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Books on the topic 'Outside-school education'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Greene, Rebecca. The teenagers' guide to school outside the box. Free Spirit Pub., 2000.

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2

Greene, Rebecca. The teenagers' guide to school outside the box. Free Spirit Pub., 2001.

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3

Mares, Cherry. Inside outside: An action plan for improving the primary school environment. Tidy Britain Group Schools Research Project, 1988.

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4

Sheasby, Marjorie. Perceptions of teaching and learning in the workplace. Ontario Educational Research Council Conference, 1992.

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5

On the outside looking in: A year at an inner-city high school. Atlantic Monthly Press, 1998.

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6

Rathbone, Cristina. On the outside looking in: A year at an inner-city high school. Atlantic Monthly Press, 1998.

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7

Isabelle, Robert. A quiet revolution in the United Kingdom: New vocational training and qualification systems based on competence : mission report. Fédération des cégeps, 1989.

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8

Know your opportunities for basic education and vocational training: TANF single parent families. Illinois Dept. of Human Services, 2002.

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9

Cathcart, Marian E. Educating children outside of mainstream school. The Author], 1996.

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10

Conozca sus oportunidades par educatio n ba sica y entrenamiento vocational: TANF para familias de madres/padres solteros. Illinois Dept. of Human Services, 2002.

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11

Introducing APEL. Routledge, 1993.

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12

Writing outside the lines: Developing partnerships for writers. Boynton/Cook Publishers, 1997.

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13

Kafele, Baruti K. A Black parent's handbook to educating your children (outside of the classroom). Baruti Pub., 2002.

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14

Greene, Rebecca, and Rebecca Greene. The Teenagers' Guide to School Outside the Box. Free Spirit Publishing, 2000.

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15

Stepping Outside Your Comfort Zone: Lessons For School Leaders. Eye on Education,, 2005.

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16

Jacobsen, Rebecca, Sarah Reckhow, and Jeffrey R. Henig. Outside Money in School Board Elections: The Nationalization of Education Politics. Harvard Education Press, 2019.

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17

Jacobsen, Rebecca, Sarah Reckhow, and Jeffrey R. Henig. Outside Money in School Board Elections: The Nationalization of Education Politics. Harvard Education Press, 2019.

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18

Dijkstra, Teun. AIDS Education Outside School: An Overview of Activities for Youth in Europe. Edited by Teun Dijkstra. Dutch Centre for Health Promotion and Health Education, 1994.

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19

Janssen, Markus, and Thomas Wiedenhorn, eds. School adoption in teacher education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830992639.

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School adoption is an ambitious and innovative partnership model in teacher education which offers unique opportunities for in-service and pre-service teachers. At its core, teachers leave their school to be adopted by teacher students for one week. While the teachers engage in a professional development course outside the school, they are fully substituted by teacher students, who thus have an increased responsibility for the pupils’ learning, for the organizational matters of the school and for their own professional development. In this volume, we present different international concepts of

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20

Sheasby, Marjorie. The nature of teaching and learning by high school students in the workplace. 1992.

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21

Ekstrom, Ruth B. How to Get College Credit for What You Have Learned As a Homemaker and Volunteer. Educational Testing Serv, 1988.

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22

Stockstad, Wendy. Art starts outdoors: A unit to support art activities outside the school classroom. 1990.

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23

Coloring Outside the Lines: Mentoring Women into School Leadership (Suny Series in Women in Education). State University of New York Press, 2000.

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24

Coloring Outside the Lines: Mentoring Women into School Leadership (Suny Series in Women in Education). State University of New York Press, 2000.

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25

Rathbone, Cristina. On the Outside Looking In: A Year in an Inner-City High School. Atlantic Monthly Press, 1999.

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26

Akkerman, Sanne. Imagination in and Beyond Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190468712.003.0010.

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This chapter discusses the way in which imagination is key to being and learning at school, given the fact that education is inherently oriented to that which is, for a large part, outside and beyond it. First, attention will be given to students’ life-wide imagination across parallel participations outside the educational context, showing how education is not isolated from other domains of life. Second, lifelong imagination is discussed as a process by which students narrate the past and anticipate the future; specifically at stake are the successive choices that students are required to make

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27

(Editor), John H. Falk, Elizabeth Donovan (Editor), and Rosalie Woods (Editor), eds. Free-Choice Science Education: How We Learn Science Outside of School (Ways of Knowing in Science and Mathematics). Teachers College Press, 2001.

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28

(Editor), John H. Falk, Elizabeth Donovan (Editor), and Rosalie Woods (Editor), eds. Free-Choice Science Education: How We Learn Science Outside of School (Ways of Knowing in Science and Mathematics). Teachers College Press, 2001.

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29

Studium ohne Matura: Motivation, Probleme, Studienverläufe : eine sozialwissenschaftliche Untersuchung. Kammer für Arbeiter und Angestellte für Oberösterreich, 1994.

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30

Teaching and Learning About Multicultural Literature: Students Reading Outside Their Culture in a Middle School Classroom. International Reading Association, 2003.

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31

McPherson, Gary E., and Graham F. Welch, eds. The Oxford Handbook of Music Education, Volume 2. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199928019.001.0001.

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The Oxford Handbook of Music Education offers a comprehensive overview of the many facets of musical experience, behavior, and development in relation to this diverse variety of contexts. While the first volume primarily focuses on children during school-age years, this second volume collects an international list of contributors to explore how music learning takes place outside of the traditional classroom environment. Discussing a range of issues such as music education for the special needs population, music learning in adulthood, and music learning through media and technology these chapte

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32

Inside Outside. Titan Books Ltd, 1988.

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33

Schine, Joan. Service Learning (National Society for the Study of Education Yearbooks). The National Society For The Study Of Ed, 1997.

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34

Eric, George, and Kentucky Commission on Human Rights., eds. Segregation continues to ease but one more school outside guideline, record eight Black teachers added Fayette County Public Schools, 1988-89: Teacher distribution most segregated ever, Black administrators at 11-year high. Kentucky Commission on Human Rights, 1989.

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35

Theis, Christian, Helena Rudi, Laura Trautmann, Maren Zühlke, and Tim Bindel, eds. Bewegte Freizeiten als Referenzen institutioneller Bildung. Academia – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783896658975.

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From digitized leisure activities for the young, to physical education serving as a scene of integration processes, to sports world experiences or church-related sportive activities. These proceedings show various discourses linking leisure-time sports engagement with institutional offers. Ways to use school-educated skills in life outside educational institutions are also being discussed. When children's and adolescent leisure activities are understood as references to education, questions of adequate preparation as well as approriate addressing arise in educational institutions. Due to the v

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36

Um olhar sobre a prática pedagógica frente ao uso dos recursos tecnológicos na educação. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp02.2021.20.

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New technologies in education have brought challenges to the educational environment for the school and, above all, for the teacher's practice outside and within the classroom, as it now requires a new profile of educator who is no longer one who only exposes content and after demanding the results in the assessments, the teacher must have the role of mediator between the student and knowledge. Starting from this initial position, this paper seeks to analyze the challenges faced by the school and the teachers to insert and work with the student in the world of new technologies, while trying to

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37

Learn And Play Out How To Develop Your Primary Schools Outside Space Learning Through Landscapes. Routledge, 2013.

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38

Teaching Outside the Box but Inside the Standards: Making Room for Dialogue. Teachers College Press, 2015.

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39

Kafele, Baruti K. A Black Parent's Handbook to Educating Your Children (Outside of the Classroom). Baruti Publishing, 1991.

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40

Greher, Gena R., and Suzanne L. Burton, eds. Creative Music Making at Your Fingertips. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190078119.001.0001.

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Hand-held mobile devices such as iPads, tablets, and smartphones hold potential for creative music making experiences within P-12 and higher education contexts. Yet navigating this technology and associated apps while embracing pedagogical change can be a daunting task. The book explores the enormous potential of rather small technological devices to transform the music-making experiences of students. The authors provide evidence for, ideas about, and examples of the role that mobile technology such as an iPad, tablet, or other hand-held device plays in the development of musical thinking and

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41

Kellems, Ryan O., Dawn A. Rowe, Caroline Williams, and Denya Palmer. The Transition to Adulthood for Those With Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0047.

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This chapter discusses the opportunities and challenges an adolescent with disabilities may face when transitioning into adulthood. Transition services should be provided to those with disabilities in order to prepare them for different experiences outside of school. A huge component in preparing adolescents for transition is through teaching different transition skills such as self-determination skills, relationship skills, work-readiness skills, mobility skills, communication skills, daily living skills, college readiness skills, and community skills. Parents and teachers are given ideas on

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42

Fousekis, Natalie M. “We Need to Stand Together”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036255.003.0005.

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This chapter focuses on two women leaders, Theresa Mahler and Mary Young, and describes how they helped the coalition navigate female networks, create alliances with men inside and outside the legislature, and finally secure a permanent public child care program, even if only for California's low-income working mothers. As legislative chair for the Northern California Association for Nursery Education (NCANE), Mahler served as the key spokeswoman for nursery school educators and child care supervisors throughout the postwar struggles to secure permanent, publicly funded child care. A soft-spok

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43

Patricia, McGlashan, ed. Outdoor inquiries: Taking science investigations outside the classroom. Heinemann, 2007.

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44

Dow, Peter, Kristen Gasser, David Hartney, Bill Rogers, and Patricia McGlashan. Outdoor Inquiries: Taking Science Investigations Outside the Classroom. Heinemann, 2007.

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45

Guhin, Jeffrey. Agents of God. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190244743.001.0001.

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In Agents of God, sociologist Jeffrey Guhin describes his year and a half spent in two Sunni Muslim and two Evangelical Christian high schools in the New York City area. At first, these four schools could not seem more different, yet they are linked by much: these are all schools with conservative thoughts on gender and sexuality, with a hostility to the theory of evolution, and with a deep suspicion of secularism. And they are all also hopeful that America will be a place where their children can excel, even as they also fear the nation’s many temptations might lead their children astray. Guh

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46

Levesque, Roger J. R. The Dramatic Clarification of School Segregation and Diversity Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190633639.003.0001.

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Educational segregation is spreading. Although rising percentages of different ethnic/racial and multiracial groups complicate statistical findings, Blacks still remain substantially more segregated from Whites than other racial/ethnic groups, even despite the legacy of school desegregation and integration efforts targeted at Black youth. This chapter examines the spread of educational segregation and highlights how the legal system increasingly views such segregation as outside of the legal system’s reach. It examines how the legal system approaches discrimination and notes how the book explo

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47

Dryfoos, Joy G., Jane Quinn, and Carol Barkin, eds. Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.001.0001.

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A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. How should such a school be structured? How can its success be measured? Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21

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48

Milstein, Sara J. Making a Case. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190911805.001.0001.

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Outside of the Bible, all of the known Near Eastern law collections were produced in the third to second millennia BCE, in cuneiform on clay tablets, and in major cities in Mesopotamia and in the Hittite Empire. None of the five major sites in Syria to have yielded cuneiform tablets has borne even a fragment of a law collection, despite the fact that several have yielded ample legal documentation. Excavations at Nuzi have turned up numerous legal documents, but again, no law collection. Even Egypt has not yielded a collection of laws. As such, the biblical blocks that scholars regularly identi

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49

Wright, Almeda M. Talking Fragments. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190664732.003.0002.

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Building upon the research of religious educator Evelyn Parker, this chapter traces the causes, signs, and consequences of spiritual fragmentation among African American adolescents. Overwhelmingly, survey data reveal that young people do experience God as loving, active, and transformative. Fragmented spirituality occurs when young people— even and especially those who are highly active in their communities—are unable to imagine how their communal, societal, and political concerns are attended by that same loving, active, and transformative personal God. Sample data of sermons and Sunday scho

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50

Conn, Steven. Nothing Succeeds Like Failure. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501742071.001.0001.

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Do business schools actually make good on their promises of “innovative,” “outside-the-box” thinking to train business leaders who will put society ahead of money-making? Do they help society by making better business leaders? This book asserts that they do not and they never have. In throwing down a gauntlet on the business of business schools, the book examines the frictions, conflicts, and contradictions at the heart of these enterprises and details the way business schools have failed to resolve them. Beginning with founding of the Wharton School in 1881, the book measures these schools' a

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