Bücher veröffentlicht von Emerald Publishing Inc

This is an international research monograph of scholarly works that are seeking to advance knowledge and understanding of a diverse range of Indigenous or First Peoples across the globe. With the overarching emphasis being towards education, this collection of works outlines the unique history, policy, and lived experiences of Indigenous peoples within education systems around the world.

How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalisation.

This book is a longitudinal study of a 10-year experimental teacher education program. Follow-up studies and writing continued for 6 years after the program closed. This case study describes a search for effective and socially just practices within a long-term reform initiative intended to prepare teachers for urban schools. The program was run through a Professional Development School--a collaboration between a university program and a diverse group of practicing teachers; and the book was written collaboratively by many of the participants-faculty, mentor teachers, doctoral students, and teacher candidates/graduates. There are few longitudinal studies of teacher education programs, especially ones that focus on what was learned and told by those who did the learning.The narratives here are rich, diverse, and multivocal. They capture the complexity of a reform initiative conducted within a democratic context. It's difficult, messy and as varied as is democracy itself. The program was framed by a sociocultural perspective and the focus was on learning through difference. Dialogue across difference, which is more than just talk, was both the method for doing research and the means for learning.The program described here began in the ferment of teacher education reform in the early 1990s, responding to the critics of the mid-1980s; and this account of it is finished at a time when teacher education is again under attack from a different direction. Criticized earlier for being too progressive, teacher education is now seen as too conservative. The longitudinal results of this program show high retention rates and ground the argument that quality teacher preparation programs for teaching in urban schools may well be cost effective, as well as provide increased student learning. This is counter to the current move to shorten teacher preparation programs, at a time of low teacher retention in our under resourced urban schools. The book does not advocate a model for teacher education, but it aims to provide principles for practice that include school/university collaboration, democratic dialogue across differences, and inquiry as a way to guide reform.

Provides a case study of a teacher education reform initiative. It uses narrative and systematic studies to analyse in detail reform initiatives - changes in design, the complex demands and learning that occurred over time, and the ongoing research and programme evaluation that informed decision making.

First published in French in 1974, this a reprint of Henri Savall's classic work. His insights into the complexity of organizational life were groundbreaking, articulating the need to examine both economic and social factors as part of the same analysis, assessing technical and behavioural patterns through the lens of an integrated framework.

Explores such topics as - the limitations to our knowledge of complex systems, the transfer of knowledge from local to global levels, collaborative knowledge generation, decision making in complex multi-stakeholder situations, organizational learning and innovation, through the lens of the field of complexity science.

The Power of We: The Ohio Study Group Experience traces the work of a networkof early childhood educators who are inspired by and engaged in the study of theearly childhood programs and practices of Reggio Emilia, Italy. The text describeshow the network of study groups began, expanded, and sustained their work. Itexplains how study groups serve as professional development and are integral tothe shaping of learning communities and making an impact on classroom practicesin early childhood programs. It chronicles some of the specific experiences ofstudy groups as well as initiatives of Ohio Voices for Learning (OVL), theorganization formed by study group facilitators. This book is important for the uniqueness of the organization itdescribes and the direction it provides for others interested in replicating the study group experience in theirgeographic area. The targeted audience is the general early childhood education field. It is also appropriate forany educator engaged in or interested in study groups and professional learning communities.

The Power of We: The Ohio Study Group Experience traces the work of a networkof early childhood educators who are inspired by and engaged in the study of theearly childhood programs and practices of Reggio Emilia, Italy. The text describeshow the network of study groups began, expanded, and sustained their work. Itexplains how study groups serve as professional development and are integral tothe shaping of learning communities and making an impact on classroom practicesin early childhood programs. It chronicles some of the specific experiences ofstudy groups as well as initiatives of Ohio Voices for Learning (OVL), theorganization formed by study group facilitators. This book is important for the uniqueness of the organization itdescribes and the direction it provides for others interested in replicating the study group experience in theirgeographic area. The targeted audience is the general early childhood education field. It is also appropriate forany educator engaged in or interested in study groups and professional learning communities.

A volume in Contemporary Language EducationSeries Editor: Terry A. Osborn, Fordham UniversityThe significant change in public schools over the last two decades warrants aresponse in how we prepare teachers. This volume is an effort to share thecontributors' knowledge, experience and ideas with colleagues, particularly withnovice language teacher educators. The suggestions in the chapters are primarilyprovided for the teaching methods course, but many can be adapted to othereducation courses or for professional development programs. The first section ofthe introduction provides a review of issues identified in teacher educationincluding debates, accountability, and government influence over education. Thesecond section explores teacher educators in the literature such as issues in theirpractice, and a focus on foreign language teacher educator practice. The third section provides a brief overviewof the chapters in the book

A volume in Contemporary Language EducationSeries Editor: Terry A. Osborn, Fordham UniversityThe significant change in public schools over the last two decades warrants aresponse in how we prepare teachers. This volume is an effort to share thecontributors' knowledge, experience and ideas with colleagues, particularly withnovice language teacher educators. The suggestions in the chapters are primarilyprovided for the teaching methods course, but many can be adapted to othereducation courses or for professional development programs. The first section ofthe introduction provides a review of issues identified in teacher educationincluding debates, accountability, and government influence over education. Thesecond section explores teacher educators in the literature such as issues in theirpractice, and a focus on foreign language teacher educator practice. The third section provides a brief overviewof the chapters in the book

Focusing on the stories of individuals about the ways that people, places, and spaces in music education interact to shape identity, this volume also contains essays from prominent educators on narrative inquiry and the role of discussant within the context of the Annual Meeting of AERA.

Focusing on the stories of individuals about the ways that people, places, and spaces in music education interact to shape identity, this volume also contains essays from prominent educators on narrative inquiry and the role of discussant within the context of the Annual Meeting of AERA.

Provides research and theory in school administration to advance our understanding of schools through empirical study and theoretical analysis. This volume is loosely organized around the broad topics of school contexts, leadership, and organizational properties that influence the effectiveness of schools.

Provides research and theory in school administration to advance our understanding of schools through empirical study and theoretical analysis. This volume is loosely organized around the broad topics of school contexts, leadership, and organizational properties that influence the effectiveness of schools.

Examines the relationship between young children and ICT, and offers innovative strategies that help optimise this relationship. It emphasises three areas: ICT as a teaching and learning tool; cybersafety and cybercitizenship; and exposure to inappropriate content and participation in online social networks.

Fluency in Distance Learning offers a practical, handson, workshop style approach to creating an effective distance learning course. Full of specific ideas and strategies, the authors guide you through the process from beginning to end. Specific instructions are provided for setting up a course home page, developing interactive content, and utilizing a variety of multimedia resources.Fluency in Distance Learning distinguishes itself from other publications on distance learning with its straightforward, practical workshop format. Specific strategies and examples of effective distance learning course materials help instructors to build a quality distance learning course quickly and effectively regardless of the learning management system being used. A companion website contains multimedia files and interactive exercises to enhance the reader's learning and understanding of distance learning pedagogy and content development for online courses. In addition, all the necessary media files for trainers to deliver a series of professional development workshops on distance learning, are also available.

Addresses recommendations of the Conference Board of the Mathematical Sciences for the preparation of teachers demonstrating how abstract mathematical concepts can be motivated by concrete activities. Such an approach makes it easier for the teachers to grasp the meaning of generalization and formal proof.

Offers relevant authentic and realistic cases that provide an opportunity to explore professional issues through an environment that allows action researchers, practitioners and students to analyze and reflect on relevant theories and techniques to understand a real problem, ponder solutions and consequences, and develop responses.