Adult education, continuous learning Books
Taylor & Francis Ltd Second Language Acquisition and Lifelong Learning
Book SynopsisLanguage fundamentally defines and distinguishes us as humans, as members of society, and as individuals. As we go through life, our relationship with language and with learning shifts and changes, but it remains significant. This book is an up-to-date resource for graduate students and researchers in second language (L2) acquisition who are interested in language learning across the lifespan. The main goal is to survey and evaluate what is known about the linguistic-cognition-affect associations that occur in L2 learning from birth through senescence (passing through the stages of childhood, adolescence, adulthood, and third age), the extent to which L2 acquisition may be seen as contributing to healthy and active aging, the impact of the development of personalized, technology-enhanced communicative L2 environments, and how these phenomena are to be approached scientifically and methodologically. The effects of certain specific variables, such as gender, socio-economic background,Table of ContentsChapter 1 Introduction: Seasons of life in SLAChapter 2 Infant and childhood bilingualism2.1 Impact of early exposure to two languages on brain development, functioning and structure2.1.1 The many shades of child bilingualism: Early and late bilinguals and beyond2.1.2 Age of onset of exposure to a second language linked to ultimate attainment only – but there is more2.1.3 Age of onset of exposure to a second language linked to influences on the brain2.2 Chronological age and maturation2.2.1 Chronological age, maturation and the brain2.2.2 Child language development and variability2.3 Learning environment as a complex socio-cultural variable: Setting the stage for early L2 learning2.4 From environment to input: Early experiences with language(s) and focus on input dependency (quantity and quality)2.5 Child-internal factors2.6 Idiosyncratic learner trajectories – from early on?2.7 Methodological envoiChapter 3 Dual language development in school-age children and adolescents3.1 Dual language development in schools3.1.1 Brain development as a basic challenge in adolescence3.1.2 Dual language learners (DLLs) in schools3.1.3 Some notes on the bilingual advantage3.2 The ‘earlier is better conundrum’ in school settings3.2.2 Intensity trumps quantity in foreign language instruction3.3 Methodological envoiChapter 4 Language learning in young adulthood and midlife4.1 Young adults4.1.1 Plurilingual couples 4.1.2 Opportunities for bi-/plurilingual love4.1.3 Planning and policy4.1.4 Love and language use: three cases4.1.5 Methodological envoi4.2 L2 acquisition in midlife4.2.1 Heritage languages4.2.2 Adult classroom learners in their home country or region4.2.3 Adult migrant foreign language acquirers4.2.4 Methodological envoiChapter 5 Complex and dynamic realities of second language (L2) learning later in life5.1 Additional language learning in the third age5.1.1 Inter-individual variation across the lifespan5.1.2 Intra-individual variation across the lifespan5.1.3 Intra-individual variation as a source of information5.1.4 Methodological envoi5.2 Cognitive decline or too much mileage? The causal story behind ageing and cognitive changes – and its implications for SLA5.3 Benefits of L2 learning in older adulthood5.3.1 Cognitive benefits of lifelong bilingualism5.3.2 Cognitive consequences of foreign language learning in old age5.3.3 Methodological envoi5.4 Implications for the third age FL classroom5.5 ICT usage among adult L2 learners5.6 Suggestions for future research on third-age additional language learning5.6.1 Reframing lifelong learning through personal narratives5.6.2 Narratives: understanding who we are, how to live, and what to do5.6.3 The narrative of decline as a dominant master narrative of ageing in Western societies5.6.4 The value of staying young5.6.5 Example of a dialogical narrative analysis with third age additional language learnersChapter 6 Re-examining threshold hypotheses: Continuity vs. cut-off points throughout the lifespan6.1 The (multiple) critical period(s) hypothesis as a biologically regulated threshold6.1.1 The notion of "critical period"6.1.2 Neurolinguists following in the footsteps of Penfield and Lenneberg6.1.3 Definitive onset, offset and terminus?6.1.4 Nativelikeness and the critical period6.1.5 Nativelikeness and the role of language aptitude6.1.6 Critical age or critical opportunity?6.1.7 Envoi6.2 Thresholds for cognitive and brain reserve capacities6.3 Retirement as a potentially significant life event altering the process of cognitive ageing and language acquisition, use and attrition6.3.1 Effects of occupation on cognitive functioning6.3.2 Experiences and perceptions of continuity in the transition from work to retirement6.3.3 Language acquisition, use and attrition across retirement age6.3.4 Methodological envoiChapter 7 Conclusions and future directions of research on lifelong L2 learning
£34.19
Taylor & Francis Ltd (Sales) The 60Year Curriculum
Book SynopsisThe 60-Year Curriculum explores models and strategies for lifelong learning in an era of profound economic disruption and reinvention. Over the next half-century, globalization, regional threats to sustainability, climate change, and technologies such as artificial intelligence and data mining will transform our education and workforce sectors. In turn, higher education must shift to offer every student life-wide opportunities for the continuous upskilling they will need to achieve decades of worthwhile employability. This cutting-edge book describes the evolution of new modelscovering computer science, inclusive design, critical thinking, civics, and moreby which universities can increase learners' trajectories across multiple careers from mid-adolescence to retirement. Stakeholders in workforce development, curriculum and instructional design, lifelong learning, and higher and continuing education will find a unique synthesis offering valuable insights and actionable nextTrade Review"This book is a must read. It is our future."—Distance Education"We need to start thinking strategically about lifelong learning as a response to rapid change in the global economy and emerging demographic shifts. These changes are happening right in front of us, and our colleges and universities need to think about whether their current programs and modes of operation need to be re-imagined and redesigned. This book will help. With some case examples and insightful commentary, the collection of readings will inspire and encourage a healthy conversation about ‘what’s next?’."—TeachOnline.ca, "2020 Top Ten Books on Online Learning"Table of Contents1. Introduction: Reconceptualizing Higher Education and Lifelong Learning in the Era of the Synergistic Digital EconomyChris Dede2. Education, Age, and the MachineAndrew Scott3. Are We Ready for the Jobs That the Digital Economy Will Offer to Us?Michel Servoz4. Employing the 60-Year Curriculum as a Strategic ApproachAnn M. Brewer5. Creating the Next in Higher Education at Georgia TechStephen W. Harmon and Nelson C. Baker6. Known for Whom We Include: Designing Models for Lifelong Education at Arizona State UniversityPunya Mishra and Jacqueline Smith7. Market-Driven Education: The Imperative for Responsive Design and ApplicationJason Wingard and Christine Farrugia8. The Role and Potential of University-Based Executive Education and Professional Development Programs in the 60-Year Curriculum: A Case Example of an Intensive Residential Program for Higher Education LeadersJames P. Honan9. Implementing 60YC Learning at the Harvard Division of Continuing EducationHuntington D. Lambert and Henry H. Leitner10. Assessment of the Current State of the 60YC and Research Agenda for the FutureJohn Richards
£37.99
Taylor & Francis Ltd Changing Places
Book SynopsisFlexibility has become a central concept in much policy and academic debate. Individuals, organizations and societies are all required to become more flexible so that they can participate in the ongoing processes of change involved in lifelong learning. This book explores how the notion of a learning society has developed over recent years: the changes that have given rise to the requirement for flexibility, and the changed discourses and practices that have emerged in the education and training of adults. With the growth in interest in adults as learners, (primarily to support economic competitiveness), the closed field of adult education has now been displaced by a more open discourse of lifelong learning. This involves not only changing practices such as moving towards open and distance-based learning, but also changing workplace identities. Learning settings are therefore changing places in a number of senses: they are places in which people change; they are subject to changTable of ContentsContents. Acknowledgements. 1. Introduction: Waiting for the Post? 2. Everything Must Change? 3. Boundaries, Field and Moorland. 4. Flexible Friends? 5. Professionals, Activists, Entrepreneurs. 6. The/A Learning Society? Bibliography. Index.
£49.39
Taylor & Francis Ltd (Sales) Understanding Human Resource Development
Book SynopsisThis edited volume contains original chapters by some of the leading researchers and writers in HRD. It provides a definitive work on the design and conduct of research in HRD and identifies and examines the possibilities and limitations of particular methods and techniques. Emerging debates on the purpose, nature and practice and theoretical base of HRD are examined. Each chapter is structured with:* Statement of aims* Description of theoretical and empirical context^* Identification and examination of methodological issues* Description and evaluation of research design* Critical analysis and evaluation* Key learning pointsTable of ContentsPreface 1 Researching HRD: philosophy, process and practice 2 Defining the research question: on seizing the moment as the research question emerges 3 Problems of method in HRD research: company-based lifelong learning and ‘longitudinality’ 4 The tools of freedom and the sources of indignity 5 Towards evidence-based HRD practice 6 Researching HRD in small organizations 7 Evaluating the impact of management development on performance 8 Learning for change by telling stories 9 Learning to change, changing to learn: case studies in the automotive sector 10 Analysing quantitative research 11 Writing the research story 12 Ethical issues in HRD research 13 Implementing networked learning with HRD professionals internationally 14 Implications for reflective HRD practitioners of the influence of life experience on managers’ career decisions 15 Going native!: ethnographic research in HRD 16 Convergence and divergence in HRD: research and practice across Europe 17 Using action research to explore the development needs of second generation Asian small businesses 18 A new approach to the literature review 19 Postscript: the future for HRD research
£175.75
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
£27.99
Taylor & Francis Ltd Adult Literacy as Social Practice
Book SynopsisWith a radically new perspective on reading, writing and mathematics for adults, this refreshing and challenging book shows how teachers and curriculum developers have much to gain from understanding the role of literacy in learners'' lives, bringing in their families, social networks and jobs. Looking at the practicalities of how teachers and students can work with social practice in mind, Adult Literacy as Social Practice is particularly focused on:* how a social theory of literacy and numeracy compares with other theoretical perspectives* how to analyze reading and writing in everyday life using the concepts of social literacy as analytical tools, and what this tells us about learners'' teaching needs* what is actually happening in adult basic education and how literacy is really being taught* professional development.With major policy initiatives coming into force, this is the essential guide for teachers andTrade Review'This book is a very welcome addition to an increasing literature on ALLN, how it is defined, how it is used and what the implications are for practitioners and learners. In particular, this volume has a key aim to introduce readers to the social practice view of literacy and its implications for teaching and learning ALLN.' - London Review of Education"The book assumes no prior knowledge of the topic and will serve as invaluable background reading for both students and experienced workers in the fields of literacy, TESOL, social work, and other education programmes...Papen certainly achieves her aim: to illustrate how a view of literacy from a social practice perspective lends itself well to ethnographic research." - TESL-EJ, December 2006, Volume 10, Number 3Table of Contents1. The Field of Adult Literacy, Numeracy and ESOL - What Is It?: Definitions, discourses and metaphors 2. A New Way of Looking at Reading, Writing and Numeracy: Literacy and numeracy as social and situated practice 3. Reading, Writing and Numeracy in Context: Dominant and vernacular practices 4. The History and Current Context of Adult Literacy and Numeracy Education in the UK 5. Implications of the Social View of Literacy and Numeracy for the Policy and Practice of Adult Basic Education
£166.25
Taylor & Francis Ltd Life AfterBusiness and Administrative Studies
Book SynopsisThousands of students graduate from university each year. The lucky few have the rest of their lives mapped out in perfect detail but for most, things are not nearly so simple. Armed with your hard-earned degree the possibilities and career paths lying before you are limitless, and the number of choices you suddenly have to make can seem bewildering. Life After a Business and Administrative Studies Degree has been written specifically to help students currently studying, or who have recently graduated, make informed choices about their future. It will be a source of invaluable advice and wisdom to business graduates, covering such topics as: Identifying career paths that interest you Seeking out an opportunity that matches your skills and aspirations Staying motivated and pursuing your goals Networking and self-promotion Making the transition from scholar to worker Table of ContentsPreface 1. Decisions, Decisions… 2. Creating your Career 3. Next Steps to Achieving Your Goals 4. Connecting with your Network 5. Hunting Out that Right Opportunity 6. Proving Yourself: From Scholar to Worker 7. Applying Some Self-Promotion 8. What’s Stopping You? 9. Moving on…Your future 10. Here’s to Life! Further Reading Useful Addresses. Index
£16.99
Taylor & Francis Ltd Improving Learning Skills and Inclusion
Book SynopsisHow can opportunities for teaching and learning be improved to ensure that many more people participate, gain qualifications and obtain decent jobs? Will government policies enable us to achieve these goals? What new ideas do we need to ensure a more inclusive, equitable and efficient learning system? These are some of the main concerns which underlie this thought-provoking book coming from a major research project looking at how policies affect learners, tutors, managers and institutional leaders in Further Education Colleges, Adult and Community Learning centres and in Work Based Learning sites.Post compulsory education in the UK has been constantly restructured by the New Labour government and has been subject to considerable policy turbulence over the last few years. This book attempts to understand this important but poorly understood sector by both talking to students and front-line staff and by interviewing the officials responsible for managing post-compulsory educatiTable of ContentsSection 1: What are the issues? 1. The main themes 2. The context and rationale of the research and the book Section 2: What does the research show? 3. The learners’ story 4. The policy-makers’ stories 5. The tutors’ stories 6. The story of the sector in action 7 . How inclusive is the sector? Section 3: Overall implications 8. Alternative futures Methodological appendix: How we developed the stories
£142.50
Taylor & Francis Ltd Ignorant Yobs Low Attainers in a Global Knowledge
Book SynopsisTable of ContentsIntroduction 1. Unpicking the global knowledge economy and education 2. England: Social problems and special needs 3. England: Endless vocational initiatives 4. England: Working with the lower attainers 5. USA: Divergence by race 6. Germany: Transition to where? 7. Malta: Colonial and religious legacies 8. Finland: A model for us all? 9. Conclusions: Low Attainers, Low skill work and Flexicurity
£35.14
Taylor & Francis Ltd Union Learning Representatives Challenges and
Book SynopsisTrade unions have historically been involved in education and training in the workplace. This activity has gained greater credence and importance in the United Kingdom, New Zealand and Denmark due to the recent emergence of union learning representatives (ULRs) and Educational Ambassadors, who are a new category of trained, accredited and unpaid lay representatives based in the workplace. Their key role is to give advice and guidance to colleagues in relation to professional development, learning and training opportunities available.These representatives work in partnership with other stakeholders, namely employers and education providers to ensure that individuals can attend educational and training courses that will help them from both a personal and work perspective. There are now 22,000 ULRs in the UK alone and they are playing a significant part in pushing the present Labour administrationâs drive to expand and improve lifelong learning to create a learning society that benefits individuals, organisations and ultimately the nation and its economy. They have rewritten the rules of the workplace by helping to replace distrust and adversarial relations with partnership working based on mutual respect and trust.This book was published as a special issue of the Journal of In-Service Education.Trade Review'A significant part of the book is descriptive and as such provides a good (if sometimes repetitive) introduction to the development of ULRs and union learning. The book also grapples with the main evaluative criteria for union learning initiatives from the perspective of a range of relevant stakeholders.' - Work, Employment and Society, 2012Table of Contents1. Introduction: Union Learning Representatives and the Professional Development Agenda Alex Alexandrou 2. Unions and Learning: An Historical Overview Bert Clough 3. The Evolving Role of Union Learning Representatives Sian Moore and Cilla Ross 4. Understanding the Role of Union Learning Representatives in Developing Distinctive Approaches to Union Learning Steve Shelley 5. Challenging the Orthodoxy: Union Learning Representatives as Organic Intellectuals Howard Stevenson 6. Learning Agreements and Socially Responsible Approaches to Professional and Human Resource Development in the United Kingdom Emma Wallis 7. Partnership Out of Conflict: The Emerging Relationship of Teacher Learning Representatives and Local Authority Continuing Professional Development Quality Improvement Officers in Scotland Alex Alexandrou and Jim O’Brien 8. In-service Learning in the Emergent Learning Representative Initiative in New Zealand Bill Lee and Catherine Cassell 9. The New Zealand Learning Representatives Project: An Assessment of the Pilot Years Donald Farr 10. Educational Ambassadors in the Danish Trade Union Movement Michael Keil
£128.25
Taylor & Francis Changing Identities in Higher Education
Book SynopsisIn this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences. Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers). part two includes responses to Part one from authors speaking from their own professional and scholarly identity perspective part three illustrates perspectives on the identities of students, provided by students themselves. With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about thTrade ReviewThis is a timely book of exploration that seeks illumination from experiences as well as theories. It moves forward studies of academic identities in a number of critically important ways. Taking as its point of departure the supercomplexity confronting and pervading contemporary higher education, it locates studies of identities firmly in the diversity of actors that shape and are shaped by it. A central feature is the exploration of voice in the "historical process of construction, deconstruction and reconstruction" that epitomises identity development for the editors. It succeeds in incorporating not only a variety of voices but also a dialogue between them characterised by an openness to the other as well as by individual integrity. Crucially, too, it gives due place to knowledge identities in giving first voice to a discipline-rooted critical exploration of the potential for interdisciplinarity to contribute alongside the disciplines in the construction of identities in higher education. Mary Henkel, Professor Associate, Brunel University, UKI was captivated by this book's vibrant expression of fragmented identities. It's wide variety of voices speak of the complexity of higher education with authenticity and candour and without easy simplifications. A good read that left me much to ponder over.Stephen Rowland, Professor of Higher Education, University College London, UKTable of ContentsIntroduction. Higher Education: Why Identities and Voices? Preamble: Knowledge Identities Part 1: Identities and Voices in Higher Education 1. Being an Academic Today 2. Have Students got a Voice? 3. Identities of Academic Developers: Critical Friends in the Academy? 4. The Changing Voices and Identities of Professional Administrators and Managers 5. Managers: Academics and/or Business People? Part 2: Perspectives 6. The Managers’ Perspectives 7. The Academics’ Perspectives 8. The Staff Developers’ Perspectives 9. The Students’ Perspectives. Conclusions. Changing voices and Identities in Higher Education?
£49.39
Taylor & Francis Emerging Approaches to Educational Research
Book SynopsisThe last fifteen years have seen much conceptual and methodological innovation in research on education and learning across the lifecourse, bringing both fresh insights and new dilemmas. This innovation was initially fuelled by the growing influence of conceptual framings often named as either post-structural or postmodern. The works of Foucault, Derrida and Lyotard have variously found their way into the canons of educational research, and in more recent years, the influence of the work of Deleuze and Guattari has also grown. This work has proved controversial both in the challenges it has raised for the purposes and practices of education and training but also over the assumptions underpinning such work.As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed. Several of theTable of Contents1. Introduction: Why Socio-Materiality in Education? 2. Emergence and Perturbation: Understanding Complexity Science 3. Complexity Theory in Educational Research 4. Contradiction and Expansion: Understanding Cultural-Historical Activity Theory 5. Cultural-Historical Activity Theory in Educational Research 6. Translation and network effects: Understanding Actor-Network Theory 7. Actor-Network Theory in Educational Research 8. Spatiality and Temporality: Understanding Cultural Geography 9. Spatial Theory in Educational Research 10. Socio-Material Approaches: Contributions and Issues for Educational Research
£37.99
Taylor & Francis Ltd Making Dyslexia Work for You
Book SynopsisWritten for dyslexic adults or anyone who thinks they might be dyslexic, this bold and imaginative book is deliberately concise and easy to dip into. User-friendly, essential guide to the world of study and work for anyone with dyslexia; Identifies the key needs of adults and young people who are dyslexic; Encourages them to put together their own package of ideas and strategies for success; Offers practical activities, examples and support covering reading, memory, organization, self-esteem, IT and dyslexia in the workplace; Over 100 topics from this book are expanded on our online resource. This unique guide to overcoming the day-to-day difficulties associated with dyslexia will also be of great interest to employers, colleagues, teachers, friends and family of those with dyslexia.Table of ContentsPart 1. Dyslexia and you Chapter 1. Finding out about dyslexia Chapter 2. Exploring your dyslexia Chapter 3. Finding out about the way you learn and what you need Chapter 4. Support from those close to you Part 2. Finding the best way for you Chapter 5. The world of print Chapter 6. Getting down what you want to say Chapter 7. Getting done what you want to do Chapter 8. Self-esteem and motivation Chapter 9. Handling numbers Chapter 10. Memory Part 3. Resources for you Chapter 11. Helping yourself with technology Chapter 12. Looking wider Appendix A. Checklist for Dyslexia Appendix B. Useful and interesting books Appendix C. Useful addresses Appendix D. Glossary
£114.00
Taylor & Francis Leading Learning and Teaching in Higher Education
Book SynopsisLeading Learning and Teaching in Higher Education brings together contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. It encourages both first time academic leaders and those who have held teaching leadership roles for some time to review and formalise their development in a systematic, simple way and acts as a framework for navigating the opportunities and challenges involved in inspiring shared purpose, strong commitment and innovation in higher education teaching. With a clear focus on the energy of leadership rather than the practice of management, and with a strong emphasis on collaborative engagement running throughout, this books offers: Insightful guidance which is not bound to subject-specific rTrade ReviewLeading Learning and Teaching in Higher Education has a lot to offer. Its engaging structure involves the reader in responding to the book’s challenges interactively and guides teaching practitioners in their journey to become academic leaders in education. It is refreshing in its attempt to develop first-time leaders by taking them through the practical steps of reflective practice by questioning action and stimulating self-evaluation and regulation. Dr Erika Corradini SFHEA, Senior Teaching Fellow in Academic Practice, Centre for Higher Education Practice, University of Southampton UK Table of Contents1. Leadership – there really is another way. 2. A Model of Programme Leadership. 3. Management and Leadership. 4. Leading with Influence. 5. Understanding Your Brief. 6. Leading Course Design. 7. Leading Assessment and Feedback. 8. Leading Course Delivery. 9. Leading Engagement. 10. Leading Yourself. Appendix 1. The Programme Leadership Model: self-assessment questionnaire. Appendix 2. The Change Journey: emotional responses to change – some possible leadership actions.
£37.99
John Wiley & Sons Inc Dyslexia in Adults Education and Employment
Book SynopsisWhat is dyslexia and hown is it assessed in adults? What is the most appropriate training for those who work with dyslexic people? This comprehensive guide is for professionals working with adults with dyslexia in the learning and working environment.Trade Review"At last a truly valuable resource for all professionals workingwith adult dyslexics in the learning and work environment,experienced or not...this text is so user-friendly..." (DyslexiaReview. Autumn 2001) "...Overall, the book proves accessible, academically rigorous andexceptionally engaging..." (British Journal of EducationalPsychology)Table of ContentsAbout the Authors. Preface. Education and Employment: Issues for Adults with Dyslexia. Screening, Assessment and Support. Training for Training. Dyslexia and the Workplace. Strategies for Learning. Disaffection, Defiance and Depression. 'The Whole of the Moon'. Speak for Yourself. Reaching Out. Appendix 1: Tests for Dyslexia. Appendix 2: Sample Dyslexia Training Evaluation Form. Glossary of Acronyms and Abbreviations. Glossary of Terms. References. Index.
£46.76
University of California Press Manual of American English Pronunciation for Adult Foreign Students
£39.74
University of California Press Manual of American English Pronunciation for Adult Foreign Students
£80.00
iUniverse METHAMPHETAMINE THE DRUG OF DEATH
£9.21
John Wiley and Sons Ltd Tense and Aspect in Second Language Acquisition
Book SynopsisThis book explores the association of form and meaning in the acquisition of tense and aspect by adult learners of nine target languages. The book provides a survey and synthesis of studies from five perspectives: meaning-oriented approaches, acquisitional sequences, the aspect hypothesis, the discourse hypothesis, and the effect of instruction.Trade Review"The author has done an excellent job in covering with scope and depth of the acquistion of tense and aspect in second language learning and can be said to have achieved the three goals identified at the beginning of the book, namely surveying the field, explicating methodological issues, and providing a synthesis." Applied Linguistics "Bardovi-Harlig's substantial volume, bringing together over two decades of research, is a model of thoroughness, informative research synthesis and readability. Aimed primarily at the research community, this comprehensive yet accessible treatment of an important area of second language acquisition research will also be of interest to second/foreign language curriculum developers and teachers." The Canadian Modern Language Review "This book is certain to have a major influence on this very active field of inquiry. There is NO book or any other publication that brings together between two covers the diverse studies that have been done on second language acquisition of tense and aspect. And Bardovi-Harlig does an excellent job of providing a comprehensive unified presentation of such diverse research." Professor Roger Andersen of UCLA. "The review is comprehensive, accurate and highly readable. Particularly important for the field is its contribution in bringing together different areas of L2 tense-aspect research in one accessible monograph, which presents a comprehensive picture of how L2 learners acquire temporality. I do not know of any other area of SLA where the total picture of acquisition has been described so comprehensively. The monograph will be a landmark in SLA research." Professor Yasuhiro Shirai of Cornell University.Table of ContentsChapter 1. The Study of Time Talk in Second Language Acquisition. Early Studies of Verbal Morphology. Phonetic Constraints. Investigating the Expression of Temporality. Methods of Research and Analysis. Overview of the Book. Chapter 2. Meaning-Oriented Studies of Temporality. Expressing Temporality. Pragmatic Means for Expressing Temporality. Lexical Means for Expressing Temporality. Comprehension of Verbal Morphology. Limitations of Lexical Expression. Morphological Means for Expressing Temporality. Multiple Means for Expressing Temporality. Two Examples. Study 1: Adverbials and the Acquisition of Simple Past Morphology. Study 2: adverbials and Morphology in Reverse-Order Reports. Chapter Summary. Chapter 3. The Emergence of Verbal Morphology. Tense-Aspect Morphology in European Languages. Tense-Aspect Morphology Related to past in English. The acquisition of Tense-Aspect Morphology. Longitudinal Studies of the Acquisition of Tense-Aspect Morphology. Cross-Sectional Studies of the Acquisition of Tense-aspect Morphology. A Study of the Emergence to Tense-Aspect Morphology Related to Past in English. Method. Analysis and Results. Comparing Meaning-Oriented and Form-Oriented. Approaches. Chapter Summary. Chapter 4. The Aspect Hypothesis. The Aspect Hypothesis. In Primary Language Acquisition. In Secondary Language Acquisition. Grammatical and lexical Aspect. Investigations of the Aspect Hypothesis in Second Language Acquisition. The Spread of Perfective Past. The Spread of Imperfective Past. The Spread of Progressive. Overgeneralization of Progressive in States. Sample Study: the Distribution of Verbal Morphology in Learner Narratives. Assessing the Influence of Lexical Aspect Challenges to the Aspect Hypothesis. Chapter Summary. Chapter 5. The Role of Discourse. The Interlanguage Discourse Hypothesis. Narrative Analysis. Studies of L2 Temporality and Narrative Structure. A Cross-Sectional Study of Tense-Aspect in L2 Narratives. Comparing Theoretical Frameworks. Empirical Evidence in Support of the Discourse and Aspect Hypotheses. Integrating the Analysis. Other Discourse Contexts. Realis and Irrealis: The Imaginary in Narrative. Personal and Impersonal Narrative: The Case of “Personalized” Narratives. Conversational and Elicited Narratives. Chapter Summary. Chapter 6. The Influence of Instruction. Experimental Studies of the Effect of Instruction. An Observational Study of the Effect of instruction. Method. Results. The Effect of instruction. A Comparison of instructed and Uninstructed Learners. Chapter Summary. Chapter 7. Past, Present, and Future. Meaning-Oriented Studies. Acquisitional Sequences. Aspect Studies. Discourse Studies. The Influence of instruction. Concluding Remarks. References. Index.
£43.16
Westminster/John Knox Press,U.S. Teaching for Faith A Guide for Teachers of Adult Classes
Book SynopsisThis useful, theologically informed guide prepares teachers in the church, whose purpose is to awaken, support, and challenge faith. Richard Osmer offers practical suggestions for preparing good lectures and leading lively discussions. He explores four important dimensions of faith--faith as belief, as commitment, as relationship, and as...
£28.50
Harvard University Press The College Fear Factor
Book SynopsisRebecca D. Cox draws on five years of interviews and observations at community colleges, where she shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions.Trade ReviewWe have had blue ribbon commissions, congressional committees, corporate roundtables, university consortiums and dozens of non-profit organizations struggle with the central question of American education: How do we prepare students for success in college? The written output of these groups numbers tens of thousands of pages, at least. And yet I just got more useful information from a 198-page book written by an unknown assistant professor of education at Seton Hall University than I ever learned from those stacks of well-intentioned reports. The author's name is Rebecca D. Cox. The title of her book is The College Fear Factor: How Students and Professors Misunderstand One Another. She did something none of those glossy, brightly-illustrated demands for reform ever did, as far as I can recall. She spent five years talking to, and watching, community college students. She noted carefully the many ways they failed their classes. She listened closely to their reasons why...There are some very wealthy and concerned people funding a wide assortment of commissions and cooperatives that address the college readiness issue...Putting the book in the hands of educators and policy makers at all levels would cost relatively little for the reality it would bring to our so far clumsy attempts to get this right. -- Jay Mathews * Washington Post blog *It provides many valuable ideas and lessons...This is a worthwhile read that enables the reader to reflect on what and who exactly higher education is for, and also about how best to achieve this for those who choose to take this path. -- Andreas Hess * Times Higher Education *Cox reminds readers that, while student preparedness (or lack thereof) is important, more attention needs to be directed toward what is valued in the realms of college teaching and college learning if true progress is to be made in student academic achievement...The College Fear Factor will be of particular interest to community college practitioners and researchers. -- Elizabeth M. Cox * Review of Higher Education *Rebecca Cox's argument is both simple and compelling. She reminds us that students often enter classrooms feeling academically inadequate, with very limited definitions of 'real' instruction or 'useful' knowledge. Combine that with teachers' definitions of learning, and of what's important to know, and the result can be mutual frustration, with each side blaming the other. We have learned a great deal in the last twenty years about what goes on in classrooms. But no one before Cox has shown so clearly what teacher-student interactions about learning and teaching are like, how these are interpreted, or misinterpreted, and with what consequences. The implications go far beyond community colleges. This is a book that should be read by every teacher at every level. -- Marvin Lazerson, University of PennsylvaniaTable of Contents* Today's College Students Part 1: Students * The Student Fear Factor * Student Aspirations: Getting the Biggest Bang for the Buck *"How Is That Helping Us?" Part 2: Classroom Dynamics * College Teaching * Professors Who "Come Down to Our Level" Part 3: Gatekeeping * Academic Literacies * Reimagining College from the Inside Out * Appendix: The Research Studies * Notes * Acknowledgments * Index
£18.86
MP-KAN Uni Press of Kansas Independent Scholars Meet the World Expanding
Book SynopsisFor too long graduate school was viewed solely as a pipeline to teaching positions at colleges and universities. As MAs and PhDs proliferate and opportunities in the academy narrow, this timely book reminds us that the academy is only one of many venues for satisfying and successful scholarly endeavour.Trade ReviewA comprehensive exploration of the challenges faced by independent scholars—namely lack of time, resources, and affiliation—that are compounded by issues of race, gender, disability, and caring responsibilities. Ten successful independent scholars give honest, pragmatic accounts of creating and maintaining their own academic profile that will surely inspire and guide others. This volume demonstrates that independent does not mean inferior and that high-quality scholarship can indeed be pursued outside the confines of academe."—Amanda J. Haste, PhD, president, National Coalition of Independent Scholars"This important book provides insights into the experiences, talents, flexibility, and persistence of independent scholars. The work gives independent scholars the due recognition they justly deserve and offers motivation and inspiration for those who are committed to forging their own unique paths outside the space of academia." —Gavin Wilk, author of Transatlantic Defiance: The Militant Irish Republican Movement in America, 1923–45"By turns harrowing, enraging, and inspiring, the essays in this collection speak many truths about the why and how of independent scholarship. The authors are open about their experiences and provide useful advice for scholars navigating the job market outside of the academy, the demands of family life, and the identity crises that come with leaving the ivory tower. Independent Scholars Meet the World is essential reading for all scholars, as its authors prove that there is not—and should not be—one standard career path for people pursuing the life of the mind."— Megan Kate Nelson, author of The Three-Cornered War: The Union, the Confederacy, and Native Peoples in the Fight for the West
£23.96
Penguin Books Ltd Victory Against Japan A Ladybird Expert Book
Book SynopsisBOOK 12 OF THE LADYBIRD EXPERT HISTORY OF THE SECOND WORLD WAR, FROM AWARD-WINNING HISTORIAN JAMES HOLLANDFeaturing stunning illustrations from Keith Burns, bringing the story to life in vivid detailWhy did Japan decide to attack at Pearl Harbour?What was the Japanese vision of a Greater Asian Co-Prosperity Sphere?How did the American strategy turn the tide against Japanese offensives?Uncover the complexities of the brutal war against Japan.From the surprise attack on Pearl Harbour, Oahu, to the Philippines Campaign, the Allies were finally able to turn the tide against the onslaught of Japanese forces.Ending in Japanese surrender after the devastating atomic bombings of Nagasaki and Hiroshima, the war in Japan was eventually won, but at the cost of civilian lives.THE WAR THAT LED TO TWO ATOMIC BOMBINGSWritten by historian, author and broadcaster James Holland, Victory
£10.44
Research & Education Association English the American Way A Fun Guide to English
Book Synopsis
£17.95
Lexington Books Not Just Getting By
Book SynopsisNot Just Getting By chronicles groundbreaking thinking and research on new and innovative workforce development initiatives to create flexible and collaborative programs and policies. Author Mary Gatta builds on extensive interviews and focus groups with 128 women enrolled in a U.S. Department of Labor pilot program in New Jersey focusing on how they attain education through online courses while working, raising their children, and dealing with the many demands on their lives. The book addresses three main areas: It engages current policy debates demonstrating how online learning and other forms of flexible learning opportunities will reorganize the way federal and state governments deliver skills training, especially working poor single mothers, within the context of Temporary Aid to Needy Families (TANF), the Workforce Investment Act (WIA) and other legislated workforce development programs in the 21st century. It explores the development of the program and qualitatively details the Trade ReviewNot Just Getting By stresses the need for workforce development policies that not only acknowledge the many barriers to education and job training facing low-wage workers, but that are also fashioned to minimize or eliminate those barriers. As this book makes clear, workforce development must be a priority for state and federal policymakers if the United States is to remain a leader in the global economy – and if America wants all Americans to have a shot at economic self-sufficiency and a better life. -- Congressman George Miller, CaliforniaAfter all the talk we have heard about family values, this book builds on New Jersey's success to show a clear way that government can actually work to value families. This book outlines how a flexible workforce can help all Americans reach economic self-sufficiency by training on their own terms and on their own time. -- Representative Rush Holt, New JerseyFor too long now, policymakers have looked at workforce development as though all workers were the same, with the same needs and the same problems. Not Just Getting By documents how policymakers must step outside of this "one-size-fits-all box". The authors show that workforce development policies that are sensitive to the needs of all kinds of workers—including ones with family responsibilities—will be more effective in the long run in moving individuals toward stable employment. This book is a must read for those interested in bringing workforce development policy into the 21st century. -- Heather Boushey, Center for Economic and Policy ResearchTable of ContentsChapter 1 A Brief Introduction to Workforce Systems Chapter 2 The New Workforce Challenge: Finding the Skills to Move Up and Out of Poverty Chapter 3 Workforce Development and Welfare Policy: Explored Through an Intersectional Lens Chapter 4 Policy and Programs: Single Working Poor Mothers and Online Learning Chapter 5 Rethinking Workforce Development: Reflections from a State Commissioner of Labor Chapter 6 Concluding Remarks: Development an Agenda for Low-Wage Workers
£81.00
Lexington Books Not Just Getting By
Book SynopsisNot Just Getting By chronicles groundbreaking thinking and research on new and innovative workforce development initiatives to create flexible and collaborative programs and policies. Author Mary Gatta builds on extensive interviews and focus groups with 128 women enrolled in a U.S. Department of Labor pilot program in New Jersey focusing on how they attain education through online courses while working, raising their children, and dealing with the many demands on their lives. The book addresses three main areas: It engages current policy debates demonstrating how online learning and other forms of flexible learning opportunities will reorganize the way federal and state governments deliver skills training, especially working poor single mothers, within the context of Temporary Aid to Needy Families (TANF), the Workforce Investment Act (WIA) and other legislated workforce development programs in the 21st century. It explores the development of the program and qualitatively details the Trade ReviewNot Just Getting By stresses the need for workforce development policies that not only acknowledge the many barriers to education and job training facing low-wage workers, but that are also fashioned to minimize or eliminate those barriers. As this book makes clear, workforce development must be a priority for state and federal policymakers if the United States is to remain a leader in the global economy – and if America wants all Americans to have a shot at economic self-sufficiency and a better life. -- Congressman George Miller, CaliforniaAfter all the talk we have heard about family values, this book builds on New Jersey's success to show a clear way that government can actually work to value families. This book outlines how a flexible workforce can help all Americans reach economic self-sufficiency by training on their own terms and on their own time. -- Representative Rush Holt, New JerseyFor too long now, policymakers have looked at workforce development as though all workers were the same, with the same needs and the same problems. Not Just Getting By documents how policymakers must step outside of this "one-size-fits-all box". The authors show that workforce development policies that are sensitive to the needs of all kinds of workers—including ones with family responsibilities—will be more effective in the long run in moving individuals toward stable employment. This book is a must read for those interested in bringing workforce development policy into the 21st century. -- Heather Boushey, Center for Economic and Policy ResearchTable of ContentsChapter 1 A Brief Introduction to Workforce Systems Chapter 2 The New Workforce Challenge: Finding the Skills to Move Up and Out of Poverty Chapter 3 Workforce Development and Welfare Policy: Explored Through an Intersectional Lens Chapter 4 Policy and Programs: Single Working Poor Mothers and Online Learning Chapter 5 Rethinking Workforce Development: Reflections from a State Commissioner of Labor Chapter 6 Concluding Remarks: Development an Agenda for Low-Wage Workers
£37.80
Rowman & Littlefield Publishers Complete Your Dissertation or Thesis in Two
Book SynopsisThis newly updated guide describes how to effectively and efficiently manage the dissertation or thesis process in two semesters or less. Written for doctoral and master''s degree students enrolled in on-campus programs and students pursuing accelerated and online-based degree programs, this book demystifies the seemingly daunting process. From choosing a topic and advisor, to efficient researching and the actual writing and defense, Complete Your Dissertation or Thesis in Two Semesters or Less provides students with all the information needed to conquer this academic experience. Updates to this edition include: An update to the length of graduate studies Technological advantages now available to graduate studentsTrade ReviewThe major strength of the book is that it is easy to read and gives good sound 'common sense' suggestions and a process that is understandable and works. I believe a doctoral student will find comfort in reading the book and using the prepared forms and checklists that are provided. -- Dr. Ron Joekel, professor emeritus of educational administration at The University of Nebraska and former executive director and past internatioTable of ContentsChapter 1 The Doctoral Facts of Life:The Beginning Chapter 2 Researching Your Committee: The Really Critical Research Project Chapter 3 Selecting a Dissertation Topic Chapter 4 Spending Money and Using the Twenty-first Century to Your Advantage Chapter 5 Designing Your Dissertation and Preparing the Prospectus and Proposal Chapter 6 Writing The Dissertation: Twenty Workdays to Go! Chapter 7 Defending the Dissertation: Two Hours To Doctor Chapter 8 Celebrating, the Last Revision, Post-Partum Depression
£16.19
Kogan Page Ltd The Return to Study Handbook
Book SynopsisChloe Burroughs is a Graduate Ambassador for the Open University. Study coach, blogger, entrepreneur, and contributing writer for We Are The City; she specializes in using her own experience as a full-time professional and part-time distance learner, to help people overcome barriers to learning and achieve the grades they need to advance in their careers.Table of Contents Chapter - 00: Introduction; Section - ONE: Getting ready for further study; Chapter - 01: Independent learning; Chapter - 02: Embrace your non-traditionalism as a student; Chapter - 03: How to prepare for higher education; Chapter - 04: Goal setting; Section - TWO: Mindset and motivation; Chapter - 05: Mindset; Chapter - 06: Motivation; Section - THREE: Organization and productivity; Chapter - 07: Organization; Chapter - 08: Productivity; Chapter - 09: The dark side of productivity; Section - FOUR: Classes, note taking and assignment skills; Chapter - 10: Classes; Chapter - 11: Note taking; Chapter - 12: Essay writing; Section - FIVE: Exam preparation; Chapter - 13: Exam revision; Chapter - 14: Exam performance; Section - SIX: Personal development; Chapter - 15: Continuous improvement;
£17.99
Kogan Page Ltd The Vocational Assessor Handbook
Book SynopsisIan Greer has over 30 years experience in the field of 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 Quality Advisor for the Learning + Skills council. Since 2008, the author has been involved with international projects in Europe, the Middle East, Africa and Asia. Most recently, he has been delivering Vocational Teacher Training on a UNESCO-funded project in Botswana and Zambia, and EU Projects on Quality Assurance for Vocational Schools in Central Europe.Trade Review"The plain English guide to the assessment process with excellent examples. I am sure this book will be the standard guide for many years to come." * Alexander Graham, former Chair, Training and Development Lead Body (about previous edition) *"Now more than ever, there is a general recognition that education and training lie at the heart of our economic and social futures. This book will help support effective training through effective assessment and quality assurance, and so help the investment we all make stretch even further and achieve even more in these straitened times." * Rob Wye, Chief Executive, Learning and Skills Improvement Service (about previous edition) *Table of Contents Chapter - 00: Introduction to using this book; Section - ONE: Setting the scene; Chapter - 01: The drive for a skilled workforce; Chapter - 02: Overview of vocational qualifications and the QCF; Chapter - 03: National standards and qualifications development, delivery and regulation; Section - TWO: Preparing to do the units: being a candidate; Chapter - 04: Making a good start; Chapter - 05: Starting your course or qualification; Chapter - 06: Assessment planning; Chapter - 07: Presenting your work; Chapter - 08: Checking you are on track for certification; Section - THREE: Guidance on units for assessment and quality assurance; Chapter - 09: Section one Units for assessors; Chapter - 10: Unit 1 Understanding the principles and practices of assessment; Chapter - 11: Unit 2 Assess occupational competence in the work environment; Chapter - 12: Unit 3 Assess vocational skills, knowledge and understanding; Chapter - 13: Section two Units for internal quality assurers; Chapter - 14: Unit 4 Understanding the principles and practices of internally assuring the quality of assess-ment; Chapter - 15: Unit 5 Internally assure the quality of assessment; Section - FOUR: Coordinating internal quality assurance; Chapter - 16: Unit 8 Plan, allocate and monitor work in own area of responsibility; Chapter - 17: A final word; Chapter - 18: Appendix 1 Major changes affecting vocational education and its assessment since the 1980s; Chapter - 19: Appendix 2 Relevant legislation; Chapter - 20: Appendix 3 Official bodies concerned with quality assurance; Chapter - 21: Abbreviations for departments and organizations; Chapter - 22: Supporting materials; Chapter - 23: Index;
£72.00
AltaMira Press Lessons Without Limit
Book SynopsisFree-choice learning is about what you choose to do in your learning time. Our motivations and expectations change over our lifetime but learning never stops. This book gives an understanding of the learning process and guides readers in maximizing their lifelong learning journeys.Trade ReviewThe strength of Lessons Without Limit: How Free-choice Learning is Transforming Education is in its interweaving of broad examples of individual stories and experiences with sound research based on both theory and experience, offering both challenges and direction. It is highly readable, timely, and should be a must read for educators, curators, exhibition designers, marketers, and, most importantly, directors and leaders. * Muse *Lessons Without Limit is a book in the tradition of John Dewey, George Leonard, and James Burke. It demonstrates with clear prose and inspiring examples two truths that should be self-evident but are too rarely evident in practice: 1) As human beings, we are wired to learn. We are marvelous, indeed, miraculous learning machines. 2) Learning should be joyful, social, and lifelong. For educators of all stripes, formal and informal, using the old media and the new, these lessons are more timely than ever. -- Dr. Milton Chen, Executive Director, The George Lucas Educational FoundationThis wonderful book brings alive the 'profoundly human' experience of learning, in all its complexity, variety, and joy. Falk and Dierking write with clarity and passion of the many ways human beings learn, and of the diverse resources they use. To pick up this book is to accept their invitation to learn about learning, and to enjoy it immensely. -- Joey Rodger, president, Urban Libraries CouncilLike it or not, lifelong learning is getting more essential every year. For those who are not afraid of this opportunity, Lessons Without Limit will serve as a useful and enjoyable guide. -- Mihaly Csikszentmihalyi, Claremont Graduate University; author of FlowLessons Without Limit is a lively read that reminds us that learning spans a lifetime; includes a variety of rich experiences and approaches; and is essential for maintaining a healthy, dynamic society. Parents, educators, and media executives will find much to inform their work in this interesting book. -- Robert T. Coonrod, president, Corporation for Public BroadcastingLessons Without Limit is a readable, persuasive argument for why 'learning,' not 'education,' needs to be our focus as cultural institutions. Lifelong learning is vital to the health of our communities and Falk and Dierking have made the case for why museums must now look upon their role as a civic responsibility. -- Lou Casagrande, chair of the board, American Association of Museums; and president/CEO, The Children's Museum, BostonFalk and Dierking's . . . bold ideas for building a national awareness of . . . lifelong learning make this book [a] must-read in our changing world. . . . Though free-choice learning is driven by individual choice and need, the power of this book is that it argues for collective action to support individual lives. The ultimate winner is the community itself, strengthened through knowledge, purpose, and an informed citizenry. -- Beverly Sheppard, from the ForewordToday the fundamental issue facing museums has shifted yet again. We no longer must decide if museums are educational institutions, but what educational role museums play in our increasingly diverse and sophisticated communities. With Lessons Without Limit: How Free-Choice Learning Is Transforming Education, John H. Falk and Lynn D. Dierking ask us to change the way we view education in America and in the process provide a vision for the role of museums and other educational institutions in the country's future. . . . Thirty years from now . . . this book by Falk and Dierking may well be seen as a catalyst in the next transformation of museums as educational institutions. -- Jim S. H. Hakala, University of Colorado Museum of Natural History * Museum News *The authors’ enthusiasm for their vision permeates the book. It is written in an engaging and popular style with many personal anecdotes and examples. . . . Their vision is based on considerable study. This is an inspirational and idealistic book, filled with wonderful examples of informal learning experiences and environments. The authors hope to inspire everyone to engage in free-choice learning and certainly succeed in getting the reader to think about all the possibilities beyond the school and beyond the school years where learning can take place. While not a practical, how-to book, it fosters a way of thinking about learning that expands the educational horizon. For the teacher and student teacher, the book offers a panorama of possibilities for engaging students through activities outside the classroom. For home-schoolers, the book offers both support and inspiration. For anyone interested in lifelong learning, Lessons Without Limit offers an ideal toward which society can aspire. -- Carla A.Hendrix, Plattsburgh State University of New York * Education Review *Falk and Dierking's Contextual Model of Learning provides a practical framework to use when designing an informal (OK, free-choice) learning program. The book includes a wealth of guidelines for carefully considering each dimension (personal, social, physical) of their model. In brief, I highly recommend this book to parents, educators, and others interested in education outside the classroom. -- Robert L. Russell * Informal Learning Review *While this is an interesting reading, the best part of the book is saved for last, when the authors suggest how to reform American education to make their version of a 21st-century learning society a reality, in part by integrating free-choice learning options into the lives of all citizens through a lifetime learning budget and a network of learning coaches. Their goals may sound idealistic, but they offer practical, down-to-earth advice. Recommended for academic and most public libraries. * Library Journal *This book will be useful for managers charged with the responsibility of setting long-term goals for museums, galleries, zoos, gardens and other educational institutions and would arm them with a number of powerful reasons in arguing for increased resourcing for free-choice educational institutions. It will also be valuable to educators who wish to step back and review the big educational picture as they map out future plans. It is a great source of anecdotes for those who wish to illuminate academic educational points with real life examples. -- Simon Langsford, South Australian Museum, Adelaide * Museum National *There is now a deep understanding of the learning process and how to best facilitate it, however, the practices in many educational settings lag behind this knowledge, and the recognition and valuing of other learning settings and experiences is minimal. This book will help to alter this situation and to raise the profile of the free-choice learning component in all our lives. -- Janette Griffin, University of Technology, Sydney * Visitor Studies Today *Table of ContentsPart 1 Foreword Chapter 2 Chapter 1: In Search of Lifelong Learning Part 3 Part I: The Hows and Whys of Learning Chapter 4 Chapter 2: A Thirst for Learning Chapter 5 Chapter 3: The Free-Choice Learning Landscape Chapter 6 Chapter 4: Learning from the Inside Out Chapter 7 Chapter 5: Learning from the Outside In Part 8 Part II: Learning Over a Lifetime Chapter 9 Chapter 6: Beginning the Learning Journey: Early Childhood Chapter 10 Chapter 7: The Eager Travelers: Older Children Chapter 11 Chapter 8: A Journey In Search of a Purpose: Adolescents Chapter 12 Chapter 9: New Roads, New Adventures: Young Adults Chapter 13 Chapter 10: Walking the Crest, Avoiding the Ruts: Middle Age Adults Chapter 14 Chapter 11: The Journey Comes Full Circle: Older Adults Part 15 Part III: Transforming Education in America Chapter 16 Chapter 12: The Free-Choice Learner's Bill of Rights Chapter 17 Chapter 13: Building a 21st Century Learning Society, One Learner at a Time Part 18 References Part 19 Index
£16.19
University Press of America Values in Conflict An Interdisciplinary Approach
Book SynopsisTable of Contentschapter 1 Humanities: Reading Theology, John F. Haught chapter 2 Philosophy as a Mode of Liberal Learning, Jesse Mann chapter 3 Teaching Literature in a Liberal Studies Program, Michael J. Collins chapter 4 Seeing Art as Cultural Inquiry, Diane Apostolos-Cappadona chapter 5 Understanding History, Phyllis O'Callaghan. Science, Technology and Social Science: Science, Technology, and Society, Thomas P. McManus chapter 6 Understanding Interrelatedness in the Social Sciences, Elizabeth James chapter 7 Liberal Studies Education in the Information Age, Deborah Everhart chapter 8 Locating the Self in a Universe of Values: Triangulation, Liberal Studies, and Sociology, William F. McDonald. Values Issues: The Disclipline of Dialogue, Francis Ambrosio chapter 9 Multiculturalism and American History, Ronald Johnson chapter 10 The Information Explosion and the Quest for Knowledge, Chester Gillis. Liberal Studies: The Scholar and Students: Research and Liberal Learning, Richard B. Schwartz chapter 11 The Wisdom of Merlyn, Mary Anne Grant. Index
£91.20
University Press of America The Liberal Arts in Higher Education Challenging
Book SynopsisThe Liberal Arts in Higher Education launches an institutional effort to establish a shared definition and to clarify the contours of the liberal arts and liberal education by extending centuries-old dialogue to the coeducational, Christian campus of Azusa Pacific University.Table of Contentschapter 1 Introduction; The Classical Liberal Arts Tradition chapter 2 Modern and Postmodern Challenges to Liberal Education chapter 3 Integrating Liberal Arts and Professional Education chapter 4 Re-imagining a Distinctly Christian Liberal Arts Education chapter 5 John Henry Newman's The Idea of a University chapter 6 Robert M. Hutchin's The Higher Learning in America chapter 7 The Harvard Committee's General Education in a Free Society and the College of the University of Chicago's The Idea and Practice of General Education chapter 8 David Wagner's The Seven Liberal Arts in the Middle Ages chapter 9 Ernest L. Boyer and Arthur Levine's A Quest for Common Learning: The Aims of General Education chapter 10 Allan Bloom's The Closing of the American Mind chapter 11 Gary E. Miller's The Meaning of General Education chapter 12 Jerry G. Gaff's New Life for the College Curriculum chapter 13 Charles Anderson's Prescribing the Life of the Mind chapter 14 Bruce Kimball's Orators and Philosophers and Robert Orrill's The Condition of American Liberal Education chapter 15 Bibliography chapter 16 Index
£42.30
Rlpg/Galleys Supported Education for People with Psychiatric
Book SynopsisThis book provides practical guidance for the development and operation of supported education for people with psychiatric disabilities. It''s step-by-step program, planning inclusion of generic policies and procedures and descriptions of program management by coordinators who have psychiatric disabilities themselves, make the book particularly unique. Supported Education for People with Psychiatric Disabilities is intended for colleges, mental health agencies, state and regional mental health departments, consumers of mental health services who are activists and other stakeholders in mental health systems.Table of ContentsChapter 1 Acknowledgments Chapter 2 Introduction Chapter 3 This Manual Chapter 4 The Need Chapter 5 History of Supported Education Chapter 6 What the Partnership Does Chapter 7 What a Supported Education Program Can Do Chapter 8 The Barriers Chapter 9 Basics of Structure Chapter 10 What Do Supported Education Programs Actually Do? Chapter 11 What are the Outcomes of Supported Education in Washington State? Chapter 12 What are the Outcomes of Supported Education Programs Elsewhere? Chapter 13 Other Frequent Results of Supported Education Observed Chapter 14 Description of Supported Education Chapter 15 Supported Education Program Development Chapter 16 Rights, Policies, Procedures and Related Materials Chapter 17 Personnel Chapter 18 Marketing and Forming Alliances Chapter 19 Program Content Chapter 20 Student Resources Chapter 21 Appendices Chapter 22 Bibliography Chapter 23 Author's Biographical Sketches
£43.20
University Press of America Reaching the Unreached Icts and Adult Education
Book SynopsisThis book explores the situation of rural women and the various measures that have been taken to support them. Based on case studies from Ghana, the book looks at two critical tools - Adult Education and Information, and Communication Technologies (ICTs) for enhancement of rural women.Table of ContentsChapter 1 Introduction Chapter 2 Situation of Rural Women Chapter 3 Efforts at Improving the Situation of Rural Women Chapter 4 Adult Education for Development—International Perspectives Chapter 5 Women's Empowerment Chapter 6 Policy Approaches and Implementation Strategies for Women's Empowerment Chapter 7 Empowerment among Women of Mo Communities of Ghana Chapter 8 Adult Education for Empowerment of Women of Mo Chapter 9 Studies and Cases of ICT's and Adult Education of Women's Empowerment Chapter 10 A Model for Using ICT for Empowerment of Rural Women through Adult Education Chapter 11 ICT's and Adult Education for Rural Women: Assessing Willingness to Pay for Information Delivery Chapter 12 Assessing Willingness to Pay for Information Delivery: Discussion of Regression Results Chapter 13 Policy Implications for Using ICT's and Adult Education for Empowerment of Rural Women
£37.80
University Press of America Integrating Quantitative and Qualitative Methods
Book SynopsisThis book systematically outlines specific strategies to guide the student in designing and conducting empirical research. The quality and usefulness of all research is only as good as the skills of the researcher and the clarity of the research study.Trade ReviewThe book is a practical resource for education and social science researchers who can be tentative about how to begin their research projects and find the detailed research books overwhelming, initially. Central to the book is a process, to guide beginner researchers in conceptualizing and framing a research project. The process, information, examples, and exercises were field tested with over 100 doctoral students in dissertation proposal development courses. The contents have proven successful in meeting beginners' initial needs. -- Cynthia L. Jackson, Ph.D, dean of education, University of Virgin IslandsWritten in non-technical language, readers are guided incrementally through the complexities of focusing a research study, and how to address the initial problems they can encounter when embarking on the research journey. Part I provides preliminary considerations about research and being a researcher. Part II describes ways of thinking about conceptualizing and framing a research study. Part III contains a comparative overview of the quantitative and qualitative research approaches, and highlights some of the research methods associated with each. Part IV assists researchers in becoming familiar with data sources for research, contents of a research proposal and a research report, and answers procedural questions that are frequently asked. -- Theresa L. Harris, Ph.D., Coppin State UniversityGeorge P. Taylor's Integrating Quantitative and Qualitative Methods in Research can be a good first step for beginning history graduate students. * A Journal of Methods *George P. Taylor's Integrating Quantitative and Qualitative Methods in Research can be a good first step for beginning history graduate students. * A Journal of Methods *Table of ContentsPart 1 List of Figures Part 2 List of Tables Part 3 Preface Part 4 Acknowledgements Part 5 Part I The Research Process Part 6 Part II Quantitative and Qualitative Research Methods Part 7 Part III Differences Between Quantitative and Qualitative Research Part 8 Appendices Part 9 Glossary Part 10 Bibliography Part 11 About the Editor Part 12 About the Contributors
£36.00
University Press of America Peace Education and the Adult Learner
Book SynopsisPeace Education and the Adult Learner presents a survey of recent developments in adult and peace education. This book offers new educational models for teaching adult learners interested in peace education and conflict resolution. The authors masterfully situate the foundations of these models within a discourse of conflict escalation and conflict resolution. Teaching adult learners about peace education also requires the cultivation of keen critical thinking skills and an understanding of basic conflict resolution strategies. Equipped with such tools, adult learners will invariably develop organic models of conflict resolution. Instead of structuring a formulaic, process-based strategy of peace education, this book analyzes contemporary conflicts and contemplates possible strategies for resolution. Peace Education and the Adult Learner explains how educators can inspire their students to develop specific context-based resolution strategies, rather than apply generalized theoretical m
£27.00
University Press of America Journey of a Rabbi Vision and Strategies for the
Book SynopsisThis two-volume Journey of a Rabbi consists of essays describing ventures undertaken, events experienced, and ideas articulated that reflect the life work of a rabbi and Jewish educator. What threads its way throughout these writings is a persistent search for ways and means to revitalize Jewish life in our time.Trade ReviewRabbi Jack Shechter is one of the unsung heroes of the American Conservative rabbinate. His long career as a creative Jewish educator and administrator shaped untold thousands of Jewish lives. Here Rabbi Shechter shares with readers the story of his life and work, as well as his stimulating thoughts concerning the rabbinate, the Conservative movement, Jewish education, the American Jewish community, and the meaning of Jewish life. The literature on twentieth-century American Judaism is greatly enriched by this instructive work. -- Jonathan Sarna Ph.D, Professor of American Jewish history, Brandeis University, author of American Judaism: A HistoryIn Journey of a Rabbi, Rabbi Jack Shechter tells the fascinating story of his own Jewish religious journey and provides a remarkably insightful and learned analysis of the challenges and prospects facing the synagogue, the rabbinate, religious denominations, and Jewish education now and in the future. Drawing upon a lifetime of learning and experience as a pulpit rabbi and seminary educator, this work is a tour-de-force that will fascinate and instruct everyone interested in the past and present of the Jewish people in North America. -- Rabbi David Ellenson, President, Hebrew Union College—Jewish Institute of ReligionWe live in a time of pervasive change; every aspect of culture and continuity is up for grabs. Fortunately, we have a scholar of great practical wisdom, a teacher with years of experience to share insights, counsel and knowledge to illumine our way. Jack Shechter is such a rabbi. His distillation of his thoughts offers a clear analysis and prioritization. Each reader will be a beneficiary of having shared a Journey of a Rabbi. -- Rabbi Bradley Shavit Artson, Dean of the Ziegler School of Rabbinic Studies, Vice President of American Jewish UniversityRabbi Shechter has given us an intimate portrait of the American Jewish community over a long and distinguished career, and we have reason to be grateful for it. -- Harold Kushner, rabbi, author of When Bad Things Happen to Good PeopleTable of ContentsIntroduction Chapter One: Early Influences Chapter Two: Mentors Chapter Three: From Orthodox to Conservative Chapter Four: The Synagogue Chapter Five: The Rabbinate Chapter Six: The Jewish Community Chapter Seven: The Conservative Movement Chapter Eight: The Imperatives of Learning Chapter Nine: Translating Learning Imperatives into Action Appendix One: Table of Contents For Volume Two of Journey of a Rabbi Appendix Two: Comments About Journey of a Rabbi—Volumes One and Two and About the Author’s Work About the Author
£37.80
University Press of America Journey of a Rabbi Vision and Strategies for the
Book SynopsisThis two-volume Journey of a Rabbi consists of essays describing ventures undertaken, events experienced, and ideas articulated that reflect the life work of a rabbi and Jewish educator. What threads its way throughout these writings is a persistent search for ways and means to revitalize Jewish life in our time.Trade ReviewJack Shechter has created the American version of Continuing Jewish Education and his impact has been enormous. His enterprise has been characterized by vision and high academic standards; it has been pluralistic and diverse; it has been enjoyable and accessible to a searching laity. In years to come, he will be seen educationally as the American Franz Rosenzweig. -- Daniel Landes, rabbi, director of the Pardes Institute in Jerusalem, former director of education of the Simon Wiesenthal Center in Los AngelesHere is the summing up of a life lived among the great personalities and issues of 20th century American Jewry with a compelling agenda for the 21st century. Rabbi Jack Shechter offers both a stirring story and a deep vision. -- Rabbi David Wolpe, Senior Rabbi, Sinai Temple, Los AngelesAs a faculty member and dean at the University of Judaism (now the American Jewish University) during the time that Rabbi Jack Shechter directed its Department of Continuing Education, I personally witnessed up close the learning venture he built. That venture is accurately depicted in these two volumes. . . . Moreover, this Journey is very much worth taking because Rabbi Shechter’s plethora of experiences and his wisdom should serve as a model for us all in how we too can and should apply the insights and values of Judaism to modernity. -- Elliot Dorff, PhD, rector and distinguished professor of philosophy at the American Jewish UniversityDr. Jack Shechter’s book encompasses both theory and practice. As such, it provides the reader with deep substance, much of which is documented as having been actualized in the world of the here and now. Replete with power and pathos, it is a warm and personal account of the author’s life and work as an extraordinarily creative and effective educator. -- Elijah Schochet, rabbi, professor of rabbinic literature at the American Jewish University and author of The Hassidic Movement and the Gaon of VilnaTable of ContentsIntroduction Chapter One: Early Influences Chapter Two: Mentors Chapter Three: From Orthodox to Conservative Chapter Four: The Synagogue Chapter Five: The Rabbinate Chapter Six: The Jewish Community Chapter Seven: The Conservative Movement Chapter Eight: The Imperatives of Learning Chapter Nine: Translating Learning Imperatives into Action Appendix One: Table of Contents For Volume Two of Journey of a Rabbi Appendix Two: Comments About Journey of a Rabbi—Volumes One and Two and About the Author’s Work About the Author
£37.80
University Press of America Maintaining Strategic Relevance Career and
Book SynopsisMaintaining Strategic Relevance identifies successful CTE program discontinuance including factors that affect morale during academic program changes and the impact of institutional culture. The interviews and policy analysis conducted provide best practices to effectively and appropriately discontinue CTE programs.Table of ContentsPreface Introduction Chapter 1: The Evolving Role of CTE Chapter 2: Variables Affecting CTE Program Offerings Chapter 3: Program Accretion and Program Discontinuance Chapter 4: From the Field: PD at Three Community Colleges Community College A Community College B Community College C Chapter 5: Overarching Themes How Did the Process Occur? How Did People Feel About the Process? Are Actual Programs Offered Aligned With Those Published? What is the Role of Policy in Program Discontinuance? Chapter 6: Convergent Patterns within the Four Frames Structural Frame Human Resource Frame Political Frame Symbolic Frame Chapter 7: California PD Policy Analysis Chapter 8: Answers to Key Research Questions Chapter 9: Next Steps: Eleven Implications for Practice and Policy Chapter 10: Limitations & Recommendations for Future Research Conclusion Appendix A: Research Overview Appendix B: References Appendix C: Interview Questions
£27.00
McFarland & Company Circuit Chautauqua From Rural Education to
Book SynopsisIn the late 19th century the chautauqua movement became a popular form of adult education and entertainment in the United States. This book offers an overview of the lyceum and of adult education in 19th century America.
£23.74
John Wiley & Sons Inc Training Through Dialogue
Book SynopsisA lively, step-by-step approach to training the trainers of adults. Using numerous examples from a variety of settings, author Jane Vella compels instructors to critically examine their old teaching model and discover a new experience in education.Trade Review"Jane Vella extAnds her previous work to bring us the sounds, smells, laughter, and images of 'train-the-trainer' workshops in popular education. Through living examples of workshops on health, literacy, and exconomic development in Chile, Haiti, Arkansas, and New England, we see how theory is translated into practice. Kudos for this hands-on application of popular education." (Nina B. Wallerstein, associate professor, Department of Family Community Medicine, University of New Mexico) "Read this book if yu are serious about making a difference...a difference in the way you train trainers, facilitate training, and affect the lives of your participants." (Paula K. Berardinelli, president, Center for Organizational Research and Education, Inc.) "A marvelous guide for all of us struggling to understand how adults learn, how we can teach in ways that respect and build on the needs and experiences of adults, and how we can help others learn the principles of popular education." (Richard Schramm, director, Goddard Business Institute, Goddard College)Table of ContentsPart One: Training That Respects the Learner. 1. Teaching Adults: Insights from Popular Education. 2. Training Trainers in the Popular Education Approach: One Model. Part Two: Lessons Learned from Practice. 3. Group Size and the Role of the "Professor": Training Trainers in Community Health. 4. The Importance of Dialogue: Training in Nonprofit Organizations. 5. Honoring the Role of the Learner: Training with Health Professionals. 6. Transforming the Culture of Teaching: Training in Literacy Programs. 7. Rebuilding Faith in Teaching: Training in a Substance Abuse Program. 8. Making Time for Training: A Community Development Bank Invests in Learning. Part Three: Applying the Approach. 9. The Challenge of Design: Developing a Program for Community Volunteers. 10. Supporting Newly Trained Trainers: Strategies for Continuing Dialogue. 11. Evaluation: Beginning to Assess the Results. Resource: Glossary of Popular Education Terms.
£29.44
John Wiley & Sons Inc Professional Development as Transformative
Book SynopsisThis creative and pioneering book adapts and extAnds the transformation theory of adult learning to the professional development of adult educators. Well written and easy to read, with many examples, this volume is highly recommAnded. ?Jack Mezirow, emeritus professor of adult education, Teachers College, Columbia UniversityTrade Review"Although adult educators focus a great deal of attention on adult learners, these same educators pay little attention to their own learning. If educators ignore their personal experiences as learners, they miss a valuable opportunity to develop an empathetic appreciation of what their students are experiencing. Patricia Cranton shows us how teachers and facilitators can and must be understood as adults engaged in transformative learning. By highlighting case studies of how individual educators learn about their practice she helps us rethink the way professional development is conceived and conducted." (Stephen Brookfield, distinguished professor, University of St. Thomas, St. Paul, Minnesota)Table of Contents1. Preparation and Development of Adult Educators. 2. Traditional Developmental Strategies. 3. Strategies for Self-Directed Development. 4. Critical Reflection. 5. Becoming a Transformative Learner. 6. Individual Differences in Educator Development. 7. Transformative Development in Work and Social Contexts. 8. Creating a New Vision for Professional Growth. 9. Strategies for the Developer.
£32.39
John Wiley & Sons Inc Rethinking Literacy Education
Book Synopsis1998 Winner of the Cyril O. Houle World Award for Literature in Adult EducationIn this thought-provoking book, Quigley offers a new view of illiteracy that starts with the learner and takes into account a broad array of work, family, and cultural considerations. This guide gives adult educators and trainers working in the field concrete suggestions and alternatives for their work that they can use to shape a new philosophy of adult literacy and improve their practice.Trade Review?This book is challenging, useful, insightful, authoritative, andhopeful--one that every adult literacy education policy and programleader, researcher and practitioner should read. With this work,Allan Quigley has made a first-rate contribution to our field.?(Jean H. Lowe, director, GED Testing Service) ?Quigley's perspective on adult literacy is fresh and provocative.Rethinking Literacy Education impels adult literacy professionalsto reconsider what they are doing and why.? (Hal Beder, professor,department of educational theory, policy, and administration,Rutgers) ?Valuable in encouraging literacy practitioners to be moreproactive in challenging misguided public policy and damagingliteracy rhetoric.? (Elisabeth Hayes, associate professor,department of continuing and vocational education, University ofWisconsin-Madison)Table of ContentsILLITERACY THROUGH SOCIETY'S EYES. 1. Myths, Rhetoric, and Stereotypes About Literacy. 2. The Popular Perspective and the Media. 3. The Political Perspective and Literacy Programs. HOW TEACHERS AND ADMINISTRATORS VIEW ILLITERACY. 4. Rethinking Educational Approaches. 5. What Textbooks Can Communicate to Learners. ENGAGING NONPARTICIPANTS AND DROPOUTS. 6. Understanding Attrition and Improving Retention. 7. Why Many Resist, and Ways to Recruit Them. 8. Grounding Programs and Policies in Practical Knowledge. 9. Literacy Educators as Leaders of Effective Change. TAKING ACTION TO TRANSFORM LITERACY EDUCATION.
£33.29
Taylor & Francis Inc Working With Troubled Men
Book SynopsisThis book offers a concise, readable, research-grounded synthesis of the special concerns mental health and other helping professionals need to address when working with men today, and explains a wealth of effective gender-specific approaches to assessment and intervention that result in more successful outcomes for male clients.Many more women than men seek counseling and therapy, and to some extent standard services have evolved in response to female styles of communicating and problem-solving. Practitioners frequently feel frustrated and baffled by their male clients because they seem unresponsive to treatment approaches that work so well for women. But many men benefit from therapy when practitioners understand male socialization and the ways men communicate and problem-solve.Too many men today are doing badly and are in real need of help. Almost half of America''s male children grow up in single parent homes headed by mothers, where they seldom have male mentors orTrade Review"Once again Dr. Glicken has approached an important subject that has remained in the shadows for far too long. While it is aimed at the clinical practitioner it is full of many observations and insights that will also help most social workers in myriad settings. I predict this important contribution to the field will be required reading for many years."—Daniel HuffBoise State UniversityTable of ContentsContents: Preface. Part I: The Serious Problems Experienced by Men. The Troubled Lives of Men. Male Development: Some Divergent Points of View. Working With Men to Ensure Good Physical Health. Male Bashing. Part II: Clinical Work With Men. A Gender-Specific Approach to Diagnosing Male Clients. Forming Therapeutic Relationships With Male Clients. A Model of Therapy for Men. Storytelling, Personal Coaching, Humor, Role Plays, Men's Groups, and Other Useful Approaches for Treating Men. Self-Help Groups With Men. Part III: Clinical Work With Violent Men. Clinical Work With Violent Male Youths. Clinical Work With Physically and Sexually Abusive Men. Treating Male Sexual Harassment and Workplace Violence. Part IV: Clinical Work With Men of Color: Special Concerns. Clinical Work With African-American Men. Clinical Work With Traditional and Newly Immigrated Latino Men (With Mina Garza). Clinical Work With Asian Men (With Steven Ino). Part V: Aging and Substance Abuse. Clinical Work With Male Substance Abusers. Working With Older Adult Male Clients. Part VI: The Future: Improving the Lives of Men. Changing the Way We Respond to Men. Female Therapists and Academics Respond.
£40.84
Taylor & Francis Inc Review of Adult Learning and Literacy Volume 5
Book SynopsisThe Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5 is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.Each Review opens with an overview of significant recent developments in the field of adult literacy during the year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. Volume 5 includes chapters on:*the increasing emphasis on scientifically based research and evidence-based practice in education, their use in adult literacy, and the perception of their usefulness by those who work in the field;*recent research on the impact of acquiring a General Educational Development (GED) credential;*the adult literacy system in the state Trade Review"The Review of Adult Learning and Literacy....helps to unify into one profession the varied group of practitioners working in so many different contexts with such a variety of students."—Mina ReddyFrom the ForewordTable of ContentsContents: M. Reddy, Foreword. Preface. T.G. Sticht, The Year 2002 in Review. L. Mikulecky, Adult Literacy Policy, Scientifically Based Research, and Evidence-Based Practice. J.H. Tyler, The General Educational Development (GED) Credential: History, Current Research, and Directions for Policy and Practice. J. Comings, L. Soricone, Massachusetts: A Case Study of Improvement and Growth of Adult Education Services. J.A. Sandlin, R. St. Clair, Volunteers in Adult Literacy Education. A.J. Cain, J. Benseman, Adult Literacy in New Zealand. J.G. Cromley, Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy. J.G. Cromley, Resources on Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy.
£118.75
Taylor & Francis Inc Empathy in Counseling and Psychotherapy
Book SynopsisThe purpose of this text is to organize the voluminous material on empathy in a coherent and practical manner, filling a gap that exists in the current therapeutic literature. Empathy in Counseling and Psychotherapy: Perspectives and Practices comprehensively examines the function of empathy as it introduces students and practitioners to the potential effectiveness of utilizing empathic understanding in the treatment process. Employing empathy with full recognition of its strengths and limitations promotes sound strategies for enhancing client development. As an integral component of the therapeutic relationship, empathic understanding is indispensable for engaging clients from diverse backgrounds. This cogent work focuses on understanding empathy from a wide range of theoretical perspectives and developing interventions for effectively employing the construct across the course of treatment. The book also presents a new approach for integrating empathy through a MulTable of ContentsContents: Preface. Part I: Empathy: Historical and Contemporary Perspectives and Practices in Counseling and Psychotherapy. The Meaning of Empathy in Counseling and Psychotherapy. Value of Empathy in Counseling and Psychotherapy. Part II: Empathy: Theoretical Orientations in Counseling and Psychotherapy. Theories of Counseling and Psychotherapy and Empathy. Person-Centered Therapy and Empathy. Psychoanalytic Therapy and Empathy. Self Psychology and Empathy. Part III:Empathy: A Multiple Perspective Approach in Counseling and Psychotherapy. Multiple Ways of Knowing and Empathy. Therapeutic Techniques and Empathy in Counseling and Psychotherapy. Therapeutic Techniques and Empathy in Group Counseling and Psychotherapy. Empathy in Counseling and Psychotherapy: A Case Study.
£117.00
Taylor & Francis Inc School Violence Fears Versus Facts
Book SynopsisIllustrated with numerous case studies-many drawn from the author’s work as a forensic psychologist-this book identifies 19 myths and misconceptions about youth violence, from ordinary bullying to rampage shootings. It covers controversial topics such as gun control and the effects of entertainment violence on children. The author demonstrates how fear of school violence has resulted in misguided, counterproductive educational policies and practices ranging from boot camps to zero tolerance. He reviews evidence from hundreds of controlled studies showing that school-based school violence prevention programs and mental health services, which are largely effective, are often overlooked in favor of politically popular yet ineffective programs such as school uniforms, Drug Abuse Resistance Education, and Scared Straight. He concludes by reviewing some of his own research on student threat assessment as a more flexible and less punitive alternative to zero tolerance, and presents a wiTrade Review"There is much to recommend in this book. It is perhaps the best single volume that is available for the educated lay reader. The format is accessible...the reasoning is sound and the research cited is substantial....would certainly recommend the book...."—PsycCRITIQUESTable of ContentsPreface. The Fear of School Violence: An Overview. Are Our Schools Safe?: From Juvenile Crime to School Violence. What Caused the School Shootings? How Many Guns in Our Schools? What Can We Do About Bullying? Are We Teaching Our Kids to Kill? Does Prevention Work? What Doesn't Work? How Can We Deal With Student Threats? What Do Our Schools Need?
£123.50
Taylor & Francis Inc Finding Your Online Voice Stories Told by
Book SynopsisFinding Your Online Voice offers a thought-provoking discussion of innovative approaches to technology-based distance education. Editor J. Michael Spector focuses on how highly experienced teachers conceptualize and organize online classes. Best practices and guidelines for effective online teaching as well as a set of instructor skills specific to online learning environments are featured in the volume. Distinguished researchers recount stories from a richly detailed, personal viewpoint on topics such as:*teaching orientations and philosophies;*approaches to learning and instruction;*orientation to and uses of technology;*models and methods of technology-based teaching; and*reflections and self-assessments.This work is appropriate for professors, students, and professional practitioners working in the areas of distance education and educational technology. It is intended as a primary resource in courses on technology integration.Trade Review"Giving practical advice, researched knowledge, and firsthand experience to the online educator, Finding your online voice shows how the teacher-student, one-on-one relationship can be fostered and maintained, even when connected only by keyboards that are many miles apart." – Nancy Berger, Technical Communication, Volume 55, Number 4, November 2008Table of ContentsContents:D.P. Ely, Foreword. J.M. Spector, Preface. J.M. Spector, Competencies for Online Teachers. B. Collis, J. Moonen, The Contributing Student: Philosophy, Technology, and Strategy. J. Visser, Online Learning for Better or for Worse? A Reflective View. S. Naidu, M. Menon, C. Gunawardena, D. Lekamge, S. Karaunanayaka, How Scenario-Based Learning Can Engender Reflective Practice in Distance Education. Z. Berge, Motivate and Manage: Key Activities of Online Instructors. D.K. LaPointe, Pursuing Interaction. L. Visser, Online Teaching Experiences in Higher Education: Obstacles and Opportunities. B. Grabowski, How Does a Teacher Minimize Cost and Maximize Benefits of Online Interactions? W. Savenye, Interaction: The Power and Promise of Active Online Learning. R. Sims, B. Bovard, Using Elaborations of Online Presence to Foster Critical Thinking and Reflection. V.P. Dennen, A Chorus of Online Voices: Reflections on the Future of Online Instruction.
£82.64
