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Learning Relations (Routledge Revivals)
by Doreen GrantDissatisfied with the effects of schooling on children from low-income families, Doreen Grant left her post as head of a secondary school in Liverpool and turned to research for solutions to this perennial social problem. This is a popular account of her involvement with under-privileged Glaswegian parents and children, and her attempt to address the problem of underachievement from the perspective of the home rather than the educational establishment. Combining the theory of international scholars such as Brofenbrenner, Bruner, Donaldson and Freire with practical experience, Doreen Grant indicates the improvements in children’s active learning when parents participate fully in the process of education. Learning Relations, first published in 1989, describes the creation of a coherent learning environment in the inner city: as parents gain confidence in their personal vocation as natural educators, it becomes clear that they are not only willing but fully capable of improving their children’s chances of success.
Learning Technologies and the Body: Integration and Implementation In Formal and Informal Learning Environments (Routledge Research in Education #135)
by Victor R. LeeThis volume explores how technology-supported learning environments can incorporate physical activity and interactive experiences in formal education. It presents cutting-edge research and design work on a new generation of "body-centric" technologies such as wearable body sensors, GPS tracking devices, interactive display surfaces, video game controller devices, and humanlike avatars. Contributors discuss how and why each of these technologies can be used in service of learning within K-12 classrooms and at home, in museums and online. Citing examples of empirical evidence and specific implementation, this timely and critical volume examines how body responsive technologies are being used within the educational community to advance the next generation of educational technology.
Learning Through School Science Investigation in an Indigenous School: Research into Practice (SpringerBriefs in Education)
by Azra Moeed Craig RofeThis book presents the findings of a case study conducted in a Māori medium school where a space was created for Pūtaiao (Western science) teaching and learning from year 1 to 13. Science is currently taught in Te Reo Māori in primary school and in English in secondary school, and evidence suggests that students are engaging in science education, learning to investigate, and achieving in science. In New Zealand, most students attend English medium state schools; however, approximately 15% of indegenous students attend Māori medium schools. These schools are underpinned with Kura Kaupapa Māori philosophy, which is culturally specific to Māori and aims to revitalise the Māori language, and Māori knowledge and culture. Māori students’ engagement and achievement continues to be a challenge for both mainstream and Māori medium schools, teachers and students due to lack of access to science teachers who can teach in Te Reo Māori. School leaders and whanau (families) believed that by year 9 (age 13) their students had developed their identity as Māori, and were proficient in Te Reo Māori. They wanted their students to have the option to learn science, experience success and have the choice to conitnue in science, so they made the difficult decision for science to be taught in English in secondary school. The book discusses how teachers in indigenous schools, who have extensive knowledge of culture and context specific pedagogies, can gain confidence to teach science through collaboration with and support from researchers with whom they have developed strong professional relationships.
Learning With Leonardo: Unfinished Perfection: Making children cleverer: what does Da Vinci tell us?
by Ian Warwick Ray SpeakmanWhat are the seven key concepts that drove Da Vinci's inventive thinking and how can we still use them to improve our own creativity, 500 years after his death? In pursuit of the unified learning principles that sit at the heart of his work, Ian Warwick and Ray Speakman brilliantly explore the approaches that we need to take to make our own learning more original and thoughtful.
Learning With Leonardo: Unfinished Perfection: Making children cleverer: what does Da Vinci tell us?
by Ian Warwick Ray SpeakmanWhat are the seven key concepts that drove Da Vinci's inventive thinking and how can we still use them to improve our own creativity, 500 years after his death? In pursuit of the unified learning principles that sit at the heart of his work, Ian Warwick and Ray Speakman brilliantly explore the approaches that we need to take to make our own learning more original and thoughtful.
Learning a New Land: Immigrant Students in American Society
by Carola Suárez-Orozco Irina Todorova Marcelo M. Suárez-OrozcoOne child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know? Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests. For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys? The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.
Learning about Social Entrepreneurship and Management in Times of Social Transformation (Ethical Economy #66)
by Luise Li Langergaard Katia Dupret Jennifer EschweilerThe book brings together perspectives on entrepreneurship research, education and practice to understand social entrepreneurship in its wider societal, political and economic context. Its unique contribution comes from its interdisciplinary approach that spans from the societal to the organizational level, with specific focus social innovation and management. It views management of social entrepreneurship and social enterprise in light of its societal context and employs social innovation to critically assess social entrepreneurship as driver of change. The emergence of social entrepreneurship as an academic field is linked to several societal trends such as public austerity, financial crises, new social challenges and a growing counter-movement to globalised capitalism. Generally seen as organisations serving both social and economic objectives, social enterprises, social innovation and social entrepreneurship have their roots in civil society, civic activism or the solidarity economy, but also manifest themselves as for-profit companies, with new organisational forms emerging and old ones changing. The contributions in this book elucidate these developments and the role of social entrepreneurs and social enterprises. Furthermore, the book offers great insight into the specific ways of managing, leading and creating innovation in social enterprises as well as perspectives on how to understand their social impact or value creation.
Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies (Routledge Research in Education)
by Viv Ellis Annalisa SanninoThis book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.
Learning and Community Approaches for Promoting Well-Being
by Rhonda Phillips Youngwha Kee Yunji KimThis Brief provides perspectives on bringing together elements of learning and community approaches for promoting overall wellbeing. Drawing on experiences of authors from across Asia, Europe, and North America, cases are presented to illustrate both policy and application of adult learning, child wellbeing, community integration and learning, as well as intergenerational cooperation. Starting with foundational concepts of community wellbeing and community learning, the briefs provides an exploration of constructs and ideas for exploring application. The remaining chapters detail cases of community wellbeing, providing insights on approaches, as well as self-generated processes. Policy approaches, whether driven by local governance or from within individual organizations or sectors of communities, are discussed in addition to outcomes generated by the approaches.
Learning and Coordination: Inductive Deliberation, Equilibrium and Convention (Studies in Ethics)
by Peter VanderschraafVanderschraaf develops a new theory of game theory equilibrium selection in this book. The new theory defends general correlated equilibrium concepts and suggests a new analysis of convention.
Learning by Doing: The Real Connection between Innovation, Wages, and Wealth
by James Bessen&“Bessen sets out to refute the arguments of . . . techno-pessimists, relying on economic analysis and on a fresh reading of history&” (The Wall Street Journal). Technology is constantly changing our world, leading to more efficient production. But where once technological advancements dramatically increased wages, the median wage has remained stagnant over the past three decades. Many of today&’s machines have taken over the work of humans, destroying old jobs while increasing profits for business owners and raising the possibility of ever-widening economic inequality. Here, economist and software company founder James Bessen discusses why these remarkable advances have, so far, benefited only a select few. He argues the need for unique policies to develop the knowledge and skills necessary to implement rapidly evolving technologies. Currently, this technical knowledge is mostly unstandardized and difficult to acquire, learned through job experience rather than in classrooms, but labor markets rarely provide strong incentives for learning on the job. Basing his analysis on intensive research into economic history as well as today&’s labor markets, Bessen explores why the benefits of technology can take decades to emerge. Although the right policies can hasten the process, policy has moved in the wrong direction, protecting politically influential interests to the detriment of emerging technologies and broadly shared prosperity. This is a thoughtful look at what leaders need to do to ensure success not only for the next quarter, but for society in the long term. &“Everyone agrees that education is the key to wage growth. But what kind of education? . . . This enlightening and insightful book . . . shows that economic history can provide some useful and surprising answers.&” —Hal Varian, chief economist at Google
Learning for Life: Politics and Progress in Recurrent Education (Routledge Library Editions: Education)
by Frank Molyneux George Low Gerry FowlerAlthough the 1970s and 1980s witnessed a widespread reaction against investment in education there has been an extraordinary growth of interest in recurrent education. This book, sponsored by the Association for Recurrent Education, reports these considerable developments in both theory and practice in the United Kingdom and abroad. It presents a comprehensive picture of the range of initiatives and policies which are helping to make recurrent education one of the strongest sectors in contemporary education.
Learning from Emergent Bilingual Latinx Learners in K-12: Critical Teacher Education (Routledge Research in Teacher Education)
by Pablo C. Ramirez Christian J. Faltis Ester J. De JongIn this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs. The book documents how teacher education programs guide teachers to engage in culturally and linguistically diverse academic contexts and sheds light on the variety of research-based theoretical frameworks that inform teaching practices. A unique contribution to the field, Learning from Emergent Bilingual Latinx Learners in K-12 provides innovative approaches for linking Latino school communities with teachers at a time when demographic shifts are considerably altering population trends in the K-12 educational system.
Learning from Leonardo: Decoding the Notebooks of a Genius
by Fritjof CapraLeonardo da Vinci was a brilliant artist, scientist, engineer, mathematician, architect, inventor, writer, and even musician—the archetypal Renaissance man. But he was also, Fritjof Capra argues, a profoundly modern man. Not only did Leonardo invent the empirical scientific method over a century before Galileo and Francis Bacon, but Capra’s decade-long study of Leonardo’s fabled notebooks reveal him as a systems thinker centuries before the term was coined. He believed the key to truly understanding the world was in perceiving the connections between phenomena and the larger patterns formed by those relationships. This is precisely the kind of holistic approach the complex problems we face today demand. Capra describes seven defining characteristics of Leonardo da Vinci’s genius and includes a list of over forty discoveries Leonardo made that weren’t rediscovered until centuries later. Leonardo pioneered entire fields—fluid dynamics, theoretical botany, aerodynamics, embryology. Capra’s overview of Leonardo’s thought follows the organizational scheme Leonardo himself intended to use if he ever published his notebooks. So in a sense, this is Leonardo’s science as he himself would have presented it. Leonardo da Vinci saw the world as a dynamic, integrated whole, so he always applied concepts from one area to illuminate problems in another. For example, his studies of the movement of water informed his ideas about how landscapes are shaped, how sap rises in plants, how air moves over a bird’s wing, and how blood flows in the human body. His observations of nature enhanced his art, his drawings were integral to his scientific studies, and he brought art and science together in his extraordinarily beautiful and elegant mechanical and architectural designs. Obviously, we can’t all be geniuses on the scale of Leonardo da Vinci. But by exploring the mind of the preeminent Renaissance genius, we can gain profound insights into how best to address the challenges of the 21st century.
Learning from Shanghai: Lessons on Achieving Educational Success (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #21)
by Charlene TanThe Shanghai school system has attracted worldwide attention since its impressive performance in the International Programme for Student Assessment (PISA) in 2009. The system ranks as a 'stunning success' according to standards of the Organisation for Economic Co-operation and Development (OECD). Shanghai also stands out for having the world's highest percentage of 'resilient students' - students from socio-economically disadvantaged backgrounds who emerge as top performers. Learning From Shanghai: Lessons on Educational Success offers a close-up view of the people and the policies that have achieved such world-class performance. Based on research and personal observation gathered during the author's recent field work with school principals, teachers and students, this book explores the factors that explain Shanghai's exceptional success in education. The approach combines high standards of scholarly research and analysis with the author's unique personal insights, as evidenced by chapters entitled Education is Filling a Bucket and Lighting a Fire and Tiger Mothers, Dragon Children. Drawing on her experience as an education professional and a teacher of teachers, Charlene Tan thoroughly examines and analyzes the people, the policies and the practices that distinguish Shanghai educators. The contents include comprehensive details on the Shanghai approach to quality education, from discussion of the balance between centralization and decentralization, to school autonomy and accountability, to testing policy and professional development for teachers. The book includes detailed tables on curriculum and school performance targets, sample appraisal forms for teachers and students, and dozens of photographs. The author is an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore.
Learning from the Bumps in the Road
by Janet Gonzalez-Mena Holly Elissa Bruno Luis A. Hernandez Ed.D. Debra Ren-Etta SullivanThe journey to professional and personal growth takes time, and the road isn't always smooth, but it is a learning-filled adventureHolly Elissa Bruno, Janet Gonzalez-Mena, Luis Antonio Hernandez, and Debra Ren-Etta Sullivan are accomplished professionals and respected leaders in the early childhood field. After a decade of speaking together at national professional development conferences, they now give you twelve of their most important presentation topics as essays. Each chapter presents a dialogue among the authors about a particular topic and the lessons gleaned from facing and overcoming uncertainty and obstacles.Merging each author's distinct voice, expertise, and life experiences, this collection unveils the authors' personal and meaningful histories, insecurities, and insights. You will be encouraged and challenged to think more deeply and openly about your own practices and philosophies. You will gain a renewed sense of purpose as you help children reach their full potentials. And you will discover-as the authors did-that every bump in the road is an invitation to grow and opportunity to learn.Holly Elissa Bruno, MA, JD; Janet Gonzalez-Mena, MA; Luis Antonio Hernandez, MA; and Debra Ren-Etta Sullivan, EdD, are acclaimed keynote speakers, authors, and experts on a variety of topics in early childhood.
Learning from the Germans: Race and the Memory of Evil
by Susan NeimanAs an increasingly polarized America fights over the legacy of racism, Susan Neiman, author of the contemporary philosophical classic Evil in Modern Thought, asks what we can learn from the Germans about confronting the evils of the pastIn the wake of white nationalist attacks, the ongoing debate over reparations, and the controversy surrounding Confederate monuments and the contested memories they evoke, Susan Neiman’s Learning from the Germans delivers an urgently needed perspective on how a country can come to terms with its historical wrongdoings. Neiman is a white woman who came of age in the civil rights–era South and a Jewish woman who has spent much of her adult life in Berlin. Working from this unique perspective, she combines philosophical reflection, personal stories, and interviews with both Americans and Germans who are grappling with the evils of their own national histories.Through discussions with Germans, including Jan Philipp Reemtsma, who created the breakthrough Crimes of the Wehrmacht exhibit, and Friedrich Schorlemmer, the East German dissident preacher, Neiman tells the story of the long and difficult path Germans faced in their effort to atone for the crimes of the Holocaust. In the United States, she interviews James Meredith about his battle for equality in Mississippi and Bryan Stevenson about his monument to the victims of lynching, as well as lesser-known social justice activists in the South, to provide a compelling picture of the work contemporary Americans are doing to confront our violent history. In clear and gripping prose, Neiman urges us to consider the nuanced forms that evil can assume, so that we can recognize and avoid them in the future.
Learning in Contemporary Culture (Perspectives in Education Studies Series)
by Will Curtis Alice PettigrewThis book provides an accessible undergraduate-level introduction to the central educational concepts of learning and culture. In examining these themes it addresses key issues including: what is meant by ′culture′; characteristics commonly associated with contemporary culture; relationships between culture and learning; changing understandings of how, what, where and when we learn; the relationship between learning, national identity and citizenship; and the impact of all these on our way of life today. These ideas are approached from historical, philosophical, sociological, political and psychological perspectives: the traditional disciplines of Education Studies.
Learning in Depth: A Simple Innovation That Can Transform Schooling
by Kieran EganFor generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can’t help but be somewhat superficial—and, as Kieran Egan argues, it omits a crucial aspect of true education: deep knowledge. Real education, Egan explains, consists of both general knowledge and detailed understanding, and in Learning in Depth he outlines an ambitious yet practical plan to incorporate deep knowledge into basic education. Under Egan’s program, students will follow the usual curriculum, but with one crucial addition: beginning with their first days of school and continuing until graduation, they will eachalso study one topic—such as apples, birds, sacred buildings, mollusks,circuses, or stars—in depth. Over the years, with the help and guidance of their supervising teacher, students will expand their understanding of their one topic and build portfolios of knowledge that grow and change along with them. By the time they graduate each student will know as much about his or her topic as almost anyone on earth—and in the process will have learned important, even life-changing lessons about the meaning of expertise, the value of dedication, and the delight of knowing something in depth. Though Egan’s program may be radical in its effects, it is strikingly simple to implement—as a number of schools have already discovered—and with Learning in Depth as a blueprint, parents, educators, and administrators can instantly begin taking the first steps toward transforming our schools and fundamentally deepening their students’ minds.
Learning in Public: Lessons for a Racially Divided America from My Daughter's School
by Courtney E. MartinOne mother&’s story of enrolling her daughter in a local public school, and the surprising, necessary lessons she learned with her neighbors.From the time Courtney E. Martin strapped her daughter, Maya, to her chest for long walks, she was curious about Emerson Elementary, a public school down the street from her Oakland home. She learned that White families in their gentrifying neighborhood largely avoided the majority-Black, poorly-rated school. As she began asking why, a journey of a thousand moral miles began. Learning in Public is the story, not just Courtney&’s journey, but a whole country&’s. Many of us are newly awakened to the continuing racial injustice all around us, but unsure of how to go beyond hashtags and yard signs to be a part of transforming the country. Courtney discovers that her public school, the foundation of our fragile democracy, is a powerful place to dig deeper. Courtney E. Martin examines her own fears, assumptions, and conversations with other moms and dads as they navigate school choice. A vivid portrait of integration&’s virtues and complexities, and yes, the palpable joy of trying to live differently in a country re-making itself. Learning in Public might also set your family&’s life on a different course forever.
Learning in School-University Partnership: Sociocultural Perspectives
by Gwyn Edwards Amy B.M. Tsui Fran Lopez-Real Tammy Kwan Doris Law Philip Stimpson Rosina Tang Albert WongThis volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes – school-university partnership and sociocultural and social theories of learning – have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. In this examination of an evolving model of school-university partnership, the Unified Professional Development Project in Hong Kong, the authors analyze the learning that takes place as the participants (student-teachers, mentor teachers, and university supervisors) mutually engage in the enterprise of improving teaching and learning in schools, developing shared practices, and creating new communities of practice. Although it describes one specific context, the book is not just about this locale. Rather, the Unified Professional Development Project is used as a context for theorizing more generally a social theory of learning for school-university partnerships that is relevant to any other similar context. This book will interest teacher educators, researchers in teacher education and teacher development, policy makers, and school practitioners who are involved in school-university partnerships.
Learning is in Bloom: Cultivating Outdoor Explorations
by Ruth Wilson Gwendolyn Johnson Susan GuiterasThe movement to connect young children with nature continues to grow, as more parents and educators become passionate about bringing learning outdoors and letting children explore outside the bounds of traditional lessons. In the full-color Learning Is in Bloom, teachers and caregivers will find 40 hands-on activities effective in engaging young children in investigating nature, both indoors and outdoors, on the school grounds, and on excursions around the neighborhood. Through fostering a love of nature, the activities promote all areas of early childhood education and development.
Learning to Be a Sage: Selections from the Conversations of Master Chu, Arranged Topically
by Hsi Chu Daniel K. GardnerDaniel Gardner's translation of the teachings of Chu Hsi (1130-1200)--a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries focuses on Chu Hsi's passionate interest in education and its importance to individual development.
Learning to Belong in the World: An Ethnography Of Asian American Girls
by Tomoko TokunagaThis book provides a complex and intricate portrayal of Asian American high school girls – which has been an under-researched population – as cultural meditators, diasporic agents, and community builders who negotiate displacement and attachment in challenging worlds of the in-between. Based on two years of ethnographic fieldwork, Tomoko Tokunaga presents a portrait of the girls’ hardships, dilemmas, and dreams while growing up in an interconnected world. This book contributes a new understanding of the roles of immigrant children and youth as agents of globalization and sophisticated border-crossers who have the power and agency to construct belonging and identity across multiple contexts, spaces, times, activities, and relationships. It has much to offer to the construction of educative communities and spaces where immigrant youth, specifically immigrant girls, can thrive.
Learning to Depolarize: Helping Students and Teachers Reach Across Lines of Disagreement
by Kent LenciHow can schools shoulder some responsibility for depolarizing our fractured American society? In this provocative new book, Kent Lenci describes how educators can tackle the challenge of preparing students to communicate and collaborate across lines of deep disagreement—to face the political and ideological "other"—despite the conventional wisdom that schools should be apolitical. Topics covered include the causes and consequences of political polarization in our society, why schools must address the challenge head-on, bridge-building in the classroom, media literacy and social emotional learning as tools for depolarization, and partnering with parents across the divide. Each chapter offers current research as well as practical strategies and classroom anecdotes. Appropriate for teachers of all grade levels and subject areas, the book will help you reconsider your classroom and school’s role in forging a more depolarized future.