A Handbook for Teaching and Learning in Higher Education

Enhancing academic practice

Author: Heather Fry,Steve Ketteridge,Stephanie Marshall

Publisher: Routledge

ISBN: 1317650220

Category: Education

Page: 452

View: 1479

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This entirely new edition of a very successful book focuses on developing professional academic skills for supporting and supervising student learning and effective teaching. It is built on the premise that the roles of those who teach in higher education are complex and multi-faceted. A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research, scholarship, and academic management. The new edition reflects and responds to the rapidly changing context of higher education and to current understanding of how to best support student learning. Drawing together a large number of expert authors, it continues to feature extensive use of case studies that show how successful teachers have implemented these ideas. It includes key topics such as student engagement and motivation, internationalisation, employability, inclusive strategies for teaching, effective use of technology and issues relating to postgraduate students and student retention. Part 1 explores a number of aspects of the context of UK higher education that affect the education of students, looking at the drivers of institutional behaviours and how to achieve success as a university teacher. Part 2 examines learning, teaching and supervising in higher education and includes chapters on working with diversity, encouraging independent learning and learning gain. Part 3 considers approaches to teaching and learning in different disciplines, covering a full range including arts and humanities, social sciences, experimental sciences through to medicine and dentistry. Written to support the excellence in teaching and learning design required to bring about student learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as those experienced lecturers who wish to improve their teaching practice. Those working in adult learning and educational development will also find the book to be a particularly useful resource. In addition it will appeal to staff who support learning and teaching in various other roles.

A Human Rights-based Approach to Education for All

A Framework for the Realization of Children's Right to Education and Rights Within Education

Author: Unesco

Publisher: United Nations Publications

ISBN: N.A

Category: Education

Page: 146

View: 6649

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The goal of a human rights-based approach to education is to assure every child a quality education that respects and promotes her or his right to dignity and optimum development. This publication provides a framework of strategies and actions necessary to translate children's right to education and rights within education into legislation, policies and programs for the attainment of education for all. The text is illustrated by case examples from a variety of countries. Several appendices are also included to provide background information and elaborate on issues raised in the framework, including standards on child participation, human rights education, and international goals and commitments. Also included is a checklist of actions necessary to achieve a rights-based approach to education and a bibliography of relevant documents, websites and initiatives.--Publisher's description.

Spanish education system 2009

Author: Antonia Parras Laguna,Patricia Vale Vasconcelos,Enrique Navarro Asencio,Eduardo Coba Arango,Pau Alarcón Pérez,Natalia Benedí Pérez,Montserrat Boix Teruel,Patricia Díaz-Caneja Sela,Flora Gil Traver,José Manuel González Perrino,Laura Martínez Alamillo,Yaiza Pérez Alonso,María Esther Pérez Miguelañez,Miriam Prieto Egido,María Isabel Ramírez Pérez,Fátima Rodríguez Gómez,Elisa Ruiz Veerman,María Vaíllo Rodríguez,Montserrat Grañeras Pastrana

Publisher: Ministerio de Educación

ISBN: 8436952863

Category: Education

Page: 170

View: 2199

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One of the main tasks of the Institute for Teacher Training and Educational Research and Innovation (IFIIE), is, since decades, the periodic preparation of reports describing the Spanish education system in a detailed and up-to-date way. This report constitutes a brief version of the one recently carried out by the IFIIE: The Spanish Education System 2009. Its methodology of work has been structured into three stages: 1) search, analysis, choice and classification of both state and regional regulations as well as official statistics, 2) juxtaposition of the information obtained, presented in tables and figures, and 3) comparison in order to understand and identify trends and convergences and divergences in state and regional education. As a result, two volumes with complex, thorough and detailed information on the education system and its different aspects are provided. This brief version consists of 14.

Catalog

Author: Montana State University (Missoula)

Publisher: N.A

ISBN: N.A

Category:

Page: N.A

View: 1548

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Knowledge and the Future School

Curriculum and Social Justice

Author: Michael Young,David Lambert,Carolyn Roberts,Martin Roberts

Publisher: Bloomsbury Publishing

ISBN: 1472534549

Category: Education

Page: 160

View: 3558

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Written at a time of uncertainty about the implications of the English government's curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young's earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

Public and Private Schools

How Do They Differ?

Author: Susan P. Choy,National Center for Education Statistics

Publisher: Department of Education

ISBN: N.A

Category: Private schools

Page: 39

View: 5183

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Schools and Health

Our Nation's Investment

Author: Institute of Medicine,Committee on Comprehensive School Health Programs in Grades K-12

Publisher: National Academies Press

ISBN: 0309175682

Category: Education

Page: 512

View: 2702

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Schools and Health is a readable and well-organized book on comprehensive school health programs (CSHPs) for children in grades K-12. The book explores the needs of today's students and how those needs can be met through CSHP design and development. The committee provides broad recommendations for CSHPs, with suggestions and guidelines for national, state, and local actions. The volume examines how communities can become involved, explores models for CSHPs, and identifies elements of successful programs. Topics include: The history of and precedents for health programs in schools. The state of the art in physical education, health education, health services, mental health and pupil services, and nutrition and food services. Policies, finances, and other elements of CSHP infrastructure. Research and evaluation challenges. Schools and Health will be important to policymakers in health and education, school administrators, school physicians and nurses, health educators, social scientists, child advocates, teachers, and parents.

Physical Children, Active Teaching

Investigating Physical Literacy

Author: Patricia Maude

Publisher: N.A

ISBN: 9780335205738

Category: Education

Page: 144

View: 1648

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This work describes children's physical and movement development and analyzes progression in motor skills from elementary to mature stages, from infancy through to the end of the primary school years.

Achieving High Educational Standards for All:

Conference Summary

Author: Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,National Research Council

Publisher: National Academies Press

ISBN: 0309083036

Category: Education

Page: 300

View: 4101

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This volume summarizes a range of scientific perspectives on the important goal of achieving high educational standards for all students. Based on a conference held at the request of the U.S. Department of Education, it addresses three questions: What progress has been made in advancing the education of minority and disadvantaged students since the historic Brown v. Board of Education decision nearly 50 years ago? What does research say about the reasons of successes and failures? What are some of the strategies and practices that hold the promise of producing continued improvements? The volume draws on the conclusions of a number of important recent NRC reports, including How People Learn, Preventing Reading Difficulties in Young Children, Eager to Learn, and From Neurons to Neighborhoods, among others. It includes an overview of the conference presentations and discussions, the perspectives of the two co-moderators, and a set of background papers on more detailed issues.

Bulletin

Author: Montana State University (Missoula)

Publisher: N.A

ISBN: N.A

Category:

Page: N.A

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Literacy and Racial Justice

The Politics of Learning After Brown V. Board of Education

Author: Catherine Prendergast

Publisher: SIU Press

ISBN: 9780809325245

Category: Education

Page: 205

View: 3711

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In anticipation of the fiftieth anniversary of the landmark Brown v. Board of Education decision, Catherine Prendergast draws on a combination of insights from legal studies and literacy studies to interrogate contemporary multicultural literacy initiatives, thus providing a sound historical basis that informs current debates over affirmative action, school vouchers, reparations, and high-stakes standardized testing. As a result of Brown and subsequent crucial civil rights court cases, literacy and racial justice are firmly enmeshed in the American imagination—so much so that it is difficult to discuss one without referencing the other. Breaking with the accepted wisdom that the Brown decision was an unambiguous victory for the betterment of race relations, Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education finds that the ruling reinforced traditional conceptions of literacy as primarily white property to be controlled and disseminated by an empowered majority. Prendergast examines civil rights era Supreme Court rulings and immigration cases spanning a century of racial injustice to challenge the myth of assimilation through literacy. Advancing from Ways with Words, Shirley Brice Heath’s landmark study of desegregated communities, Prendergast argues that it is a shared understanding of literacy as white property which continues to impact problematic classroom dynamics and education practices. To offer a positive model for reimagining literacy instruction that is truly in the service of racial justice, Prendergast presents a naturalistic study of an alternative public secondary school. Outlining new directions and priorities for inclusive literacy scholarship in America, Literacy and Racial Justice concludes that a literate citizen is one who can engage rather than overlook longstanding legacies of racial strife.

English in Urban Classrooms

A Multimodal Perspective on Teaching and Learning

Author: Gunther R. Kress

Publisher: Psychology Press

ISBN: 9780415331692

Category: Education

Page: 184

View: 3021

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Learning & teaching English is shaped by policy, by institutions & by the social relations in the classroom. This text explores the spoken & written language of classrooms alongside other modes of representation & communication, & issues such as image, gesture, gaze, movement & spatial organization.