Handbook of Research on Integrating Digital Technology With Literacy Pedagogies, Pamela M. Sullivan, Jessica L. Lantz, Brian A. Sullivan
Автор: Comber Название: Literacy, Place, and Pedagogies of Possibility ISBN: 113882979X ISBN-13(EAN): 9781138829794 Издательство: Taylor&Francis Рейтинг: Цена: 24499.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Exploring the positive synergies between critical literacy and place-conscious pedagogy, this book shows how systematic study of and engagement with specific elements of place can enable students` academic learning and literacy and ensure a pedagogy of possibility underpinned by social justice.
Описание: Online and blended courses are becoming increasingly prevalent in higher education settings, and the pressures to incorporate these environments highlights the increased demand to serve a generation that prefers learning through experience or through interacting with learning tools. Challenges arise in assisting instructors in facilitating and designing blended learning environments that will provide effective learning for all students.The Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education is a critical research publication that delves into the importance of effective professional development for educators planning and teaching online or blended courses. It also establishes the benefits of technology-mediated learning environments over traditional learning methods. Highlighting a wide array of topics such as online learning environments, active learning model, and educational development, this publication explores technology-based teaching methods in higher education. This book is targeted toward educators, educational administrators, academicians, researchers, and professionals within the realm of higher education.
Автор: Comber Barbara Название: Literacy, Place, and Pedagogies of Possibility ISBN: 1138829803 ISBN-13(EAN): 9781138829800 Издательство: Taylor&Francis Рейтинг: Цена: 7654.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Exploring the positive synergies between critical literacy and place-conscious pedagogy, this book shows how systematic study of and engagement with specific elements of place can enable students` academic learning and literacy and ensure a pedagogy of possibility underpinned by social justice.
Название: Pedagogies of Digital Learning in Higher Education ISBN: 0367894831 ISBN-13(EAN): 9780367894832 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Pedagogies of Digital Learning in Higher Education explores topical issues in education and pedagogy related to the learning process in a technology and media enriched environment.
Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott’s experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher <-- --> student relationships? And, how are student voice practices shaped, organized, and inscribed through social difference? Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott’s presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects’ dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of ‘how’ one might do critical reflection through autoethnography.
Автор: Pradeep Kumar, Michael James Keppell, Chee Leong Lim Название: Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies ISBN: 179981436X ISBN-13(EAN): 9781799814368 Издательство: Mare Nostrum (Eurospan) Цена: 22037.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The current trend of learner centeredness in education has been challenging many of the current ways of working, especially in higher education institutions. This rapid change in educational institutions demands educators acquire new sets of skills via continuous reflective practices. Hence, educators in higher education institutions are actively involved in research-driven teaching and learning practices. This change of role from mere content delivery to learning facilitators could be better achieved through a strong research-driven community of practice. Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies is a pivotal reference source that provides vital research on the application of practice-based learning techniques in higher education institutions. This publication establishes a platform for academics to share their best practices to promote teach less, learn more pedagogies and learn reciprocally from the community of practice. While highlighting topics such as interactive learning, experiential technology, and logical thinking skills, this book is ideally designed for teachers, instructional designers, higher education faculty, deans, researchers, professionals, universities, academicians, and students seeking current research on transformative learning and future teaching practices.
Автор: Shengquan Yu; Mohamed Ally; Avgoustos Tsinakos Название: Emerging Technologies and Pedagogies in the Curriculum ISBN: 9811506175 ISBN-13(EAN): 9789811506178 Издательство: Springer Рейтинг: Цена: 22359.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores the technologies that can be used in curricula to make education "smarter" and more adaptive in order to better meet the needs of today`s learners. The main emphasis is based on the theory and best practices of incorporating emerging technologies into curricula so as to educate learners in the 21st century.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
Автор: Meeri Hellst?n; Anna Reid Название: Researching International Pedagogies ISBN: 9048180082 ISBN-13(EAN): 9789048180080 Издательство: Springer Рейтинг: Цена: 21661.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In our rapidly globalizing world students are able to access learning through mobility, through computer mediated experiences, and through the diverse perspectives of their peers and teachers.
Автор: Manal Hamzeh Название: Pedagogies of Deveiling: Muslim Girls and the Hijab Discourse ISBN: 1617357235 ISBN-13(EAN): 9781617357237 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 14137.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: <p>Manal Hamzeh’s book, <em>Pedagogies of deveiling: Muslim girls & the hijab discourse</em>, presents an exploration of a gendering discourse, the hijab (veil) discourse, and how it was negotiated by four girls who self-identified as Muslims. <em>Pedagogies of deveiling</em> emerged over a period of three years writing up a 14 months long study in which Hamzeh collaborated with four Muslim girls in two US southwestern border towns between October 2005 and December 2006. This book stems from the stories of these four Muslim girls weaved with Hamzeh’s stories and perspectives as arabyyah-muslimah, the main researcher in the study—an “insider/in-betweener” educator/researcher who is literate in the cultural/linguistic/historical nuances critical in working with Muslim girls and their communities.</P> <p><em>Pedagogies of deveiling</em> offers an alternative approach to research and pedagogy with Muslim girls in which the taken-for-granted hijabs in the sacred text and their inscriptions on the bodies of these girls are deveiled, or problematised, rethought, questioned, and countered. As such, what this book offers is first critical to Muslim girls themselves because it shatters the phobia and the impossibility of reinterpreting of some canonical Islamic sacred texts in relation to the hijabs and gender. </p> <p>Finally, in this book, Dr. Manal Hamzeh offers a vision for how the sacred text reinterpreted by critical feminist epistemologies may represent a curriculum that is open to critique and holds potential for change towards justice. With this, Dr. Hamzeh calls upon researchers and educators to open spaces for creativity and collaborate with Muslim girls in order to, 1) navigate the multiplicity and fluidity of their subjectivities implicated by intersecting discourses in their lives, and 2) honour their choices while supporting them to negotiate the thought-of as fixed Islamic values that may jeopardise their chances of any learning opportunity. This a call to work with Muslim girls as theorisers of possibilities and as the main agents of change in their own lives. This is a call to open with Muslim girls opportunities to practice their agency in unpacking and challenging normative discourses in their lives, not exclusive to the hijab discourse This is a call for opening spaces of struggle and uprising and cultivating moments of meaning and shifts of consciousness. </p>
Автор: Tavares Название: Pedagogies of the Image ISBN: 9401776172 ISBN-13(EAN): 9789401776172 Издательство: Springer Рейтинг: Цена: 6986.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This work considers the potential of photographs for orienting in a critical direction the scope, questions and interests of the disciplinary conventions of the field of educational inquiry. Visual objects may help illuminate broader socio-historical events and logics that are deeply entwined with education yet remain marginal to or “outside” of what constitutes its domain of study. In this work photographic images are treated as resources for re-visioning the founding disciplinary objects of educational studies by reorienting its proper objects of study, traditional archives, persistent categories, frames of reference, and accepted portals of research and inquiry. A theoretic framing shapes the question taken up in this work, 'How might an engagement with photo-archives open new horizons in the study of education from a postfoundationalist, multi-theoretic and cross-disciplinary perspective?' The author constructs a rather unconventional vantage point to explore this question that opens on to the discursive spaces of three photographs made of three women in the years 1897, 1949, and 1966. The photographs are analysed from three theoretic approaches. First, it is indicated how each photographic image not only marks a relationship to the past, the present, and the future but to the rules and conventions of photographic practices. These particular images give an account of what both persists and exceeds the photographic image, and permit to rewrite the bodies and lives pictured. Second, the subject matter of each photographic image while singular and local bears witness to the complex network of racial, patriarchal and colonial logics and their profound imbrication with a 'technically mediated inscription.' For all their singularity the photographs cannot but evoke their relation to the deeply historical character of photography. Finally, the photographs make possible an account of broader occurrences, subterranean histories, contexts, and differently situated experiences that illuminate, much like the principle of montage, a sequence of overlapping events crosscutting with one another consequently throwing open the possibility of responding to and transforming the histories and archives we are given.
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