Listing 1 - 10 of 16 | << page >> |
Sort by
|
Choose an application
Éducation --- Recherche qualitative --- Education - Research --- Education - Research - Methodology
Choose an application
Der zweite Tagungsband des Netzwerks bildet nicht nur vielfältige Ergebnisse der Hochschulforschung ab, sondern beschäftigt sich auch mit der Verortung dieser Forschung selbst. Er beinhaltet Beiträge aus verschiedenen Disziplinen und setzt unterschiedliche Forschungszugänge und -intentionen voraus. So werden Erkenntnisgewinn, Forschungsrelevanz und der angewandte Forschungsbezug sowie die Praxis in den Beiträgen diskutiert und dargestellt. Der Tagungsband liefert damit einen Beitrag zur aktuellen und zukünftigen (Weiter-)Entwicklung auf der System- oder Institutionenebene unter Berücksichtigung der handelnden Akteur*innen.
Higher education research --- institutional research --- Heterogenität --- Nachhaltigkeit --- Service Learning --- Chancengleichheit --- new public management --- Bildungsmanagement --- Heterogenität
Choose an application
The history of the UCL Institute of Education is one of persistent renewal. Since its founding in 1902 as the London Day Training College, through its establishment as a university institute and merger with UCL, the IOE has constantly grown into new areas of learning and social research. As a locus for leadership, it has exerted influence upon the nature and direction of education nationally and internationally. Drawing upon a wide range of sources, the connections between internal history and external historical developments are sensitively teased out. The result is an elegantly written history, characterised by substantial scholarship and analysis, and enlivened by illustrations and anecdote. The pages of this book are peopled with some of the most influential, and at times controversial, figures of education, including Sidney Webb, Cyril Burt, Susan Isaacs, Sophie Bryant, Richard Peters, Basil Bernstein, Ann Oakley, Celia Hoyles and Stephen Ball. Two new chapters extend Richard Aldrich’s text to 2020. These examine the extraordinary years of growth in the early 2000s, followed by a period of consolidation, merger with UCL and subsequent expansion. The IOE is unique in successfully pursuing a world-leading research agenda while also supporting a wide range of teacher education, having an impact in London, across Britain and the world.
Teachers colleges. --- Colleges of education --- Normal schools --- Schools of education --- Training colleges for teachers --- Universities and colleges --- education --- teacher education --- education research --- IOE --- UCL IOE --- education history --- London
Choose an application
"Detweiler's research statistically tests the relationship between specific liberal arts practices and later adult life, and considers the implications of those findings for higher education"--
Education, Humanistic. --- Education, Higher --- Aims and objectives. --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- EDUCATION / Higher --- EDUCATION / Research --- EDUCATION / Philosophy, Theory & Social Aspects
Choose an application
"Corpus Linguistics for Education Research provides a practical and comprehensive introduction to the use of corpus research-methods in the field of education. Taking a hands-on approach to showcase the applications of corpora in the exploration of educationally relevant topics, this book: covers 18 key skills including corpus building, the role of frequency, different corpus methods, transcription and annotation; demonstrates the use of available corpora and desktop and online corpus analysis tools to conduct original analyses; features case studies and step-by-step guides within each chapter; emphasizes the use of interview data in research projects. Corpus Linguistics for Education Research is an essential guide for students and researchers studying or conducting their own corpus-based research in education"--
Education --- Applied linguistics --- Corpora (Linguistics) --- Linguistic analysis (Linguistics) --- Language and education --- Research --- Methodology --- Methodolgy --- Didactics of languages --- Comparative linguistics --- Educación --- Corpus-based analysis (Linguistics) --- Corpus linguistics --- Linguistics --- Methodology. --- Methodolgy. --- Investigación --- Education - Research - Methodology --- Applied linguistics - Research - Methodolgy --- Education - Terminology
Choose an application
This book offers a detailed look into the how and what of mathematics instruction in Singapore. It presents multiple aspects of mathematics instruction in schools, ranging from the unique instructional core, practices that promote mastery, development of conceptual knowledge through learning experiences, nurturing of positive attitudes, self-regulation of learning and development and use of instructional materials for making connections across mathematical ideas, developing mathematical reasoning, and developing fluency in applying mathematical knowledge in problem solving. The book presents a methodology that is successful in documenting classroom instruction in a comprehensive manner. The research findings illuminate instruction methods that are culturally situated, robust and proven to impact student learning. It demonstrates how a unique data source can be analysed through multiple lenses and provides readers with a rich portrait of how the school mathematics instruction is enacted in Singapore secondary schools.
Mathematics—Study and teaching . --- Learning. --- Instruction. --- Education—Research. --- Mathematics Education. --- Learning & Instruction. --- Research Methods in Education. --- Learning process --- Comprehension --- Education --- Mathematics --- Study and teaching (Secondary) --- Research. --- Educational research --- Math --- Science
Choose an application
SamenvattingEen vaak gehoorde oorzaak voor de tegenvallende resultaten met betrekking tot de onderwijskwaliteit is dat leraren onvoldoende wetenschappelijk onderbouwd te werk gaan. Onderzoekers en lerarenopleiders klagen dan dat wetenschappelijke inzichten over 'wat werkt' niet voldoende worden toegepast op de klasvloer. Sommige leraren zouden een didactiek toepassen die niet spoort met de wetenschappelijke consensus. Dat alles roept vragen op rond de verwachtingen die we van leraren mogen hebben omtrent hun omgang met wetenschappelijke inzichten.In welke mate kunnen we van leraren verwachten dat ze levenslang op de hoogte blijven van wetenschappelijke inzichten? Hoe vertalen zich deze inzichten van theorie naar praktijk? Moeten leraren nauwkeurige uitvoerders zijn van wat wetenschappers voorschrijven of mogen we van leraren een eigen onderzoekende praktijk verwachten? Draagt de leraar daarbij individuele verantwoordelijkheid, of hebben intermediairs, teamgenoten en leidinggevenden daarin ook een rol te spelen?In dit nummer bieden we oriëntatie in deze moeilijke kwesties.Bron: uitgever
Onderwijsvernieuwing --- Onderwijsbeleid --- Studeren --- Leren --- Leraren --- Onderzoek --- Huiswerkbeleid --- Schoolprestaties --- Onderwijskansen --- Didactiek --- Onderwijsstijlen --- Leraar --- Schoolprestatie --- Onderwijsstijl --- Nederland --- Kust --- Ontwikkeling --- Leerlijn --- Directie --- Onderzoek (wetenschap) --- Onderwijsonderzoek --- Onderwijskwaliteit --- Onderwijs --- Evidence based education --- Evidence informed education --- Education--Research --- 750 Onderwijspersoneel
Choose an application
This book describes the practice of poetic inquiry and takes the reader through the process of translating lived experience into poetry that attends to the lives of others. Using her own writing—from early drafts to published poems—Apol demonstrates elements of poetic inquiry that both give it strength and make it complicated: the importance of craft (the aesthetic); the imperative of accuracy and reliability (the investigative); the significance of ethical responsibility that leads to action (witness); and the centrality of relational connectedness and accountability (withness). Apol raises questions about what it means for poems to function as both research and art, and illustrates what happens when there are irresolvable conflicts between the demands of the poem and a commitment to relationship. Throughout, Apol addresses her white privilege, as well as the dominant white/colonial narrative that often seeps into arts-based work unless it is overtly and critically addressed. The book goes beyond arts-based research, speaking as well to other forms of cross-national, cross-cultural research. It is a call for relational scholarship that moves toward action, a heart-rending teaching, a post-traumatic aesthetic map laid down with clear and poignant theory and praxis to extend, serve and guide. "It has been a long time since I have been so powerfully affected by a book. I feel like I have been punched in the gut and am grateful for it. This book is unflinching, unapologetic, and haunting. The material is accessible to everyone; poets and non-poets alike, or anyone desiring to conduct ethical inquiry to transform self and the world." Morna McDermott McNulty, Towson University, Maryland, USA.
Art education. --- Education—Research. --- Poetry. --- Creativity and Arts Education. --- Research Methods in Education. --- Poetry and Poetics. --- Poems --- Poetry --- Verses (Poetry) --- Literature --- Art --- Art education --- Education, Art --- Art schools --- Philosophy --- Analysis, interpretation, appreciation --- Education --- Literature and history --- Rwandan poetry (English) --- English poetry --- Rwandan literature (English) --- History and literature --- History and poetry --- Poetry and history --- History
Choose an application
This unique companion is a much-needed guide for those who are embarking on field research in conflict-affected countries. In a break with academic tradition, the chapters are mainly written in the first person and contain personal accounts of the ethical and practical challenges of fieldwork. In the book, over thirty scholars reflect on the complexity of dealing with human subjects in conflict-affected contexts. This indispensable book provides insider knowledge and gives confidence to researchers - both those at the very start of their careers or during their studies, and experienced researchers who want to consider positionality, responsibility and the moral obligation of the researcher in new ways. Essential reading for students and scholars embarking upon fieldwork in International Relations, Politics, Sociology, Political Geography and Anthropology. Roger Mac Ginty is Professor at the School of Government and International Affairs, and Director of the Global Security Institute, both at Durham University, UK. He has conducted field research in Georgia, Lebanon, Uganda, Northern Ireland, Kosovo, Bosnia-Herzegovina, Sri Lanka, and the US. Roddy Brett is Senior Lecturer in Politics and International Relations at the University of Bristol, UK. During thirteen years living in Latin America, he acted as Advisor to the UNDP and the UNHCHR and as Advisor on Indigenous Affairs to the Norwegian Embassy. In 2015, he led a UN investigation into the role of the delegations of victims in the Santos-FACRC-EP peace process. Birte Vogel is Lecturer in Humanitarianism, Peace and Conflict Studies at the University of Manchester, UK. She has conducted fieldwork in Colombia, Cyprus, Bosnia-Herzegovina, India and Sri Lanka.
Science --- Polemology --- International relations. --- Terrorism. --- Political violence. --- Education—Research. --- International Relations. --- Terrorism and Political Violence. --- Research Methods in Education. --- Violence --- Political crimes and offenses --- Terrorism --- Acts of terrorism --- Attacks, Terrorist --- Global terrorism --- International terrorism --- Political terrorism --- Terror attacks --- Terrorist acts --- Terrorist attacks --- World terrorism --- Direct action --- Insurgency --- Subversive activities --- Political violence --- Terror --- Coexistence --- Foreign affairs --- Foreign policy --- Foreign relations --- Global governance --- Interdependence of nations --- International affairs --- Peaceful coexistence --- World order --- National security --- Sovereignty --- World politics
Choose an application
This book explores the phenomenon of researchers at risk: that is, the experiences of scholars whose research topics require them to engage with diverse kind of dangers, uncertainties or vulnerabilities. This risk may derive from working with variously marginalised individuals or groups, or from being members of such groups themselves. At other times, the risk relates to particular economic or environmental conditions, or political forces influencing the specific research fields in which they operate. This book argues for the need to reconceptualise – and thereby to reimagine – the phenomenon of researchers’ risks, particularly when those risks are perceived to affect, and even to threaten the researchers. Drawing on a diverse and global range case studies including Aotearoa New Zealand, Australia, Balūchistān, Cyprus, and Germany, the chapters call for the need to identify effective strategies for engaging proactively with these risks to address precarity, jeopardy and uncertainty. Deborah L. Mulligan researches in the field of gerontology, specifically with older men and suicide ideation. She is interested in community capacity building through examining the sustainability of particular men’s groups with male-only membership, and also in ethics and reciprocity when conducting research with marginalised groups. Patrick Alan Danaher is Professor of Educational Research and Acting Deputy Head of the School of Education at the University of Southern Queensland, Australia. He is also currently an Adjunct Professor in the School of Education and the Arts at Central Queensland University, Australia. He is also currently an Adjunct Professor at Central Queensland University and James Cook University, both in Australia, and Docent at the University of Helsinki, Finland.
Higher education. --- Self. --- Identity (Psychology). --- Education—Research. --- Maturation (Psychology). --- Career education. --- Higher Education. --- Self and Identity. --- Research Methods in Education. --- Personal Development. --- Career Skills. --- Education --- Growth (Psychology) --- Personal development --- Personal growth --- Developmental psychology --- Personal identity --- Personality --- Self --- Ego (Psychology) --- Individuality --- Consciousness --- Mind and body --- Thought and thinking --- Will --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Scholars. --- Research --- Risk assessment. --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Persons
Listing 1 - 10 of 16 | << page >> |
Sort by
|