Adult education, continuous learning Books

Book SynopsisApproaches to Work-Based Learning in Higher Education provides a comprehensive introduction to the delivery of university-level work-based learning (WBL) for educators and policymakers. The contributing authors draw from their wealth of experience of developing apprenticeships, placement programmes and other work-based learning opportunities, advising on best practice when delivering learning in partnership with industry.Supported by a unique balance of practical and theoretical insight, including international perspectives on how common challenges may be addressed, this essential volume explores the following key themes: Pedagogies â this section outlines established best practice in delivery of WBL for higher education and offers suggestions for how readers may continue to develop and improve their provision. Projects â this section covers a range of approaches to work-based learning within higher education and explores examples of this in practice, including live briefs, work placements and industrial project-based learning. Apprenticeships â this section focuses specifically on work-based degree programmes, covering their design, delivery, implementation and assessment. A must-read for anyone working within higher education policy or practice, this book provides readers with the tools to successfully navigate work-based learning, as well as strategies for ensuring and enhancing the quality of the learning experience.

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Adult Education and Lifelong Learning is regarded as one of the most widely used textbooks about adult education.Now part of the Routledge Education Classic Edition series, this key title combines the practical and philosophical to cover all areas related to the topic, including how we understand people as learners, how to teach adults, curriculum planning, distance education and assessment. It doesn't shy away from complexity and asks difficult questions to provoke the reader into thinking about what lifelong learning really means. Not your basic how-to' book, it combines practice with theory and points the way to further studies and engagement in the field.With a new introduction by Professor Sam Duncan to contextualise the work, this is a must-read text for all education students as well as practitioners and researchers in adult education and lifelong learning.

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Book SynopsisListeningthe most underrated skill in educationListeningthe process of actively receiving, constructing meaning from, and responding to spoken or non-verbal messagesis essential for teaching and learning. How can we check for understanding and ensure that students' contributions are heard and understood by peers and teachers?InLearning to Listen and Listening to Learn, bestselling authors and internationally respected educators John Hattie and Lyn Sharratt demonstrate how listening can foster positive relationships, trust, and understanding while enhancing student learning. With a wealth of research to guide educators through the process of infusing active, sensitive, and empathetic listening skills into the classroom and school culture, this important guide includes: The Visible CLARITY 5-Ear Listening Model Reflection prompts and mantras to help reinforce key learnings from each chapter Guidance on how to assess and enhance leaders', teachers', and students' listening skills When we value every student's voice, we create an inclusive environment that encourages diverse perspectives, fosters equity, and develops accurate listening, empowering students to articulate their thoughts and enhancing skills they will use for their lifetimes.

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Book SynopsisThe classic interdisciplinary reference on adult education, updated for today''s learning environment Enhancing Adult Motivation to Learn provides adult educators with the information and strategies they need to guide non-traditional students toward positive educational outcomes. Providing a clear framework, guidelines for instructional planning, real-world examples, and cutting-edge ideas, this book fills the need for intrinsically motivating instruction targeted specifically toward adults returning to school. This new fourth edition sharpens the focus on community colleges, where most first-generation college students and working adults begin their higher education, and explores the rising use of technology and alternative delivery methods including a new chapter covering online instruction. Since the publication of its first edition, this book has become a classic reference for understanding adult motivation in educational and training settings. As more and more Table of ContentsPreface ix About the Authors xvii Acknowledgments xix 1 Understanding Motivation for Adult Learners 1 2 Understanding How Aging and Culture Affect Motivation to Learn 29 3 Characteristics and Skills of a Motivating Instructor: The Five Pillars 47 4 What Motivates Adults to Learn 81 5 Encouraging Motivation in Online Formats 107 6 Establishing Inclusion among Adult Learners 147 7 Helping Adults Develop Positive Attitudes toward Learning 183 8 Enhancing Meaning in Learning Activities 227 9 Engendering Competence among Adult Learners 303 10 Building Motivational Strategies into Instructional Designs 359 Epilogue: Ethical Considerations for an Instructor of Adults 409 References 413 Name Index 459 Subject Index 469

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Book SynopsisStrengthen your adult education program planning with this essential guide Planning Programs for Adult Learners: A Practical Guide, 4th Edition is an interactive, practical, and essential guide for anyone involved with planning programs for adult learners. Containing extensive updates, refinements, and revisions to this celebrated book, this edition prepares those charged with planning programs for adult learners across a wide variety of settings. Spanning a variety of crucial subjects, this book will teach readers how to: Plan, organize, and complete other administrative tasks with helpful templates and practical guides Focus on challenges of displacement, climate change, economic dislocation, and inequality Plan programs using current and emerging digital delivery tools and techniques including virtual and augmented reality Planning Table of ContentsFigures and Exhibits ix Preface xiii Acknowledgments xix Dedication xxi The Authors xxiii 1 Planning Programs for Adults: What It’s About Today, Tomorrow, and into the Future 1 2 Introducing the Interactive Model 29 3 Planning Programs in Difficult Times Using Technological Tools 55 4 Exploring the Foundations of Program Planning 91 5 Discerning the Context 115 6 Building Support and Identifying Needs 145 7 Developing Program Goals and Objectives 181 8 Designing Instruction 211 9 Transfer of Training: Adult Education and Workplace Learning 249 10 Formulating Program Evaluation Plans 283 11 Selecting Formats, Scheduling, and Staffing Programs 311 12 Preparing and Managing Budgets 343 13 Marketing Programs 379 14 It’s All in the Details 407 15 Using the Interactive Model and Looking to the Future 441 References 461 Index 511

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Book SynopsisA practical guide to preparing students and job candidates for the demands of the modern workplace How can we prepare learners for an ever-changing world and job market? What are 21st century employers looking for in applicants, and how do we coach jobseekers to be ready on day one? Now is the time to rethink and expand how we prepare job seekers for the roles that will launch their careers. In Shift Teaching Forward, Kelly Cassaro gives educators the knowledge, insight, and practical advice they need to prime students for the social, emotional, and behavioral skills they need to thrive in tomorrow's workplace. Shift Teaching Forward showcases the ecosystem of elements that characterizes a successful job-training program. As educators, we need to focus not only on standards alignment and technical skills, but also on the soft skills that will make students stand out as job candidates. In today's labor market, being able to do the job is just the fTable of ContentsIntroduction 1 1 The Jobs Landscape Is Changing 9 Change Is the Only Constant 10 The Pandemic and Everything After 13 Understanding the Future of Work 14 Who Does the Work 16 How the Work Is Done 19 Giving Students the Advantage 25 2 The Connection between Education and Employment 27 The Bridge between Secondary Education and Employment 29 Challenges and Barriers 33 Sage on the Stage, Guide on the Side 34 Evolving Mindsets 38 The Importance of Equity in Education 39 A Sense of Belonging 42 Embedding Employability into the Curriculum 43 Guaranteed Work Experience 43 3 Two Frameworks for Understanding Social-Emotional Skills 45 SEL in the Jobs-Training Landscape 46 What Is Social and Emotional Learning? 49 Which SEL Skills Need to Be Taught? 51 The CASEL 5: Core SEL Competencies 52 Durable Skills Framework 60 What Are Durable Skills? 61 Closing Thoughts on Social and Emotional Learning 74 4 Does Teaching Social-Emotional Learning Work? 77 Emotional Intelligence and Academic Achievement 78 Links between Moral Reasoning and Academic Performance 80 School-Wide SEL Programming’s Impact on Academic Performance 81 School-Wide SEL Programming’s beyond Academic Achievement 82 Characteristics of Successful SEL Programs 83 Longevity of Impacts from SEL Interventions 86 Emotional Intelligence and Job Performance 88 The Case for SEL: A Summary 89 5 Evaluating Social-Emotional Learning Needs, Activities, and Outcomes 91 Start with the End in Mind 92 What Does Formative Evaluation Involve? 94 Eight Steps to Support the Formative Evaluation Process 94 What Does Process Evaluation Involve? 98 Exploring the Kirkpatrick Model 99 What Does End-of-Program Evaluation Involve? 102 Best Practices in Experimental Design 104 How Do We Robustly Measure SEL? 106 Ethics 109 6 Overcoming Student-Specific Employability Challenges 115 Increasing Exposure and Igniting Interest 117 Increasing Social Capital 119 Identifying and Overcoming Pressures 120 Identifying Student Strengths 122 Cultivating a Sense of Belonging 123 Challenges beyond the Educator’s Reach 125 7 Establishing Common Language for an Employability-Driven Classroom Culture 127 Common Language for Career-Focused Competencies 128 Common Language for a Culture of Learning and Teaching 131 8 Classroom Strategies to Increase Employability 143 Three Strategies for Creating a Supportive Culture 144 Role Plays and Case Studies 150 Bring In the Learning and Take Out the Learning 155 Embrace AI in Your Teaching Practice 158 Micro-Moments for Increased Career Awareness 160 9 Developing Curriculum Where Employment Comes First 169 The Employability-Focused Curriculum Design Process 170 Employment at the Center of Design 188 A Note on Design Thinking 190 Conclusion 193 There Is Power in Community 194 Start Somewhere, and Start Small 195 Everything Begins with Intention 197 Go Forward 198 Resource Guide 199 References 207 Acknowledgments 211 About the Authors 213 Index 215

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Book SynopsisMarielle Kelly is a Career Adviser at Trinity College Dublin, Ireland. She has created and delivered popular workshops on using LinkedIn and Twitter to find employment and has trained a large number of students to increase social media literacy. She is also a freelance career consultant and LinkedIn trainer.Trade Review"This excellent book enables students to begin to bridge that divide between using social media in a very personal, informal way, to using it for professional and career development. Implementing its lessons cannot guarantee career success but will definitely optimise your chances." - The Irish Times "Incredibly clear and comprehensive book, jam-packed with practical tips and advice for any student who wants to use social media to their advantage in securing career opportunities and employment." - Customer review "It's well written book and an enjoyable read too. It will bring value to those that take the time to read it." - Simon Cocking, Irish Tech NewsTable of ContentsIntroduction: Becoming Social Media-savvy 1. Social Media for Your Job Search 2. Define Your Brand 3. Put Your Brand Online 4. Boost Your Job Search 5. Career Connections 6. Make the Most of LinkedIn 7. Make the Most of Twitter 8. Make the Most of Blogging 9. Make the Most of Facebook, Pinterest, Instagram and Video CVs.

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Book SynopsisBarbara Bassot is Senior Lecturer in the Centre for Career and Personal Development, Canterbury Christ Church University, UK.Table of ContentsIntroduction PART I Theme 1 Making the Most of Your Experience Theme 2 – Self-awareness Theme 3 – Career Development Theme 4 – Skills for Working Life Theme 5 – Effective Communication Theme 6 - Learning from Feedback Theme 7- Understanding Organisations Theme 8 -Values Theme 9 - Managing Stress and Change Theme 10 – Networking Theme 11 - Career Decision Making Theme 12 - Looking Forward PART II: MORE SPACE FOR REFLECTION PART III: CV BUILDING.

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Book SynopsisBruce Woodcock is a Careers Adviser at the University of Kent and has over 30 years' experience helping students and graduates. Over the course of his career he has developed ground-breaking careers materials including one of the most widely used graduate careers websites in the UK.Jenny Keaveney is a Careers Adviser at the University of Kent where she works with students and graduates on a variety of courses - from Finance to History. She has written for various print and online careers resources, including materials specifically focusing on applications and interviews.Table of ContentsIntroduction Recording your Life Analysing Yourself Researching Jobs and EmployersTypes of CV What should your CV include? Making your CV look good Creative and Media CVs Academic CVs International CVs Video CVs Covering Letters Mind the Gap- and other CV Problems Job Hunting Tips and how to submit your CV So What Next?

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Book SynopsisOffering an innovative and dynamic approach to adult learning, Playful Learning explores the potential of play in adulthood with the goal of helping educators, corporate trainers and event designers incorporate play-based activities for adults into both educational and work settings.Through a comprehensive overview of the value of play in adulthood, this book responds to the growing popularity of playful events for adults in academic and business settings designed to promote higher levels of engagement. Drawing on the authorsâ own decades of experience at the forefront of the field, this helpful reference incorporates strategies and techniques for bringing play into any learning design. Examples and case studies of successful playful design at conferences, training events, and in higher education illustrate what effective playful event design looks like in practice.With a multi-sector appeal that spans business, education and entertainment while bringing togetTable of ContentsPart I: Introduction 1: Introducing playful learning events Part II: Designing playful experiences 2: Play and learning in adulthood 3: Designing playful events 4: Play for different audiences Part III: Creating playful spaces 5: Playful interludes 6: Playful training 7: Running a playful event Part IV: Engaging people playfully 8: Creating immersive experiences 9: Building playful partnerships 10: Designing conference games Part V: Playful practice 11: Playful presentations 12: Playful tools and technologies 13: Playful evaluation Part VI: Conclusion 14: Future play

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Book SynopsisPublished in 1983. The concept of education has generally been assumed to relate to childhood and it is only with more recent developments in the field of adult learning that it has been recognised that education can take place at any stage in life.One of the main intentions of this book is to examine the concept of education from the perspective of the education of people in a wide variety of professions. It is suggested that education be defined as any planned series of incidents, having a humanistic basis directed towards the participants' learning and understanding. The aims, curricula and methods of appraisal of professional education in the light of this definition are then considered. Although dealing with professional forms of learning for the most part, this book should be of interest to all educators, trainers and administrators responsible for the implementation of educational policies and programmes in higher, further and continuing education.Table of Contents1. The Changing Concept of Education: Theory and Practice. 2. The Professions. 3. The Aims of Professional Education. 4. Criteria for the Selection of Curriculum Content in Professional Education. 5. Knowledge, Skills and Attitudes. 6. Educational Processes. 7. Appraisal in Professional Education. 8. Teachers and Teaching in the Education of Professionals. 9. Confronting some Ethical Issues.

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Book SynopsisThis third edition of Supporting Inclusive Practice builds on the successful format of the previous two editions, both in content and structure. It explores many aspects of inclusive practice relevant to those who work with children in schools and other educational settings, aiming to provide the most up-to-date theoretical knowledge and understanding in the field, and illustrating the theory with examples of good practice in the areas explored.Many of the topics that have appeared in the previous editions, including supporting children for whom English is a second language, children on the autistic spectrum and children with neurodiversity conditions, also appear in this edition. The revised content of this third edition also covers recent and relevant changes in national policy and legislation, particularly, for example, around changes in equality and disability, same-sex parenting and transgender children and parenting policy and legislation. It explorTrade ReviewThe book is excellent. It is very up-to-date and I am so pleased to see the inclusion of specific chapters on LGBT children and families and transgender. This is going to be a really exciting book. Jonathan Glazzard - Course leader for Primary Education and Early Childhood Studies, University of Huddersfield, UK.The book is interesting and informative, a good introductory text for under graduate and foundation degree students. It is well laid out and the case study and activities approach used is extremely helpful when working with students, it helps them develop a reflective understanding of inclusion in practice and engages their interest in developing a deeper understanding.Clare Woolhouse - Senior Research Fellow, Faculty of Education, Edge Hill University, UK. Table of ContentsIntroduction1. What do we mean by inclusive practice? Gianna Knowles2. Gender and inclusion Gianna Knowles3. Working with lesbian, gay and bisexual children and families in schools Zoë Leadley-Watkins4. Including bilingual learners and children with English as an additional language Vicki Ryf5. Supporting children who are highly able Jenny Fogarty6. What it means to have a disability or special education need Gianna Knowles7. Inclusion and neurodivergency Gianna Knowles8. Supporting the inclusion of autistic children Nicki Martin and Damien Milton9. Children who have suffered loss and grief, including bereavement Edlene Whitman10. Looked after children, fostering and adoption Anna Jones 11. Supporting and including children from low income families Fabienne Benoist

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Book SynopsisHaving published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic dimensions and types of learning What happens when intended learning does not take place The connections between learning and personal development LTable of ContentsPart 1: Introduction Part 2: The Basis of The Understanding of Learning Part 3: The Processes and Dimensions of Learning Part 4: Different Types of Learning Part 5: The Content Dimension of Learning Part 6: The Incentive Dimension of Learning Part 7: The Interaction Dimensions of Learning Part 8: Learning As Whole Part 9: Barriers to Learning Part 10: Learning, Dispositions and Preconditions Part 11: Learning and Life Course Part 12: Learning In Different Learning Spaces Part 13: Learning, Education and Society Part 14: Overview

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Book SynopsisUnderstanding the fundamentals of conducting good science, that will have an impact, is the goal of every aspiring scientist. Providing a wealth of tips, How to be a Better Scientist is the book to read if you want to succeed in this competitive field. Helping readers gain an insight into what good science means and how to conduct it, this book is ideal to read cover-to-cover or dip into. It includes easily accessible guidance on topics such as: What characteristics should a scientist have? Understanding the hypothesis Integrity in science Lack of confidence and the embarrassment factor Time management Coping with rejection Interacting with the science community With its broad focus, this friendly guide will enthuse, inspire and challenge, and is an essential companion for all aspiring scientists.  Trade ReviewChock-full of helpful advice and written by two highly experienced scientists in an engaging and amusing style, this book will be a boon to all early career researchers, whether just starting a PhD or building a first research group.Essential advice and good sense for early career and indeed late career scientists.Sir Charles Godfray FRS, Director, Oxford Martin School, Oxford UniversityI found the advice in ‘How to be a Better Scientist’ very insightful and honest. I wish this book had existed (and that I had read it) long before now! It really will be so helpful, comforting and enlightening for early career scientists like me.Steph Chaousis, Final year Ph.D. student, Griffith University, AustraliaScience has never been more important to society than it is at present and I am confident it will be even more important in future. It is essential that scientists are trusted and that their work has integrity. There are many ways scientists can become good at their art but this is largely defined by the personalised journey travelled by each through their career. For many of us it is a wonderful learning experience but we all need guidance about how to navigate its methodological, social and cultural intricacies. Leaving this to instinct, or the hard lessons learned from trial and error, is wasteful. In the past, the guidance of strong mentors and role models was what we sought but more is needed. This timely and welcome book, written by hardened and successful professionals in the art, will help the budding generation of scientists to be better than the last.Ian Boyd, Chief Scientist of DefraChock-full of helpful advice and written by two highly experienced scientists in an engaging and amusing style, this book will be a boon to all early career researchers, whether just starting a PhD or building a first research group.Essential advice and good sense for early career and indeed late career scientists.Sir Charles Godfray FRS, Director, Oxford Martin School, Oxford UniversityI found the advice in ‘How to be a Better Scientist’ very insightful and honest. I wish this book had existed (and that I had read it) long before now! It really will be so helpful, comforting and enlightening for early career scientists like me.Steph Chaousis, final year Ph.D. student, Griffith University, AustraliaScience has never been more important to society than it is at present and I am confident it will be even more important in future. It is essential that scientists are trusted and that their work has integrity. There are many ways scientists can become good at their art but this is largely defined by the personalised journey travelled by each through their career. For many of us it is a wonderful learning experience but we all need guidance about how to navigate its methodological, social and cultural intricacies. Leaving this to instinct, or the hard lessons learned from trial and error, is wasteful. In the past, the guidance of strong mentors and role models was what we sought but more is needed. This timely and welcome book, written by hardened and successful professionals in the art, will help the budding generation of scientists to be better than the last.Ian Boyd, Chief Scientist at the Department for the Environment, Food and Rural Affairs, UKTable of Contents1. What do we mean by science and 'being a better scientist'?; 2. What characteristics should I have as a scientist and am I that person?; 3. Understanding the hypothesis; 4. How do I find my way?; 5. Integrity in science; 6. Lack of confidence and the embarrassment factor; 7. The basics of doing an experiment; 8. Time management; 9. Giving a presentation or a poster; 10. Writing a (good) scientific paper; 11. Writing grant proposals; 12. How to cope with rejection; 13. Interacting with the science community through social media; 14. When things aren’t going well; 15. How to be a better supervisor; 16. Wider aspects of science management; 17. Final thoughts

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Book Synopsisand information on over 6,000 awards provided by over 1,300 awarding bodies. Awarding bodies are arranged alphabetically with a full list of awards to allow for comprehensive reading.Table of ContentsPreface.- How to Use The Grants Register.- The Grants Register.- Subject and Eligibility Guide to Awards.- Index of Awards.- Index of Discounted Awards.- Index of Awarding Organizations.

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Book SynopsisMargaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Professor of Vocational Education at the University of Sunderland, UK. Sam Duncan is Lecturer in Education in the Department of Lifelong and Comparative Education at IOE, UCL's Faculty of Education and Society, University College London, UK.The author team: Kevin Brosnan and Gary Husband (University of Stirling, UK) Jay Derrick (IOE, UCL's Faculty of Education and Society, University College London, UK) Lawrence Nixon and Trish Spedding (University of Sunderland, UK) Rachel Stubley (University of South Wales, UK) Robin Webber-Jones (Sheffield College, UK)Trade ReviewAn instant FAVE for those teaching in further, adult and vocational education ... It can be used as a powerful reference book and is full of current thinking, research, policy and practice ... [A] real insight into the world of further education. * inTuition (of the previous edition) *Reflective Teaching in Further, Adult and Vocational Education offers critical insight into the practice of value led teaching in these sectors. It provides a very readable and comprehensive overview of the challenges and dilemmas practitioners encounter working in varied and diverse contexts with adult learners. It skillfully presents the contemporary political context of FAVE and offers strategies to support meaningful and successful learning outcomes in this challenging environment. As the title suggests practice embedded in critically reflective processes is explored carefully and in depth. This text is essential reading for both new and experienced adult learning practitioners. * Ann Swinney, Senior Lecturer, School of Education and Social Work, University of Dundee, UK *This book makes two important contributions to the FAVE sector. First, it shows how values of social justice and personal empowerment impact learning and success. Second, it shows how professionalization of the field depends on clear vision, critical refection on practice, and passion to create equitable pedagogical and curricular changes. * Rosalind Latiner Raby, Senior Lecturer, Educational Leadership and Policy Studies, California State University, Northridge, USA *Mandatory reading for anyone who wishes to understand the FAVE sector or improve on their teaching practice. It highlights the importance of the sector and its often undervalued contribution to an ever changing society. The authors have produced a book that reminds us of the crucial role FAVE plays in addressing social justice and the underpinning importance it plays in everything that teachers do in learning and teaching. It offers a comprehensive guide into the daily issues faced by those working in the sector and offers excellent advice for those new to FAVE as well as for those who have already established their career. The authors have produced a book that provides insight into the importance of being a reflective practitioner as well as offering advice to help achieve it. These authors have “walked the walk” in education and as a result the ideas contained within are contextualised, ensuring a book that is engaging and accessible to everyone. * Colin Ross, Curriculum Manager, Education & Social Science, Ayrshire College, UK *Whether a new or existing FAVE teacher, this book will provoke you and challenge you to critically reflect on your understanding of what constitutes effective learning and teaching. It will also prompt you to critically reflect on and assess the impact your practice and interactions with your students. Its case studies, reflective activities, key readings and web content, are designed to help you engage critically with research, informing and refining the impact of your practice. A great resource that will encourage you to question, challenge and extend your thinking, individually and with colleagues. * Sandra-Jane Grier, Lead Curriculum and Teaching, College Development Network, UK *This is a treasure trove of useful insights, well-founded recommendations, and wise prompts for reflection exercises. A much needed handbook that will without a doubt contribute to increasing the quality of Adult Learning provision. The European Basic Skills Network, EBSN, is looking forward to including it as one of the resources in our future teacher courses. * Graciela Sbertoli, Secretary General, The European Basic Skills Network, Norway *Brookfield (1995) famously said that, “we teach to change the world” (p.1). In line with this aim, Reflective Teaching in Further, Adult and Vocational Education encourages and equips post-compulsory education teachers to develop their practice through reflection so they, in turn, can help students become better versions of themselves. The book also clearly and thoroughly explains the learning theories and models, and educational policies that influence day-to-day pedagogy, making it essential reading for new and more experienced teachers alike. * Suzanne Lynch, Lecturer in Hospitality and Tourism Department, City of Glasgow College, Scotland *With the publication of the Centenary Committee Report on Adult Education, the launching of the new Professional Standards in Scotland and the Independent Commission on the College of the future expected to report in June 2020, there can be no better time for a the new edition of Reflective Teaching in Further, Adult and Vocational Education. Whether a new practitioner to the profession or a more experienced one, meeting the challenge of an ever changing sector, this book is a ‘must have’. * David McShane, Head of Faculty, Faculty of Supported Learning, New College Lanarkshire, Scotland *Table of ContentsForeword How to Use this Book Introduction Part I: Becoming Reflective 1. Identity. Who are we? What do we stand for? 2. Learning. How can we understand learner development? 3. Reflection. How can we develop the quality of our practice 4. Principles. What are the foundations of effective teaching and learning? Part II: Creating Conditions for Learning 5. Contexts. What is, and what might be? 6. Relationships. How are we getting on together? 7. Engagement. How are we preparing for teaching? 8. Spaces. How are we creating environments for learning? Part III: Learning for Teaching 9. Curriculum. What is to be taught and learnt? 10. Planning. How are we implementing the curriculum? 11. Pedagogy. How can we develop effective strategies? 12. Communication. How can we support learning through dialogue? 13. Assessment. How are we providing feedback for learning? Part IV: Reflecting on Outcomes 14. Quality. How are we evaluating student learning experiences/achievements? 15. Inclusion. How are we enabling opportunities? Part V: Deepening Understanding 16. Expertise. How can we engage in conceptual, career-long, practice-focused professional development? 17. Professionalism. How does reflective teaching contribute to society and to ourselves? Epilogue Reflective activities List of case studies and figures Acknowledgements Glossary Bibliography Index

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Book SynopsisNow in its fourth edition, this indispensable guide helps students to create their own personal development programme and build the skills and capabilities today's employers want. Step by step, it takes students from the initial stages of setting goals and defining success through to the application process for their dream job. Part 1 prompts students to think about what success' means to them and to think more deeply about what matters to them, what inspires them, and what will help them to achieve their long-term ambitions. This section also helps students to better manage their time, energies and resources so that they can achieve the kind of success they want. Part 2 shows students how to refine their people and task management skills, enabling them to become the effective communicators and problem-solvers that today''s employers want. Part 3 develops students'' creative and reflective thinking, thereby strengthening students' academic and professional abilities. Part 4 helps reTable of ContentsIntroduction: Taking Charge of your Life, Learning and Career PART 1: SELF-MANAGEMENT 1. Taking Charge of Your Future 2. The Vision: What does 'Success' Mean to You? 3. Know Yourself 4. Improving Your Personal Performance 5. Successful Self-Management PART 2: MANAGING PEOPLE AND TASKS 6. People Skills 7. Teamwork 8. Develop Your Leadership Capability 9. Managing Tasks and Projects PART 3: EXTEND YOUR THINKING 10. Thinking Creatively and Productively 11. Practical Problem Solving 12. The Art of Reflection PART 4: EMPLOYABILITY: ENHANCING YOUR CAREER PROSPECTS 13. What do Employers Really Want? 14. Getting the Job You Want 15. Building a Professional Identity Appendices References Index.

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Book SynopsisIan Greer has over 30 years' experience in vocational education and training. He has been a lecturer and senior manager in two of England's largest further education colleges, an external verifier and examiner for City & Guilds and a quality adviser for the Learning and Skills Council. He is based in Sheffield, UK.

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Book SynopsisIan Greer has over 30 years' experience in vocational education and training. He has been a lecturer and senior manager in two of England's largest further education colleges, an external verifier and examiner for City & Guilds and a quality adviser for the Learning and Skills Council. He is based in Sheffield, UK.

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Book SynopsisCHRISTINE FANTHOME, inspired by a work placement at London Weekend Television, went on to study English and Drama at London University and then to enjoy a career in broadcasting with Thames Television. Later, having taken an MA and a PhD, she became a freelance writer, lecturer and consultant. She has worked at the University of Roehampton Surrey as a consultant and tutor on its work placement module.

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Book SynopsisDAVID LITTLEFORD is a specialist personnel consultant with extensive HR experience in national and multinational companies at both operational and strategic levels. He has over 30 years practical experience of coaching, counselling and mentoring young people entering the world of employment. He acts as a consultant to a number of niche market ventures including the development of management best practice guides.JOHN HALSTEAD is a qualified professional accountant and highly experienced general manager in key service industries. He has an expertise in people management and people development techniques with a special interest in mentoring programmes for newly recruited graduates. He joined forces with David Littleford in the development of this unique guide together with other management best practice guides. CHARLES MULRAINE is a corporate communications consultant with a background of both operations and strategic planning for multi-national corporations in the USA, Europe and the

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Book SynopsisInformed by new findings on the nature of the brain's seeking system, Gayle Gregory and Martha Kaufeldt have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success.

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Book SynopsisWhether you are considering applying to graduate school, already enrolled, or would simply like to know more about continuing your education, this is the book for you.Trade ReviewFor an undergraduate curious about graduate school, this book is a perfect guide. Seligman's writing style is clear and concise, and the Q&A format of the book allows readers to search out the questions most compelling (or confusing) to them with succinct answers and explanations... This book is also necessary for anyone's parent, spouse, or friend who is asking: 'what is grad school and why is it taking you so long to get that PhD?' -- Courtney McDermott NACADA Journal My job, as I see it, is to provide that information, thorough and unvarnished. I'm always hunting for resources to help guide undergraduates, and I've lately found a good one: Amanda I. Seligman's recent book, Is Graduate School Really for You? -- Leonard Cassuto Chronicle of Higher EducationTable of ContentsPrefaceAcknowledgments1. So You Want to Go to Graduate School2. Financing Your Education3. Graduate Expectations4. Coursework Is Hard Work5. Dissertations and Theses6. The Academic Culture7. Having a Life in Graduate School8. Degrees, Jobs, and Academic CareersAfterwordNotesGlossarySourcesFor Further ReadingIndex

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Book SynopsisWhether you are considering applying to graduate school, already enrolled, or would simply like to know more about continuing your education, this is the book for you.Trade ReviewFor an undergraduate curious about graduate school, this book is a perfect guide. Seligman's writing style is clear and concise, and the Q&A format of the book allows readers to search out the questions most compelling (or confusing) to them with succinct answers and explanations... This book is also necessary for anyone's parent, spouse, or friend who is asking: 'what is grad school and why is it taking you so long to get that PhD?' -- Courtney McDermott NACADA Journal My job, as I see it, is to provide that information, thorough and unvarnished. I'm always hunting for resources to help guide undergraduates, and I've lately found a good one: Amanda I. Seligman's recent book, Is Graduate School Really for You? -- Leonard Cassuto Chronicle of Higher EducationTable of ContentsPrefaceAcknowledgments1. So You Want to Go to Graduate School2. Financing Your Education3. Graduate Expectations4. Coursework Is Hard Work5. Dissertations and Theses6. The Academic Culture7. Having a Life in Graduate School8. Degrees, Jobs, and Academic CareersAfterwordNotesGlossarySourcesFor Further ReadingIndex

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Book Synopsis This essential resourcehelpseducators tackle the most common and challenging dilemmasthat ariseintoday’sclassroom—such as diversity, privilege, and intersectionality. This bookexamines common challenges that arise foreducators teachingsocial justice and diversity-related courses and offers best practicesforaddressingthem. Contributorscoverissues such as the many roles instructors play, inside and outsideof college and universityclassrooms, for example, inhandling personal threats, responsibly incorporating current events related to social justice into classroom discussion, navigating one''s own stigmatizedor privilegedidentities, dealing with bias in teaching evaluations, and engaging in self-care. Theauthors'' backgrounds offer unique perspectives from whichtoapproachsuch complexsubject matter; several contributors arefeministorintersectional scholarswiththe experience and expertise to address the pedagogical dilemmas that often arise inTable of ContentsPrefaceFaye Crosby 1: Pedagogical Humility and Peer Mentoring for Social Justice EducationKim A. Case, Mary E. Kite, and Wendy R. Williams 2: Ground Rules for Discussing Diversity: Complex ConsiderationsSusan B. Goldstein 3: Social Justice Burnout: Engaging in Self-Care While Doing Diversity WorkAsia Eaton and Leah R. Warner 4: Mistakes Were Made by Me: Recovering When an Instructor’s Error Affects Classroom DynamicsMary E. Kite, Samuel M. Colbert, and Scott M. Barrera 5: When the Professor Experiences Stereotype Threat in the ClassroomDesdamona Rios, Kim A. Case, Salena M. Brody and David P. Rivera 6: Becoming a Target: Anonymous Threats While Teaching Diversity Courses or Working on Social Justice IssuesLisa S. Wagner and J. J. Garrett-Walker 7: Inclusion–Exclusion: Balancing Viewpoint Diversity and Harmful Speech in the Multicultural ClassroomSalena M. Brody and Darren R. Bernal 8: The Efficacy Paradox: Teaching About Structural Inequality While Keeping Students’ Hope AliveLisa M. Brown 9: Emotionally Charged News in the ClassroomRyan M. Pickering 10: Raising the Consciousness of Students Holding Ingroup StereotypesLisa M. Brown and Wendy R. Williams 11: White Privilege in the ClassroomLeah R. Warner, Lisa S. Wagner, and Patrick R. Grzanka 12: Navigating Difficult Moments Outside the ClassroomWendy R. Williams and F. Tyler Sergent 13: Contemporary Issues in Terminology: Using Gender-Inclusive Language to Create Affirming SpacesAmanda J. Wyrick 14: Aging as an Element of Diversity: Best Practices for Challenging Classroom Conversations and Avoiding AgeismLisa S. Wagner, Tana M. Luger and Matthew Calamia 15: Outsiders Teaching Insiders: How Instructors From Privileged Groups Can Effectively Teach About DiversitySusan B. Goldstein 16: When Students Frame Prejudicial Speech as “Freedom of Speech”: Classroom and Institutional ImplicationsLeah R. Warner 17: Student Evaluations of Teaching: Can Teaching Social Justice Negatively Affect One’s Career?Guy A. Boysen 18: Flotsam and Jetsam: Staying the Course While Navigating Difficult Moments in Teaching Diversity and Social JusticeWendy R. Williams, Mary E. Kite, and Kim A. Case

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Book Synopsis'Social Work Connections' and 'Career Connections' sidebars are part of an update that elaborates on new trends, provides new readings, and offers a great deal of practical (and sometimes humorous) advice about working in library public services.The ninth edition of Library Programs and Services: The Fundamentals builds on the strong foundation of the previous editions. Award-winning and widely published author G. Edward Evans returns with a new co-author, Stacey Greenwell, in this update that combines their signature style of textbook readability, informality, and sometimes humor, as well as their knack for balancing foundational topics and new trends.A new feature in the ninth edition is the incorporation of the concept of library social work through Social Work Connections sidebars in each chapter. Anecdotes throughout the text and Career Connections sidebars offer practical advice and specific current examples. Greenwell and Evans have combined several Trade ReviewLibrary Programs and Services: The Fundamentals is a must-read for librarians. The authors provide a comprehensive and insightful overview of the various programs and services offered by libraries, and the book is filled with practical tips and best practices for implementing them effectively. The book offers a deep understanding of the current challenges and opportunities that librarians are facing and how to navigate them. The writing is clear and concise, making it easy to understand even for those new to the field, and the authors provide a solid foundation for librarians to understand the library landscape and build successful and impactful library programs. The book is also a valuable resource for library students and professionals looking to improve their understanding of libraries and their services. * Russell Michalak, Director of Library and Archives at Goldey-Beacom College, USA *Brimming with practical advice, concise overviews of key concepts, and engaging anecdotes, this new edition of Library Programs and Services: The Fundamentals is essential reading for LIS students, public services staff, and library administrators alike. In addition to chapters on the core functional areas of access, reference, instruction, collections, and programming, there are several focused on essential topics including staffing, security, technology, finance, and legal issues. The former deftly summarize common practices and emerging trends while also advocating for compassionate and inclusive policy. The latter identify crucial issues that administrators, and in some cases, employees, must be prepared to address. With its breadth of coverage and warm style, this volume is invaluable to all who strive to provide high-quality services to library users. * Jason Coleman, Academic Services Librarian, K-State Libraries, USA *Table of ContentsList of Tables Preface to the Ninth Edition 1. Introduction to Library Public Services Library Functions Library Types and Library Users Quality Service Customer Service Training Libraries and Social Work Closing Thoughts References 2. Reference Services Types of Reference Questions The Reference Interview Reference Service Categories In-House Reference Training Closing Thoughts References 3. Instructional Services The Nature of Instructional Services Information Literacy Defined The Need for Information Literacy Instruction Types of Information Literacy Instruction Instructional Methods Classroom Pedagogy Instruction: Moving Theory into Practice Online Instructional Support Scheduling Assessing Learning Closing Thoughts References 4. Access Services Loan Systems Borrowers Loaning Materials Privacy of Loan Data Stack Maintenance E-Reserve Services Acquiring Materials Beyond the Library Interlibrary Loan Document Delivery Cooperative Resource Sharing Legal Concerns Closing Thoughts References 5. Physical Collections How Publishing Works Serials Types of Serials Paper-Based Collection Issues for Public Service Staff Government Information Archives—Special Collections Media Collections Media Ratings and Libraries Closing Thoughts References 6. Online Collections Differences between Digital and Other Resources Online Resource Types Digital Permanence Closing Thoughts References 7. Programs and Services Programming Services Closing Thoughts References 8. Technology Issues Libraries and Technology Public Access to Computers Online Government Information and Services Social Media Developing a Social Media Policy and Plan Social Media in Libraries Measurability: The Impact of Social Media in the Library Closing Thoughts References 9. Legal Issues Creating Libraries Users and the Law Library Services and the Law Contracts and Licenses Copyright Closing Thoughts References 10. Fiscal Issues Budget Basics Budget Formats Fund Accounting Garnering Budget Support Other Sources of Funding Closing Thoughts References 11. Ethical Issues Ethical Concepts Workplace Ethics and Values Professional Ethics Intellectual Freedom Self-Interest Other Potential Ethical Challenges Closing Thoughts References 12. Staffing Categories of Information Service Personnel The Staffing Process Staff Development, Training, and Retention Performance Appraisal Part-Time Staff Closing Thoughts References 13. Safety Aspects Risk Assessment and Management Disaster Preparedness Planning Technological Security Bugs and Other Nasty Things Collection Safety People Safety Challenging Users Closing Thoughts References 14. Library as Place Library as Place Managing the Facility Deferred Maintenance Sustainability Planning for Renovation or New Space Moving to a New Location Joint-Use Facilities Closing Thoughts References 15. Assessment Key Concepts Reasons for Doing Assessments Tools That Aid in Assessment Efforts Outcomes Closing Thoughts References Index

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Book Synopsis'Social Work Connections' and 'Career Connections' sidebars are part of an update that elaborates on new trends, provides new readings, and offers a great deal of practical (and sometimes humorous) advice about working in library public services.The ninth edition of Library Programs and Services: The Fundamentals builds on the strong foundation of the previous editions. Award-winning and widely published author G. Edward Evans returns with a new co-author, Stacey Greenwell, in this update that combines their signature style of textbook readability, informality, and sometimes humor, as well as their knack for balancing foundational topics and new trends.A new feature in the ninth edition is the incorporation of the concept of library social work through Social Work Connections sidebars in each chapter. Anecdotes throughout the text and Career Connections sidebars offer practical advice and specific current examples. Greenwell and Evans have combined several Trade ReviewLibrary Programs and Services: The Fundamentals is a must-read for librarians. The authors provide a comprehensive and insightful overview of the various programs and services offered by libraries, and the book is filled with practical tips and best practices for implementing them effectively. The book offers a deep understanding of the current challenges and opportunities that librarians are facing and how to navigate them. The writing is clear and concise, making it easy to understand even for those new to the field, and the authors provide a solid foundation for librarians to understand the library landscape and build successful and impactful library programs. The book is also a valuable resource for library students and professionals looking to improve their understanding of libraries and their services. * Russell Michalak, Director of Library and Archives at Goldey-Beacom College, USA *Brimming with practical advice, concise overviews of key concepts, and engaging anecdotes, this new edition of Library Programs and Services: The Fundamentals is essential reading for LIS students, public services staff, and library administrators alike. In addition to chapters on the core functional areas of access, reference, instruction, collections, and programming, there are several focused on essential topics including staffing, security, technology, finance, and legal issues. The former deftly summarize common practices and emerging trends while also advocating for compassionate and inclusive policy. The latter identify crucial issues that administrators, and in some cases, employees, must be prepared to address. With its breadth of coverage and warm style, this volume is invaluable to all who strive to provide high-quality services to library users. * Jason Coleman, Academic Services Librarian, K-State Libraries, USA *Table of ContentsList of Tables Preface to the Ninth Edition 1. Introduction to Library Public Services Library Functions Library Types and Library Users Quality Service Customer Service Training Libraries and Social Work Closing Thoughts References 2. Reference Services Types of Reference Questions The Reference Interview Reference Service Categories In-House Reference Training Closing Thoughts References 3. Instructional Services The Nature of Instructional Services Information Literacy Defined The Need for Information Literacy Instruction Types of Information Literacy Instruction Instructional Methods Classroom Pedagogy Instruction: Moving Theory into Practice Online Instructional Support Scheduling Assessing Learning Closing Thoughts References 4. Access Services Loan Systems Borrowers Loaning Materials Privacy of Loan Data Stack Maintenance E-Reserve Services Acquiring Materials Beyond the Library Interlibrary Loan Document Delivery Cooperative Resource Sharing Legal Concerns Closing Thoughts References 5. Physical Collections How Publishing Works Serials Types of Serials Paper-Based Collection Issues for Public Service Staff Government Information Archives—Special Collections Media Collections Media Ratings and Libraries Closing Thoughts References 6. Online Collections Differences between Digital and Other Resources Online Resource Types Digital Permanence Closing Thoughts References 7. Programs and Services Programming Services Closing Thoughts References 8. Technology Issues Libraries and Technology Public Access to Computers Online Government Information and Services Social Media Developing a Social Media Policy and Plan Social Media in Libraries Measurability: The Impact of Social Media in the Library Closing Thoughts References 9. Legal Issues Creating Libraries Users and the Law Library Services and the Law Contracts and Licenses Copyright Closing Thoughts References 10. Fiscal Issues Budget Basics Budget Formats Fund Accounting Garnering Budget Support Other Sources of Funding Closing Thoughts References 11. Ethical Issues Ethical Concepts Workplace Ethics and Values Professional Ethics Intellectual Freedom Self-Interest Other Potential Ethical Challenges Closing Thoughts References 12. Staffing Categories of Information Service Personnel The Staffing Process Staff Development, Training, and Retention Performance Appraisal Part-Time Staff Closing Thoughts References 13. Safety Aspects Risk Assessment and Management Disaster Preparedness Planning Technological Security Bugs and Other Nasty Things Collection Safety People Safety Challenging Users Closing Thoughts References 14. Library as Place Library as Place Managing the Facility Deferred Maintenance Sustainability Planning for Renovation or New Space Moving to a New Location Joint-Use Facilities Closing Thoughts References 15. Assessment Key Concepts Reasons for Doing Assessments Tools That Aid in Assessment Efforts Outcomes Closing Thoughts References Index

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Book SynopsisThis is a practical guide to reflective practice for teachers and trainee teachers in the FE and skills sector. Reflective practice is a key element of teaching and this comprehensive and accessible guide introduces and explains this area of practice for trainee and new teachers. It asks 'what is reflective practice?' and includes an exclamation of the processes of reflection and tips on reflective writing. Many trainees and new teachers need support in reflective practice. Written for all those working towards QTLS, this text gives practical guidance on how to become a reflective practitioner and examines how this relates directly to teaching in the FE and skills sector, and how reflection can benefit teaching. This second edition includes new chapters on 'reflective teaching and learning' and 'reflection-re-action', a new Theory Focus feature. Richard Malthouse has extensive knowledge of education and training in the UK and abroad. He currently workTable of ContentsWhat is Reflection? Introduction What is Reflection? Why Reflect? Professional Reflective Practice: The Process A Psycholateral Approach to Professional Reflective Practice Types of Continuing Professional Development Levels of Reflective writing Reflective Teaching and Learning Situated Reflective Practice Index

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Book SynopsisThis comprehensive collection discusses topical issues that are essential to both scholarship and policy making in the realm of lifelong learning policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy.Trade Review“A good reference point for future work on policy document formulation and transition to implementation. A great contribution to international policy studies and comparative education.” Peter Mayo, University of MaltaTable of ContentsIntroduction: Between knowledge and economy: Lifelong learning policies for young adults in Europe - Xavier Rambla, Siyka Kovacheva and Marcelo Parreira do Amaral PART I: Lifelong learning between knowledge and economy Lifelong learning policies for young adults in Europe: a conceptual and methodological discussion - Marcelo Parreira do Amaral Coordinated policy-making in lifelong learning: functional regions as dynamic units - Marcelo Parreira do Amaral, Kevin Lowden, Valeria Pandolfini and Nikolas Schöneck A social investment perspective on lifelong learning: the role of institutional complementarities in the development of human capital and social participation - Yuri Kazepov, Ruggero Cefalo and Mirjam Pot PART II: Lifelong learning supporting young adults Young adults as a target group of lifelong learning policies - Xavier Rambla, Dejana Bouillet and Borislava Petkova The effectiveness of lifelong learning policies on youth employment: do regional labour markets matter? - Queralt Capsada-Munsech and Oscar Valiente Governing the normalisation of young adults through lifelong learning policies - Risto Rinne, Heikki Silvennoinen, Tero Järvinen and Jenni Tikkanen Tackling vulnerability through lifelong learning policies? - Thomas Verlage, Valentina Milenkova and Ana Bela Ribeiro Are lifelong learning policies working for youth? Young people’s voices - Siyka Kovacheva, Judith Jacovkis, Sonia Startari and Anna Siri PART III: Young adults’ experiences of lifelong learning in the European Union Assessing young adults’ living conditions across Europe using harmonised quantitative indicators: opportunities and risks for policy makers - Rosario Scandurra, Kristinn Hermannsson and Ruggero Cefalo The changing meanings of lifelong learning policies: consequences for young adults and their life courses - Tiago Neves, Natália Alves, Anna Cossetta and Vlatka Domović Telling the story: exploring lifelong learning policies for young adults through a narrative approach - Mauro Palumbo, Sebastiano Benasso and Marcelo Parreira do Amaral Conclusion: Navigating lifelong learning policies in Europe: impacting and supporting young adults’ life courses - Siyka Kovacheva, Xavier Rambla and Marcelo Parreira do Amaral

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Book SynopsisThe first authoritative volume to look back on the last 50 years of The Open University providing higher education to those in prison, this unique book gives voice to ex-prisoners whose lives have been transformed by the education they received, offering vivid personal testimonies, reflective vignettes and academic analysis of education in prison.Trade Review"The life-changing impact of university access is evident throughout this book. Critical analysis and questioning minds expose the pains of incarceration, the hypocrisy of rehabilitation. Tutors and students together ease those pains, challenge that hypocrisy.' Phil Scraton, Queen's University"This important book documents the vital work done by The Open University in the development of prison education and provides valuable insights into the positive impact of this work upon individual prisoners." Ivana Bacik, Trinity College DublinTable of ContentsOpenings and Introductions: Education for the many, prison for the few ~ Rod Earle and James Mehigan From Prisoner to Student ~ Anne Pike and Ruth McFarlane Vignette 1: Choosing my journey – Kamal Abdul Pioneers and Politics: Open University Journeys in British and Irish prisons in Long Kesh during the years of conflict 1972-1975 ~ Philip O’Sullivan & Gabi Kent Vignette 2: Avoiding the mind-numbing vortex of drivel … – Thomas A University Without Walls ~ Dan Weinbren Vignette 3: Starting a new chapter – Mr C.T. Morgans Open universities, close prisons: critical arguments for the future ~ Rod Earle & James Mehigan Vignette 4: Out of the abysmal – ‘Eris’ The Light to Fight The Shadows: On Education as Liberation ~ Kris McPherson From Despair to Hope ~ Margaret Gough Vignette 5: Making my commitment – Razib Quraishi Straight up! From HMP to PhD ~ Stephen Akpabio-Klementowski From Open University in Prison to Convict Criminology Upon Release: Mind the Gap ~ Michael Irwin Vignette 6: Message to a prisoner – Gordon McDonald From the School of Hard Knocks to the University of Hard Locks ~ Abdulhaq Al-Wazeer Becoming Me with The Open University ~ Edwin Screeche-Powell Vignette 7: Catching up with Kafka – Steven Taylor From D102 to Paulo Freire: an Irish Journey ~ Laurence McKeown Vignette 8: My journey, my new life – Dan Micklethwaite Ex-prisoners and the transformative power of higher education ~ David Honeywell Vignette 9: Prison choices: taking a degree or packing tea? – Alan Jermey What the OU did for me ~ Erwin James Appendix 1: Study with the OU

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Book SynopsisThe first authoritative volume to look back on the last 50 years of The Open University providing higher education to those in prison, this unique book gives voice to ex-prisoners whose lives have been transformed by the education they received, offering vivid personal testimonies, reflective vignettes and academic analysis of education in prison.Trade Review'This important book documents the vital work done by the Open University in the development of prison education and provides valuable insights into the positive impact of this work upon individual prisoners.' Ivana Bacik, Trinity College DublinTable of ContentsOpenings and Introductions: Education for the many, prison for the few ~ Rod Earle and James Mehigan From Prisoner to Student ~ Anne Pike and Ruth McFarlane Vignette 1: Choosing my journey – Kamal Abdul Pioneers and Politics: Open University Journeys in British and Irish prisons in Long Kesh during the years of conflict 1972-1975 ~ Philip O’Sullivan & Gabi Kent Vignette 2: Avoiding the mind-numbing vortex of drivel … – Thomas A University Without Walls ~ Dan Weinbren Vignette 3: Starting a new chapter – Mr C.T. Morgans Open universities, close prisons: critical arguments for the future ~ Rod Earle & James Mehigan Vignette 4: Out of the abysmal – ‘Eris’ The Light to Fight The Shadows: On Education as Liberation ~ Kris McPherson From Despair to Hope ~ Margaret Gough Vignette 5: Making my commitment – Razib Quraishi Straight up! From HMP to PhD ~ Stephen Akpabio-Klementowski From Open University in Prison to Convict Criminology Upon Release: Mind the Gap ~ Michael Irwin Vignette 6: Message to a prisoner – Gordon McDonald From the School of Hard Knocks to the University of Hard Locks ~ Abdulhaq Al-Wazeer Becoming Me with The Open University ~ Edwin Screeche-Powell Vignette 7: Catching up with Kafka – Steven Taylor From D102 to Paulo Freire: an Irish Journey ~ Laurence McKeown Vignette 8: My journey, my new life – Dan Micklethwaite Ex-prisoners and the transformative power of higher education ~ David Honeywell Vignette 9: Prison choices: taking a degree or packing tea? – Alan Jermey What the OU did for me ~ Erwin James Appendix 1: Study with the OU

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Book SynopsisAre you a college or university graduate? Do you support students looking ahead to life after graduation? Are you curious about how your alumni network can benefit your life?Does the alumni strategy in your organization need inspiration?This enlightening, original book reimagines graduates' alumni status as a gateway to immense opportunities through professional and personal networks. To discover this alumni potential, Maria L. Gallo guides you through the four key traits of the 'Alumni Way': reflection, curiosity, passion and generosity. With a sound academic foundation, combined with practical activities and checklists, 'The Alumni Way' is the ultimate resource for inspiring savvy, active alumni citizens of the world. The Alumni Way Workbook is also available. Visit www.thealumniway.com.Table of ContentsIntroduction: We are all alumni PART 1: Charting the course of the Alumni Way 1. Starting at the finish line 2. The compass: Introducing alumni capital 3. Summary: Stepping forward by stepping back on campus PART 2: The Alumni Way trait: Reflection 4. Reflecting on the ‘keep in touch’ call 5. Reflection signpost: Recognize the university is a city 6. Reflection signpost: Advance ourselves as alumni citizens 7. Reflection trait summary: Alum from Day One, revisited PART 3: The Alumni Way trait: Curiosity 8. Our career, our alumni capital, and our curiosity 9. Curiosity signpost: Build our alumni hypernetwork 10. Curiosity signpost: Leverage alumni capital for business 11. Curiosity trait summary: Shining a light PART 4: The Alumni Way trait: Passion 12. Immersing in our passions: The alumni dimension 13. Passion signpost: Nourish our wellness through our alumni capital 14. Passion signpost: Watch our alumni-self flourish 15. Passion trait summary: Our lives, our alma mater PART 5: The Alumni Way trait: Generosity 16. When giving back has new meaning 17. Generosity signpost: Recognize we are all philanthropists 18. Generosity signpost: Understand the power of giving 19. Generosity trait summary: Our generosity as service PART 6: Alumni: Bringing it into our lives 20. Our potential: Building our Alumni Way 21. Our alumni call to action

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Book SynopsisThe world of work is going through a large-scale transition with digitization, automation and acceleration. Critical skills and expertise are imperative for companies and their employees to succeed in the future, and the most forward-thinking companies are being proactive in adapting to the shift in the workforce. Kelly Palmer, Silicon Valley thought-leader from LinkedIn, Degreed, and Yahoo, and David Blake, co-founder of Ed-tech pioneer Degreed, share their experiences and describe how some of the smartest companies in the world are making learning and expertise a major competitive advantage.The authors provide the latest scientific research on how people really learn and concrete examples from companies in both Silicon Valley and worldwide who are driving the conversation about how to create experts and align learning innovation with business strategy. It includes interviews with people from top companies like Google, LinkedIn, Airbnb, Unilever, NASA, and MasterCard; thouTrade ReviewEveryone agrees that learning provides a competitive edge in an outsourced, automated economy. But what's the essential next step? In The Expertise Economy, Kelly Palmer and David Blake make a persuasive case that companies play a huge role in shaping the future of learning. This excellent book offers practical advice and evidence-based insights that can help CEOs and other business leaders challenge the status quo. -- Daniel H Pink, author, WHEN and DRIVEDisruption in any industry is a process, not a one-time event. With so much change on the horizon, Kelly and David highlight the imperative firms have to harness learning to stay in the game. * Clayton Christensen, Kim B. Clark Professor of Business Administration, Harvard Business School New York Times bestselling author, The Innovators Dilemma *Brilliant, timely and significant, this book blows the lid off the learning theories of the past! -- Sean Covey, President, FranklinCovey EducationThe opportunity to scale new learning curves at work is an intrinsic career value for an ever-increasing slice of the workforce, and an imperative for organizations who want to stay in the game, much less ahead of it. The Expertise Economy offers a framework for leaders to future-proof the skills of their people and organizations. -- Whitney Johnson, Thinkers50 Leading Management Thinker, bestselling author, BUILD A TEAM and DISRUPT YOURSELFThe Expertise Economy makes clear the importance of skills in the corporate world. For most companies, understanding what skills your employees have, what skills they need, and their agility in learning new skills, will bring a competitive edge in the future. -- Nancy Duarte, CEO Durarte Inc, bestselling author, ResonateTimely, clever, and useful insights on how learning enables individuals and organizations to flourish in a rapidly changing world. Anyone or any company seeking to learn how to learn will savor these insights and master these principles. -- Dave Ulrich, Rensis Likert Professor, Ross School of Business, Partner RPL Group, bestselling author, and Thinkers50 Hall of Fame: World-leading Business ThinkerThe Expertise Economy is a must-read for anyone who cares about the future of their workforce and organization. -- Nick van Dam PhD, McKinsey & Company Partner, Chief Learning Officer, Professor, University of PennsylvaniaLearning has always been one of the secret weapons of the world's highest performing companies. Kelly and David's book unlocks this secret and is filled with advice on how to make learning a competitive advantage for any company. -- Josh Bersin, Industry Analyst and Founder, Bersin by Deloitte

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Book SynopsisAs traditional classroom settings are transitioning to online environments, teachers now face the challenge of using this medium to promote effective learning strategies, especially when teaching older age groups. Because adult learners bring a different set of understandings and skills to education than younger students, such as more job and life experiences, the one-size-fits-all approach to teaching does not work, thus pushing educators to create a student-centered approach for each learner.The Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments is an important resource providing readers with multiple perspectives to approach issues often associated with adult learners in an online environment. This publication highlights current research on topics including, but not limited to, online competency-based education, nontraditional adult learners, virtual classrooms in public universities, and teacher training for online education. This book is a vital reference for online trainers, adult educators, university administrators, researchers, and other academic professionals looking for emerging information on utilizing online classrooms and environments in student-centered adult education.

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Book SynopsisTransformative Dimensions of Adult Learning describes the dynamics of how adults learn--and how their perceptions are transformed by learning--as a framework for formulating educational theory and practice. It presents an in-depth analysis of the ways in which adults learn, how they make meaning of the learning experience, and how their lives can be transformed by it.Table of Contents1. Making Meaning: The Dynamics of Learning. 2. Meaning Perspectives: How We Understand Experience. 3. Intentional Learning: A Process of Problem Solving. 4. Making Meaning Through Reflection. 5. Distorted Assumptions: Uncovering Errors in Learning. 6. Perspective Transformation: How Learning Leads to Change. 7. Fostering Transformative Adult Learning.

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Book SynopsisA superb, substantive book and one that should cause us to thinkabout the learning society and how we are going to plan for it nowand in the future. --Adult LearningTrade Review"A superb, substantive book and one that should cause us to think about the learning society and how we are going to plan for it now and in the future."Table of Contents1. Growth of the Learning Society 2. Issues in Recruiting Adult Learners 3. Who Participates in Adult Learning 4. Why Adults Participate--and Why Not 5. Toward a Model of Adult Motivation for Learning 6. Implications for Increasing Participation 7. Patterns of Adult Learning and Development 8. How and What Adults Learn--and Want to Learn 9. Facilitating Learning

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Book SynopsisThe Literature of Adult Education explores and describes over twelve hundred books in the diverse body of writings on adult education--tracing the development of basic theories and practices, identifying major accomplishments, and documenting the enormous and continuing growth of knowledge in this field. It provides an understanding of the entire field that can help professionals in all areas of adult education recognize a shared identity and find the sources of information and guidance they need to strengthen their own practices.Table of ContentsPart One: Emergence and Growth of the Field and theLiterature 1. The History of Adult Education 2. Comprehensive Works on Adult Education 3. The Underlying Concerns of Educators of Adults 4. Adult Learners: Their Nature and Needs Part Two: The Providers and Goals of Adult Education 5. Providers Created to Educate Children and Youth 6. Providers Created to Educate People of All Ages 7. Providers Created to Educate Adults 8. Goals Related to Formal Systems of Education 9. Goals Related to Aspects of Adult Life Part Three: The Practice of Adult Education 10. Theory and Program Design 11. Formats and Settings for Adult Learning Conclusion: Achievements and Future Prospects

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Book SynopsisTeachers and student teachers in social work will gain valuable insight into the artistry that makes truly great teaching from the accounts found in this new book. Master teachers examine the processes they use in the classroom and present them in a format that facilitates the practical application of their ideas. The teaching methods recounted here emphasize the learners as the most important component of the teaching/learning experience and demonstrate techniques to enliven and enhance the reader’s own teaching methods. This vital book focuses on teaching “technologies,” defined as bodies of knowledge or skills ordered for use, that are comprised of techniques or systematic procedures that bring the technologies to life. By utilizing the techniques and technologies portrayed in this volume, social work educators at the graduate and undergraduate levels will become more effective at reaching their students and helping them grow into professional social workers.Teaching Secrets helps teachers increase the effectiveness of their teaching by demonstrating how to pay attention to acts and nuances that stimulate and assist students in their learning. Individual chapters focus on specific classroom environments, providing practical advice to improve learning in each situation. Social work teachers will discover more effective teaching through the use of student journals, the use of self in teaching doctoral research, the use of authority, and the benefits of student-student learning in work groups. Other chapters offer practical advice on reaching different groups of students such as black teachers leading white students, white teachers leading black students, and special efforts for reaching female students. This exciting book reveals that great teachers are not born but made, and shares the secrets that will help all social work educators to develop greatness in their own classrooms.Table of ContentsContents An Instructor’s Story About Students’ Life Stories Teacher’s Style and Use of Professional Self in Social Work Education Helping Students Learn from Each Other Reaching Women Students: Their Ways of Knowing Connecting with Difference: Black Teacher--White Students Connecting with Difference: White Teacher--Black Students The Classroom Teacher and the Role of Authority Standing for Values and Ethical Action: Teaching Social Work Ethics

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Book Synopsis

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