Adult education, continuous learning Books
Multilingual Matters Teaching Adult Immigrants with Limited Formal
Book SynopsisAdult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency. This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used. The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.Trade ReviewTeaching literacy to adult migrants who are learning the language of their new countries requires specific competences. This book offers valuable suggestions, framing them in both the context of research on second language acquisition, bilingualism and literacy learning, and the socio-political dimension of migration. Exhaustive information and clear language make it a valuable tool for all involved in teaching and immigration. * Fernanda Minuz, Independent Researcher, Italy *This is an excellent book that offers insightful research on teaching and learning among adult migrants having limited formal education or literacy in any language. It establishes a long-needed and very helpful research base to support the difficult process of teaching and learning in a new language. I especially appreciate how the research is systematically linked with practical implications and strategies for teaching. * Stephen Reder, Portland State University, USA *[This book] aims to be a source for teachers and researchers working with adult migrants with limited formal education and a guide for finding research efforts. This volume clearly hits the mark. I would gladly recommend it to all those actively seeking to deepen our understanding of this understudied population, the challenges they face, and the strengths they can bring to the table. -- Diego Agostini Ferrer, University of Puerto Rico * LINGUIST List 32.2054 *For the novice, this volume will serve as a graduate course in the current issues, challenges and research pertaining to teaching low-literate adults. You are likely to mark, mangle, and annotate every page. If you are already a consummate professional laboring for the freedom of others, read this for the sheer joy of discovering some of the finest research and practical implications in a ridiculously concise volume. -- Nan Frydland * MinneTESOL Journal, Fall 2020 *Editors Peyton and Young-Scholten have brought together an impressive group of international scholars from different backgrounds to address a gap in research related to adult second-language learners with limited education and literacy. Throughout the collection, readers are exposed to both the individual and social aspects that impact the adult learning process. Despite limited empirical research on this topic, the contributors clearly and efficiently extrapolate research on young language learners and adult learners to provide teachers, practitioners, and researchers with practical knowledge and skills to better teach migrant adults. -- C. R. Hebert, Louisiana State University, USA * CHOICE, Vol 58, No 7 *This is a ground-breaking volume that, albeit mostly oriented to teachers, can also be enlightening to policy-makers, researchers, and administrators, because it portrays an unknown reality as well as a growing necessity, i.e., helping immigrant adults to become literate in a second language. It also opens new doors to confront the need for conducting more research in this field, because most of the conclusions reached in this book are based on research carried out with children, yet immigrant adults have their own unique characteristics that make them a subject of interest for specialized investigation. -- Vanesa Alonso González, University of Ottawa, Canada * Languages 2021, 6, 11 *The volume is a valuable contribution to a growing body of resources for researchers, practitioners, and administrators working with L2 adult emergent readers and writers. The authors’ broad interdisciplinary and theoretical expertise—representing diverse geographic, linguistic, and teaching/research foci—reflects not only the variety of scholarship and pedagogical questions in this emerging field, but also the diversity of its educators and students. Such work has been, and continues to be, necessary during this time of increased global migration. -- Jenna A. Altherr Flores, University of Arizona, USA and Nicole Pettitt, Youngstown State University, USA * Language Issues 31.2 *Table of ContentsLarry Condelli: Preface Chapter 1. Martha Young-Scholten and Joy Kreeft Peyton: Introduction: Understanding Adults Learning to Read for the First Time in a New Language: Multiple Perspectives Chapter 2. Minna Suni and Taina Tammelin-Laine: Language and Literacy in Social Context Chapter 3. Marcin Sosiński: Reading from a Psycholinguistic Perspective Chapter 4. Pia Holtappels, Kerstin Chlubek, Andreas Rohde, Kim Schick, and Johanna Schnuch: Vocabulary Chapter 5. Martha Young-Scholten and Rola Naeb: Acquisition and Assessment of Morphosyntax Chapter 6. Belma Haznedar: Bilingualism and Multilingualism Chapter 7. Nancy Faux and Susan Watson: Teaching and Tutoring Adult Learners with Limited Education and Literacy
£23.70
Intellect Books A/r/tography: Essential Readings and
Book SynopsisThe focus of this edited book is to evoke and provoke conceptual conversations between early a/r/tographic publications and the contemporary scholarship of a/r/tographers publishing and producing today. Working around four pervasive themes found in a/r/tographic literature, this volume addresses relationality and renderings, ethics and embodiment, movement and materiality, and propositions and potentials. In doing so, it advances concepts that have permeated a/r/tographic literature to date. More specifically, the volume simultaneously offers a site where key historical works can easily be found and at the same time, offer new scholarship that is in conversation with these historical ideas as they are discussed, expanded and changed within contemporary contexts. The organizing themes offer conceptual pivots for thinking through how a/r/tography was first conceptualized and how it has evolved and how it might further evolve. Thus, this edited book affords an opportunity for all those working in and through a/r/tography to offer refined, revised, revisited or new conceptual understandings for contemporary scholarship and practice. Part of the Artwork Scholarship: International Perspectives in Education series.Table of ContentsList of Figures Land Acknowledgments Acknowledgments Foreword: On Practicing Intimacy – Stephanie Springgay An Introduction – Rita L. Irwin, Alexandra Lasczik, Anita Sinner, and Valerie Triggs Part I: Relationality and Renderings Rendering Our Relations – Rita L. Irwin Essential Readings Chapter 1: A/r/tography: A Metonymic Métissage (2004) – Rita L. Irwin Chapter 2: A/r/tography as Living Inquiry Through Art and Text (2005) – Stephanie Springgay, Rita L. Irwin, and Sylvia Wilson Kind Chapter 3: Research and Creation: Socially Engaged Art in The City of Richgate Project (2010) – Ruth Beer and Rita L. Irwin with Kit Grauer and Gu Xiong Chapter 4: A/r/tographic Collaboration as Radical Relatedness (2010) – Barbara Bickel, Stephanie Springgay, Ruth Beer, Rita L. Irwin, Kit Grauer, and Gu Xiong Conversations Chapter 5: Folding With-in A/r/t Ovulary Texts: Radical Writing and Making in a Pandemic – Geraldine Burke and Kathryn Coleman Chapter 6 A/r/tography: On Rendering a Selected Lexicon – Blake E. Smith Chapter 7 Critical Softness in an A/r/tographic Affective Commonwealth – Nicole Y. S. Lee Part II: Ethics and Embodiment A/r/tographic Practice in Action – Anita Sinner Essential Readings Chapter 8: Educational Arts Research as Aesthetic Politics (2008) – Valerie Triggs and Rita L. Irwin with Ruth Beer, Kit Grauer, Gu Xiong, Stephanie Springgay, and Barbara Bickel Chapter 9: Through the Looking Glass: Reflecting on an Embodied Understanding of Creativity and Creative Praxis as an A/r/tographer (2018) – Kathryn S. Coleman Chapter 10: Inclusivity and Aesth/ethics in Third Participatory A/r/tographic Spaces (2014) – Marta Madrid Manrique Chapter 11: (Re)Imagining Early Childhood Teacher Education—Belonging, Being, and Becoming in the Arts Through A/r/tography (2014) – Geraldine Burke, Corinna Peterken, Clare Hall, and Rosemary Bennett Conversations Chapter 12: Partiality as an Ethics of Embodiment in A/r/tographical Research – Adrienne Boulton and Natalie LeBlanc Chapter 13: Between Voice and Literacy: Provoking A/r/tographic Possibilities for the Future – Patricia Osler Chapter 14: A Different Difference: Ethics and Embodiment as Betweenness – Elly Yazdanpanah Part III: Movement and Materiality An Orientation – Alexandra Lasczik Essential Readings Chapter 15: A/r/tography: Always in Process (2018) – Carl Leggo and Rita L. Irwin Chapter 16: A/r/tographic Peripatetic Inquiry and the Flâneur (2018) – Alexandra Lasczik Cutcher and Rita L. Irwin Chapter 17: Educational Research, Photo Essays, and Film: Facts, Analogies, and Arguments in Visual A/r/tography (2013) – Ricardo Marin-Viadel, Joaquin Roldan, and Miguel A. Cepeda-Morales Chapter 18: A/r/tography (2019) – Natalie LeBlanc and Rita L. Irwin Conversations Chapter 19: Slipping: A Perspectival Consciousness in A/r/tography – Barbara Bickel Chapter 20: A/r/tographic Becomings, Choreographies, and Materialities – Sylvia Kind Chapter 21: A/r/tography as Teacher in Movement and Materiality – Katie Hotko and Jemma Peisker Part IV: Propositions and Potentiality Actual Events – Valerie Triggs Essential Readings Chapter 22: Following A/r/tography in Practice: From Possibility to Potential (2014) – Valerie Triggs, Rita L. Irwin, and Dónal O’Donoghue Chapter 23: Pedagogy and the A/r/tographic Invitation (2019) – Valerie Triggs and Rita L. Irwin Chapter 24: Walking Propositions: Coming to Know A/r/tographically (2019) – Nicole Lee, Ken Morimoto, Marzieh Mosavarzadeh, and Rita L. Irwin Chapter 25: Site/Sight/Insight: Becoming a Socioecological Learner Through Collaborative Art Making Practices (2019) – David Rousell, Alexandra Lasczik, Rita L. Irwin, David Ellis, Katie Hotko, and Jemma Peisker Conversations Chapter 26: Propositions and Potentials: Ongoing Provocations of the A/r/tographic Oblique – Alexandra Lasczik and David Rousell Chapter 27: From a Desk in the A/r/tography Lab into the Future – Marzieh Mosavarzadeh Chapter 28: Potentials and Propositions: Obliques Lived, Living, and Not-Yet Lived – Ken Morimoto Part V: Afterword Ways of Looking at the Oblique in A/r/tography (2012) – Carl Leggo Notes on Contributors Index
£28.45
Emerald Publishing Limited Coaching and Mentoring for Academic Development
Book SynopsisLearning through dialogue brings a powerful opportunity for individuals to connect to colleagues, navigate professional demands, and meet the challenges posed by a turbulent world. Written for all who mentor or coach in universities, this book addresses a critical question: how can mentoring and coaching conversations be effective and accessible ways to support researcher and academic development? Drawing on their wide range of experiences of coaching and mentoring, and designing and leading institutional programmes and policy, Guccione and Hutchinson provide an insight into the founding principles of reflective ethical practice, as well as a pragmatic and easy to navigate toolkit supporting you to understand the needs of the people you want to develop. Including bite-sized chapters packed full of applied solutions, the authors help you to design, re-design, or troubleshoot your mentoring or coaching approach, and offer up go-to guidance for building and enhancing a culture of developmental dialogue at the individual, programme and organisational level.Trade Review'Guccione and Hutchinson not only show that universities can provide solid support for their staff, but also that principled and well-grounded coaching and mentoring is integral to more equitable employment practices. Highly recommended.' -- Pat Thomson, Professor of Education, The University of Nottingham, UK'This is an astute, evidence-based handbook that’s enjoyable to read and very welcome for both professional staff and academics whose roles involve supporting scholars (emerging or established). The need for precisely this kind of flexible, savvy resource is high! Guccione and Hutchinson have extensive experience of the higher education sector and academic development, and their ability to synthesise complex ideas into clear, compelling guidance for practical strategies is gold.' -- Dr Tseen Khoo, La Trobe University, Australia / The Research WhispererTable of ContentsSECTION 1 Chapter 1. Coaching and Mentoring: Concepts and Terminologies Explored Chapter 2. Contextualising Mentoring and Coaching - Examining The Role of Universities and Higher Education Chapter 3. The Academic Context for Mentoring and Coaching Chapter 4. A Doctorate is no Longer Enough Chapter 5. Situating mentoring and Coaching within Educational Practice Chapter 6. Placing the Focus on Planning, not Problems Chapter 7. Building Repertories of Practice ‘beyond advice’ Chapter 8. Amplifying the Learner’s Voice Chapter 9. What Makes a Good Coaching Question? Chapter 10. Using a Coaching Style as Principal Investigator, Supervisor or Manager SECTION 2 Chapter 11. Creating Agreement and Alignment Chapter 12. Giving and Receiving Feedback: Coaching Style Chapter 13. Supporting Through Change and Transitions Chapter 14. Supporting Personal Development Planning Chapter 15. Enabling Efficiency and Effectiveness Chapter 16. Building Productive Writing Habits Chapter 17. Shaping and Managing Working Relationships Chapter 18. Gaining First Funding and Research Independence Chapter 19. Mentoring Career Changers Chapter 20. Developing Leadership Capabilities Chapter 21. Sustaining Change Over Time Chapter 22. Supporting Stressed Colleagues SECTION 3 Chapter 23. Designing and Launching a Mentoring Programme Chapter 24. The Reputation of Coaching and Mentoring Chapter 25. Aligning your Programme with Humanistic Principles Chapter 26. Designing a Workshop: Orientation to Practice Chapter 27. How to Recruit, Retain and Develop your Coaches and Mentors Chapter 28. Enhancing Practice through Peer-Conversations Chapter 29. Matching Mentoring and Coaching Pairs Chapter 30. Anticipating Disengagement from Mentoring and Coaching Chapter 31. Evaluating Mentoring and Coaching Chapter 32. An Institutional Code of Practice Chapter 33. How to Find and Recruit your Own Mentor
£18.99
Multilingual Matters Understanding Success and Failure in Adult ESL:
Book SynopsisThis book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular. Based on a study of a group of Mexican immigrants to the US, the author proposes that superación or ‘self-actualization’ is crucial to understanding the relative success of adult ESL learners. Learners’ decisions to drop out were not hasty or superficial but were based on a commonsense assessment concerning how the class might improve the quality of their lives. Those involved in delivering ESL to adult learners should stress the tangible, practical advantages that accrue with learning English, and at the same time strive to make instruction relevant.Trade ReviewDr. Kim offers an insightful, ground-level perspective of the daily lives and dreams of English Learners. Teaching English to hard-working adults involves more than reconsidering curriculum; it requires a radical reorientation, founded upon caring relationships and knowledge of student aspirations. Dr. Kim explains how to transform your teaching and why it matters. * Lawrence Baines, Berry College, USA *This book is an invaluable addition to the field of Second Language Acquisition and English teaching. Practitioners and researchers alike will find the emphasis on ‘learner investment’ to be a useful angle to approach their work. Teachers, educators, and scholars will gain insight into the challenges of real adult learners and some potential solutions suggested by the author. * Kyungsook Yeum, Sookmyung Women’s University, South Korea *Why do adult English language learners drop out of language programs? In this book, Dr. Taewoong Kim tackles this problem in a very insightful and humanistic way. He gives voice to those that are often not heard. All teachers wanting to empower this unique demographic of students should read this. * Daniel Rueckert, California State University, Fullerton, USA *Table of ContentsAcknowledgements Preface Introduction: A Broken Car Chapter 1. Voices Unheard from the Margins Chapter 2. Theoretical Frameworks Chapter 3. Adult English Literacy Learners in America and Research Context Chapter 4. The Six Persistent Learners Chapter 5. Who They Are: Thematic Identity of the Six Adult English Learners Chapter 6. What Drives Investment Chapter 7. What Makes Adult ELs Drop Out Chapter 8. What Makes Adult ELs Stay Chapter 9. Discussion Chapter 10. Implications and Conclusion References About the Author Index
£26.96
Mindstretchers Fascination of Earth: Wood Whittling
Book SynopsisThis series provides an insight into the knowledge you require to facilitate learning occuring in outdoor environments, taking the natural elements as a guide. A combination of children's voices and progression points share the approach of teaching and learning, which in 2011 received three accolades and was described as 'inspirational and sector leading'. Simple, clear and easy to use for anyone working with children from 3 - 11 years old outside. Both practical and academic guidance on the acitivity of Wood Whittling.Trade ReviewThis little book is a rich mine of educational reflections and practical hints concerning safety, materials and tools. It is the latest example of the pioneering work done by Claire Warden and Mindstretchers to promote outdoor pedagogy in all its forms. Leif Christensen Senior Lecturer - Outdoor Pedagogy University College Lillebaelt, DenmarkTable of ContentsForeword by Leif Christensen Introduction by Claire Warden What is Wood Whittling Case studies with analysis and Possible Lines of Development Curricular links Developing skills Benefit Risk Assessment Summary
£10.64
Trotman Indigo Publishing Limited Career Development Theories in Practice
Book SynopsisI have no hesitation in recommending this book as essential reading for all career development professionals.' Claire Johnson, CDI Head of Professional Development and Standards, RCDP and CDI, ICCI and NICEC FellowUnlock the potential of career development theories to conquer key career challenges.Career development theories are plentiful, but most resources focus heavily on academic concepts, leaving many career professionals unsure of how to implement them effectively. Renowned expert Julia Yates offers another approach: real progress comes from applying these theories in small, practical ways to everyday professional scenarios.In this comprehensive handbook, Yates demystifies over twenty essential career development theories. With clear explanations, she categorises these theories and pinpoints which ones are best suited for different clients and contexts. Delving into real-world applications, you''ll find inspiring stories of successful practitioners and students who have transformed their practices.This definitive guide offers: Theories in practice:?each chapter connects common challenges to key theories with actionable strategies and tools User-friendly content: written in a clear, accessible format and illustrated throughout to support different learning styles Real-life insights: includes case studies from career professionals about their experiences of using career theories in everyday practice Professional standards:?closely aligned with industry training benchmarks for career professionals. Whether you are a student embarking on your career development training or an experienced careers professional seeking fresh perspectives, this is an indispensable introduction to the advantages of using career development theories in your everyday practice.
£33.24
Trotman Indigo Publishing Limited Equity Diversity and Inclusion in Career Development
Book SynopsisThis is an essential book, one that all career development practitioners should read and return to, regularly. I recommend it to individuals working in all parts of the sector, and to those responsible for drafting and shaping career development policy.Dr Oliver Jenkin PGCE RCDP, NICEC Fellow.CDI Senior Professional Development and Standards Manager, and Editor of the CDI's magazine, Career MattersThe career development sector is undergoing significant transformation, with a growing recognition of the importance of Equity, Diversity and Inclusion (EDI) in shaping fairer employment and career progression opportunities. However, there remains a lack of structured guidance for career practitioners on how to embed EDI into their practice effectively. This book bridges that gap, moving beyond theory to provide practical, actionable strategies that professionals can apply in their daily work.Structured around key diversity intersections, including ethnicity, gender, disability, religion, neurodiversity and socioeconomic status, each chapter outlines barriers, enablers and tangible solutions. The book features lived experiences from both career practitioners and clients, offering an authentic perspective on EDI challenges and successes. It also introduces a robust EDI framework and toolkits for practitioners and organisations, ensuring real-world impact.This guide offers: Practical Guidance: Provides step-by-step toolkits, case studies and actionable strategies for embedding EDI into career development practice. Lived Experience Perspectives: Features authentic narratives from both practitioners and clients to illustrate real-world challenges and solutions. Comprehensive & Sector-Specific Strategies: Tailored to the needs of career professionals, ensuring relevance and applicability across various career services. By incorporating reflective exercises, case studies and step-by-step guidance, this handbook empowers professionals with the knowledge and confidence to foster inclusive career development practices. With its evidence-based approach and real-world applicability, this book is an essential resource for those committed to creating equitable career pathways.
£33.24
Harvard Education PR More Essential Than Ever
Book Synopsis
£30.08
Temple Lodge Publishing Practising Destiny: Principles and Processes in
Book SynopsisMore and more people are beginning to realize that education needs to continue throughout life. As individuals and collectively, we face the choice of either staying as we are, or striving constantly to develop. Over decades of seminars and training work, Coenraad van Houten has developed three paths of learning for adults, each involving its own distinct method: Vocational Learning, Destiny Learning and Spiritual Research Learning. Although quite separate, the three paths are closely linked, with each building on the previous one. This book depicts the sevenfold path of Destiny Learning. It is a path that leads through working in groups to a practical knowledge of karma. In addition, the seven professional fields of the adult educator are developed and described as an aid to self-training.
£16.14
Taylor & Francis Ltd (Sales) Psychology and Adult Learning The Role of Theory
Book SynopsisThe fourth edition of Psychology and Adult Learning has been thoroughly updated to encompass shifts in the concerns of adult educators as they respond to changing global social and economic issues. It examines the role of psychology in informing adult education practice and explores the seminal traditions of key psychological theories as well as discussing issues and problems in applying them to an understanding of adult learning and development.Providing a thoughtful and accessible approach to understanding self and personal change in adult education, and with a new emphasis on diversity, this new edition has been revised and updated in light of the impact of globalising processes, the emphasis on diversity among educators, developments in cognitive neuroscience, the impact of social media, and the theoretical move away from âgrand theoryâ. It examines the formation of identities, and places increased emphasis on how a conception of selfhood lies at the heart of teaching adults. Considering adult learning in a variety of contexts, topics covered include:â Humanistic psychology â Selfhood in the adult yearsâ The relevance of neuroscienceâ Adult intelligence and cognitionâ Behaviourismâ Group learningâ Transformative learningPsychology and Adult Learning examines the psychological dimension of adult education work by analysing and critiquing key psychological theories that have informed our understanding. It is essential reading for all those who seek a critical account of how psychology informs contemporary adult education theory and practice. Table of ContentsList of illustrations; Preface; 1. Introduction; 2. The self-directed learner and humanistic psychology; 3. The psychoanalytic approach; 4. The life history of the self; 5. Cognitive neuroscience; 6. Understanding adult intelligence and cognition: the role of experience; 7. Behaviourism; 8. Group learning; 9. Transformative learning; 10. Towards a critical understanding of practice; Index
£29.99
Taylor & Francis Ltd Personal Social Academic and Career Development
Book SynopsisThis book is about SOARing to Success: a pedagogy that engages individuals in a structured and supported process of personalised learning, leading to the development of transferable career management and employability skills. The SOAR model (as it has come to be known and used) provides tried and tested ways for educators to implement Personal Development Planning (PDP), Career Development Learning (CDL) and employability agendas. The theoretical concepts and practical activities that are interpreted and integrated within SOAR require all learners to make meaningful dynamic connections within and between Self, Opportunity, Aspirations and Results, through inbuilt requirements for self-reflection, action and interaction, research, analysis and synthesis.Especially relevant for regeneration in the post-pandemic world, this fully updated edition emphasises and addresses the needs to: focusTrade ReviewPraise for the First Edition "This book addresses a key and continuing need: how we support the transition from student to graduate, and lay the foundations for sustainable employability and a fulfilling life in an increasingly competitive world. Arti's book delivers both understanding and practical 'tools' for enabling the shift our students need to make."-Rob Ward, Director, the Centre for Recording Achievement "I found Arti Kumar's book stimulating and refreshing and believe the model would have enabled me to adapt my own teaching in ways that would have greatly enriched my students' learning. I recommend this book to all academics. The tool will certainly make you reflect on your teaching and foster a foundation for lifelong learning in your students."-Michael Pittilo, Principal and Vice-Chancellor of The Robert Gordon University Table of ContentsPART 1: A theoretical and practical approach: integrating and enabling personal, social, academic and career development 1. Introduction: key concepts and aims driving the evolution of SOAR 2. Realizing the potential of SOAR: essential principles of pedagogy 3. Module examples and assessment regimes PART 2: ‘Self’ in the SOAR process: building a MAP for the journey through life 4. Building a ‘Self-MAP’: Who am I? 5. Motivation in the Self-MAP: What are my values, interests and priorities? 6. Ability in the Self-MAP: Which am I capable of achieving? 7. Personality in the Self-MAP: How do I interact with others and with my environment? PART 3: ‘Opportunity’ in the SOAR process 8. Researching and engaging with ‘Opportunity’ 9. Understanding, adapting and creating the changing world PART 4: ‘Aspirations’ in the SOAR process 10. Aspirations: making decisions, solving problems, setting goals and making plans to implement aspirations PART 5 ‘Results’ in the SOAR process 11. Demonstrating results: enhancing competencies for transition beyond HE 12. Evaluating results: learning from feedback and assessing achievements
£31.99
Taylor & Francis Learning to Teach Psychology in the Secondary
Book SynopsisLearning to Teach Psychology in the Secondary School offers a comprehensive and accessible introduction to the teaching and learning of psychology. Written for trainee teachers and those new to teaching psychology, it will help you to develop your subject knowledge and gain a deeper understanding of the purpose and potential of psychology within the secondary curriculum as well as support the practical skills needed to plan, teach, and evaluate stimulating and creative lessons.Drawing on theory and the latest research, the text demonstrates how key pedagogical issues link to classroom practice and encourages you to reflect on your own learning and practice to maximise student learning. Written by experts in the field and featuring useful resources, summaries of key points and a range of tasks enabling you to put learning into practice in the classroom, the chapters cover: Using psychology to teach psychology Teaching specific areas of psychology<Table of ContentsIntroduction 1. Becoming a psychology teacher 2. Using psychology to teach psychology 3. Teaching areas of psychology 4. Teaching research methods 5. Ethics in psychology teaching 6. Teaching skills of evaluation and analysis in psychology 7. Teaching skills of application 8. Developing psychologically literate students 9. Learning to assess psychology and give students meaningful feedback 10. Inclusion in teaching psychology 11. Using technology in psychology teaching 12. Future directions and professional development 13. Reflections and future directions
£31.99
Taylor & Francis Ltd The Students Guide to Preparing Dissertations and
Book SynopsisWhen writing a dissertation or thesis, it is essential to produce a work that is well-structured and well-presented. Giving clear examples throughout, this book offers all the practical advice that students will need, when writing a dissertation or thesis. Part 1: Content - from the layout order of contents to the compilation of the bibliography and appendices Part 2: Presentation and Style - the details of how work should be presented and covering aspects such as writing styles, page numbers, margins and abbreviations. The first edition of this book contributed to improving countless dissertations and this new edition will continue to do the same - using the practical advice and guidance it offers could mean the difference between success and failure.Table of ContentsPart 1: An Overview of the Task 1. Getting Things in the Right Order 2. Title Page 3. Abstract 4. Author Declarations 5. Acknowledgements 6. Main Body of the Dissertation 7. Appendices 8. Bibliography Part 2: Getting Your Act Together: The Key Processes 9. Capturing Your Research 10. Writing It Up: Getting Started, and Keeping Going 11. Organising Your Files 12. Winding Yourself Up? Part 3: Nuts and Bolts: More Detail About the Main Elements 13. Paper Size 14. Page Margins 15. Page Numbers 16. Style of Writing 17. Abbreviations 18. Numbers 19. Chapters 20. References 21. Notes 22. Quotations 23. Tables 24. Figures 25. Typing 26. Binding 27. Instructions for Typists
£33.89
Taylor & Francis Reading to Learn Routledge Library Editions Literacy
a huge range and FREE tracked UK delivery on ALL orders.
£122.01
Vanderbilt University Press Opening Minds Improving Lives
Book SynopsisJuanita was seventeen years old and pregnant with her first child when she began an activity that would open her mind. Living in a remote Garifuna village in Honduras, Juanita had dropped out of school after the sixth grade. In 1996, a new educational program, Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT), was started in her community. The program helped her see the world differently and open a small business. Empowering women through education has become a top priority of international development efforts. Erin Murphy-Graham draws on more than a decade of qualitative research to examine the experiences of Juanita and eighteen other women who participated in the SAT program. Their narratives suggest the simple yet subtle ways education can spark the empowerment process, as well as the role of men and boys in promoting gender equality. Drawing on in-depth interviews and classroom observation in Honduras and Uganda, Murphy-Graham shows the potential of the SAT
£31.30
Sage Publications Ltd Learning Theory and Classroom Practice in the
Book SynopsisThis book supports all trainee teachers in the Lifelong Learning Sector working towards QTLS in their understanding of the key learning theories and how these can be applied to their teaching. Existing teachers within the sector will also find this book a valuable resource for refreshing their knowledge and continuing their professional development. Each learning theory is explored in clear and accessible language, considering the implications for planning, teaching, assessment and classroom management. Readers are encouraged to think critically about learning theories and the implications for classroom practice. Points for reflection, teaching and learning activities, and useful summaries are included throughout. This new edition has been fully revised to include a wider range of learning theories as well as annotated further reading and a glossary of useful terms.Trade Review‘Early in the text, the author states the aim of this book to be, ‘‘to provide a relatively easily digestible overview of learning theory, and the references and further reading at the end of each chapter will allow you to engage in more in-depth study of areas that are of particular interest’’ (p. 6). This, and considerably more, has been achieved in a well-crafted resource for both teachers and students in the lifelong learning sector (and beyond), one they will find informative and engaging in terms of truly understanding how effective teaching practices are informed and enhanced by learning theories.’ -- Susan E. Elliott-Johns * the International Review of Education – Journal of Lifelong Learning *Table of ContentsIntroduction Behaviourism Implications of Behaviourism for Practice Cognitive Approaches Implications of Cognitive Approaches for Practice Humanistic Approaches Andragogy Attention, Perception and Learning Memory and Learning
£34.99
Sage Publications Ltd Passing PTLLS Assessments
Book SynopsisThis book for passing PTLLS assessments (which has been replaced with Passing Assessments for the Award in Education and Training) gives key advice oncompleting written and practical assessments, and helps both in-service and pre-service candidates fully understand the requirements of the Award and how to evidence their achievement towards the standards. This Second Edition is for the four unit PTLLS. This book: helps candidates with their written assessments, with information on the four units of the PTLLS Award gives guidance on how to demonstrate and evidence competence helps candidates with their practical assessments including hints and tips for succeeding in the microteach gives guidance for giving and receiving feedback Table of ContentsAcknowledgements Author statement Introduction The Structure of the Book and How To Use It The PTLLS Award Self-Assessment Activities and Guidance for Evidencing Achievement PTLLS Assessment Methods Roles, Responsibilities and Relationships In Lifelong Learning Understand Yous Own Role and Responsibilities In Lifelong Learning Understand the Relationships between Teachers and Other Professionals in Lifelong Learning Understand Your Own Responsibility for Maintaining a Safe and Supportive Learning Environment Understanding Inclusive Learning and Teaching in Lifelong Learning Understand Learning And Teaching Strategies in Lifelong Learning Understand How to Create Inclusive Learning and Teaching in Lifelong Learning Understand Ways to Create a Motivating Learning Environment Using Inclusive Learning and Teaching Approaches in Lifelong Learning Be Able to Plan Inclusive Learning and Teaching Sessions Be Able to Deliver Inclusive Learning and Teaching Sessions Be Able to Evaluate Own Practice in Delivering Inclusive Learning and Teaching Principles of Assessment in Lifelong Learning Understand Types and Methods of Assessment Used in Lifelong Learning Understand Ways to Involve Learners in the Assessment Process Understand Requirements for Keeping Records Of Assessment in Lifelong Learning Micro-Teaching Planning and Preparing Your Micro-Teach Session Giving and Receiving Feedback Evaluating Your Micro-Teach Session Micro-Teaching Hints And Tips Appendix 1 - Abbreviations And Acronyms Appendix 2 - Glossary Of Terms Index
£65.25
Creative Media Partners, LLC Easy Reading For Adult Learners
Book Synopsis
£22.75
Taylor & Francis Ltd ArtCare Practices for Restoring the Communal
Book SynopsisThis book contributes to a larger global call to radically re-create ourselvesto transform our fear and alienation from art, Nature, and ourselves. With compassion and grace, the co-authors outline how everyone may access the gift of Spontaneous Creation-Making and change dominant narratives of individualism. Discovering interconnectivity through art-care we can dream courageously together into the unknown possibilities of a precarious future.Art-care, as coined by the co-authors, is a matrixial form of communicaring through art and reverence. This theoretically informed and practice-based book bridges the individual with the communal in Creation-centred ways that interweave the many parts with the whole. It provides examples of teachings, practices and spontaneous creations of makers that will benefit those who want to integrate art-care into individual practices or group facilitation. This book benefits socially engaged artists, arts-based reseTrade ReviewHow lovely and inspiring to read this remarkable work of art / artistry, creativity, community and consciousness of connecting and interconnectivity. This work offers an aesthetic / creative, emancipatory caring pathway for human healing during and after a pandemic crisis. This book invites and evokes fresh new insights, where wisdom is discovered and co-created from within and among circles of caring. Jean Watson, PhD, RN, AHN-BC, FAAN, LL (AAN)Founder Watson Caring Science InstituteDistinguished Prof/Dean Emerita University of Colorado Denver, College of NursingThis engaging book both describes and performs a group’s artistic journey during the challenging times of COVID. Experiential, communal, playful, and moving, the book points at possibilities and opportunities for aesthetic explorations and artistry within a special space. Co-inquiry through Spontaneous Creation-Making offers everyone a compelling journey of art-making, aesthetic explorations, along with ideas for facilitation and communal care serving the future.Liora Bresler, Ph.D. Professor Emerita, University of Illinois, College of Education & School of Art and Design, Urbana-ChampaignBickel and Fisher present us with a guidebook for connection and healing through the practice of spontaneous art-making, a practice they themselves have been involved with for many years. This is a hopeful book based on their experiences—art not as escape but as engagement both with ourselves and those around us. Caring, compassion, community: these are the roads the world always needs more of, and this book offers a unique way of starting the journey.Eva Tihanyi, author of The Largeness of Rescue, Flying Underwater: Poems New and Selected, and Truth and Other Fictions.I am very impressed by Barbara Bickel and Michael Fisher’s articulation of the art process, community, and especially their collaborative spirit! They are both so very inspiring! Their book feeds the soul with artistic methods and prompts that reawaken the senses through play and observation.Dr. Katrina Plato, registered art therapist and educatorThis book weaves together theories, practices, images, text-based forms, and 30 years of work to offer insights into creative communal practices that co-authors Bickel and Fisher call Spontaneous Creation-Making (SCM). Through this compelling and timely guidebook we are invited to enter sacred, mysterious and playful borderspaces that lead us to deeper understandings and more nuanced explorations of art-care methods but also, for example, of community, creativity, healing/wholism, (un)learning, and inquiry. This is an important resource for anyone who is interested in engaging with and/or facilitating spontaneous creation-making processes, even in virtual contexts. This book is a gift! Kathy Mantas, PhD. Professor, Schulich School of Education, Nipissing University, Ontario, CanadaTable of ContentsForeword: Bracha L. Ettinger; Preface; PART 1: Communidreaming on Theory; 1: Introduction: Art-as-Process; 2: Care-in-the-Making; 3: Creativity-in-Communion; 4: A Story of Collaboration: Spontaneous Creation-Making; 5: Art-Care and Spiritual Activism in a Time of Crisis; 6: Beyond Method: Matrixial Mediators; 7: Birthing a Matrixial Gift Economy; 8: Matrixial Time Freedom; PART 2: Spontaneous Creating on Practice; 9: Spontaneous Creation-Making: Communal Rituals and Expanding Imaginaries; 10: Spontaneous Creation-Making: Orienting Intentions and Body Grounding; 11: Spontaneous Creation-Making: Responding and Closing the Circle; PART 3: Gestating on Service; 12: Nurturing a Communal Art-Care Practice; 13: An Arts-Based Reenchantment: Following Nature; 14: Afterword: Forging New Intersections by Geraldine Burke; 15: A Turnabout Postscript; Appendix 1: Thirteen Matrixial Aesthetic Practices; Appendix 2: Facilitating Art-Care Online; Appendix 3: A-D-ness Model by R. Michael Fisher; Appendix 4: Excerpt from Opening Doors: A Guidebook to Spontaneous Creation-Making; Appendix 5: Participant-Informed Research Creation Consent Form
£35.14
Taylor & Francis Ltd Accommodating Marginalized Students in Higher
Book SynopsisThis book defines and examines the needs of the marginalized student and presents a theoretically grounded model to guide institutions of higher education toward developing new and more effective programmatic responses. Taking the implementational experience of the University of the Free State (UFS) in Bloemfontein, South Africa, as a case study, it investigates the experience of students who present problems of learning and inadequate preparation for sustained performance, including learning disabilities, lack of study skills, motivational factors, and cultural support systems. Further, it identifies the pressure for institutions to be responsive to social and political pressures to accommodate the needs of students previously excluded from participation in higher educational or vocational training opportunities. In addressing this timely area of development, the authors formulate a unique conceptual foundation for the consideration of a new paradigm, based on cognitive and biosocial theories: those of the theory of structural cognitive modifiability and mediated learning experience and of Feuerstein and Bronfenbrennerâs ecosystem structural orientation. Innovative, applicational, and optimistic in nature, this book will appeal to scholars, researchers, administrators, and postgraduate level students working across the fields of higher education, educational psychology, and student counseling.
£45.45
Taylor & Francis Ltd HighImpact Design for Online Courses
Book SynopsisHigh-Impact Design for Online Courses introduces higher education professionals to an eight-step course design model, HIDOC, that leverages the unique considerations of online and hybrid modalities at each stage in the process. Though relevant to and informed by instructional designers and educational technologists, this book is specifically geared toward faculty who lack the administrative and technical supports they need to thrive in the new normal. Each chapter includes step-by-step guidance on learner analysis, course structure, appropriate activities and assessments, continuous improvement, and other key elements of a successful digital course. Teachers across disciplines and levels of experience will come away newly inspired and motivated with fresh insights into planning and drafting, practical tips for pedagogy and design, opportunities for self-reflection and course revision, and implications for learner-centered delivery.Trade Review“HIDOC is a must-read for educators who are passionate about harnessing the full potential of online education and ushering in a new era of inspired and effective learning.”— Katie Linder, Ph.D., Associate Vice Chancellor for Academic Innovation and Strategy, University of Colorado Denver, USA “These authors deeply understand the challenges faced by faculty and IDs in creating an engaging and impactful course, and a genuine feeling of support is palpable as you work through the steps they have laid out for you.”— Deb Adair, Ph.D., Chief Executive Officer, Quality Matters “HIDOC is thoughtful, pragmatic, and supported by theory. It is a design model that many will find valuable, whether they have the affordance of working with Learning Designers or are tasked with designing online learning experiences on their own.”— Rick Shearer, D.Ed., Owner of Distance Education Systems; Director of Research and Development (retired), World Campus, The Pennsylvania State University, USA“HIDOC is a must-read for educators who are passionate about harnessing the full potential of online education and ushering in a new era of inspired and effective learning.”— Katie Linder, Ph.D., Associate Vice Chancellor for Academic Innovation and Strategy, University of Colorado Denver, USA “These authors deeply understand the challenges faced by faculty and IDs in creating an engaging and impactful course, and a genuine feeling of support is palpable as you work through the steps they have laid out for you.” — Deb Adair, Ph.D., Chief Executive Officer, Quality Matters “HIDOC is thoughtful, pragmatic, and supported by theory. It is a design model that many will find valuable, whether they have the affordance of working with Learning Designers or are tasked with designing online learning experiences on their own.” — Rick Shearer, D.Ed., Owner of Distance Education Systems; Director of Research and Development (retired), World Campus, The Pennsylvania State University, USATable of ContentsSection I - Designing Your Course with HIDOC 1. Learner Analysis 2. Learning Outcomes 3. Course Structure 4. Assessments & Activities 5. Instructional Materials 6. Technology & Tools 7. Online Learner Support 8. Continuous Improvement 9. Bonus Chapter - Design Execution 10. Design Doc Library Section II – HIDOC in Action: Course Design Cases 11. Case Studies
£35.99
Taylor & Francis Understanding the Experiences of Adult Educators
a huge range and FREE tracked UK delivery on ALL orders.
£37.99
SAGE Publications Inc Social Emotional WellBeing for Educators
Book SynopsisLearn how to take self-care off your to-do list! It's been a rough couple of years for teachers and school leaders. Your ability to be resilient and concentrate on social-emotional learning has been put to the test and now you deserve reliefwithout the pressure of having yet one more thing piled on your plate. This book's unique and compelling framework empowers you to practice self-care through thoughts and actions that are within your control, enhancing your well-being without taking on extraneous responsibilities. Features include A checklist for determining your baseline of strengths and needs Self-reflection questions, journaling opportunities, and action-planning exemplars A process for tracking, celebrating, and revising your own tangible objectives Teaching guidance for distance or hybrid education Strategies to share with your students It's right there in the word: well-being! It isn't a thing to do, but a way to be. When you integrate the principles of SEL into your everyday life, you'll be a person of joy, peace, and gratitude and a more inspired and empowerededucator.Trade Review"Social Emotional Well-Being for Educators is a valuable resource. Michelle Trujillo has created a Framework for Social Emotional Well-Being that is aligned with the five SEL competencies as defined by CASEL and which provides practical ideas, strategies, and opportunities for educators to nourish their own well-being and ultimately those of young people." -- Karen Van Ausdal"She had me at ′Throwing Out the Lesson Plan.′ Michelle Trujillo’s latest book offers some of the most relevant advice I’ve heard in the wake of pandemic education—starting with throwing out the lesson plan! These are not normal times, and we should not be conducting business as usual in our schools. In fact, even under the best of circumstances, some of our most impactful teaching moments happen when we are willing to be present in the moment and connect with our students on a deeper level. This book will help us do exactly that, and equally important, learn to care for our own well-being along the way." -- Amy Cranston, EdD"As a life-long educator, Michelle Trujillo understands that SEL skills are the essence of who we are as human beings. She knows through her work in alternative education that SEL skills can serve as our North Star when our life’s journey presents rough seas. Social Emotional Well-Being for Educators empowers us with reflection opportunities, practical strategies, and a framework for being that will light our way as we encounter the challenges found in uncharted waters. -- Maurice J. Elias"Social Emotional Well-Being for Educators is a necessary read for anyone working within a school community. An educator’s well-being is vital to supporting the whole child, mitigating instructional loss, and integrating social emotional learning into the culture of the school community. Michelle′s newest book provides a framework for adult SEL that is authentic, practical, and empowering!" -- Doug Fisher"If you want to know more about enhancing your social emotional well-being while making a tremendous impact on students, then this is the book for you. It is a delightful guide full of important information, especially when there is nothing left in your emotional tank. Michelle Trujillo takes readers on a wonderful journey into the work of social emotional learning and helps us continue to be empathetic, kind, and understanding educators. There is no other book like it! -- Pam Gilmartin, MEd"Michelle has a voice that speaks directly to each reader and provides a deeper connection to the applicable content she provides in this book. It′s obvious from her writing and storytelling that the well-being of others is one of her core values. Social Emotional Well-Being for Educators will have an immediate and positive impact on students and teachers alike." -- Keely Keller"Social Emotional Well-Being for Educators is more than a book about ′adult SEL′ or adult ′self-care′—it is about a way of being for teachers which will affect their relationships with students and their ability to better handle the challenges of teaching in 2022 and beyond. This important book is grounded in good science and provides well-scaffolded tools that can help teachers be more self-aware and reflective about their behaviors. It is also grounded in good practice and will help teachers to be more empathic and to intentionally act in a way that supports equity and their connectedness with students and others." -- David Osher, PhD"Teachers, school counselors, and other school staff will find this book a welcome support to deal with the stress and strains during COVID times and beyond. There are two strategies for handling these tough times—tolerating them, or pausing just long enough to grow from them. This hands-on book offers the strategies needed to pause and grow." -- Sara Rimm-Kaufman, PhD"Michelle Trujillo has created a framework that integrates the concepts of Adult SEL and equity in a way that is applicable and meaningful. She ties the core components of social emotional learning with specific competencies for adults in a ′way of being′ for educators. Stakeholders need materials like this book to help guide them through the process by focusing on relevance, recognition, reflection, and making it real. Michelle is able to describe these concepts in concrete detail that will help our educators work through roadblocks to their personal well being. I highly recommend this book for all educators." -- Jennifer Rogers, PhD, LPC"The teaching profession is the only one that impacts every other. Regardless of what people ultimately do, at some point they experience the influential effects of the person(s) who taught them how to do it. Michelle Trujillo makes an even more impactful point: While what we as educators do or teach others to do is essential, what and how we be is even more crucial. She addresses the premise that when we are socially and emotionally well, we are better able to encourage students to be the same. This well-written book even provides a definitive framework for doing so by operationalizing how one becomes more reflective, intentional, empathetic, connected, accountable, and equitable. Particularly at this challenging time, her book is one that must be read and practiced!" -- Marcia TateTable of ContentsThrowing out the Lesson Plan Adult SEL: Just Another Educational Initiative? A Framework for Social Emotional WellBeing It’s a Way of BEING! Setting the Stage: A Tiered Continuum Social Emotional WellBeing Check In Conscious Connection Chart A Deeper Dive: Relevance, Reflection, and Making it Real Be Reflective Be Intentional Be Empathetic Be Connected Be Accountable Be Equitable Modeling in the Moment Guidance for Being During Distance or Hybrid Education Social Emotional WellBeing - Strategies for Students A New Lesson Plan Meet the Author and the Thought Partners Acknowledgments References
£24.69
Bloomsbury Publishing PLC Graduate CVs and Covering Letters
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?
£18.04
Taylor & Francis Ltd Supporting Inclusive Practice and Ensuring
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
£37.04
Macmillan Learning Your College Experience
Book Synopsis
£60.79
Sage Publications Ltd Reflective Practice in Education and Training
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
£28.99
Information Age Publishing Identity and Lifelong Learning in Higher
Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. I Am What I Become: Constructing Identities as Lifelong Learners is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate connections between learning and identity. Our aim is to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan and in any space where learning occurs: in school, at work, or in community.The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. Adult educators, adult development scholars, counselors, psychologists, and sociologists, along with education and training professionals in formal and informal learning settings, will revel in the rich array of qualitative research designs, methods, and findings as well as autobiographies and narrative essays that transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.Volume One, Identity and Lifelong Learning in Higher Education, contains chapters by and about post-secondary educators and students. Together these chapters enhance our understanding of the inextricable link between learning and identity.
£999.99
Information Age Publishing Girls and Women of Color In STEM: Navigating the
Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.Table of Contents Foreword. Introduction: An Overview of K–12 Issues Related Women and Girls of Color in STEM. PART I: BUILDING CAPACITY OUTSIDE THE SCHOOL WALLS. Cultivating Hispanic/Latina and African American Females in Reading, Mathematics, and Science(Charms) for STEM at the Elementary School: Results of One Project, Patricia J. Larke, Gwendolyn Webb-Hasan, Teresa Jimarez, and Yeping Li. Plugging the Leaks in the STEMPipeline: Nurturing Early Interest in Science, Technology, Engineering, and Mathematics Among Girls of Color, Charlease Kelly-Jackson. UNO EUREKA!-STEM: Doing Something About the Double Bind, Carol T. Mitchell and Amelia Tangeman. PART II: BUILDING CAPACITY INSIDE THE SCHOOL WALLS. “We Stumble, Fall, Get Up, and Continue Walking”: Latina Students’ Attitudes Towards Science, Kathryn Scantlebury and Beth Wassell. Developing STEM Ambitions: An Examination of Inequality by Gender and Race/Ethnicity, Catherine Riegle-Crumb, Karisma Morton, and Sarah Blanchard. Black Women and Girls, Science Achievement, and Education Policy: Black Feminist and Critical Race Feminist Perspectives,Theodorea Regina Berry and Reanna S. Roby. African American Female Achievement in STEM: AP Courses Provide a Different Story? Jemimah L. Young and Jamaal Young. Kenyan Secondary School Students’ Perceptions of Their Science Classroom: Influence of Gender, School Type, and Instructional Context, Lee Shumow and Teresa A. Wasonga. African American Middle School Girls in a Community-Based Informal Program: Mining Rare Gems to Pursue STEM, Natalie S. King, Rose M. Pringle, Mayra L. Cordero, and Natalie Ridgewell. Latina Parental Involvement: Contributions to Persistence in STEM Fields, Katie Brkich, Alejandro J. Gallard Martinez, Alma D. Stevenson, Gillian Bayne, Wesley Pitts, Beth Wassell, Lorena Claeys, and Belinda Bustos Flores. Participation in the Advancing Out-of-School Learning in Mathematics and Engineering Project: Supporting Middle School Latinas’ Bilingual and STEM Identities, Carlos Lópezleiva, Sylvia Celedón-Pattichis, and Marios S. Pattichis. Exploring How School Counselors Position: Low-Income African American Girls As Mathematics and Science Learners:Findings From Year Two Data, Cirecie West-Olatunji, Eunhui Yoon, Lauren Shure, Rose Pringle, and Thomasenia Adams. STEM-ing the Tide: Women of Color Reimagining Their “Place” Through Sociocultural Action, Aria Razfar and Zayoni Torres. About the Editors. About the Contributors.
£82.80
Writer Moms Inc. The Writer Mom Journal: 30 Practical Ways to Find
Book Synopsis
£12.01
Business Science Reference Personalization and Collaboration in Adaptive
Book SynopsisAs part of e-learning, adaptive systems are more specialized and focus on the adaptation of learning content and presentation of this content. An adaptive system focuses on how knowledge is learned and pays attention to the activities, cognitive structures, and context of the learning material. The adaptive term refers to the automatic adaptation of the system to the learner. The needs of the learner are borne by the system itself. The learner did not ask to change the parameters of the system to his own needs; it is rather the needs of the learner that will be supposed by the system. The system adapts according to this necessity.Personalization and Collaboration in Adaptive E-Learning is an essential reference book that aims to describe the specific steps in designing a scenario for a collaborative learning activity in the particular context of personalization in adaptive systems and the key decisions that need to be made by the teacher-learner. By applying theoretical and practical aspects of personalization in adaptive systems and applications within education, this collection features coverage on a broad range of topics that include adaptive teaching, personalized learning, and instructional design. This book is ideally designed for instructional designers, curriculum developers, educational software developers, IT specialists, educational administrators, professionals, professors, researchers, and students seeking current research on comparative studies and the pedagogical issues of personalized and collaborative learning.
£170.40
IGI Global Handbook of Research on Leadership Experience for
Book SynopsisLeadership Experience for Academic Directions (LEAD) is a program that was developed as a service learning program for teacher candidates in preparation for the teaching career. As youth populations continue to diversify and as the issues impacting youth continue to surface, it is the responsibility of educators, administrators, and the governments to provide all the opportunities for youth to succeed academically, socially, and personally. Teachers especially are instrumental in making this happen; therefore, it is imperative that teachers come into the profession with the cognitive and non-cognitive skills to motivate youth to succeed.The Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success is a critical scholarly book that explores the many facets of the teaching profession as they relate to working with at-risk youth and helping them reach their full potential. This book provides the groundwork for programs that will succeed at the K-12 education level and at the teacher education level. Featuring a range of topics such as human capital, mental health, and social learning theory, this book is essential for academicians, teaching professionals, administrators, professional development educators, policymakers, researchers, and students.
£248.20
Emerald Publishing Limited Teaching from the Emerging Now
Book SynopsisMicroaggressions, complex identities, polarized belief systems, pandemic interruptions-- these are just a few of the things the modern classroom holds. What if we could work with what emerges in the moment instead of seeing it as an unplanned disruption? Teaching from the Emerging Now explores how we combine our intention with what naturally emerges to create inclusive, dynamic classrooms amid constant change. The Intentional Emergence model combines Case-in-Point and Adaptive Leadership with compassion and culturally responsive pedagogy to develop a new teaching and learning style. This approach takes the fear out of being surprised, provides concrete ways to both support and challenge students, and reimagines the classroom as a living leadership laboratory. Beyond bridging theory to practice, by rethinking the classroom from a place to impart knowledge to a shared space of co-creation, faculty, teachers, and trainers are better able to meet the increasingly diverse needs of learners.Table of ContentsChapter 1. Intentional Emergence as a Way of Teaching Chapter 2. Understand Your Intentions, Identities, and Triggers Chapter 3. Build a Container Chapter 4. Use TASCs Chapter 5. Give the Work Back Chapter 6. See the Moments Chapter 7. Notice Compassionately Chapter 8. Regulate the Heat Chapter 9. Offer Challenge with Support Chapter 10. See the Limitations; Dangers Chapter 11. Take the Next Steps
£43.19
Brown & Brown Spelling in Practice: Worksheets for Photocopying
Book Synopsis
£11.25
Critical Publishing Ltd Embedding English and Maths: Practical Strategies
Book SynopsisFE and other post-16 tutors are increasingly being asked to embed and develop English and maths skills in their lessons, and the revised common inspection framework from Ofsted places an increased emphasis on this. You may lack confidence or the required background knowledge to do this, or be struggling to find ideas that will engage and motivate your learners. Specifically written for use within vocational contexts, this text provides you with a theoretical understanding of the issues involved, including barriers to learning and how to overcome these. In addition it offers a range of practical strategies and ideas to get you started and build confidence and competence in your students. Each activity is accompanied by detailed notes that highlight key learning points, the development of vocational skills and extension opportunities.Table of ContentsIntroduction PART 1 Chapter 1 What does Embedding English and maths skills really mean? Chapter 2 What are the barriers to learning and how can they be overcome? Chapter 3 How we learn and remember: practical strategies to engage and motivate learners Chapter 4 In practice: examples of how English and maths skills are successfully embedded and developed in lessons PART 2 Practical Activities - 25 practical activities with notes to develop English and maths skills Appendix: Photocopiable esources to support activities Answers Index
£999.99
Critical Publishing Ltd Learning and Teaching Practical Skills
Book SynopsisThis book combines the unique and unlikely duo of popular TV shows and pedagogy to help teachers and trainers support their students' skills development. Aimed at post-16 teachers, educators, and trainers of all vocational and technical disciplines, it encourages readers to relate the examples from popular culture and TV to their teaching toolkit.It is aligned to the Occupational Areas 1-8 within the new Diploma in FE, and is also suitable for those doing the Apprenticeship in FE teachingThe book uses examples from famous reality TV shows to reflect on how people learn practical skills such as baking, dancing, ice skating, sewing and pottery. Discussing everyday examples from TV with which readers may be familiar provides an innovative and engaging starting point to explore all aspects of teaching and learning a skill - including observation, demonstration, practice, feedback and assessment.It encourages readers to think about TV shows such as Masterchef, Bake Off and Strictly Come Dancing from the point of view of the teacher.The unique mix of seemingly low-brow popular culture combined with serious pedagogy offers key insights for learning and teaching, including critical discussion of topics such as inclusion and the value of formative feedback. Teachers and trainers will develop their own knowledge and skills to support the practical skills development of their students.
£22.99
Springer International Publishing AG Inclusive Adult Education
Book SynopsisThis book offers critical discussion of developing inclusive theory, practice, and policy that supports the needs and experiences of adult learners within higher education settings in the UK.
£999.99
Palgrave Macmillan Informal Workers and a Political Economy of
Book SynopsisChapter 1: INFORMAL ECONOMIES AND INFORMAL WORKERS IN GLOBAL CAPITALISM.- Chapter 2: LATIN AMERICA AND THE CARIBBEAN (LAC).- Chapter 3: THE MIDDLE EAST AND NORTH AFRICA (MENA).- Chapter 4: SUB SAHARAN AFRICA (SSA).- Chapter 5: CENTRAL AND EASTERN EUROPE (CEE).- Chapter 6: THE ASIAN-PACIFIC REGION.- Chapter 7: A POLITICAL ECONOMY OF LIFE LONG LEARNING (LLL) FOR DECENT WORK AND JUST TRANSITIONS?.
£32.29
Edition + Plus Das Beste von Jesper Juul: Wesentliche
Book Synopsis
£15.10
Bachelor + Master Publishing Tanzpädagogik im Erwachsenenalter. Eine
Book Synopsis
£24.69
Editorial Academica Espanola Manual de Educación Ambiental para los Consejos
Book Synopsis
£31.46
Independently Published Employability Skills: Strategies for Career
Book Synopsis
£8.11
Nova Science Publishers Inc Crisis & Renewal of Civilizations: The 21st
Book Synopsis
£86.69
TROTMAN & CO LTD Career Professionals Guide To Research
£35.14
Taylor & Francis Communities of Practice in Higher Education
Book SynopsisDrawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education. It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future.Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education. It also explores how different CoPs work together and can learn from each other. The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn.Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this
£24.99
Taylor & Francis Adult Education and Lifelong Learning
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.
£27.99
Taylor & Francis Theories of Workplace Learning in Changing Times
Book SynopsisThis book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book disTable of ContentsBuilding training and development programmes on recent theories of learning in the digital era From classic perspectives on learning to current views on learning High Impact Learning that lasts: Future-proof L&D STEP: a model for team reflexivity in the workplace L&D didactics for workplace learning Deliberate practice, the high road to expertise: K. A. Ericsson Transformational learning: Starting from Mezirow and evolving into a diversity of perspectives Experience and Reflection: D. Schön and D. Kolb Communities of practice: J. Lave and E. Wenger Team Learning: Harvesting diversity Systems thinking and building learning organisations: P. Senge On organisational learning: C. Argyris Inter-organisational expansive learning at work
£31.99
Princeton University Press You Are What You Read A Practical Guide to
Book Synopsis"Robert DiYanni's You Are What You Read is a guide for readers that seeks to restore the pleasures of reading lost in the digital age (and accounted for most eloquently by Sven Birkerts in The Gutenberg Elegies)"--Trade Review"A Choice Outstanding Academic Title of the Year"
£999.99
