Adult education, continuous learning Books
Taylor & Francis Youth Work Process Product and Practice Creating an authentic curriculum in work with young people
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£156.75
Taylor & Francis Learning and Living 17901960 A Study in the History of the English Adult Education Movement
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£46.54
Taylor & Francis ETivities
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£137.75
Taylor & Francis Ltd Adult Learning a Reader
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£31.99
Taylor & Francis Disaffection And Diversity Overcoming Barriers For Adult Learners Education Alienation Series
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£46.54
Taylor & Francis Lifelong Learning and the University A PostDearing Agenda
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£43.99
Taylor & Francis Ltd Government Markets and Vocational Qualifications
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Taylor & Francis Ltd Training in Developing Nations A Handbook for Expatriates
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£147.25
Taylor & Francis Hospitality Management Education
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£123.50
Taylor & Francis ConsulteeCentered Consultation Improving the Quality of Professional Services in Schools and Community Organizations Consultation Supervision and Learning in School Psychology Series
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£142.50
Taylor & Francis The Practice of Child Therapy
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£199.50
Taylor & Francis The Practice of Child Therapy
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£123.50
Taylor & Francis Adult Biliteracy
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£128.25
Taylor & Francis Adult Biliteracy Sociocultural and Programmatic Responses
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£42.74
Taylor & Francis Toward Defining and Improving Quality in Adult Basic Education
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£43.69
Taylor & Francis Handbook of Research on Adult Learning and Development
Handbook of Research on Adult Learning and | BookCurl
£247.00
Taylor & Francis Handbook of Research on Adult Learning and Development
Handbook of Research on Adult Learning and | BookCurl
£123.50
Taylor & Francis Review of Adult Learning and Literacy Volume 7
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£31.49
Taylor & Francis Finding Your Online Voice Stories Told by Experienced Online Educators
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£38.24
Taylor & Francis Enhancing the Wellbeing and Wisdom of Older Learners
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£30.39
Taylor & Francis Distance Learning and Online Education in Social Work
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£42.99
Taylor & Francis Reading to Learn Routledge Library Editions Literacy
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£31.99
Taylor & Francis Ltd Digital Futures for Learning
Book SynopsisDigital Futures for Learning offers a methodological and pedagogical way forward for researchers and educators who want to work imaginatively with what's next in higher education and informal learning. Today's debates around technological transformations of social, cultural and educational spaces and practices need to be informed by a more critical understanding of how visions of the future of learning are made and used, and how they come to be seen as desirable, inevitable or impossible. Integrating innovative methods, key research findings, engaging theories and creative pedagogies across multiple disciplines, this book argues for and explores speculative approaches to researching and analysing post-compulsory and informal learning futures where we are, where we might go and how to get there.Trade Review“Ross shows pathways to how futures perspectives can inventively change research and education. [She] convincingly shows that we cannot afford to refuse facing uncertainties of the future . . . speculative practices are entangled with theories and conceptual skills, and ways in which speculative practices blur borders between learning and research. These insights have been inspirational for my own team’s experiments with speculative methods.”—Ylva Lindberg, Jönköping University, Sweden, for Postdigital Science and Education“This is an incredibly important book . . . about the future of education [and] how we can think differently about what education is for and how we deliver it.”—Dave O’Brien, Professor of Cultural and Creative Industries, University of Manchester, UKTable of ContentsPart 1: Understanding learning futures 1. Introduction 2. How learning futures are made 3. Complexity, emergence and learning futures 4. Speculative approaches to research and teaching Part 2: Speculative objects to think with 5. Teaching at scale, automation and a speculative teacherbot 6. Working with digital futures for learning through student-generated open educational resources 7. Artcasting and digital cultural heritage engagement futures 8. Telling data stories to explore the future of surveillance Part 3: Keeping learning futures moving 9. Speculative methods and digital futures research 10. Speculative pedagogies and teaching 11. Keeping learning futures moving
£118.75
Taylor & Francis Ltd Doing Academic Careers Differently
Book SynopsisShould academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called excellence' in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on one big thing', to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery thrTrade Review"This book is wonderfully refreshing and very inspiring. It is vital reading for any of us who have felt we are invisible, on the margins or do not comfortably belong in the academy. Reading this book assures me I am not alone in how I have experienced my academic life and it inspires me to authentically own my professional path." Hannah Rumble, Centre for Death and Society, University of Bath, UK"Academic careers have a long-lasting history with very deep roots. Over the last fifteen years, academic careers have changed immensely, and few of us have discussed these changes. That is why this is a welcomed book analyzing different sides, dimensions and contexts of academic careers. It brings a collection of very thought-provoking and inspiring chapters written by some outstanding academics. This is a must-read book for new and experienced academics. More importantly, it inspires new futures." Rafael Alcadipani, FGV-EAESP, Brazil"Doing Academic Careers Differently challenges linear accounts of the academic career and it rebukes the hegemonic moves that push academics into impossible, unsustainable, unhealthy conduct, values, and practices. By collaborating, theorizing, and writing differently 79 academics from 21 countries tell stories with images, poetry, prose, interviews, and essays on contemporary academic lives. The stories thrive on complexity, difference, dialogue, creativity, divergence, and ambiguity. Robinson, Bristow, and Ratle beautifully curate the emerging richness in this book that becomes an enthralling and contemplative new archive of academics' lives where finally alternative voices, knowledges, and experiences can be heard over the conformism and pain of career as individual/ individualizing competition and instrumentality. The book offers a refreshing, powerful, and life-affirming read." Alessia Contu, UMass Boston, USA"Many academics lose their sense of direction in a university environment that prioritises journal rankings and other forms of ‘excellence’. It is easy to end up believing that there is only one kind of academic career – the type that is laid out by performance management systems. The enthralling stories of struggle, hope, and leap of faiths shared in this timely book demonstrate the narrowness of this perspective and offer a powerful reminder of the many different ways in which one can be an academic. Doing Academic Careers Differently is essential reading for anyone pursuing or considering an academic career today." Sverre Spoelstra, Associate Professor in Leadership and Strategy, Copenhagen Business School, Denmark."A courageous book that inspires, surprises, awes, and eventually heals. Creatively and thoughtfully written and curated, this book restores hope in academics despite the brute corporatization contemporary academia has subjected them to. I felt such longing to walk through such a place as I read through this beautiful manuscript." Ghazal M. Zulfiqar, Lahore University of Management Sciences, Pakistan"The most creative inspiring enjoyable exhilarating academic work of art on academia I have ever come across. These playful, sardonic, ironic and heartful stories are in a garden of delights that will provide a wonderful learning experience as well as a rigorous piece of research" Damian Ruth, Massey Business School, New Zealand.Table of ContentsIntroduction: entrance hall and cloakroom Alexandra Bristow, Olivier Ratle, Sarah Robinson The Meandering Gallery Curated by Alexandra Bristow 1. I hope your journey is a long one: a guide to meandering careers Alexandra Bristow 2. Meandering academics Linda M. Sama, Mark Egan, Victor Friedman, David Jones, Nicholas Rhew, and Sarah Robinson 3. The all-over-the-place academic: how to fit in an academic niche but also be free to pursue new and exciting research ideas Lucas Lauriano 4. A pebble skipper’s tale Mark Saunders 5. The general academic Rweyemamu Alphonce Ndibalema, Essa Bah, and Sophia Ndibalema Against Careerism Curated by Sarah Robinson 6. On ducks and vocations: notes against careerism Sarah Robinson 7. Careering through my career: how I failed to become a business school Dean Mark Learmonth 8. Ducks at the university? Two connected biographies in seven images Jesús Rodríguez Pomeda 9. Excellence and disruption: a mid-career dialogue Eugenie Hunsicker and Clare Hutton 10. Collectively creating conditions that nurture: the bushland as metaphor for the academic ecosystem Sumati Ahuja, Mihajla Gavin, Simone Grabowski, Najmeh Hassanli, Anja Hergesell, Walter Jarvis, Pavlina Jasovska, Ece Kaya, Alice Klettner, Helena Liu, Jennie Small, Christopher N. Walker, and Ruth Weatherall Navigating Belonging Curated by Sarah Robinson 11. Across hostile waters to brave new lands? Notes on navigating academic belonging Sarah Robinson 12. The collective academic: a conversation across worlds Jurdene Coleman, Mac Benavides, Aliah Mestrovich Seay, and Tess Hobson 13. Before you decolonize, let me into the game: virtue, a key to unbridling the shackles of oppression Armand Bam 14. How to become an academic, and alienate people: the working-class academic Suzanne Albary 15. The back-door academic Sarah Stookey 16. The ingenuous communitarian Emma Newport 17. The journey of a surprised academic Laurie DiPadova-Stocks 18. The self-made academic: From business to a business school Adrian Zicari Nurturing Careers Curated by Olivier Ratle 19. Nurturing careers: on the importance of care and relationships Olivier Ratle 20. The permaculture academic Maribel Blasco 21. A room for three: living academic, feminist lives (or the unfinished reading of A room of one’s own) Jenny Helin, Nina Kivinen, and Alison Pullen 22. The non-conformist Academic: professor, parent, provider Mary Godwyn 23. The mom academic (fragmentation) Elizabeth Siler The Hall of Mirrors Curated by Sarah Robinson 24. Mirroring academia: reflections from a hall of mirrors Sarah Robinson 25. Reflections, distortions - the mirrored academic Victoria Pagan 26. Academic misfits Magnus Hoppe, Anton Hasselgren, Fatemeh Seifan, Steffi Siegert, and Serdar Temiz 27. Becoming a (never) good enough critical scholar? On precarious academic subjectification processes Mie Plotnikof 28. The art of being a reflexive academic: painting a never-complete self-portrait Russ Vince 29. The poetic academic - [un]grounding the writing self Friederike Landau-Donnelly 30. I am you, as you are me: academic lives as a mirror of ourselves Oscar Javier Montiel Méndez, Duncan Pelly, and Araceli Almaraz The Transgressive Gallery Curated by Alexandra Bristow 31. In the garden of dreams: a guide to transgressive careers Alexandra Bristow 32. Seek & destroy - from transgression to contestation. And back Sophie Del Fa 33. Meeting the threads that pull: a feminist declaration of consequence towards academia Camila Fredes Ortiz 34. The absurd academic Jaime Andrés Bayona 35. Crafting a career in ‘academic journalism’ Todd Bridgman 36. Blinds and bananas: metaphor in the margins Stephen Linstead 37. A clown's tale Ralf Wetzel The late entrance Curated by Olivier Ratle 38. The late entrance: muddy water and dry grass? Olivier Ratle 39. Late portrait arrival Catherine Heggerud 40. Disturbing bodies? Prospective and retrospective second-careering within the doctoral candidature Margaret Ying Wei Lee, Olivia Davies, and Kathleen Riach 41. Better late than never: the ‘up the hill backwards’ academic Mark Stringer Living Precariously Gallery Curated by Olivier Ratle 42. Living precariously and overcoming the odds Olivier Ratle 43. The happy and smiling, but inwardly crumbling gig academic: reflections on early career precarity and anxiety Emily Yarrow 44. The ‘sack-race’ academic: a post-socialist portrait of a single mother facing social expectations and the trade-offs of an academic career path Gabriella Kiss 45. Re-imagining the dialectic of work and motherhood in academia Chrysavgi Sklaveniti 46. Waiting for Godot: the impaired academic Garance Marechal 47. Some counsel to doctoral students from a naïve and shell-shocked academic Ann Armstrong 48. ‘Why even bother?’ The defiant practice of the independent scholar Molly Hand The Haunted Gallery Curated by Alexandra Bristow 49. A guide to haunting careers: the realm of academic ghosts Alexandra Bristow 50. Higher Education in India: the academic outsider and the lived experiences of a reclusive rebel Subir Rana 51. Morals of the demoralised: The non-collaborative academic Alexia Cameron 52. Doing philosophy differently: learning to fight gender-bias by giving up on stereotypical academic norms Tone Grosen Dandanell 53. Being an academic ghostwriter: be(com)ing me(thodology) Martha Emilie Ehrich 54. Unwaged and repurposed: transitions from accidental to non-institutionalised academic Ruth Slater 55. The redundant academic: am I academic, or am I still an academic? Mark Hughes Exit via the gift shop Olivier Ratle, Sarah Robinson, Alexandra Bristow
£128.25
Taylor & Francis Ltd Doing Academic Careers Differently
Book SynopsisShould academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called excellence' in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on one big thing', to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery thrTrade Review"This book is wonderfully refreshing and very inspiring. It is vital reading for any of us who have felt we are invisible, on the margins or do not comfortably belong in the academy. Reading this book assures me I am not alone in how I have experienced my academic life and it inspires me to authentically own my professional path." Hannah Rumble, Centre for Death and Society, University of Bath, UK"Academic careers have a long-lasting history with very deep roots. Over the last fifteen years, academic careers have changed immensely, and few of us have discussed these changes. That is why this is a welcomed book analyzing different sides, dimensions and contexts of academic careers. It brings a collection of very thought-provoking and inspiring chapters written by some outstanding academics. This is a must-read book for new and experienced academics. More importantly, it inspires new futures." Rafael Alcadipani, FGV-EAESP, Brazil"Doing Academic Careers Differently challenges linear accounts of the academic career and it rebukes the hegemonic moves that push academics into impossible, unsustainable, unhealthy conduct, values, and practices. By collaborating, theorizing, and writing differently 79 academics from 21 countries tell stories with images, poetry, prose, interviews, and essays on contemporary academic lives. The stories thrive on complexity, difference, dialogue, creativity, divergence, and ambiguity. Robinson, Bristow, and Ratle beautifully curate the emerging richness in this book that becomes an enthralling and contemplative new archive of academics' lives where finally alternative voices, knowledges, and experiences can be heard over the conformism and pain of career as individual/ individualizing competition and instrumentality. The book offers a refreshing, powerful, and life-affirming read." Alessia Contu, UMass Boston, USA"Many academics lose their sense of direction in a university environment that prioritises journal rankings and other forms of ‘excellence’. It is easy to end up believing that there is only one kind of academic career – the type that is laid out by performance management systems. The enthralling stories of struggle, hope, and leap of faiths shared in this timely book demonstrate the narrowness of this perspective and offer a powerful reminder of the many different ways in which one can be an academic. Doing Academic Careers Differently is essential reading for anyone pursuing or considering an academic career today." Sverre Spoelstra, Associate Professor in Leadership and Strategy, Copenhagen Business School, Denmark."A courageous book that inspires, surprises, awes, and eventually heals. Creatively and thoughtfully written and curated, this book restores hope in academics despite the brute corporatization contemporary academia has subjected them to. I felt such longing to walk through such a place as I read through this beautiful manuscript." Ghazal M. Zulfiqar, Lahore University of Management Sciences, Pakistan"The most creative inspiring enjoyable exhilarating academic work of art on academia I have ever come across. These playful, sardonic, ironic and heartful stories are in a garden of delights that will provide a wonderful learning experience as well as a rigorous piece of research" Damian Ruth, Massey Business School, New Zealand.Table of ContentsIntroduction: entrance hall and cloakroom Alexandra Bristow, Olivier Ratle, Sarah Robinson The Meandering Gallery Curated by Alexandra Bristow 1. I hope your journey is a long one: a guide to meandering careers Alexandra Bristow 2. Meandering academics Linda M. Sama, Mark Egan, Victor Friedman, David Jones, Nicholas Rhew, and Sarah Robinson 3. The all-over-the-place academic: how to fit in an academic niche but also be free to pursue new and exciting research ideas Lucas Lauriano 4. A pebble skipper’s tale Mark Saunders 5. The general academic Rweyemamu Alphonce Ndibalema, Essa Bah, and Sophia Ndibalema Against Careerism Curated by Sarah Robinson 6. On ducks and vocations: notes against careerism Sarah Robinson 7. Careering through my career: how I failed to become a business school Dean Mark Learmonth 8. Ducks at the university? Two connected biographies in seven images Jesús Rodríguez Pomeda 9. Excellence and disruption: a mid-career dialogue Eugenie Hunsicker and Clare Hutton 10. Collectively creating conditions that nurture: the bushland as metaphor for the academic ecosystem Sumati Ahuja, Mihajla Gavin, Simone Grabowski, Najmeh Hassanli, Anja Hergesell, Walter Jarvis, Pavlina Jasovska, Ece Kaya, Alice Klettner, Helena Liu, Jennie Small, Christopher N. Walker, and Ruth Weatherall Navigating Belonging Curated by Sarah Robinson 11. Across hostile waters to brave new lands? Notes on navigating academic belonging Sarah Robinson 12. The collective academic: a conversation across worlds Jurdene Coleman, Mac Benavides, Aliah Mestrovich Seay, and Tess Hobson 13. Before you decolonize, let me into the game: virtue, a key to unbridling the shackles of oppression Armand Bam 14. How to become an academic, and alienate people: the working-class academic Suzanne Albary 15. The back-door academic Sarah Stookey 16. The ingenuous communitarian Emma Newport 17. The journey of a surprised academic Laurie DiPadova-Stocks 18. The self-made academic: From business to a business school Adrian Zicari Nurturing Careers Curated by Olivier Ratle 19. Nurturing careers: on the importance of care and relationships Olivier Ratle 20. The permaculture academic Maribel Blasco 21. A room for three: living academic, feminist lives (or the unfinished reading of A room of one’s own) Jenny Helin, Nina Kivinen, and Alison Pullen 22. The non-conformist Academic: professor, parent, provider Mary Godwyn 23. The mom academic (fragmentation) Elizabeth Siler The Hall of Mirrors Curated by Sarah Robinson 24. Mirroring academia: reflections from a hall of mirrors Sarah Robinson 25. Reflections, distortions - the mirrored academic Victoria Pagan 26. Academic misfits Magnus Hoppe, Anton Hasselgren, Fatemeh Seifan, Steffi Siegert, and Serdar Temiz 27. Becoming a (never) good enough critical scholar? On precarious academic subjectification processes Mie Plotnikof 28. The art of being a reflexive academic: painting a never-complete self-portrait Russ Vince 29. The poetic academic - [un]grounding the writing self Friederike Landau-Donnelly 30. I am you, as you are me: academic lives as a mirror of ourselves Oscar Javier Montiel Méndez, Duncan Pelly, and Araceli Almaraz The Transgressive Gallery Curated by Alexandra Bristow 31. In the garden of dreams: a guide to transgressive careers Alexandra Bristow 32. Seek & destroy - from transgression to contestation. And back Sophie Del Fa 33. Meeting the threads that pull: a feminist declaration of consequence towards academia Camila Fredes Ortiz 34. The absurd academic Jaime Andrés Bayona 35. Crafting a career in ‘academic journalism’ Todd Bridgman 36. Blinds and bananas: metaphor in the margins Stephen Linstead 37. A clown's tale Ralf Wetzel The late entrance Curated by Olivier Ratle 38. The late entrance: muddy water and dry grass? Olivier Ratle 39. Late portrait arrival Catherine Heggerud 40. Disturbing bodies? Prospective and retrospective second-careering within the doctoral candidature Margaret Ying Wei Lee, Olivia Davies, and Kathleen Riach 41. Better late than never: the ‘up the hill backwards’ academic Mark Stringer Living Precariously Gallery Curated by Olivier Ratle 42. Living precariously and overcoming the odds Olivier Ratle 43. The happy and smiling, but inwardly crumbling gig academic: reflections on early career precarity and anxiety Emily Yarrow 44. The ‘sack-race’ academic: a post-socialist portrait of a single mother facing social expectations and the trade-offs of an academic career path Gabriella Kiss 45. Re-imagining the dialectic of work and motherhood in academia Chrysavgi Sklaveniti 46. Waiting for Godot: the impaired academic Garance Marechal 47. Some counsel to doctoral students from a naïve and shell-shocked academic Ann Armstrong 48. ‘Why even bother?’ The defiant practice of the independent scholar Molly Hand The Haunted Gallery Curated by Alexandra Bristow 49. A guide to haunting careers: the realm of academic ghosts Alexandra Bristow 50. Higher Education in India: the academic outsider and the lived experiences of a reclusive rebel Subir Rana 51. Morals of the demoralised: The non-collaborative academic Alexia Cameron 52. Doing philosophy differently: learning to fight gender-bias by giving up on stereotypical academic norms Tone Grosen Dandanell 53. Being an academic ghostwriter: be(com)ing me(thodology) Martha Emilie Ehrich 54. Unwaged and repurposed: transitions from accidental to non-institutionalised academic Ruth Slater 55. The redundant academic: am I academic, or am I still an academic? Mark Hughes Exit via the gift shop Olivier Ratle, Sarah Robinson, Alexandra Bristow
£37.99
Taylor & Francis Ltd Skills in Neighbourhood Work
Book SynopsisSkills in Neighbourhood Work is a practice textbook. It explains the skills, knowledge and techniques needed by community workers and other practitioners to work effectively in and with communities. While the principles and methods it describes have stood the test of time, the political, economic and social changes which have taken place since the book was first published have made new editions essential. Rewritten and updated to include new practice examples, this fifth edition retains all the practical information needed by the student or practitioner but sets it in the contemporary context. Including a European perspective and views from North America and Australia, it covers:Starting, supporting and ending work with community groupsEvaluationData collectionGoals and prioritiesMaking contactsGroup work Helping groups work with other organisations.This invaluable textbook is essential reading for students and Table of Contents1.Key ideas about neighbourhood work. 2.Thinking about evaluation. 3.Entering the neighbourhood. 4.Getting to know the neighbourhood. 5.What next? Needs, goals and roles. 6.Making contacts and bringing people together. 7.Forming and building organisations. 8.Helping to clarify goals and priorities. 9.Keeping the organisation going. 10. Dealing with friends and enemies. 11.Leavings and endings.
£32.99
Taylor & Francis Ltd Constructing Online WorkBased Learning Placements
Book SynopsisConstructing Online Work-Based Learning Placements offers a step-by-step approach to understanding and applying the principles of design and delivery in online work-based learning (WBL) placements for students. A crucial component of employability strategies for higher education students, WBL placements are increasingly in need of adaptation to respond to today's rapidly expanding online work environments. This evidence-based book explores the emergent properties and additional value that online WBL placements provide to student learning and employability prospects, focusing on effective pedagogy, design, planning and implementation. The book also presents the Peer Enhanced e-Placement (PEEP), a pioneering, positively evaluated and award-winning online WBL placement model that is underpinned by pedagogical research and theory. The PEEP has been adapted and adopted by numerous higher education teams organising online WBL placements, and the case example included in these pagesTrade Review'This is a timely addition to the discourse on employability, written in an engaging and accessible way. The book provides an important resource to practitioners, academics, and pracademics alike to enhance the success of their WBL offer. It offers a clear link between theory and practice, culminating in a workbook that provides a thoughtful and considered level of practical support, submersing the reader into genuine action to develop online WBL placements.'—Stuart Norton, Senior Adviser in Learning and Teaching for Advance HE, UK'Work Based Learning (WBL) and the development of employability skills have been growing, sometimes quietly, as an academic topic for decades. This book shines a spotlight on WBL as a key part of the curriculum, highlighting the body of knowledge that underpins and endorses what is often an undervalued subject area and focuseing on an outstanding example of (to paraphrase Plato) ‘need being the creator’. COVID-19 was the experiment that no one wanted. The higher education sector and, in particular, WBL were hit significantly, with the cancellation of work placements across all disciplines. This was a major blow to the students who relied on these experiences to embed their theoretical knowledge in practice and to gain the essential employability skills that employers want. In such a challenging time, creative approaches were needed to ensure that the students gained essential skills, and PEEP was born. If you want to gain a deeper understanding of WBL and its evolution and importance in higher education; to reinforce or endorse an argument for the development of WBL; or to develop online learning placements using a toolkit, then look no further. This book has it all.'—Francesca Walker-Martin, Reader in Work Based Learning at the University of Central Lancashire, UK, and Chair of ASET, the Work Based Learning and Placement Learning Association'If you want to know about approaches to design pedagogies, assessment, and implementation to support online work-based learning placements, this book is for you. I recommend this book because it is timely and significant in the post-COVID context. Professor Lisa Taylor has comprehensively discussed models, strategies, and pedagogical and assessment activities to support relevant stakeholders to better engage with online work-based learning placements and enhance students’ employability.'—Thanh Pham, Senior Lecturer in Graduate Employability, Globalisation, and Intercultural Education in the School of Education, Culture, and Society at Monash University, Australia'High quality work-based learning placements are essential to ensure optimal preparation of students for their ‘life-wide and life-long employability journeys’. This robustly evidenced resource offers the pedagogical and organisational principles to be considered in the design and delivery of work-based learning placement opportunities. It offers a vital underpinning to the transformation of learning and online learning opportunities seen in recent years and is transferable across all sectors. This resource has broad value to work-based educators and academics innovating and pushing the boundaries of work-based learning opportunities across the globe, and its sound pedagogical underpinning to virtual learning opportunities will ensure sustained efficacy, value, and uptake. I congratulate and thank the authors for their invaluable and courageous leadership during the COVID-19 pandemic, driving online work-based learning opportunities with sound pedagogical foundations, academic support, and evaluation to sustain the transformation to modern work-based learning.'—Beverley Harden, MBE, National AHP Lead, Deputy Chief AHP (England), and Multi-Professional Advanced & Consultant Practice Lead at Health Education England, and Visiting Professor at the University of Winchester, UK'The global higher education sector has had to find innovative and, in most cases, technology-enabled ways of teaching and ensuring that students continue to gain real-world work experiences during the COVID-19 pandemic Higher education institutes are increasingly under pressure to provide high-quality work-based learning opportunities for students through innovative means to support development of their GPS (global professional skills) and improve their long-term employment outcomes through assessment by employers regardless of their location. This book is a potential game-changer for institutions looking to develop high-quality online work placements for students, providing a practical and rigorous end-to-end framework covering access, quality, scale, technology, curriculum, paedology, and assessment. It will support faculty, students, and employers in delivering a sustainable, innovative, and high-quality online learning experience that is outcomes-focused and enhances student employability—an increasingly critical aspect of higher education.'—Cameron Mirza, Chief of Party for USAID Pre-Service Teacher Education in Jordan and Board Member for the Global Impact InitiativeTable of ContentsForeword by Sophie Milliken, MBEPreface About the AuthorChapter 1: Work-Based Learning Placements Within Higher EducationChapter 2: Online Learning in a World of ‘Place’ by Gilly SalmonChapter 3: Employability and the Online Work-Based Learning EnvironmentChapter 4: Peer Group LearningChapter 5: Reflection to Support LearningChapter 6: Leaning Outcomes and AssessmentChapter 7: Feedback and SupervisionChapter 8: Theory into Practice – A Case Example: The Peer Enhanced e-Placement (PEEP)Chapter 9: Workbook – Reflection, Consolidation, Design, and Delivery of an Online Work-Based Learning PlacementIndex
£29.99
Taylor & Francis Ltd Theoretical and Historical Evolutions of
Book SynopsisThis book analyzes the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of self-directed learning.It utilizes philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that self-directed learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed Eudemonic Self-Directed Learning, for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and itTable of ContentsPart I: Whose Education Is It Anyway? 1. The Other Pandemic: Dependent Learners in the Age of Autonomy Part II: A Brief History of Self-Directed Learning: Looking Back to Move Forward: Tracing Self-Directed Learning Through Western Civilization 2. "All Men by Nature Desire to Know": Aristotle’s First Premise, Natural Curiosity, and the Rise of the Sophists 3. Learning to Do, Learning to Learn: Apprenticeships and the Printing Press 4. Rousseau, Pestalozzi, and Froebel: Nature, Freedom, and Play 5. The Great Equalizer: Horace Mann, the Chautauqua Movement, and W.E.B. Du Bois 6. Dewey, Montessori, and Progressive Reformers 7. Education as Revolutionary: Summerhill, Sudbury, Free Schools, and Citizenship Schools 8. Illich and Holt: Deschooling, Homeschooling, and Unschooling 9. The Field of Self-Directed Learning Part III: Exploring Self-Directed Learning Environments 10. Ready to Learn: The Skills of Self-Directed Learning 11. Experience and Environment: The Role of School in Self-Directed Learning 12. Where’s the Teacher?: Guides, Facilitators, and the Role of Adults in Self-Directed Learning 13. Equity, Freedom, and Responsibility 14. "Staying Competitive": Self-Directed Learning and Market Forces Part IV: Eudaimonia and Democratic Schooling 15. Learning as a Pursuit of Happiness: Education for Individual Flourishing 16. Learning to Live Together: Self-Directed Learning and Social Responsibility 17. Bringing It Together: Learning for the Self and the Other 18. Eudemonic Self-Directed Learning Part V: The Future of Education 19. A Summary of Arguments and Implications for Future Research
£118.75
Taylor & Francis Social Capacity Building through Applied Theatre
Book SynopsisAs experts in both applied theatre and education, Au Yi-Man and John OâToole outline how applied theatre techniques can be used to support workers in the human services to develop crucial skills such as resilience, imagination, critical thinking, and reflection.Highlighting under-emphasised skills and qualities in the human services professions, this book combines theory with context-specific practice to support capacity building across sectors. Drawing on a detailed study of NGO workers learning to use applied theatre techniques in professional development, the book offers insight into the learning and experiences of the participants and how these can be applied to future training programs. The book also provides a deeper understanding of how adult learners, from different backgrounds and levels of experience, approach their professional training. Rich with resources, the book features complete course examples, including theatre of the oppressed, process drama, and education
£29.99
Taylor & Francis Approaches to WorkBased Learning in Higher
Book SynopsisApproaches to Work-Based Learning in Higher Education provides a comprehensive introduction to the delivery of university-level work-based learning (WBL) for educators and policymakers. The contributing authors draw from their wealth of experience of developing apprenticeships, placement programmes and other work-based learning opportunities, advising on best practice when delivering learning in partnership with industry.Supported by a unique balance of practical and theoretical insight, including international perspectives on how common challenges may be addressed, this essential volume explores the following key themes: Pedagogies â this section outlines established best practice in delivery of WBL for higher education and offers suggestions for how readers may continue to develop and improve their provision. Projects â this section covers a range of approaches to work-based learning within higher education and explores examples of this in practice, including live briefs, work placements and industrial project-based learning. Apprenticeships â this section focuses specifically on work-based degree programmes, covering their design, delivery, implementation and assessment. A must-read for anyone working within higher education policy or practice, this book provides readers with the tools to successfully navigate work-based learning, as well as strategies for ensuring and enhancing the quality of the learning experience.
£29.99
Taylor & Francis Playful Learning
Book SynopsisOffering an innovative and dynamic approach to adult learning, Playful Learning explores the potential of play in adulthood with the goal of helping educators, corporate trainers and event designers incorporate play-based activities for adults into both educational and work settings.Through a comprehensive overview of the value of play in adulthood, this book responds to the growing popularity of playful events for adults in academic and business settings designed to promote higher levels of engagement. Drawing on the authorsâ own decades of experience at the forefront of the field, this helpful reference incorporates strategies and techniques for bringing play into any learning design. Examples and case studies of successful playful design at conferences, training events, and in higher education illustrate what effective playful event design looks like in practice.With a multi-sector appeal that spans business, education and entertainment while bringing togetTable of ContentsPart I: Introduction 1: Introducing playful learning events Part II: Designing playful experiences 2: Play and learning in adulthood 3: Designing playful events 4: Play for different audiences Part III: Creating playful spaces 5: Playful interludes 6: Playful training 7: Running a playful event Part IV: Engaging people playfully 8: Creating immersive experiences 9: Building playful partnerships 10: Designing conference games Part V: Playful practice 11: Playful presentations 12: Playful tools and technologies 13: Playful evaluation Part VI: Conclusion 14: Future play
£28.99
Taylor & Francis Ltd Professional Education 1983
Book SynopsisPublished in 1983. The concept of education has generally been assumed to relate to childhood and it is only with more recent developments in the field of adult learning that it has been recognised that education can take place at any stage in life.One of the main intentions of this book is to examine the concept of education from the perspective of the education of people in a wide variety of professions. It is suggested that education be defined as any planned series of incidents, having a humanistic basis directed towards the participants' learning and understanding. The aims, curricula and methods of appraisal of professional education in the light of this definition are then considered. Although dealing with professional forms of learning for the most part, this book should be of interest to all educators, trainers and administrators responsible for the implementation of educational policies and programmes in higher, further and continuing education.Table of Contents1. The Changing Concept of Education: Theory and Practice. 2. The Professions. 3. The Aims of Professional Education. 4. Criteria for the Selection of Curriculum Content in Professional Education. 5. Knowledge, Skills and Attitudes. 6. Educational Processes. 7. Appraisal in Professional Education. 8. Teachers and Teaching in the Education of Professionals. 9. Confronting some Ethical Issues.
£29.99
Taylor & Francis Ltd How to be a Better Scientist
Book SynopsisUnderstanding the fundamentals of conducting good science, that will have an impact, is the goal of every aspiring scientist. Providing a wealth of tips, How to be a Better Scientist is the book to read if you want to succeed in this competitive field. Helping readers gain an insight into what good science means and how to conduct it, this book is ideal to read cover-to-cover or dip into. It includes easily accessible guidance on topics such as: What characteristics should a scientist have? Understanding the hypothesis Integrity in science Lack of confidence and the embarrassment factor Time management Coping with rejection Interacting with the science community With its broad focus, this friendly guide will enthuse, inspire and challenge, and is an essential companion for all aspiring scientists. Trade ReviewChock-full of helpful advice and written by two highly experienced scientists in an engaging and amusing style, this book will be a boon to all early career researchers, whether just starting a PhD or building a first research group.Essential advice and good sense for early career and indeed late career scientists.Sir Charles Godfray FRS, Director, Oxford Martin School, Oxford UniversityI found the advice in ‘How to be a Better Scientist’ very insightful and honest. I wish this book had existed (and that I had read it) long before now! It really will be so helpful, comforting and enlightening for early career scientists like me.Steph Chaousis, Final year Ph.D. student, Griffith University, AustraliaScience has never been more important to society than it is at present and I am confident it will be even more important in future. It is essential that scientists are trusted and that their work has integrity. There are many ways scientists can become good at their art but this is largely defined by the personalised journey travelled by each through their career. For many of us it is a wonderful learning experience but we all need guidance about how to navigate its methodological, social and cultural intricacies. Leaving this to instinct, or the hard lessons learned from trial and error, is wasteful. In the past, the guidance of strong mentors and role models was what we sought but more is needed. This timely and welcome book, written by hardened and successful professionals in the art, will help the budding generation of scientists to be better than the last.Ian Boyd, Chief Scientist of DefraChock-full of helpful advice and written by two highly experienced scientists in an engaging and amusing style, this book will be a boon to all early career researchers, whether just starting a PhD or building a first research group.Essential advice and good sense for early career and indeed late career scientists.Sir Charles Godfray FRS, Director, Oxford Martin School, Oxford UniversityI found the advice in ‘How to be a Better Scientist’ very insightful and honest. I wish this book had existed (and that I had read it) long before now! It really will be so helpful, comforting and enlightening for early career scientists like me.Steph Chaousis, final year Ph.D. student, Griffith University, AustraliaScience has never been more important to society than it is at present and I am confident it will be even more important in future. It is essential that scientists are trusted and that their work has integrity. There are many ways scientists can become good at their art but this is largely defined by the personalised journey travelled by each through their career. For many of us it is a wonderful learning experience but we all need guidance about how to navigate its methodological, social and cultural intricacies. Leaving this to instinct, or the hard lessons learned from trial and error, is wasteful. In the past, the guidance of strong mentors and role models was what we sought but more is needed. This timely and welcome book, written by hardened and successful professionals in the art, will help the budding generation of scientists to be better than the last.Ian Boyd, Chief Scientist at the Department for the Environment, Food and Rural Affairs, UKTable of Contents1. What do we mean by science and 'being a better scientist'?; 2. What characteristics should I have as a scientist and am I that person?; 3. Understanding the hypothesis; 4. How do I find my way?; 5. Integrity in science; 6. Lack of confidence and the embarrassment factor; 7. The basics of doing an experiment; 8. Time management; 9. Giving a presentation or a poster; 10. Writing a (good) scientific paper; 11. Writing grant proposals; 12. How to cope with rejection; 13. Interacting with the science community through social media; 14. When things aren’t going well; 15. How to be a better supervisor; 16. Wider aspects of science management; 17. Final thoughts
£21.99
Cambridge University Press Adult Learning and Technology in WorkingClass Life
a huge range and FREE tracked UK delivery on ALL orders.
£63.64
McGraw-Hill Companies Common Core Achieve GED Exercise Book Reading and
Book Synopsis
£31.48
McGraw-Hill Education - Europe Foundations Writing Revised Ed Skills Workbook
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£11.76
McGraw-Hill Education - Europe Achieving Tabe Success in Reading Level D
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£28.70
McGraw-Hill Education - Europe Achieving Tabe Success in Reading Level D Reader
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£23.95
Research & Education Association English the American Way A Fun Guide to English
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£18.95
Teachers' College Press NextLevel Digital Tools and Teaching Solving Six
Book SynopsisWith a focus on digital tools and planning for any setting, this text provides ready-to-use help for designing technology-integrated lessons, building and managing community, selecting the best digital tools for particular tasks, increasing student engagement, and differentiating instruction.Table of Contents Contents Foreword Douglas K. Hartman xi Acknowledgments xiii Introduction 1 Why This Book? 2 Synergistic Planning 3 Guiding Principles 4 Book Organization and Features 7 Conclusion 9 1. How Do I Teach the Attributes of Digital Text? 11 Literacy and Technology 12 Understanding Digital Text 13 Lessons to Teach the Attributes of Digital Texts 16 Assessing Your Understanding of Digital Text 23 Summary 26 Action Items 27 2. How Do I Design More Effective Technology-Integrated Instruction? 29 TPACK 29 Reflexive Pedagogy 30 Combining TPACK and Reflexive Pedagogy 31 Continuum of Technology Integration 32 The Role of Digital Text in Instructional Design 33 Steps to Designing More Effective Technology-Integrated Instruction 34 Examples of Technology-Integrated Lessons 37 Assessing Your Design of Technology-Integrated Instruction 37 Summary 42 Action Items 42 3. How Do I Select the Best Digital Tools for a Task? 45 Types of Digital Tools 46 Digital Tools in Action 50 Selecting the Best Digital Tools 52 Summary 56 Action Items 57 4. How Do I Increase Student Engagement When Using Technology? 59 Student Engagement 59 Build Community 61 Scaffold Self-Regulation 64 Summary 70 Action Items 71 5. How Do I Differentiate Technology-Integrated Instruction? 73 What Is Differentiated Instruction? 73 Differentiated Instruction and Digital Formative Assessment Tools 73 How Do I Use Digital Tools to Accommodate Different Learning Needs? 78 How Do I Use Digital Tools to Offer Choice to My Students? 80 Summary 81 Action Items 82 6. How Can My District/School Support Technology-Integrated Instruction? 83 Instructional Coherence 84 Develop a Vision for Technology-Integrated Instruction 85 Establish a Common Language 85 Set Directives to Advance Instructional Coherence 86 Five Areas of Directives 88 Steps to Developing Directives 93 Example of Directives in Action 94 Summary 96 Action Items 97 Appendix A: Description of Digital Tools Referenced in This Text 99 Appendix B: African Elephant Example 103 Appendix C: Semantic Feature Analysis Example 105 References 107 Index 115 About the Authors 121
£33.20
John Wiley & Sons Inc Shift Teaching Forward
Book SynopsisA practical guide to preparing students and job candidates for the demands of the modern workplace How can we prepare learners for an ever-changing world and job market? What are 21st century employers looking for in applicants, and how do we coach jobseekers to be ready on day one? Now is the time to rethink and expand how we prepare job seekers for the roles that will launch their careers. In Shift Teaching Forward, Kelly Cassaro gives educators the knowledge, insight, and practical advice they need to prime students for the social, emotional, and behavioral skills they need to thrive in tomorrow's workplace. Shift Teaching Forward showcases the ecosystem of elements that characterizes a successful job-training program. As educators, we need to focus not only on standards alignment and technical skills, but also on the soft skills that will make students stand out as job candidates. In today's labor market, being able to do the job is just the fTable of ContentsIntroduction 1 1 The Jobs Landscape Is Changing 9 Change Is the Only Constant 10 The Pandemic and Everything After 13 Understanding the Future of Work 14 Who Does the Work 16 How the Work Is Done 19 Giving Students the Advantage 25 2 The Connection between Education and Employment 27 The Bridge between Secondary Education and Employment 29 Challenges and Barriers 33 Sage on the Stage, Guide on the Side 34 Evolving Mindsets 38 The Importance of Equity in Education 39 A Sense of Belonging 42 Embedding Employability into the Curriculum 43 Guaranteed Work Experience 43 3 Two Frameworks for Understanding Social-Emotional Skills 45 SEL in the Jobs-Training Landscape 46 What Is Social and Emotional Learning? 49 Which SEL Skills Need to Be Taught? 51 The CASEL 5: Core SEL Competencies 52 Durable Skills Framework 60 What Are Durable Skills? 61 Closing Thoughts on Social and Emotional Learning 74 4 Does Teaching Social-Emotional Learning Work? 77 Emotional Intelligence and Academic Achievement 78 Links between Moral Reasoning and Academic Performance 80 School-Wide SEL Programming’s Impact on Academic Performance 81 School-Wide SEL Programming’s beyond Academic Achievement 82 Characteristics of Successful SEL Programs 83 Longevity of Impacts from SEL Interventions 86 Emotional Intelligence and Job Performance 88 The Case for SEL: A Summary 89 5 Evaluating Social-Emotional Learning Needs, Activities, and Outcomes 91 Start with the End in Mind 92 What Does Formative Evaluation Involve? 94 Eight Steps to Support the Formative Evaluation Process 94 What Does Process Evaluation Involve? 98 Exploring the Kirkpatrick Model 99 What Does End-of-Program Evaluation Involve? 102 Best Practices in Experimental Design 104 How Do We Robustly Measure SEL? 106 Ethics 109 6 Overcoming Student-Specific Employability Challenges 115 Increasing Exposure and Igniting Interest 117 Increasing Social Capital 119 Identifying and Overcoming Pressures 120 Identifying Student Strengths 122 Cultivating a Sense of Belonging 123 Challenges beyond the Educator’s Reach 125 7 Establishing Common Language for an Employability-Driven Classroom Culture 127 Common Language for Career-Focused Competencies 128 Common Language for a Culture of Learning and Teaching 131 8 Classroom Strategies to Increase Employability 143 Three Strategies for Creating a Supportive Culture 144 Role Plays and Case Studies 150 Bring In the Learning and Take Out the Learning 155 Embrace AI in Your Teaching Practice 158 Micro-Moments for Increased Career Awareness 160 9 Developing Curriculum Where Employment Comes First 169 The Employability-Focused Curriculum Design Process 170 Employment at the Center of Design 188 A Note on Design Thinking 190 Conclusion 193 There Is Power in Community 194 Start Somewhere, and Start Small 195 Everything Begins with Intention 197 Go Forward 198 Resource Guide 199 References 207 Acknowledgments 211 About the Authors 213 Index 215
£18.89
Johns Hopkins University Press Is Graduate School Really for You
Book SynopsisWhether you are considering applying to graduate school, already enrolled, or would simply like to know more about continuing your education, this is the book for you.Trade ReviewFor an undergraduate curious about graduate school, this book is a perfect guide. Seligman's writing style is clear and concise, and the Q&A format of the book allows readers to search out the questions most compelling (or confusing) to them with succinct answers and explanations... This book is also necessary for anyone's parent, spouse, or friend who is asking: 'what is grad school and why is it taking you so long to get that PhD?' -- Courtney McDermott NACADA Journal My job, as I see it, is to provide that information, thorough and unvarnished. I'm always hunting for resources to help guide undergraduates, and I've lately found a good one: Amanda I. Seligman's recent book, Is Graduate School Really for You? -- Leonard Cassuto Chronicle of Higher EducationTable of ContentsPrefaceAcknowledgments1. So You Want to Go to Graduate School2. Financing Your Education3. Graduate Expectations4. Coursework Is Hard Work5. Dissertations and Theses6. The Academic Culture7. Having a Life in Graduate School8. Degrees, Jobs, and Academic CareersAfterwordNotesGlossarySourcesFor Further ReadingIndex
£25.25
Bloomsbury Publishing Plc Library Programs and Services
Book Synopsis'Social Work Connections' and 'Career Connections' sidebars are part of an update that elaborates on new trends, provides new readings, and offers a great deal of practical (and sometimes humorous) advice about working in library public services.The ninth edition of Library Programs and Services: The Fundamentals builds on the strong foundation of the previous editions. Award-winning and widely published author G. Edward Evans returns with a new co-author, Stacey Greenwell, in this update that combines their signature style of textbook readability, informality, and sometimes humor, as well as their knack for balancing foundational topics and new trends.A new feature in the ninth edition is the incorporation of the concept of library social work through Social Work Connections sidebars in each chapter. Anecdotes throughout the text and Career Connections sidebars offer practical advice and specific current examples. Greenwell and Evans have combined several Trade ReviewLibrary Programs and Services: The Fundamentals is a must-read for librarians. The authors provide a comprehensive and insightful overview of the various programs and services offered by libraries, and the book is filled with practical tips and best practices for implementing them effectively. The book offers a deep understanding of the current challenges and opportunities that librarians are facing and how to navigate them. The writing is clear and concise, making it easy to understand even for those new to the field, and the authors provide a solid foundation for librarians to understand the library landscape and build successful and impactful library programs. The book is also a valuable resource for library students and professionals looking to improve their understanding of libraries and their services. * Russell Michalak, Director of Library and Archives at Goldey-Beacom College, USA *Brimming with practical advice, concise overviews of key concepts, and engaging anecdotes, this new edition of Library Programs and Services: The Fundamentals is essential reading for LIS students, public services staff, and library administrators alike. In addition to chapters on the core functional areas of access, reference, instruction, collections, and programming, there are several focused on essential topics including staffing, security, technology, finance, and legal issues. The former deftly summarize common practices and emerging trends while also advocating for compassionate and inclusive policy. The latter identify crucial issues that administrators, and in some cases, employees, must be prepared to address. With its breadth of coverage and warm style, this volume is invaluable to all who strive to provide high-quality services to library users. * Jason Coleman, Academic Services Librarian, K-State Libraries, USA *Table of ContentsList of Tables Preface to the Ninth Edition 1. Introduction to Library Public Services Library Functions Library Types and Library Users Quality Service Customer Service Training Libraries and Social Work Closing Thoughts References 2. Reference Services Types of Reference Questions The Reference Interview Reference Service Categories In-House Reference Training Closing Thoughts References 3. Instructional Services The Nature of Instructional Services Information Literacy Defined The Need for Information Literacy Instruction Types of Information Literacy Instruction Instructional Methods Classroom Pedagogy Instruction: Moving Theory into Practice Online Instructional Support Scheduling Assessing Learning Closing Thoughts References 4. Access Services Loan Systems Borrowers Loaning Materials Privacy of Loan Data Stack Maintenance E-Reserve Services Acquiring Materials Beyond the Library Interlibrary Loan Document Delivery Cooperative Resource Sharing Legal Concerns Closing Thoughts References 5. Physical Collections How Publishing Works Serials Types of Serials Paper-Based Collection Issues for Public Service Staff Government Information Archives—Special Collections Media Collections Media Ratings and Libraries Closing Thoughts References 6. Online Collections Differences between Digital and Other Resources Online Resource Types Digital Permanence Closing Thoughts References 7. Programs and Services Programming Services Closing Thoughts References 8. Technology Issues Libraries and Technology Public Access to Computers Online Government Information and Services Social Media Developing a Social Media Policy and Plan Social Media in Libraries Measurability: The Impact of Social Media in the Library Closing Thoughts References 9. Legal Issues Creating Libraries Users and the Law Library Services and the Law Contracts and Licenses Copyright Closing Thoughts References 10. Fiscal Issues Budget Basics Budget Formats Fund Accounting Garnering Budget Support Other Sources of Funding Closing Thoughts References 11. Ethical Issues Ethical Concepts Workplace Ethics and Values Professional Ethics Intellectual Freedom Self-Interest Other Potential Ethical Challenges Closing Thoughts References 12. Staffing Categories of Information Service Personnel The Staffing Process Staff Development, Training, and Retention Performance Appraisal Part-Time Staff Closing Thoughts References 13. Safety Aspects Risk Assessment and Management Disaster Preparedness Planning Technological Security Bugs and Other Nasty Things Collection Safety People Safety Challenging Users Closing Thoughts References 14. Library as Place Library as Place Managing the Facility Deferred Maintenance Sustainability Planning for Renovation or New Space Moving to a New Location Joint-Use Facilities Closing Thoughts References 15. Assessment Key Concepts Reasons for Doing Assessments Tools That Aid in Assessment Efforts Outcomes Closing Thoughts References Index
£71.25
Brush Education Inc Wisdom & Metaphor
Book Synopsis
£53.89
Krieger Publishing Company A Guide to Research for Educators and Trainers of
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£38.48
Krieger Publishing Company NonWestern Perspectives on Learning and Knowing
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£38.25
Select Books Inc Free Range Learning in the Digital Age: The
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£12.99
Harvard Educational Publishing Group Core Practices for Project-Based Learning: A Guide for Teachers and Leaders
Book SynopsisCore Practices for Project-Based Learning offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach. Pam Grossman and her colleagues draw on their research with teachers, educational leaders, and curriculum designers to identify the instructional goals, practices, and mindsets that enable educators to effectively facilitate deep learning in PBL environments. The authors first define the four primary teaching goals of the PBL model: supporting subject-area learning, engaging students in authentic work, encouraging student collaboration and agency, and building an iterative culture where students are always prototyping, reflecting, and trying again. They then equip educators with ten key practices that serve these goals. These practices include methods to elicit higher-order thinking, engage students in disciplinary and interdisciplinary practice, and mentor student decision making. The authors guide educators from a clear starting place through a series of concrete, manageable steps that apply whether they are initiating PBL or working to improve the quality of existing PBL implementation. Extended case studies illustrate the use of the core practices in real-world situations.Core Practices for Project-Based Learning is an invaluable resource to help educators realize their instructional vision and create meaningful student experiences.
£999.99
