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1
Sirait, Midian. Demi bangsa: Liku-liku pengabdian Prof. Dr. Midian Sirait : dari guru SR Porsea sampai Guru Besar ITB : otobiografi. Jakarta: Pustaka Sinar Harapan, 1999.
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Uruntaeva, Galina, and Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.
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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly experimentally tested.
Intended for researchers, professional and pedagogical activity of the teacher of preschool educational institutions, teachers and practitioners of preschool education and teachers and students of psychological and pedagogical universities.
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Carloni, Giovanna, Christopher Fotheringham, Anita Virga, and Brian Zuccala. Blended Learning and the Global South Virtual Exchanges in Higher Education. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-529-2.
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This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.
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Khodusov, Aleksandr. Pedagogy education: theory, methodology, technology, methods. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25027.
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The textbook discusses the theoretical and methodological problems of education, as well as its technologies and methods. Special attention is paid to the phenomenology of education and methodology, technology and methodology of its organization.
The textbook meets the requirements of the Federal state educational standard of higher education of the last generation in the disciplines of "Pedagogy", "Methods of training and education".
It is intended for bachelors studying in the direction of 44.03.01 "Pedagogical education", but it can also be useful for masters, graduate students, teachers-educators of educational organizations of various types.
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Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.
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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwide while educators and students create novel ways to collectively participate in research projects that contribute to a greater understanding of the universe. The anthology Teaching to Discern: Forming Connections, Decolonizing Perspectives aims to provide a novel context for academic dialogue on globalized pedagogical practices. Specifically, it focuses on what it means to teach abroad, which means discussing methodologies, pedagogies and contents used by educators who have had the opportunity of teaching in a foreign country. This book is a dialogue that engages academic experiences in a theoretically expansive and encompassing methodological and content-driven framework around the topic of teaching abroad.
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Vygonov, Viktor. Technology: a workshop on labor training. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1588598.
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The textbook discusses the main types of practical work on the subject of "Technology", highlights various types of artistic, creative and design activities of children that underlie this aspect of teaching younger schoolchildren. Detailed material is given on the processing methods and the possibilities of using various types of paper and cardboard.
It can be useful for primary school teachers, educators and counselors of children's recreation camps, students of pedagogical colleges, parents, teachers of additional education.
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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072188.
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The textbook examines the patterns and factors of mental development, describes the stages of development in preschool age from birth to school admission, including the formation of cognitive, personal spheres, the development of various types of activities by children. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical and psychological profiles. It can be useful for teachers, educators, psychologists, practitioners of preschool educational organizations, as well as parents and anyone interested in mental development in preschool childhood.
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Rapohin, Nikolay. Applied psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1070336.
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The textbook outlines the main provisions of modern applied scientific psychology. The socio-psychological and ethnopsychological features of behavior are analyzed. The author's interpretation of the psychological structure of personality is given, applied methods of its study are described. The issues of communication and psychological impact on the personality are considered. Using practical examples, the characteristics of styles and specific types of business communication are revealed. The features of establishing and maintaining business contacts with representatives of various national cultures are described.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students studying management and international relations. It can also be used by students and teachers of psychological and pedagogical faculties of universities and colleges, future educators and social workers.
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Marciniak, Katarzyna, ed. Chasing Mythical Beasts. Heidelberg, Germany: Universitätsverlag WINTER, 2020. http://dx.doi.org/10.33675/2021-82537874.
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Classical Antiquity is strongly present in youth culture globally. It accompanies children during their initiation into adulthood and thereby deepens their knowledge of the cultural code based on the Greek and Roman heritage. It enables intergenerational communication, with the reception of the Classics being able to serve as a marker of transformations underway in societies the world over. The team of contributors from Europe, North America, Africa, Asia, Australia, and New Zealand focuses on the reception of mythical creatures as the key to these transformations, including the changes in human mentality. The volume gathers the results of a stage of the programme ‘Our Mythical Childhood’, supported by an Alexander von Humboldt Foundation Alumni Award for Innovative Networking Initiatives and an ERC Consolidator Grant. Thanks to the multidisciplinary character of its research (Classics, Modern Philologies, Animal Studies) and to the universal importance of the theme of childhood, the volume offers stimulating reading for scholars, students, and educators, as well as for a wider audience.
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Uruntaeva, Galina. Preschool psychology: a practical course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/979875.
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The textbook is devoted to the problems of studying the mental development of preschool children (the specifics of the organization, principles, methods). It consists of three sections, which present methods aimed at studying the main activities of a preschooler (play, work, drawing, designing, communication of a child with adults and peers), cognitive processes (attention, speech, perception, memory, imagination, thinking), the most important areas of personality (self-awareness, will, emotional and moral development). Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training "Psychological and pedagogical education" (qualification "bachelor"), it can also be useful for practical psychologists, educators of preschool educational organizations and anyone who is interested in the mental development of a preschooler, the formation of his personality.
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O'Brien, Patricia, and Deborah Evans. ITEC Games Educator Guide. Keys To Learning CC, 2006.
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Overby, Lynnette Young. Public Scholarship in Dance. Human Kinetics, 2016. http://dx.doi.org/10.5040/9781718212893.
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Dance educators in higher education have a long history of enriching the lives of others through community-based teaching, choreography, research, and service. Yet their valuable contributions to community development may not be acknowledged as legitimate scholarship by the university or other educational organizations. If you are a dance educator or student seeking to engage in public scholarship in dance and want to ensure your work receives the attention it deserves, this resource is for you. Public Scholarship in Dance is a dance-specific guide that provides examples of what others have done and suggestions for ways dance educators can evaluate their own projects or work for scholarship. Complete with research, teaching, performance, assessments, and dissemination tools, it is a total package that supports dance educators in their professional development through public scholarship and community engagement.
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Elementary, Engineering is. Engineering Ice Cream Educator Guide Print + Digital 1yr: Bundle. Engineering is Elementary, 2020.
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ISTE Standards for Educators: A Guide for Teachers and Other Professionals. ISTE/Hermes Science Publishing, 2017.
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Alberton, Elcio. Docência: Entusiasmo e Paixão. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-106-6.
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Mystagogical education of the teaching staff in the contemporary civilizatory metamorphose deals with the deep transformations which the civilization passes through, considering the sociological, environmental, political, economic and technological aspects. It deals with human being in this complex relationship analyzing the possible consequences of this process and, in the same way, it points alternative to a right assimilation and the convenience in this new world that rises up result of the metamorphosical process. The main indication remains in comprehending the adoption of mystagogical attitude by the teaching staff and in the formation of the educators. When the subject is the education task intending to overcome its utilitaristic function and preparation for the transactional environment, it suggests that the education points supportive and mystical alternatives in the teaching / learning. It proposes the cultivation and the preparation of the integrator people which teaching condition gets over the technical and the professional perspective, being firstly mystagogos (mystic educators) i.e, people teaching more with their lives and examples than words and contents. The text suggests that the educator’s task is to value the relationship between ourselves, others, the world and the supernatural. The searching points that more than technically prepared teachers, the mystic takes in account the human dimension considering all the potentiallities of the human being to develop himself under professional, intellectual, emotional, spiritual and social point of view.
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Jickling, Bob, Heila Lotz-Sisitka, Lausanne Olvitt, Rob O’Donoghue, Ingrid Schudel, Dylan McGarry, and Blair Niblett. Environmental Ethics: A Sourcebook for Educators. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201294.
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This well-constructed, and highly original, sourcebook integrates educational materials for teaching environmental ethics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy departments and putting it into the streets, into villages, and on the Earth—to make ethics an everyday activity, not something left to experts and specialists. Context-based activities are presented in almost every chapter. While it acknowledges foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, process-oriented, and place-based approaches to ethical reflection, deliberation, and action. It walks on the ground and isn’t afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradition by framing “ethics in a storied world”, thus making room to move beyond Euro-American perspectives in environmental issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other professionals who wish to bring environmental ethics to the forefront of their pedagogical practices.
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Doering, James M. The Young Educator. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037412.003.0002.
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This chapter discusses how music became an early passion of Judson's, and he showed promise. He studied violin throughout adolescence with a teacher from the Cincinnati Conservatory of Music. After completing high school, his musical skills captured the attention of Ebenezer M. Thresher, a Dayton businessman and chairman of the Board of Trustees for Denison University. Judson remained at Denison for the next seven years (1900–1907), rising to the rank of professor in 1902 and becoming dean of its Conservatory of Music in 1904. By all accounts, he injected “new life” into Denison's musical environment. During his tenure, music went from being an extracurricular diversion to a viable academic program.
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Careers, Red-Hot. Associate Educator for School and Teacher Program RED-HOT Career; 2540 REAL Inte. CreateSpace Independent Publishing Platform, 2018.
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Garcia Júnior, Colez. Richard Shaull, um educador presbiteriano. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-516-3.
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The research that gave origin to the present work is constituted from a document produced by Richard Shaull, missionary of the Presbyterian Church of the United States working in Brazil, when he occupied the vice-presidency of the Mackenzie Institute, in 1960-1961. Marcel Mendes, in his book Tempos de Transição (Transition Times) (2016), mentions the document, stating that it had not yet been the object of a critical analysis. The present work is proposed to carry out such an analysis. From this document, and taking into account the whole cultural biography of Shaull, it is sought to evaluate its pedagogical contribution, not as explored as the theological aspect in the works of the said author. Recognizing the connection, also described as "porosity" in Shaull, between theology, missiology, eschatology, pedagogy and sociology, in a true interdisciplinarity, the work seeks to map Shaull's insights to education from his theological-missionary journey. In constructing such mapping, one starts with the educator's formation process, continuing with his academic and missionary experiences, considering the role played by his teachers and his students in his role as a social educator. Qualifying him as a social educator in his work, he seeks to bring his work closer to the theoretical framework represented by the work of Paulo Freire (1921-1997), a Brazilian educator with whom Shaull identifies himself. It is followed by the analysis of two documents: a) Shaull's prologue to the English version of Paulo Freire's A pedagogia do oprimido (The Pedagogy of the Oppressed); and (b) the Shaull’s report on the period in which he held the vice-chair of the Mackenzie Institute. The work is concluded, seeking to return to Shaull's insights identified throughout the text and to point out, from them, the paths that open them to an organic Christian activity in education.
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Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.
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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.
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Holland, Nola Nolen. Music Fundamentals for Dance. Human Kinetics, 2013. http://dx.doi.org/10.5040/9781718212855.
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Music Fundamentals for Dance provides students with a fundamental understanding of music and how it applies to dance performance, composition, and teaching. This valuable reference helps professional choreographers, dance educators, and dancers expand their knowledge of music and understand the relationships between music and dance. Fundamentals of Music for Dance helps dancers understand of the elements of music—form and structure, musical time, melody, texture, and score reading—and how they relate to dance performance and choreography. They will learn music vocabulary for easier communication with other dancers, musicians, and conductors. Overviews of musical forms, styles, and genres are complemented by an examination of their relation to dance and choreography. Each chapter ends with exercises, activities, and projects that offer students a range of active learning experiences to connect music fundamentals to their dance training. An accompanying web resource contains these features: • Extended learning activities and support materials, including practice opportunities combining music skills with dance or choreography, chapter summaries, a glossary, websites, and handouts to help students practice music skills • Music clips on the website offer ready-made examples, which students can use in applying concepts from the book Written by an experienced dance educator, dancer, and choreographer, Music Fundamentals for Dance is the only current text that explains essential concepts of music and examines these concepts in relation to dance performance, composition, and teaching. By providing readers with a foundation of music knowledge, Music Fundamentals for Dance assists both future and current professionals in understanding the art form that will enhance their contributions as performers, choreographers, and educators.
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Greher, Gena R., and Jesse M. Heines. Computational Thinking in Sound. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199826179.001.0001.
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With Computational Thinking in Sound, veteran educators Gena R. Greher and Jesse M. Heines provide the first book ever written for music fundamentals educators that is devoted specifically to music, sound, and technology. Using a student-centered approach that emphasizes project-based experiences, the book provides music educators with multiple strategies to explore, create, and solve problems with music and technology in equal parts. It also provides examples of hands-on activities that encourage students, alone and in groups, to explore the basic principles that underlie today's music technology and freely available multimedia creation tools. Computational Thinking in Sound is an effective tool for educators to introduce students to the complex process of computational thinking in the context of the creative arts through the more accessible medium of music.
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Banegas, Darío Luis, Emily Edwards, and Luis S. Villacañas de Castro, eds. Professional Development through Teacher Research. Multilingual Matters, 2022. http://dx.doi.org/10.21832/banega7710.
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This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It explores the professional gains teacher educators see in conducting research with their own students/future teachers and seeks to reduce the gap between educational research and practice.
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Arntfield, Shannon, and Kathryn Hynes. Narrative Medicine in Postgraduate Medical Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0003.
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This chapter presents a practically minded conceptualization of the field of narrative medicine (NM) as it relates to postgraduate educators. To assist educators implement and deliver NM education to residents, the practices, principles, and paradoxes of NM are reviewed. The practices of NM are made explicit because educators have a fundamental responsibility to understand them when offering training in this discipline. Practices include sharing a narrative, close reading, and reflective writing. The principles of NM are discussed because, when applied, they fortify the practices and enable more success and enjoyment. The principles of NM stipulate the work should be experiential, relational, and programmatic. The paradoxes of NM are identified and explored because they can stymie the efforts of educators to teach and can have major consequences to the outcomes of the work. The implementation paradox, the credibility paradox, and the legitimacy paradox are discussed.
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Educational Resources Information Center (U.S.), ed. Precollegiate Summer Camp Opportunity for Potential Teachers [i.e. Educators] (SCOPE): FIPSE final report, project dates: October 1, 1990 - September 30, 1993. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1993.
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Schudel, Ingrid, Zintle Songqwaru, Sirkka Tshiningayamwe, and Heila Lotz-Sisitka. Teaching and Learning for Change: Education and Sustainability in South Africa. African Minds, 2021. http://dx.doi.org/10.47622/9781928502241.
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Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
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Stephens, Darryl, ed. Bivocational and Beyond: Educating for Thriving Multivocational Ministry. Atla Open Press, 2022. http://dx.doi.org/10.31046/atlaopenpress.82.
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Bivocational and Beyond provides a wide range of perspectives on faith, leadership, and learning to equip pastors and theological educators for a future in which multivocational ministry may become the norm. Bivocational ministry— also called multivocational, covocational, dual career, partially funded, non-stipendiary, or tentmaking ministry—is a topic of increasing relevance to congregational vitality and the future of the church in North America. The rise of the “gig economy,” a blurring of traditional notions of sacred and secular, and missional innovation at the end of modern Christendom present challenges to received models of church and theological education. Bivocational pastors are being challenged to integrate diverse expressions of their calling, balance personal and professional obligations, overcome stigma, and achieve financial stability. Bivocational congregations are being challenged to adapt to new leadership styles and expectations of clergy and laity alike. Theological educators, including theological librarians, are also being challenged to adapt. Degree programs designed for full-time students preparing for fully funded pastoral ministry must be reassessed in light of multivocational realities. This book addresses these challenges as an opportunity for theological education and the church. Theological librarians and educators can guide congregational leaders to imagine the church in ways that transcend the “standard” model of a fully funded, professionally trained pastor of a single congregation. Contributors include researchers, reflective practitioners, denominational leaders, and theological educators. Appropriate to its subject matter, this book is written for multiple audiences: students and pastors as well as those who educate them, theological educators and librarians.
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Gilbert, Anne Green. Brain-Compatible Dance Education. 2nd ed. Human Kinetics, 2019. http://dx.doi.org/10.5040/9781718212770.
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Anne Green Gilbert's Brain-Compatible Dance Education, Second Edition, strikes the perfect balance between hard science and practicality, making it an ideal resource for dance educators working with dancers of all ages and abilities. Gilbert presents the latest brain research and its implications for dance educators and dancers. She makes the research findings accessible and easy to digest, always connecting the science to the teaching and learning that takes place in classrooms and studios. This new edition of Brain-Compatible Dance Education features Gilbert's unique BrainDance warm-up, made up of eight developmental movement patterns for people of all ages, from birth to older adults. This BrainDance warm-up helps dancers improve focus and productivity as it invigorates their minds and bodies and gets their synapses firing.
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Snodgrass, Jennifer. Teaching Music Theory. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190879945.001.0001.
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Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.
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Fugate, C. Matthew. Attention Divergent Hyperactive Giftedness. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0012.
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For decades, researchers have focused on the importance of creativity and its lasting repercussions for the individual and society as a whole. In order to foster creativity in the classroom, it is important to approach education from a strength-based perspective rather than focusing on remediating weaknesses. This is especially beneficial for gifted students with co-occurring learning differences such as attention deficit hyperactive disorder (ADHD). This chapter reviews the research on twice exceptionality and explores the implications that these findings have for educators as they construct classroom environments that foster creativity. In doing so, educators are encouraged to see these students as ADHG—attention divergent hyperactive gifted. Such a paradigm shift would alter the focus from their challenges and instead highlight their motivation, strengths, perseverance, and resilience, those innate qualities that make them so very special.
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Tsinakos, Avgoustos. Increasing Access through Mobile Learning. Edited by Mohamed Ally. Commonwealth of Learning (COL), 2014. http://dx.doi.org/10.56059/11599/558.
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As the use of mobile technology increases around the world, there is growing interest in its use in education and training. This is especially true in developing countries, where citizens are acquiring mobile technology rather than computers, bypassing the desktop and notebook computer stages. Educators and trainers will therefore have to develop learning materials for delivery on a variety of technologies, including mobile devices; and teachers will have to be trained on how to design and deliver mobile learning. For these reasons, it is important that standards for mobile learning be set so that high-quality mobile learning materials are developed and learning materials can be shared among educational organisations. This book on the use of mobile technology for flexible delivery is aimed at helping educators and trainers develop and implement mobile learning. It also provides information that researchers can use to conduct research on the use of mobile learning in education and training.
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Kelly, Martina. Difficult Conversations. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0010.
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Evaluation of the medical humanities/health humanities is contentious. Medicine, steeped in a world of accountability, seeks evidence of effectiveness or impact, where evidence is confined to the measurable. Medical humanities, an eclectic interdisciplinary field, values the experiential, more suited to descriptive, qualitative forms of investigation. Rather than prize one approach over the other, clinician educators need to be methodologically flexible. The decision about which approach to use is best determined by the question(s) they wish to answer. This chapter briefly reviews some of the tensions medical educators face when deciding how to evaluate their teaching. It outlines a number of approaches to evaluation and gives examples from the medical humanities literature. Finally, it provides some resources to direct further inquiry.
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Huang, Chen-Wen. Continuous Online Assessment: Opening TVET Education in South Africa through Instant Feedback and Flexibility. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p06.
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Every interaction between an educator and a student has the potential to be pedagogically rich. Yet many interactions feel minimal and limited because they are designed to achieve a singular, one-dimensional goal. This is especially true when it comes to assessments. In most cases, assessments provide information to an educator about a student’s understanding of materials that were covered in a course. However, because assessments are often summative (covering knowledge shared up to a given point) and evaluative (aimed at providing information about a student to the educator rather than the student themselves), students rarely learn as much as they could from assessment activities.
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Wong, Agnes M. F. The Art and Science of Compassion, A Primer. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780197551387.001.0001.
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The Art and Science of Compassion, A Primer is designed as a short, “all-in-one,” introductory text that covers the full gamut of compassion, from the evolutional, biological, behavioural, and psychological, to the social, philosophical, and spiritual. Written with busy trainees, clinicians, and educators in mind, it aims to address the following questions: What is compassion? Is it innate or a trainable skill? What do different scientific disciplines, including neuroscience, tell us about compassion? Why is “compassion fatigue” a misnomer? What are the obstacles to compassion? Why are burnout, moral suffering, and bullying so rampant in healthcare? And, finally, what does it take to cultivate compassion? Drawing on her diverse background as a clinician, scientist, educator, and chaplain, Dr. Wong presents a wealth of scientific evidence supporting that compassion is both innate and trainable. By interleaving personal experiences and reflections, she shares her insights on what it takes to cultivate compassion to support the art of medicine and caregiving. The training described draws on both contemplative and scientific disciplines to help clinicians develop cognitive, attentional, affective, and somatic skills that are critical for the cultivation of compassion. Compassion not only benefits the recipients, produces better patient care, and improves the healthcare system, but it is also a boundless source of energy, resilience, and wellness for the givers. With striking illustrations for key concepts and a concise summary for each chapter, this book provides a solid conceptual framework and practical approaches to cultivate compassion. It serves to complement the experiential component of compassion that the readers are strongly encouraged to develop and practise in their daily lives.
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Pouezevara, Sarah, ed. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.bk.0022.1809.
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Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as “teacher behavior change”). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders.
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Rossen, Eric, and Robert Hull, eds. Supporting and Educating Traumatized Students. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.001.0001.
Full textAbstract:
Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, this online resource presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, it brings together practitioners, researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. It provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma, and chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma.
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Bartleet, Brydie-Leigh, Dawn Bennett, Anne Power, and Naomi Sunderland. Community Service Learning with First Peoples. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.3.
Full textAbstract:
Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.
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Schreiber, Brooke R., Eunjeong Lee, Jennifer T. Johnson, and Norah Fahim, eds. Linguistic Justice on Campus. Multilingual Matters, 2021. http://dx.doi.org/10.21832/schrei9493.
Full textAbstract:
This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions.
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Jain, Rashi, Bedrettin Yazan, and Suresh Canagarajah, eds. Transnational Research in English Language Teaching. Multilingual Matters, 2022. http://dx.doi.org/10.21832/jain7475.
Full textAbstract:
The edited volume contributes to the comprehensive and inclusive understanding of the global ELT landscape in instructional settings within and across countries. It brings together language teachers, educators and researchers who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical and research practices.
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Prasad, Gail, Nathalie Auger, and Emmanuelle Le Pichon Vorstman, eds. Multilingualism and Education. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781009037075.
Full textAbstract:
For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.
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Lynch, David. Preparing Teachers in Times of Change: Teaching school, standards, new content and evidence. Primrose Hall: London, 2012. http://dx.doi.org/10.53333/prhpg/280209.
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It appears that teachers and teacher educators have fossilized in their resolve to continue doing what they’ve always done, despite calls for fundamental change. So, what does "a changed world" actually mean for teachers and teacher educators? How might society prepare teachers for this changed world and what are the new capabilities that such a program should focus on? What does fundamental change in teaching and teacher education actually look like? This book is about teacher education reform and seeks to answer these and other questions. More specifically the book aims to showcase a disruptive model in teacher education and answer some of the ponderings around what teacher education could be and how it could be organized differently for the different world in which teachers now have to operate. The book showcases an innovative Australian teacher education program and reviews the research findings of such a program in terms of graduate teacher outcomes.
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Nash, Robert J. Teaching About Religion Outside of Religious Studies. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.34.
Full textAbstract:
Regardless of major or minor areas of disciplinary concentration, faculty members must think about the role that the study of religion and spirituality plays in the education of students who, in the future, will serve others in a variety of work settings. Educators must think seriously and systematically about the risks and benefits, the disadvantages and advantages, of dealing with such sensitive material. To ignore issues of religion and spirituality is to miss what is vitally important to educators everywhere. All professionals in higher education, as well as in other public service settings, should learn how to talk respectfully and compassionately with one another, and with their constituencies, about a topic that, throughout history, has caused as much pain, suffering, and division as it has comfort, joy, and reconciliation. In today’s complex world of difference, there is simply no other way for us to coexist without destroying one another.
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West, Chad, and Mike Titlebaum, eds. Teaching School Jazz. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462574.001.0001.
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Teaching School Jazz: Perspectives, Principles, and Strategies is an edited collection of suggested practices in school jazz education authored by a seasoned and diverse lineup of jazz educators with supporting research-based case studies woven into the narrative. It provides not only a wealth of school jazz teaching strategies but also, and perhaps as important, the jazz perspectives and principles from which they are derived. The first part of the book describes the current landscape of school jazz education and offers an overview of basic jazz concepts through the lenses of two expert, yet very different, school jazz educators. Parts II–VI constitute the heart and soul of the book, covering a vast and comprehensive set of topics central to school jazz education. Included throughout each chapter are references and links to audio, visual, and print resources for teaching school jazz that are downloadable from a related website. This text is an invaluable resource for preservice and in-service music educators who have no prior jazz experience, as well as for those who wish to expand their knowledge of jazz performance practice and pedagogy. The book may serve as a primary text for collegiate-level jazz pedagogy courses or as a supplemental text for general instrumental methods and pedagogy classes. Chapters begin with jazz case studies and contain a wealth of jazz-specific teaching material, lists of recommended artists for listening, and visual demonstrations of each chapter’s material.
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Slominski, Kristy L. Teaching Moral Sex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.001.0001.
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Teaching Moral Sex is the first comprehensive study to focus on the role of religion in the history of public sex education in the United States. It examines religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first century, highlighting issues of public health, public education, family, and the role of the state. It details how public sex education was created through the collaboration of religious sex educators—primarily liberal Protestants, along with some Catholics and Reform Jews—with “men of science,” namely, physicians, biology professors, and social scientists. Slominski argues that the work of early religious sex educators laid foundations for both sides of contemporary controversies regarding comprehensive sexuality education and abstinence-only education. In other words, instead of casting religion as merely an opponent of sex education, this research shows how deeply embedded religion has been in sex education history and how this legacy has shaped terms of current debates. By focusing on religion, this book introduces a new cast of characters into sex education history, including Quaker and Unitarian social purity reformers, the Young Men’s Christian Association, military chaplains, the Federal Council of Churches, and the National Council of Churches. These religious sex educators made sex education more acceptable to the public and created the groundwork for recent debates through their strategic combination of progressive and restrictive approaches to sexuality. Their contributions helped to spread sex education and influenced major shifts within the movement, including the mid-century embrace of family life education.
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Whitman, Glenn. Motivating the Twenty-first-Century Student with Oral History. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0031.
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This article focuses on the teaching of oral history in the twenty-first century. The article discusses the importance of educators when it comes to teaching oral history to students. According to this article educators can bring into the classrooms and programs of the twenty-first century a historical process once used by Thucydides to chronicle the Peloponnesian Wars, and use that process to challenge students with learning opportunities. The student-oral historian has many roles to play like preservation, and publication of the past and present for future generations, a revelation that emerges as they consider the variety of oral history projects being conducted at all levels. Classroom oral history projects generally fall into one of two categories: those that focus on individual biographical/life review interviews, and those that deal with a particular period or place following the oral history training method which allows students to understand the challenges associated with oral history as a methodology.
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Browning, Birch P. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0001.
Full textAbstract:
It is possible to be both an artistic musician and an effective educator. Becoming both is a process that requires relentless effort to comprehend and apply basic understandings of how music works and how students learn. The core concepts of both fields can be organized into frameworks of understanding, from which details can be derived and on which musical and instructional decisions can be based. During the process of becoming a musician-educator, the student must make wise decisions about what needs to be learned, how it will be learned, and how the knowledge and skills will be used or engaged. Above all, the student needs to be curious.
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Cordi, Kevin D. You Don't Know Jack. University Press of Mississippi, 2019. http://dx.doi.org/10.14325/mississippi/9781496821249.001.0001.
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A professional storyteller journeys to discover what it means to be a teacher and a teller of tales. Just like Jack, he traces his path from being raised on the stories of Appalachia and explores if they have a place in the classroom. However, he does not climb a beanstalk to understand this journey, but instead challenges what it means to be a teller and educator and even the definition of storytelling. As he reflects on not only his stories but his students, he changes as a storyteller, as an educator, and better understands his students in the process. Drawing from storymaking, storytelling, and dramatic methods, he revisits and finds new stories to tell.
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Schmidt, Patrick. Policy as Practice. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190227029.001.0001.
Full textAbstract:
Policy as Practice: A Guide for Music Educators explores how policy impacts the lives of teachers, arguing that policy participation can matter greatly to how educational experiences are constructed. Articulating a progressive view of policy and its intersection with music education, the book helps the reader to see how policy as a concept and practice has permeated the deepest recesses of civil society and has had particular impact on the lives of those who are actively connected to the educational process. Indeed, for teachers, policy often evokes images of a forbidden or alien environment; it has been seen as above their pay grade, beyond their duties and responsibilities, or outside the reach of their capacities. Nothing, however, could be further from the truth. Challenging these assumptions, the book serves as a guide to those interested in the potential of policy and concerned with rethinking its meaning. Just as critically, it aims to help music teachers understand policy more broadly while providing doorways into policy practice. The goal is not to add policy conceptualization and practice to the myriad other requirements that befall teachers today. Rather, the book aims to position policy thinking and practice as already part of what they do and value, providing tools for music educators to own their place as participants and contributors to the policy process. The book offers a measured argument, providing conceptual and research-based findings in balance with practical exemplification, strengthening music teachers’ impact within learning and professional communities.
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Waldron, Janice L., Stephanie Horsley, and Kari K. Veblen, eds. The Oxford Handbook of Social Media and Music Learning. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190660772.001.0001.
Full textAbstract:
The rapid pace of technological change over the last decade, particularly in relation to social media and network connectivity, has deeply affected the ways in which individuals, groups, and institutions interact socially: This includes how music is made, learned, and taught globally in all manner of diverse contexts. The multiple ways in which social media and social networking intersect with the everyday life of the musical learner are at the heart of this book. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a music learner, teacher, producer, consumer, individual, and community member in an age of technologically-mediated relationships that continue to break down the limits of geographical, cultural, political, and economic place. This book is aimed at those who teach and train music educators as well as current and future music educators. Its primary goal is to draw attention to the ways in which social media, musical participation, and musical learning are increasingly entwined by examining questions, issues, concerns, and potentials this raises for formal, informal, and non-formal musical learning and engagement in a networked society. It provides an international perspective on a variety of related issues from scholars who are leaders in the field of music education, new media, communications, and sociology in the emerging field of social media.