Scottish Gaelic in Twelve Weeks has been written both as a self-tuition course for beginners and also for use within the classroom. You may want to learn Gaelic because of a general interest in Celtic or Scottish history and culture, or because it was the everyday language of your ancestors. The cynical observer may wonder if the exercise is worthwhile, when only 1.5 per cent of Scotland's population speak the language. However, Gaelic is far from dead; in some parts of the Highlands and Western Isles it is the everyday language and it represents an important part of the United Kingdom's cultural mix. There are Gaelic-learning classes in almost every area of Scotland. Each lesson in the book contains some essential points of grammar explained and illustrated, exercises, a list of new vocabulary (with a guide to pronunciation, using the International Phonetics Alphabet), and an item of conversation. This new edition includes an audio download link.

As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The Routledge International Handbook of Lifelong Learning provides a disciplined and complete overview of lifelong learning internationally. The theoretical structure puts the learner at the centre and the book emanates from there, pointing to the social context beyond the learner. Up-to-the-minute syntheses from many of the leading international experts in the field give vital snapshots of this rapidly evolving subject from wide-ranging perspectives including: learning throughout life sites of lifelong learning modes of learning policies social movements issues in lifelong learning geographical dimensions. This authoritative volume, essential reading for academics in the field of Lifelong Learning, examines the complexities of the subject within a systematic global framework and places it in its socio-historic context.

New material focused on reading skills for online sources - increasingly important in a time of increased online learning Presents a unique visual approach to academic writing and composition specifically tailored to the needs and learning preferences of dyslexic students in Higher Education Uses a unique system of visual diagrams and icons which have been designed specifically with dyslexic students in mind. Considers how dyslexic students can learn the basic principles of grammar through visual strategies, which is something no other dyslexia / study guide currently does. Dedicates an entire chapter to editing and proofreading strategies - something never seen in study guides / academic writing guides Underpinned by extensive experience in teaching academic writing, professional academic writing and publishing, a year-long research project into dyslexia, provision for dyslexic students within Higher Education, and visual academic writing strategies for dyslexic students. Data from the UK Higher Education Statistics Agency show that the number of students with a 'known disability' increased by 49.75% from 2013-2019

Over the last decade there has arisen considerable disquiet about the relationship between criminal justice and its publics. This has been expressed in a variety of different ways, ranging from a concern that state criminal justice has moved too far away from the concerns of ordinary people (become too distant, too out of touch, insufficiently reflective of different groups in society) to the belief that the police have been attending to the wrong priorities, that the state has failed to reduce crime, that people still feel a general sense of insecurity. Governments have sought to respond to these concerns throughout Europe and North America but the results have challenged people's deeply held beliefs about what justice is and what the state's role should be. The need to innovate in response to local demands has hence resulted in some very different initiatives. This book is concerned to delve further into this contested relationship between criminal justice and its publics. Written by experts from different countries as a new initiative in comparative criminal justice, it reveals how different the intrinsic cultural attitudes in relation to criminal justice are across Europe. This is a time when states' monopoly on criminal justice is being questioned and they are being asked on what basis their legitimacy rests, challenged by both globalization and localization. The answers reflect both cultural specificity and, for some, broader moves towards reaching out to citizens and associations representing citizens.

This book explores the concept and facilitation of critical reflection and its implications for professional practice. It draws on the author's own extensive experience to demonstrate how reflective processes involving metaphor and imagery, as well as critique, can be used not only to understand and articulate key values underpinning professional practice and to generate new theoretical models, but to explore one's own worldview, including the ultimate question: 'Who am I?'. The author incorporates practical examples of reflection-through-writing and other reflective techniques which illustrate how ideas about critical reflection, transformative learning, authenticity and spirituality are intricately entwined within theories and practices of adult learning and professional development. The book highlights the importance of understanding the relationship between personal worldviews, values and professional practice. It draws on the concepts of vocation and professional psychological wellbeing to consider what it means to act authentically as a professional within an audit culture. The book will be invaluable for practitioners, academics and students interested in critical reflection, educational inquiry, autoethnography and the use of the self in and as research, the nature and use of metaphor, and the development of worldviews.

This book examines the nature of age as an aspect of social identity and its relationship to experiences of formal education. Providing a new and critical approach to debates about age and social identity, the author explores why age remains such an important aspect of self-making in contemporary society. Through an ethnographic account of a secondary school in the south-east of England, the author poses three principal questions. Why are schools in English organised according to age? How do pupils and teachers learn to 'act their age' while at school? Ultimately, why does age remain such an important and complex organising concept for modern society? Cutting across lines of class and gender, this timely book will be of interest to students and scholars of self-making and identity in educational contexts, and others interested in how schooling socialises young people into categories of age as the foundational building blocks of modern society.

This book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization/certification, it adds a much needed teacher perspective.

Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of literacy education.

For the millions who remain curious about the world around them, but gained little from science at school, this book offers a way forward. Based on live discussions with adults from all walks of life, each chapter begins with an everyday experience, like swallowing a pill or watching a bee on a flower. The main scientific ideas underlying each topic are then explored, so that understanding of a set of fundamental concepts builds up gradually throughout the book. In contrast to more traditional approaches to science learning, topics range freely across the subject areas. The story of Covid, for example includes aspects of biology, chemistry, mathematics and social behaviour. Plain English is used throughout and mathematical expressions are avoided. Key points are illustrated with clear diagrams and photographs. By drawing on questions and perspectives of ordinary people, the book offers an introduction to basic ideas in science as a whole, rather than any one particular subject. For the adult wishing to make good a gap in their understanding it provides a starting point for entering the rich world of popular science.

This open access book explores different landscapes of Lifelong Learning policies (LLP), producing case-based examinations of their institutional, discursive, and relational dimensions. Across Europe, young people develop their life courses amidst diverse living conditions and are confronted with a variety of institutional and structural arrangements that impact on their opportunities in education and labour. Considering the relevance of LLP in shaping those opportunities, the chapters draw from multi-level, mixed-methods research and offer original insights on the interplay of discourses and governance patterns in the processes of policy-making and deliverance. The book yields noteworthy insights into the widely differing realities across the European landscape, and also into the diverging ways young people deal with and actively participate in LLP.

This book presents a radical reconceptualization of subject-focused and research-led teacher professional development. Drawing on the experiences of more than 50 high school teachers and technicians who participated in science-based research with their students, the author examines how this enables teachers to develop a 'Teacher Scientist' model of professional identity. Through active participation in research, science teachers and technicians can implement socially just approaches to education, where students' differences are valued and, through research, their social and academic development is supported. Central to the 'Teacher Scientist' identity is the development of, and sustained interaction with, complex and collaborative professional networks which include researchers, university-staff and teachers and students in other schools. In the context of persistent recruitment and retention challenges, the 'Teacher Scientist' model provides a research-led approach which may offer an alternative to strategies focused on financial incentives.

The rise of Far Right populism poses major challenges for communities, exacerbating divisions, hate speech and hate crime. This book shows how communities and social justice movements can effectively tackle these issues, working together to mitigate their underlying causes and more immediate manifestations. Showing that community-based learning is integral to the development of strategies to promote more hopeful rather than more hateful futures, Mayo demonstrates how, through popular education and participatory action research, communities can develop their own understandings of their problems. Using case studies that illustrate education approaches in practice, she shows how communities can engineer democratic forms of social change.

This book focuses on knowledge management and learning organizations, showing how they realise entrepreneurship and innovation. Understanding knowledge management as the process of creating, sharing and managing an organization's information and knowledge, and focusing learning organizations in their collaborations to promote continuous learning are two issues that are critical to the organizational success. As such, this book offers insights into the topic and the appropriate use of the tools and strategies that drive competitive organizations operating on an international or transnational scale.

Teaching and Learning in Further Education is established as an authoritative, wide-ranging introductory text for those training to work in the further education, post-compulsory education and lifelong learning sectors. It offers an easy to read picture of the practitioner's everyday working life, a thorough historical account of the FE context and excellent advice on how to improve practice and enhance professional development. Essential topics covered include: Key theorists Teaching strategies Assessment issues The diverse curriculum The nature of the student body Blended learning and virtual learning E-assessment and personal records of achievement The fourth edition will be significantly updated in light of the latest research into teaching and learning, as well as extensive changes in the field including: Revision to the professional standards for teachers, tutors and trainers in the lifelong learning sector; increased provision of HE in FE; the introduction of functional skills and the 14-19 Diploma and the shifting nature of vocational qualifications. Illustrated throughout by case studies and vignettes, and supported by reflective actitities and references to well respected research and literature, Teaching and Learning in Further Education is an essential text to be used throughout an FE tutor's journey from trainee to qualified lecturer.

* Brings together career myths/facts implemented in career counseling and education into one comprehensive resource * Presents leading-edge, empirically based facts to ease career fears in a way readers can understand and professionals can trust * Harnesses the power of positive thinking with concrete action steps for successful career development * Offers a workbook format with guided activities and response prompts, ideal for career counseling, self-study, or as a course text

Winner of the AAACE Cyril O. Houle Award This book re-imagines the essence and role of adult education at both the individual and societal levels. It provides arguments for understanding adult education as a process of agency and empowerment, which has not only instrumental but intrinsic and transformative roles to play. This book brings together ideas from the capability approach with insights from recognition theory; the embeddedness approach; the political economic perspective for understanding public and private goods and the common goods perspective. The analysis draws on data from large-scale international studies - alongside qualitative data - and adopts a wide-ranging European comparative perspective. The book develops original instruments for measuring different dimensions of adult education as a common good, and its realisation in different social contexts. It is aimed at academics, students, practitioners, and policy makers interested in adult and/or higher education and the social justice perspective to human life.

This edited collection offers a unique multidisciplinary perspective into the many factors that go into designing, facilitating, expanding, and assessing experiential learning (EL) from the perspective of faculty and staff educators. The editor and contributors bring decades of expertise with different forms of EL, including community-engaged learning, education abroad, internships, and more. Chapters offer case studies and reflections which highlight personal experiences and anecdotes which illuminate the realities of experiential teaching and learning. Through these stories and narratives, readers may better understand what doing EL entails on an everyday basis-both on a local and global scale-and learn how to enhance support and resources for experiential educators on college and university campuses.

College Success for Adults: Insider Tips for Effective Learning is a concise, user-friendly guide to college success for the adult college student. In it, readers learn to master the rules, vocabulary, and expectations of the college environment. They'll discover how to balance their work and personal lives with college-level study, develop the mindset of the successful college student, take notes effectively, conquer testing anxiety, win over their professors, and much more. Armed with the knowledge this book provides, readers will emerge with a deeper understanding of what it takes to succeed in college-and how they can achieve this success. They'll learn how to take their own experience and wisdom as adults and translate it into success in the college classroom. Readers also receive helpful supplementary resources that will aid them on their journey to college success, including a college vocabulary glossary, college knowledge quiz (with answer key), a list of scholarships exclusively for adult students, and a suggested course syllabus (with detailed course calendar).

Die Reflexionskompetenz gilt als vermeintlicher Schlussel zur Professionalisierung auch von Fremdsprachenlehrkraften. Der Sammelband enthalt zum einen Beitrage, die unterschiedliche theoretische Zugange und Modelle zu einer fachspezifischen Reflexionskompetenz zur Diskussion stellen. Zum anderen gibt er Einblicke in empirische Studien zur Foerderung von Reflexionskompetenz in der Fremdsprachenlehrer*innenbildung. Hierbei wird jeweils verdeutlicht, welches Verstandnis von Reflexionskompetenz zugrunde liegt, welche Ziele damit verbunden sind, uber welche Gegenstande reflektiert werden sollte, welche Lehr-Lern-Formate zum Einsatz kamen und welcher Forschungszugang gewahlt wurde.

The first "how to" manual for online teaching in the helping professions. This is the first hands-on guide to address the unique challenges of educators in the helping professions who have minimal or no experience with online technologies. Written for online instructors, clinical faculty, program directors, administrators, and other educators, it describes practical and effective ways to teach material that is intrinsically based on face-to-face interaction through mediated means. Grounded in research and the expertise of authors with years of online teaching experience, the book moves from the basics of online course delivery to more complex arenas such as preparing both instructors and students to effectively transition to online learning. The book examines a variety of online designs uniquely suited to courses in the helping professions, including such platforms as Blackboard Collaborate, Blackboard Vista, and Moodle. Moving beyond lecture-level education, the text discusses online supervision of students who are beginning field and clinical experiences, as well as ethical considerations when teaching and supervising online. Replete with abundant tips, reflective questions, checklists, timelines, and vignettes, the text also includes an entire chapter devoted to overcoming fears of the online environment for both instructor and student. Key Features: Addresses the unique needs and concerns of online teaching and training in the helping professions Provides examples of course content at multiple levels and practice settings Includes practical tips, reflective questions, checklists, course design timelines, and vignettes to support the reader at all stages of teaching online Defines key terms and definitions Considers common pitfalls to avoid

The first authoritative volume to look back on the last 50 years of The Open University providing higher education to those in prison, this unique book gives voice to ex-prisoners whose lives have been transformed by the education they received. Offering vivid personal testimonies, reflective vignettes and academic analysis of prison life and education in prison, the book marks the 50th anniversary of The Open University.

In a classroom setting interaction among students is the norm. How do you replicate that informality, spontaneity, and focus online? This book provides you with a framework to think about the different kinds of engagement you want to foster -- whether participation, collaboration, or quick feedback -- and then introduce you to available online tools, some of which may be in your LMS -- offer practical tips, and guide you to how make the most of commonly available technologies to achieve your goals.Within the context and progression of a course -- from developing a welcome page, presenting yourself and the purpose of your course, to icebreakers, assignments, and alternative forms of assessment -- the authors introduce you to a range of easy-to-use online tools that they have introduced to the faculty and teachers in their classes, and that foster active learning and student engagement. In doing so they provide a checklist that you can also access and print from the Web, to help to you review additional tools from the wide and ever-growing range of tools that are available online and determine whether they are appropriate for what you want to accomplish.This book will help you connect with students, whether you're teaching synchronously or asynchronously, regardless of the devices students may be using; develop community; and introduce you to gamification to add enjoyment and variety to your students' experience of your class.Recognizing that using new tools with confidence requires practice, the authors offer ideas for implementing them in private online spaces. Each chapter concludes with reflection questions that can be addressed individually by the reader or within a learning community to encourage faculty to work together and support each other in virtual teaching and learning. This book addresses the challenge of embracing new models of course offerings to students in the evolving landscape of virtual learning.

Los objetivos del proyecto son: realizar un estudio comparado de la formacion recibida por los profesores espanoles, franceses, italianos y griegos de Educacion Primaria en metodologia para la didactica de L2 y en competencias multiculturales y plurilingues; determinar su percepcion y actitud ante la diversidad del alumnado y contrastarlas con el estado de la cuestion; alcanzar conclusiones sobre el contexto en esa etapa educativa que permitan elaborar propuestas metodologicas adecuadas a sus necesidades. El metodo empleado es cuantitativo, comparatista y de revision teorica y epistemologica. El instrumento utilizado es una escala Likert, con una gradacion desde 'Muy en desacuerdo' hasta 'Muy de acuerdo' correspondiendoles los numeros del 1 al 4 respectivamente. Los resultados evidencian la necesidad de revisar la formacion inicial y continua del profesorado en cuanto a multiculturalidad y plurilinguismo en los cuatro paises participantes en el proyecto.