LOST Opportunities

Author: Bronwyn Bevan
Publisher: Springer Science & Business Media
ISBN: 9400743041
Format: PDF, ePub, Mobi
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Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning. In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and ‘situated’ processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equity—a desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile.

Reframing Science Teaching and Learning

Author: David Stroupe
Publisher: Taylor & Francis
ISBN: 131727282X
Format: PDF, Mobi
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Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the state of "science practice," it provides concrete examples of how students, supported by the actions of educators, take on new roles, shifting from passive recipients of information to active participants in conceptual, social, epistemic, and material features of science work. Each chapter provides an examination of how and why science practice evolves in learning communities in which students and teachers negotiate disciplinary work; an analysis of how specific pedagogical and social actions taken by someone with authority (a teacher or other educator) provides opportunities for students to shape science practices; a set of concrete recommendations for working with young students in formal and informal learning settings; and a set of suggestions and questions to catalyze future research about and the evolving relationships between educators, students, and science practices in the field of science education. Showing how and why the conceptual ideas presented are important, and providing specific, actionable suggestions for teachers and other educators for their daily work, this book includes both elementary and secondary learning sites.

Handbook of Educational Psychology

Author: Lyn Corno
Publisher: Routledge
ISBN: 1317420551
Format: PDF, Docs
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The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.

Makeology

Author: Kylie Peppler
Publisher: Routledge
ISBN: 1317537092
Format: PDF
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Makeology introduces the emerging landscape of the Maker Movement and its connection to interest-driven learning. While the movement is fueled in part by new tools, technologies, and online communities available to today’s makers, its simultaneous emphasis on engaging the world through design and sharing with others harkens back to early educational predecessors including Froebel, Dewey, Montessori, and Papert. Makers as Learners (Volume 2) highlights leading researchers and practitioners as they discuss and share current perspectives on the Maker movement and research on educational outcomes in makerspaces. Each chapter closes with a set of practical takeaways for educators, researchers, and parents.

Why School

Author: Mike Rose
Publisher: The New Press
ISBN: 162097004X
Format: PDF, ePub, Docs
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Why School? is a little book driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Drawing on forty years of teaching and research and "a profound understanding of the opportunities, both intellectual and economic, that come from education" (Booklist), award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail and informed by an extensive knowledge of history, the psychology of learning, and the politics of education. This paperback edition includes three new chapters showing how cognitive science actually narrows our understanding of learning, how to increase college graduation rates, and how to value the teaching of basic skills. An updated introduction by Rose, who has been hailed as "a superb writer and an even better storyteller" (TLN Teachers Network), reflects on recent developments in school reform. Lauded as "a beautifully written work of literary nonfiction" (The Christian Science Monitor) and called "stunning" by the New Educator Journal, Why School? offers an eloquent call for a bountiful democratic vision of the purpose of schooling.

A Handbook for Teaching and Learning in Higher Education

Author: Heather Fry
Publisher: Routledge
ISBN: 1317650220
Format: PDF, Kindle
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This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management. The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention. Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher. Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain. Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry. Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.

Everything I Thought I Knew

Author: Ellen Rowland
Publisher:
ISBN: 9781973738329
Format: PDF
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How does a traditionally educated New York City career woman who once obsessed about getting her kids into the right preschool end up living off the grid in Africa and unschooling her two children ?Find out in this collection of essays based on the author's personal journey of moving away from the status quo and creating a life of choice and autonomy. Part memoir, part journalistic enquiry, Rowland explores topics ranging from how her children learned to read and write without formal instruction and what it means to trust children to build their own education, to why we should all walk barefoot and what happens when we try to flip an omelet and fail--all from the perspective of challenging societal "shoulds."As the debate continues on how to improve our failed education system, the author delves into what it's like to live, learn, and parent without it. Filled with optimism, humor, and candid reflection, this book is ultimately a memoir about questioning everything we think we know and taking the risk to find our own answers.

The Art and Science of Teaching

Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416605711
Format: PDF, Kindle
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The popular author of Classroom Instruction That Works discusses 10 questions that can help teachers sharpen their craft and do what really works for the particular students in their classroom.

Ice Blink

Author: Scott Cookman
Publisher: Turtleback
ISBN: 9780613354141
Format: PDF, ePub, Docs
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Follows the trail of the expedition by Sir John Franklin, which sailed north from Greenland in 1845 with two iron-plated ships and 128 men, only to be swallowed up by the ice and snow

Deschooling Society

Author: Ivan Illich
Publisher:
ISBN: 9780714508788
Format: PDF, Mobi
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Diskussion om hvorvidt uddannelse i det nuværende system er lig offentlig skolegang med en uønskelig ensretning