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Engels --- Ethiopië --- Hotel --- Toerisme --- English for Specific Purposes --- Bachelor in het onderwijs : secundair onderwijs --- Engels --- h.o.
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Engels --- Ethiopië --- Hotel --- Toerisme --- English for Specific Purposes --- Bachelor in het onderwijs : secundair onderwijs --- Engels --- h.o.
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Engels --- Ethiopië --- Hotel --- Toerisme --- English for Specific Purposes --- Bachelor in het onderwijs : secundair onderwijs --- Engels --- h.o.
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"This challenging and provocative book reimagines the justification, substance, process, and study of education in open, pluralistic, liberal democratic societies.Hanan Alexander argues that educators need to enable students to embark on a quest for intelligent spirituality, while paying heed to a pedagogy of difference. Through close analysis of the work of such thinkers as William James, Charles Taylor, Elliot Eisner, Michael Oakeshott, Isaiah Berlin, Martin Buber, Michael Apple and Terrence McLaughlin, Reimagining Liberal Education offers an account of school curriculum and moral and religious instruction that throws new light on the possibilities of a nuanced, rounded education for citizenship. Divided into three parts - Transcendental Pragmatism in Educational Research, Pedagogy of Difference and the Other Face of Liberalism, and Intelligent Spirituality in the Curriculum, this is a thrilling work of philosophy that builds upon the author's award-winning text Reclaiming Goodness: Education and the Spiritual Quest."--
Education, Humanistic. --- Education --- Democracy and education. --- Education and democracy --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Classical education --- Philosophy. --- Aims and objectives.
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This book illuminates what must always be at the heart of powerful schooling and authentic learning. Its focus is on free learning, with an emphasis on early East Asian thought as a vehicle through which learning may emerge. The volume describes learning as helping the learner become more conscious, more aware. As such the authors explain how quality learning encompasses all learning that is chosen by the learner. It is non-judgmental and their idea is that if learning is done by choice then direct harm will be mitigated because quality, willed learning is not just about the individual, but includes others — it is community focused as well as self-determined. In the first part of the volume the authors look specifically at how quality willed learning can inform the state and how it can protect the rights of children. The second part looks at what quality willed learning can mean to leaders. In the last part the authors look at what it can mean for teachers and finally what it can mean for the learners themselves.
Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Education --- Education -- Aims and objectives. --- Education, Humanistic. --- Learning. --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- Aims and objectives. --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Teaching. --- Educational sociology --- Classical education --- Instruction. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension
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The 2012 Critical Transformative Educational Leadership and Policy Annual Conference hosted by the University of Massachusetts Dartmouth met head-on with issues of neoliberalism, educational democracy, cultural politics, public education, and seeing teachers and administrators as critical transformational leaders. This book is a collection of the highlights of that conference that addresses these arenas of debate, from the presentations of Deborah Meier, Ken Saltman, Clyde Barrow, and Joao Rosa, among others, to the works of emerging academics and intellectuals in the field of education. The book to serve as an antidote to such ill-informed thinking before it becomes a part of the cultural commonsense, much the way the manufactured realties of high stakes testing, standardization, and police-guarded schools have become normative. “It is urgent to learn to accurately read reality in a world in which language and discourse are being resignified to confuse people and turn reality into a board game, a world which large corporations and global financial powers play the role of the old mythological gods, creators of dogmas and flamboyant realities that they want us to submit and worship. This volume is an outcome of an important political critical transformative pedagogical project that challenges the lethal consequences of the impact of neoliberal policies in education. We need to welcome Paraskeva and LaVallee’s contribution since it offers a crucial tool to help us articulate accurately a critical diagnosis as well as solutions for a more just and democratic public education that cultivates humanity.” – Jurjo Torres Santomé, University of Corunha, Spain “This new collection Transformative Researchers and Educators for Democracy: Dartmouth Dialogues is one of the most impressive outcomes of a critical transformative program at the University of Massachusetts Dartmouth. João M. Paraskeva and Thad LaVallee provide their readers with a careful selection of chapters that explore the idea of critical and transformative leadership for a democratic conception of education, focusing on a range of related themes in understanding the dimensions of cultural and organizational change. A crucial volume focusing on aspects of the critique of neoliberal globalization in education and a needed book that insightfully combines critique and robust analysis with a utopian and positive agenda for critical transformation.” – Michael A. Peters, University of Waikato (NZ) and University of Illinois (Urbana-Champaign, USA) “This edited volume is the result of an amazing critical transformative program in educational leadership and policy studies chaired by João M. Paraskeva. Paraskeva and LaVallee produced an important contribution to a timely topic that provides clear evidences that the free market model of education it is not a hope for good public education. This book is not only important to US educators but it is really crucial for educators all over the world. What is analyzed in this book is taking place in Europe, Asia, Latin America, Africa and the Middle East.” – Alvaro Moreira Hypolito, University Federal de Pelotas, Brasil.
Education --- Social Sciences --- Education, Special Topics --- Education - General --- Education and state. --- Aims and objectives. --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Education policy --- Educational policy --- State and education --- Government policy --- Education. --- Education, general. --- Educational sociology --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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The foundational reason for why we find it so difficult to rebuild school curricula around the needs of the modern world is that we lack an organizing framework that can help prioritise educational competencies, and systematically structure the conversation around what individuals should learn at various stages of their development. Four-dimensional education provides a clear and actionable first-of-its-kind organizing framework of competencies needed for this century. Its main innovation lies in not presenting yet another one-size-fits-all list of what individuals should learn, but in crisply defining the spaces in which educators, curriculum planners, policymakers and learners can establish what should be learned, in their context and for their future. Bron : http://curriculumredesign.org
Leerplanontwikkeling --- Leerplannen --- Competenties --- Kennis --- Vaardigheden --- Werkgelegenheid --- Opvoeding en onderwijs --- Reflectie --- Sociaal-emotionele vaardigheden --- Informatiemaatschappij --- Trends --- Educational change. --- Educational planning. --- Education --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Planning --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Aims and objectives. --- Educational change --- Aims and objectives --- Leerplan --- Competentie --- Opvoeding --- Reflectie (onderdeel leerproces) --- Sociaal-emotionele vaardigheid --- Trend --- Onderwijs --- Politiek
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"This collection engages environmental, ethical and cultural values perspectives to show how Design and Technology (D&T) Education actively contributes to the significant educational goal of attaining sustainable global futures. An international collection of authors representing all levels of education articulate how D&T research, curriculum theory, policy, and classroom practices can synergise to contribute positively to the education of children for sustainable global futures. The book offers a spectrum of theorised curriculum positions, political and policy analysis, and case studies of successful school practice. A key word in the title is that of contribution which is construed in several senses: first, of D&T as a vehicle for understanding the range of political and social values that arise with such a major educational challenge; second, of D&T as an agent of critical and practical action for students as global citizens; third, by taking global and multiple perspectives (rather than, say, Western or mono-cultural positions); and, fourth, by demonstrating D&T’s capacities for working in holistic and integrative cross-curricular ways. The authors show how students can not only learn about their potential as humans-as-designers but can also develop designerly capacities that enable them to contribute meaningfully in practical ways to their communities and to wider society, that is, as global citizens who can apply design capability in ethical ways that are respectful of peoples, cultures and environments alike.".
Education --- Social Sciences --- Education - General --- Theory & Practice of Education --- miljø --- bærekraft --- bærekraftig --- design --- etikk --- kultur --- teknologi --- fremtid --- utdanning --- Educational sociology. --- Aims and objectives. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Education. --- Education, general. --- Sociology --- Educational sociology --- Aims and objectives --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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Previous studies of clinical settings show that patients exhibit an orientation towards an institutional restriction against them proposing treatment solutions for their medical condition. In this paper we demonstrate how that restriction is relaxed in a particular clinical setting, that of audiology. Focusing on video-recorded interactions in a Danish audiology clinic, we show how patients freely offer suggestions for their own treatment, even in cases where a treatment solution has already been provided by the audiologist. We further illustrate how audiologists respond to patients' treatment
Sublanguage. --- Conversation analysis. --- Verbal behavior. --- Communication in human services. --- Communication in medicine. --- Health communication --- Medical communication --- Medicine --- Human services --- Behavior, Verbal --- Conditioned response --- Speech --- Verbal learning --- Analysis of conversation --- CA (Interpersonal communication) --- Conversational analysis --- Oral communication --- Language for special purposes --- Restricted language --- Special language --- Discourse analysis --- Language and languages --- Semantics --- Register (Linguistics) --- Variation
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Children are extremely gifted in acquiring their native languages, but languages nevertheless change over time. Why does this paradox exist? In this study of creole languages, Enoch Aboh addresses this question, arguing that language acquisition requires contact between different linguistic sub-systems that feed into the hybrid grammars that learners develop. There is no qualitative difference between a child learning their language in a multilingual environment and a child raised in a monolingual environment. In both situations, children learn to master multiple linguistic sub-systems that are in contact and may be combined to produce new variants. These new variants are part of the inputs for subsequent learners. Contributing to the debate on language acquisition and change, Aboh shows that language learning is always imperfect: learners' motivation is not to replicate the target language faithfully but to develop a system close enough to the target that guarantees successful communication and group membership.
Interlanguage (Language learning) --- Sublanguage. --- Native language. --- Language acquisition --- Age factors in language acquisition --- Ability, Influence of age on --- Mother tongue --- Vernacular language --- Language and languages --- Language for special purposes --- Restricted language --- Special language --- Discourse analysis --- Semantics --- Register (Linguistics) --- Languages, Mixed --- Age factors. --- Variation --- Study and teaching --- Creole dialects. --- Creole languages --- Creolized languages --- Pidgin languages --- Interpersonal communication in children --- Psycholinguistics
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