Repensar la educacion es esencial en un mundo, global, transcultural, cambiante y comunicado. A traves del libro Repensar la Educacion para un Mundo global, Transcultural se argumenta y se analiza como construir relaciones entre la escuela y la sociedad, y las posibilidades de trascender las barreras en diferentes contextos nacionales: Chile, Israel, Mexico, Marruecos, Polonia y Espana.
Draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include the natures of mathematics and critical mathematics education; ideology, the hegemony of mathematics, ethnomathematics, and real life education; capitalism, globalization, politics, social class, habitus, citizenship and equity.
Philosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are:(1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity.(2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience.In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.
Presents the latest status of the development of two consortium assessment systems. It addresses the most challenging issues related to the next generation of state testing programmes including development of innovative items assessing higher order thinking skills, scoring of such items, standard setting and linkage with the old state specific standards, and validity issues.
Considers how individuals seek a healthy alignment between work and nonwork. In addition to building on the established literature on work/family conflict, this volume also examines the reciprocal positive influences between work and nonwork, considering such issues as balancing work with commitments to others, including spouse/partner, children, elderly relatives, friends, and the community.
Presents the latest status of the development of two consortium assessment systems. It addresses the most challenging issues related to the next generation of state testing programmes including development of innovative items assessing higher order thinking skills, scoring of such items, standard setting and linkage with the old state specific standards, and validity issues.
Considers how individuals seek a healthy alignment between work and nonwork. In addition to building on the established literature on work/family conflict, this volume also examines the reciprocal positive influences between work and nonwork, considering such issues as balancing work with commitments to others, including spouse/partner, children, elderly relatives, friends, and the community.
Offers a political, poetic, and practical handbook for facilitating discussion. Creating more participation and equality during discussions can help create the conditions for social change. Elements of Discussion includes practical tips, techniques, and reflective questions through which it firmly and sensitively suggests to readers how to facilitate discussions across contexts.
Explores early childhood education policies and practices in the Caribbean. Chapters in the book analyse child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean.
This is a resource for teacher preparation programmes. It is also intended to serve as an instructional resource in P-12 education. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. A secondary purpose of the book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.
This is a resource for teacher preparation programmes. It is also intended to serve as an instructional resource in P-12 education. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. A secondary purpose of the book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.
Offers twelve chapters organised into three major sections that address occupational stress and quality of working life. Section 1 addresses the organisational and individual costs of occupational stress. Section 2 focuses on ways to mitigate the negative effects of occupational stress. Section 3 examines and expands our understanding of work life quality.
How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P-12 contexts. This book brings together reports of recent research on mentoring in K-12 settings for new teachers and new principals.
Offers twelve chapters organised into three major sections that address occupational stress and quality of working life. Section 1 addresses the organisational and individual costs of occupational stress. Section 2 focuses on ways to mitigate the negative effects of occupational stress. Section 3 examines and expands our understanding of work life quality.
How do we know that mentoring works? In this age of accountability, the time is ripe for substantiating evidence through empirical research, what mentoring processes, forms, and strategies lead to more effective teachers and administrators within P-12 contexts. This book brings together reports of recent research on mentoring in K-12 settings for new teachers and new principals.
Drawing on the FNEGE-ISEOR intervention-research workshop, the volume contains 18 chapters that explore the intervention-research process, from initial conceptualization, to implementation, to publication. The volume is published in French and English.
Drawing on the FNEGE-ISEOR intervention-research workshop, the volume contains 18 chapters that explore the intervention-research process, from initial conceptualization, to implementation, to publication. The volume is published in French and English.
The technology revolution has made it critical for all children to understand science, technology, engineering, and math (STEM) or risk being left behind. Promising Practices for Engaging Families in STEM Learning explores how families, schools, and communities can join together to promote student success in STEM by building organized and equitable pathways for family engagement across all of the settings in which students learn – including, schools, early childhood programs, homes, libraries and museums –from the earliest years through adolescence.This thought-provoking monograph includes three main sections with chapters from leading thinkers in the field:· The first section provides the theoretical and research base for the importance of family engagement in STEM and draws out the challenges and opportunities that exist– from the transmission of adults’ anxiety and lack of confidence in their own STEM skills, to inequalities in out-of-school learning opportunities, to biases and misconceptions about the kinds of STEM supports offered by families from low-income and immigrant homes.· The second section builds on this research by presenting success stories, best practices, and approaches to engaging families in STEM.· The final section focuses on how policies at the local, state, and federal level can support the promotion of family engagement in STEM. Taken together, the monograph shows that STEM is a powerful mechanism to connect, engage, and empower families.· STEM provides opportunities for parents and children to spend time together asking fun and meaningful questions that link in-and out-of-school learning.· STEM creates new experiences for families to co-construct and support learning with their children from the earliest years throughout formal schooling and onto college and career pathways.· STEM also presents possibilities for families to build confidence and agency in supporting children’s interests; especially those families who might be marginalized because of their economic or language status, race, or culture.
Explores how attending to meaning-making processes becomes crucial when researching or intervening within cultural encounters and global everyday life. It is through listening to the foreign other, to attend to their immediate experiences, as well as exploring how meaning may be mediated and co-constructed by them in everyday life that collaboration can be created and sustained.
Explores how attending to meaning-making processes becomes crucial when researching or intervening within cultural encounters and global everyday life. It is through listening to the foreign other, to attend to their immediate experiences, as well as exploring how meaning may be mediated and co-constructed by them in everyday life that collaboration can be created and sustained.
Discusses how traditions and elitist assumptions make it very difficult to recruit, retain, and engage African-American males. The authors examine these issues from multiple perspectives that highlight research, policies and practices impacting the experiences of African American males.
Discusses how traditions and elitist assumptions make it very difficult to recruit, retain, and engage African-American males. The authors examine these issues from multiple perspectives that highlight research, policies and practices impacting the experiences of African American males.
The technology revolution has made it critical for all children to understand science, technology, engineering, and math (STEM) or risk being left behind. Promising Practices for Engaging Families in STEM Learning explores how families, schools, and communities can join together to promote student success in STEM by building organized and equitable pathways for family engagement across all of the settings in which students learn - including, schools, early childhood programs, homes, libraries and museums -from the earliest years through adolescence.This thought-provoking monograph includes three main sections with chapters from leading thinkers in the field:· The first section provides the theoretical and research base for the importance of family engagement in STEM and draws out the challenges and opportunities that exist- from the transmission of adults' anxiety and lack of confidence in their own STEM skills, to inequalities in out-of-school learning opportunities, to biases and misconceptions about the kinds of STEM supports offered by families from low-income and immigrant homes.· The second section builds on this research by presenting success stories, best practices, and approaches to engaging families in STEM.· The final section focuses on how policies at the local, state, and federal level can support the promotion of family engagement in STEM.Taken together, the monograph shows that STEM is a powerful mechanism to connect, engage, and empower families.· STEM provides opportunities for parents and children to spend time together asking fun and meaningful questions that link in-and out-of-school learning.· STEM creates new experiences for families to co-construct and support learning with their children from the earliest years throughout formal schooling and onto college and career pathways.· STEM also presents possibilities for families to build confidence and agency in supporting children's interests; especially those families who might be marginalized because of their economic or language status, race, or culture.
In this collection a group of internationally-renowned scholars re-examine their theoretical and conceptual work by highlighting the "what" (factors) and "how" (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise.
Jetzt zum Newsletter anmelden und tolle Angebote und Anregungen für Ihre nächste Lektüre erhalten.
Mit Ihrer Newsletter-Anmeldung erklären Sie sich mit unseren Datenschutzbestimmungen einverstanden.
