Описание: Globally, universities are challenged to deliver quality learning programs and are forced to respond in a meaningful way. These challenges have led to universities experiencing an increase in self-directed learning by using technologies in teaching and learning modes of delivery for open and distributed environments. Student Support Toward Self-Directed Learning in Open and Distributed Environments is a comprehensive scholarly book that combines theory and practice, reflecting on the dimensions of pedagogical strategies and programs that support student success at primary, secondary, and higher education institutions. It covers the current debates pertaining to student support academically, emotionally, financially, and administratively, along with new kinds of strategies to support the learner through digital technologies. Featuring a wide array of topics including digitalized citizenship, e-learning, and special education, this book is essential for professionals, researchers, educators, administrators, teacher educators, academicians, and instructional designers.
Описание: Helps educational leaders to develop the competencies and capacities required to create socially just and equitable schools. This book is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony.
Название: Work-integrated learning in the 21st century ISBN: 1787148602 ISBN-13(EAN): 9781787148604 Издательство: Emerald Рейтинг: Цена: 16870.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores new questions about the state of work and work readiness for new university and college graduates in the context of work-integrated learning in the 21st century and the role of higher education in preparing students for the challenges of global economic shifts in the labour market.
Описание: Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony. This edited volume promotes the questioning of assumptions embedded in neoliberal new managerialism practices that often undergird the preparation and training of school leaders. New managerialism in higher education seeks to understand the market forces in order to cater to the idiosyncratic, often self-promoting needs and interests of the few and seeks to respond with programs and policies aligned with those forces and interest. This volume suggests that the confluence of context, theory and pedagogical strategies within the field of educational leadership should inform curricular decisions in educational leadership preparation programs and such programs should be designed to prepare school leaders as both activists and advocates for marginalized students, parents, communities, and staff. Convictions of Conscience is a call on educational leaders who are committed to success for all students to reject new managerial approaches at all levels of educational leadership and is an invitation to expand their emphasis to concerns rooted in human context, particularly identity politics. Towards this end a decolonizing philosophically grounded practice of educational leadership that disrupts static relations within the structures of power is required to move toward a more socially just praxis. The chapter authors seek to problematize understandings of diversity and inclusion by emphasizing the integral role of equity and social justice as critical dimensions of human relationships. Additionally chapter authors intentionally interrogate the socio-cultural dimensions that affect educational leaders.
Автор: Frank G. Giuseffi Название: Emerging Self-Directed Learning Strategies in the Digital Age ISBN: 1522534652 ISBN-13(EAN): 9781522534655 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 24116.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Presents the latest research on the role of self-directed learning and how it is impacting society, educational professionals, and researchers in their day-to-day work. This publication features broad coverage of a variety of relevant views and themes, such as project based learning (PBL), student goal setting, and self-efficacy theory.
Автор: Rennie Название: Supporting Self-directed Learning in Science and Technology ISBN: 1138353256 ISBN-13(EAN): 9781138353251 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology.
Автор: Rennie Название: Supporting Self-directed Learning in Science and Technology ISBN: 1138353264 ISBN-13(EAN): 9781138353268 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology.
Описание: Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes. Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands. Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways.
Описание: Combining theory, research, and applications, this popular text guides college students on how to improve their study skills and become self-regulated learners.
Описание: Combining theory, research, and applications, this popular text guides college students on how to improve their study skills and become self-regulated learners.
Автор: RoSusan D. Bartee, Phillis L. George Название: Contemporary Perspectives on Social Capital in Educational Contexts ISBN: 1641136391 ISBN-13(EAN): 9781641136396 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 14276.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike. Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership in a group” (p. 251). Social capital contains embedded resources as a tool for manifesting opportunities and options among individuals and groups. Inevitably, the aforementioned opportunities and options become reflective of the depth and breadth of access and accountability experienced by the individual and institution. As educational stakeholders, we must consistently challenge ourselves with the question, “How do K-12 schools and colleges and universities accomplish shared, egalitarian goals of achieving access and accountability?” Such goals become fundamental toward ensuring students matriculating through K-12 and higher education, irrespective of background, are provided the caliber of education and schooling experience to prepare them for economic mobility and social stability. To that end, the volume, Contemporary Perspectives on Social Capital in Educational Contexts (2019), as part of the book series, Contemporary Perspectives on Capital in Educational Contexts , offers a unique opportunity to explore social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging within the 12 chapters of the volume include the following: 1) Social Capital as Human Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social Capital as Intentional Engagement; and 4) Social Capital as Culturally-Responsive Leadership. Thus, it becomes important for institutions of education (i.e. secondary, postsecondary, continuing) and individuals to assume efforts with intentionality and deliberateness to promote access and accountability.
Автор: RoSusan D. Bartee, Phillis L. George Название: Contemporary Perspectives on Social Capital in Educational Contexts ISBN: 1641136383 ISBN-13(EAN): 9781641136389 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7623.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike. Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership in a group” (p. 251). Social capital contains embedded resources as a tool for manifesting opportunities and options among individuals and groups. Inevitably, the aforementioned opportunities and options become reflective of the depth and breadth of access and accountability experienced by the individual and institution. As educational stakeholders, we must consistently challenge ourselves with the question, “How do K-12 schools and colleges and universities accomplish shared, egalitarian goals of achieving access and accountability?” Such goals become fundamental toward ensuring students matriculating through K-12 and higher education, irrespective of background, are provided the caliber of education and schooling experience to prepare them for economic mobility and social stability. To that end, the volume, Contemporary Perspectives on Social Capital in Educational Contexts (2019), as part of the book series, Contemporary Perspectives on Capital in Educational Contexts , offers a unique opportunity to explore social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging within the 12 chapters of the volume include the following: 1) Social Capital as Human Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social Capital as Intentional Engagement; and 4) Social Capital as Culturally-Responsive Leadership. Thus, it becomes important for institutions of education (i.e. secondary, postsecondary, continuing) and individuals to assume efforts with intentionality and deliberateness to promote access and accountability.
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