This book explores connections between the fields of foreign/second language teaching and adult learning. This interdisciplinary approach serves as a framework in order to: (a) understand the teaching methods that promote the deeper, more critical sort of language learning advocated by scholars and professional organizations, (b) understand how adult students learn and transform through language study, and (c) reinforce the immense value of beginning language courses. Johnson studies a classroom of adult language learners for one semester, exploring issues of motivation and perceived value for these short-term learners as well as touching on issues around intercultural communication teaching and learning. The book will be of interest to adult language teachers as well as researchers studying adult education and second language learning.

This edited book shows how critical literacy can be applied in and outside the classroom setting. It shows educators how critical theory is applied in practice using studies in diverse K-16 settings, kindergarten through university contexts. By providing specific examples of critical literacy practice in the classroom and beyond, the book aims to help teachers, researchers and teacher educators make clear connections between theory and practice in critical literacy.

This book generates a comprehensive account of ways in which practice-based learning has been conceptualized in the Francophone context. Learning for occupations, and the educational and practice-based experiences supporting it are the subject of increased interest and attention globally. Governments, professional bodies, workplaces and workers are now looking for experiences that support the initial and ongoing development of occupational capacities. Consequently, more attention is being given to workplaces as sites for this learning. This focus on learning through work has long been emphasised in the Francophone world, which has developed distinct traditions and conceptions of associations between work and learning. These include ergonomics and professional didactics. Yet, whilst being accepted and of long standing in the Francophone world, these conceptions and traditions, and the practices supporting them are little known about or understood in the Anglophone world, which is the dominant medium for scientific and educational discussion. This book addresses this problem through drawing on accounts from France, Switzerland and Canada that make accessible and elaborate these traditions, conceptions and practices through examples of their applications to occupationally related learning. These accounts offer variations and culturally-specific developments of these traditions, but collectively emphasize a preoccupation with how both work and learning need to be understood through situated considerations of persons enacting their work practice. In this way, they offer noteworthy and worthwhile contributions to contemporary global considerations of learning through work.

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner'. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning' have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices: Part I provides readers with a short history of the notion of experiential learning. Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning. Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials. Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives. Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.

This book provides a critical examination of the myths surrounding adult education and its practice.

Dieses Werk bietet einen UEberblick uber die Entwicklung und Zukunft des digitalen Lehrens und Lernens. Die Digitalisierung verandert die Art und Weise des Lehrens und Lernens und bietet Unternehmen die Chance, Lerndienstleistungen kontextorientierter zu gestalten. Gleichzeitig resultieren Herausforderungen fur die digitale Lehre, die eine Entwicklung von innovativen Lehr-Lern-Konzepten erfordert. Anhand von unterschiedlichen Studien und Fallbeispielen demonstriert dieser Band, wie Kompetenzen von Mitarbeitern, Studierenden oder Lernenden mit Hilfe der Digitalisierung entwickelt, aufgebaut und erweitert werden koennen, um ein nachhaltiges Wissensmanagement in Unternehmen bieten zu koennen oder um innovative Konzepte fur die Lehre zu entwickeln. Durch die Einbindung von konkreten Praxisbeispielen und die Nutzung von innovativen Forschungsmethoden bietet dieses Buch sowohl fur Fuhrungskrafte als auch fur Lehrkrafte einen Leitfaden, um digitale und innovative Lehr-Lern-Konzepte zu gestalten.

It is imperative that teachers build community in their classrooms and across their academic teams and grades in order to make school a safe and supportive place for adolescents. Teachers must help their students acknowledge that they belong to a group together, that they are part of a "we" or "us," and that any differences-divergent talents, backgrounds, experiences, cultures, and skills-only make "us" stronger and better. No More "Us" and "Them" delineates what steps educators can take to create an atmosphere where adolescent students feel accepted, included, and valuable to themselves and to their peers. The goal of this book is to change adolescent attitudes to lead to not just acceptance and tolerance, but toward an expansion of "us" and respect for their classmates that will serve to spread an even wider net of respect. This book provides ideas for lessons and activities that can be integrated into existing curricula and that meet a variety of content area standards in language arts, social studies, science, mathematics, foreign languages, physical education, art, and music, while also proposing ideas for advisory or homeroom periods and class, team, and grade gatherings to build respect in our classrooms, our schools, and our communities.

This book explores European governance and policy coordination within lifelong learning markets. Using an instruments approach, the editors and contributors examine the ways in which governance mechanisms employed by the European Union influence policy to regulate lifelong learning, and intervene in lifelong learning markets, at both European and national levels. Filling an important gap in the current literature, this book examines how strengthened policy coordination at the EU level contributed to the blurring of boundaries between policy fields and the redefinition of the function of adult education after the 2008 recession. Divided into three parts, this book draws on a range of case studies from countries including Spain, Denmark, Bulgaria and the UK. It will be of interest and value to students and scholars of education policy and governance, adult education and lifelong learning.

This multidisciplinary book represents an initial attempt to connect adult learning and knowledge management in theory and practice. It provides educators, learners and organizational development professionals with new strategies and resources for developing active and effective pedagogies, which in turn prepare learners and practitioners to manage knowledge in organizations and higher education. To do so, it gathers contributions and case studies from a diverse, global team of authors and provides a theoretical and practical outline of new strategies and methods for facilitating adult teaching and learning. It also provides a fresh reading of active learning methods, by adopting a knowledge management viewpoint that is broadly applicable, whether helping students master content in university courses, or helping organizations learn and change. The book is divided into three main sections: a) methods and theories for adult teaching and learning; b) knowledge management in education; and c) case studies and best practices that consider classroom learning, higher education change, and organization development.

International education, service-learning, and community-based global learning programs are robust with potential. They can positively impact communities, grow civil society networks, and have transformative effects for students who become more globally aware and more engaged in global civil society - at home and abroad. Yet such programs are also packed with peril. Clear evidence indicates that poor forms of such programming have negative impacts on vulnerable persons, including medical patients and children, while cementing stereotypes and reinforcing patterns of privilege and exclusion. These dangers can be mitigated, however, through collaborative planning, design, and evaluation that advances mutually beneficial community partnerships, critically reflective practice, thoughtful facilitation, and creative use of resources. Drawing on research and insights from several academic disciplines and community partner perspectives, along with the authors' decades of applied, community-based development and education experience, they present a model of community-based global learning that clearly espouses an equitable balance between learning methodology and a community development philosophy. Emphasizing the key drivers of community-driven learning and service, cultural humility and exchange, seeking global citizenship, continuous and diverse forms of critically reflective practice, and ongoing attention to power and privilege, this book constitutes a guide to course or program design that takes into account the unpredictable and dynamic character of domestic and international community-based global learning experiences, the varying characteristics of destination communities, and a framework through which to integrate any discipline or collaborative project. Readers will appreciate the numerous toolboxes and reflective exercises to help them think through the creation of independent programming or courses that support targeted learning and community-driven development. The book ultimately moves beyond course and program design to explore how to integrate these objectives and values in the wider curriculum and throughout formal and informal community-based learning partnerships.

isbn 978-1-84285-443-3 Eve Miller B.Ed. Price GBP 24.99 EURO29.99 A4 40pgs includes interactive board activities and sheets for printing This is the fourth book in a new series from an exciting new author. Eve Miller is an experienced classroom teacher and now a keen author. This book is a response to a direct request from teachers for suitable learning materials for this cohort of students. It comes with free audio files, interactive software and powerpoint displays ( and open office equivalents) to help teachers teach and children to learn. This book is designed to help children and young people to become skilled in interpreting the different types of messages they see everyday and to distinguish between formal and informal communication. This is a vital life skill for children and young people, to engage in communication from small talk to formal conversation. The ability to communicate effectively and efficiently is a life skill that many students in this cohort find difficult and will often resort to the well heard phrase ' you know what I mean?' Employers often complain about the poor level of communication amongst trainees, that is why this book is an important contribution to the education of this cohort of students. This is a value laden book that will support teachers in their work and help students to learn. This is the third in a series of 4 books written for Lawler Education by the same author. The series is: Writing in Everyday Life 1 Making inferences, Writing in Everyday Life 2 Travelling, Writing in Everyday Life 3 Asking questions, Writing in Everyday Life 4 Messages. The book comes with interactive software to help children learn the correct words and to get them actively engaged with their own learning and engaging in what theorists call 'scaffolding their own learning'. The purchaser buys rights to copy the sheets and use them and the software in their school.

This book seeks to explore thematic and pragmatic applications of financing the community college to help facilitate educational reform, to assist efforts related to internationalization and to create systemic support systems to maintain the mission.

Cultivating Curious and Creative Minds presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability. Taken together, the chapters in Part I of Cultivating Curious and Creative Minds provide a sampling of what the cultivation of curious and creative minds entails. The contributing authors shed light on how curiosity and creativity can be approached in the teaching domain and discuss specific ideas concerning how it plays out in particular situations and contexts.

How can you support both colleagues and families as they enhance their knowledge, develop new skills, and promote health development of young children? Coaching is the key-and the new edition of this bestselling guide is packed with even more practical tools to help early childhood professionals conduct skillful coaching at homes, schools, and communities. Like the popular first edition, this book walks you step-by-step through the five characteristics of successful coaching practices: observation, action, reflection, feedback, and joint planning. You'll learn about the essential qualities of effective coaches and discover how to adjust your coaching techniques to meet the specific needs of early childhood educators, parents, and caregivers. And you'll get cutting-edge new content inspired by user feedback, including updated research, the latest evidence-based practices, and almost 80 pages of sample scripts and scenarios that help you support families of children with a wider variety of diagnoses. With this practical guide to proven coaching techniques, you'll be ready to help both professionals and families support the learning and development of all young children. What's New More scripts and scenarios that show what coaching looks and sounds like in the real world A Coaching Scenario Matrix to help you find relevant examples in seconds New chapter on coaching for early intervention service coordinators More guidance on coaching throughout the IFSP process New examples that address common coaching challenges Expanded guidance on the process of coaching coaches Answers to key questions from the authors' popular training sessions Practical forms now available as fillable PDFs for download Updated research on the effectiveness of coaching Practical Materials: Downloadable tools include the Coaching Plan, Framework for Reflective Questioning, Coaching Practices Rating Scale, and Coaching Log.

This textbook is a guide to success during the PhD trajectory. The first part of this book takes the reader through all steps of the PhD trajectory, and the second part contains a unique glossary of terms and explanation relevant for PhD candidates. Written in the accessible language of the PhD Talk blogs, the book contains a great deal of practical advice for carrying out research, and presenting one's work. It includes tips and advice from current and former PhD candidates, thus representing a broad range of opinions. The book includes exercises that help PhD candidates get their work kick-started. It covers all steps of a doctoral journey in STEM: getting started in a program, planning the work, the literature review, the research question, experimental work, writing, presenting, online tools, presenting at one's first conference, writing the first journal paper, writing and defending the thesis, and the career after the PhD. Since a PhD trajectory is a deeply personal journey, this book suggests methods PhD candidates can try out, and teaches them how to figure out for themselves which proposed methods work for them, and how to find their own way of doing things.

isbn 9781842854556 Dr Susan Young Price GBP 24.99 EURO29.99 A4 40pgs includes interactive board activities and sheets for printing This is the part of a new series from Lawler Education to support teachers of literacy. This important area of teaching and learning is one that often causes teachers, particularly less experienced teachers stress in organising positive learning experiences for students. That is why this set of books are an important contribution to supporting teachers. Made up of a set of lesson plans and worksheets that can be used with students, this book will develop understanding through word level and sentence level work. This book covers: regular plural noun suffixes, -s, or -es. suffixes that can be added to verbs where no change is required to spell the root word eg helping, helper, helped. How the prefix un- changes the meaning of verbs and adjectives eg unkind. Sentence construction as a combination of words. Joining words and joining clauses like and will be explored. Sequencing sentences to form short narratives. Separation of words with spaces. The role of capital letters, full stops/periods, question marks and exclamation marks to demarcate sentences. Capital letters for names and personal pronouns. It will obviously be of interest to colleagues in primary schools but it will also be of interest to colleagues of adults with basic skills needs working at entry level and level 1. The material is presented in a mature manner that will not threaten their self esteem. Dr Young is a recognised expert in education and is a major author in the Lawler Education list.

This book demonstrates how processes of globalization (economic, cultural, socio-political) are creating new possibilities and inequities and are thereby creating corresponding roles for adult education and learning in the South (Africa, Asia, South America) that are embedded in multiple political, economic and cultural projects for social change.