Adult education, continuous learning Books

Book SynopsisFor over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations' agenda over the years have been world peace, economic justice, addressing the needs of the world's most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education's critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.

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Book SynopsisTrauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma.Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.

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Book SynopsisTrauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma.Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.

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Book SynopsisNavigating Complexities in Leadership: Moving Towards Critical Hope emerged in response to the confluence of complexities experienced by leadership educators and practitioners amidst global pandemics. It is a guide for those seeking to learn through critical perspectives, and seek more agile, responsive tools for navigating complexity, change, and disruption. The audience for the book ranges from new and entry-level leadership educators to senior scholars in higher education.This book frames leadership learning and development as a process of adaptive action in complex systems. It brings to light patterns of complexity in current times through the lens of educators and practitioners in higher education. Readers are invited to actively engage with the text from an inquiry stance. Through curiosity, shared exploration, self-reflection we hope readers will discover patterns and insight that resonate and challenge their own experiences, find energy to engage the complexities being faced, and build adaptive capacity to live, work, teach, and lead in critical hope and possibility. The book concludes with questions and considerations that allow educators and practitioners to reflect on their own roles and contexts and move towards critical hope in navigating the complexities we will continue to face.

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Book SynopsisNavigating Complexities in Leadership: Moving Towards Critical Hope emerged in response to the confluence of complexities experienced by leadership educators and practitioners amidst global pandemics. It is a guide for those seeking to learn through critical perspectives, and seek more agile, responsive tools for navigating complexity, change, and disruption. The audience for the book ranges from new and entry-level leadership educators to senior scholars in higher education.This book frames leadership learning and development as a process of adaptive action in complex systems. It brings to light patterns of complexity in current times through the lens of educators and practitioners in higher education. Readers are invited to actively engage with the text from an inquiry stance. Through curiosity, shared exploration, self-reflection we hope readers will discover patterns and insight that resonate and challenge their own experiences, find energy to engage the complexities being faced, and build adaptive capacity to live, work, teach, and lead in critical hope and possibility. The book concludes with questions and considerations that allow educators and practitioners to reflect on their own roles and contexts and move towards critical hope in navigating the complexities we will continue to face.

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Book SynopsisThis volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides valuable sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators and students will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisThis volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides valuable sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators and students will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisFormer First Lady, Michelle Obama believes that every individual should have some type of postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Better Make Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, & Hanson, 2015). Acquiring a college degree can lead to employment opportunities and is considered an asset in the U.S. economy (Washington, 2010). However, certain populations encounter barriers to attaining an education, particularly a postsecondary education, leading to a disparity in receiving the aforementioned benefits. Some of these populations include African American students, LGBTQ students, and students with disabilities. There is a dearth of information and research on providing guidance on implementation, research, and best practices in equity-based career development, college readiness, and successful postsecondary transitions for minoritized, at risk, or vulnerable populations.The editors of this volume invited authors with research and practice expertise around various student populations in preparing them for college and career readiness as well as postsecondary transitions. This book is the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. Further, this text serves as a call to action to ensure the United States' most vulnerable populations has an opportunity to successfully transition into multiple postsecondary options after high school.

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Book SynopsisNational and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs. These recommendations include specific efforts to increase the duration, diversity, and quality of experiences that teacher candidates engage in during their time in P-12 schools while earning their teaching license.This book includes a robust set of chapters that include conceptual, theoretical, and empirical chapters related to innovative approaches in clinical practice in educator preparation. Authors include teacher educators from around the United States and Canada from a variety of types of higher education institutions. The book provides readers with examples, evidence, and ideas to thoughtfully consider their future direction in examining, planning, and implementing clinical practice experiences for teacher candidates.

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Book SynopsisNational and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs. These recommendations include specific efforts to increase the duration, diversity, and quality of experiences that teacher candidates engage in during their time in P-12 schools while earning their teaching license.This book includes a robust set of chapters that include conceptual, theoretical, and empirical chapters related to innovative approaches in clinical practice in educator preparation. Authors include teacher educators from around the United States and Canada from a variety of types of higher education institutions. The book provides readers with examples, evidence, and ideas to thoughtfully consider their future direction in examining, planning, and implementing clinical practice experiences for teacher candidates.

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Book SynopsisThis book is intended to be sort of a Chicken Soup for the educational academic's soul. But, in the spirit of the annual meeting of the American Educational Research Association (AERA), this book is more of a Bloody Mary for the AERA attendee's soul. As you likely know, one of the many suggested cures for a hangover is a Bloody Mary (it may not cure the hangover and could make it worse – but it seems like a good idea). The AERA conference experience for the uninformed amateur is similar to a hangover – symptoms may include confusion, nausea, headache, fatigue, etc., but without the alcohol. This book has two goals. One is to help you to get more out of the annual experience most of us refer to simply as "AERA," and less of the negative experiences. The second is to help the beginning academic to avoid the pitfalls the author has experienced and hopefully be more successful. To do this, chapters go back and forth between telling an academic story and providing academic advice.

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Book SynopsisThis book is intended to be sort of a Chicken Soup for the educational academic's soul. But, in the spirit of the annual meeting of the American Educational Research Association (AERA), this book is more of a Bloody Mary for the AERA attendee's soul. As you likely know, one of the many suggested cures for a hangover is a Bloody Mary (it may not cure the hangover and could make it worse – but it seems like a good idea). The AERA conference experience for the uninformed amateur is similar to a hangover – symptoms may include confusion, nausea, headache, fatigue, etc., but without the alcohol. This book has two goals. One is to help you to get more out of the annual experience most of us refer to simply as "AERA," and less of the negative experiences. The second is to help the beginning academic to avoid the pitfalls the author has experienced and hopefully be more successful. To do this, chapters go back and forth between telling an academic story and providing academic advice.

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Book SynopsisFrom a field developed out of the need to train military personnel at scale to its current role in enabling virtual learning and training experiences, instructional design has developed into a complex, multifaceted discipline. The modern instructional design process goes by many names (e.g., learning experience design, learning engineering, training and development, organizational development) and continues to adapt with continual changes in society and skill development needs. From mobile to remote learning as well as online and traditional classrooms, instructional designers are faced with meeting the learner where they are to design authentic and engaging learning experiences. Additionally, learning development needs have expanded outside of formal learning into professional development, on the job training, and continuous learning.Table of Contents Foreword - Luke Hobson Introduction - Kathryn A. Wolfe-Burleson, Josh Herron, and Wanda V. Chaves SECTION I: CURRENT TOPICS Introduction A Case Study in Connecting Students and Learning in a Pandemic Era: Enhancing Student Engagement and Persistence - Melanie Morgan Jackson Navigating Buy-In: Implementing a University-Wide Accessibility Initiative - Amy Ostrom and Jeremy Dickerson SECTION II: K–12 EDUCATION Introduction The Making of Makerspaces in the Elementary Classroom - Maghan Evans Churchill Bringing Instructional Design and Educational Technology to K–12 - Kathryn A. Wolfe-Burleson SECTION III: HIGHER EDUCATION Introduction Team-Based Design: A Case Study - Gary Chinn, Kate Miffitt, and Katrina Wehr Is Pedagogy as Important as We Think - JeVaughn Lancaster SECTION IV: BUSINESS Introduction Development Rich-Time Poor: How Game Based Developmental Experiences Provide Impactful Performance Interventions for Corporate Learners - Allyson L. Copeland, Madhura Sarkar, Brooke B. Saldivar, and Elaine C. Tricoli Changing Processes, Changing Minds: Achieving Radical Results in Manufacturing - Ed Cucinelli and Wanda V. Chaves A University Partnership to Develop a Family-Owned Enterprise Training Program - Josh Herron, Andria Carpenter, and Scott Whitaker SECTION V: ENTERTAINMENT Introduction The Creation of Cirque du Soleil's Acro-Artistic Training Program - Caitlan Maggs, Bernard Petiot, and Wanda V. Chaves Building Multicultural Strength to Enhance Customer and Employee Experience - Angie Sola and Wanda V. Chaves SECTION VI: HEALTHCARE Introduction Urgent Medical Training During the COVID-19 Pandemic - Natalie Budesa Implementation of EHR in an Ophthalmic/Optometric Office - LaToya C. Ligon About the Authors

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Book SynopsisFrom a field developed out of the need to train military personnel at scale to its current role in enabling virtual learning and training experiences, instructional design has developed into a complex, multifaceted discipline. The modern instructional design process goes by many names (e.g., learning experience design, learning engineering, training and development, organizational development) and continues to adapt with continual changes in society and skill development needs. From mobile to remote learning as well as online and traditional classrooms, instructional designers are faced with meeting the learner where they are to design authentic and engaging learning experiences. Additionally, learning development needs have expanded outside of formal learning into professional development, on the job training, and continuous learning.Table of Contents Foreword - Luke Hobson Introduction - Kathryn A. Wolfe-Burleson, Josh Herron, and Wanda V. Chaves SECTION I: CURRENT TOPICS Introduction A Case Study in Connecting Students and Learning in a Pandemic Era: Enhancing Student Engagement and Persistence - Melanie Morgan Jackson Navigating Buy-In: Implementing a University-Wide Accessibility Initiative - Amy Ostrom and Jeremy Dickerson SECTION II: K–12 EDUCATION Introduction The Making of Makerspaces in the Elementary Classroom - Maghan Evans Churchill Bringing Instructional Design and Educational Technology to K–12 - Kathryn A. Wolfe-Burleson SECTION III: HIGHER EDUCATION Introduction Team-Based Design: A Case Study - Gary Chinn, Kate Miffitt, and Katrina Wehr Is Pedagogy as Important as We Think - JeVaughn Lancaster SECTION IV: BUSINESS Introduction Development Rich-Time Poor: How Game Based Developmental Experiences Provide Impactful Performance Interventions for Corporate Learners - Allyson L. Copeland, Madhura Sarkar, Brooke B. Saldivar, and Elaine C. Tricoli Changing Processes, Changing Minds: Achieving Radical Results in Manufacturing - Ed Cucinelli and Wanda V. Chaves A University Partnership to Develop a Family-Owned Enterprise Training Program - Josh Herron, Andria Carpenter, and Scott Whitaker SECTION V: ENTERTAINMENT Introduction The Creation of Cirque du Soleil's Acro-Artistic Training Program - Caitlan Maggs, Bernard Petiot, and Wanda V. Chaves Building Multicultural Strength to Enhance Customer and Employee Experience - Angie Sola and Wanda V. Chaves SECTION VI: HEALTHCARE Introduction Urgent Medical Training During the COVID-19 Pandemic - Natalie Budesa Implementation of EHR in an Ophthalmic/Optometric Office - LaToya C. Ligon About the Authors

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Book SynopsisService Learning: An Agent for Social Change discusses personal, social, academic, and career-related impact of service-learning as an instructional method is well documented. This book contributes to the literature by providing access to examples of the service-learning process; the nuances of its implementation; and qualitative evaluation of what works, from the students' perspective. It can serve as a resource for educators, advocacy groups, community organizers, and other students interested in engaging in social action. The work reports on the process and outcomes of service-learning projects implemented in a higher education setting on topics of domestic violence and youth violence; provides an alternative service-learning approach for non-traditional college settings; and discusses new directions in service-learning project development including web-based and grade school programming and asset-based community development.

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Book SynopsisMentoring in Formal and Informal Contexts is a collection of invited works on mentoring in the many contexts in which it exists. Working with AHEA, the editors identified authors that have demonstrated experience and/or have published in this area. The book is arranged thematically (health care, education, the workplace, etc.) and further sub-themed as appropriate. Mentoring in Formal and Informal Contexts is important because it fills a unique niche in the field of adult education, extends the scope of AHEA to a larger audience, and offers a current volume for scholars and practitioners based on both research and practice-based research. The audience: This collection is appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult education.

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Book SynopsisCoaching between educators is one of the best ways to improve outcomes for all learners—but coaches rarely get formal preparation for mastering this important role. Give coaches the expert support they need with this essential new resource, a comprehensive guide to what effective coaching looks like across the PreK-12 grade span and how to conduct powerful coaching cycles with teachers and teams. With a focus on improved practice for coaches and big-picture systems change, the authors combine relevant research with hands-on guidance and resources for planning, conducting, and reflecting on the quality of coaching when working with individual teachers or leadership teams. Readers will start with foundational information on coaching goals, activities, and challenges; a synthesis of research on coaching practices that work with teachers and teams; and guidance on applying systems-level change principles to the coaching process. Then they’ll get strategies and resources to help them implement the key features of an effective coaching framework (see below). Vivid examples show what successful coaching looks like at different grade levels, and 30 downloadable tools help coaches take confident action, reflect on their practices, and continuously improve. A must-have professional reference for coaches, educator teams, and administrators, this book is the key to conducting powerful coaching sessions that lead to better outcomes for every student. Implement an effective coaching framework through: Alliance building: Take an intentional approach to developing an equitable, mutually beneficial partnership with a shared purpose. Observing: Watch the teacher or team in action, gather simple data, and use the data to construct feedback and encourage reflection. Modeling: Demonstrate to coachees how to use a specific teaching or teaming practice. Providing performance feedback: Share your feedback so that coachees have concrete, actionable data that helps them reflect on their practices and advance their goals. Includes 30 coaching tools: Coaching Protocols Reflecting on My Coaching Role Coaching Compact Readiness Assessment Understanding System Challenges Conducting Plan-Do-Study-Act Cycles Alliance Assessment Tips for Networking Teachers and Teams Coaching Implementation Checklist Calculating the Fiscal Costs of Coaching Coaching Self-Assessment and more! Table of Contents About the Downloads About the Authors Introduction Section I: Introduction and Core Concepts Chapter 1: Making the Case for Coaching: From an Historical to a Contemporary View Chapter 2: Coaching Goals, Activities, and Common Challenges Chapter 3: Effective Coaching Practices: A Synthesis of Research Chapter 4: Applying Systems Level Change Principles to the Coaching Process Section II: Strategies and Resources for More Effective Coaching Chapter 5: Building Alliance: Laying the Foundation for Effective Coaching Chapter 6: Moving Beyond Alliance: Conducting Cycles of Observation, Modeling, and Providing Performance Feedback Chapter 7: Facing the Complexities of Change: Resources and Tools to Enhance Forward Movement Chapter 8: Let’s Make It Real: Applying Coaching to Critical Issues Section III. Implementing an Effective Coaching Framework Chapter 9: Coaching that Sticks: Resources and Tools Appendices Index

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Book SynopsisCoaching is one of the best ways to enhance the skills of early childhood practitioners and ensure high‐quality learning experiences for young children with and without disabilities. With this authoritative professional learning resource, educators and early interventionists will learn how to use coaching and consultation methods to support inclusion and ensure the best outcomes for all children from birth to five.Written by two experts on early childhood intervention and special education, this book introduces multiple models of professional collaboration and offers in‐depth guidance on how to implement an effective consultation/coaching model in early childhood settings. From big‐picture considerations to small logistical details, professionals will master the entire process of creating, maintaining, and evaluating a successful coaching relationship. In each chapter, case examples, discussion questions, chapter summaries, and group activities reinforce key points and encourage reflection.An essential professional resource and an ideal textbook for courses on consultation and coaching, this comprehensive guide will help early childhood practitioners work together to improve educational and developmental outcomes for all young children.DISCOVER HOW TO: Establish ground rules and objectives for coaching Build rapport and strong communication skills within a coaching relationship Systematically gather information about the child, teacher, and learning environment to inform coaching practices Work together to set and prioritize intervention goals for children Create and implement an action plan that addresses intervention goals Deliver effective performance feedback Evaluate the success of both the coaching plan and the partnership Use current technology to harness the benefits of tele‐intervention, mobile coaching, and remote consultation PRACTICAL MATERIALS: Support successful coaching and consultation with more than 25 reproducible downloads, including data collection forms, action plans, a planning matrix, self‐assessments, and coaching session sample logs. Instructors will also find downloadable PowerPoint presentations aligned to each chapter.Table of Contents About the Downloads About the Authors Preface Chapter 1: Introduction to Models of Professional Collaboration  Learning Objectives  New Roles and Responsibilities for Early Childhood Professionals  Models of Professional Collaboration: Promising Practices to Support Professional Learning  Models of Coaching and Consultation in Early Care and Education  Models of Consultation  Overview of Origin and Scope of Consultation in Early Childhood Intervention  Research on the Efficacy of Behavioral Consultation and Coaching  Consultation/Coaching in Early Childhood: A Professional Collaboration Model  Determining the Goals and Purpose of Consultation/Coaching  Who Provides Consultation/Coaching in Early Childhood Settings?  Research on How Consultation or Coaching is Used in Early Education and Intervention  Summary  Discussion Questions  Case Study Activities Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching  Learning Objectives  Introduction: Establishing the Ground Rules for Coaching  Why Are Requests for Coaching Services Initiated  Establishing Objectives Before Initiating Coaching Services  Creating an Agreement for Coaching Services  Key Elements in an Agreement for Coaching Services  What Details Should Be Addressed in an Agreement for Coaching Services?  Benefits of a Formal Agreement for Coaching Services  Caveats Related to On‐Line and E‐Communications  Summary  Discussion Questions  Case Study Activities Chapter 3: Building Rapport in a Coaching Relationship  Learning Objectives  Introduction: The Nature of a Coaching Partnership  Initiating a Coaching Partnership  The Role of Rapport in Building a Coaching Partnership  Building and Sustaining Rapport: Recommendations for Coaches  Use of Interpersonal Communication Skills in Establishing and Building Rapport  Non‐Verbal Communication Skills Linked to Building Rapport  Verbal Communication Skills Linked to Building Rapport  Use of Different Forms of Questioning in Communicating with a Partner  Common Mistakes in Interpersonal Communication  The Role of Social Power and Influence in Coaching Partnerships  Perspectives and Interests of the Coach and Partner in a Coaching Relationship  Factors that May Contribute to the Success or Failure of a Coaching Partnership  Summary  Discussion Questions  Case Study Activities Chapter 4: Observation and Information Gathering  Learning Objectives  Introduction: Observation and Information Gathering  Getting to Know the Learning Enviornment  Assessing the Teaching Skills of Early Childhood Educators  Assessing the Program's Climate or Culture  Teddy, Alexis, Brittany, and Shelly  Summary  Discussion Questions  Case Study Activities Chapter 5: Implementing the Plan  Learning Objectives  Setting a Goal  Reviewing Assessment Information  Triaging or Prioritizing Targets for Intervention  Reaching Consensus and Moving Forward: Planning for Action  Selecting Strategies to Address the Issue  Choosing Child‐Focused Intervention Strategies  Choosing Evidence‐Based Strategies that Promote Adult Learning  Creating an Action Plan  Supports for Implementation  Curriculum Planning Matrices  Observation and Data Collection  Performance Feedback  Ways to Share Performance Feedback  Challenges to Implemtnation  Summary  Discussion Questions  Case Study Activities Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership  Learning Objectives  Introduction: Evaluation of Coaching Partnerships  The Relationship Between Coaching Context and Evaluation  Use of Common Coaching Tools in Evaluating a Coaching Partnership  Evaluating the Process and Outcome of a Coaching Partnership  Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership  Summary  Discussion Questions  Case Study Activities Chapter 7: Behind the Scenes in the Coaching Model  Learning Objectives  Introduction  The Role of Logistics in Supporting Effective Coaching: An Overview  Key Elements in a Coaching Partnership  Considerations in Assigning Coaching Personnel  The Expertise Model of Caseload Allocation  Cultural Competence in Assigning Caseloads  Enrollment of Children with Special Needs in Selected Programs  Assigning Caseloads: Striking a Balance  Supporting Coaching Services: Creating Office Space at Host Sites  Professional Preperation and Learning for Coaches: Building Capactiy  Key Elements in a Coaching Partnership: Personal and Professional Organization  Challenges in Adopting or Expanding Coaching Services  Summary  Discussion Questions  Case Study Activities Chapter 8: Coaching and Consultation in a Virtual World  Learning Objectives  Introduction  Building Effective Professional Relationships Virtually  Sharing Information Virtually  Creating Virtual Repositories of Resources  Capitalizing on the Benefits of Could‐Based Systems  Silver Linings  Virtual Coaching  Lessons Learned from Early Intervention Tele‐Intervention  Summary  Discussion Questions  Case Study Activities Index

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Book SynopsisLooking for the most effective way to ensure coordinated, family‐centred services for young children and families? Get the second edition of this complete guide to the primary service provider (PSP) approach to teaming, the widely used, evidence‐based model that makes one team member the consistent point of contact with a family. Now updated and aligned with the second edition of Rush and Shelden's The Early Childhood Coaching Handbook, this practical guide is your blueprint for better, more responsive care and services—and better outcomes for young children and families.DISCOVER HOW TO:Fully introduce families to the procedures and practices of the PSP approach.Select the most appropriate primary service provider for each family.Gather information, conduct evaluation and assessment, and write functional IFSP outcomes.Adopt a flexible, activity‐based approach to scheduling that promotes child learning and development.Establish a cohesive team that collaborates effectively.Coordinate joint visits with other service providers.Conduct successful, efficient team meetings to share expertise and resources.PRACTICAL FEATURES: Realistic case studies and transcripts from team communications give you vivid demonstrations of best practices, and more than 20 reproducible forms, tools, and checklists guide your team every step of the way as you implement the PSP approach.WHAT'S NEW:Alignment with DEC Recommended Practices ‐ Alignment with the second edition of The Early Childhood Coaching Handbook ‐ New Scenario Index and new Tool Index for easier navigation ‐ Updated section of Frequently Asked Questions ‐ Updated references.Table of Contents About the Downloads About the Authors Preface Acknowledgements Chapter 1 Introduction to a Primary Service Provider Approach to Teaming  Appendix 1A: Role Expectation Checklists  Appendix 1B: Role Expectation Checklists—Administrator's Guide Chapter 2 Research Foundations of a Primary Service Provider Approach to Teaming  Appendix 2A: A Pilot Study of the Use og Geographically Based Early Intervention Teams Using a Primary Service Provider Approach to Teaming  Appendix 2B: A Pilot Study of the Characteristics of Effective Team Meetings When Using a Primary Service Provider Approach to Teaming  Appendix 2C: Checklists for Implementing a Primary Service Provider Approach to Teaming Chapter 3 Preparing for a Team‐Based Approach Chapter 4 Steps in Early Intervention: Gathering Information, Evaluation, Assessment, and IFSP Development  Appendix 4A: PSP Teaming Process ‐ Initial Referral to IFSP Process  Appendix 4B: Checklists for Developing Participation‐Based Individualized Family Service Plan (IFSP) Outcome Statements Chapter 5 Using a Primary Service Provider: Putting the Approach into Action  Appendix 5A: Primary Service Provider Approach to Teaming Fact Sheet  Appendix 5B: Sample Early Intervention Program Brochure  Appendix 5C: Early Childhood Intervention Physician's Progress Report  Appendix 5D: Completed Early Childhood Intervention Physician's Progress Report  Appendix 5E: Worksheet for Selecting the Most Likely Primary Service Provider  Appendix 5F: Mitchell Family Case Study  Appendix 5G: Sample Workload Activity List for Tina, an Occupational Therapist  Appendix 5H: Tina's Schedule for the Current Month Chapter 6 Coordinating Joint Visits  Appendix 6A: Joint Visit Planning Tool Chapter 7 Conducting Team Meetings  Appendix 7A: Guidelines for the Role of the Facilitator in the Team Meeting  Appendix 7B: Guidelines for Presenting Information in the Team Meeting  Appendix 7C: Guidelines for How to Provide Coaching in the Team Meeting  Appendix 7D: Checklist for Selecting a Primary Service Provider Approach to Teaming Meeting Facilitator  Appendix 7E: At‐a‐Glance Primary Service Provider Team Meeting Facilitation  Appendix 7F: Primary Service Provider Approach to Teaming Worksheet for Selecting the Most Likely Primary Service Provider  Appendix 7G: Guidelines for Agenda Building for the Team Meeting  Appendix 7H: Team Meeting Agenda  Appendix 7I: Individual Family Staffing Report Chapter 8 The Future of the Primary Service Provider Approach to Teaming in Early Childhood Intervention References Index

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Book SynopsisDistance education services are an effective way to meet the needs of students with disabilities, but few special educators get the preparation they need to conduct high-quality instruction remotely. All the fundamentals are in this one-of-a-kind guide, the first dedicated book on distance learning for special educators.With contributions from more than 35 experienced educators, this guide covers all types of distance learning from Grades PreK through 12—both real-time and asynchronous, from higher-tech online teaching to instruction with prepared materials. Special educators will get foundational knowledge on the principles and recommended practices of virtual learning, and then discover specific strategies for delivering behavioral, academic, and social supports at a distance. Up-to-date research blends seamlessly with practical action steps, giving educators a reliable and immediately useful guide to the most successful virtual learning practices. Required reading for both pre- and in-service special education teachers, this timely book clarifies what effective and engaging distance education looks like from preschool through high school—and how to maximize its benefits for students with a wide range of disabilities. LEARN HOW TO: adapt your curriculum and instruction for virtual learning select and use technology to support learners and families make skillful adaptations for students with physical, sensory, and communication challenges teach both reading and STEM skills at a distance respond to challenging behavior and mental health needs in a virtual environment collect student data and monitor IEP objectives meet the needs of culturally and linguistically diverse students plan smooth student transitions at a distance SPECIAL FEATURES: Reinforce and enhance your learning with chapter objectives, case studies, reflection questions, and lists of helpful tools, apps, and resources to explore.Table of Contents About the Downloads About the Editor About the Contributors Author’s Note Acknowledgements Dedication SECTION I: ESSENTIAL PRINCIPLES AND PRACTICES Chapter 1: We Do What We Have to Do! How and Why Distance Education in Special Education Is Evolving Chapter 2: What Does Online Instruction Look Like? Preparation for Distance Education Appendix 2.1 Appendix 2.2 Chapter 3: How Do I Keep My Students Interested Online? How to Conduct Engaging Instruction in an Online Environment Chapter 4: How Is My Student Going to Learn If They Aren’t in School? How to Conduct and Coach Direct Instruction at a Distance Chapter 5: How Can I Track My Student’s Progress If They Aren’t in the Classroom? How to Assess Learning and Collect Student Data at a Distance Chapter 5 Appendix Chapter 6: Which Tools Are Right for Me? How to Select and Use Technology SECTION II: PROVIDING BEHAVIORAL, ACADEMIC, AND SOCIAL SUPPORTS Chapter 7: How Do I Apply Classroom Rules in a Virtual Classroom? The ABCs of Providing Behavioral Support in a Virtual Environment Chapter 8: How Do I Assist My Students at a Distance? How to Use Assistive Technology to Support Learners Chapter 9: How Do I Collaborate on Instruction at a Distance? Using High-Leverage Practices in Special Education to Teach Reading at a Distance Chapter 10: All SySTEMs Go: Teaching STEM Through Nontraditional Instruction Chapter 11: How Does Distance Education Impact Young Learners? How to Work With Young Children at a Distance Chapter 12: We’re All in This Together: Meeting the Needs of Culturally and Linguistically Diverse Learners Chapter 13: How Do We Reach Struggling Students? How Teachers and Counselors Can Respond to Student Mental Health Needs Chapter 14: So, What Comes Next? How to Address Planning Student Transitions at a Distance SECTION III: TEACHER LEADERSHIP Chapter 15: Where Will We Go From Here? Building a Case for Special Education Teacher Leadership in Distance Education Index

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Book SynopsisIn Formative Assessment in the Disciplines, Margaret Heritage and E. Caroline Wylie explore the interconnection of ambitious teaching, formative assessment, and disciplinary knowledge. The authors outline a framework to help teachers develop and extend their proficiency in enacting discipline-based formative assessment practices across the continuum of preservice and professional learning. The book examines the interaction of formative assessment and disciplinary knowledge in mathematics, science, English language arts, and social studies. Through extended, real-life classroom vignettes, the authors argue that formative assessment is not a set of generic practices but rather is embedded in disciplinary learning. The authors illustrate how teachers' knowledge and skills in discipline-based formative assessment can be developed across each phase of professional expertise, from preservice programs through induction to in-service learning opportunities for teachers and teacher leadership. This approach supports the premise that teachers never stop learning and continue to hone their expertise over many years.Formative Assessment in the Disciplines is a valuable tool for those planning professional learning for teachers at any stage including teacher educators, professional learning providers, and teacher leaders.

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Book SynopsisClinical Simulations as Signature Pedagogy explores the use of live-actor simulations as an engaging training tool to better prepare educational professionals for school-wide challenges. In this volume, editors Benjamin H. Dotger and Kelly Chandler-Olcott present a persuasive overview of this effective method of professional development and show how it resonates with other practice-based initiatives.Through original case studies, the book’s contributors demonstrate how live-actor simulations serve as valuable assets in the training of teachers, school counselors, and school leaders. They show how simulations provide a safe shared-learning environment that closely approximates authentic problems of practice while reducing the complexity of the instructional context in manageable ways. The contributors point out how the method standardizes training, ensuring that all candidates have comparable opportunities to practice and master key skills and habits of mind, among other advantages.Each case study showcases a distinct way in which educational simulations have been used to address common issues confronting educators, such as educational equity, community building, and cultural responsiveness. In addition, the cases highlight subject-specific concerns, from fostering inclusivity in physical education to presenting differing approaches to mathematical problems, for which live-actor simulations provide a dynamic learning context.Ultimately, this book illustrates why clinical simulations have emerged as a powerful pedagogical tool that holds promise for the professional preparation and continuing education of educators, counselors, and school leaders.

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Book SynopsisCo-Creating Equitable Teaching and Learning invites readers to help forge a more inclusive and accessible college education by incorporating student voices via pedagogical partnerships.Alison Cook-Sather, a pioneer of this co-creative approach, draws on more than twenty years of experience developing student–teacher partnerships in higher education to offer a wise and generous work that speaks to both students and educators. As her research underscores, a co-creative learning environment, in which relationships and communication between students and teachers are prioritized, benefits the educational experience on many levels.Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. She shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations.Offering actionable guidance, Cook-Sather advocates enacting the following four principles to structure student voice into higher education: embracing a commitment to equity and justice; providing structure rather than prescriptions for engagement; making rather than taking up space; and developing a partnership mindset. She grounds these principles in examples of practices drawn from an undergraduate education course; a faculty development program; and cross-disciplinary, cross-constituency institutional dialogues.This work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. As the author argues, co-creation can be a catalyst for change throughout the system.Trade Review“This book is a must-read for educators ready for the next big step in their teaching and curriculum design.”—Carol A. Hurney, Associate Provost, Faculty Development & Diversity, Colby College “Cook-Sather’s research has been both radically innovative and universally accessible. This new work offers a compelling argument for engaging practices of co-creation to implement a practice of equity and justice in higher education. It is essential reading for instructors, institutional leaders, and staff, as well as students.”—Steven S. Volk, Co-director, Consortium for Teaching and Learning, Great Lakes Colleges Association “In this important book, Cook-Sather uses deep research and personal stories to show that students can—and should—be positioned as partners with faculty, staff, and administrators in co-constructing inclusive teaching and learning. As she demonstrates, student voice is essential to co-creating equity and justice in higher education.”—Peter Felten, Center for Engaged Learning, Elon University, Co-author, Relationship-Rich Education: How Human Connections Drive Success in College “To move the needle in higher education towards more equitable learning environments, we need to use strategies that demonstrate impact. This book highlights the critical importance of integrating student voices, a powerful approach that can lead to transformation at the course through the institutional level.”—Tracie Marcella Addy, Associate Dean of Teaching & Learning, Lafayette College

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Book SynopsisThis practical and forward-focused book presents a framework that uses social infrastructure to produce effective and inclusive professional development options in education.Although technology has increased our capacity for social networking both in the digital space and face-to-face, Kira J. Baker-Doyle contends that most professional development opportunities for educators are still fundamentally asocial. She calls for the adoption of humanizing network practices to create meaningful continuing education experiences that leverage the collective knowledge, expertise, and social capital of educators to spark educational change.Baker-Doyle shows how the critical network literacy (CNL) framework overlays critical theory, multiliteracies theory, and social network theory in a way that encourages critical reflection and collaboration among participants. She draws from sources including empirical studies of teacher educators and teacher activists, meta-analytical studies of social network research in education, and professional experience with collective organizing efforts, to detail the many benefits of cultivating CNL in educational spaces. Baker-Doyle provides evidence of how the framework’s practices and protocols can increase transparency, improve representation, and incorporate affirmation and restoration discourse. Her work demonstrates how CNL helps create environments that honor teachers’ social identities, their social networks, and the broader social context in which they work.This thought-provoking book is filled with exercises that reinforce social competencies, questions that prompt dialogue and understanding, and real-world examples that underscore the framework's relevance to key educational practices. The generous guidance offered in Critical Network Literacy can be used as a launching point to promote innovation and leadership in teaching. Trade ReviewKira Baker-Doyle’s book represents a critical contribution to teacher scholarship and practice. At once highly engaging and deeply theoretical, this book outlines how a critical network literacy framework can support the development of teacher networks in a digital age, offering concrete, actionable suggestions for nurturing critical and sustainable teacher community practices." —Amy Stornaiuolo, associate professor, University of Pennsylvania Graduate School of Education "Critical Network Literacy offers a vital pathway for humanizing, generative approaches to learning in our current moment. Rather than looking toward solutions in a digital cloud or on pixelated screens, Kira Baker-Doyle’s necessary book gently centers the enthusiasm, expertise, and joy of students and teachers." — Antero Garcia, associate professor, Stanford Graduate School of Education

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Book SynopsisShows where and how exemplary teaching is practiced in U.S. higher education and charts a course for cultivating teaching improvement throughout all types of institutions.Great College Teaching highlights where and how exemplary teaching is practiced in U.S. higher education and charts a course for cultivating teaching improvement throughout all types of institutions.As Corbin Campbell reveals in this incisive work, although teaching quality is rarely reflected in college rankings such as those produced by U.S. News and World Report, this metric has implications not only for student outcomes such as subject-matter knowledge and preparation for careers but also for college prestige, educational equity, and even democracy.Campbell draws from a multi-institutional observational study that covered more than 700 higher education courses in a range of contexts, from regional public universities to highly ranked private universities, from small liberal arts colleges to large flagship universities. She examines what each type of institution typically excels at and where they often fall short.In mapping the terrain of teaching quality in higher education today, Campbell parses out the best practices of exemplary teaching institutions, in which evidenced-based practices such as equity-based and culturally relevant teaching support student learning, and teaching-supportive institutions, in which policies and cultures prioritize teaching and promote faculty development.This clear-eyed work provides options for enacting real, sustainable teaching improvements by using individual, collegial, and organizational levers to shift perceptions and priorities around teaching. The actionable practices and policies suggested in Great College Teaching can be adopted by academic leaders, administrators, and faculty developers to improve teaching within a spectrum of academic contexts, across multiple disciplines, and for various course settings.

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Book SynopsisA wealth of practical tools and guidance for rooting out injustice and creating science learning spaces in which students feel valued, safe, and eager to engage.In Growing and Sustaining Student-Centered Science Classrooms, David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating series of real-time classroom scenes demonstrate flexible teaching approaches and instructional pivots that Stroupe calls talk moves and shows how they foster inclusive collaboration and participation to create a more expansive, and better, version of science education.Even as Stroupe champions student-centered science education, he acknowledges that common obstructions to knowledge sharing, or epistemic injustices, can often prevent this student-led ideal from materializing. He calls attention to four types of injustices that frequently stifle student voice and access in science learning communities: testimonial injustice, hermeneutical injustice, intrapersonal injustice, and hierarchical injustice. Recounting real-life examples of these individual and systemic injustices, Stroupe gives educators the tools to both identify and eradicate them.This thought-provoking book sets forth ambitious tactics for educators to audit assumptions and biases in science, promote student agency, and conduct action research to document change. Using Stroupe's accessible methods, teachers, teacher educators, and administrators can design immediate and long-term efforts to disrupt injustices in STEM classroom communities and support student learning.

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Book SynopsisA toolkit of strategies for postsecondary instructors to use to cultivate safe, inclusive learning spaces and improve teaching.Based on work conducted through the Instructional Moves project at Harvard University, Instructional Moves for Powerful Teaching in Higher Education outlines the many ways in which good college and graduate school teaching is rooted in deliberate pedagogical choices that support active learning. Jeremy T. Murphy and Meira Levinson distill good instruction to its essential components, analyzing the careful steps successful instructors take to create learning spaces that encourage all students to do ambitious work.Profiling professors in a range of contexts and disciplines, Murphy and Levinson take readers on deep dives into individual instructors’ teaching methods in actual classrooms. Each real-world example is accompanied by a set of practical action points that can be adopted by both new and experienced instructors, communities of practice, and educational developers and coaches.Collectively, the examples underscore how students with differing abilities, diverse identities, and disparate worldviews can all benefit from student-centered learning environments, in which collaboration is valued and students are afforded opportunities to apply what they have learned. Murphy and Levinson spotlight inclusive instructional moves such as community-building exercises, interactive lectures, and discussion facilitation that nurture a sense of belonging and encourage student engagement in both in-person and online settings. They also explore the benefits of innovative teaching formats such as flipped classrooms, simulations, and virtual learning. Instructional Moves for Powerful Teaching in Higher Education illustrates how pedagogical shifts small and large can improve college teaching powerfully.Trade Review“This book makes college teaching more public by opening select classrooms for an in-depth look at research-based practices that promote learning. Discipline-spanning approaches are paired with reflections and resources to give readers a sense of having an enlightening conversation with instructors who share common goals. Instructional Moves is a fresh addition to my go-to list of excellent books on teaching.”—Jenny Frederick, associate provost for academic initiatives and executive director of the Poorvu Center for Teaching and Learning, Yale University"Essential reading for every higher education instructor, who will find actionable advice on every page. Each new teaching approach is illustrated with vivid case studies from real classrooms and backed by findings from education research. From large lecture halls to small seminars, this inspiring book can help every instructor improve their teaching."—Justin Reich, associate professor and director of Teaching Systems Lab, MIT"A convincing case for adopting equitable, evidence-based teaching approaches that spark deep learning across disciplines. The mix of up-to-date research findings and richly textured examples of faculty practice is particularly powerful. This highly readable book will be a valuable resource for instructors as well as educational developers."—Matt Kaplan, executive director, Center for Research on Learning and Teaching, University of Michigan

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Book SynopsisA revolutionary framework for preservice teacher learning centered on justice-focused coaching that encourages culturally responsive practice and disrupts systems of oppression.In Coaching in Communities, researcher Melissa Mosley Wetzel, along with her coauthors, distills the lessons of an eight-year study into a transformative educator training model, Coaching with CARE (an acronym for critical and content-focused, appreciative, reflective, and experiential). She demonstrates how effective, contextual teacher training can be a cornerstone of educational justice, which occurs when all learners are supported to be successful in school and when schools expand notions of success to include diverse ways of life and learning.Wetzel shows how this new framework, which draws from behavioral, cognitive, humanistic, and critical models of coaching, can be used in professional and informal learning contexts, and in dialogue with families and communities, to upend the status quo, break down the expert-novice distinction, and cultivate just forms of practice. As Wetzel notes, the work of justice is collaborative, sustained engagement in resistance to marginalization, racism, and other inequities.Coaching in Communities presents a set of tools, including shared inquiry and coaching cycles of observation, reflection, and debriefing, and demonstrates how they work in real-life settings. With these tools, teacher education programs as well as districts, schools, and other organizations can train for change, which is one essential step in school transformation.Trade Review“This is a wonderfully accessible book filled with practical advice for educators and educational coaches. The ‘Coaching with CARE’ approach provides readers with the tools to disrupt traditional roles of experts and novices and center issues of justice while connecting with the community. With a focus on empathy and inquiry, readers will develop critical competencies to fruitfully engage in coaching relationships.”—Elizabeth Soslau, professor of education, University of Delaware, and author of The Comprehensive Guide to Working with Student Teachers“In this groundbreaking book, the authors offer a powerful new approach to coaching teachers that is collaborative, inquiry-driven, and rooted in social justice. Drawing on the strengths of teachers and centering hope and possibility, they advocate for teacher agency in working toward transformative pedagogies that meet the needs of all students. This book is essential reading for anyone seeking to create more equitable and inclusive learning environments.”—Detra Price-Dennis, professor of teaching and learning and director of digital education and innovation in teaching and learning, The Ohio State University

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Book SynopsisAn affirming resource for leaders and practitioners forwarding diversity, equity, and inclusion efforts on campus. In Restorative Resistance in Higher Education, diversity researcher and educator Richard J. Reddick shares the wisdom gained from three decades of diversity, equity, and inclusion (DEI) work in educational settings. Reddick centers DEI efforts as challenging yet essential components of college life, recognizing campus environments not just as mirrors reflecting societal values and biases but also as crucibles for social change. Creating a more equitable college campus, Reddick argues, is a complex task that should be met by all members of the university community. He discusses many measures that promote wider involvement, including campus cultural orientations, professional development for faculty and staff, and frameworks to help institutional leaders respond to inequity and exclusion on campus. Delivering a trove of best practices for equity advancement, Reddick offers DEI professionals, and all members of the higher education community, the tools to engage in the work on professional, academic, and personal levels. He advocates developmental relationships such as mentoring, role modeling, and coaching as a means for historically marginalized students to access hidden educational pathways. He also encourages frank discussion of the social and emotional tax on persons who participate in or lead work on these highly charged issues. Throughout this crucial work, Reddick emphasizes the importance of restorative and sustaining approaches: those that promote practitioner well-being and challenge unjust structures.Trade Review“Rich Reddick has written, not only a useful book, but an inspiring one. Today’s environment has become even more difficult for those doing diversity, equity, and inclusion work, but Reddick’s commitment shines through and serves as a springboard for the work that must be done in higher education and beyond. Restorative Resistance in Higher Education invites us to remain strong in our fight for justice, but also to be empathetic and understanding of differences.” —Marybeth Gasman, Samuel DeWitt Proctor Endowed Chair in Education and University Distinguished Professor, Rutgers University“A brilliant and vulnerable text that makes the ‘hidden curriculum’ of the academy visible and accessible. Reddick’s seamless integration of scholarship and personal narrative reveals how we can all advance equity (and stay well while doing so!), balancing engagement in the individual relationships and structural reforms necessary to transform higher education for good.” —Kimberly Griffin, dean and professor, College of Education, University of Maryland“Rich Reddick is the pied piper for DEI work, encouraging us to continue building our community, strengthening our work, and finding others to summon the courage to fight for what is right. In this community, we will find the restorative feelings of fellowship, freedom, and satisfaction while daring to disrupt the constraints of academia for the collective good.” —Gregory Vincent, president, Talladega College

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Book SynopsisAs industrial societies increasingly evolve into knowledge-based economies, the importance of education as a lifelong process is greater than ever. This comprehensive book provides a state-of-the-art analysis of adult learning across the world and within varying institutional contexts. The expert contributors examine the structures of formal and non-formal adult learning in different countries, and investigate the levels of success those countries have experienced in encouraging participation and skill formation.The book offers a cross-section of international perspectives, with chapters focusing on Australia, the Czech Republic, Denmark, Estonia, Finland, Germany, Great Britain, Hungary, Italy, Russia, Spain, Sweden and the United States. Using empirical, longitudinal data from each of these countries, the contributors identify which types of learning are converted into positive labor market outcomes and assess the potential of adult learning for reducing social inequalities.This book will be of great use to both academics and policymakers with an interest in adult learning, sociology, education and inequality, and the economics of work.Contributors: P. Barbieri, C. Barone, H.-P. Blossfeld, S. Buchholz, S. Buchler, J. Chesters, G. Csanádi, A. Csizmady, G. Cutuli, J. Dämmrich, C. Elman, D. Hamplová, M. Haynes, A. Higginson, E. Kilpi-Jakonen, Y. Kosyakova, M. Lugo, P. Martikainen, P. McMullin, P. Miret-Gamundi, V. Myrup Jensen, E. Reichart, P. Robert, E.-L. Roosmaa, E. Saar, S. Scherer, S. Schuhrer, N. Simonová, O. Sirniö, A. Stenberg, M. Triventi, J. Unfried., M. Unt, D. Vono de Vilhena, S. Wahler, F. WeissTrade Review'This book constitutes a unique contribution to understanding adult learning in different types of advanced modern societies. It explicitly demonstrates the relevance of comparative studies in order to better understand how adult learning participation can be developed in various types of policy regimes.' --Paul Bélanger, Unviersity of Quebec, Montreal in International Review of EducationTable of ContentsContents: Preface Foreword PART I INTRODUCTION 1. Adult Learning, Labor Market Outcomes, and Social Inequalities in Modern Societies Elina Kilpi-Jakonen, Sandra Buchholz, Johanna Dämmrich, Patricia McMullin and Hans-Peter Blossfeld PART II COMPARATIVE CONTRIBUTIONS 2. Participation in Adult Learning in Europe: The Impact of Country-Level and Individual Characteristics Johanna Dämmrich, Daniela Vono de Vilhena and Elisabeth Reichart 3. Returns to Adult Learning in Comparative Perspective Moris Triventi and Carlo Barone PART III COUNTRY-SPECIFIC CONTRIBUTIONS 4. Adult Educational Participation and Implications for Employment in the US Context Cheryl Elman and Felix Weiss 5. Adult Learning in Australia: Predictors and Outcomes Sandra Buchler, Jenny Chesters, Angela Higginson and Michele Haynes 6. Cumulative (Dis)advantage? Patterns of Participation and Outcomes of Adult Learning in Great Britain Patricia McMullin and Elina Kilpi-Jakonen 7. Job-Related Adult Learning in the Russian Federation: More Educational Opportunities without an Equalization Effect Yuliya Kosyakova 8. Cumulative Inequality Effects of Adult Learning in Estonia Ellu Saar, Marge Unt, and Eve-Liis Roosmaa 9. Adult Learning, Labor Market Outcomes, and Inequality: The Case of Sweden Elina Kilpi-Jakonen and Anders Stenberg 10. Adult Learners in Finland: Formal Adult Education as an Opportunity for Reducing Inequality? Elina Kilpi-Jakonen, Outi Sirniö, and Pekka Martikainen 11. Adult Learning in Denmark: Patterns of Participation in Adult Learning and Its Impact on Individuals’ Labor Market Outcomes 223 Susanne Wahler, Sandra Buchholz, Vibeke Myrup Jensen and Julia Unfried 12. Reinforcing Social Inequalities? Adult Learning and Returns to Adult Learning in Germany Sandra Buchholz, Julia Unfried, and Hans-Peter Blossfeld 13. Adult Learning in Hungary: Participation and Labor Market Outcomes Gábor Csanádi, Adrienne Csizmady and Péter Róbert 14. Adult Learning in the Czech Republic: A Youth- and Female-Oriented System? Dana Hamplová and Natalie Simonová 15. Participation in Adult Learning in Spain and Its Impacts on Individuals’ Labor Market Trajectories Daniela Vono de Vilhena and Pau Miret Gamundi 16. Italy: A Segmented Labor Market with Stratified Adult Learning Paolo Barbieri, Giorgio Cutuli, Michele Lugo and Stefani Scherer PART IV CONCLUSION 17. The Promise and Reality of Adult Learning in Modern Societies Daniela Vono de Vilhena, Elina Kilpi-Jakonen, Susanne Schührer, and Hans-Peter Blossfeld Index

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Book SynopsisHave you learned how to learn? Written especially for professional or distance learners, part-time or mature students, and formal CPD qualification candidates, The Return to Study Handbook will teach you how to study effectively, ace your ongoing education, and get the grades you need to advance in your career. Whether you need to balance your learning with full or part-time work, or overcome the 'mindset gremlins' stemming from a negative school experience, this book will empower you to effectively manage your own learning and provide you with the full range of mental and practical skills you need to succeed. Packed with practical tools, tips, exercises, case studies and strategies, plus the author's own inspirational story, The Return to Study Handbook not only covers the study skills necessary for any student to be successful - such as effective note-taking; exam technique; and essay writing - but it specifically addresses relevant topics for non-traditional students. With advice on recommended technology aids; handling procrastination and distractions; dealing with overwhelm and avoiding burnout; managing distance learning; and overcoming the mental and emotional barriers of past experiences, this book will guide you through everything you need to achieve the grades and career you want.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;

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Book SynopsisThis innovative Research Handbook rethinks current paradigms in adult education, providing a toolkit for responding to the challenges and opportunities for adult education and lifelong learning amidst a changing world. Contributing authors analyse key aspects of the field through the lenses of democracy, sustainability, and social justice.

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Book SynopsisStudents are reading on screens more than ever—how can we teach them to be better digital readers? Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.Trade ReviewAn important, accessible contribution to conversations about digital reading." —Ellen Carillo, coauthor of Reading Critically, Writing WellTable of Contents Acknowledgments Introduction: Why Teach Digital Reading? Part 1. Skim Understanding Historical, Affective, and Neurological Perspectives on Reading Technologies 1. The Chained Book: A Historical Overview of Reading Technology in Higher Education 2. The Held Book: How Our Feelings for Books Impact How We Teach Reading 3. The Brain on Books: What the Neuroscience of Reading Can Tell Us about Reading on Screens Part 2. Dive Exploring the Digital Reading Framework to Promote Deep Reading Practices An Introduction to the Digital Reading Framework: Curation, Connection, Creativity, Contextualization, Contemplation 4. Curation 5. Connection 6. Creativity 7. Contextualization 8. Contemplation Part 3. Surface Critically Approaching the Adoption and Use of Digital Reading Technologies 9. The Ethical Implications of Digital Reading: Grappling with Digital Archiving, Readerly Privacy, and Evidence of Our Reading Conclusion: Principles, Practices, and Futures for Digital Reading Appendix: Tools for Digital Reading References Index

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Book SynopsisThis open access book summarizes research being pursued within the SISCODE (Society in Innovation and Science through CO-DEsign) project, funded by the EU under the H2020 programme, the goal of which is to set up an analytical, reflective and learning framework to explore the transformations in initiatives and policies emerging from the interaction between citizens and stakeholders. The book provides a critical analysis of the co-design processes activated in 10 co-creation labs addressing societal challenges across Europe. Each lab as a case study of real-life experimentation is described through its journey, starting from the purpose on the ground of the experimentation and the challenge addressed. Specific attention is then drawn on the role of policies and policy maker engagement. Finally, the experimentation is enquired in terms of its output, transformations triggered within the organization and the overall ecosystem, and its outcomes, opening the reasoning towards the lessons learnt and reflections that the entire co-creation journey brought.Table of Contents

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Book SynopsisThis book presents, for the first time, a comprehensive overview of the Reflective Goal Setting model, its theoretical framework and origins, and its practical applications for personal development, improved coping and reduced stress, academic growth and performance and leadership.Divided into three parts, the author begins by examining the particular importance of personal development, and in particular soft and interpersonal skills development. It addresses the limitations of current personal development and leadership education and training for the transfer of learning, before outlining how Reflective Goal Setting fulfils this need. It presents a critical review of Goal Setting Theory and approaches to reflective practice that demonstrates how the Reflective Goal Setting model was developed from, and builds upon, these earlier approaches. Drawing on original research and illustrative case studies, the author details the cyclical five step process of the Reflective Goal Setting model across 5 chapters - forming Part 2 of the book. Part 3 examines the practical applications and impact of using Reflective Goal Setting, employing illustrative case studies from a variety of settings including higher education, professional development and executive education.This innovative work will provide a valuable resource for researchers and practitioners in Organisational and Industrial Psychology, Education, and Business and Management and indeed anyone who wants to work on their own personal development.Table of ContentsPart 1. The Development of Reflective Goal Setting 1. Introduction to Reflective Goal setting 2. Reflective Goal Setting and the Transfer of Learning 3. Reflective Goal Setting, Goal Setting Theory, and the Importance of Writing About Goals 4. The Nature and Importance of Reflection and Keeping a Reflective Diary Part 2. The Reflective Goal Setting Model 5. Stage 1: Enhancing Self-Awareness 6. Stage 2: Selecting Suitable Goals 7. Stage 3: Visualising Successful Goal Behaviours 8. Stage 4: Formulating a Goal Statement 9. Stage 5: Putting Goals into Practice Part 3. Practical Applications of Reflective Goal Setting 10. Reflective Goal Setting for Managing Stress and Enhancing Coping 11. Reflective Goal Setting and Its Impact on Academic Growth and Performance 12. Reflective Goal Setting for Leader Personal Development 13. Conclusions

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Book SynopsisThis book lays the groundwork for the future of global citizenship, and it discusses where we are now, where to go from here, and how all of this fits into a lifelong learning context. It incorporates case studies, meta-narratives, and empirical studies to support cosmopolitanism through a lifelong learning lens and is a must read for educators, activists, non-governmental organizations, civil society, and community organizations. The framing for this book is with the United Nations Sustainable Development Goal 4 in mind: ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, with the intent that all learners will acquire the knowledge, skills, and attitudes necessary to promote “sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (UN Sustainable Development Goal, target 4.7). It is through this lens that this book showcases the work of researchers, practitioners, civil society, and thought leaders in global citizenship for lifelong learning. While this tension between nationalism and cosmopolitanism exists, the wheels of globalization still turn and shape our local, national, and global connections. Through this exploration, this book lifts up examples of global citizenship education done well, across the age spectrum, and in a variety of contexts. The binding factor is the core values, ethics, and moral structure of a world in collaboration toward its larger human and ecological thriving. It unpacks complex topics such as ethical and cultural relativism, accountability and responsibility in a global world, decolonial education and unmaking ideas of “development”, and ethical models for community-based global learning and engagement. What voices are missing in the discussion of global learning and global citizenship education?Table of ContentsPreface; Sharon D. Welch.- Introduction; Whitney Szmodis and Sarah Stanlick.- The Educator in Global Citizenship Education: Centering Context and Enabling Being; Janice MacMillan and Janine Carlse.- Beyond Borders: Employing Empathic Global Citizenship as a Framework for Enhancing Critical Community Engagement; José D. Villalobos, Azuri L. Gonzalez, Guillermina G. Núñez, and Cigdem V. Sirin.- Creating a Fourth Space for Social Impact Collaborations across Boundaries: Active Project-based Learning and Internships for GC Education; Faith Valencia-Forrester and Heather Stewart.- Women’s Human Rights Teaching, Learning and Advocacy Resource: Integrating Global Citizenship Frameworks into Feminist Curricula; Jessica Pierson and Erica Higbie.- A Feminist Socio-ecological Framework for Transforming Early Learning Programs in Low- and Middle-income Countries; Kelly Grace and Emily Anderson.- Exploring Social Cognitive Outcomes of a Multiphase Mentoring Program for Girls in Armenia; Marissa Hastings and Shoghik Mikayelyan.- The Nexus of Global Citizenship and Community-Controlled Health; Emma Santini and Kevin Smith.- Growing, Learning, Sharing, and Healing Together: Home Garden Networks as a Learning City and Movement to Global Citizenship and Life-long learning; Sothy Eng and Tricia Khun.- A Civics of Interdependence: Advancing Global Solidarity through Communities of Inquiry and Action; Samantha Brandauer, Erin Sabato, Nora Reynolds, and Eric Hartman.- Active Experimentation, Embodiment, and High-impact Practices in GCE: Diving in and Letting go; Sarah Stanlick and Whitney Szmodis

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Book Synopsis1. Revisiting Work-Integrated Learning for Adult Learners in Diverse Workplaces.- Part I Current Practices in Work-Integrated Learning.- 2. A Spectrum of Diverse Models of Work-Integrated Learning for Educating Adults.- 3. Exploring the Policies Enabling Successful Work-Integrated Learning (WIL) Experiences for Adult Learners.- 4. Building and Assessing Soft Skill Development Through Work-Integrated Learning: A Case Study of Chinese Vocational Schools.- 5. I-BEST Approach in Advancing Work-Integrated Learning in Diverse Workplaces: Successes, Strategies and Way Forward.- 6. Work-Integrated Learning for Applied Science Teachers in Singapore.- 7. Challenges of Implementing Work-Integrated Learning in Educational Institutions.- 8. Systemic Challenges in Work-Integrated Learning (WIL) for Adult Learners in Continuing Education.- 9. Supporting (Migrant) Teachers’ Workplace Learning via Professional Learning Communities.

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Book SynopsisChapter 1: Introduction: Democracy and the Need for Lifelong Learning.- Chapter 2: Democracy in a Post-Truth World.- Chapter 3: Conceptions of Democracy and Their Relation to Competing Aspirations.- Chapter 4: Autonomy.- Chapter 5: Solidarity.- Chapter 6: The Autonomy/Solidarity Tension.- Chapter 7: Rationality.- Chapter 8: Pluralism.- Chapter 9: The Rationality/Plurality Tension.- Chapter 10: Venues and Processes of Adult Civic Learning: Where and How Do We Learn This?.- Chapter 11: Ethics of Adult Civic Learning: Why Should We Be Careful About How We Teach This?.- Chapter 12: Conclusion.

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Book SynopsisDas „Neue“ ist in den sich stetig weiter dynamisierenden Gesellschaften Programm: Im Innovationsdiskurs ergreift das „Neue“ machtvoll die Gesellschaft, ebenso wie die Mesoebene der Organisationen und die Mikroebene der Subjekte. Neben dem politisch zentral gesetzten programmatischen „Neuen“, das institutionell und professionell je eigenlogisch „übersetzt“ und ausgestaltet wird, findet sich das „Neue“ an den Grenzen des schon allseits Akzeptierten und durchbricht die Routinen des Alltags und der gesellschaftlichen Normalität. Eine organisationspädagogische Perspektive auf das Neue richtet sich insbesondere auf die Veränderungsfähigkeit sozialer, organisierter, diskursiver, mehr oder weniger geordneter Systeme als kulturelle und symbolische Ordnungen. Es schließt hier an Innovations- und Zukunftsdiskurse, an Kreativität und Gestaltungsperspektiven an. Welchen Umgang finden wir mit der Wahrnehmung von Veränderungsdruck, der Reflexion und Planung von Veränderungen, den Akteuren und Kontexten von Veränderung und nicht zuletzt mit pädagogischen Zugängen zu Veränderungen? Wie gehen Institutionen mit Veränderungsimperativen ebenso wie der Reflexion und Planung von Veränderungen, der Frage nach Akteuren und Räumen der Veränderung und den organisationspädagogischen Zugängen zu Veränderungen um? Der Band beantwortet diese Fragen und stellt den aktuellen Forschungsstand erziehungswissenschaftlicher Innovations-; Organisations- und Zukunftsforschung vor.Table of ContentsProgrammatiken und Semantiken des Neuen.- Veränderung organisationaler Routinen.- Grammatiken, Regime und organisationale Ordnungen des Neuen.- Die Beobachtung des Neuen: Methodologien und Methoden.- Konzeptualisierungen des Neuen im Prozess des Organisierens.- Mit Beiträgen von A. Abraham.- M. Alke.- B. Althans.- J. Bacher.- M. Beham-Rabanser.- B. Berkels.- H. Brendler.- F. Brückner.- H. de Boer.- M. Emmerich.- N. Engel.- C. Fahrenwald.- T. C. Feld.- J. Franz.- H. Geißler.- Karl-H. Gerholz.- A. Herz.- R. Kahl.- T. Krobath.- H. Macha.- S. Manhart.- L. Peters.- M. Peters.- T. Prescher.- B. Schäffer.- D. Schemme.- A. Schlüter.- S. Schmidt-Lauff.- T. Schmitt.- H. Schnoor.- W. Seitter.- M. Sitter.- M. Stephan.- R. Tippelt.- I. Truschkat.- M. Tull.- S. M. Weber.- D. Wetzelhütter.- R. Zech.

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Book SynopsisDieses Lehrbuch verfolgt das Ziel, den Leserinnen und Lesern einen Überblick über den rechtlichen Rahmen der Weiterbildung zu vermitteln. Hierbei steht die Fragestellung im Vordergrund, in welchen Teilbereichen des Weiterbildungssektors und inwiefern der Staat mittels der Gesetzgebung ordnungspolitisch steuernd und gestaltend eingreift. Die Darstellung des Weiterbildungsrechts in seinen unterschiedlichen gesetzlichen Ausformungen und Zielebenen bildet das Zentrum dieser ersten umfassenden Einführung in das Thema: immer nah an den Gesetzestexten, die in ihren wesentlichen Grundzügen und vor allem ihrer Anwendung erläutert werden.Table of ContentsEinführung und ein erster Überblick.- Rechtliche Grundlagen der Weiterbildung auf europäischer Ebene und die Auswirkungen auf Deutschland.- Bildung, Recht, Gerechtigkeit – Existiert ein Recht auf Weiterbildung?.- Weiterbildung im öffentlichen Recht.- Weiterbildung im Sozialrecht.- Weiterbildung im kollektiven Arbeitsrecht.- Bedarf und Ansatzpunkte für Reformen in der Weiterbildung.

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Book SynopsisDer vorliegende Band beantwortet die zentrale Frage nach der Nutzung des Potenzials von Lernräumen, in denen die wichtige Individualisierung von Lernprozessen ermöglicht wird. Dabei werden Raumkonzepte unterschiedlicher Disziplinen zusammengeführt. Die herausgearbeiteten Funktionen von Raum als „materieller Raum“, „sozialer Erfahrungsraum“, „Kooperationsraum“ sowie als „virtueller“ Raum ermöglichen neue interdisziplinäre Sichtweisen auf Lernen und Lehren in der Weiterbildung. Jede dieser Funktionen wird aus wissenschaftlicher Perspektive analysiert bzw. reflektiert und mit Praxisbeispielen aus unterschiedlichen Handlungsfeldern der Weiterbildung konkretisiert. Die Beiträge wollen Anregungen geben, zur Weitung der Sichtweise von „Raum“ in Wissenschaft und Praxis sowie zur innovativen Gestaltung von pädagogischen Raumszenarien in der Weiterbildung.Table of ContentsRaum als materieller Raum.- Raum als sozialer (Erfahrungs-)Raum.- Raum als Kooperationsraum.- Raum als virtueller Raum.

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Book SynopsisDie erkenntnisleitende Fragestellung besteht in der Einschätzung, dass sich pädagogische Professionalität in einer nachindustriell verfassten Gesellschaft der Spätmoderne von dem Erwerb vorgegebener Statusanforderungen zu lösen hat und stattdessen durch ein Denken in Übergängen charakterisiert sein muss. Der Band bettet die empirisch bereits weitgehend gesicherte Problemdiagnose in den gegenwärtigen transformationstheoretischen Diskurs ein, um schließlich im Ergebnis bildungspraktische Konsequenzen in Richtung auf einen faktisch schon wirksamen Funktionswandel professioneller Unterstützungssysteme in Übergängen deutlich zu machen: ein Beitrag zu einer erwachsenenpädagogischen Veränderungsforschung.Table of ContentsTransformationstheoretische Beiträge: Zeit und Bildung.- Navigieren durch vernetzte Bildungslandschaften.- Transformationen in Lern- und Bildungsprozessen.- Beruflicher Übergang im Kontext.- Bildungsformate im gesellschaftlichen Strukturwandel.- Wann wird der Arbeitsmarkt erwachsen?.- Berufsbiografische Forschungsberichte: Berufliche Multioptionalität als Ressource in biografischen Übergängen.- Transitionen zwischen Studium und Beruf als Suchbewegungen.- Funktionswandel professioneller Unterstützungsstrukturen: Das Coaching zur Kompetenzenbilanzierung als ein Verfahren zur kompetenzbasierten Laufbahnentwicklung.- Von der Transparenz der Weiterbildung zur lebensbegleitenden Übergangsberatung.- Professionalität für eine lernförderliche Unterstützung in berufs- und lernbiographischen Übergängen.

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Book SynopsisAus einer biografischen Perspektive stellt sich ein berufsbegleitendes Studium als Lebensereignis dar, dessen Bedeutung nur vor dem Hintergrund des bisherigen Lebensweges verstanden werden kann, das diesen aber zugleich fortsetzt und prägt. Unter Rückgriff auf die Transitionsforschung untersucht die Autorin die biografische Bedeutung berufsbegleitenden Studierens. Mithilfe von Interviews arbeitet sie heraus, wie vielschichtig Studienwunsch und -erleben mit der Biografie verflochten sind. Dabei wird ein Transitionsprozess sichtbar, der von frühen lebensgeschichtlichen Wurzeln bis in die berufsbiografische Zukunftsplanung reicht.Table of ContentsBerufsbegleitendes Studieren im Kontext der Hochschulweiterbildung.- Theoretische und empirische Zugänge zur biografieorientierten Transitionsforschung.- Berufsbegleitendes Studieren als Transitionsprozess.- Biografische Bedeutungshorizonte berufsbegleitenden Studierens.

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Book SynopsisJohn Erpenbeck und Werner Sauter erklären, warum Wissen und Qualifikation keine Kompetenzen sind. Diese Kriterien stellen vielmehr die Fähigkeit dar, Problemstellungen in der Praxis selbstorganisiert zu lösen und auf dieser Basis effektiv zu handeln. Die Autoren beschreiben einen praxiserprobten Kreislauf des Lernens, der die Verinnerlichung (Interiorisation) von Werten und damit Kompetenzentwicklung im Rahmen von Praxisprojekten und im Prozess der Arbeit sowie im Internet ermöglicht. Die Gestaltung dieses Lernrahmens orientiert sich dabei konsequent an den Entwicklungen im Web 2.0 und in der Arbeitswelt.Trade Review“... Alles in allem ein gut lesbares Buch für eine breite Zielgruppe, vom (Hochschul-) Lehrer, (Hochschul-)Didaktiker bis zum Personalentwickler, das das Thema Kompetenzentwicklung kurz und knackig aufbereitet.” (Alessandra Kenner, in: Handbuch E-Learning, Heft 60, Dezember 2015)Table of ContentsKompetenzen – mehr als Wissen und Qualifikation.- Verinnerlichung von Werten – der Kern der Kompetenzentwicklung.- Kreislauf und Stufen der Kompetenzentwicklung.- Kompetenzentwicklung in der Praxis.

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Book SynopsisDie Autoren analysieren, wie sich in der Welt der Enterprise 2.0 und einer vernetzten Privat- und Arbeitswelt die Anforderungen an die Lernsysteme grundlegend verändern. Lernen und Arbeiten wachsen dabei zusammen. Das Essential erläutert praxiserprobte Lösungskonzeptionen für diesen Veränderungsprozess, um innovative Kompetenzentwicklungssysteme mit Blended Learning in Verbindung mit projektorientiertem Social Learning zu konzipieren, umzusetzen und zu implementieren. Auf diese Weise können Unternehmen eine Kultur kollaborativen Arbeitens und Lernens initiieren, die schrittweise zum Lernen im Prozess der Arbeit führt. Table of ContentsArbeiten und Lernen wachsen zusammen.- Ermöglichungsdidaktik und Ermöglichungsrahmen.- Kompetenzentwicklung mit Social Blended Learning.- Handlungsempfehlungen für den Weg zum Social Workplace Learning.

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