Educational systems and structures Books

Book SynopsisSocial work field education in Canada is in crisis. New understanding and approaches are urgently needed. Innovative and sustainable models need to be explored and adopted. As professionals, social workers are expected to use research to inform their practice and to contribute to the production of research. Yet many social workers are reluctant to integrate research into their practice and into field education.Transforming Social Work Field Education encourages the adoption of research and scholarship into the practice of social work, especially field education. It offers current theoretical concepts and perspectives that shape social work field education and provides case studies of practice research grounded in the experiences of diverse communities and countries. Highlighting cutting-edge research and scholarship, each chapter addresses critical issues in social work practice and their implications for field education.Bringing together scholars at various stages of their careers, this book fosters a meaningful dialogue on the dynamic, complex, and multi-faceted nature of social work practice, research, and innovation in the critical area of field education. A vivid and original work, it stimulates interest and discussion on the integration of research and scholarship in social work field education in Canada and around the world.With contributions by: Wasif Ali, Helen Asrate Awoke, Kelemua Zenebe Ayele, Afework Eyasu Aynalem, Nicole Balbuena, Morgan Jean Banister, Natalie Beck Aguilera, Sheila Bell, Heather M. Boynton, Janice Chaplin Mailing, Emmanuel Chinlanga, Jill Ciesielski, Alise de Bie, Emma De Vynck, Cyerra Gage, Anita R. Gooding, Zipporah Greenslade, Annelise Hutchinson, Christine Anne Jenkins, Vibha Kausik, Ermias Kebede, Edward King, Kaltrina Kusari, William Lamar Medley, Karen Lok Yi Wong, Alexandra Katherine Mack, The Ottawa Adult Autism Initiative, Endalkachew Taye Shiferaw, Richardio Diego Suárez Rojas, Margaret Janse van Rensburg, Jennie Vengris, and Courtney Larissa WeaverTable of Contents List of Figures List of Tables Acknowledgements Introduction: Field Research Scholarship in Social Work Julie L. Drolet, Grant Charles, and Sheri M. McConnell Part I: Field Education Practice, Research, and Theory Addressing Class in Field: Economic Justice and Unpaid Social Work Practicums Natalie Beck Aguilera, William Lamar Medley, C. Gage, and Annelise Hutchinson Social Work Field Experience with Non-Social Work Field Supervisors in Community Senior Service Settings Karen Lok Yi Wong Enhancing Equity and Accessibility in Field Education: Reflections on Mobilizing Local Research Findings in One School of Social Work Alise de Bie, Janice Chaplin, and Jennie Vengris The Current State of Developmental Social Work Theory and Field Education in Africa: A Scoping Review Emmanuel Chilanga Part II: Anti-Racist and Indigenous Knowledges, Methodologies, and Perspectives A Social Work Student in Search of an Anti-Racist Education: A Conversation with Myself Zipporah Greenslade Cultural Responsive Child Welfare Practices: An Integrative Review Alexandra K. Mack Champions of Hurdles: A Multiple Case Study on the Experience and Meaning of Pursuing a Doctoral Degree for Ethiopian Women Endalkachew Taye Shiferaw, Helen Astrate, and Afework Eyasu Use of Self in Work: A Critical Race and Social Identity Perspective Anita R. Gooding Part III: Social Justice, Advocacy, and International Social Work Field Education and Immigrant Serving Sector Vibha Kaushik Social Justice, Systems, and Internaitonal Social Work in Field Education Kelemua Zenebe Ayele and Ermias Kebede Advancing Community Development Field Placements in Pakistan: A Case Study on Community Drinking Water Wasif Ali Using Advocacy Practicum to Establish a Framework for Virtual Community Consultations in the Ottawa Adult Autism Community Margaret Janse van Rensburg, Courtney Weaver, Christine Jenkins, Morgan Banister, Edward King, Sheila Bell, and The Ottawa Adult Autism Initiative The Service Provider's Dilemma: Confronting the Challenges of Service Delivery for Undocumented Victims of Intimate Partner Violence Nicole Balbuena Part IV: New Developments and Approaches in Field Education Field Education, Disability, and COVID-19: Navigating a Virtual World Kaltrina Kusari Supporting Spiritual Competencies in Field Education and Practice Emma De Vynck, Jill Ciesielski, and Heather M. Boynton How to Enhance Brain Potential in Fieldwork Education? The Multimodal Integration of Imagination and Trauma (MIIT) Framework Ricardo Diego Suárez Rojas Conclusion Sheri M. McConnell, Julie L. Drolet, and Grant Charles List of Contributors Index

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Book SynopsisSocial work field education in Canada is in crisis. New understanding and approaches are urgently needed. Innovative and sustainable models need to be explored and adopted. As professionals, social workers are expected to use research to inform their practice and to contribute to the production of research. Yet many social workers are reluctant to integrate research into their practice and into field education.Transforming Social Work Field Education encourages the adoption of research and scholarship into the practice of social work, especially field education. It offers current theoretical concepts and perspectives that shape social work field education and provides case studies of practice research grounded in the experiences of diverse communities and countries. Highlighting cutting-edge research and scholarship, each chapter addresses critical issues in social work practice and their implications for field education.Bringing together scholars at various stages of their careers, this book fosters a meaningful dialogue on the dynamic, complex, and multi-faceted nature of social work practice, research, and innovation in the critical area of field education. A vivid and original work, it stimulates interest and discussion on the integration of research and scholarship in social work field education in Canada and around the world.With contributions by: Wasif Ali, Helen Asrate Awoke, Kelemua Zenebe Ayele, Afework Eyasu Aynalem, Nicole Balbuena, Morgan Jean Banister, Natalie Beck Aguilera, Sheila Bell, Heather M. Boynton, Janice Chaplin Mailing, Emmanuel Chinlanga, Jill Ciesielski, Alise de Bie, Emma De Vynck, Cyerra Gage, Anita R. Gooding, Zipporah Greenslade, Annelise Hutchinson, Christine Anne Jenkins, Vibha Kausik, Ermias Kebede, Edward King, Kaltrina Kusari, William Lamar Medley, Karen Lok Yi Wong, Alexandra Katherine Mack, The Ottawa Adult Autism Initiative, Endalkachew Taye Shiferaw, Richardio Diego Suárez Rojas, Margaret Janse van Rensburg, Jennie Vengris, and Courtney Larissa WeaverTable of Contents List of Figures List of Tables Acknowledgements Introduction: Field Research Scholarship in Social Work Julie L. Drolet, Grant Charles, and Sheri M. McConnell Part I: Field Education Practice, Research, and Theory Addressing Class in Field: Economic Justice and Unpaid Social Work Practicums Natalie Beck Aguilera, William Lamar Medley, C. Gage, and Annelise Hutchinson Social Work Field Experience with Non-Social Work Field Supervisors in Community Senior Service Settings Karen Lok Yi Wong Enhancing Equity and Accessibility in Field Education: Reflections on Mobilizing Local Research Findings in One School of Social Work Alise de Bie, Janice Chaplin, and Jennie Vengris The Current State of Developmental Social Work Theory and Field Education in Africa: A Scoping Review Emmanuel Chilanga Part II: Anti-Racist and Indigenous Knowledges, Methodologies, and Perspectives A Social Work Student in Search of an Anti-Racist Education: A Conversation with Myself Zipporah Greenslade Cultural Responsive Child Welfare Practices: An Integrative Review Alexandra K. Mack Champions of Hurdles: A Multiple Case Study on the Experience and Meaning of Pursuing a Doctoral Degree for Ethiopian Women Endalkachew Taye Shiferaw, Helen Astrate, and Afework Eyasu Use of Self in Work: A Critical Race and Social Identity Perspective Anita R. Gooding Part III: Social Justice, Advocacy, and International Social Work Field Education and Immigrant Serving Sector Vibha Kaushik Social Justice, Systems, and Internaitonal Social Work in Field Education Kelemua Zenebe Ayele and Ermias Kebede Advancing Community Development Field Placements in Pakistan: A Case Study on Community Drinking Water Wasif Ali Using Advocacy Practicum to Establish a Framework for Virtual Community Consultations in the Ottawa Adult Autism Community Margaret Janse van Rensburg, Courtney Weaver, Christine Jenkins, Morgan Banister, Edward King, Sheila Bell, and The Ottawa Adult Autism Initiative The Service Provider's Dilemma: Confronting the Challenges of Service Delivery for Undocumented Victims of Intimate Partner Violence Nicole Balbuena Part IV: New Developments and Approaches in Field Education Field Education, Disability, and COVID-19: Navigating a Virtual World Kaltrina Kusari Supporting Spiritual Competencies in Field Education and Practice Emma De Vynck, Jill Ciesielski, and Heather M. Boynton How to Enhance Brain Potential in Fieldwork Education? The Multimodal Integration of Imagination and Trauma (MIIT) Framework Ricardo Diego Suárez Rojas Conclusion Sheri M. McConnell, Julie L. Drolet, and Grant Charles List of Contributors Index

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Book SynopsisAcross the world, universities are grappling with the colonial legacies that have shaped them. That struggle is especially vital in South Africa where the Rhodes Must Fall and Fees Must Fall movements have catalysed decolonial activism and discourse against the legacy of apartheid in higher education. This collection asks what epistemic justice might look like in teaching, learning and research across multiple academic disciplines. Each author writes from first-hand experience of teaching at the University of Cape Town, an institution that was and remains a key site of complicity with and resistance against settler colonialism, apartheid, and their ongoing oppressions. The contributors trace power relations that are embedded in various teaching and learning spaces at UCT, asking critical questions about the kinds of subjects and objects of knowledge that are produced by their disciplines. Further, they explore new ideas, texts, and intellectual and pedagogical practices that can help academics interrogate, challenge and transform the dominant power relations in the South African academy. Collectively, these chapters work to imagine new subjects of knowledge in the postcolonial university through an ethic of epistemic justice. At a time when debates on decolonisation have gained urgency in academic, civic and public spaces, this interdisciplinary collection serves as a valuable archive documenting and reflecting on a turbulent period in South African higher education. It is an important resource for academics looking to grasp debates on decoloniality both in South Africa, and in university and teaching spaces further afield. Calling for concerted and collaborative work towards greater epistemic justice across diverse disciplines, the book puts forward a new vision of the postcolonial university as one that enables excellent teaching and learning, undertaken in a spirit of critical consciousness and reciprocity.Table of Contents Introduction Epistemic Justice and the University of Cape Town: Thinking Across Disciplines – Ruchi Chaturvedi, Shari Daya and Amrita Pande Part I: Aesthetics, Politics and Languages Chapter 1 Ukuhamba Ukubona/Travelling to Know: Mobility as Counter-Curriculum Across Africa – Nomusa Makhubu Chapter 2 Publics, Politics, Place and Pedagogy in Urban Studies – Rike Sitas Chapter 3 Imagining Southern Cities: Reflections on an Interdisciplinary Pedagogical Space – Shari Daya and Rike Sitas Chapter 4 Invoking Names: Finding Black Women’s Lost Narratives in the Classroom – Athambile Masola Part II: Justice, Curriculum and the Classroom Chapter 5 Decolonising Psychology in Africa: The Curriculum as Weapon – Shose Kessi and Hal Cooper Chapter 6 The Shards Haven’t Settled: Contesting Hierarchies of (Teaching) History – Koni Benson and Kerusha Govender Chapter 7 Heavy-handed Policing: Teaching Law and Practice to LLB Students in South Africa – Jameelah Omar Part III: Contested Histories and Ethical Spaces Chapter 8 African Studies at UCT: An Interview with Lungisile Ntsebeza – Sepideh Azari Chapter 9 The African Gender Institute: A Journey of Place-making – Kealeboga Mase Ramaru Chapter 10 The Ethic of Reconciliation and a New Curriculum – Ari Sitas Afterword – Amrita Pande, Ruchi Chaturvedi, Shari Daya

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Book SynopsisWhy do some universities seem to be in a constant state of turmoil and dysfunction? Jonathan Jansen explores the root causes of chronic instability in a sample of South African universities. Through scrutiny of investigatory reports and interviews with more than 100 university managers and government officials, Jansen finds that at the heart of the dysfunction in universities is an intense and sometimes deadly competition for resources especially on campuses located in impoverished communities. It is not the lack of institutional resources but their concentration in a university that draws a mix of corrupt actors from local politicians and taxi operators to members of council and management into a never-ending run on the material (such as money for infrastructure) and symbolic (namely, graduation certificates for sale) assets of these institutions. Jansen argues that the problem won’t be solved through investments in ‘capacity building’ alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Jansen makes an important intervention to understanding the root causes and offers interventions to produce stabilities such as the depoliticisation of university councils and appointing academics of integrity and capacity in the management and leadership of these fragile institutions. This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.Table of Contents Acknowledgements Acronyms and Abbreviations Map of South African Universities Chapter 1 A study of chronic dysfunction in universities Chapter 2 Historical roots of dysfunction: Shaping the South African university Chapter 3 Dysfunctionality in universities: A political economy perspective Chapter 4 A personal journey through the political economy of universities Chapter 5: Casting long shadows: How history shapes the politics of universities in South Africa Chapter 6 The university as a concentrated and exploitable resource Chapter 7 The university as a criminal enterprise Chapter 8 The micropolitics of corruption in universities Chapter 9 The twin roots of chronic dysfunctionality in universities Chapter 10 Rethinking and rebuilding dysfunctional South African universities Appendices References Index

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Book SynopsisThere is an increasing focus on research-practice partnerships that adopt research designs aimed at improving educational practice while advancing research knowledge. There is now a need for books that provide a theoretical and practical account of successful research designs that have been tested and replicated over time and contexts. This book addresses this need by providing the first comprehensive account of the Learning Schools Model (LSM), a design-based research-practice partnership that has been tested over 15 years and across contexts and countries (n=5). This model has successfully built teacher and school capacity and improved valued student outcomes for primarily indigenous and ethnic minority students from lower socio-economic communities. The quality of research into the model has been recognised locally and internationally. The International Literacy Association reprinted a paper on the original model in their volume “Theoretical models and processes of Reading (6th Ed)”. The authors won the University of Auckland’s Research Excellence Award (2015), awarded for research of demonstrable quality and impact, for their research into the Model. This book addresses several gaps in the existing literature on research-practice partnerships. Firstly, understanding applications in contexts beyond the USA where much of the seminal work is located adds to our collective understanding of contexts in terms of constraints and enablers. Secondly, we provide a theoretical account of partnership development and demonstrate how these are practically developed in situ to address the known need for stronger theoretical understandings of partnership development and better training in developing partnerships. Finally, our book demonstrates how research can be both responsive to context and yet have robust and replicable research designs that improve valued student outcomes over time and contexts. This in turn provides an alternate research approach for countries where randomised control trials are often the “gold standard” for interventions.Table of ContentsChapter 1. Ambitious Aims: Research for Solutions and Knowledge Chapter 2. The Learning Schools Model (LSM) Chapter 3. Collaborative Data Analysis Chapter 4. Partnerships for Design and Sustainability Chapter 5. Resourcing and Professional Learning and Development (PLD) Chapter 6. Sustainability of the LSM Chapter 7. Learning to Learn

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Book SynopsisHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied. This volume of Theory and Method in Higher Education Research explores theories such as student development theory, critical race theory applied to international students, critical language theory and linguistic approaches to higher education research. Additionally, methodological contributions include chapters on quasi-experimental methods, arts-based research and reflective dialogues. Including contributors from Sweden, Finland, Japan, the US, and the UK, the chapter authors present international perspectives on the application and development of theory and methodology in researching higher education.Table of ContentsChapter 1. Toward the consolidation of student development theory: Development, issues, and critiques; Toru Kawai Chapter 2. Not a citizen but a student: International student critical race theory (IntlCrit) framework; HyeJin Tina Yeosss Chapter 3. Quasi-experimental methods: Principles and application in higher education research; Heeyun Kim and Paula Clasing-Manquian Chapter 4. Research as an experience: A reflective exploration of art-based research and poetry for researching experiences; Felipe Sánchez Chapter 5. Prioritising respondents’ concerns, beliefs and perceptions over those of researchers: Constructivist theory and research methods; Marie-Louise Österlind, Pam Denicolo, and Britt-Marie Apelgren Chapter 6. Internationalization and language protection through the lens of the critical language theory; Anna Björnö Chapter 7. Using reflective dialogues to explore pedagogies in higher education; Lauren Clark Chapter 8. From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research; Jane Andrews, Richard Fay, Zhuo Min Huang, and Ross White Chapter 9. The development of higher education journals, 2000-2020; Malcolm Tight

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Book SynopsisModelling Learning in Economics provides a comprehensive study of how learning processes can be modelled in an economic context.This innovative book investigates the processes involved in economic learning by categorizing different ways of learning, and using mathematical models for their description. The author distinguishes three types of learning processes - non-cognitive, routine-based and associative learning - and, for each of these, a model is proposed. Thomas Brenner also provides an overview of the psychological literature on learning and on the learning models most frequently used in economics. He then goes on to present applications of these models of learning to various economic topics including evolutionary game theory, consumption behaviour, investment behaviour of savers and the diffusion of innovation. In applying the models to economic topics, the author not only presents new insights into learning but also contributes to many topics within economic research.This book will be of interest to economic psychologists and economists working in the areas of game theory, consumer and investment behaviour and the diffusion of innovation.Trade Review'I like this book because it attempts to tackle many difficult problems of applying learning theory that have not been satisfactorily dealt with in the literature. . . this book is an impressive achievement for so young a researcher in such a rapidly growing field. It contains many not yet fully exploited ideas, and, economic applications. This book should be useful for those seeking to reseach economic applications of learning models. I am glad to have read the book, and I think it makes a useful addition to the literature on learning in economics.' -- R. Sarin, Journal of Economics/Zeitschrift fur Nationalokonomie'This is a book that anybody interested in the role of learning in economics will find informative. Its particular strength lies in the fact that the author has made a genuine attempt to knit together the formalism so vaunted by economists with the understanding of human decision processes that resides in the domain of psychologists.' -- Tim Wakeley, Journal of Economic Psychology'I found this one of the most readable treatments of the enormously interesting and rapidly evolving area of learning in economics. Thomas Brenner has managed to combine a reasonably comprehensive account of a very large and rather amorphous literature with an insightful and engaging literary style, while at the same time not sacrificing anything in terms of mathematical rigour. I think that this book will be found useful by many who want to get an overview of an exciting area.' -- John D. Hey, University of York, UK and Universita Degli Studi di Bari, ItalyTable of ContentsContents: 1. Introduction Part I: Theoretical Aspects of Learning 2. Categorisation of Learning 3. Modelling Learning Processes 4. Mathematical Prerequisites for Modelling Learning Part II: Learning in Diverse Economic Contexts 5. Learning of Preferences 6. Reinforcement Learning in Games 7. Reinforced Consumer Behaviour 8. Routine-based Choices of Assets 9. Learning and Diffusion 10. Associative Learning and the Evolution of Cooperation 11. Learning in Economic Research Bibliography Index

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Book SynopsisThis book shows teachers possible strategies for handling children's behaviour in the classroom. The book considers a number of problems which may lead to inappropriate behaviour and as well as the behavioural and cognitive approach also looks at the use of management techniques in the class room.Table of Contents1. The nature of class control and management problems. 2. Causes of problems I: the children. 3. Causes of problems II: the school and teachers. 4. Strategies I: the behavioural approach. 5. Strategies II: the cognitive approach. 6. Strategies III: management techniques. 7. Teacher behaviours and classroom control. 8. Teacher self-perceptions and self-management.

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Book SynopsisCovering the various stages of intervention it provides a practical insight into this multifaceted situation. Distinguishes between school refusal and other forms of school attendance problems Assists practitioners with the development of an intervention plan for school refusal Provides resources which are useful in assessment and management of school refusal Trade Review"Some of these [books in the PACTS series 2] are quite outstanding guides for practitioners, full of practical steps to take and worldly wisdom as well as good theretical grounding ... The approach taken to school refusal is also very sound ... Overall I would recommend that this series is present for anybody working with adolescents, as they provide a very useful guide for trainees to get stuck in with treatment." Stephen Scott, Institute of Psychiatry, London, Child and Adolescent Mental Health, Volume 9, No. 2, 2004, pp 92-96Table of ContentsIntroduction 1 Part I: Assessment 5 Part II: General Considerations for Intervention 15 Part III: Intervention with the Young Person 18 Part IV: Intervention with the Parents 32 Part V: Intervention at the School Level 47 Part VI: Concluding Remarks 51Appendices 54

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Book SynopsisThis book is a selection of papers by the author, a professional psychologist who operated a school psychological service. They represent the development over some forty years of a psychological practice based on the then relatively unknown Personal Construct Theory of George Kelly. Tom Ravenette has adjusted and extended this theory to make it fully useful in the author?s own context.Table of ContentsPrologue - Everyone his own Scientist or Behaviour is an Experiment. Reading Difficulties and What Else?. Psychologists. Teachers and Children - how many Ways to Understand?. Motivation, Emotional Blocking and Reading Failure - a Unifying Point of View. Personal Construct Theory - an Approach to The psychological Investigation of Children and Young People. The Exploration of consciousness - Personal Construct Theory and Change. Specific Reading difficulties - Appearances and Reality, to Tell a Story, to Invent a Character, to Make a Difference. "Never, Never, Never Give Advice" - an Essay in professional Practice. A Drawing and its Opposite - an Application of The notion of The "construct" in The Elicitation of Children' s Drawings. The recycling of Maladjustment. Personal Construct Psychology and Practitioners who work With Children. Personal Construct Psychology in The Practice of an educational Psychologist. Personal Construct Psychology and The Assessment of young People. The "one-off" Interview, who are You? - a Structure for exploring a "sense of Self". Asking Questions Within a Personal Construct framework. Triadic Elicitation - Academic Exercise or key to Experiencing? A minipaper Transcending The Obvious and Illuminating The Ordinary - Personal construct Psychology and Consultation in The Practice of Educational psychology. What Would Happen if? - Personal Construct Psychology and psychological Intervention. Epilogue - an Answer to a "lifer' s Three questions".

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Book SynopsisAt a time when dyslexia is being redefined, this book proposes a socially interactive model within the wider framework of specific learning difficulties. The model proposed is flanked by reflective contributions from internationally respected researchers, writers and teachers and each chapter carries messages for educators in all sectors of education. Teachers are challenged to re-examine central issues affecting learning in and beyond compulsory schooling: methods of teaching and provision of learning support; and the integration of meta-affectivity with metacognition.Table of ContentsPart 1: Central issues 1 - Seeing the wood and the trees: specific learning difficulties and dyslexia, Morag Hunter-Carsch 2 - Reflections and research, Tim Miles 3 - Visual difficulties with print, Sue Mailley 4 - Restructuring the structured approach, Morag Hunter-Carsch 5 - Beyond metacognition: the integration of meta-affectivity as a component of metacomprehension, Morag Hunter-Carsch 6 - A social-interactive model of specific learning difficulties, Margaret Herrington and Morag Hunter-Carsch. Part 2: Roots and Branches 7 - Specific developmental dyslexia: back to the future? Peter Pumfrey 8 - Adult dyslexia: research and practice, Hanna Poussu-Olli 9 - Partnerships with parents, Morag Hunter-Carsch 10 - Dyslexia and multilingual matters, Lindsay Peer 11 - Mathematically thinking, Anne Henderson 12 - ICT-based interactive learning, Alan Crombie and Margaret Crombie

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Book SynopsisThis book is designed to meet the needs of teachers working in a range of contexts. It applies the principles of personal construct psychology (PCP) and invites teachers to reflect on the implications of these for classroom practice. The book begins by providing a comprehensive review of the philosophies and theories underpinning education as a basis for demonstrating the particular relevance of PCP for educational research and practice. This establishes a conceptual framework for the extensive practical guidance which follows on how to implement, with sensitivity and rigour, a range of techniques, from the traditional structured repertory grid to more innovative flexible strategies, within education. 1 - Alternative Perspectives on Education 2 - Personal Construct Psychology Approaches in Education 3 - Alternative Constructions of Educational Research 4 - Practical Considerations in the Use of Repertory Grid Techniques 5 - Beyond the Grid 6 - Developing an Appropriate Climate 7 - The Learner as Personal Scientist 8 - Teachers Perspective 9 - Anticipation and TransformationTable of ContentsAlternative Perspectives on Education. Personal Construct Psychology approaches in Education. Alternative Constructions of Educational Research. Practical Considerations in The use of Repertory Grid Techniques. Beyond The grid. Developing an Appropriate Climate. The Learner as Personal Scientist. Teachers Perspective. Anticipation and Transformation.

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Book SynopsisThe Psychology of Dyslexia is an introductory text for teachers undertaking a training course on Dyslexia. The book is based on Mike Thompson's lecture course to the Dyslexia Institute's Postgraduate Diploma in Dyslexia and Literacy. Although primarily for teachers the book will be of interest to other professionals, such as Speech Therapists, who are undertaking a course on dyslexia, as well as parents of dyslexic children. The book covers the basic psychology of, for example, memory, neuro-psychology and reading development, followed by these topics application to Dyslexia. Dr Thompson is a Chartered Psychologist as well as Principal of East Court, a school for dyslexic children, and the book provides the background to the assessment of dyslexia as well as to theoretical topics. There is a guide to further reading at the end of every chapter. Contents: The Nature of Dyslexia Basic Psychometrics and Assessment Assessing the Dyslexic Definition and Discrepancies Basic Neuro-psychology Neuro-psychology of Dyslexia Models of Reading and Spelling Models of Memory Phonological and Memory Deficits in Dyslexia Table of Contents1 The Nature of Dyslexia. 2 Basic Psychometrics and Assessment. 3 assessing The Dyslexic. 4 Definition and Discrepancies. 5 Basic Neuropsychology. 6 neuropsychology of Dyslexia. 7 Models of Reading and Spelling. 8 Models of Memory. 9 Phonological and Memory Deficits in Dyslexia.

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Book SynopsisThis authoritative handbook presents current ideas on the relationship between spoken and written language difficulties. It provides clinical and educational perspectives on the assessment and management of children's reading and spelling problems. The book begins with a theoretical overview. The second edition continues the theme of linking theory and practice. It is aimed at practitioners in the fields of education, speech and language therapy, and psychology. All original chapters have been updated and new chapters are added to reflect current developments.Trade Review"... the second edition offers sufficient new and updated information to make its purchase worthwhile." (Dyslexia Review, September 2006)Table of ContentsPreface to the Second Edition. Preface to the First Edition. Contributors. Chapter 1: Language skills and learning to read: the dyslexia spectrum (Margaret J. Snowling). Chapter 2: Speech and spelling difficulties: what to look for (Joy Stackhouse). Chapter 3: The dyslexic brain (W.A. Lishman). Chapter 4: The prediction and screening of children’s reading difficulties (Valerie Muter). Chapter 5: Assessing speech and language skills in the school-age child (Hilary Gardner). Chapter 6: Assessing reading and spelling skills (Nata K. Goulandris). Chapter 7: Assessing children’s reading comprehension (Kate Nation). Chapter 8: Short-term memory: assessment and intervention (Maggie Vance and Jane E. Mitchell). Chapter 9: Phonological awareness and reading intervention (Peter J. Hatcher). Chapter 10: Spelling: challenges and strategies for the dyslexic learner and the teacher (Claire Jamieson and Sarah Simpson). Chapter 11: Developing handwriting skills (Jane Taylor). Chapter 12: Managing the needs of pupils with dyslexia in mainstream classrooms (Janet Hatcher). Chapter 13: The assessment and management of psychosocial aspects of reading and language impairments (Poppy Nash). Chapter 14: Supporting language and literacy in the early years: interdisciplinary training (Jannet A. Wright and Janet Wood). Chapter 15: Current themes and future directions (Maggie Snowling and Joy Stackhouse). References. Author index. Subject index.

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Book SynopsisThis is a celebratory volume in honour of Professor T.R. Miles of the Bangor Dyslexia Unit. Among the papers offered by known specialists in the field are "Differential Diagnosis of Developmental Dyslexia", by P. Aaron, and "Evaluating Teaching Methods", by Michael Thompson.Table of ContentsPart I - The Theoretical Constructs of Dyslexia. Differential Diagnosis fo Reading Disabilities, P.G. Aaron. Visual Deficit Models of Dyslexia, Gorodn Stanley. Part II - The Specific Nature of Dyslexia. Neurobiological Patterns in dyslexia, Drake D. Duane. Dyslexia and Skill - Theoretical Studies, Roderick I. Nicolson and Angela J. Fawcett. The Cognitive Psychology of Developmental dyslexia, Nick Ellis. Elementary Symbol Processing in Less Skilled Readers in a componential Frmework, Che Kan Leong. Part III - The Identification of Dyslexia. Diagnosing Dyslexia in The Classroom - a Three Stage Model, Peter Gardner. Towards a Rationale for Diagnosois, T.R. Miles. Quantifying Exceptionality - issues in Psychogical Assessment of Dyslexia, Martin Turner. Part IV - Education management of The Dyslexic Child. How Dyslexics Respond to Specialised Teaching - Some Practical and Theoretical Issues, Michael Thomson. Whole School provision for The Whole Child, Steve Chinn. Early Help Means a Better Future, Jean Augur. Part V Diverse Routes to a Wider Understanding. Unconventional treatments for Dyslexia, C.R. Wilsher. The Human Aspects of Dyslexia, Gerald Hales. Musical Problems? - Reflections and Suggestions, Margaret Hubicki.

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Book SynopsisThe majority of adolescent stutters have a long history of dysfluency and as they approach the final years of their schooling they may become apprehensive about their future, particulary in relation to further education, career options, job interviews etc. The treatment of this age group is further complicated by the experience of adolescence itself, and the problems presented by this group are very different to those posed by young children or adults who stutter. This book presents a Communication Skills Approach to the treatment of adolescent stuttering which has been developed over many years of clinical experience.Table of ContentsDedication. Foreword. Preface. Acknowledgements. Chapter 1 - Introduction. The therapeutic relationship. The nature of stuttering: an overview. The nature of adolescence. The adolescence who stutters. Chapter 2 - The assessment of the adolescent who stutters. The interview procedure. The diagnostic interview. Language assessemnts. The parental interview. Further assessemtns. Outcome measures. Chapter 3 - Planning interventions. Physiological factors. Cognitive-emotional factors. Behavioural factors. Environmental factors. Four case study presentations. Summary. Chapter 4 - Communication skills approach. Self-concepts and relationships. Components of the communication skills therapy. Chapter 5 - Intensive group management of adolescents who stutter. Intensive course procedure. Criteria for acceptance on the course. Organisation of the course. Cource assessments. Principles of group management. Structure of the course. Week 2. Chapter 6 - Environemntal influences. Family involvement. The role of the speech and language therapist. Child-rearing styles. Family interventions. Parent-centred sessions. Strategies for intervention. Intervention within the school setting. Chapter 7 - Language impairment and the adolescent who stutters - Claire Toppintg. Assessment of language skills. Intervention. Summary. Appendix I Initial assessment form. Appendix II Adolscent interview. Appendix III Facts about stuttering. Appendix IV Assessment booklet. Appendix V Checklist of social skills. Appendix VI Social communication skills. Appendix VII Measurement of change and outcome. Appendix VIII Measurement of change. Appendix IX The communication skills workbook. Appendix X Examples of self-characterisation. Appendix XI Examples of brainstorm exercises. Appendix XII Communication, observation, listening, praise and reinforcement. Appendix XIII Fear of stuttering; ring of confidence. Appendix XIV Adolescents' view of adolescence. Appendix XV How adolescents thing parents' view adolescence. Appendix XVI Parents' view of adolescent. Appendix XVII Family session. Appendix XVIII Review of communication skills course. Reference. Index.

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Book SynopsisExplanations of reading disorders need to be framed in terms of theories of the normal development of reading and spelling. This collection of papers, based on a selection of those to be presented to the Third International Conference of the British Dyslexia Association, in April 1994, brings together studies of dyslexia and normal reading development. Key topics include the role of underlying language skills for the development of reading and reading disorders, individual differences amongst dyslexic readers, the biological bases of dyslexia, and techniques for improving reading skills in dyslexic and other poor readers.Table of ContentsThe Normal Development of Reading Skills. The Nature and Causes of reading Difficulties. The Remediation of Reading Difficulties.

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Book SynopsisThis edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.Table of Contents1. Globalization, transformation, and cultures - Theoretical notes and perspectives on reconceptualization and international comparison in Early Childhood Education and Care2. The contribution of cultural studies to early childhood education discourses and research3. Dimensions of International Comparison in Early Childhood Education and Care - Theoretical notes4. (E)Utopia: the local, the global and the imaginary in early childhood Education5. GERM and its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas6. A cultural-historical analysis of "Childhood" and "Early Childhood Education" in contemporary Iran7. Understanding culturally specific pedagogy and practices within Swedish Early Childhood Education and Care8. Doing Ethnicity? The representation and negotiation of cultures in ECEC as an unexplained research task9. Peer Culture and Mealtimes with Toddlers in a Child Care Context: "Put your bowls on the table. It's not a toy"10. "We do not make angels here" Secularism in Norwegian kindergartens11. A social justice perspective in early childhood teacher education12. "After lunch we offer quiet time and meditation" Early Learning Environments in Australia and Finland Through the Lenses of Educators13. Teachers' Involvement in Their Designed Play Activities in a Chinese Context14. Professionalization and change - recognition of qualifications, educational processes and competencies in Germany

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Book SynopsisThis volume presents the impacts of international higher education on citizen diplomacy. Based on the assumption that international higher education is a key driving factor of citizen diplomacy, the empirical studies in this book examine the learning outcomes of five mobility programs of international higher education(inbound study abroad, outbound study abroad, international service-learning, international internship, and online study abroad) in cultivating students’ intercultural competence, empathy and goodwill towards people in the host country. It contributes to increasing awareness of international higher education by providing insights about its functions in citizen diplomacy.Table of Contents1 Introduction 2 A Review of International Higher Education in Diplomacy 3 A Review of International Higher Education 4 Research Methodology and Method 5 Outbound Study Abroad Programs 6 Inbound Study Abroad Programs 7 International Service-Learning Programs 8 International Internship Programs 9 Online Study Abroad Program

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Book SynopsisThis book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. This book addresses the value and impact of internationalization for all students at HBCUs and beyond. Internationalization can be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center. It also highlights the tensions between internationalization and institutional policies and priorities, while still serving, who have been historically marginalized.Table of ContentsPart I Internationalization at Historically Black Colleges and Universities 1 A New Day Begun: Rethinking Internationalization and International Initiatives at HBCUs 2 Historically Black Colleges and Universities and Internationalization Efforts3 What Counts as Internationalization and for Whom: Comprehensive Internationalization at Historically Black Colleges and Universities Part II Internationalization Programs and Strategies at HBCUs4 Universalizing Internationalization at Historically Black Colleges and Universities Through Virtual Learning5 Study Abroad Program Development at One Historically Black College and University: A Success Story 6 Minority Students’ Perspectives on Study Abroad: One Case Within the Historically Black College and University Community 7 Rethinking Faculty Readiness in Internationalization Plans at Historically Black Colleges and Universities 8 Abroad Program for HBCU Undergraduates: Experiential Learning Program in Guatemala Part III Internationalization Experiences and Reflections 9 Advancing Internationalization Through Faculty Publication of Their Experiences in Internationalizing the Curriculum at Historically Black Colleges and Universities 10 Reassessing the Debate on African Studies at Historically Black Colleges and Universities: Why African Studies Matter 11 It Takes a Village: Holistic Emancipatory Framework for Students of Color in Study Abroad12 International Students and Study Abroad at Historically Black Colleges and Universities: New Trends and Directions 13 Unpacking Deficit Based views of low Black Student Participation in Study Abroad and Understanding the importance of Culturally Relevant Study Abroad programs for HBCU students

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Book SynopsisThis book aims to expand the theoretical framework of and counter the Eurocentric narratives in language policy research, by comparing policies of EU and India and demonstrating the importance of taking a comparative perspective while studying language policies. This book challenges the notion of macro-level power in language policy research and offers evidence that, in democratic frameworks, macro-level power is not absolute. It is not uniform across policy domains, but rather susceptible to pressure, especially in the domains of healthcare and social welfare.This book makes three important contributions to the theory of language policy by: Arguing for the need to reconceptualise macro-level power Proposing ‘Categories of Differentiation’ as a new analytical tool for policy research Demonstrating that socio-political changes are reflected at the textual level This book is of interest to researchers working on language policies and those investigating language related legislation across different policy domains, to practitioners and policymakers in language policy, as well as to graduate students conducting comparative policy research.“This is a much valued and timely book making a strong case for the subject of language policy across Europe and India. The large comparative case studies of four distinctive states across Europe and India in a simple descriptive mode makes the reading of this book enjoyable. The domains of administration, legislation, healthcare and social welfare are undoubtedly novel ways to deal within the concept of language policy in a wider sense. The author uses discourse analysis to bring out the relationship between intention, explanation and interpretation of a phenomenon like language policy and its implementation. The social diversity as expressed in linguistic mapping is well captured in the novel idea of “categories of differentiation” both as a normative methodological tool and its historical-empirical manifestation.” — Asha Sarangi, Jawaharlal Nehru University, New Delhi.Trade Review“In this ambitious book, Abhimanyu Sharma takes readers on an insightful and thought-provoking journey through the complex landscape of language policy in the European Union (EU) and India … . the key strengths of this book lies in the level of detail that is explored … . Sharma takes a holistic view and delivers on the promise of the title through the innovative comparative analysis that challenges existing frameworks and deepens our understanding of power dynamics in language policy.” (Veronica Costea, Language Policy, November 9, 2023)“The systematically designed comparative analysis with accessible language will enlighten scholars in the field of language policy as well as sociolinguists, language planners, and others interested in the topic.” (Yanyu Wang, Language in Society, Vol. 52 (2), 2023)Table of ContentsSeries ForewordDedicationBook AbstractAcknowledgmentPrefacePart I: IntroductionChapter 1. IntroductionPart II. European Union, Luxembourg and WalesChapter 2. Power and language policies in the EUChapter 3. Power and language policies in LuxembourgChapter 4. Power and language policies in WalesPart III. India, Manipur, and Tamil NaduChapter 5. Power and language policies in IndiaChapter 6. Power and language policies in ManipurChapter 7. Language Policies in Tamil NaduPart IV. ConclusionChapter 8. Conclusions and future prospects.

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Book SynopsisThis book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind of initiatives, which have gained relevance in the last two decades, especially in the context of policies aimed at improving the quality of education. The first section of the book includes conceptual chapters that will detail some of the central debates around teacher evaluation, such as a) performance evaluation versus teaching effectiveness; b) tensions between formative and summative uses of evaluation; c) relationship between evaluation and teacher professionalization; and d) political tensions around teacher evaluation. In the second section, the book addresses specific examples of national or state-wide initiatives in the field of teacher evaluation. For this section, the authors have invited contributions that reflect experiences in North America, Asia, Europe, Oceania, and Latin America. In each chapter, a teacher evaluation system is presented, including their main results and validity evidence, as well as the main challenges associated with its design and implementation. This wide-ranging presentation of teacher evaluation systems around the world is a valuable reference to understand the diverse challenges for the implementation of teacher evaluation programs. The presence of conceptual chapters with others that illustrate how teacher evaluation has been implemented in different contexts gives the reader a comprehensive view of the complex nature of teacher evaluation, considering their technical and political underpinnings. It is a valuable source for anyone interested in the design, improvement, and implementation of teacher evaluation systems.Table of ContentsChapter 1. Introduction.- Part I. Topics of conceptual chapters.- chapter 2. Tensions between formative and summative uses of evaluation.- Chapter 3. Performance evaluation versus teaching effectiveness.- Chapter 4. Relationship between evaluation and teacher professionalization.-Part II. National and state-wide initiatives of teacher evaluation.- Chapter 5. Political tensions around teacher evaluation.- Chapter 6. Peru.- Chapter 7. Chile.- Chapter 8. Mexico.- Chapter 9. Tenessee, US.- Chapter 10. District of Columbia, US.- Chapter 11. South Korea.- Chapter 12. New Zealand.- Chapter 13. Singapore.- Chapter 14. China.- Chapter 15. Portugal.- Chapter 16. State of Baden-Württemberg and Free State of Bavaria, Germany.- Chapter 17. Conclusion.

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Book SynopsisThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.Table of Contents

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Book SynopsisThis open access book provides an analysis of the effects of the COVID-19 Pandemic on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history.The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic.The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States. Table of ContentsChapter 1. From Loss to Hope. Paradoxical educational effects of the COVID-19 pandemic (Fernando M. Reimers).- Chapter 2. Brazil. How two municipalities achieved above-average results in reading in the early years of elementary school during the Covid-19 pandemic (Carlos Palacios, Alicia Bonamino).- Chapter 3. Post-pandemic crisis in Chilean education.The challenge of re-institutionalizing school education.(Cristián Bellei).- Chapter 4. The Switch toDistance Teaching and Learning in Finland During the COVID-19 Pandemic(2020–2022) Went Technically Well but was Emotionally Challenging (Katariina Salmela-Aro and Jari Lavonen).- Chapter 5. What Japan's education has lost and gained after almost succeeding in preventing the spread of infection and guaranteeing academic achievement？(Kan Hiroshi).- Chapter 6. Understanding potential causes of learning loss in Mexico: Teachers´ perceptions regarding educational challenges during the COVID-19 pandemic (SergioCárdenas, Ignacio Ruelas, and Edson Sánchez).- Chapter 7. The Fragility of the Norwegian Policy Response: How Relying on Digital Infrastructure and Local Autonomy Led to an Increase in Inequality in Education(Marte Blikstad-Balas).- Chapter 8. Re-framing schools: what has been learned and remains in the post-covid period(Estela Costa & Mónica Baptista).- Chapter 9. Pandemic lessons: Story of cooperation and competition in Russian education(Anastasia A. Andreeva, Diana O. Koroleva, Sergei G. Kosaretsky, and Isaak D. Frumin).- Chapter 10. Singapore’s endemic approach to education: Re-envisioning schools and learning(Oon Seng Tan, Jallene Jia En Chua).- Chapter 11. Reforming education in times of pandemic: The case of Spain(Alejandro Tiana-Ferrer).- Chapter 12. Fragility compounded: the state of the south african educational system in the aftermath of covid-19(Crain Soudien, Vijay Reddy and Jaqueline Harvey).- Chapter 13. Leaning into the Leapfrog Moment: Redesigning American Schools in a Post-Pandemic World(R. Lennon Audrain & Carole G. Basile).

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Book SynopsisDas Erteilen und Empfangen von Feedback stellt einen zentralen Bereich des schulischen Arbeitens dar und übt darüber hinaus diverse wichtige Funktionen aus. Doch wie gehen Menschen, deren Beruf es ist, Rückmeldungen zu geben, selbst mit Feedback um? Welche universellen Schwierigkeiten ergeben sich im Umgang mit Rückmeldungen? Wann wird Feedback angenommen, wann wird es abgelehnt und aus welchen Gründen geschieht dies? Dieser Band betrachtet exemplarisch den Umgang zweier schulischer Personengruppen, der Referendar/-innen und Schulleitungen, mit Feedback und beleuchtet aus einer sozialpsychologischen und auf die Interaktionsgestaltung fokussierenden Perspektive die Chancen und Risiken, die sich innerhalb von Feedbackinteraktionen ergeben können.Trade Review“… Interessant dürfte das Buch vor allem für Feedbackgeberinnen und -geber im Kontext des Referendariats und der Schulinspektion sein.” (Heike Wehage, in: Erziehungswissenschaftliche Revue - EWR, klinkhardt.de, Jg. 16, Heft 2, März-April 2017)“... Das Buch kann insbesondere für Personen, die selbst in ihrem Beruf häufig Feedback erteilen, interessant sein – aber auch für Personen, die ihre eigenen kognitiven und emotionalen Prozesse beim Empfangen von Feedback verstehen und sie lernförderlich steuern möchten.” (in: Pädagogik, Heft 1, 2017)Table of ContentsForschungsstand: Umgang von Individuen im Allgemeinen, von Referendar/-innen und Schulleitungen mit Feedback.- Externe Evaluationen als Feedback.- Feedback im Referendariat.- Sozialpsychologische und emotionstheoretische Grundlagentheorien als Erklärungsansätze: Psychologische Reaktanz, Kognitive Dissonanz, Selbstwert und Selbstwerterhöhung, Attributionen, Rational-emotive Verhaltenstherapie.- Qualitative und quantitative empirische Studien.- Integrierende Schlussfolgerungen und Implikationen aus beiden Studien zur Verbesserung des Umgangs von Individuen mit Feedback.

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Book SynopsisKarin Boriss vereint in diesem Buch sportdidaktische und kognitionspsychologische sowie normative und empirische Aspekte einer bewegungsbasierten Lernförderung. Im Rahmen des Diskurses um die Individuelle Förderung geht sie auf die Frage ein, inwieweit ein gezielt ausgerichteter Sportunterricht das Lernen von Schülerinnen und Schülern der Sekundarstufe I befördern kann. Im Fokus stehen dabei exekutive Funktionen, übergeordnete kognitive Kontrollprozesse, denen eine Schlüsselrolle für Schul- und Lernleistungen zugeschrieben wird. Die Ergebnisse ihrer Feldstudie verweisen insbesondere auf einen positiven Effekt der Bewegungsförderung auf die Inhibitionsfähigkeit, womit ein deutliches Potenzial des Ansatzes für den alltäglichen Sportunterricht erkennbar wird.Table of ContentsIndividuelle Förderung im Sportunterricht.- Exekutive Funktionen.- Lernförderung durch Bewegung.- Längsschnittliche Feldstudie.- SA">Effekte einer unterrichtlichen Bewegungsintervention.

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Book Synopsis Welche Bedeutung haben Sozialisationstheorie und –forschung sowie damit verbundene Konzepte und empirische Zugänge gegenwärtig für die Kindheits- und Jugendforschung und vice versa? Die Diskussion über den Ertrag und Weiterentwicklungen auf dem Gebiet einer Kindheits- und Jugendforschung, die sich in Beziehung setzt zu sozialisationstheoretischen Fragen, soll durch die im Band versammelten konzeptuellen und empirischen Beiträge weiter befruchtet werden.Table of ContentsVorwort- Einleiting- Sozialisation als Transformation – die Rückkehr der Sozialisationsthematik- Sozialisation als Beziehungspraxis. Sozialkonstruktive Dynamiken und Gestaltungsmöglichkeiten in Kindheit und Jugend- Von ‚Sozialisation‘ zu ‚Agency‘ – und wieder zurück? Ein Diskussionsbeitrag aus kindheitstheoretischer Perspektive- Kindliche Autonomie: Konturen einer normativen Agenda für die Childhood Studies- Jugend, sozialer Wandel und Transnationalisierung: Der Möglichkeitsraum als Analyseperspektive für Jugend in ihren Sozialisationsbedingungen- Analysen von Kinderzeichnungen als Ausgangspunkt für eine rekonstruktive Kindheitsforschung- „Man siehts, dass sie einen beobachten“ – zur sozialisatorischen und psychodynamischen Bedeutsamkeit heteronomer Erfahrungen des Beobachtetwerdens in kinderpsychiatrischen Einrichtungen- Das Internet als neuer Möglichkeitsraum für selbstgewählte Therapie? − Eine sozialisationstheoretische Erkundung neuer digitaler Erfahrungsräume

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Book SynopsisDas Buch zeigt auf, wie wissenschafts- und forschungsorientierte Partizipation, Qualifizierung und Weiterbildung realisiert werden kann. Es vermittelt, wie Verstehen methodisch angeleitet werden muss, wenn nicht schematisch zugeordnet und gehandelt, sondern professionell agiert werden soll. Der Band vereint daher Beiträge, die Phänomenen auf der Spur sind, die erhellende, verblüffende oder ernüchternde Schlüsse ziehen und die auf vergessene sowie neue Zusammenhänge hinweisen. Hierüber wecken die Beiträge Interesse an der Entdeckung des Neuen, an Spurensuche, an Phänomenen des Biografischen, des Sozialen und des Pädagogischen.Table of Contents- Rekonstruktive Forschung und forschendes Lehren und Studieren.- Forschendes Lehren und Studieren als Weg zur Professionalisierung.- Dem Phänomen der Verbindung von objektiven Daten und autobiografischer Erzählung auf der rekonstruktiven Spur.- Qualitativ-rekonstruktive Forschungsmethodenausbildung auf dem Gebiet der Sozialen Arbeit in Südkorea.- Die Ordnungsstruktur beim autobiografischen Stegreiferzählen und dazu im Gegensatz das Unordnungsphänomen der paläologischen Konfundierung und sein Erkenntnispotential.- Kriminalistische Spurentextrekonstruktion.- Die Bachelor-Thesis als Herausforderung zur Bewältigung einer berufsbiografischen Krise im grundständigen Studium der Sozialen Arbeit.- Auf der Spur einer erfolgreichen Geschäftsfrau.- Wissenschaftliche Qualifizierung zur Promotion im Modus der Fallrekonstruktion.- ‚Passives Betteln‘.- Zur Bedeutung triadischer Beziehungsstrukturen in Pflegefamilien.- Zum Phänomen der Muße.- Der Beitrag von Forschungswerkstätten und biografischen Fallanalysen zur Anregung einer dreifachen Professionalisierung im Studium der Sozialen Arbeit.- Der Brief als Medium von Professionalität.- Der Habitus der Loyalen.- „Es war halt laut für Kimmy“.

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Book SynopsisDer Band fasst Ergebnisse einer Studie zusammen, in der die Entwicklung von sprachlichen Fähigkeiten bei Kindern und Jugendlichen untersucht wurde, die mehrsprachig leben. Mehrsprachigkeit ist dabei komponiert aus den Sprachen der Herkunft von Familien mit Migrationsgeschichte, dem Deutschen als umgebender Mehrheitssprache und schulischen Fremdsprachen. Im Fokus der Untersuchung steht die Entwicklung von Instrumenten, mit denen die Entwicklung sprachlicher Fähigkeiten in mehreren Sprachen über die Zeit überprüft werden kann. Vorgestellt werden die Ergebnisse zur Prüfung von verschiedenen Annäherungen an die Frage, wie produktive sprachliche Fähigkeiten (Schreiben) unter diesen Bedingungen getestet oder auf andere Weise valide nachvollzogen werden können. Im Zentrum stehen Ansätze, mit denen die Entwicklung in mehreren Sprachen über die Schulzeit hinweg vergleichend verfolgt werden kann.Table of Contents1.Die LiMA-Panelstudie (LiPS): Pilotierung einer Längsschnittuntersuchung zur Sprachentwicklung im Kontext von Mehrsprachigkeit.- 2.Die Messung produktiver Sprachfähigkeiten im Kontext von Mehrsprachigkeit: Die Herangehensweise in LiPS.- 3.Die vergleichende Messung produktiver sprachlicher Fähigkeiten in verschiedenen Alterskohorten.- 4.Die Selbsteinschätzung von Sprachfähigkeiten: Eine Skala zur differenzierten Erfassung.- 5.Sprachgebrauch in Migrantenfamilien.- 6.Schreiben und Lesen in der Herkunftssprache Russisch: Ergebnisse der Panelstudie zum Erwerb literaler Fähigkeiten bei russisch-deutschen bilingualen Kindern.- 7.Englisch als weitere Sprache im Kontext herkunftsbedingter Mehrsprachigkeit.- 8. F-LiPS: Französisch als L3 im Kontext herkunftsbedingter Mehrsprachigkeit.- 9.Auf dem Weg zu einer digitalen Forschungsumgebung: Die Entwicklung spezieller Werkzeuge für das Projekt- und Datenmanagement.

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Book SynopsisDer vorliegende Sammelband eröffnet sowohl theoretische als auch praxisorientierte Perspektiven auf Design Thinking in Bildungskontexten. Die internationalen Beiträge geben Einblicke in unterschiedliche Nutzungsmöglichkeiten der zielgruppenzentrierten Innovationsmethodologie im Bildungsbereich - von Schule über Hochschule und Weiterbildung bis hin zur betrieblichen Organisationsentwicklung - und unterstützen so die erfolgreiche Initiierung und Umsetzung von Innovationen im Bildungsmanagement.Table of ContentsInnovationsorientiertes Bildungsmanagement und Design Thinking.- Die Innovationsmethodologie Design Thinking.- Design Thinking im Innovationsprozess.- Teaching the Design Thinking Mindset.- Design Thinking und Bildung für nachhaltige Entwicklung.- Im Spannungsfeld von Stabilität und Flexibilität. – Agiler Wandel. – Improvisation as the Foundation for Teaching the Fundamental skills of Design Thinking in Education.- Design Thinking in computer science education.- Design Thinking im Hochschulkontext. – Design Thinking in der wissenschaftlichen Weiterbildung.- Curriculare Implementierung von Design Thinking im Hochschulbereich.- Design Thinking in der Hochschullehre.- The CU-PID Case Study.- Das Beste aus zwei Welten.- Design Thinking und Entrepreneurship Education.

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Book SynopsisIntensivmaßnahmen gehören zu den fachlich kontrovers diskutierten Maßnahmen der Kinder- und Jugendhilfe. Einerseits richten sie sich an jene jungen Menschen, die durch reguläre Maßnahmen der Kinder- und Jugendhilfe nicht mehr erreicht werden können und sollen somit den individuellen Bedarfen junger Menschen nachkommen. Andererseits zeichnen sich Intensivmaßnahmen durch einen stark repressiven Zugriff auf junge Menschen aus und folgen scheinbar der Logik einer immer ein bisschen engeren und exklusiveren Maßnahme. In diesem Zugriff auf junge Menschen wird jedoch ein Spannungsfeld sichtbar, welches sich zwischen pädagogischen Standards wie dem Aufbau einer tragfähigen auf Freiwilligkeit beruhenden pädagogischen Beziehung einerseits und gesellschaftspolitischen Forderungen nach einer repressiven Normverdeutlichung andererseits aufspannt. In der empirischen Analyse wird dieses Spannungsfeld aus der Perspektive der jungen Menschen in den Blick genommen und der Frage nachgegangen, inwiefern Intensivmaßnahmen für die jungen Menschen zu Erziehungsorten werden können. Mit Bezug auf den Capabilities-Approach ist die Frage erkenntnisleitend, inwiefern Intensivmaßnahmen zu einer Erweiterung der individuellen Handlungsmöglichkeiten beitragen können oder weitere gesellschaftliche Ausschlusserfahrungen evozieren.

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Book SynopsisSeit mit der COMET-Methode die berufliche Kompetenz genau gemessen werden kann, wissen wir, dass die Unterschiede der Kompetenzausprägung – die Heterogenität – nicht nur "in" den Klassen der beruflichen Schulen sehr hoch sind. Die Heterogenität "zwischen" den Klassen desselben Berufes in den berufsbildenden Schulen ist sehr häufig extrem ausgeprägt. Sie erreicht nicht selten den zeitlichen Umfang eines ganzen Ausbildungsjahres. Die Ursache für dieses erstaunliche Phänomen sind die Lehrkräfte mit ihrem sehr unterschiedlichen Fachverständnis, das sehr oft zwischen einem fachwissenschaftlichen und fachpraktischen variiert. Zurückzuführen ist dies darauf, dass sich ein sehr großer Teil der Lehrkräfte als Seiten- und Quereinsteiger seine Lehrtätigkeit aneignet. In diesem Buch wird in ganzer Breite und Tiefe dieses Phänomen unter Zuhilfenahme von Heterogenitätsdiagrammen dokumentiert und analysiert. An diesen Diagrammen kann man ablesen, dass bei hohen Kompetenzniveaus die Heterogenität der Testgruppe abnimmt. Die Erkenntnisse zur Heterogenität der Kompetenzentwicklung in der beruflichen Bildung, die mithilfe der Forschungsmethode COMET gewonnen wurden, können dazu beitragen, didaktisch klug mit dem Phänomen der Heterogenität in der Berufsausbildung umzugehen.Table of ContentsVorwort 1Einleitung 4I Grundlagen der Kompetenzdiagnostik in der beruflichen Bildung (COMET) 1 Das COMET-Kompetenz- und Messmodell 101.1 Die zu lösenden Schwierigkeiten 101.2 Die Lösung dieser Probleme: das Ratertraining 111.3 Das COMET-Kompetenzmodell 171.4 Messen des beruflichen Wissens 251.5 Veranschaulichung der Heterogenität der Kompetenzausprägung mit Perzentilbändern 291.6 Das Heterogenitätsdiagramm 30II Heterogene Strukturen in der Kompetenzausprägung der beruflichen Bildung – dargestellt und begründet an ausgewählten Beispielen2 Elektroniker/-in – Das COMET-Pilot-Projekt von 2007–2010 342.1 Die Testgruppen 2008 342.2 Test von Fachschulstudierenden 382.3 Vorbereitung und Durchführung des COMET Peking-Projektes 392.4 Die Testergebnisse 442.4.1 Stagnation der Kompetenzentwicklung und seine Überwindung (EB) 442.4.2 Ausgewählte Testergebnisse zur Heterogenität der Kompetenzentwicklung des deutsch-chinesischen COMET-Projektes 452.4.3 Vergleich auf Klassenebene über verschiedene Testgruppen 472.4.4 Perzentilbänder der chinesischen Vocational Colleges (Peking) 492.4.5 Ergebnisse der Fachschulen 492.4.6 Die heterogene fachkundliche Ausrichtung der Berufsbildung: ein Vergleich Deutschland – China 562.4.7 Zusammenhänge zwischen Kompetenzentwicklung und betrieblichem Lernmilieu 602.4.8 Fazit 613 Das Beispiel Industriemechaniker/-in 633.1 Das Stagnationsphänomen bei den IM-Projekten 643.2 Arbeitsprozesswissen der IM-Auszubildenden 663.3 Perzentilbänder 683.4 Die Bedeutung des Lernortes Schule und der Lehrkräfte für die Kompetenzentwicklung der Auszubildenden 723.4.1 Das Antwortverhalten der IM-Auszubildenden 723.4.2 Auswirkungen auf die Kompetenz der Industriemechaniker/-innen 773.4.3 Abschließende Bewertung des IM-Projektes Hessen durch den Projektleiter Thomas Scholz 803.5 Berufliche Kompetenzen von Fachschulstudierenden der Fachrichtung Metalltechnik (Hessen) 813.5.1 Stichprobe der Fallstudie 813.5.2 Die Fragestellungen der Untersuchung 833.5.3 Testergebnisse 2013 843.5.4 Berufliche Kompetenz im Kontext: Identität, Engagement und Lernortkooperation 924 Das Beispiel Kfz-Mechatroniker/-in 994.1 Stichprobe 994.2 Kompetenzentwicklung im Projektverlauf des Projektes NRW mit Angaben zum Projekt Hessen 1004.3 Heterogenität der Kompetenzentwicklung 1014.4 Perzentilbänder der Projekte COMET Hessen und NRW 1044.5 Das Stagnationsphänomen im Ausbildungsberuf Kfz-Mechatroniker/-in 1074.6 LCA-Studie zu den Kfz-Auszubildenden (Hessen) 1094.7 Test- und Prüfungsmotivation der Kfz-Mechatroniker/-innen (NRW) 1155 Das Beispiel Medizinische Fachangestellte 1195.1 Stichprobe 1195.2 Die heterogene Qualität der Testergebnisse 1205.3 Stagnation der Kompetenzentwicklung 1255.4 Testmotivation der MFA-Auszubildenden 1286 Das Beispiel Kaufleute für Spedition und Logistikdienstleistung 1316.1 Stichprobe 1316.2 Pretest 1326.3 Heterogene Verteilung der Kompetenzniveaus zum 1. und 2. Testzeitpunkt 1346.4 Das Niveau des Arbeitsprozesswissens 1356.5 Die Kompetenzprofile repräsentieren den Qualitätszuwachs des Unterrichts 1377 Das Beispiel Pflegeausbildung an Schweizer Höheren Fachschulen 1417.1 Stichprobe und Standorte 1417.2 Übersicht der Testergebnisse 1447.3 Stagnation der Kompetenzentwicklung und seine Überwindung 1487.4 Die Heterogenität der Kompetenzausprägung innerhalb und zwischen den Testgruppen 1517.5 Lernzeitdifferenzen zwischen den Studierenden 1537.6 Berufliches Engagement, berufliche Identität sowie weitere Einflussfaktoren 1537.7 Feedback Workshop der Projektgruppe: Reflexion der Projektergebnisse 1647.8 Zusammenfassung und Fazit 1698 Die Besonderheiten der Heterogenität beruflicher Bildung 1728.1 Das Heterogenitätsdiagramm 1738.2 Die Ursachen der Heterogenitätsausprägung 1738.2.1 Schulische Vorbildung und allgemeine kognitive Fähigkeiten 1748.2.2 Das betriebliche Lernmilieu 1768.2.3 Unterricht nach dem Lernfeldkonzept 1778.2.4 Der Faktor Lehrkraft 1828.2.5 Stagnation und Heterogenität der Kompetenzentwicklung 1848.2.6 Berufliche Identität und berufliches Engagement 1858.2.7 Ergänzende Determinanten der Heterogenität beruflicher Bildung aus der Sicht der COMET-Forschung von 2021 1888.3 Schlussbemerkung 189Literaturverzeichnis 191Anhang 198

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Book SynopsisDie 2020 veröffentlichten ersten Befunde der aktuellen LEO-Studie beleuchten nur einige Aspekte und waren häufig deskriptiver Natur. Large-Scale-Assessments wie die LEO-Studie enthalten jedoch entschieden mehr Analysemöglichkeiten – sowohl hinsichtlich der inhaltlichen Breite als auch der statistischen Modellierung. Daher versammelt dieser Band Analysen zu unterschiedlichen Aspekten der Zusammenhänge zwischen Literalität(en) und Teilhabechancen in interdisziplinärer Perspektive. Die Beiträge des Bandes folgen dem gegenwärtigen Grundbildungsdiskurs in Deutschland, der sich aus einer reinen Betrachtung der Lese- und Schreibkompetenz befreit und bildungsrelevante Bezüge zu diversen Lebensbereichen mit einbezieht. Dazu zählen Arbeit und Familie, Digitalisierung, Finanzen, Gesundheit, Politik und Migration sowie Mehrsprachigkeit.Table of ContentsDistinguiertes Schreiben am Smartphone.- Audiovisuelle digitale Praktiken als Erweiterung kommunikativer und informativer Handlungsfähigkeit.- Finanzielle Grundbildung gering literalisierter Erwachsener am Beispiel des Onlinebanking.- Lesepraktiken in Familien mit gering literalisierten Eltern und unterschiedlichen Strukturmerkmalen.- Migration, Mehrsprachigkeit, deutsche Literalität und ihre Relevanz im deutschen Arbeitsmarkt.- Wie zufrieden sind gering literalisierte Erwerbstätige mit ihrer beruflichen Situation?- Gesundheitsbezogene Kompetenzen zwischen Literalität und kritischer Grundbildung.- Der Einfluss selbsteingeschätzter politikbezogener Kompetenz auf die politische Partizipation gering literalisierter Erwachsener.- Non-formales Weiterbildungsverhalten gering literalisierter Erwachsener.- Leben mit geringer Literalität im ländlichen Raum.

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Book SynopsisDieses Buch hilft Ihnen, Bereiche der Forschung zum kritischen Denken in verschiedenen Bildungsbereichen zu verstehen. Die im ersten Abschnitt vorgestellten Artikel enthalten eine Definition des kritischen Denkens, da es unterschiedliche Auffassungen darüber gibt, was kritisches Denken ist. In verschiedenen Bildungsbereichen, insbesondere in spezialisierten Bereichen wie Betriebswirtschaft, Technik, Naturwissenschaften usw., wird kritisches Denken als eine der wichtigsten erforderlichen Fähigkeiten verstanden und akzeptiert, daher sind Artikel über die Vermittlung kritischen Denkens Teil dieses Buches.Die Schulung in der Anwendung von Strategien zum kritischen Denken und Aufgaben, die das kritische Denken fördern können, werden als Mittel zur Förderung des kritischen Denkens erkannt und sind wichtige Abschnitte dieses Buches. Die Bewertung von Lernprozessen ist ein integraler Bestandteil der Bildung und kritisches Denken ist keine Ausnahme. Auch die Forschung in diesem Bereich wird einbezogen, da sie ihre Bedeutung erkannt hat. Die Verschmelzung von IKT-Werkzeugen mit der Bildung im Allgemeinen und dem Lehren und Lernen von kritischem Denken im Besonderen ist zum Gebot der Stunde geworden und die Forschung in diesem Bereich ist in diesem Buch enthalten.Table of ContentsDefinition von kritischem Denken.- Unterrichten von kritischem Denken.- Strategien für kritisches Denken.- Aufgaben zur Förderung kritischen Denkens.- Bewertung von kritischem Denken.- IKT für die Pädagogik des kritischen Denkens.

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Book SynopsisDieses Buch untersucht den Bereich der ESL/EFL-Wortschatz- und Korpusstudien aus fünf umfassenden Perspektiven: Erwerb, Strategien, IKT, Korpus und aktuelle Praktiken. Die fünf Abschnitte des Buches sind so gruppiert, dass eine ausgewogene Abdeckung der Beschreibungen, wie Vokabeln erworben werden, und der verschiedenen Strategien, die von Lernenden und Lehrenden eingesetzt werden, um den Wortschatz zu beherrschen, erreicht wird. Einer der Abschnitte befasst sich mit dem Einfluss der Informations- und Kommunikationstechnologien auf das Lernen und neue Lehrmethoden. Der Abschnitt über das Lehren und Lernen von Korpus und Wortschatz enthält Zusammenfassungen darüber, wie Korpora die Sprache der Lernenden sein können und wie sie sich direkt auf den Unterricht auswirken. Der letzte Abschnitt über aktuelle Praktiken und Forschung beleuchtet die von Lehrenden und Forschenden angewandten Praktiken bei der Entwicklung des Themas Wortschatz. Dieses Buch ist eine wertvolle Ressource für Forschende, Lehrende und Sprachmittler*innen, die sich für die Natur des Wortschatzes im ESL/EFL-Lehr- und Lernkontext interessieren.Table of ContentsWortschatz und Erwerb.- Strategien zum Lehren und Lernen von Vokabeln.- ICT für das Lernen von Vokabeln.- Korpusbasierte Wortschatzstudien.- Aktuelle Praktiken und Forschung.

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Book SynopsisDieses Buch ist ein Ergebnis der Anwendung von künstlicher Intelligenz in der Literatur. Es ist ein Versuch, KI für bessere Ergebnisse im Forschungsbereich einzusetzen. Es war keine einfache Aufgabe, eine Literaturübersicht über das Thema "Rollenmodellierung" zu finden, da es sehr umfangreich und unsystematisch ist, aber der Einsatz von KI lieferte ein tieferes und umfassenderes Bild. Dieses Buch bietet den Lesenden Beispiele dafür, wie wichtig Rollenmodelle im Leben von Schüler*innen sind. Es enthält Kapitel zu verschiedenen Themen, die für Student*innen und Lehrkräfte von Nutzen sein können.Table of ContentsWie ihr sät, so werdet ihr ernten.- Geschlecht und Rollenmodellierung.- Vorbildfunktion als Erleichterung bei schwierigen Berufswahlentscheidungen.- Rund um die Welt in Zeiten des Modellbaus.

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Book SynopsisThe book summarizes highly topical research contributions on UAS research, which stand in the context of cooperation and exchange between Germany and China. As a dialogue-based platform, this yearbook further develops UAS research and creates an initial conceptual and publishing framework for further self-reflection and identity formation of the concept of "applied sciences".Table of ContentsBuilding applied disciplines at local universities.- Governance structure of innovative application-oriented universities.- Cultural connotation at local universities in their transformation development.- Internationalization of teaching 'at home'.-Change management process using the example of the University of Göttingen.- Rethinking vocational and academic education: vocational university Hamburg as an innovative model university.

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Book SynopsisDer Band geht aus interdisziplinären Perspektiven sich aktuell neu stellenden Fragen der Politischen Bildung nach. Herausforderungen wie Populismus, Prozesse der Re-Nationalisierung und Destabilisierung der EU fordern Akteure politischer Bildung auf, sich grundsätzlich zu öffnen, neu zu orientieren und wirklich neu zu vermessen.Table of ContentsDer Band geht aus interdisziplinären Perspektiven sich aktuell neu stellenden Fragen der Politischen Bildung nach. Herausforderungen wie Populismus, Prozesse der Re-Nationalisierung und Destabilisierung der EU fordern Akteure politischer Bildung auf, sich grundsätzlich zu öffnen, neu zu orientieren und wirklich neu zu vermessen.Die HerausgeberinnenDr. Meike Baader ist Professorin für Allgemeine Erziehungswissenschaft an der Universität Hildesheim. Dr. Tatjana Freytag ist Erziehungswissenschaftlerin und Soziologin und arbeitet als wissenschaftliche Mitarbeiterin in der Abteilung für Allgemeine Erziehungswissenschaft an der Universität Hildesheim. Dr. Karolina Kempa ist Mitarbeiterin in der zentralen Einrichtung für Weiterbildung (ZEW) an der Leibnitz Universität Hannover.

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Book SynopsisDie Überlegung, dass Menschen als Subjekte nicht einfach gegeben sind, sondern sich selbst von Anderen her erlernen, kann mit Norbert Ricken als Kerngedanke einer sozialtheoretischen Erziehungswissenschaft verstanden werden. Diesen Gedanken zur Beobachtung eines sozialen Geschehens als eines pädagogischen zugrunde zu legen und im Rückgriff auf philosophische, sozial- und kulturwissenschaftliche Perspektiven zu schärfen, stellt das Hauptanliegen des Buches dar. Die Sozialität von Mensch und Erziehung bildet damit den Ausgangspunkt des hier konturierten Theorie- und Forschungsprogramms.Table of ContentsPraxistheoretische Forschung in der Erziehungswissenschaft: Ein differenzierender Blick auf eine expandierende Forschungslandschaft und ihre Probleme.- Karl Magers pädagogisches Vermächtnis.- Machtkritik und Migrationsgesellschaft: Überlegungen zur Rolle der Erziehungswissenschaft in der universitären Lehrer*innenbildung. Charisma und Paternalismus: Ein fingiertes Gespräch zwischen Max Weber und Saraswati.- Zur Frage des Regierens.- Anerkennung, Scham und Berührung.- Verhältnisbestimmung einer sozialtheoretisch zu einer sozialwissenschaftlich informierten EW.- Bildsamkeit und Bildungstrieb. Selbstthematisierung vor dem Hintergrund epigenetischer Theorien um 1800.

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Book SynopsisDas Buch fragt: Familie wozu? und dokumentiert konzeptionelle und theoretische Perspektiven, Entwicklungen und Kontroversen in der erziehungswissenschaftlichen Forschung zu Familie. Mit der Frage Familie – wozu? werden gezielt Themen zu Familie und Gesellschaft, Familienbeziehungen und -konstellationen, privater und öffentlicher Erziehung und Bildung aufgegriffen und diese aus spezifischen erziehungswissenschaftlichen Perspektiven diskutiert.Table of ContentsFamilie, wozu? Einige Vorbemerkungen.- UnDoing Family. Bestandsaufnahme und Bezüge des Konzepts.- Die strukturale Triade und ihre Relevanz für die erziehungswissenschaftliche Familienforschung.- Familie und Gewalt. Zeugenschaft als Erkenntnisquelle für die Familienforschung.- Liebe, Anerkennung und die Herstellung von Paar- und Eltern-Kind-Beziehungen.- Karriere und Familie. Positionierungen und Vermittlungspraxen zwischen äußeren und eigenen Ansprüchen an Familie, Beruf und öffentliche Erziehung.-Die Erziehungsgestalt in der Familie. Eine konzeptionelle Annäherung.- Erziehungswissenschaftliche Perspektiven auf die Schnittmenge von Familie und Schule.- Sozialpädagogische Perspektiven in der Familienforschung.- Bildungsprozesse und Bildungskonstellationen von Eltern aus sozialpädagogischer Perspektive erforschen.- Kosmisierungsleistungen von Familien im Kontext von Kinderschutzinterventionen.- Elternschaft und Erziehung im Kontext von Familienbiographie, Lebenswelt und (sozial-)pädagogischen Institutionen.- „Also, ich habe so verschiedene Bilder im Kopf gehabt“ – Überlegungen zur Relevanz der Bildhaftigkeit pädagogischer Sichtweisen auf Familien.

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Book SynopsisThis book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.Table of ContentsPart I - Learners’ socio-cultural dynamics as resistance to change.- 1. Educational Neo-liberalism and the Annexation of Literacy: a cautionary tale in the Asia-Pacific context.- 2. Learning of Confucian heritage cultures(CHC) students: A myth explored from multiple perspectives.- 3. Task-based language teaching in China’s university English class: An exploration of opportunities and tensions from the third-generation activity theory perspective.- 4. The role of local cultural and intellectual resources for supporting Indonesian EFL students’ creative writings.- 5. Capturing the complexities of the implementation process of formative assessment in science classrooms under the activity theory framework.- 6. Improving higher-education pedagogy through understanding students’ reflective processes in the Australian context.- Part II - – Learners’ socio-cultural dynamics as resistance to change.- 7. How to enable teachers to change their pedagogical practices? Representation construction approach as an effective tool.- 8. The role of preservice teachers’ prior beliefs in preservice EAL teaching.- 9. The influence of culture on ICT use in Saudi Arabian science classrooms.- 10. Pre-service teachers rethinking Australian education standards in practical placement context.- Part III – Local circumstances as resistance to change.- 11. Challenges to incorporating Asian literacy in Australian school curriculum.- 12. Contextualizing service learning practices in rural Vietnam: pre-service teachers’ pedagogical development.- 13. Posting your thoughts: A Pedagogy in Changing Student Mindset.- 14. A semiotics self-reflection model in identity construction in the context of an Australian Megachurch.- 15. Developing Socio-culturally supportive pedagogy for the marginalised in the Korean context.- References.- Content index.

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Book SynopsisThis book presents how Digital Transformation is a requirement to upgrade Latin American universities to a next level in management, lecturing and learning processes and strategies. The book starts with a thorough introduction of the Latin American context addressing the three main topics in the book: Digital Transformation, Higher Education and Artificial Intelligence & Industry 4.0. They will be depicted by region, with a clear distribution between Central America & Mexico, Comunidad Andina (Perú, Colombia, Chile, Ecuador, Bolivia), Mercosur (Argentina, Brasil, Paraguay and Uruguay), and other countries. The book also shows how online learning is a key part of the transformation, with a clear focus on learning management systems, innovation and learning analytics. Further, personalised services for every single profile at the university (students, lecturers, academic managers) are presented to guarantee inclusive education service aggregation for networked campuses. Following, the book addresses strategy and overall services that concentrate on sustainability and revenue models integrated with a strategic planning. Finally a set of chapters will show specific experiences and case studies of direct application of Artificial Intelligence and Technology 4.0, where the readers can learn from and transfer directly into their educational contexts.Table of ContentsPart 1: The Latin American Context.- Chapter 1: Digital Transformation across the Continent.- Chapter 2: Higher Education across the Continent.- Chapter 3: Artificial Intelligence and Industry 4.0 across the Continent.- Part 2: Learning Contexts and Settings.- Chapter 4: Learning Management Systems and Online Settings.- Chapter 5: Learning Analytics Applied to Online and Blended Settings.- Chapter 6: Online Innovation in Higher Education Contexts.- Part 3: Emerging AI and Technology 4.0 Trends in Education.- Chapter 7: Aggregated Resources and Networks for a Global Campus.- Chapter 8: Personalised, Adaptive Services for Students, Professors and Academics Managers.- Chapter 9: Inclusive and Integrative Technology in Education.- Part 4: Digital Strategy, Digital Transformation.- Chapter 10: From Face-to-Face Processes to Cloud Services and Online Environments.- Chapter 11: Business and Sustainability Models for Universities.- Chapter 12: Strategic Planning and Academic Management.- Part 5: Case Studies.- Chapter 13: Digital Transformation as a Backbone of a Higher Education Institution: Case Study.

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Book SynopsisThis book is a collection of the leading scientific studies, which elaborate on the unique specifics of Central Asia and Russia and dwell on the potential and current contribution of digital higher education to the preservation of these specifics and adaptation of universities to them. In the four parts of this book, the authors determine the contribution of digital education to cultural inclusivity and the development of international education in Central Asia and Russia. The role of digital higher education in the sustainable development of regions in Central Asia and Russia is described. The advantages of digital higher education for the optimization of the labor market and employment of youth in Central Asia and Russia are determined. The current directions of digitalization (EdTech) and their contribution to the increase of quality and effectiveness of higher education in Central Asia and Russia are established.This multidisciplinary book is aimed at scholars from various spheres of science (pedagogics, cultural sciences, law, management, economics, and ICT), for whom the book offers the leading scientific and methodological inventions and developments on the digitalization of higher education in Central Asia and Russia.Table of ContentsIntroduction.- Section 1 Specifics of the educational system in Russia and Central Asian countries and prerequisites for its development.- Chapter 1 Modern model of higher education in Russia and Central Asian countries.- Chapter 2 The importance of higher education for human development in Russia and Central Asian countries.- Chapter 3 The contribution of higher education to social development and improvement of the quality of life in Russia and Central Asian countries.- Chapter 4 The market of higher education services as a vector of economic growth in Russia and Central Asian countries.- Chapter 5 Traditions and innovations in the higher education system in Russia and Central Asian countries.- Section 2 Institutional foundations for the formation and development of digital high education and their specificity in Russia and Central Asian countries.- Chapter 6 History of distance learning and educational technology from the world over (and how past, existing and very likely, future challenges will continue to manifest in different forms).- Chapter 7 Historical account of evolution of digital technologies in higher education in Russia and Central Asian countries.- Chapter 8 The formation of digital education under the influence of globalization and the peculiarities of Russia and Central Asian countries.- Chapter 9 Pedagogical and instructional design of digital learning design, development and delivery.- Chapter 10 Evaluation of digital learning from the standpoint of effectiveness for the concerned parties: universities, employers, students, and state.- Chapter 11 Governmental policies and initiatives in the specific countries towards promoting digital education and their effectiveness.- Section 3 The rule of thumb in the development of digital high education in Russia and Central Asian countries.- Chapter 12 Features of the approach to the development of digital education in Russia and Central Asian countries.- Chapter 13 The role of economic policy in the development of digital education in Russia and Central Asian countries.- Chapter 14 Infrastructure and technology for digital education in Russia and Central Asian countries.- Chapter 15 The digital economy and the information society as the basis for the development of digital education in Russia and Central Asian countries.- Chapter 16 The experience of distance learning in the framework of digital education in Russia and Central Asian countries amid the COVID-19 crisis.- Section 4 Current problems of education in Russia and Central Asian countries and opportunities to address these problems in the framework of digital high education.- Chapter 17 Reliance of universities in Russia and Central Asian countries on state financing and performance requirements: the prospects for compliance with these requirements in the framework of digital education.- Chapter 18 Universities in Russia and Central Asian countries in global university rankings and the prospects for strengthening their positions in the framework of digital education.- Chapter 19 Globalization of higher education in Russia and Central Asian countries as well as the prospects for increasing exports in the framework of digital education.- Chapter 20 New demand for digital personnel in a digital economy of Russia and Central Asian countries and the prospects for the training of such personnel in the framework of digital education amid the COVID-19 crisis.- Chapter 21 The need for the global coverage with higher education within the concept of lifelong learning in Russia and Central Asian countries and the benefits of digital education.- Chapter 22 The requirement for equality of access to higher education for all categories of the population in Russia and Central Asian countries and compliance with it in an age of digital education.- Section 5 Future prospects for the development of digital high education in Russia and Central Asian countries.- Chapter 23 The algorithm for increasing efficiency of universities in Russia and Central Asian countries through the development of digital education.- Chapter 24 The strategy for ensuring the global competitiveness of universities in Russia and Central Asian countries through the development of digital education.- Chapter 25 The concept for the globalization of universities and the increase in exports of higher education services in Russia and Central Asian countries through the development of digital education.- Chapter 26 The support for the modernization of the economy of Russia and Central Asian countries based on mass training of digital personnel through the development of digital education amid the COVID-19 crisis.- Chapter 27 The prospects for the promotion of lifelong learning in Russia and Central Asian countries through the development of digital education amid the COVID-19 crisis.- Chapter 28 The model of inclusive and gender-neutral higher education in Central Asian countries in the framework of digital education.- Section 6 Applied recommendations for the development of digital high education in Russia and Central Asian countries.- Chapter 29 Crisis management strategy of the higher education system in Russia and Central Asian countries based on the development of digital education with a reliance on the experience gained amid the COVID-19 crisis.- Chapter 30 Program-oriented and goal-oriented approach to the development of digital education infrastructure in Russia and Central Asian countries.- Chapter 31 Applied recommendations to improve state regulation of higher education for the development of digital education in Russia and Central Asian countries.- Conclusion.

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Book SynopsisThis book gives a panoramic review and summary on the opening up of China’s education to the outside world. Firstly, it introduces the connotation of international education, the development history of international education in China, national legislation and vital released documents. It also provides a general view of historical actuality and classic cases interpretation on the principal components of China’s international education, namely overseas studying, international students studying in China, Sino-foreign cooperative education, overseas school running, cultural exchanges with other countries, multilateral exchanges, “the Belt and Road” educational actions and macro-management departments of international education. This book is bilingual in both Chinese and English and is an essential guidebook for readers to understand how international education has developed in ChinaTable of ContentsChapter 1 Introduction.- Chapter 2 Construction of Development of China’s International Education.- Chapter 3 Studying Abroad in China’s International Education.- Chapter 4 Study in China: A Crucial Part of China’s International Education.- Chapter 5 Chinese foreign Cooperation in Running Schools of China’s International Education.- Chapter 6 Overseas School Start-up of China’s International Education.- Chapter 7 People-to-people and Cultural Exchanges of China’s International Education with the World.- Chapter 8 Bilateral and Multilateral International Cooperation and Exchanges in China’s International Education.- Chapter 9 Actions on Promoting the Belt and Road Initiative in China’s International Education.- Chapter 10 Macro Management of China’s International Education.- Chapter 11 The Experience and Implication of China’s International Education.- Chapter 12 A Literature Review on China’s International Education.- Epilogue.

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Book SynopsisThis book is based on the outcomes of the International Comparative Study on Citizenship Education and Education for ASEANness in ASEAN Countries for the fiscal years 2010 to 2013. In each chapter, it analyzes the awareness of school students in a respective country, while also discussing the importance of the Delphi survey results, a major feature of this project, for educational experts on citizenship education. Examining citizenship education in ten countries, it clarifies which type of citizenship education should be completed after ten years, and what level of citizenship should be acquired in ten years. It also compares the awareness of students from these ten countries from 2010 to 2013. The book argues that citizenship education is indispensable for surviving the twenty-first century, especially in terms of promoting citizenship education in schools.Table of ContentsChapter 1 Research Objective, Method, and Framework.- Chapter 2 Citizenship Education of Brunei.- Chapter 3 Citizenship Education of Cambodia.- Chapter 4 Citizenship Education of Indonesia.- Chapter 5 Citizenship Education of Lao PDR.- Chapter 6 Citizenship Education of Malaysia.- Chapter 7 Citizenship Education of Myanmar.- Chapter 8 Citizenship Education of Philippines.- Chapter 9 Citizenship Education of Singapore.- Chapter 10 Citizenship Education of Thailand.- Chapter 11 Citizenship Education of Vietnam.- Chapter 12 Comparative Study of Questionnaire Survey Results of ASEAN Community.- Chapter 13 Citizenship Education in ASEAN Community.

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Book SynopsisThis book focuses on the development of smart education in China and some countries of Central and Eastern Europe. A brief discussion on the idea of smart education was given in the introduction chapter, followed by a series of national smart education profiles of eleven countries. In detail, the profile starts with an overview of ICT in Education or smart education in the country and policies of ICT in Education or smart education. Some key features of smart education in each country were discussed with examples of best practices. The profile ends with a description of trends of smart education in the country. Based on the information above, the final chapter presents an analysis among the eleven countries with six major features they presented and concluded the book with suggestions on advancing smart education by three points.Table of ContentsIntroduction Chap. 1 Report on Smart Education in China Yunwu Wang Chap. 2 Report on Smart Education in Albania Pranvera Kraja Chap. 3 Report on Smart Education in the Republic of Bulgaria Siyka Chavdarova – Kostova Chap.4 Report on Smart Education in the Republic of Croatia Maja Homen and Mario Dumancic Chap. 5 Report on Smart Education in Greece Charalampos Karagiannidis, Angeliki Karamatsouki and Giorgos Chorozidis Chap. 6 Report on Smart Education in Hungary Gyöngyvér Molnár and Benő Csapó Chap. 7 Report on Smart Education in Latvia Ilze Ivanova and Ineta Kristovska Chap. 8 Report on Smart Education in Montenegro Boban Melović Chap. 9 Report on Smart Education in the Republic of North Macedonia Ana Sekulovska Jovkovska Chap. 10 Report on Smart Education in the Republic of Serbia Danimir Mandic Chap. 11 Report on Smart Education in the Republic of Slovenia Borut Campelj and Eva Jereb Chap. 12 Analysis of Smart Education in China and CEECs Dejian Liu, Rongxia Zhuang, Jian Hu, Zizhen Feng, Haoyue Wang and Yuqing Li

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Book SynopsisThis book has explored in depth the beliefs and practices of foreign language teachers regarding global awareness in the context of a Chinese senior high school. This book defines global awareness as a combination of global knowledge, global attitudes, and global skills for a global citizen to act from the local community to the global community. By analysing qualitative data such as classroom observations, interviews and focus groups with language teachers and linking these findings to language education policy and practice in China, this book has explored how English language teachers teach English language, intercultural communicative competence and global awareness in China. This book will be of interest to researchers, language teachers and students in the fields of language education and intercultural communication. It also provides a readable overview for those new to the field of ICC and global citizenship education.Table of ContentsPart I Exploring Core Issues of Global Awareness and Global Citizenship.- 1 Introducing the Global Awareness Study.- 2 Global Awareness, Intercultural Communicative Competence, and Global Citizenship.- 3 Global Englishes, Global Learning, and Teacher Cognition.- 4 Global Awareness and Intercultural Language Teaching in China.- Part II Teacher Cognition about Global Awareness.- 5 Teachers’ Beliefs and Reported Practices Regarding Global Awareness.- 6 Factors that Shape Teachers’ Beliefs about Global Awareness.- Part III Global Awareness in Classroom Practice.- 7 Chinese English Teachers’ Classroom Practices.- 8 Classroom Practices of Three Canadian English Teachers.- Part IV Discussion and Conclusions.- 9 Discussion.- 10 Preparing Language Teachers for Intercultural/Global Citizenship Education.- 11 Conclusions.

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