) Clements
Publisher: Springer Science & Business Media
ISBN: 1461446848
Size: 11.50 MB
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The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.​

Second International Handbook Of Educational Change

Author: Andy Hargreaves
Publisher: Springer Science & Business Media
ISBN: 9789048126606
Size: 44.28 MB
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The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.

International Handbook Of Mathematics Education

Author: Alan Bishop
Publisher: Springer Science & Business Media
ISBN: 9400914652
Size: 80.93 MB
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ALAN J. BISHOP Monash University, Clayton, Victoria, Australia RATIONALE Mathematics Education is becoming a well-documented field with many books, journals and international conferences focusing on a variety of aspects relating to theory, research and practice. That documentation also reflects the fact that the field has expanded enormously in the last twenty years. At the 8th International Congress on Mathematics Education (ICME) in Seville, Spain, for example, there were 26 specialist Working Groups and 26 special ist Topic Groups, as well as a host of other group activities. In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976. Since then several other specialist groups have been formed, and are also active through regular conferences and publications, as documented in Edward Jacobsen's Chapter 34 in this volume.