Education

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing should look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.

John Ruskin, whose bicentenary will be celebrated world-wide in 2019, was not only an art historian, cultural critic and political theorist but, above all, a great educator. He was the inspiration behind such influential figures as William Morris, Leo Tolstoy, Marcel Proust and Mahatma Gandhi and his influence can be felt increasingly in every sphere of education today, for example, in debates about the importance of creativity, about grammar schools and social mobility, about Further Education, the crucial social role of libraries, environmental issues, the role of crafts as well as academic learning, the importance of fantasy literature, and the education of women. The current collection brings together ten top international Ruskin scholars to explore what he actually said about education in his many-faceted writings, and points to some of the key educational issues raised by his work. [NP] The volume is divided into three sections, covering the three major areas of Ruskin’s concerns, namely social reform, the arts and religion. Their titles suggest his dynamic effect in all three areas: A) Changing Society; B) Libraries and the Arts; C) Christianity and Apocalypse. Ruskin’s vision of education as both dividually and socially transformative is explored by Sara Atwood in Chapter 1. Among much else, he stresses the value of simplicity, one of many ideas he shared with his great admirer, Leo Tolstoy, a relationship explored by Stuart Eagles in Chapter 2. Ruskin believes too in the social and educational importance of dress, an idea developed by Rachel Dickinson in Chapter 3. Jan Marsh, in Chapter 4, examines Ruskin’s contradictory stance on female education. Though he was a great believer in the ‘separate spheres’, he also championed wider learning opportunities for girls. The dissemination of education, through libraries and through the arts, is one of Ruskin’s abiding concerns. Continuing his argument about the power of simplicity over artifice, he talks in the inaugural address of ‘the virtues of Christianity [being] best practised, and its doctrines best attested, by a handful of mountain shepherds without art, without literature, almost without language.’ In the history of Switzerland, he says, ‘The shepherd’s staff prevailed over the soldier’s spear.’ In Chapter 5 Emma Sdegno explores Ruskin’s Shepherds’ Library, his notion of book dissemination to such people, while in Chapter 6 Stephen Wildman examines another of his educational experiments, the use of photography to enable ordinary people to encounter the Old Masters and to ‘see clearly’. Paul Jackson in Chapter 7 breaks new ground in revealing Ruskin’s response to music, an art to which he responded deeply as a sensuous experience, while arguing that it could also act as an agent of moral improvement. In Chapter 8 Edward James examines Ruskin’s only explicit foray into fairytale, ‘The King of the Golden River’, and links this back to his imaginative use of the fantastic and of fairyland images throughout his social and political writing.

Ruskin was both a teacher and a preacher. His recollection in Praeterita of his first recorded speech, as a very small boy, ‘People, Be Good!’1 suggests the trajectory of his adult career. Keith Hanley and Andrew Tate in the final chapters of this collection explore the links between his aesthetic and his religious views. Hanley in Chapter 9 picks up the notion of the absolute centrality of this Christian worldview to Ruskin’s life and work and suggests the perils of ‘secularising’ him. In Chapter 10, Tate pursues Ruskin’s apocalyptic vision. Ruskin believed that ‘Every human action gains in honour, in grace, in all true magnificence, by its regard to things that are to come’; for him, therefore, ‘apocalypse’ meant, not an ending, but a revelation.

There are few more intimidating moments in an English teacher’s career than those in which they learn that they have been assigned ‘the survey’ for the first time. Distilling scores of years of literary history and thousands of pages of literary texts into a coherent semester can seem impossible at first. Add to this the fact that few teachers at the high school level receive in-depth instruction in literary history, whereas their counterparts at the college and university levels receive little preparation in syllabus construction, and the overdetermining force of available textbooks and antecedent examples tends to assert itself.

All anthologies worth their salt provide expansive biographical headnotes for individual authors and group all of the works written by those authors under their respective headnotes. Authors are typically arranged in chronological order by date of birth and their works usually appear in the order of composition and first publication. Most survey courses then faithfully reproduce this format by leading students through a series of classes, each devoted to the works of a single author. This approach has many advantages, not least that of ensuring that courses enjoy a degree of uniformity that allows for the transfer of credits between institutions. One conspicuous disadvantage of proceeding in this fashion, however, is that the intellectual distinctiveness of the period can be lost in the details of particular writers, who tend to seem rather disconnected from one another and from the historical moment of which they are a part. Put another way, and allowing for the dynamism of individual instructors and the devotion of individual readers, the knowledge gained is often enumerative rather than synthetic.

Written in response to this state of affairs, ‘A Handbook to Teaching Later British Literature’ ultimately advances a number of proximate, intermediate and more distant goals. Most immediately, it seeks to make individual texts of later British literature easier to understand by placing them in conversation and in context. In so doing, the book models repeatedly for new and experienced teachers the process of constructing a comparative, topic-based argument about multiple texts, something that many of them will then require their students to demonstrate in their formal papers for such courses. Through its use of culturally resonant themes grounded in specific historical events and intellectual trends, the book also seeks to make the literary periods of British Romanticism, Victorianism and Modernism more recognizable and distinct from one another, certainly, but also from other periods of Anglo-American literature. At the same time, by revealing how the themes of one period grow out of the themes of earlier periods, the book offers a synthetic reading of later British literature as a continuously developing whole. Finally, this book is intended to help instructors at the advanced high school and college levels of literature teaching to guide students into becoming critical readers for the rest of their lives, by providing a framework of topics and ideas that can be used to understand literary works as yet unread, perhaps even those as yet unwritten.

This book provides a thorough analysis of the political career of William Gladstone, one of the most intriguing and controversial figures in modern British history. 'Gladstone and the Logic of Victorian Politics' captures the incredible richness and range of Gladstone's political journey, tracing his evolution from idealistic Tory defender of a theocratic Anglican state, through his transformation into Peelite financial administrator, reforming Liberal Prime Minister, populist champion of the 'masses against the classes', and culminating in his strenuous yet schismatic attempt to bring Home Rule to Ireland.  Each stage in Gladstone's development is fully assessed in the light both of recent historiographical debates and Gladstone's own complex reflections upon his own actions.

Throughout, serious attention is devoted to the intellectual processes that shaped Gladstone's political practice. Gladstone was unique, not merely in the longevity of his career, but in his determination to reason through his responses to problems in the light of his extensive reading, his study of ancient literature, and his profoundly held religious convictions.  As such this book provides an ideal entry point into the Victorian world and Gladstone's thinking about such questions as financial policy, the relevance of morality to foreign policy, the claims of national sentiment, Britain's responsibility as an imperial power, and the role of public opinion in policy making.  The conclusions he arrived at cannot be ignored by anyone interested in nineteenth century history – or, indeed, the political challenges confronting Britain and the world in the twenty-first century.

In the world of education and business, there is a disconnect between stakeholders, their roles and responsibilities in guiding and leading organizations in a shared leadership model. Currently, leaders have a conceptual understanding of shared leadership but lack the tools to effectively guide their staff in enacting the dynamic exchange of ideas and voice among all members of the organization to promote the development of a strategic plan focused on best outcomes.

There is a disconnect between the perceived and actual value of shared leadership on affecting change in an organization / educational institution. In The Value of Voice in Shared Leadership and Organizational Behavior Jamey Long and Joseph Pisani demonstrate that the members of an organization or educational institution at any level do not possess sufficient understanding or resources related to the dynamic of shared leadership and the value of voice (VoV) in determining what is known, what the plan will be and the action(s) step(s) each is responsible for completing to form a symbiotic relationship within all levels of the organization/ educational institution. 

The VoV Model will build on previous models but will improve the process by creating a duality of flow of understanding and actionable steps to create for the organization/institution its best outcomes. Previously, business and education models or structures primarily focused on a top-down leadership approach. The VoV drives the Know, Plan, Act of shared leadership in a way where the leaders can share with their staff while allowing the Know, Plan, Act of the staff to symbiotically interface through the learning of roles with all the leaders. Therefore, leaders/administration and staff/employees must learn their roles to create an enclosing symbiotic organization. Finally, the cornerstone principle of the VoV is to build a strong foundation of shared leadership and voice within the organization/institution so that all stakeholders (including students, workforce, outside businesses) can benefit from a higher quality resource due to the new cohesive mission and vision.

On Becoming Reasonable explores the contributions that 18th Century Scottish philosophers Thomas Reid, Adam Smith, and David Hume make to our understanding of important factors in the development of children as they gradually acquire central features of reasonableness. Smith and Reid explicitly discuss the importance of sentiment and reason in the development of children. Their views are favorably influenced by the writings of their English predecessor Joseph Butler. Hume, too, valued much of Butler’s thinking. But, unlike Smith and Reid, he said little about Butler’s specific reflections on sentiment and reason. Despite this, one of the aims of this little book is to show that each contributes to our understanding today of what the encouragement of the philosophical thinking of children can play in helping them to come to an appreciation of reasonableness. Although his earlier book, Reasonable Children (University Press of Kansas, 1996), made some use of Thomas Reid’s writings on practical ethics, He had yet to become acquainted with Adam Smith’s Theory of Moral Sentiments (TMS), whose several editions were composed at the same time he was writing his more celebrated Wealth of Nations. Reading TMS has led him in this book to compare and contrast Smith’s views with those of his good friend David Hume and Hume’s notable critic, Reid. These further reflections have resulted in a revisiting of several major concerns of Reasonable Children.
His special focus is on their views about the moral development of children. He regards each of the three, in their differing but sometimes complementary ways, as welcoming the sorts of refinements of reason and sentiments that play a fundamental role in the moral development of children. He concludes that each can be regarded as supporting the general view that the moral development of children can fairly be characterized in terms of the degree to which they are becoming reasonable persons. This, he argues, fits in well with the more recent work of philosophers such as Matthew Lipman, Ann Margaret Sharp, and Gareth Matthews who began urging in the late 20th Century that the philosophical thinking of children should be encouraged.

In the world of education and business, there is a disconnect between stakeholders, their roles and responsibilities in guiding and leading organizations in a shared leadership model. Currently, leaders have a conceptual understanding of shared leadership but lack the tools to effectively guide their staff in enacting the dynamic exchange of ideas and voice among all members of the organization to promote the development of a strategic plan focused on best outcomes.

There is a disconnect between the perceived and actual value of shared leadership on affecting change in an organization / educational institution. In The Value of Voice in Shared Leadership and Organizational Behavior Jamey Long and Joseph Pisani demonstrate that the members of an organization or educational institution at any level do not possess sufficient understanding or resources related to the dynamic of shared leadership and the value of voice (VoV) in determining what is known, what the plan will be and the action(s) step(s) each is responsible for completing to form a symbiotic relationship within all levels of the organization/ educational institution. 

The VoV Model will build on previous models but will improve the process by creating a duality of flow of understanding and actionable steps to create for the organization/institution its best outcomes. Previously, business and education models or structures primarily focused on a top-down leadership approach. The VoV drives the Know, Plan, Act of shared leadership in a way where the leaders can share with their staff while allowing the Know, Plan, Act of the staff to symbiotically interface through the learning of roles with all the leaders. Therefore, leaders/administration and staff/employees must learn their roles to create an enclosing symbiotic organization. Finally, the cornerstone principle of the VoV is to build a strong foundation of shared leadership and voice within the organization/institution so that all stakeholders (including students, workforce, outside businesses) can benefit from a higher quality resource due to the new cohesive mission and vision.

“No Size Fits All” is a book that will break the public policy deadlock over federal education standards in the United States. American debates about education policy are focused at the moment on two big policy disputes.

The first big dispute concerns the Common Core testing standards, which force American students into a dreary routine that makes millions of children hate school for no good reason. The second big dispute concerns the proposal of Education Secretary Betsy De Vos to siphon federal public school funding into “vouchers” that parents could use to send their children to private schools. Critics complain that this proposal is inherently a threat to the hard-won right to a tuition-free public education at the elementary and secondary levels.

The politics of federal education policy has devolved into an all-or-nothing fight between defenders of a status quo that its critics condemn as oppressive and proponents of a school choice reform that its critics condemn as subversive. “No Size Fits All” interrupts this all-or-nothing argument with a humane and sensible alternative––one that could lay the groundwork for broad new consensus on federal education policy.

“No Size Fits All” is a book that will break the public policy deadlock over federal education standards in the United States. American debates about education policy are focused at the moment on two big policy disputes.

The first big dispute concerns the Common Core testing standards, which force American students into a dreary routine that makes millions of children hate school for no good reason. The second big dispute concerns the proposal of Education Secretary Betsy De Vos to siphon federal public school funding into “vouchers” that parents could use to send their children to private schools. Critics complain that this proposal is inherently a threat to the hard-won right to a tuition-free public education at the elementary and secondary levels.

The politics of federal education policy has devolved into an all-or-nothing fight between defenders of a status quo that its critics condemn as oppressive and proponents of a school choice reform that its critics condemn as subversive. “No Size Fits All” interrupts this all-or-nothing argument with a humane and sensible alternative––one that could lay the groundwork for broad new consensus on federal education policy.

The book begins with a background reference to the importance and impact that both teaching and research activities have traditionally had on a university’s status in terms of its reputation and standing. It focuses on the political changes in the United Kingdom and highlights how the shifts in political thinking in recent years has changed the demographics of students entering higher education. Higher education is funded and the shift from being state funded to the student-funded model has meant that focus has shifted for higher education institutes to one in which the student is now being viewed as a fee-paying customer seeking value for money. As a consequence, universities are expected to be held more accountable to the service they are providing. 

With the introduction of the Teaching Excellence Framework (TEF) in the United Kingdom, the importance and status of teaching is being raised by attempting to rebalance the dominance of research and the Research Excellence Framework (REF) which for so long has been the main focus of higher education Institutions. The book explores the potential controversy that has arisen around the assessment of teaching quality used as a metric from the TEF outcomes to allow higher education institutes to increase tuition fees for students. The book explores a range of student-centered approaches to teaching and learning that are proving to be very effective in enhancing the overall student teaching experience and also examines the argument that a one-size-fits-all model does not necessarily work well in higher education. With the ever more advances in digital technology, the book considers ways in which this technology can assist academics in helping to enhance the teaching and learning in the classroom as well as in cases of emergency scenarios such as the shutdown of education institutions in March 2020 due to COVID-19.

Qualifications systems are useful tools for modernising education and training. National qualifications frameworks are treated as one aspect of qualifications systems that is useful for improving education and training. The focus is on the reality of policy development in EU partner countries. After reminding the reader that education and training systems, and therefore qualifications systems, are always closely integrated with a country’s social and cultural priorities, this study gives evidence from a range of countries that proves learning can be enhanced by developing the recognition of learning through qualifications, and that the definition of qualifications levels can be useful. The fact that qualifications system reform is just one element of education and training reform is emphasised.

Starting with the complexity of qualifications systems in partner countries and problems facing modernisation, the publication sets out specific examples of how qualifications systems have been used to provide a strategic tool for improving the quality of provision and increasing levels of learning. Examples of these strategies include the creation of qualifications bodies; new legal frameworks; the separation of assessment and certification from providers of training; development of NQFs and moves towards an increased use of learning outcomes in curricula; and qualifications and descriptors for framework levels.

‘Anthem Critical Thinking and Writing Skills: An Introductory Guide’ helps readers in the process of critical thinking and persuasive speaking and writing. The text discusses informal thinking, the formal processes of induction, deduction, and syllogistic reasoning, in a clear format that makes it easy for the 'beginning logician' to process. Students learn how to form a proposition, identify issues, gather evidence, and process an argument.

To get started, logic games, puzzles, and real life examples ask students to consider how we evaluate, analyze, and decide. What happens if Janie says, 'Mom, can I go to the party? All of my friends are going!' And Mom responds, 'What if all of your friends jumped off the empire State building?' Is 'all of my friends are going' a good reason? Does mom have a point? Language and logic will help students evaluate these everyday decisions. Then a more formal look at induction and deduction challenges students to practice higher-level thinking skills, such as using analogies for evaluation, and working through syllogisms to process ideas. After a review of the Greek Fallacies, readers can have some literary logic fun by analyzing old standards like 'Love is a Fallacy' and the persuasive love poem 'The Passionate Shepherd'.

The Insider’s Secrets to Finding Your School Leadership Job: This practical 125-page self-help professional guide coaches school and district leadership candidates through the hiring process for their dream jobs in public education. It delves into the fabric of how the process really works from the inside. Every aspect of being a candidate is strategic. INSIDER’S SECRETS offers and instructs the reader to embrace a core of job-seeking strategies, including creating a resume that captures attention and interviewing tactics, that when applied will get you the job.

With fifty years of award-winning service as a public school educator, spanning school districts considered as high needs to those of high wealth, Dr. Laurence Aronstein has hired over a thousand school leaders and teachers in one of the most competitive and highest-paying regions in the country. This book is targeted at professionals who are school leaders and aspiring leaders. Some might be nearing the end of their graduate studies in school leadership certification or sitting in central office and school leaders who are seeking promotion or positions that pay better or classroom teachers looking to land their entry-level leadership positions.

The reader will find authentic personal stories which are written by real educators in their own words. These accounts are designed to personalize the journeys of these educators as illustrative successful examples of the strategies that are described in this book.

The proposed volume covers Christopher Winch’s work over a period of 37 years and illustrates four interconnected themes that have informed his thinking over that period. Writing from a Wittgensteinian perspective, Winch is primarily interested in applying Wittgenstein’s general approach to philosophising to educational problems and puzzles of a variety of different kinds. Throughout the collection there is an emphasis on the complexity and subtlety of many of the philosophical problems associated with education, the importance of appreciating differences and the contestability of many educational judgements. Thus the volume starts with a section on rationality and argument and a discussion of some of the perplexities about the nature of literacy and whether it represents a cognitive ‘leap forward’ for the human race or whether it is more of an enabling technology. It is followed, in a reply to David Cooper, by an article that emphasises the importance of charitable interpretation in understanding reasoning and looks at some of the difficulties involved in understanding reasoning in informal contexts.

Winch’s interest in rule-following and concept formation is the theme of the next few articles. Winch has long been interested in philosophical aspects of professional action and judgement. The third section of this book focuses on that preoccupation. Gilbert Ryle’s ideas as well as Wittgenstein’s have been a significant influence on this. This section closes with a discussion of the sense we can make of the claim that theoretical knowledge can inform agency in professional contexts. The fourth section gathers together seven papers on learning and training that Winch has published over the last 25 years. The overarching theme of this section is the highly variegated nature of the phenomena of learning and the difficulty of constructing a ‘grand theory’ of learning. 

Adopting a long view that stretches back to the mid-nineteenth century, Robert Neild investigates why in recent years the University of Cambridge has been cutting expenditure, appealing for money and losing its academic independence. Using the university’s financial records and other statistics, Neild reveals the nature and scale of the changes experienced by the university since 1850 – particularly those affecting the extent of its scientific research, the sources and size of the its income, the social origin of its students, and its relationship with the British government.

Having suffered hard times both before and after the First World War, Cambridge prospered during the post-war years up until the 1970s. During that period government grants burgeoned, and both parties backed rapid university expansion. By the end of the 1970s this golden age had faded – largely as a result of inflation, economic crises and the revival of market economics. Both political parties have since cut grants, pushed universities to behave more like businesses, and taken steps to reintroduce fees. The university itself has achieved great success in acquiring non-government research grants and contracts – particularly in the biomedical sciences. Yet it has not escaped a financial squeeze, caused by repeated cuts in government funding and has suffered increases in governmental intervention. Thus, Neild shows, Cambridge’s academic independence and its finances are under threat.

This collection of exercises compiled for talented high-school and undergraduate-level students encourages creativity and a deeper understanding of ideas when solving physics problems. This book features almost three hundred problems and solutions worked out in detail, dealing with classical physics topics such as mechanics, thermodynamics, electrodynamics, magnetism and optics. Posed in accessible language and requiring only elementary calculus, these problems are intended to strengthen students' knowledge of the laws of physics by applying them to practical situations in a fun and instructive way. These problems and solutions challenge students of physics, stretching their abilities through practice and a thorough comprehension of ideas.

This collection of exercises compiled for talented high-school and undergraduate-level students encourages creativity and a deeper understanding of ideas when solving physics problems. This book features almost three hundred problems and solutions worked out in detail, dealing with classical physics topics such as mechanics, thermodynamics, electrodynamics, magnetism and optics. Posed in accessible language and requiring only elementary calculus, these problems are intended to strengthen students' knowledge of the laws of physics by applying them to practical situations in a fun and instructive way. These problems and solutions challenge students of physics, stretching their abilities through practice and a thorough comprehension of ideas.

This book is a comprehensive review of the political career of Benjamin Disraeli, providing a thorough critical analysis of one of the most ambitious and controversial leaders in British history. ‘Disraeli and the Art of Victorian Politics’ explores the political journey of a man propelled by a tremendous and sometimes all consuming self-belief.

This study discusses Disraeli’s driving ideology and the extent to which he was able to stay true to these ideals in the face of fierce opposition during his six-year Premiership. The author uniquely recreates the atmosphere of lively debate by introducing competing arguments to punctuate each chapter, a novel and effective way in which to understand the political and social context for both the student and general reader alike.

Disraeli retains a powerful presence in contemporary political discourse – whether in terms of current debates concerning the unsure direction and leadership within the Conservative Party or in more general areas of social and political life such as the role and nature of imperialism, the declining presence of the monarchy and the meaning of Judaism in British life. This updated edition will be a major addition to our understanding of the dynamics of nineteenth-century politics.

This course is designed to present and develop jazz arranging and compositional principles. In preparation for successful improvisation, composing and transcription, a wide range of theoretical topics are presented.
The stylistic considerations of jazz improvisation and composition require an extensive and working knowledge of jazz theory, and mastery of diatonic, bitonal, poly-tonal and atonal theoretical maximums and processes – including the refining of the [imitation] transcription process towards theoretical justification and conventional usage.

This course is designed to present and develop jazz arranging and compositional principles. In preparation for successful improvisation, composing and transcription, a wide range of theoretical topics are presented.
The stylistic considerations of jazz improvisation and composition require an extensive and working knowledge of jazz theory, and mastery of diatonic, bitonal, poly-tonal and atonal theoretical maximums and processes – including the refining of the [imitation] transcription process towards theoretical justification and conventional usage.

Learning, and hence education, are in turmoil. Traditional learning techniques are challenged by powerful new approaches and insights while students and employers alike put new demands on education. The new insights come from quite different areas of science.

This book aims to provide a future-oriented picture of the various developments culminating in an educated speculation on learning and education in the near future. It has been written for leaders in education, scholars as well as practitioners and policymakers.

Learning will be a central issue in the decades to come. In the words of the recently deceased cultural anthropologist Catherine Bateson: “We are not what we know but what we are willing to learn.”

The Theory and Practice of Creative Coaching is a book that seeks to unearth new and exciting ways of coaching individuals in organisations and communities generally. Much of the practical writing about coaching is dominated by the use of coaching models and approaches and less work has been undertaken exploring the human basis for this work. Taking its source of inspiration from a wide range of sources such as philosophy and the practical joys of nature this book will seek to fill some gaps in the ways in which practice unfolds. 

Much of work undertaken has been against the practical backdrop of pitching theory against practice . In addition, more recently, this is set against trends involved in Higher Education whereby mature adults are undergoing over 12 months of training to achieve the nationally recognised ILM coaching qualifications at Levels 5 and 7. This represents contact with a diverse set of cohorts of learners of over 300 students in the past 5 years for more than 100 contact hours per cohort. Mixing theory with practice is one of the strong points of these vocational qualifications ‘producing’ highly motivated practitioners forging their understanding in the fulcrum of reflective practice and individual reflexivity.

Against this backdrop ideas, concepts and new ways of thinking have produced groups of coaches who are adept at utilising core and fundamental aspects of human nature to become successful coaches. Huge shifts in understanding have been made through engaging in creative activities; to engaging in art, metaphors, nature, walking and unusual methods of engagement with a fellow human in a coaching setting. As a result, this book sheds light upon the use of creative techniques and begins to extend the possibilities for coaches and their clients. Pitched as a way in which peers and equals can work together to learn and develop alternative coaching approaches this book forms the platform for strong learning and an increased diversity of practice and understanding.

International education is nothing new. For centuries British universities have taught the progeny of despots, rajas and terrorists, all of whom came to the dreaming spires to study, mingle and be Anglicised.

‘Internationalisation of Post-1992 UK Universities’ studies the creation of a whole new group of universities in 1992 that changed the cosy world of international education in the UK dramatically. For them it was no longer about UK influence in the world, no longer about soft power; it was all about hard cash. They were encouraged by the UK government to recruit international students to make up for a lack of investment.

Now education as an export is seen as a good thing. The post-1992 university focus on international student fees has developed a market-led culture where staff are incentivised to lower standards – this was easily translated to the fee regime in England when it was introduced.

Due to commercial pressures and a lack of overall UK strategy post-1992 universities assisted foreign governments in their bids to have a better education system than the UK. At the same time international recruitment had an adverse effect on home students whilst making overseas students more attractive to employers.

The book traces Luther’s career from his humble origins through his conflicts with pope and emperor, and his initiating the split between Protestants and Catholics. Based on the most recent scholarship, and drawing heavily upon Luther’s own writings, 'Martin Luther and the German Reformation' provides a picture of Luther that is historically faithful without being needlessly scholarly. Intended for use by students, it assumes no initial familiarity with Luther and is accessible to non-scholars. It would be ideal for any interested person who wants to get to know Martin Luther; one of the key figures in European history.

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing should look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.

Bildung ist mehr als „Wissen“ im Sinne von Know that. Mit Hilfe der Erkenntnismöglichkeiten der historisch arbeitenden Geisteswissenschaften wird in diesem Buch der Zusammenhang zwischen verschiedenen Regulierungskräften und früheren Ausformungen des Bildungsbegriffs vor Augen geführt. Die gewonnenen Einsichten werden auf zwei aktuelle Problemkreise bezogen: Bildung und Gesellschaft sowie Bildung und Bildungssystem.

This is a thorough evaluation of the experience shared by a crucial generation of American women, widely known but never fully understood: the progressive social reformers of the early twentieth century. Lagemann portrays five such reformers, Grace Dodge, Maud Nathan, Lillian Wald, Leonora O'Reilly, and Rose Schneiderman, all of New York. Her work breaks new ground with its analysis of the forces that shaped the development of these women, their personalities, their careers, and their consciousness.

Lagemann's concern is education--not in the limited sense of going to college, but education as a lifelong "process of interaction that changes the self." She deals with the combined influences of pedagogy--especially that of parents, vocational mentors, and colleagues--work, and feminism. Lagemann skillfully demonstrates the effects of social, cultural, economic, and intellectual currents on the education of women in the late nineteenth and early twentieth centuries.

The relationships Lagemann shows between education and individual achievement and between education and social change create a new understanding of feminism and progressivism in the early twentieth century.

Obgleich ökonomische Bildung - wenn auch nur vereinzelt verselbständigt, so doch im Verbund mit politischer Bildung - seit geraumer Zeit mehr oder weniger ausgeprägt Berücksichtigung in den länderspezifischen Lehrplänen allgemeinbildender Schulen findet, sind die damit verbundenen didaktischen Fragestellungen bislang immer noch nicht hinreichend in ihrer Komplexität erfasst. Auslassungen zur Didaktik der ökonomischen Bildung bleiben großteils auf didaktische Teilaspekte der Wirtschaftslehre, so insbesondere auf methodische Fragestellungen, Lehrpläne, Schulbücher und Unterrichtsmaterialien beschränkt. Diese Tatsache ist in hohem Maße bedauerlich und erschwert die einschlägigen Bemühungen der sich für wirtschaftskundlichen Unterricht qualifizierenden Studierenden wie auch der bereits diesbezügliche Stoffe vermittelnden Lehrer in der Praxis. Unter anderem wird der für allgemeinbildende Schulen relevanten wirtschaftlichen Bildungsstoff in einer erkenntnislogischen Reihung aufgelistet. Mit dieser ordnenden Übersicht soll all jenen geholfen werden, die sich mit dem in den offiziellen (Schul-)Lehrplänen häufig anzutreffenden "wilden Durcheinander" fachdidaktisch nicht zu rechtfertigender, meist ideologischer und politischer Setzungen nicht anfreunden können und deshalb eine fachlich fundierte Orientierung suchen. Auch widmet sich der Autor den spezifischen Methoden der ökonomischen Bildung. Es sind insbesondere die schüleraktiven (handlungsorientierten) Unterrichtsverfahren, wie Fallstudie, Rollenspiel, Planspiel, Projekt, Betriebserkundung und Betriebspraktikum, die hier vorgestellt werden. Zur Überprüfung des Lernerfolges sind den einzelnen Themenkomplexen Kontrollfragen und gegebenenfalls auch Arbeitsaufgaben angefügt. Das Werk stellt die Aspekte der Didaktik der ökonomischen Bildung nicht nur in einigen Teilen dar, sondern bietet den sich für wirtschaftskundlichen Unterricht qualifizierenden Studierenden wie auch den bereits diesbezüglich Stoffe vermittelnden Lehrenden der Praxis eine umfassende Grundlage. Das Buch richtet sich vorwiegend an Pädagogen und ist das fachdidaktische Komplement zu dem ebenfalls im Oldenbourg Wissenschaftsverlag erschienenen fachwissenschaftlichen Lehrbuch "Ökonomie für Pädagogen" von Professor May.

Die Bewertung hypermedialer Lernsysteme erfordert einen interdisziplinären Ansatz, der hier die Disziplinen Informatik, Psychologie und Didaktik zusammenführt. Instruktionalismus und Konstruktivismus werden verglichen und ihre Umsetzungen bzw. der Einfluss dieser Ansätze auf die Erstellung von Lernsoftware und der Erfolg resultierender Programme diskutiert. Die Darstellung mündet in einem "Plädoyer für die Phantasie", das dazu auffordert, Visionen für den zukünftigen Einsatz von Hypermedia-Systemen zu entwickeln, die ihre ganzen Möglichkeiten ausschöpfen. Für die 4. Auflage wurden alle Kapitel überarbeitet und aktualisiert.

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.

Schnell und erfolgreich durchs Studium und trotzdem das Studentenleben genießen? Das ist angesichts der hohen Anforderungen im Studium und straff organisierten Studiengängen gar nicht so einfach. Vorlesungen besuchen, Referate halten, gute Noten schreiben, Geld verdienen, Praktika absolvieren und darüber nicht Freunde, Familie, Gesundheit oder Hobbys vergessen – viele Studierende haben heute mehr um die Ohren als so mancher Berufstätige. Oft leiden unter diesen vielen „Baustellen“ nicht nur die Leistungen im Studium, sondern sogar die Gesundheit. Was man tun kann, damit das Studium erfolgreich wird und das Studentenleben lebenswert bleibt, erfahren Studierende in diesem Ratgeber – mit Tipps und Infos unter anderem zu diesen Themen: Zeitmanagement (zum Beispiel für Bachelor- und Masterarbeiten) Wissenschaftlich Arbeiten Vernetzen an der Hochschule (Lerngruppen, Social Networks, etc.) Vorbereitung auf den Berufseinstieg (Soft Skills, Praktika) Einnahmequellen (Jobben, BAföG, Studienkredit, Stipendien, Wohngeld, Kindergeld) Haushalten mit kleinem Studentenbudget (Einsparpotential, Vergünstigungen für Studierende) Wohnen Mit vielen Beispielen, Übungen, Checklisten, Übersichten, Erfahrungsberichten von Studenten und wertvollen Tipps von Professoren und Dozenten!

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.

Der fünfte Band der Briefe an Pestalozzi umfasst die Zeit von August 1817 bis 1820 und damit eine Zeit mit grassierender Armut sowie die Jahre des Durchbruchs der Restauration vor allem in Preussen. Diese Ereignisse prägten auch die Korrespondenz Pestalozzis. Überdeckt wurde die Krise durch die zahlreich eingehenden Briefe zur erfolgreichen Subskription von Pestalozzis gesammelten Werken. Die politisch, wirtschaftlich und persönlich turbulente Zeit war auch dadurch gekennzeichnet, dass Pestalozzi nach vielen erfolglosen Versuchen wieder eine Armenanstalt - in Yverdons Vorort Clindy - eröffnen konnte und eine intensive Rezeption seiner Methode in England und Irland begann. Und tatsächlich: Die Schülerzahlen stiegen wieder an, und es kam zu einer eigentlichen "englischen Kolonie" in Yverdon. Zudem verschob sich das Interesse in den Osten und Südosten Europas sowie in die aufstrebenden industrialisierten Regionen des Niederrheins.

Das Notwendige im richtigen Augenblick wirkungsvoll sagen. Das ist eine Kunst, die erlernbar ist. Alles Wissenswerte zu Sprechstil und -technik sowie zur Körpersprache stellt der Autor in diesem Buch fundiert dar. Er gibt hilfreiche Tipps, die beim Steckenbleiben oder einem totalen Blackout während einer Rede helfen und zeigt auf, wie mit Lampenfieber und Redeangst richtig umzugehen ist. Zahlreiche Übungen runden dieses Buch ab und helfen dabei, das Gelernte schnell zu vertiefen.

The Challenge to Academic Freedom in Hungary: A Case Study in Culture War, Authoritarianism and Resistance presents a case study as to how an authoritarian regime like the one in Hungary seeks to tame academic freedom. Andrew Ryder probes the reasons for ideological conflict within the academy through concepts like ‘culture war’ and authoritarian populism. He explores how the Orbán administration has introduced a series of reforms leading to limitations being placed on the Hungarian Academy of Sciences, Gender Studies no longer being recognized by the State, the relocation of the Central European University because of government pressure and new reforms that ostensibly appear to give universities autonomy but critics assert are in fact changes that will lead to cronyism and pro-government interference in academic freedom.

The most crucial choice a high school graduate makes is whether to attend college or to go to work. Here is the most sophisticated study of the complexities behind that decision.

Based on a unique data set of nearly 23,000 seniors from more than 1,300 high schools who were tracked over several years, the book treats the following questions in detail: Who goes to college? Does low family income prevent some young people from enrolling, or does scholarship aid offset financial need? How important are scholastic aptitude scores, high school class rank, race, and socioeconomic background in determining college applications and admissions? Do test scores predict success in higher education?

Using the data from the National Longitudinal Study of the Class of 1972, the authors present a set of interrelated analyses of student and institutional behavior, each focused on a particular aspect of the process of choosing and being chosen by a college. Among their interesting findings: most high school graduates would be admitted to some four-year college of average quality, were they to apply; applicants do not necessarily prefer the highest-quality school; high school class rank and SAT scores are equally important in college admissions; federal scholarship aid has had only a small effect on enrollments at four-year colleges but a much stronger effect on attendance at two-year colleges; the attention paid to SAT scores in admissions is commensurate with the power of the scores in predicting persistence to a degree. This clearly written book is an important source of information on a perpetually interesting topic.

Most informed observers would agree that an inordinate proportion of the most exciting, innovative, and ground-breaking work in the field of historical scholarship since the First World War has taken place in the French university system. In this book Keylor describes the establishment of history as an academic discipline in France between 1870 and 1914 and the formation of the "scientific" school of historical writing in the French university system.

In a lucid study the author explains the complex process by which the new discipline of history was organized, furnished with a set of professional goals, and provided with the theoretical and institutional means of achieving them. Keylor discusses the multifarious problems that confronted the university historians as they sought to transform their craft from an avocation of amateurs into a scholarly discipline pursued by trained specialists employed by the university system: the growing tensions between the universitaires and the literary historians outside the academy; the conflict between the "scientific" claims of the French historical school and its commitment to employ history for patriotic and political ends; and the interdisciplinary rivalries between academic history and the fledgling discipline of sociology.

The specific challenge that confronted Count Dmitry Tolstoi as Minister of Education was to raise the educational level of the Russian people without giving them the intellectual weapons with which to threaten the autocracy. The efforts of Tolstoi's ministry to resolve this dilemma resulted in comprehensive reforms which shaped the Russian school system until early in the twentieth century.

It is interesting therefore that, until now, there has been no complete analysis of all aspects of Tolstoi's ministry. Allen Sinel's study fills that gap.

Beginning with the historical, political, biographical, and administrative contexts for Tolstoi's reforms, Sinel then provides a detailed examination of Tolstoi's transformation of Russian education at all levels, particularly the secondary level, which was the cornerstone of his program.

The ministry's greatest achievement in improving the school system was increasing the number of schools and supplying trained teachers to staff them. Less successful were Tolstoi's efforts to minimize the political consciousness of the students. Tolstoi's methods were short-sighted and negative, helping to create the very elements of alienation and antagonism that might destroy the existing regime he wanted so much to protect and preserve.

Sinel's analysis of Tolstoi's program, the most durable of the tsarist period, provides a much-needed survey of the Russian educational system at a crucial time in Russian history. In addition, the study contributes to a more balanced assessment of one of tsardom's most important bureaucrats.

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.

This edited volume is the first to exclusively feature the work of doctoral graduates themselves. Critical Perspectives on Educational Policies and Professional Identities offers an important example of doctoral study within the field of education policy, emphasising the impact and transferability of findings across a range of educational sectors.

The collection features the cutting-edge work of 14 doctoral graduates from the University of the West of England (UWE), generally writing in collaboration with an experienced academic from their supervisory team. The volume explores the issue of education policy and its impact on the professional identities of those working across the sector, including the changing professional and policy contexts currently confronting doctoral candidates and their peers. The chapters are arranged into three thematic sections, each featuring work from a wide range of educational settings: Constructions of the Professional and Society; Interrogating Approaches to Becoming, Being and Developing as Education Professionals; and Challenging Education Policy and Practice.

The doctoral graduate is lead author in all instances, and the process of curating and developing the collection to offer Early Career Researchers a supported pathway into academic publication is outlined in the editors’ opening contribution. In the concluding chapter, Prof Meg Maguire (KCL) reflects upon the role of professional doctorates in aiding our understanding of educational policies and professional identities across the sector.

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.

Learning and personal development are integral to being a person, and learning and teaching are integral to life as a social being. Understanding Children’s Informal Learning presents children’s informal learning out-of-school and explores how this knowledge can enhance teaching and learning practice in the classroom.

The authors focus on the richness of children’s everyday learning, and in what ways children, teachers and schools can work to bring more of the everyday learning strengths that all children have into the interactional framework of the classroom. Offering practical applications for teachers and other education professionals, the chapters work to ensure children’s voices are heard and actively influence understandings of learning, so that out-of-school learning is legitimised as a critical constituent of in-school learning.

Addressing the need to provide a strong ‘student voice’ component and strategies to support children’s learning both in-school and out-of-school, Understanding Children’s Informal Learning furthers comprehensive education research, policy, and practice.

Education Workforce Well-being brings together the multitude of perspectives on well-being, placing them in the context of the education workforce across all sectors from primary to higher education. Opening with an acknowledgement of the scale of subject area of well-being, four key areas of workforce well-being are then identified: resilience, emotional labour, work life balance, and work life conflict. Each principle is discussed individually and then holistically, considering the collective influence of all four areas on workforce well-being within the education sector.

Drawing upon existing research, policy papers and empirical research examples from across the breadth of education sectors, chapters explore external structural changes in the macro policy environment, and how educational leadership response and policy decisions can impact on workforce well-being. The concluding chapter presents a set of recommendations that could be employed by those leading and working in all education sectors to address poor well-being and enhance staff motivation and retention in the workforce.

Corbett widens the discussion on well-being in the education workforce, drawing not only on education but also human resource management and leadership research and providing a critical analysis that highlights not only the challenges but research-informed recommendations for managers, leaders and policy makers working in education.

Launching the Global Perspectives on Higher Education Development series, editors Madasu Bhaskara Rao, Abhilasha Singh and Pulaparthi Mallika Rao introduce the concept of values and the role they play in the emerging university of the twenty-first century. How do universities' missions, visions, policies, and strategies shape their responses to a world that is swiftly changing due to increased globalisation, demand, competition, and innovation?

Understanding that educational stakeholders must comprehend the nature of societal culture and communal values and the role they play in shaping, often implicitly, a university’s ethos and traditions, contributors explore how values operate at an institutional level. How do they impact micro-level practises, such as pedagogical strategies, academic achievement, curriculum development, and evaluation?

Providing a much-needed global perspective-based analysis of the issue of educational values, this first volume on Worldviews and Values in Higher Education examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.

While much has been written about inclusive education systems, researchers have mainly focused upon policies and practices to encourage access and participation for children with disabilities or special educational needs. Yet it is evident that the population of individuals and in some cases whole communities who have been denied access to schooling is much wider and more complex.

The relationships that exist between poverty, class, sexuality, caste, gender, and exclusion from education are visible in many countries; these factors interacting to perpetuate exclusion.

Including Voices considers the challenges and successes surrounding the development of equitable education by presenting the experiences of individuals who have themselves been the subjects of marginalisation. Through the presentation of research and an examination of exclusionary conditions, and the ways in which these are being challenged, the editors and authors present an important debate focused upon human rights and practical application of inclusive practices.

A unique feature of Including Voices is the discussion generated about how the voices of individuals from marginalised communities and those who support them have been obtained, analysed, and reported. The editors provide a framework for encouragement of the respectful use of voices to further the cause of research that is inclusive.

Early career faculty colleagues may only recently have completed their own doctoral studies, and what knowledge they have of supervising doctoral candidates may be limited. Supervising Doctoral Candidates provides support for new and young academics who, from the beginning of their academic career, may be expected to support doctoral candidates with little or no prior training.

Each chapter draws on the more extensive experience of international authors, providing encouragement and gentle advice on the role of the supervisor and the relationships with the student and co-supervisors as the doctoral study progresses. The structure of the book follows the student’s journey – from selecting an appropriate topic of study, through the support needed to develop research skills and begin writing, to publications and the final defence of the thesis. Understanding the needs of doctoral candidates, developing relationships with other supervisors, and how to work with non-academic members of the supervising team are covered in this collection, with consideration given to different types of students including those with disabilities and those who join from abroad.

Delivering practical and useful mentorship advice grounded in lived experience, Supervising Doctoral Candidates assists early-career academics and addresses the challenges of supervision.

Educational institutions within the post-soviet independent states of Kazakhstan and Kyrgyzstan have seen dramatic changes and educational reforms since their independence. Rapid technological changes, economic globalization, and increased migration and mobility of students have led Central Asian states to reform their education systems, within both secondary schools and higher education institutions such as universities. As a result, there is an increasing emphasis on redefining and reconceptualizing the role of leadership to better facilitate and lead the reform process.

Providing a research-based account on the educational reforms taking place in these countries, Redefining Educational Leadership in Central Asia brings together the voices, views, experiences, and reflections of educational leaders from both secondary schools and higher education institutions in Kazakhstan and Kyrgyzstan. The chapters provide useful insights into the fundamental educational reforms shaping school leadership in Kazakhstan and Kyrgyzstan, educational leadership policies and practices, the myths and realities of school development planning and university leaders’ performance in the higher education system of Kyrgyzstan.

This is a new and unique perspective on educational leadership and the first of its kind to focus on Kazakhstan and Kyrgyzstan from a non-western perspective. Policymakers, researchers, graduate students, and practitioners will be able to draw from the strategic visions offered while reviewing and revisiting leadership policies and practices in the climate of rapid changes and heightened expectations from these leaders.

Embarking on a journey to Africa, Southeast Asia, South America and beyond, Critical Reflections on the Internationalisation of Higher Education in the Global South explores how postcolonial structures and global power dynamics are shaping the internationalisation of higher education.

Challenging the Eurocentric status quo that has long dominated the discourse on internationalisation, this edited collection goes beyond mere discussions of student mobility to address the multifaceted potential that internationalisation holds, ranging from academic partnerships and collaborative research to scholarly publications. Drawing from case studies across the Global South, contributors interrogate not only conventional paradigms, but also pose vital questions. How can institutions in these regions partake equitably in the global exchange of knowledge? What steps can be taken to foster genuine and balanced collaborations between the Global South and North? As a compelling call to action, this research also examines how internationalisation can be a transformative force for the Sustainable Development Goals, breaking down traditional hierarchies and embracing a decolonised future for higher education.

If you are involved in academia, policy-making or are simply curious about the complex features of internationalisation in the Global South, this work is your roadmap to deeper, more critical reflections on the internationalisation of higher education.

In an ever-evolving educational landscape, traditional methods face unprecedented challenges. The Impact of ChatGPT on Higher Education takes you on a trailblazing journey into ChatGPT's transformative potential and the ethical considerations in higher education.

Authored by experts at the forefront of educational transformation and technology's impact on learning, this book offers invaluable insights for educators, leaders, policymakers, and AI enthusiasts. Dive deep with the authors as they navigate from theory to practice, unravelling power dynamics, social structures, and ChatGPT's profound influence. Real-world examples and a captivating case study from MEF University provide tangible evidence of ChatGPT's impact on education. Explore how ChatGPT raises critical questions about course planning, assessments, teaching, and AI's role in education. The authors illuminate issues related to academic honesty, ethics, bias, misinformation, cost, equity, and data privacy.

As AI technologies continue to evolve and impact education, The Impact of ChatGPT on Higher Education provides valuable guidance and insights for educators and researchers seeking to harness the power of ChatGPT in their work.

Positive education has grown and evolved, first as a discipline and then a perspective. Since its first wave of development as an application of positive psychology within education, where the focus was primarily on students, the second wave brought with it recognition of the importance of wellbeing for all those involved in education too. Now entering the third wave, with this comes positive education not as a discipline but as a perspective. In particular, a perspective which embraces the challenges of culture and diversity alongside already positively oriented programs, structures and frameworks within education that, with continued refinements, can bring out the best of what could be (Kern & Wehmeyer, 2021).

With this third wave still in its infancy, therefore, Positive Education at all Levels brings the reader to where we are today, showcasing positive education across all three levels of UK education: primary, secondary, and tertiary. With chapters for parents as well as for educators, this book will be of interest for all those involved in positive education, including those who may be learners of positive education too.

Lesen erweitert den Horizont. Lesen macht Spaß! Doch wie kann man das Lesen literarischer Texte lernen? Wie lassen sich Lesefreude und Lesemotivation im Literaturunterricht vermitteln, wie Lesekompetenz und Textverstehen gezielt fördern? Dieses Studienbuch ist eine praxisorientierte Einführung in die Literaturdidaktik und entwickelt zugleich ein innovatives Kompetenzmodell für das Verstehen von Texten. Für die Neuauflage des eingeführten Studienbuchs wurde ein Teil der Kapitel grundlegend überarbeitet und die Abschnitte über „Schreiben" und „Unterrichtseinheiten" neu eingefügt.

Der Klassenraum scheint der Ort zu sein, an dem Unterricht situativ entsteht. Die Relativierung dieses Allgemeinplatzes stellt für die vorliegende Arbeit den Ausgangspunkt dar: Es greift zu kurz, einzig die Schulen als Lokalitäten der Hervorbringung von Unterricht zu fokussieren. In den Unterricht werden Materialien der Industrie importiert, die entscheidende Rollen im Prozess des Machens von Lernen und Lehren übernehmen. In der Bildungswirtschaft sind außerschulische Akteurinnen und Akteure der schulischen Praxis zu vermuten. Im Zentrum steht die Frage nach dem Wie der Entwicklungspraktiken, mit denen innerhalb der Bildungswirtschaft Unterrichtsmaterialien verfertigt werden. Verfolgt wird dieses Erkenntnisinteresse am Beispiel der Entstehung sachunterrichtlicher Experimentierkoffer, mit denen naturwissenschaftliche Lern- und Bildungsprozesse in die Grundschule gebracht werden sollen. Die hiermit verbundenen Verhandlungen von Bezugswissenschaften, Unterricht, Kinderperspektiven u. a. werden ebenso analysierbar wie die Spezifik von schulischen Wissensformen. Dies offeriert Anschlüsse an die neuere Wissenschaftsforschung, Techniksoziologie, Didaktik sowie Erziehungswissenschaft.

Immer wieder beobachten wir, dass gelerntes theoretisches Wissen in konkreten Situationen nicht genutzt werden kann. Zwar haben Lerner oftmals ein großes theoretisches Wissen angehäuft, sie können dies in realen und eventuell problematischen Situationen aber vielfach nicht kompetent anwenden. Das erworbene theoretische Wissen kann vor allem nur im ursprünglichen Kontext, in dem es erworben wurde, wie z.B. bei Prüfungen, genutzt werden. Darüber hinaus bleibt es träge, das heißt der Wissenstransfer vom instruktionalen Setting auf Anwendungssituationen bleibt aus. Um träges Wissen zu verringern und den Anwendungsbezug des theoretischen Wissens zu fördern, wird häufig auf handlungsorientiertes Lernen verwiesen.

Mit Hilfe dieses Buches wollen wir aufzeigen, dass eLearning eine deutlich stärkere Handlungsorientierung ermöglicht als es viele vorhandene Produkte anbieten. Dabei soll der handlungsorientierte Ansatz von verschiedenen Seiten her beleuchtet, im Rahmen unterschiedlicher Konzepte eingesetzt und mögliche Umsetzungen dargestellt werden.

Im ersten Kapitel werden Grundlagen handlungsorientierten Lernens und multimedialen Lernens behandelt. Verschiedene Sichtweisen bzw. Perspektiven von Handlungsorientierung sowie unterschiedliche theoretische Grundlagen von multimedialem Lernen werden dabei skizziert. Im zweiten Kapitel geht es um die Rahmenbedingungen für handlungsorientiertes eLearning. Die einzelnen Beiträge zeigen anhand verschiedener Beispiele Möglichkeiten auf, wie handlungsorientiertes eLearning didaktisch und organisatorisch gestaltet werden kann. Im dritten Kapitel werden verschiedene eLearning-Anwendungen und –Produkte, denen die Idee der Handlungsorientierung zugrunde liegt, behandelt.

Weit verbreitetes und beliebtes Hilfsmittel für Seminar- und Diplomarbeiten sowie Dissertationen - in bearbeiteter Neuauflage!

Gut geschriebener Ratgeber - der Text ist zudem durch Cartoons aufgelockert - für Studierende aller Fachrichtungen, auch wenn die Erstadressaten "Sozialberufler/innen" und "Pädagog/innen" sind. Aus dem Inhalt: Wissenschaft - wozu denn das? Ich will doch in der Praxis bestehen. Erwerb von Wissenschaftskompetenz ( Projekte: Studienarbeiten, Referate, Praxisprojekte, Diplomarbeiten. Informationssuche. Lesen. Schreiben. Visualisieren. Gliederung. Mündlicher Vortrag.¿ Literatur Dokumentieren und zitieren). Selbstmanagement und Arbeitsorganisation (Möglichkeiten der Fremdhilfe, Was kann ich in Selbsthilfe tun? Was kann ich zur Selbstevaluation tun? Prüfungen). Praxisberichte.

Das Buch für alle, die wissenschaftliche Arbeiten schreiben (müssen), seien es Arbeiten während des Studiums wie Seminar-, Bachelor- oder Masterarbeiten, sei es eine Dissertation oder eine sonstige wissenschaftliche Veröffentlichung. Es bietet Hilfe von der Themenfindung bis zur Textgestaltung: Wie zitiere ich Internetquellen, zum Beispiel Social-Media-Beiträge richtig? Welche Techniken zur grafischen Darstellung gibt es? Wie organisiere ich die "Materialjagd"? Wie kann ich Informationsquellen kritisch beurteilen? Wie vermeide ich Plagiate?

Die vergebliche Suche nach einem Lehrbuch, das möglichst umfassend und praxisorientiert in die Welt der Wissenschaft einführt hat ein Ende. Entlang der Chronologie des wissenschaftlichen Arbeitens wird begonnen mit allgemeinen und psychologischen Grundlagen. Anschließend geht es um das Recherchieren, Lesen, Schreiben und Reden, bevor ein Fazit in Form einer Zusammenfassung mit "Zehn Geboten für das Studium" das Buch beschließt.

Eine auf ethischen Grundlagen beruhende Handlungskompetenz gehört zu den zentralen Voraussetzungen der Theorie und der Praxis der Sozialen Arbeit, deren Hauptziel es ist, gesellschaftlich benachteiligte Menschen psycho-sozial zu unterstützen. Vor diesem Hintergrund werden die vielfältigen formalen und inhaltlichen Facetten des sozialarbeiterischen und sozialpädagogischen Handelns beschrieben und in ein Modell eingebunden.

Die Mensch & Computer ist eine seitens der Gesellschaft für Informatik (GI) und dem German Chapter of the ACM seit 2001 etablierte, jährlich stattfindende Fachtagungsreihe zu interaktiven und kooperativen Medien. Die Mensch und Computer 2009 steht unter dem Motto "Grenzenlos frei!?". Es soll gezeigt werden, dass die optimale Beziehung zwischen Mensch und Computer zwar frei gestaltet, jedoch nicht grenzenlos sein darf, um die Bedürfnisse nach Vertrauen, Kontrolle, Sicherheit und Zuverlässigkeit zu erfüllen. Der vorliegende Tagungsband liefert verschiedene Perspektiven aus den Bereichen Forschung und Praxis, die zusammen ein Kaleidoskop an Ideen, Theorien, Methoden und Lösungsvorschlägen bilden. Der Band enthält wissenschaftliche Beiträge zu den auf der Tagung präsentierten Fachvorträgen, Systemdemonstrationen, Designpräsentationen und Postern aus den Themengebieten: - Barrierefreiheit - Design for all - Interaktion in Echtzeit - Kooperationswerkzeuge - Methoden der Benutzerunterstützung - Methoden des Usability Engineering - Modellierung und Design - Multimodalität - Prototyping Werkzeuge - Social Software - User Experience und Attraktivität - User Interface Patterns - Visualisierung, Aufmerksamkeit und Ästhetik Zielgruppen sind Wissenschaftler und Praktiker im Bereich Mensch-Computer-Interaktion aus den Fachgebieten Software-Ergonomie, Interaktionsdesign, User Experience, Usability Engineering, CSCW, Mediengestaltung und Medienwissenschaften.

Numerous studies indicate that team competencies, based on effective virtual and face-to-face communication, are a key factor for successful IT project work. The major goal of this book is to investigate the influence of person-centered interventions in technology-enhanced environments on the development of team knowledge, skills and attitudes. A further aim is to improve the understanding of teamwork and associated media use in the Computer Science and Information Systems studies. Finally, the book draws up general concepts referring to ways of supporting teamwork and promoting team competencies of students in the context of Computer Science and Information Systems curricula.