Cultivating a Culture of Learning

The authors in this book advocate and express the importance of creating spaces where the inner life and qualities such as intuition, creativity, silence, and heart-centered learning are valued and work in partnership with cognitive and ...

Cultivating a Culture of Learning

Author: Kathryn Byrnes

Publisher: Rowman & Littlefield

ISBN: 1475836309

Page: 132

View: 147

Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education illustrates portraits of practice from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings. Authors share their first-hand experience of cultivating a culture of learning as teacher educators and employing contemplative practices in their work with educators. Contemplative practices, pedagogy, and research are analyzed as essential components of cultivating cultures of learning in classrooms. Several chapters offer innovative models, pedagogy, and courses utilizing contemplative practices. The authors in this book advocate and express the importance of creating spaces where the inner life and qualities such as intuition, creativity, silence, and heart-centered learning are valued and work in partnership with cognitive and rational ways of knowing and being in the world. Authors explore challenges faced institutionally, with students, and personally. The insights and challenges shared in these portraits of practice are intended to stimulate conversation and engender future pedagogy and research in the field of contemplative education.

A New Culture of Learning

This is a must read for anyone interested in the future of education." James J. Duderstadt, President Emeritus, University of Michigan "Thomas and Brown are the John Dewey of the digital age.

A New Culture of Learning

Author: Douglas Thomas

Publisher: CreateSpace

ISBN: 9781456458881

Page: 137

View: 194

The twenty-first century is a world in constant change. In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination. Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way. PRAISE FOR A NEW CULTURE OF LEARNING "A provocative and extremely important new paradigm of a 'culture of learning', appropriate for a world characterized by continual change. This is a must read for anyone interested in the future of education." James J. Duderstadt, President Emeritus, University of Michigan "Thomas and Brown are the John Dewey of the digital age." Cathy Davidson, Professor of Interdisciplinary Studies, Duke University "A New Culture of Learning may provide for the digital media and learning movement what Thomas Paine's Common Sense did for the colonists during the American Revolution- a straightforward, direct explanation of what we are fighting for and what we are fighting against." Henry Jenkins, Provost's Professor, USC "A New Culture of Learning is at once persuasive and optimistic - a combination that is all too rare, but that flows directly from its authors' insights about learning in the digital age. Pearls of wisdom leap from almost every page." Paul Courant, Dean of Libraries, University of Michigan "Brilliant. Insightful. Revolutionary." Marcia Conner, author of The New Social Learning "Douglas Thomas and John Seely Brown portray the new world of learning gracefully, vividly, and convincingly." Howard Gardner, Professor, Harvard Graduate School of Education "Thomas and Brown make it clear that education is too often a mechanistic, solo activity delivered to the young. It doesn't have to be that way-learning can be a messy, social, playful, embedded, constant activity. We would do well to listen to their message." Clay Shirky, author of Cognitive Surplus "Anyone who fears, as I do, that today's public schools are dangerously close to being irrelevant must read this book. The authors provide a road map-and a lifeline-showing how schools can prosper under the most difficult conditions. It is a welcome departure from all the school bashing." John Merrow, Education Correspondent, PBS NewsHour "American education is at a crossroads. By illuminating how play helps to transform both information networks and experimentation, and how collective inquiry unleashes the power of imagination, A New Culture of Learning provides an irresistible path to the future." Joel Myerson, Director, Forum for the Future of Higher Education.

Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools

While highlighting topics including child development, conflict resolution, and classroom leadership, this book is ideally designed for teachers, directors, principals, teacher organizations, school counselors, psychologists, social workers ...

Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools

Author: Taukeni, Simon George

Publisher: IGI Global

ISBN: 1522574778

Page: 322

View: 536

With the recent uptick of violence in schools, it is essential to strategize new concepts for promoting nonviolent tendencies in children and creating safe environments. Through nonviolent teaching techniques, it is possible to effectively demonstrate mutual respect, tolerance, and compassion in order to have a lasting peace. Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools aims to expand and deepen multicultural nonviolent teaching techniques and concepts to achieve desired outcomes for early childhood development centers, schools, institutions of higher learning, and centers of teacher development and training. While highlighting topics including child development, conflict resolution, and classroom leadership, this book is ideally designed for teachers, directors, principals, teacher organizations, school counselors, psychologists, social workers, government officials, policymakers, researchers, and students.

Creating a Culture for High Performing Schools

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low.

Creating a Culture for High Performing Schools

Author: Cletus R. Bulach

Publisher: R&L Education

ISBN: 1578868890

Page: 340

View: 604

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.

A Culture of Teaching

In pedagogical manuals strongly reminiscent of gardening guides, the scholar was seen as both a pliant vine and a force of nature.

A Culture of Teaching

Author: Rebecca W. Bushnell

Publisher: Cornell University Press

ISBN: 9780801483561

Page: 210

View: 871

In pedagogical manuals strongly reminiscent of gardening guides, the scholar was seen as both a pliant vine and a force of nature.

Reflectivity and Cultivating Student Learning

Surveys, observations, and papers provided the opportunity for thirteen
education students to reflect on preconceptions of German culture and education
before, during, and after an international field experience in Germany. The
purpose of ...

Reflectivity and Cultivating Student Learning

Author: Edward G. Pultorak

Publisher: Rowman & Littlefield

ISBN: 1475810717

Page: 206

View: 642

Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers.

The Manual of Museum Learning

... reflected their thinking on this dynamic of institutional mission and survival. At
the Fort Worth Museum of Science and History, we have spent years cultivating a
culture of learning. A key aspect of this learning culture is trying to be systemic in
 ...

The Manual of Museum Learning

Author: Barry Lord

Publisher: Rowman Altamira

ISBN: 9780759109711

Page: 301

View: 703

This Manual is a practical guide to creating successful learning experiences in museums and related institutions such as public galleries, exhibition centers, science centers, zoos, botanical gardens, aquaria, and planetaria. Based on an understanding of museum learning as an experience that occurs within a personal, social, and physical context, it explores why, for whom, and how these contexts can be orchestrated in museum galleries with optimal results.

Cultivating Neighborhood

Crouch's definition offers a kind of egalitarian view in which all people create
culture through what they make of the world. ... about imitation than creation.
learning language, learning our culture's vast store of stories and sayings and
symbols, ...

Cultivating Neighborhood

Author: Bryan K. Langlands

Publisher: Wipf and Stock Publishers

ISBN: 1630877603

Page: 122

View: 900

Why have so many churches started community gardens over the past decade? Are they simply a fad? Or do community gardens somehow connect more deeply with the mission of the churches that launch them? What can churches and faith-based institutions interested in starting community gardens learn from those that have started their own gardens over the past decade? And what would it mean for a church to put Christ in the center of its community gardening efforts? In order to discern best practices for launching Christ-centered community gardens moving forward, Cultivating Neighborhood begins with a brief survey of the history of community gardens in the United States and builds a constructive theological framework for community gardening grounded in the practice of Christian hospitality. It continues with two case studies of church-sponsored community gardens and one case study of a community garden sponsored by a Christian college, all three of which were created between 2003 and 2011. The results of this research conclude with a new definition of Christ-centered community gardening and an outline of fifteen best practices for launching a Christ-centered community garden.

Working Hard Working Happy

In this new book from Routledge and MiddleWeb, author Rita Platt shows how you can create a joyful classroom community in which students are determined to work hard, be resilient, and never give up.

Working Hard  Working Happy

Author: Rita Platt

Publisher: Routledge

ISBN: 1000022463

Page: 160

View: 509

In this new book from Routledge and MiddleWeb, author Rita Platt shows how you can create a joyful classroom community in which students are determined to work hard, be resilient, and never give up. She describes how to help build students’ purpose, mastery, and autonomy, so they take ownership over their work and develop a growth mindset for success. Topics covered include: Why joy and effort go hand in hand How to build a classroom climate of caring and achievement Why mastery and goal setting are important How to work with differentiated instruction How to work with cooperative and collaborative learning Why parent-teacher connection is vital How to take your practice of joy and effort beyond the classroom And much more! Each chapter includes practical tools, tips, and ideas that you can use immediately to develop these skills in students, so they find more joy and success in the learning process.

Cultivating Diverse Online Classrooms Through Effective Instructional Design

INTRODUCTION Participation in distance education is growing, and withitcomes
questions regarding its quality, who ... with diverse needs that need to be met to
cultivate cultural responsiveness and create a positive learning environment.

Cultivating Diverse Online Classrooms Through Effective Instructional Design

Author: Milheim, Karen L.

Publisher: IGI Global

ISBN: 1522531211

Page: 355

View: 337

Higher education programs are continuously expanding globally and now, students who are enrolled in online courses can reside anywhere in the world. Due to this phenomenon, institutions are forced to adapt to serve their remote students. Cultivating Diverse Online Classrooms Through Effective Instructional Design provides emerging information on designing online courses recognizing cultural differences, building effective learning environments and forums, and integrating classroom aesthetics. While highlighting the challenges of online education and intercultural learning, readers will learn valuable ways to maximize student communication, learning, and other culturally diverse classroom tools. This publication is an important resource for instructional designers, graduate students, academics, and other higher education professionals seeking current research on the best ways to globally expand online higher education.

African Philosophy of Education Reconsidered

Learning and teaching in South Africa Introduction In the previous chapter I
argued in defence of an African ... Cultivating a culture of humanity and
responsibility After more than a decade of democratic citizenship education in
public schools in ...

African Philosophy of Education Reconsidered

Author: Yusef Waghid

Publisher: Routledge

ISBN: 1135969620

Page: 160

View: 298

Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and ‘scientific’ African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa’s people, ‘scientific’ African philosophy is primarily concerned with the explanations, interpretations and justifications of African thought and practice along the lines of critical and transformative reasoning. These two alternative strands of African philosophy invariably impact understandings of education in different ways: education constituted by cultural action is perceived to be mutually independent from education constituted by reasoned action. Yusef Waghid argues for an African philosophy of education guided by communitarian, reasonable and culture dependent action in order to bridge the conceptual and practical divide between African ethnophilosophy and ‘scientific’ African philosophy. Unlike those who argue that African philosophy of education cannot exist because it does not invoke reason, or that reasoned African philosophy of education is just not possible, Waghid suggests an African philosophy of education constituted by reasoned, culture-dependent action. This book provides an African philosophy aimed at developing a conception of education that can contribute towards imagination, deliberation, and responsibility - actions that can help to enhance justice in educative relations, both in Africa and throughout the world. This book will be essential reading for researchers and academics in the field of the philosophy of education, especially those wanting to learn from the African tradition.

Cultivating the Arts in Education and Therapy

They are authorities in their fields, contributing to knowledge and understanding
spanning learning, healing, culture and human development. Over many years
they have each made significant contributions to the literature of creativity.

Cultivating the Arts in Education and Therapy

Author: Malcolm Ross

Publisher: Routledge

ISBN: 0415603668

Page: 214

View: 405

The constituency for education and therapy in the arts is rapidly expanding beyond the conventional school and clinical settings to include the wider community. In Cultivating the Arts in Education and Therapy, Malcolm Ross integrates traditional Chinese Five Element Theory, also known as The Five Phases of Change, with contemporary Western psychological and cultural studies, to form a new Syncretic Model of creative artistic practice. The Syncretic Model is explored and validated through an analysis of interviews with practising, successful artists, and in a comprehensive review of the latest neuro-scientific research into human consciousness and emotion. The book addresses the well-documented difficulties experienced by arts teachers and therapists intervening in, supporting and evaluating the creative development of individual students and clients. This groundbreaking text repositions the arts as central to the effective initiation and management of change in contemporary society. Besides being of wide general interest, it will have particular relevance for practising and trainee arts teachers, arts therapists and community artists. With the demand for their services growing and pressure to demonstrate effectiveness mounting, the arts community is looking to build bridges between the different arts, and between arts education and therapy across national boundaries. This book offers a fresh, coherent, and challenging framework for a revitalized reflective practice from an experienced authority in the field.

Assessing Student Learning in the Community and Two Year College

Implementing this SLO process has resulted in faculty and staff cultivating a
culture of evidence on campus and putting in place performancebased strategic
planning and resource allocation. Conclusion Establishing an SLO assessment ...

Assessing Student Learning in the Community and Two Year College

Author: Marilee J. Bresciani Ludvik

Publisher: Stylus Publishing, LLC

ISBN: 157922914X

Page: 216

View: 199

This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development. Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection. The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional. Contributors are drawn from the following colleges: Borough of Manhattan Community College David Phillips Buffalo State College Joy Battison Kimberly Kline Booker Piper Butler County Community College Sunday Faseyitan California State University, Fullerton John Hoffman Genesee Community College Thomas Priester Virginia Taylor Heald College Megan Lawrence Stephanie Romano (now with Education Affiliates) Hobart and William Smith Colleges Stacey Pierce Miami Dade College John Frederick Barbara Rodriguez Northern Illinois University Victoria Livingston Paradise Valley Community College Paul Dale San Diego Mesa College Jill Baker Julianna Barnes San Diego State University Marilee Bresciani San Juan College David Eppich Stark State College Barbara Milliken University of Akron Sandra Coyner Megan Moore Gardner

Culture Music Education and the Chinese Dream in Mainland China

way that an education and publicity campaign is operated and run within the
more global characteristics related to the ... However, the directions in and
outcomes of cultivating cultural transmission in music education in the mainland
in the ...

Culture  Music Education  and the Chinese Dream in Mainland China

Author: Wai-Chung Ho

Publisher: Springer

ISBN: 9811075336

Page: 256

View: 983

This book focuses on the rapidly changing sociology of music as manifested in Chinese society and Chinese education. It examines how social changes and cultural politics affect how music is currently being used in connection with the Chinese dream. While there is a growing trend toward incorporating the Chinese dream into school education and higher education, there has been no scholarly discussion to date. The combination of cultural politics, transformed authority relations, and officially approved songs can provide us with an understanding of the official content on the Chinese dream that is conveyed in today’s Chinese society, and how these factors have influenced the renewal of values-based education and practices in school music education in China.

The 1 1 Roadmap

Setting the Course for Innovation in Education Andrew P. Marcinek. to field
questions. Initially, we ... For school administrators, cultivating a culture of shared
learning is essential when establishing new initiatives. Whether these initiatives
are ...

The 1 1 Roadmap

Author: Andrew P. Marcinek

Publisher: Corwin Press

ISBN: 1483339610

Page: 160

View: 188

Technology is more than just “Computer Class;” it is a literacy that must be threaded throughout the fabric of a school. In a 1:1 environment, you’re preparing students to be responsible citizens of the physical and digital worlds. But it’s easy to get overwhelmed with devices; you have to have a plan for technology that keeps learning at center stage. Here you’ll find a solid plan for designing a technology initiative that fuels student learning. Real-life examples, lessons, and interviews with stakeholders show you Why a 1:1 program is not only achievable but also beneficial and necessary How to choose the right devices The best ways to prepare teachers through professional development Best practices for instruction and personalization in a 1:1 environment It’s more essential than ever to integrate digital and information literacy into the fabric of our schools. This practical resource will get you started on the journey.

Teaching Chinese Language in Singapore

Table 2.4 Comparisons between conventional and culture-based language
curricula Aspect Conventional ... of teacher Teaching language Cultivating
cultural awareness Affection Emotional response Tense, anxious, worrying
Relaxed, ...

Teaching Chinese Language in Singapore

Author: Kaycheng Soh

Publisher: Springer Nature

ISBN: 9811511497

Page: 152

View: 601

This book addresses the problems and issues surrounding teaching Chinese as a second language in the Singapore context. It identifies four main areas of concern: (1) Neglect of culture in the teaching of Chinese; (2) Difficulty of learning Hanzi (Chinese characters); (3) Cognitive and affective aspects of Chinese language learning; and (4) Authenticity of the Chinese language in a global and Singapore context. The book includes lesson design and instructional practices for re-prioritizing Chinese as a set of trainable skills, as well as teaching culture in the context of teaching the language. It also introduces the Chinese as a Second Language Readability Formula to help learners overcome their difficulties with learning Hanzi (Chinese characters), and the Attitude Toward Chinese Language Scale to help understand the various factors that can influence Chinese language learning. It also proposes a student-oriented model for conducting problem-based research, tapping into the disciplines of psycholinguistics and sociolinguistics. Resolving or minimizing the issues identified here requires action at the macro level by Chinese language researchers on a national scale, and at the micro level by classroom teachers through action research.

Therapy Culture Cultivating Vu

Therapeutic culture presents itself as the harbinger of a new era of individual
choice, autonomy, self-knowledge and ... Through learning to appropriately
express our emotions' we become rounded people capable of helping ourselves'
and in ...

Therapy Culture Cultivating Vu

Author: Frank Furedi

Publisher: Routledge

ISBN: 113435634X

Page: 246

View: 279

First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Culture Making

And yet most human beings, most of the time, spend their lives cultivating
conserving—culture. As cultural animals our first task in life is simply to learn the
culture we have been born into—a process that is so complex that adulthood is ...

Culture Making

Author: Andy Crouch

Publisher: ReadHowYouWant.com

ISBN: 1442955902

Page: 460

View: 449

It is not enough to condemn culture. Nor is it sufficient merely to critique culture, copy culture or consume culture. The only way to change culture is to create culture. Andy Crouch unleashes a stirring manifesto calling Christians to be culture makers. Culture is what we make of the world, both in creating cultural artifacts as well as in making sense of the world around us. By making chairs and omelets, languages and laws, we participate in God's own making and transforming of culture.