Education / Educational sciences / Pedagogy Books

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Book SynopsisThis book provides a valuable contribution to our thinking about education in a modern metropolis. One of the strengths of this book is its diversity of topics which range from research with young children to adult learners, and compulsory schooling to higher education. The contributors are concerned with the particular demands of teaching and learning in a diverse educational context such as East London and offer perceptive insights into the complex issues that arise from this experience. This is a thought-provoking and highly informative publication of the research ideas and professional experiences of our current educators. The authors illustrate the rich experience of the ever-evolving field of education by bringing together research and observations from their professional practice. Their aim is to support learning and teaching, through stimulating readers’ thinking about education, pedagogy, ways of learning, and the subjects that they teach. Edited by three authors who have substantial experience in a wide range of educational settings both nationally and internationally, this book is for students, academics, teacher educators and all those who are involved in leading and delivering education in one way or another.Table of ContentsForeword Lynn Ang and John Trushell: Learning and Teaching in a Metropolis: Introduction Neil Herrington, Caroline Brennan and Kathy Wright: Teacher Training in an Urban Setting: A Story from East London Erika Cudworth and David Cudworth: Educating the Outcast? Policy and Practice in the Teaching of Gypsy/Traveller Children David Morris and John Trushell: To Have and Have Not: Implications for Teacher-trainees on First School Placements in a Diverse Range of ICT Resource Settings Hazel Dorrington and John Trushell: The Men in White Coats: Teacher Trainees’ Perceptions of Scientists Gerry Czerniawski: Constructing and Deconstructing Newly-qualified Teachers’ Values in an Urban Context Suzanne Mackenzie: “If You Could Wave a Magic Wand…” - Special Educational Needs in London: Diversity, Complexity and Context Lionel McCalman: Drumming up Enthusiasm: Using Steel Pans with Adults and Children with Special Educational Needs Nasima Hassan: Silent Voices: British Muslim Pupils in Mainstream Schools in East London Namita Chakrabarty and John Preston: Merely Gestural? Schools as a Site for Posturing against a Theatre of the Depressed Joanne Kenworthy: Discover as a Learning Environment: Stimulating Creativity and Learning in Diversity Patricia Walker: The Commodification of British Higher Education: Trials and Triumphs of Massification in the Metropolitan University Helen Masterton: The SENDA Agenda: The Vision for Inclusive Higher Education Ratha Perumal: Undergraduate Autonomy and Diversity: Perspectives from a Post-1992 University

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Book SynopsisThis book aims to present how emergent media penetrate all fields of human cultural activity. The content of this volume reflects theoretical and practical discussions on cultural issues influenced by increased adoption of information and communication technologies. New media and Web 2.0 raise increasing attention of academics from wide range of disciplines. Papers, included in this volume, cover a coherent choice of topics selected with respect to the actual state of inter-disciplinary debate on emerging media.Trade Review"Recommended" - in: CHOICE - Current Reviews for Academic Libraries, Vol. 48 No. 06 (February 2011)Table of ContentsDaniel Riha & Anna Maj: Introduction Access, Power and Social Marginalisation in Cyberculture Nils Gustafsson: This Time It’s Personal: Social Networks, Viral Politics and Identity Management Anna Maj and Michal Derda-Nowakowski: Anthropology of Accessibility: Further Reflections on the Perceptual Problems of Human-Computer Interactions Christina Neumayer, Celina Raffl and Robert M. Bichler: Politics and Social Software: Recommendations for Inclusive ICTs Cyber-Governance, Cyber-Communities, Cyber-Bodies Melissa de Zwart and David Lindsay: Governance and the Global Metaverse Donata Marletta: Hybrid Communities to Digital Arts Festivals: From Online Discussions to Offline Gatherings New Concepts in Education and Entertainment Jef Folkerts: Playing Games as an Art Experience: How Videogames Produce Meaning through Narrative and Play Daniel Riha: The 3-D Virtual Library as a Value-Added Library Service Theodoros Thomas: Learning New Literacies through Machinima Web 2.0 and Social Networking Natalia Waechter, Kaveri Subrahmanyam, Stephanie M. Reich and Guadalupe Espinoza: Youth Connecting Online: From Chat Rooms to Social Networking Sites Chand Somaiah: Cybergrace among Eating Disorder Survivors in Singapore

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Book SynopsisLittle exposure and few opportunities for practice are two main drawbacks for learners in instructional contexts. These problems are intensified when dealing with face-threatening acts such as refusals, as learners are not fully capable of expressing their meanings and miscommunication is a likely by-product. The present volume aims at exploring factors and production of refusals in different instructional settings by means of ten original papers which address key questions dealing with the speech act of refusals. The relevance of the volume lies in the individual contributions which embrace innovative perspectives on refusals in order to provide an excellent contribution to this field of enquiry. The book is an obligatory reading for researchers and students interested in the field of interlanguage pragmatics, who will benefit from the range of educational contexts in which refusals are investigated.Table of ContentsAcknowledgements Otilia Martí-Arnándiz and Patricia Salazar-Campillo: Introduction Enhancing refusals in formal settings Ana B. Fernández-Guerra: Using TV series as input source of refusals in the classroom Elina Vilar-Beltrán and Sabela Melchor-Couto: Refusing in Second Life Eva Alcón-Soler and Josep R. Guzman i Pitarch: The effect of instruction on learners’ use and negotiation of refusals Esther Usó-Juan: Effects of metapragmatic instruction on EFL learners’ production of refusals Variables affecting use of refusals Naoko Taguchi: Refusals in L2 English: Proficiency effects on appropriateness and fluency Victòria Codina-Espurz: The role of proficiency in the production of refusals in English in an instructed context César Félix-Brasdefer: Refusing in L2 Spanish: The effects of the context of learning during a short-term study abroad program Investigating learners’ production of refusals Alicia Martínez-Flor: Learners’ production of refusals: Interactive written DCT versus oral role-play Maria-Pilar Safont-Jordà and Laura Portolés-Falomir: Research method effects on third language learners’ refusals Patricia Salazar-Campillo: Production of refusals: Insights from stimulated recall Notes on contributors

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Book SynopsisWith Warnock, the so-called ‘architect’ of inclusion now pronouncing this her ‘big mistake’ and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference – Deleuze, Foucault and Derrida – and puts them to work on inclusion. The book offers new challenges for those involved with education to invent new ways of tackling the ‘problem’ of inclusion.Table of ContentsIntroduction Part One: The ‘state’ of inclusion Chapter 1: The territories of failure Chapter 2: The repetition of exclusion in policy and legislation Chapter 3: Excluding research Part Two: Putting the philosophers to work on inclusion Chapter 4: Deleuze and Guattari’s smooth spaces Chapter 5: Derrida and the (im)possibilities of justice Chapter 6: Foucault and the art of transgression Part Three: Rethinking inclusion? Chapter 7: Teachers and students: subverting, subtracting, inventing Chapter 8: Nomadic learning to teach: recognition, rupture and repair Chapter 9: Performing inclusion: instructive arts experiences Chapter 10: Inclusive research? Chapter 11: The politics of inclusion

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Book Synopsis

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