This book outlines approaches to networked e-learning course design that are underpinned by a belief that students learn best in these contexts when they are organised in groups and communities. As such, the book is one of the first to provide a detailed analysis of what goes on in e-learning groups and communities.
This book makes an important contribution to current debates on risk, safety and challenge in outdoor environments for young children. It brings together research from a range of different disciplines, as well as illustrative examples of children's play and talk outdoors.
In this second edition of this classic text the authors develop an analysis of education. They show how education carries an essentially arbitrary cultural scheme based on power. More widely, the reproduction of culture through education is shown to play a key part in the reproduction of the social system.
This textbook explores the views and discussions surrounding how children think and learn, tracing the historical influences that have taken place over the past ten years. It also looks at the practical implications of research.
A study of creativity in the context of education, an issue of great importance for teachers and students alike. It considers just how creativity "works" and how it can be encouraged. The book has an international and an historical sweep, and features many examples.
Focuses on crucial elements associated with critical pedagogy. This title presents an overview of the term as it applies to schooling and to larger cultural spheres. It examines some of the major economic, social, and political forces undermining the promise of democratic schooling in both public and higher education.
An account of the current difficulties in education and employment, offering positive strategies for future policy. It explains how what sometimes appears to be an almost terminal crisis in schools, colleges and universities is related to the relationship between young people, educational qualifications and employment in the early 21st century.
Examines the philosophical debates surrounding the existance, teaching and transferability of thinking skills. This title debates issues such as: Do thinking skills exist? What are the aims of education? Can thinking skill be taught? Are thinking skills transferable?
This text provides a clear overview and assessment of the educational policy systems at work in the UK. Accessibly written and covering pre-school and Higher Education policy-making as well as Primary and Secondary, the author examines the evolution of education policy from the Education Act of '44 to the academies of today.
Suitable for those training to teach in the learning and skills sector. This text takes a pragmatic approach, relating theory to real practice through cases, illustrations and interactive tasks in every chapter. It offers guidance for those who are at the beginning of their training or already qualified, needing to update their skills.
The perfect follow-on to Teaching Today, the updated second edition of this best-selling teacher text provides a coherent, evidence-based view of teaching and learning, presenting over 50 top teaching methods known to greatly improve student achievement.
Helps you to find out how both your language and your internal processing affects the behaviour of others around you. This title covers a wide range of practical tools that may enhance your interpersonal effectiveness and classroom delivery.
This Briefing shows how a systemic change of educational culture towards the realization of human potential and the interdependence of social, economic and ecological wellbeing-- can lead to transformative learning.
Provides a constructive critique of Higher Education policy and practice from the standpoint of Christian theology. He focuses on the role universities can and should play in forming students and staff in intellectual virtue, in sustaining vibrant communities of inquiry, and in serving the public good.
Under achievement is endemic. Children are still not becoming the brilliant learners they could be, and schools continue to demotivate their pupils. Why is this? The answer, argues former headmaster Michael Brearley, lies in the failure to nurture intelligence - Emotional Intelligence.