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Epistemological Approaches to Digital Learning in Educational Contexts (Perspectives on Education in the Digital Age)
by Linda DanielaEpistemological Approaches to Digital Learning in Educational Contexts is dedicated to topical issues in school education and pedagogical science related to the learning process in a technology and media enriched environment. It opens up discussions on the development of the educational science sector and strategies for smart pedagogy to promote synergy between technology and pedagogy to support students in the learning process. The book presents different perspectives on how to evaluate the enhancement of technology use, which can help improve Computational Thinking skills. It also helps in identifying the changes in pupils’ algorithmic thinking through programming in Scratch 2.0. The book further explores the way digitally-mediated materiality may support teaching practice and proposes tools that are available for the educational curator in a digital learning environment. This book will be of great interest to academics, researchers, and post-graduate students in the fields of higher education, vocational education, and digital learning.
Epistemological and Theoretical Foundations in Language Policy and Planning
by Michele Gazzola David Cassels Johnson Federico Gobbo Jorge Antonio Leoni de LeónThis book advances the growing area of language policy and planning (LPP) by examining the epistemological and theoretical foundations that engendered and sustain the field, drawing on insights and approaches from anthropology, linguistics, economics, political science, and education to create an accessible and inter-disciplinary overview of LPP as a coherent discipline. Throughout the book, the authors address LPP from different perspectives, exploring the interface between planning in theory and its practical problems in implementation. This volume will be of interest to students and scholars with an interest in LPP in particular, and educational, social, and public policy more broadly.
Epistemologies and Ethics in Adult Education and Lifelong Learning (Palgrave Studies in Adult Education and Lifelong Learning)
by Steven Hodge Richard G. BagnallThis book presents and advocates for a framework of competing epistemologies and conceptions of ethics as a way of understanding modernist lifelong learning. These epistemologies are grounded in a recognition of the normative nature of knowledge that informs lifelong learning; each being framed by a different account of the sort of knowledge that is most valued and therefore foregrounded in lifelong learning policy, provision and engagement informed by the epistemology. Each epistemology is also characterised by its constituent conception of ethics. Four such epistemologies and conceptions of ethics are here recognised as having been important in the lifelong learning movement to date: disciplinary, developmental, emancipatory, and design. The authors argue that assumptions about knowledge and moral positions constitute a powerful but not well-understood feature of such arguments: awareness of these assumptions and positions could serve to powerfully advance the overall understanding of what is at stake in lifelong learning and adult education at all levels.
Epistemology and Biblical Theology: From the Pentateuch to Mark’s Gospel (Routledge Interdisciplinary Perspectives on Biblical Criticism)
by Dru JohnsonEpistemology and Biblical Theology pursues a coherent theory of knowledge as described across the Pentateuch and Mark's Gospel. As a work from the emerging field of philosophical criticism, this volume explores in each biblical text both narrative and paraenesis to assess what theory of knowledge might be presumed or advocated and the coherence of that structure across texts. In the Pentateuch and Mark, primacy is placed on heeding an authenticated and authoritative prophet, and then enacting the guidance given in order to see what is being shown—in order to know. Erroneous knowing follows the same boundaries: failure to attend to the proper authoritative voice or failure to enact guidance creates mistaken understanding. With a working construct of proper knowing in hand, points of contact with and difficulties for contemporary philosophical epistemologies are suggested. In the end, Michael Polanyi’s scientific epistemology emerges as the most commensurable view with knowing as it appears in these foundational biblical texts. Therefore, this book will be of interest to scholars working across the fields of Biblical studies and philosophy.
Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy
by Michel Ferrari Roger S. TaylorHow is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.
Epistemology and the Predicates of Education: Building Upon a Process Theory of Learning (Routledge International Studies in the Philosophy of Education)
by Thomas PetersonExploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual. This book considers timely questions of process and epistemology in today’s academy. It examines the subject of learning as it arises in the individual, is defined by educators, and is conceived by society at large. In attempting to formulate a lingua franca for contemporary pedagogy, the book highlights the concrete activities of educators and students and the qualities that emerge in the educational process. By synthesizing the writings of educational theorists working in different fields—philosophy, psychology, anthropology and more—Epistemology and the Predicates of Education highlights the transformational nature of knowledge and its capacity to invigorate the student through the practice of self-inquiry. The analytical and focused research offered in Epistemology and the Predicates of Education will be of interest to researchers, academics and postgraduate students in the fields of philosophy of education and higher education.
Epistolary Constructions of Post-World War I Identity: The Invisibility of Minority Groups
by Manel HeratThis book analyses the letters of marginalised groups of World War I soldiers - including Black, Indian and disabled ex-servicemen - from a linguistic perspective, looking at issues such as descriptions of disability, identity and migration, dealing with minority groups who have long been rendered invisible, and exploring how these writers position themselves in relation to the 'other'. The author makes use of a corpus-assisted approach to examine identity construction and performance, shedding light on a previously under-explored demographic. This book will be of interest to students and scholars of World War I history, language and identity, psychological and physical disability, as well as readers seeking a fresh angle on a key period of 20th century history.
Eportfolios for Lifelong Learning and Assessment
by Darren CambridgeThis book clearly articulates the foundations of an educational vision that is distinctively supported by eportfolio use, drawing on work in philosophy, sociology, higher and adult education, and elearning research. It is academically rigorous and accessible not only to scholars in a range of disciplines who might study or use eportfolios. It surveys the state-of-the-art of international eportfolio practice and suggests future directions for higher educational institutions in terms of curriculum, assessment, and technology. This resource is written for scholars, support staff, instructional technologists, academic administrators, and policy makers.
Equality and Differentiation in Marketised Higher Education: A New Level Playing Field? (Palgrave Studies in Excellence and Equity in Global Education)
by Jonathan Hughes Marion Bowl Colin McCaigThis edited collection demonstrates how discourses and practices associated with marketisation, differentiation and equality are manifested in UK higher education today. Uniting leading scholars in higher education and equality in England, the contributors and editors expose the contradictions arising from the tension between aims for increased equality and an increasingly marketised higher education. As the authors seek to reveal both the intended and unintended consequences of the intensified marketisation of the sector, they critically examine the implications of these changes. In doing so, they reveal the ways in which institutional policy and discourse are involved in masking the contradictions between an educational marketplace and education as a vehicle for advancing equality and social justice. This pioneering volume will be of interest and value to students and scholars of higher education in England, education policy and the marketisation of higher education, as well as policy makers and practitioners.
Equality and Diversity in Education 2: National and International Contexts for Practice and Research (Developing Inclusive Curricula: Equality and Diversity in Education)
by Felicity Armstrong Patricia Potts Mary MastertonLike the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research. Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education. This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.
Equality and Diversity in Further Education (Further Education)
by Sheine PeartFurther Education is the most diverse of all the education sectors. Managing diversity and promoting equality, a legislative requirement of the 2010 Equalities Act, brings significant challenges for practitioners who are tasked with making the rhetoric of politicians a reality, often with little guidance and few resources. This book provides practical guidance for existing lecturers and trainee teachers, explaining how they can overcome these challenges and establish a positive learning environment to meet the needs of all learners.This accessible and up to date book extends the scope of the diversity and inclusion debate to consider a wide range of issues including age, working with cross-cultural groups, promoting effective gender relations, sexual orientation and working with current and ex-offenders. Each chapter includes clear objectives, case studies, critical thinking tasks, chapter reflections and a learning review audit.
Equality and Diversity in the Lifelong Learning Sector (Further Education and Skills)
by Ann Gravells Susan SimpsonWritten for students of the Certificate and the Diploma in Teaching in the Lifelong Learning Sector (CTLLS and DTLLS), this title is a comprehensive course book for the popular optional unit Equality and Diversity in the Lifelong Learning Sector. It is relevant for all students, whatever their awarding organisation and whether they are taking the unit at level 3 or level 4. All Chapters are linked to the QTLS standards and provide comprehensive coverage, closely following the content of the unit, while examples and activities are included to ehnache learning. This second edition now includes 'Extension Activities' specifically for level 4 students and has been updated following the Equality Act 2010. This title will help anyone teaching in a veriety of Lifelong Learning settings and can also be used when providing in-service CPD training for staff.
Equality and Freedom in Education: A Comparative Study (Routledge Revivals)
by Brian HolmesFirst published in 1985, Equality and Freedom in Education investigates the extent to which it is possible or desirable to provide equal opportunities in education, regardless of age sex, race, language, and social class. Attempts to make such provision regularly attract the criticism that they remove the freedom of parents and religious bodies to educate children in accordance with their particular wishes. To understand this dilemma, the book analyses the educational systems and practices in England and Wales, France, the USA, the USSR, China and Japan. Information about each system is provided in accordance with a taxonomy, developed by Professor Holmes for the International Bureau of Education in Geneva, and widely accepted by Ministries of Education throughout the world. Simplified diagrams show how school systems are organised and how children pass through the school system, and essential statistical information, taken from UNESCO sources, is also provided. The book will be of interest to students of education and sociology.
Equality and Power in Schools: Redistribution, Recognition and Representation
by Kathleen Lynch Anne LodgeBased on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.The authors' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.This book will be of interest to those studying education, sociology, gender studies and women's studies, and to policy makers and teachers in senior management roles.
Equality for Contingent Faculty: Overcoming the Two-Tier System
by Keith HoellerVice President Joseph Biden has blamed tuition increases on the high salaries of college professors, seemingly unaware of the fact that there are now over one million faculty who earn poverty-level wages teaching off the tenure track. The Chronicle of Higher Education ran a story entitled "From Graduate School to Welfare: The PhD Now Comes with Food Stamps." Today three-fourths of all faculty are characterized as "contingent instructional staff," a nearly tenfold increase from 1975.Equality for Contingent Faculty brings together eleven activists from the United States and Canada to describe the problem, share case histories, and offer concrete solutions. The book begins with three accounts of successful organizing efforts within the two-track system. The second part describes how the two-track system divides the faculty into haves and have-nots and leaves the majority without the benefit of academic freedom or the support of their institutions. The third part offers roadmaps for overcoming the deficiencies of the two-track system and providing equality for all professors, regardless of status or rank.
Equality for Contingent Faculty: Overcoming the Two-Tier System
by Keith HoellerVice President Joseph Biden has blamed tuition increases on the high salaries of college professors, seemingly unaware of the fact that there are now over one million faculty who earn poverty-level wages teaching off the tenure track. The Chronicle of Higher Education ran a story entitled "From Graduate School to Welfare: The PhD Now Comes with Food Stamps." Today three-fourths of all faculty are characterized as "contingent instructional staff," a nearly tenfold increase from 1975. Equality for Contingent Faculty brings together eleven activists from the United States and Canada to describe the problem, share case histories, and offer concrete solutions. The book begins with three accounts of successful organizing efforts within the two-track system. The second part describes how the two-track system divides the faculty into haves and have-nots and leaves the majority without the benefit of academic freedom or the support of their institutions. The third part offers roadmaps for overcoming the deficiencies of the two-track system and providing equality for all professors, regardless of status or rank.
Equality for Women: Where Do We Stand?
by Andrew R. Morrison Mirja Sjöblom A. Waafas Ofosu-Amaah Mayra BuvinicUpon signing the Millennium Declaration in 2000, the international community committed itself to eight development goals with timebound targets and measurable indicators. The third of these eight goals was to 'promote gender equality and empower women'. The third Millennium Development Goal (MDG3) in the Millennium Declaration has spurred national and international efforts to improve women's situation around the globe. 'Equality for Women: Where Do We Stand on Millennium Goal 3?' tracks countries' progress with implementing and financing MDG3 by examining national experiences and successes with policies and programs. It also contains an assessment of the effectiveness of different strategies in achieving MDG3 and the financial requirements needed to attain MDG3 by 2015. 'Equality for Women' will be useful for gender analysts, policy makers, government officials, and others working to promote gender mainstreaming.
Equality or Equity: Toward a Model of Community-Responsive Education (Race and Education)
by Jeffrey M. Duncan-AndradeEquality or Equity sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society.A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the debates over whether we should work toward a public education system built on the goal of equality, in which identical resources are provided for all students, or equity, in which different resources are offered in response to differences in student interests and needs. Duncan-Andrade centers his argument on the importance of creating meaningful education experiences for all students, particularly for low-income students of color and immigrant students, who have gained relatively fewer benefits from decades of equality-focused education reform.Drawing on research from across a range of disciplines, including neuroscience, social epidemiology, public health, and social work, Duncan-Andrade introduces three essential domains of a pedagogy that are both culturally and community responsive: relationships, relevance, and responsibility. He enlists the voices of practitioners to provide grounded examples of what community-responsive pedagogy looks like in each of these domains. These examples demonstrate how equitable classroom practices can enrich student engagement, enhance trauma responsiveness, and improve educational outcomes.Equality or Equity makes an urgent appeal for designing and implementing a truly equitable school system and shows us how we can begin to accomplish that goal.
Equality, Education, and Human Rights in the United States: Issues of Gender, Race, Sexuality, Disability, and Social Class
by Mike ColeThis book offers an uncompromising and rigorous analysis of education and human rights by examining issues related to gender, race, sexuality, disability, and social class. Written as a companion to the very successful U.K. version, this volume reflects the economic, political, social, and cultural changes in educational and political policy and practice in the United States. Offering a comprehensive look at these areas, this book is an essential resource across a wide range of disciplines and for all those interested in education, social policy, and equality.
Equality, Education, and Physical Education (Routledge Library Editions: Sociology of Education #21)
by John EvansIn this book, first published in 1993, John Evans presents a guideline for challenging sexism, racism and elitism in programmes of physical education. Physical education in relation to social class, gender, race and disability is also discussed. The results arising show problems in the teaching of physical education, and examines the importance of physical education in the development of the child in today's educational system. It is the intention of the contributors to help practitioners clarify their thinking on concepts and issues involved in effecting equal opportunities in physical education. In turn, it is hoped that this will lead to better formation of physical education programmes which demonstrate both equality and equity. This title will be of interest not only to teachers but to students of sociology and education.
Equality, Participation and Inclusion 1: Diverse Perspectives
by Katy Simmons Kieron Sheehy Melanie Nind Jon Rix Christopher WalshWhat are the experiences of children and young people? How can we think about the challenges they face? What systems and practices can support them? How can we develop greater equality, participation and inclusion across diverse settings? This second edition of Equality, Participation and Inclusion 1: Diverse Perspectives is the first of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This first Reader focuses in particular on the diverse perspectives held by different practitioners and stakeholders. Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a greater diversity of perspectives. Whilst exploring how we think about the experiences of children and young people across a range of contexts it maintains a subtle, underlying emphasis upon education and the experiences of disabled people. Drawing on the writing of academics, practitioners, children and young people, and people who have experienced exclusion, this book is a rich resource for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged. Much of the material reflects on lived experiences and life stories, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services, as well as to families and advocates.
Equality, Participation and Inclusion 2: Diverse Contexts
by Jonathan Rix Katy Simmons Kieron Sheehy John Parry Melanie Nind Rajni KumraiWhat are the experiences of children and young people? How can we think about the challenges they face? What systems and practices can support them? How can we develop greater equality, participation and inclusion across diverse settings? This second edition of Equality, Participation and Inclusion 2: Diverse Contexts is the second of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This second Reader focuses in particular upon the diverse experiences and contexts in which children and young people encounter issues of equality, participation and inclusion. Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a wider range of diverse experiences and contexts, whilst maintaining an emphasis on educational settings. Drawing on the writing of academics, practitioners, children and young people, this collection is a rich source of information and ideas for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services. Families and advocates are also likely to be drawn to the material as much of it reflects on lived experiences and life stories.
Equipamiento para todos - Nivel 1: Serie de enseñanza y equipamiento
by Daniel Dardano Daniel Cipolla Hernán CipollaCuando un creyente se dispone a estudiar la Biblia, suele recurrir a comentarios bíblicos, con la finalidad de comprender adecuadamente las verdades divinas. Esta serie de enseñanza aunque podría ser considerada como "un lilbro de estudio bíblico", no es exactamente eso. Equipamiento para todos tiene el objetivo de que cada creyente sea transformado por la vida de Cristo que habita en él. Este es el primer libro de la serie de enseñanza, el cual contribuye a la solidez de los creyentes a través de temas como: - Un discípulo según Jesucristo - Expresiones de una vida superior - Lo consagrado al Señor - Quién es el mayor según Jesús El estudio de los escritos bíblicos siempre ha sido importante para la Iglesia. De hecho, desde sus comienzos los creyentes perseveraron en aprender las Escrituras con diligencia y dedicación. Además el Nuevo Testamento refleja la constante labor de los apóstoles, quienes se ocuparon de que las futuras generaciones recibieran un legado doctrinal caracterizado por la solidez. El conocimiento intelectual de las verdades de Dios, nunca será suficiente y no debe ser la meta del creyente. El objetivo del Señor es que cada uno de sus hijos experimente y viva en plenitud lo revelado en la Palabra. Cuando esto ocurre, los demás pueden comprobar que esas verdades son efectivas en la vida diaria. Este libro es un recurso valioso y los principios desarrollados en su contenido tienen el poder de transformar tu vida.
Equipamiento para todos - Nivel 2: Serie de enseñanza y entrenamiento
by Daniel Dardano Daniel Cipolla Hernán CipollaLas palabras tienen un alcance mayor al que la gente les da. Muchas veces se analizan con una mirada superficial o de acuerdo a conceptos contemporáneos que difieren mucho de su sentido verdadero. Cuando esto ocurre, se pierde el significado original y la dimensión de las palabras. Algunos pocos ejemplos lo demuestran, Iglesia, es una palabra que se suele usar para referrirse a toda clase de sistema religioso que dictamina las reglas de vida que las personas deben seguir. Reino, es una palabra que se suele asociar a la grandeza de un monarca, quien se lo considera casi como el dueño del país al que representa. Autoridad, es una palabra que se relaciona con orden y justicia, o abuso y corrupción. En distintas épocas palabras como iglesia, reino y autoridad han sido interpretadas de maneras tan variadas, que hasta han sidfo despojadas de su significado real. En la actualidad, ¿cómo interpretan los cristianos estas palabras? ¿Las comprenden desde un punto de vista cultural, religioso, tradicional o popular? Sin duda, hay una sola manera de percibir estas palabras y lo que ellas representan en la dimensión correcta, y los creyentes tienen el privilegio de verlas como Dios las ve.Iglesia, Reino y autoridad, son los tres grandes temas tratados en Equipamiento para todos, Nivel 2. Seguridad. Independientemente de los conceptos que se defendieron en el pasado, llegó el tiempo de que se establezca lo que Dios dice acerca de estos temas de tanta relevancia. Este libro presenta una perspectiva espiritual reveladora que elevará tu mirada. Ver la Iglesia, el Reino y la autoridad como el Señor los ve, traerá seguridad a tu vida.
Equipamiento para todos - Nivel 3: Serie de enseñanza y entrenamiento
by Daniel Dardano Daniel Cipolla Hernán CipollaUna persona débil físicamente tiene un mayor riesgo de contraer enfermedades. En cambio, un organismo saludable tiene una fortaleza que refleja su vitalidad interior. De la misma manera, los creyentes en Cristo pueden estar débiles espiritualmente o mostrar una fortaleza interior que los hace altamente resistentes. ¿De dónde nace la fortaleza espiritual? Sin dudas, de la presencia del Espíritu Santo en cada cristiano. En una vida llena del Espíritu no puede dominar ningún conflicto espiritual, como tampoco el pecado o la influencia del diablo. En realidad, la plenitud del Espíritu manifiesta la victoria en todas las áreas. Además, evidencia el poder sobrenatural para hacer las obras que Dios preparó para sus hijos que, según Jesús lo expresó, en muchos casos serían mayores a las que Él mismo realizó. Todo esto proviene de la fortaleza del Espíritu Santo en el creyente. Este libro es sobre el Espíritu Santo. Sin embargo, ¿es posible enseñar algo nuevo acerca del Espíritu que no se haya dicho aún? Verás que siempre hay más del Espíritu Santo que es posible aprender. Pero sobre todas las cosas, percibirás que la fortaleza de los hijos de Dios proviene del Espíritu Santo. Este libro tiene el objetivo de presentar la centralidad del Espíritu Santo en la vida del creyente y de la Iglesia.