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Learning In and Out of School: The selected works of John MacBeath
by John MacBeathIn the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume.John MacBeath has spent
Learning Lessons: Medicine, Economics, and Public Policy
by Rashi FeinThis is a book about the policy process. It discusses the considerations advisers have in mind as they develop and select policy alternatives, the ways each of us might want to think about making decisions, and the lessons we should remember in order to minimize avoidable errors. In writing about his experiences in government, the classroom, and private life, Fein offers insights that apply to people responsible for decisions in many kinds of institutions, at all levels of responsibility.His anecdotes and the situations he describes are drawn from over fifty years of experience in the policy arena. They are not intended to represent either a rounded theory about public administration or a comprehensive treatment of important components of political science. Like most people in the policy arena, Fein came to that work from another discipline-in his case economics. His experience of finding his own way through action and experience rather than through application of theory might appear quaint. But his successes, failures, and the lessons he learned, illuminate the process and may prove useful, even inspirational.Fein is sensitive to the need to move beyond statistics and to present the real world and the faces of real people behind the data. He believes that an effective adviser should bring knowledge and interests that extend beyond the confines of a single discipline, even one as methodologically powerful as economics. Unless the adviser presents a range of choices that have been developed with contributions from many fields of knowledge, the proposed policies are likely to be far too constrained and, at worst, unworkable. His perspective, articulated in this book, is easily summarized: there is more to life and to our nation's welfare than economics. We live in a society, not in an economy.
Learning Like a Girl: Educating Our Daughters in Schools of Their Own
by Diana MeehanFaced with a spirited eleven-year-old daughter, a concern about what therapists have called a 'poisonous' youth culture- especially for girls-and a conviction that parents need powerful tools to help their daughters realize their potential, educator-activist DianaMeehan was disappointed in the selection of schools available. So she decided along with two other mothers to create one, based on social science and brain research on how girls learn best. The result, The Archer School in L. A. , has in only ten years become a model for girls' schools nationwide. In this entertaining, inspiring book, Meehan describes her obstacle-ridden journey to create a new institution to serve girls first and foremost, while laying out through vivid stories and examples what girls need to thrive. She explains why co-education so often doesn't serve them (just as it doesn't serve boys), takes sides in the controversy over male/female learning differences, and advocates for schools' role in giving girls tools to navigate through our sexualized, materialistic culture. She also visits other schools around the country-private and public-to show how single sex education works, and how every girl everywhere can benefit from having a classroom of her own.
Learning Morality, Inequalities, and Faith: Christian and Muslim Schools in Tanzania (The International African Library)
by Hansjörg DilgerChristian and Muslim schools have become important target points in families and pupils' quests for new study opportunities and securing a 'good life' in Tanzania. These schools combine secular education with the moral (self-)formation of young people, triggering new realignments of the fields of education with interreligious co-existence and class formation in the country's urban centres. Hansjörg Dilger explores the emerging entanglements of faith, morality, and the educational market in Dar es Salaam, thereby shedding light on processes of religious institutionalisation and their individual and collective embodiment. By contextualising these dynamics through analysis of the politics of Christian-Muslim relations in postcolonial Tanzania, this book shows how the field of education has shaped the positions of these highly diverse religious communities in diverging ways. In doing so, Dilger suggests that students and teachers' religious experience and practice in faith-oriented schools are shaped by the search for socio-moral belonging as well as by the power relations and inequalities of an interconnected world.
Learning One’s Native Tongue: Citizenship, Contestation, and Conflict in America
by Tracy B. StrongCitizenship is much more than the right to vote. It is a collection of political capacities constantly up for debate. From Socrates to contemporary American politics, the question of what it means to be an authentic citizen is an inherently political one. With Learning One’s Native Tongue, Tracy B. Strong explores the development of the concept of American citizenship and what it means to belong to this country, starting with the Puritans in the seventeenth century and continuing to the present day. He examines the conflicts over the meaning of citizenship in the writings and speeches of prominent thinkers and leaders ranging from John Winthrop and Roger Williams to Thomas Jefferson, Nathaniel Hawthorne, Abraham Lincoln, Frederick Douglass, and Franklin Roosevelt, among many others who have participated in these important cultural and political debates. The criteria that define what being a citizen entails change over time and in response to historical developments, and they are thus also often the source of controversy and conflict, as with voting rights for women and African Americans. Strong looks closely at these conflicts and the ensuing changes in the conception of citizenship, paying attention to what difference each change makes and what each particular conception entails socially and politically.
Learning Policy Advice in International Affairs and Diplomacy (Innovations in International Affairs)
by Giulio VenneriLearning Policy Advice in International Affairs and Diplomacy broadens understanding of, and helps develop the skills necessary for, effective written and oral communication in the realm of international affairs and diplomacy.Readers will become acquainted with the principles of policy development and find practical guidance on how to design and implement policy advice. Crucial insights are offered on how to successfully nurture those aptitudes and approaches that are expected in demanding professional contexts from the very start of a career. Effective drafting techniques for written communication are presented, explaining methods and practices that facilitate the delivery of meaningful policy advice through written output. Regarding oral communication, the book demonstrates how aspiring policy advisers can build a positive narrative about their background, profile and experience, in order to win over selection panels for jobs across the international community. The book explains how to tackle interview panels, and prove to recruiters the necessary competence, skills, vision, and motivation to perform efficiently and reliably in an international or EU policy role. By raising awareness of institutional communication practices and public outreach, the book will also give readers a sound understanding of perception management challenges in international politics and diplomacy. Building on twenty years’ experience as a policy insider in the international community, the author provides qualitative interviews with many other practitioners, including high-ranking officials, from different organisations and foreign services, as well as with scholars who have alternated academic engagement with appointments to key policy roles in diplomacy.Containing example scenarios and practice exercises throughout, this pioneering book helps students, graduates and professionals aspiring to build a career in international affairs to acquire practical skills which are essential to recruiters in the diplomatic world, international institutions, NGOs, think tanks, as well as the private sector.
Learning Policy: When State Education Reform Works
by David K. Cohen Heather C. HillThis book reports on one of the more significant school-improvement policies in late-twentieth-century America: California's decade-long effort to change and improve mathematics teaching in the state's public schools.
Learning Potential Assessment
by J.H.M. HamersLearning potential assessment, which has lately been receiving a great deal of attention, consists of test procedures for measuring children's learning potential procedures that be regarded as an extension of current intelligence testing.
Learning Regional Innovation
by Marianne Ekman Bj�rn Gustavsen Bj�rn T. Asheim �yvind P�lshaugenParticipation and social responsibility in innovation is the core theme of this book. Both are issues of organization and not of ethics, or the enforcement of other forms of obligations on individual actors. The need is for a democratization of innovation that can make innovation open to broad participation.
Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories
by Jon Yorke Lesley VidovichThis book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education. Whilst primarily focusing on the Australian setting, this analysis is located within a broader frame of reference that includes the United Kingdom (UK), the United States of America (US), and the Organisation for Economic Cooperation and Development (OECD). Across these settings, comparative measures of learning have been seen as a policy 'solution' to the problem of 'proving quality' in a globalised and increasingly competitive higher education market. Comparative measures of learning depend on the specification of learning standards. Learning standards attempt to articulate the capabilities expected of graduates, and students' achievement of these is determined through the practices of assessment carried out within institutions. Quality policy, learning standards and assessment practices all intersect within the broader umbrella of accountability, with relevance to governments, higher education providers, employers, parents, and students. The findings reported in this book highlight a number of policy influences, including the rising demands for national and international comparative data on learning standards to compare quality and inform student choice in a globally competitive market.
Learning Technologies and Globalization
by Nada Dabbagh Angela D. Benson André Denham Roberto Joseph Maha Al-Freih Ghania Zgheib Helen Fake Zhetao GuoThis brief describes the evolutionary and global impact of the techno-social transformation on learning technologies in terms of emerging pedagogical frameworks and applications. it provides examples of such applications in higher education, K-12, and the workplace, across the globe. The transformation and diffusion of ICT into an ever-present and accessible phenomenon is fundamentally shaping human activity and culture, changing human identity, and redefining globalization. Global activities have widened, intensified, and accelerated as a result of ICT integration generating a new awareness of the world as a techno-social environment. This emergent global environment is introducing unprecedented socio-economic opportunities; however, it is also bringing new risks and challenges, particularly as this relates to learning technologies, most especially in higher education contexts.
Learning Technologies: Research, Trends, and Issues in the U.S. Education System
by Mesut DuranWith a historical context covering the past 20 years, this book provides in-depth discussions of research, trends, and issues related to learning technologies in K-12 schools, higher education settings, and educational administration in the U.S. Given the remote learning challenges and opportunities that the COVID-19 pandemic has recently brought to our attention, world-wide interest in educational technology-related issues is at its peak. Therefore, this book is specifically directed at the entire educational technology field, educators, educational leaders, researchers, and policymakers alike who are interested in learning technologies in the U.S. educational system.Three main resources guide the discussions in the book. First, an extensive literature review related to the book’s central focus—learning technologies in the U.S. education system, including relevant studies published over the last two decades-is presented. Second, reflections on the author's twenty years of professional teaching, research, and scholarship focused on educational technology at a major U.S. research university are provided. And third, the viewpoints of students in the graduate—level educational technology courses taught by the author, presenting the vital perspective of practicing teachers and educational leaders regarding how learning technologies affect their schools and their work within them, are considered. All of these perspectives and data combine to provide a comprehensive overview on the topic of learning technologies in the U.S. education system. Together, they create a book that is indispensable for anyone interested in learning technologies in education.
Learning Technology in Transition: from Individual Enthusiasm to Institutional Implementation
by Jane K. SealeIn April 2003, The Association for Learning Technology (ALT) celebrated its tenth anniversary and this book has been produced in order to commemorate this landmark achievement. It represents a collaboration between key members of ALT and members of ALTs' sister organisations: SURF in Holland and ASCILITE in Australia.The aims of the book are to use
Learning To Be Modern: Japanese Political Discourse On Education
by Byron MarshallIn the increasingly global economy, commentators often cite education as a key source of competitive advantage for nations locked in economic contention on the world stage. Byron Marshall examines the evolution of Japanese schools over the past 120 years. Emphasizing the political discourse and conflict that have surrounded Japanese education, the author focuses on the three main issues of central versus local control, elitism versus equality, and nationalism versus universalism. The prewar education system in Japan was formulated in the 1870s and modeled after the Western system of public education. After World War II, the American Occupation authorities attempted to reform this system further, but how much discontinuity with the past was produced by the postwar reforms is still an open question.Of course, the dilemmas facing Japanese schools are endemic to all modern school systems, and Marshall's broad historical survey provides a valuable case study of Japanese attempts to strike a balance between equality and excellence, individual creativity and team cooperation, standardization and innovation, and internationalism and cultural identity. The book thus provides a valuable historical perspective on contemporary American issues of "political correctness" such as gender and ethnicity.As we head toward the "Pacific Century," this book gives readers the background and insight necessary to make informed judgments about the relative strength of Japanese education and the merits of various school reforms.
Learning To Live Together: Promoting Social Harmony
by J. A. Scott KelsoThis book is devoted to the issue of how we can learn to live together in the face of division and conflict. It is dedicated to the life and work of a remarkable human being, Dr Epimenidis Haidemenakis, scientist, statesman, visionary leader, President Emeritus of the International S.T.E.P.S. Foundation and founding father of The Olympiads of the Mind (OM). The monograph consists of a collection of papers presented at the 8th and 9th Olympiads of the Mind held in Washington, DC and Chania, Crete respectively. Distinguished international scholars, government and corporate representatives, leading researchers and academics from multiple disciplines and Nobel Laureates Leon Lederman (Physics, 1988), Martin Perl (Physics, 1995) and Yuan T. Lee (Chemistry, 1986) address a broad range of issues all with the aim of improving the human condition and achieving cooperation among the people of the world. The topics include the environment, sustainability and security; diversity and how to achieve integration and peace among people in a fractured world; the important role of brain research; how to overcome poverty and inequality; how to enhance creativity and improve education at all levels; and how new technologies and tools can be used for common benefit. The culmination of the book is a call to action, to join what one might call the “OM Movement”—bringing the best minds in the world together to create solutions to world issues so that we can all live together in harmony.
Learning To Teach in an Age of Accountability
by Arthur T. Costigan Karen Kepler Zumwalt Margaret Smith CroccoThis book documents the "brave new world" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings. Learning to Teach in an Age of Accountability: *introduces research on teaching and engages the "big ideas" concerning teacher research, highlighting what we know and where that leads us; *offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and *includes questions and activities to encourage discussion and further research about the ideas raised; and *addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book. This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling.
Learning Transitions in Higher Education
by David Scott David Watson Carol Evans Gwyneth Hughes Penny Jane Burke Catherine WalterThis book draws on a study of student transitions in higher education institutions to both unpack the concept of a learning transition and develop pedagogic strategies to enable learners to develop their learning careers. This book provides an original perspective on teaching and learning in higher education.
Learning While Governing: Expertise and Accountability in the Executive Branch (Chicago Studies in American Politics)
by Sean Gailmard John W. PattyAlthough their leaders and staff are not elected, bureaucratic agencies have the power to make policy decisions that carry the full force of the law. In this groundbreaking book, Sean Gailmard and John W. Patty explore an issue central to political science and public administration: How do Congress and the president ensure that bureaucratic agencies implement their preferred policies? The assumption has long been that bureaucrats bring to their positions expertise, which must then be marshaled to serve the interests of a particular policy. In Learning While Governing, Gailmard and Patty overturn this conventional wisdom, showing instead that much of what bureaucrats need to know to perform effectively is learned on the job. Bureaucratic expertise, they argue, is a function of administrative institutions and interactions with political authorities that collectively create an incentive for bureaucrats to develop expertise. The challenge for elected officials is therefore to provide agencies with the autonomy to do so while making sure they do not stray significantly from the administration's course. To support this claim, the authors analyze several types of information-management processes. Learning While Governing speaks to an issue with direct bearing on power relations between Congress, the president, and the executive agencies, and it will be a welcome addition to the literature on bureaucratic development.
Learning and Sustaining Agricultural Practices: The Dialectics of Cultivating Cultivation in Rural India (International Explorations in Outdoor and Environmental Education #7)
by Gurinder Singh Karen Haydock Abhijit Sambhaji Bansode Kalpana SangaleThis book describes a participatory case study of a small family farm in Maharashtra, India. It is a dialectical study of cultivating cultivation: how paddy cultivation is learnt and taught, and why it is the way it is. The paddy cultivation that the family is doing at first appears to be ‘traditional’. But by observation and working along with the family, the authors have found that they are engaging in a dynamic process in which they are questioning, investigating, and learning by doing. The authors compare this to the process of doing science, and to the sort of learning that occurs in formal education. The book presents evidence that paddy cultivation has always been varying and evolving through chance and necessity, experimentation, and economic contingencies. Through the example of one farm, the book provides a critique of current attempts to sustain agriculture, and an understanding of the ongoing agricultural crisis.
Learning and Teaching in Higher Education: Policy Discourses and the Illusion of Best Practice
by Sarah HorrodThis book explores the discourses in learning and teaching policy in UK higher education, traces how these ideas are recontextualised at institutional level and reveals the differences between policy discourses and lecturers’ and students’ experiences. The author argues that policy ideas around learning and teaching are not simply value-free ‘best practice’ but reflect the socio-political context of higher education. The study uses an innovative conceptual framework of critical discourse studies (CDS) and Bernstein’s sociology of pedagogy to provide critical lenses to uncover the underlying messages of policy. The book will interest a wide academic audience including anyone involved in higher education globally.
Learning at the Ends of Life
by Rachel HeydonIntergenerational learning programs bring together skipped generations (for instance, elders and young children) to promote expansive communication and identity options for participants, as well as the forging of relationships between generations. More specifically, these programs help foster multimodal literacy for both generations, encouraging new ways of seeing oneself and the world. Learning at the Ends of Life illustrates the unique benefits of these trail-blazing programs through more than seven years of research on developing and implementing intergenerational curricula in Canada and the United States.The first formal and sustained work on intergenerational curricula and literacies, Learning at the Ends of Life details the experiences of educators and participants in these programs. Rachel M. Heydon brings to life the particular possibilities of arts-based, multimodal curricula that draw on participants' existing funds of knowledge and interests. Providing practical suggestions for pedagogies and curricula, Heydon helps educators rethink what is taken for granted in monogenerational learning sites and see new possibilities for learners and themselves.
Learning behind Bars: How IRA Prisoners Shaped the Peace Process in Ireland
by Deiter ReinischLearning behind Bars is an oral history of former Irish republican prisoners in the Republic of Ireland and Northern Ireland between 1971, the year internment was introduced, and 2000, when the high-security Long Kesh Detention Centre/HM Prison Maze closed. Dieter Reinisch outlines the role of politically motivated prisoners in ending armed conflicts as well as the personal and political development of these radical activists during their imprisonment. Based on extensive life-story interviews with Irish Republican Army (IRA) ex-prisoners, the book examines how political prisoners developed their intellectual positions through the interplay of political education and resistance. It sheds light on how prisoners used this experience to initiate the debates that eventually led to acceptance of the peace process in Northern Ireland. Politically relevant and instructive, Learning behind Bars illuminates the value of education, politics, and resistance in the harshest of social environments.
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 Careers: The Pathways to Prosperity Network (Work and Learning Series)
by Nancy Hoffman Robert B. SchwartzLearning for Careers provides a comprehensive account of the Pathways to Prosperity Network, a national initiative focused on helping more young people successfully complete high school, attain a first postsecondary credential with value in the labor market, and get started on a career without foreclosing the opportunity for further education. It takes as its starting point the influential 2011 Pathways to Prosperity report, which challenged the prevailing idea that the core mission of high schools was to prepare all students for college. In response, the Pathways Network was founded in 2012 to promote cooperative arrangements between educational and business institutions in order to fashion pathways for young people to acquire twenty-first-century skills and achieve professional success. This book traces the evolution of the Pathways Network over the past five years, focusing on the efforts of a diverse set of states and regions to build systems that span high school and the first two years of postsecondary education. States such as Delaware and Tennessee have been highly effective in establishing systems designed to equip students with credentials valued in the contemporary labor market. At the same time, the authors acknowledge the technical, political, and cultural challenges in redesigning career-focused education to produce satisfactory outcomes for young people throughout the country.Learning for Careers offers a way forward for the millions of young people and employers that face a rapidly evolving and ever more competitive globalized workplace. This book will be essential reading for all who have a stake in educational and economic opportunity in the United States.
Learning for Environmental Governance: Insights for a More Adaptive Future (Elements in Earth System Governance)
by Andrea K. Gerlak Tanya HeikkilaLearning is critical for our capacity to govern the environment and adapt proactively to complex and emerging environmental issues. Yet, underlying barriers can challenge our capacity for learning in environmental governance. As a result, we often fail to adequately understand pressing environmental problems or produce innovative and effective solutions. This Element synthesizes insights from extensive academic and applied research on learning around the world to inform both research and practice. We distill the social and structural features of governance to help researchers and practitioners better understand, diagnose, and support learning and more adaptive responses to environmental problems.