Books on the topic 'Educational Paradigm Shift in the 21st century'

Abstract This book examines the implications of the “Causal Revolution” in epidemiology for the people’s health. Since the turn of the 21st century, this revolution—introduced to epidemiology as the Potential Outcomes framework—initiated a paradigm shift across the social sciences. This shift influences the questions we ask, the methods we use, the narratives we construct about our study results, and thus the knowledge upon which we base our fights for the people’s health. The guiding principle of the Causal Revolution is simple but profound: researchers should specify if their goal is description, prediction, or causation. Researchers should declare their causal goals even for observational studies; causation should not be reserved for randomized trials. This can prevent misalignment between inferential targets, assumptions, analytic approaches, and interpretations. This principle produced important innovations that clarified assumptions necessary to infer causation from association and engendered methods to mitigate the effects of their violation. But it also reignited debates about the definition of causation, the causal status of important social constructs like class and race, the role of manipulation or intervention in causal inference, and assumptions about how change in the people’s health happens. This book interrogates these debates, critiques attempts at their resolution, and offers a path forward—by embracing causal questions that identify and explain etiologic processes rather than solely estimating the effects of interventions. This in turn expands causal inference to include social forces as causes of the people’s health, and therefore reinvigorates epidemiology’s historical role in targeting systems and structures for change.

Archives and the Cultural Heritage The edited volume Archives and the Cultural Heritage focuses on archives as institutions and to their tense relationship with archives as material. These dynamics are discussed in respect of the past, the present, and the future. The focus lies in the mechanisms the Finnish archive institutions have utilised when taking part in forming the cultural heritage and in debating the importance of the private archives in society. Within social sciences and history from the early 1990s onwards, the effects of globalisation have been seen as a new focal point for research. Momentarily, the archives saw the same paradigm shift as the focus of the archival studies proceeded from state to society. This brought forth the notion that the values of society are reflected in the acquisition of archival material. This archival turn draws attention to the archives as entities formed by cultural practices. The volume discusses cultural heritage within Finnish archives with diverse perspectives and from various time periods. The key concepts are cultural heritage and archives – both as institution and as material. Articles review the formation of archival collections spanning from the 19th to the 21st century and highlight that the archives have never been neutral or objective actors; rather, they have always been an active process of remembering and forgetting, a matter of inclusion and exclusion. The focus is on private archives and on the choices that guided the creation of the archives and the cultural perceptions and power structures associated with them. Although private archives have considerable social and research value, and although their material complements the picture of society provided by documentary data produced by public administrations, they have only risen to the theoretical discussions in the 21st century. The authors consider what has happened before the material ends up in the archive, what happens in the archive and what can be deduced from this. It shows how archival solutions manifest themselves, how they have influenced research and how they still affect it. One of the key questions is whose past has been preserved and whose is deemed worthy of preservation. Under what conditions have the permanently preserved documents been selected and how can they be accessed? In addition, the volume pays attention to whose documents have been ignored or forgotten, as well as to the networks and power of the individuals within the archival institution and to the politics of memory. The Archives and the Cultural Heritage is an opening to a discussion on the mechanisms, practices and goals of Finnish archival activities. It challenges archival organisations to reflect on their own operating models and to make visible their own conscious or unconscious choices. It raises awareness of the formation of the Finnish documentary cultural heritage, produces new information about private archives and participates in the scientific debate on the changing significance of archives in society. The volume is related to the Academy of Finland research project “Making and Interpreting National Pasts – Role of Finnish Archives as Networks of Power and Sites of Memory” (no 25257, 2011–2014/2019), University of Turku. Project partners Finnish Literature Society (SKS) and Society of Swedish Literature in Finland (SLS).

Today's tech-savvy and digitally connected students present a new challenge for today's school librarians. This book offers the 21st-century tools and know-how necessary for educators to appeal to and challenge students to learn—and to want to learn. What are the best ways to motivate students to become engaged and develop a passion for learning? Can appealing to their desire for socialization and constant communication—attributes of their lives outside of education—via the integration of cutting-edge technologies and "new media" in the library or classroom serve to ignite creativity, curiosity, and critical thinking? This book shows how you can make use of non-traditional tools such as popular social networks, collaborative technologies, and cloud computing to teach information and communications technologies integrated with the school curriculum to improve student learning—and demonstrates how these same technologies can help you measure skills and mastery learning. The book provides an easy-to-follow blueprint for using collaborative techniques, innovation, and teaching for creativity to achieve the new learning paradigm of self-directed learning, such as flipping the classroom or library. Readers of this book will find concrete, step-by-step examples of proven lesson plans, collaborative models, and time-saving strategies for the successful integration of American Association of School Librarians (AASL) standards. The authors—both award-winning teachers—explain the quantitatively and qualitatively measurable educational value of using these technologies for core curricular and information and communications technologies instruction, showing that they both enhance student learning outcomes and provide data for measuring their impact on learning.

Farnsworth argues that an imbalance of power exists in higher education that favors internal self-interests over student development and public service, an imbalance that has eroded the rigor and efficacy of the undergraduate curriculum. If higher education is to serve all who must benefit from its programs and services, presidents and senior administrators must restore this balance, and must effectively represent the interests of students and society as a whole. This book offers critical information for faculty and administrators alike,Leadership as Servicereframes an agenda for higher education, challenging presidents to give voice to those who are now underserved, and restore the primacy of teaching and learning within the academy. This provocative and readable discussion of leadership in higher education argues that leadership is essentially an act of service; that the more responsible the leadership position, the greater the responsibility to serve. Weaving together the Servant Leadership philosophy of Robert Greenleaf with the management principles of Mary Parker Follett, Kent Farnsworth, presents a model for 21st- century educational leadership that calls upon college administrators to see themselves as servants first. He argues that the voices and interests of many of education's key stakeholders--students, employers, and society as a whole--have been marginalized by a consolidation of power in the faculty, requiring a bold new approach to leadership that refocuses service to these important, but underrepresented constituents. Farnsworth argues that college and universities have yielded too much power to special interests within the academy. The result has been a shift in resources to elaborate facilities and overblown graduate and research agendas, eroding the rigor and integrity of the undergraduate curriculum.Leadership as Serviceoutlines a new, service-driven agenda of higher education and describes the characteristics of those who will successfully lead in the new century.