Adult and Vocational Education for Social Sustainability Peter Willis, Stephen
Mckenzie, Roger Harris ... South Australia, Australia P. Willis et al. (eds.),
Rethinking Work and Learning, Technical and Vocational Education and Training
: Issues ...
Author: Peter Willis
Publisher: Springer Science & Business Media
Rethinking a Sustainable Society Alan Mayne The world has already passed the midway point for achieving by 2015 the eight Millennium Development Goals for a “more peaceful, prosperous and just world” that were set by the United Nations in the wake of its inspirational Millennium Dec- 1 laration in 2000. These goals range from combating poverty, hunger, and disease, to empowering women, and ensuring environmental sustainability. However Ban Ki-Moon, the United Nations Secretary-General, conceded in 2007 that progress to date has been mixed. During 2008 the head of the United Nations World Food P- gramme cautioned that because of the surge in world commodity prices the program had insuf?cient money to stave off global malnutrition, and the World Health Or- nization warned of a global crisis in water and sanitation. Depressing news accounts accumulate about opportunities missed to achieve a fairer world order and ecolo- calsustainability:themanipulationofelectionresultsinAfrica,humanrightsabuses in China, 4000 Americans dead and another nation torn apart by a senseless and protracted war in Iraq, and weasel words by the world’s political leadership in the lead-up to negotiations for a climate change deal in 2009 that is supposed to stabilize global carbon dioxide emissions. It is clear that the parameters of the debates that drive progressive policy change urgently require repositioning and energizing. As is shown by the contributors to Rethinking work and learning, experts in the humanities and social sciences (HASS) couldhaveanimportantroletoplayinthisprocess.
Chapter 10 Progression Andrew Miller Progression in learning concerns the
extent to which there is ' value added ' at each stage of a young person's
education . In work - experience programmes , ' value added ' will exist when
there is a ...
Author: Andrew Miller
Publisher: Taylor & Francis
An overview of organizational and curricular development in work experience in the UK in recent years, which draws on the involvement of the authors at national level in consultancy with the DES, NCC, DTI, DoE and many LEAs concerning the role of work experience in the school curriculum.
(1985) Industry in Education, Harlow: Longman. Jamieson, I. and Miller, A. (1991)
'History and Policy Context', in Miller, A., Watts, A. G. and Jamieson, I., Rethinking
Work Experience, London: Falmer. Jamieson, I., Miller, A. and Watts, A.G. ...
Author: Ruth Hawthorn
This is the first book to cover theory, policy and practice in all sectors of careers education and guidance provision. It is an essential text for students in initial training, those engaged in in-service and higher degree work.
Making Work Like a Tropical Vacation K.T. Connor, Richard Hamlin. at times. (
That means hard to ... It wasn't easy to admit that I had something to learn, but
once I got over that hurdle I really felt good. I know I can learn anything I want!
Author: K.T. Connor, PhD; Richard Hamlin, MBA
Whether in a job or looking for work... Make everyday a vacation from stress and frustration!
Introduction One ofthe remarkable things about the recent interest in theorizing
learning is the almost complete absence ofreferences to pragmatism and more
specifically to the work ofJohn Dewey and George Herbert Mead. Whereas
Author: Richard Edwards
Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses What constitutes a context for learning? How do we engage the full resources of learners for learning? What are the relationships between different learning contexts? What forms of teaching can most effectively mobilise learning across contexts? How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.
FEARING THE LOSS OF INTEREST IN ANY JOB One of the most common fears I
encounter is the apprehension that a new job will ... I was on call 24/7 at home ,
and my work at the schools and the Teen Learning Center was demanding .
Author: Cliff Hakim
Publisher: Davies-Black Publishing
Perfect the art of reinventing your relationship with both your work and your passions
It's like he just needs to work harder for everything he gets. ... feature that best
distinguishes children with learning impairment from their peers is not their
reading, math, or writing skills, per se, but their inefficient information processing.
Author: Deborah P. Waber
Publisher: Guilford Press
Experts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best understood as a function of the developmental interaction between the child and the world. Integrating findings from education, developmental psychology, and cognitive neuroscience, she offers a novel approach with direct practical implications. Detailed real-world case studies illustrate how this approach can promote positive outcomes for children who struggle in school.
All of these variations involve what might be called pedagogic work and learning
potential but in the learning management concept, we want to be more explicit
about what we mean by learning management, especially when it comes to
Author: Richard Smith
From the people who turned teacher education on its ear in Australia in 2001 comes a text about preparing the next generation of teachers. Richard Smith and David Lynch, two of Australia's leading teacher education researchers and the architects of the acclaimed Bachelor of Learning Management program (BLM), take their previously published ideas about teaching and teacher education further to detail a new paradigm in the preparation of teachers. Drawing on 30 years of teacher education research and their own experiences in redeveloping teacher education in Australia, Smith and Lynch explore what it means to be a teacher in the 2000s, outlining a new vision for the preparation of teachers in a Knowledge Age.
and future work or course of study. ... This is an important ingredient in the
curriculum because it allows for more ownership of the learning process; such an
experience may help inculcate in the student more care for the quality of his/her
Author: Scherto Gill
'This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.' Professor Michael Fielding, Institute of Education, University of London, UK. 'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view' Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK. Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum? How could such a system focus on both human and educational values? How could secondary education combine the personal development of students with good academic standards? In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike. Key features of the text: A balanced approach, comparing and contrasting both traditional and alternative approaches to education Strong grounding in theory and research The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent Links to practice - showing how the theory and research can actually be put into practice to bring about change
The ethic of the 'citizen', imputing an individual and collective concern for others,
contains within this identification an aspiration and a force at work in moving
collectivities into communities in accord with the legal and moral standpoint of ...
Author: Kevin J. Flint
Publisher: A&C Black
Offering a philosophical perspective to the educational improvement agenda, this engaging text provides a new language for research into educational improvement, bringing leading-edge philosophy to current practice. Drawing on philosophical work, including that of Derrida, Foucault and Heidegger, the authors deconstruct the ethic of improvement before exploring key dimensions of education, its institutions and technologies. Each chapter draws on international case studies, provides engaging questions and makes suggestions for further reading to support the reader. Topics covered include: The Ethic of Improvement Teacher Education Leadership and Management Lifelong Learning The Rhetoric of Numbers The Governance of Childhood The State of Education Research An essential text for all looking at how we think and talk about education and improvement. >
LEARNING. ON. THE. MOVE? Liquidity. and. meshwork. Introduction It would
seem that making digital tethering ... of learning offers useful insights into the
impact such conceptions have on student learning, as does earlier work that has
Author: Maggi Savin-Baden
"This is a book that I am going to have to own, and will work to find contexts in which to recommend. It cuts obliquely through so many important domains of evidence and scholarship that it cannot but be a valuable stimulus" -Hamish Macleod, University of Edinburgh Digital connectivity is a phenomenon of the 21st century and while many have debated its impact on society, few have researched relationship between the changes taking place and the actual impact on learning. Rethinking Learning in an Age of Digital Fluency examines what kind of impact an increasingly connected environment is having on learning and what kind of culture it is creating within learning settings. Engagement with digital media and navigating through digital spaces with ease is something that many young people appear to do well, although the tangible benefits of this are unclear. This book, therefore, will present an overview of current research and practice in the area of digital tethering, whilst examining how it could be used to harness new learning and engagement practices that are fit for the modern age. Questions that the book also addresses include: Is being digital tethered a new learning nexus? Are social networking sites spaces for co-production of knowledge and spaces of inclusive learning? Are students who are digitally tethered creating new learning maps and pedagogies? Does digital tethering enable students to use digital media to create new learning spaces? This fascinating and at times controversial text engages with numerous aspects of digital learning amongst undergraduate students including mobile learning, individual and collaborative learning, viral networking, self-publication and identity dissemination. It will be of enormous interest to researchers and students in education and educational psychology.
I focus on the experiential because the notion that managers learn best from
reflection on their own experience has provided a very powerful underlying
model for management education in practice, particularly through the work of
writers like ...
Author: Senior Lecturer in Organization Behaviour at Bristol Business School Robert French
At a time of ever-increasing debate about orthodox approaches to management education, and their application in the post-industrial era, this innovative book brings together the work of authors actively engaged in developing new forms of education. The introduction contrasts dominant utilitarian and functionalist conceptions of management education with various alternatives. It argues the need for a critical and pluralistic form of management education whereby participants are introduced to the full diversity of appropriate perspectives and debates. The remainder of the book echoes this commitment by exploring a range of approaches, including those based in psychoanalysis, critical theory and poststructuralism. Throughout the book, there is a focus is upon the implications of problematizing management knowledge so as to facilitate alternative and critical modalities of teaching and learning. In this context management is seen not simply as a bundle of skills and techniques but, rather, as a complex social, political and moral practice.
Studies on the pure-assessment effect Portfolio assessment has been advocated
as a valuable tool for learning through ... overall performance ratings of the
portfolio collector were obtained from supervisors in the work and training
Author: David Boud
Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study. This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and argues that assessment should be seen as an act of informing judgement and proposes a way of integrating teaching, learning and assessment to better prepare students for a lifetime of learning. It is essential reading for practitioners and policy makers in higher education institutions in different countries, as well as for educational development and institutional research practitioners.
My findings indicate that instructors can transform necessary labor into productive work and/or public action by giving students time in class to compose, prioritizing access to course materials and technology, and responding to surveys ...
Author: Michael R. Blancato
This dissertation investigates how students in a general education writing course characterize the material conditions that affect their composing efforts, especially their digital composing efforts. Much attention has rightfully been devoted to the material conditions of teachers and administrators, and how these material conditions impact teaching practices and labor. Little work has been done to study the relationship between student material conditions and their composing efforts. To address this gap, I gather interview data from student, instructor, and teaching assistant interviews to uncover which material conditions these course participants find most salient. I then apply the scholarship of political theorist Hannah Arendt to analyze student writing efforts as necessary labor, productive work, and/or public action. My findings indicate that instructors can transform necessary labor into productive work and/or public action by giving students time in class to compose, prioritizing access to course materials and technology, and responding to surveys that document the material factors students identify as significant to their composing efforts.
There are three underlying rationales about the relationship between higher
education and society that inform this work: a belief in the inter-relationship
between education and society; a belief that society, as it is currently organized,
is unjust; ...
Author: Jan McArthur
Publisher: A&C Black
Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing workforce for the prevailing economic system. Instead, using analysis informed by critical theorist Theodor Adorno, this book argues that higher education should have social and economic roles at its heart, and that these should encompass the needs of all society. The key to achieving this purpose without privilege lies in the ways in which knowledge is understood and engaged with in higher education. Higher education has a special role in society as a place in which complex, contested and dynamic knowledge is engaged with, challenged and created. The realization of this purpose challenges traditional dichotomies between economic and social purposes, liberal and vocational education, and theory and practice. Jan McArthur shows that by interpreting and adapting some of Adorno's most complex ideas, the nature of knowledge and the pursuit of social justice within higher education is feasible and aspirational.
... Alenoush Saroyan , and Laura Winer We described in Chapter 12 the four
assumptions of faculty development underlying our work at the Centre for
University Teaching and Learning ( CUTL ) , the ways these influence the range
of activities ...
Author: Alenoush Saroyan
Publisher: Stylus Publishing, LLC.
This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines. The book centers on McGill University's week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop - covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching - in a way that reflects the spontaneity of the debates it has engendered and the workshop's evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching. The final two chapters describe the structure and evolving role of McGill's Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development. This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.
Confronting Psychological Assumptions About Teaching and Learning Joe L.
Kincheloe, Shirley R. Steinberg, Leila ... Ironically, though, Gardner's work would
not have the impact it has without his reliance on affective dimensions of learning
Author: Joe L. Kincheloe
First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
The three emerging areas described in this chapter have become particularly
important in guiding future research: practice-based systemic views, identities
and literacy, and power and politics in work-related learning. Of all the ideas
Author: Sharan B. Merriam
Publisher: John Wiley & Sons
This Third Update on Adult Learning Theory followstwo earlier volumes on the same topic, the ahref="http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1555426840.html"firstpublished in 1993/a and the ahref="http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787957739.html"secondin 2001/a. Only one topic, transformative learning theory, can befound in all three updates, representing the continuingdevelopments in research and alternative theoretical conceptions ofTL. Thanks to a growing body of research and theory-building, threetopics briefly touched on in 2001 are now separate chapters in thisthird update: spirituality and adult learning learning through the body narrative learning in adulthood Also new in this update is a chapter on non-Western perspectiveson learning and knowing. New developments in two other areas arealso explored: understanding the connection between the brain andlearning, and how modern and postmodern ways of knowing areconverging and are bring expressed in social movements. Theconcluding chapter identifies two trends in adult learning theoryfor the twenty-first century: attention to context, and to theholistic nature of learning in adulthood. This is 119th volume of the Jossey-Bass quarterly report seriesahref="http://www.josseybass.com/WileyCDA/WileyTitle/productCd-ACE.html"NewDirections for Adult and Continuing Education/a. Noted forits depth of coverage, New Directions for Adult andContinuing Education is an indispensable series thatexplores issues of common interest to instructors, administrators,counselors, and policymakers in a broad range of adult andcontinuing education settings, such as colleges and universities,extension programs, businesses, libraries, and museums.
teachers and family members would talk about learning, about how they wanted
to learn or work together – and would decide on other steps to take. The head
teacher of the school described this activity asan example offamily members ...
Author: M. Shuayb
This book addresses current debates in the field of social cohesion. It examines the ethics and policy making of social cohesion and explores various means for promoting social cohesion including history education, citizenship education, language, human rights based teacher training and school partnerships.
together much more fulfilling than working apart . Ultimately this will release
incredible creativity . Closely connected to the emergence of the Information Age
is the explosion of new technologies that facilitate teaching and learning .
Author: Judith M. Gappa
Shows how changes in higher education are transforming the careers of faculty, and provides a model that makes it possible for all faculty to be in a position to do their best.