Adult education, continuous learning Books

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.

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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

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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.

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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.

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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.

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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.

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Book SynopsisThis book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization/certification, it adds a much needed teacher perspective.Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of literacy education. Table of ContentsForeword -- Preface -- Acknowledgments -- PART 1 FRAMEWORK AND CONTEXTS -- 1 Exemplary Adult Literacy Educators -- 2 Literacy Acceleration Within Critical Frameworks: An Emergent Framework -- 3 Context: Adult Literacy Education in St. Louis: Window and Mirror -- PART 2 CASES OF ADULT EDUCATION TEACHERS -- 4 Designing Communities of Practice -- 5 Reflexive Teaching -- 6 Cultivating Voice -- 7 Designing Relevant and Engaging Instruction -- PART 3 CAses of ADuLT EDuCATIoN TEACHERS -- 8 Teaching the Codes of Power -- 9 Literacy Education as Activism -- 10 Ethics and English Teaching -- 11 Recognizing and Valuing Multiple Literacies -- PART 4 CASES oF ADuLT EDuCATIoN TEACHERS -- 12 Class Actions -- 13 Disrupting Cultural Models of Education -- 14 Inquiry and Perspective -- 15 The Struggle for Critical Literacy -- PART 5 CoNCLuSIoNS -- 16 Conclusions: Lessons Learned -- Appendix 1: Research Design and Methodology: Eliciting the “Wisdom of Practice” -- Appendix 2: Nomination Letter -- Appendix 3: Interview Protocol -- Appendix 4: Glossary of Terms and People -- Appendix 5: Adult Literacy Education Resources -- References -- Index

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

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

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Book SynopsisCatherine Kell is Associate Professor in the School of Education at the University of Cape Town, South Africa, and was Director of the School of Education from 2017 to 2020. She has taught in the field of language and literacy studies for over three decades in South Africa and New Zealand, with a brief spell in Tanzania. Anna Robinson-Pant is Professor of Education at the School of Education and Lifelong Learning, University of East Anglia, UK. She holds the UNESCO Chair in Adult Literacy and Learning for Social Transformation.

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

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

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Book SynopsisWhile knowledge can be liberating, what counts as knowledge is contestable. Drawing on her experience in adult education, and research, the author mounts a radical challenge to the orthodoxies in adult learning and continuing education and proposes a programme of research, geared to articulating urgent problems with people other than academics.

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Book SynopsisI have no hesitation in recommending this book as essential reading for all career development professionals.' Claire Johnson, CDI Head of Professional Development and Standards, RCDP and CDI, ICCI and NICEC FellowUnlock the potential of career development theories to conquer key career challenges.Career development theories are plentiful, but most resources focus heavily on academic concepts, leaving many career professionals unsure of how to implement them effectively. Renowned expert Julia Yates offers another approach: real progress comes from applying these theories in small, practical ways to everyday professional scenarios.In this comprehensive handbook, Yates demystifies over twenty essential career development theories. With clear explanations, she categorises these theories and pinpoints which ones are best suited for different clients and contexts. Delving into real-world applications, you''ll find inspiring stories of successful practitioners and students who have transformed their practices.This definitive guide offers: Theories in practice:?each chapter connects common challenges to key theories with actionable strategies and tools User-friendly content: written in a clear, accessible format and illustrated throughout to support different learning styles Real-life insights: includes case studies from career professionals about their experiences of using career theories in everyday practice Professional standards:?closely aligned with industry training benchmarks for career professionals. Whether you are a student embarking on your career development training or an experienced careers professional seeking fresh perspectives, this is an indispensable introduction to the advantages of using career development theories in your everyday practice.

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Book Synopsis'Please, can we play games now?' is a frequent plea in the early childhood classroom. Children explore and relate to their world through play, and something magical happens when a caring adult dons the cloak of playful lightheartedness. A regular offering of appropriate games in the early childhood curriculum can create a powerful atmosphere for healthy development. Between teacher and children a safe harbor springs up -- a place where trust, interest, joy, and an enthusiasm for learning are kindled. Rudolf Steiner expressed many times that children thrive in an atmosphere of joy, warmth, and love. He also stressed the importance of imitation in early childhood. The Waldorf early childhood classroom strives to be a place where children want to follow their teacher’s worthy example. This book is a wonderful collection of traditional and original verses, songs and games from the author's forty years of experience in early childhood education. Perfect for circle time or home play, these games will nourish children's body, soul and spirit.Trade Review'As you make your way through the pages of this book, may you enjoy your own personal harvest of food for the young child's body, soul, and spirit. Perhaps for you, too!'-- Kindling

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Book SynopsisC'est dans un même mouvement que se mettent en place, en Suisse comme dans maints Etats occidentaux, les systèmes scolaires modernes, un réseau dense de professionnels de l'éducation et un nouveau champ disciplinaire ayant pour objet les phénomènes éducatifs. Alors que le paysage des hautes écoles se redéfinit et que les sciences sociales s'institutionnalisent, on assiste au tournant des 19e et 20e siècles, à l'émergence des sciences de l'éducation comme nouvelle discipline académique. Elles conquièrent non sans controverses leurs assises universitaires durant le 20e siècle, moyennant cours, diplômes, chaires, laboratoires, instituts, réseaux de communication. Fondé sur l'analyse de volumineuses archives, cet ouvrage, pionnier en la matière, retrace les premiers développements des sciences de l'éducation dans tous les sites significatifs helvétiques. A la confluence de traditions académiques diverses, la Suisse constitue un laboratoire pour dégager des configurations contrastées en fonction des contextes historiques et culturels. L'enquête met en évidence les puissantes tensions qui accompagnent l'institutionnalisation de cette discipline constitutivement pluridisciplinaire: entre professions éducatives et champ disciplinaire, entre militance réformiste et engagement scientifique, entre inscriptions locales et visées internationales sinon universalisantes. Champ disciplinaire indiscipliné, les sciences de l'éducation constituent un prototype à travers lequel peuvent s'étudier à la loupe des modalités de production de connaissances en osmose avec le contexte social dans lequel il s'inscrit et qu'il influence.

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Book SynopsisIn diesem Buch thematisieren die Beitragenden Gesellschaft als zentrale Referenz aktueller Coaching-Entwicklungen und präsentieren Coaching-Praxisfelder als individuelle Antworten auf gesellschaftliche Herausforderungen. Professionelles Coaching als Format der Förderung von Selbststeuerung wird damit in den Kontext gesamtgesellschaftlicher Ansprüche (steigende Flexibilitäts-, Produktivitäts- und Leistungsansprüche) gestellt. Insgesamt über 40 wissenschaftliche und praxisnahe Beiträge renommierter deutsch- und englischsprachiger AutorInnen bilden die Grundlage dieses Sammelbands.Table of ContentsCoaching und Gesellschaft.- Coaching und Praxisfelder als Antworten auf gesellschaftliche Entwicklungen.- Übergreifende, gesellschaftlich geprägte Entwicklungen im Coaching.

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Book SynopsisThe increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.Table of ContentsEditorial and Introduction to the VolumeEditorial: Vocational Education and Training in the Age of Digitization - Challenges and Opportunities (Eveline Wuttke, Jürgen Seifried, and Helmut M. Niegemann)1 Introduction - A Look Back Ahead (Helmut M. Niegemann)Section I: Vocational Education and Training in the Age of Digitization2 The Impact of Learning Factories on Multidisciplinary Digital Competencies (Michael J. J. Roll & Dirk Ifenthaler)3 Competence Development with Digital Learning Stations in VET in the Crafts Sector (Mareike Schmidt, Alina Makhkamova, Jan Spilski, Matthias Berg, MartinPietschmann, Jan-Philipp Exner, Daniel Rugel, & Thomas Lachmann)4 Tablet PCs in Economics Classes—An Empirical Study on Motivational Experiences and Cognitive Load (Christin Siegfried & Rico Hermkes)5 Gamification. A Novel Didactical Approach for 21st Century Learning (Silke Fischer & Antje Barabasch)Section II: Teacher Education and Professional Competence of Teachers in the Age of Digitization6 Development of a Video-based Test Instrument for the Assessment of Professional Competence in the Vocational Teacher Training Course (Andrea Faath-Becker & Felix Walker)7 Assessing Professional Knowledge of Teachers at Vocational Schools—Using the Example of a Professional Development for Automation and Digitized Production (Pia Schäfer, Nico Link & Felix Walker)Section III: Workplace Learning in the Age of Digitization8 Digital Competences in the Workplace: Theory, Terminology, and Training (Henrike Peiffer, Isabelle Schmidt, Thomas Ellwart & Anna-Sophie Ulfert)9 Microlearning via Smartphones in VET for Professional Drivers: The Case of Securing Cargo for International Transport (Andreas Korbach & Helmut M. Niegemann)Section IV: Higher Education in the Age of Digitization10 Openness in MOOCs for Training and Professional Development— An Exploration of Entry and Participation Barriers (Kristina Kögler, Marc Egloffstein, & Brigitte Schönberger)11 The High School Career Academy as a Model for Promoting Technological Preparation: Promising Practices and Challenges in the United States (M. Hernandez-Ganter & Edward C. Fletcher)Conclusions and Outlook12 Developing a Skillful and Adaptable Workforce: Reappraising Curriculum and Pedagogies for Vocational Education (Stephen Billett)Authors

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Book SynopsisThis ethnographic case study provides a personal view of a maquiladora worker’s struggles with factory labor conditions, poverty, and violence as she journeys toward education, financial opportunity, and, ultimately, empowerment.Table of Contents Acknowledgments Introduction Chapter 1: Meeting Anay Chapter 2: Childhood in Southern Mexico Chapter 3: Rural School in Southern Mexico Chapter 4: Ofelia and the Move to Ciudad Juárez Chapter 5: School in Ciudad Juárez Chapter 6: Maquiladoras and Violence Chapter 7: Leaving Ciudad Juárez Chapter 8: The Missionary and the Beauty School Epilogue Notes Works Cited Index

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Book SynopsisThis ethnographic case study provides a personal view of a maquiladora worker’s struggles with factory labor conditions, poverty, and violence as she journeys toward education, financial opportunity, and, ultimately, empowerment.Table of Contents Acknowledgments Introduction Chapter 1: Meeting Anay Chapter 2: Childhood in Southern Mexico Chapter 3: Rural School in Southern Mexico Chapter 4: Ofelia and the Move to Ciudad Juárez Chapter 5: School in Ciudad Juárez Chapter 6: Maquiladoras and Violence Chapter 7: Leaving Ciudad Juárez Chapter 8: The Missionary and the Beauty School Epilogue Notes Works Cited Index

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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.

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