Learning Architectures in Higher Education: Beyond Communities of Practice, Jonathan Tummons
Автор: Jacquie McDonald; Aileen Cater-Steel Название: Implementing Communities of Practice in Higher Education ISBN: 9811028656 ISBN-13(EAN): 9789811028656 Издательство: Springer Рейтинг: Цена: 20962.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In this edited collection, the authors pick up the communities of practice (CoP) approach of sharing practice in their reflection on the experience of taking their CoP vision from a dream to reality. Their stories articulate the vision, the passion and the challenge of working within and/or changing existing institutional culture and practice. The book discusses strategies that worked and considers the lessons learnt to inspire future dreamers and schemers. The multiple perspectives provided in the case studies will assist higher education leaders, as well as academic and professional staff, in establishing or assessing CoPs. The book offers insights into implementation strategies, practical guidelines and ideas on how CoP theoretical underpinnings can be tailored to the higher education context.
Автор: Barnes Sandra L., Brinkley-Rubinstein Lauren, Doyk Название: Academics in action! ISBN: 0823268802 ISBN-13(EAN): 9780823268801 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 4891.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
The academy is often described as an ivory tower, isolated from the community surrounding it. Presenting the theory, vision, and implementation of a socially engaged program for the Department of Human and Organizational Development (HOD) in Peabody’s College of Education and Human Development at Vanderbilt University, Academics in Action! describes a more integrated model wherein students and faculty work with communities, learn from them, and bring to bear findings from theory and research to generate solutions to community problems. Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. Theory and action span multiple ecological levels from individuals and small groups to organizations and social structures. The communities of engagement range from local neighborhoods and schools to arenas of national policy and international development. Reflecting the unique perspectives of research faculty, practitioners, and graduate students, Academics in Action! documents a specific philosophy of education that fosters and supports engagement; the potentially transformative nature of academic work for students, faculty, and the broader society; and some of the implications and challenges of action-oriented efforts in light of dynamics such as income inequality, racism, and global capitalism. This edited volume chronicles teaching, research, and community action that influences both inside and outside the classroom as well as presents dimensions of a participatory model that set such efforts into action.
Автор: Jacquie McDonald; Aileen Cater-Steel Название: Communities of Practice ISBN: 981102877X ISBN-13(EAN): 9789811028779 Издательство: Springer Рейтинг: Цена: 19564.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In this book about communities of practice in the international, higher education sector, the authors articulate the theoretical foundations of communities of practice (CoPs), research into their application in higher education, leadership roles and how CoPs sustain and support professional learning. Research demonstrates that communities of practice build professional and personal links both within and across faculty, student services and administrative and support units. This book describes how community of practice members may be physically co-located and how social media can be used to connect members across geographically diverse locations. It positions higher education communities of practice within the broader community of practice and social learning literature, and articulates the importance of community of practice leadership roles, and the growing focus on the use of social media for community of practice implementation. The multiple perspectives provide higher education leaders, academic and professional staff with the means to establish, or reflect on existing CoPs, by sharing insights and critical reflections on their implementation strategies, practical guidelines and ideas on how community of practice’s theoretical underpinnings can be tailored to the higher education context.
Описание: Learning Architectures in Higher Education restores criticality and rigour to the study of communities of practice as a means of understanding learning, acknowledging that this is one of the most influential and widely used theories of learning to emerge during the last 30 years but one that has been misapplied and diluted. Jonathan Tummons explores communities of practice theory, looking at how its focus on learning as apprenticeship can be understood, providing the reader with a conceptual framework for making sense of learning as a social practice as distinct from an individual, psychological process. Tummons looks at how communities of practice theory needs to be reconfigured to take account of the insights provided by other theoretical models and then applies his critically and theoretically reworked perspective to two distinct higher education contexts, providing critical and powerful tools for examining learning and teaching practices.
Описание: Beyond Reason and Tolerance argues that to prepare students to engage political, ethnic, and religious differences, higher education must adopt a developmental model for a formative and liberal undergraduate education.
Описание: Based on first-hand accounts of educationists involved in the implementation and evaluation of affirmative action programmes in higher education in India, Beyond Inclusion examines the practice of formal inclusion by focusing on the difficulties in achieving social justice and the persistence of discrimination based on caste, tribe, gender, and rural location.
Описание: This book addresses the urgent need for community colleges to prioritize entrepreneurship education both to remain relevant in a changing economy and to graduate students with the flexible and interdisciplinary mindsets needed for the future of society. It argues that entrepreneurial education should be offered broadly to a wide range of students, and across all disciplines; defines the key constructs for achieving this objective; and describes how to create entrepreneurial learning environments. The expert contributors, with the support of the National Association for Community College Entrepreneurship (NACCE), start from the premise that community colleges are uniquely positioned to lead entrepreneurial initiatives through both internally-generated curriculum design and through collaboration with the local entrepreneurial community to build bridges between the classroom to the community which in turn can offer models of implementation and constitute a network or support system for students. Community colleges can become incubators of innovation, a magnet for talent, and provide the impetus for development strategies that their communities have not begun to realize. As the chapters make clear, developing an entrepreneurial program itself requires an entrepreneurial mindset that transcends any lack of resources, requiring a spirit of imagination and resourcefulness. This book takes the reader on a journey through the steps needed to build a meaningful, relevant, and sustainable entrepreneurship program, covering program development, curriculum design, appropriate pedagogical approaches, and community engagement.
Описание: This book addresses the urgent need for community colleges to prioritize entrepreneurship education both to remain relevant in a changing economy and to graduate students with the flexible and interdisciplinary mindsets needed for the future of society. It argues that entrepreneurial education should be offered broadly to a wide range of students, and across all disciplines; defines the key constructs for achieving this objective; and describes how to create entrepreneurial learning environments. The expert contributors, with the support of the National Association for Community College Entrepreneurship (NACCE), start from the premise that community colleges are uniquely positioned to lead entrepreneurial initiatives through both internally-generated curriculum design and through collaboration with the local entrepreneurial community to build bridges between the classroom to the community which in turn can offer models of implementation and constitute a network or support system for students. Community colleges can become incubators of innovation, a magnet for talent, and provide the impetus for development strategies that their communities have not begun to realize. As the chapters make clear, developing an entrepreneurial program itself requires an entrepreneurial mindset that transcends any lack of resources, requiring a spirit of imagination and resourcefulness. This book takes the reader on a journey through the steps needed to build a meaningful, relevant, and sustainable entrepreneurship program, covering program development, curriculum design, appropriate pedagogical approaches, and community engagement.
Описание: A volume in Educational Leadership for Social Justice Series Editors: Jeffrey S. Brooks, Monash University, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top‐down approach to educational policy and practice, it is imperative that higher education leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though higher education leaders and leadership programs are often absent in this process, given their influence and power, higher education leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter‐stories and praxis for the purpose of providing higher education leaders‐in‐training and practicing higher education leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within higher education. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in higher education. Through the use of critical race methodology and counter‐storytelling (Sol rzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future higher education leaders insight in recognizing how racism functions within their respective institutions, and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for higher education leaders to develop a critical race praxis and anti‐racist approach to leadership.
Описание: A volume in Educational Leadership for Social Justice Series Editors: Jeffrey S. Brooks, Monash University, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top‐down approach to educational policy and practice, it is imperative that higher education leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though higher education leaders and leadership programs are often absent in this process, given their influence and power, higher education leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter‐stories and praxis for the purpose of providing higher education leaders‐in‐training and practicing higher education leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within higher education. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in higher education. Through the use of critical race methodology and counter‐storytelling (Sol rzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future higher education leaders insight in recognizing how racism functions within their respective institutions, and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for higher education leaders to develop a critical race praxis and anti‐racist approach to leadership.
Описание: This is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues.
Описание: Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues.Asked to analyze their projects following the Slater Matrix, nineteen examples provide an inside glimpse into the success and limitations of each project. Chapters are organized in order of complexity of type of collaboration.The editors expect this to be a useful guide for university personnel, school administrators, and community organizations wishing to embark or expand on projects involving schools, universities, and community organizations. In a time of short resources and uncertain sustainability, it should serve as a useful tool in making decisions in the planning, process, carrying out, and analysis of each endeavor.
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