Автор: O`Connell & Dyment Название: Theory Into Practice ISBN: 1623961505 ISBN-13(EAN): 9781623961503 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7623.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Reflective journals have been used by post-secondary educators in a wide variety of teacher-training courses to encourage students to better understand the topics that they are studying. Reflective journals are often used in courses in which pre-service and in-service teachers are studying both the theoretical and practical aspects of the subject matter such as secondary teaching methods, language and literacy, teacher education, and outdoor education. While there are books on the market that address some facets of reflective journaling, there are no integrative books such as <em>Reflective Journaling: Unlocking the Power and the Potential</em> that are targeted specifically to pre-service and in-service teachers. There are few resources currently available to teachers wishing to use reflective journals that include: the theoretical underpinnings of reflection, the integration and impacts of research on the praxis of journaling in each chapter, and practical strategies for successful, fun journal writing for students. This book addresses this need by providing “full coverage” of using reflective journals as a pedagogical tool. <br><br><em>Reflective Journaling: Unlocking the Power and the Potential</em> includes four figures, 15 tables, 25 works of art, four cartoons and 10 photos that enhance each chapter.
Автор: Stewart David W., Shamdasani Prem N. Название: Focus Groups: Theory and Practice ISBN: 1452270988 ISBN-13(EAN): 9781452270982 Издательство: Sage Publications Рейтинг: Цена: 9504.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This widely-cited book offers a unique blend of theory and practice in a single, easy-to-read source. It provides a systematic treatment of the design, conduct, and interpretation of focus group data within the context of social science research and theory.
Описание: Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE)should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.
Автор: Sharlene Nagy Hesse-Biber, Patricia Leavy Название: Approaches to Qualitative Research: A Reader on Theory and Practice ISBN: 0195157753 ISBN-13(EAN): 9780195157758 Издательство: Oxford Academ Рейтинг: Цена: 19006.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Couples theoretical articles with practical research examples in order to help students of varying degrees develop a holistic understanding of the process of qualitative research. This book covers a range of traditional and emergent research methods as well as techniques of analysis and writing.
Описание: Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE)should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.
Описание: This book highlights models for promoting interdisciplinary thinking and an appreciation for interdisciplinary understanding among students in STEM-related fields. Studentsmajoring in science, technology, engineering, and mathematics often perceivethat courses in their major are not related to the general education liberalarts courses required for their degrees. This separation prevents the transfer of skills between their generaleducation courses and their degree pursuits. The false dichotomy is particularlyimportant because solving the daunting challenges of the twenty-firstcentury—such as drug-resistant bacteria, scarcity of natural resources, andclimate change—requires global citizens armed with robust, complex abilitieswho can integrate interdisciplinary concepts with bold technologies.Contributors to this book explore ways in which this dichotomy can be overcome.
Автор: Foreman-Peck Название: Using Educational Research to Inform Practice ISBN: 0415450098 ISBN-13(EAN): 9780415450096 Издательство: Taylor&Francis Рейтинг: Цена: 12248.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Using Educational Research to Inform Practice provides a clear, practical and accessible account of the way in which education research can be used to inform teaching in universities and colleges, setting the background for the requirements to evidence informed teaching before addressing questions of practical knowledge feeding from research evidence.
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