Die sprachliche und berufliche Qualifizierung von jungen Gefluchteten sowie allen anderen neu zugewanderten jungen Menschen erfolgt in Bayern zu grossen Teilen an Berufsschulen. Schulerinnen und Schuler in Berufsintegrationsklassen im zweiten Schuljahr haben in einer Online-Erhebung Auskunft zu ihrer Sprach- und Bildungsbiografie gegeben. Dieses Buch wertet die Studie kritisch aus und interpretiert die grosse Vielfalt innerhalb der Gruppe in Bezug auf Merkmale wie schulische Vorbildung, Mehrsprachigkeit und berufliche Perspektive. Aus den Untersuchungsergebnissen leiten die Autoren Anregungen fur die Gestaltung und Weiterentwicklung von Berufsintegrationsmassnahmen ab.

Adult education is an under-researched field. Judgements about learning programmes are mostly summative and learning that does not lead to an accredited outcome is given low priority under current policy. This fascinating study considers the many factors that influence quality in adult learning, and provides a detailed analysis of the following concepts - characteristics of adults as learners; adult learning theory and andragogy; the experiences of adult learners and what they bring to the learning environment; quality and teaching; and quality and learning.

This book examines three sites of pedagogical innovation, all of which are explicitly activisms against the current political and pedagogical climate. Drawing on an interdisciplinary framework including autonomous Marxism, post-anarchism, social movement theories and theories of critical pedagogy, it examines social movements though a pedagogical lens and attempts to understand how connections can be made between social movement learning and other initiatives and forms of higher learning. With studies of the London Occupy! movement; The Social Science Centre, a co-operative higher learning provider that practises popular education in city venues; and a university politically opposing the 'student as consumer' ethos, Spaces of Political Pedagogy connects these various projects as a continuum of educational experimentation, offering insights into the ways in which these sites practice pedagogy and the manner in which these practices could be implemented more widely to inform and improve struggles for wider social justice. As such, it will appeal to scholars of education and sociology with interests in pedagogy, social movements and activism.

This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.

Closed Circuit Television (CCTV) cameras are a prominent, if increasingly familiar, feature of urbanism. They symbolize the faith that spatial authorities place in technical interventions for the treatment of social problems. CCTV was principally introduced to sterilize municipalities, to govern conducts and to protect properties. Vast expenditure has been committed to these technologies without a clear sense of how precisely they influence things. CCTV cameras might appear inanimate, but Opening the Black Box shows them to be vital mediums within relational circulations of supervision. The book principally excavates the social relations entwining the everyday application of CCTV. It takes the reader on a journey from living beneath the camera, to working behind the lens. Attention focuses on the labour exerted by camera operators as they source and process distanced spectacles. These workers are paid to scan monitor screens in search of disorderly vistas, visualizing stimuli according to its perceived riskiness and/or allurement. But the projection of this gaze can draw an unsettling reflection. It can mean enduring behavioural extremities as an impotent witness. It can also entail making spontaneous decisions that determine the course of justice. Opening the Black Box, therefore, contemplates the seductive and traumatic dimensions of monitoring telemediated 'riskscapes' through the prism of camera circuitry. It probes the positioning of camera operators as 'vicarious' custodians of a precarious social order and engages their subjective experiences. It reveals the work of watching to be an ambiguous practice: as much about managing external disturbances on the street as managing internal disruptions in the self.

This important book focuses on the critical role of educational achievement for the wellbeing and success of vulnerable youth in adulthood. It is concerned with three interconnected issues: the support which is or should be afforded to youth ageing out of state care to enable them to fulfil their academic potential; the interdependence of social aspects of 'care' and educational attainment for children growing up in state care; and the conditions which are pre-requisite for transition to fully autonomous adulthood, together with the implications of these for the state's responsibilities to care leavers. These issues are addressed through a review of international literature based on the educational outcomes and life-chances of youth graduating from state care, analysis of the findings of a three-year qualitative study following the educational transitions of young people, and the use of theoretical frameworks to explore the complexities of children's experiences of the state care system. In doing so the book balances predominantly needs-based discourses with a children's right perspective, focusing on competence rather than vulnerability and promoting the development of the skills needed for autonomous adulthood. Reconceptualising Transitions from Care to Independence should be considered essential reading for researchers, practitioners and policy makers in the fields of education, childhood studies and adoption and fostering services. Additionally, the issues addressed are of wider relevance to youth transitions to adulthood. Youth ageing out of care provide a particularly insightful case study into the broader cohort of young people entering the workforce in an era of a globalised economy and austerity.

Almost 650,000 men and women, approximately the size of the city of Memphis, TN, return home from prison every year. Oftentimes with some pocket change and a bus ticket, they reenter society and struggle to find work, housing, a supportive social network. Economic barriers, the stigma of a felony conviction, and mental health and addiction challenges make reentry a bleak picture, leading some to return to a life of crime. A Department of Justice study of 404,638 inmates in 30 states released in 2005, for example, identified that 68 percent were rearrested within 3 years and 77 percent within 5 years of release. Education and workforce readiness programs must be central components in better preparing individuals to successfully reenter society - and stay out of prison. This book compiles chapters written by individuals on the right and the left of the political spectrum, and within and outside the fields of prison education and reentry that address this need for reform. Chapters feature the voices of prominent national figures pushing for reform, current and former students who have benefitted from an education program while in prison, those teaching or managing educational programs within prison, and researchers, entrepreneurs, and policy influencers.

This book examines the role of affective variables in the process of learning a minority language. It presents a comprehensive account of how adult learners' attitude, motivation and identity are related to their awareness of, and commitment to, different dialects and varieties as target speech models. These issues are examined in the context of Irish, a minority language which does not have a standard spoken variety and where the vast majority of learners have no regular contact with native speakers. Using a mixed methods research approach, this study explores the relationships that exist between, on the one hand, learners' attitudes towards the three main traditional dialects of Irish and non-traditional second language varieties, and on the other, their motivation and self-concept as second language learners.

Social Justice, Transformation and Knowledge: Policy, Workplace Learning and Skills examines the policy contexts in which lifelong learning, vocational education and training and skill development is set. It provides a critique of neo-liberalism and its impact on vocational education and training and lifelong learning. It interrogates potentially progressive policy interventions that take for granted capitalist relations as these can become a form of 'comfort radicalism' that whilst calling for structural change remain lodged within capitalism. Such analyses are limited, particularly in austere conditions of worklessness with increasing numbers of workers surplus to the requirements of capital. Offering detailed discussions within UK, European and global contexts, this book proves an insightful and critical text which illustrates Professor Avis' extensive experience and knowledge of the field. Adopting a substantive focus on debates and analysis with significance that extends beyond the particular policy context of England, the book offers: an exploration of arguments that suggest workplace learning carries with it progressive possibilities an examination of models of class implicit within education policy and documents consideration of forms of governance and professionalism and their articulation to the pursuit of social justice an insight into discussions concerned with social justice, knowledge as well as the current conditions of austerity in which education and social policy are emphasised Social Justice, Transformation and Knowledge is a significant addition to the field. It is an insightful and thought-provoking book from which students, lecturers and researchers with an interest in education studies, education policy, and social justice will greatly benefit from reading.

The classic interdisciplinary reference on adult education, updated for today's learning environment Enhancing Adult Motivation to Learn provides adult educators with the information and strategies they need to guide non-traditional students toward positive educational outcomes. Providing a clear framework, guidelines for instructional planning, real-world examples, and cutting-edge ideas, this book fills the need for intrinsically motivating instruction targeted specifically toward adults returning to school. This new fourth edition sharpens the focus on community colleges, where most first-generation college students and working adults begin their higher education, and explores the rising use of technology and alternative delivery methods including a new chapter covering online instruction. Since the publication of its first edition, this book has become a classic reference for understanding adult motivation in educational and training settings. As more and more adults re-enter the educational system, instructors and trainers will find extraordinary value in this exploration at the intersection of research and practice. * Examine the latest neuroscience and psychological research pertaining to adult motivation and learning * Delve into alternative formats including online learning, interactive learning materials, and more * Elicit and encourage adult intrinsic motivation using the Motivational Framework for Culturally Responsive Teaching and sixty practical, research-backed strategies * Adopt a culturally responsive instructional approach for an inclusive and equitable learning environment. Adult students differ from traditional students in motivation, attitude, experience, and more; this, combined with an increasingly diverse body of students as well electronic delivery methods, makes today's teaching environment a new landscape for instructors to navigate. Enhancing Adult Motivation to Learn provides a clear guide to success for instructors and students alike.

Study Skills for Foundation Degrees offers a step-by-step guide to the skills needed to successfully complete a Foundation Degree. Filled with activities and useful tips, it will help students to move from nervous novice to confident expert and provide them with the necessary tools to accomplish this. By reading this book, students will be able to learn new skills and enhance existing ones. This third edition has been fully updated and features new chapters on e-learning and dissertations as well as expanded sections on ethics, feedback and referencing. Each chapter includes practical guidance as well as student perspectives that will help students through their course of study. It includes advice on how to support learning, boost motivation and enhance time management, and covers all the essential skills required for successful study, including: Effective reading and note-taking strategies Developing oral skills in a wide range of presentation settings, including what makes a good presentation and how each stage of the process can be prepared for Carrying out well-planned, methodologically sound and well-written research Preparing for examinations and other forms of assessment Producing a professional development portfolio or winning CV Highly accessible, this new edition is an essential resource for all Foundation Degree students who want to get the most out of their course, mature students or anyone with limited or no experience of academic study.

Universities and Engagement is a timely and insightful book that examines what universities can contribute to their communities and economies through lifelong learning, a topic which is of increasing importance to Higher Education Institutions across the world. The book will offer an answer to the question 'What can be understood by University Lifelong Learning today?' by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: research into policy and practice; engaging with business and industry; engaging with communities; engaging with an ageing society; active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development.

Universities and Engagement is a timely and insightful book that examines what universities can contribute to their communities and economies through lifelong learning, a topic which is of increasing importance to Higher Education Institutions across the world. The book will offer an answer to the question 'What can be understood by University Lifelong Learning today?' by collating the work of specialists from across Europe and beyond who have first-hand experience in the field of university engagement through continuing education. With a diverse range of expertise from the UK, Ireland, Germany, Finland, Malta, Belgium, New Zealand, Austria and the USA, readers are guaranteed a varied and informative collection of perspectives on this important topic. Taken as a whole, the book provides a theoretical background for readers, drawing on recent research and practice examples from a variety of countries and institutional settings, as well as demonstrating a variety of conceptual approaches, confirming the diverse range of possible solutions. Key topics covered include: research into policy and practice; engaging with business and industry; engaging with communities; engaging with an ageing society; active citizenship and regional competitiveness. Developed in collaboration with the European University Continuing Education Network (EUCEN), Universities and Engagement is an invaluable contribution to research in the subject of lifelong learning. It will be of value to academics, practitioners and professionals with an interest in higher education and community management, and will be particularly suited to those interested in lifelong learning, adult education and community development.

This book examines how educational practice can be improved through practice-focused educational research. The editors and contributors explore the issues involved in breaking down boundaries between educational research and practice - research often seen as an elitist activity that can only be determined by a favoured few - as well as the socially constructed nature of boundaries between academic and vocational education. Containing illuminating case studies written by practicing teachers from the further and vocational education sector, it posits that educational research should enable teachers to learn from research in order to improve their own educational practice. This book will be of interest and value to scholars of further and vocational education, as well as those wanting to bridge the gap between research and practice.

This book seeks to draw out the impacts of power, politics, and critical theory on the growth of adult learning in a small liberal arts college setting. Using critical theory as an analytical tool to investigate questions around budgeting, academic quality, and student access, this volume shows how these issues are inextricably bound up with those of hegemony, ideology, and bureaucratic rationality. The author demonstrates, too, how acknowledging these influences at the outset leads to a sustainable and equitable adult learning environment. Through an emphasis on both organizational context and individual learning experiences, this volume contributes new substance to the understanding of politics and power relationships in educational leadership.

The post-compulsory sector is complex and multifaceted, with highly diverse and sometimes challenging learner groups and subject to change from almost unending shifts in educational policy. Effective mentoring has a crucial role in the initial training of new teachers in the post-compulsory sector offering them the guidance and practical support they need to respond to these challenges.

Now in its second edtion, Mentoring Teachers in Post Compulsory Education has been updated with current research and technological advances. Describing all of the expectations, responsibilities and rewards involved in mentoring, the book covers:

• What to expect as a mentor and what your mentee expects of you
• The skills, attributes and functions that make an effective mentor
• Organising and conducting observations
• Perspectives on professional learning
• What to do when things go wrong.

Accessible, practical and supportive, this book will help make mentoring an easier, more enjoyable and rewarding experience for all new mentors in the post-compulsory sector.

This book is appropriate for anyone who wishes to maintain their practice in accordance with the Professional Standards for Teachers and Trainers in Education and Training. However, the process of gaining QTLS was redesigned in 2020 after this book was published. The content will still prove helpful to anyone working towards QTLS status, however, some of the screenshots in the book now differ to those in the QTLS online workbook. The book is written in an accessible language and includes information regarding the minimum core, and observed teaching practice. The content will help practitioners to have a positive impact upon their job role, their learners, their organisation and their career.

Originally published in 1991, this book provides the reader with a comprehensive synthesis of developments, issues and practices related to a self-direction in learning. it presents strategies for facilitating self-directed learning as an instructional method and for enhancing learner self-direction as an aspect of adult personality. The idea of self-directed learning is not a new one but has received renewed attention in education circles and has particular significance for the adult education sector.

Districts and schools often count on coaching to promote student learning and organizational change. Across the United States, a wide variety of coaches engage in various types of work with teachers as well as school leaders. But coaching is often loosely defined, weakly supported, and ultimately underutilized and, as a consequence, its promise and potential have not been fully realized. In this book, the authors address misconceptions about the goals of coaching, what it involves, and how it aligns with reform efforts. They advance a new, coherent framing of coaching as a lever for strategic, equitable school improvement. Bridging research, theory, policy, and practice, this book provides insights to help educational reformers and district and school leaders strengthen the structures and activities of coaching. This timely book illustrates how to make coaching matter by assembling infrastructure and creating conditions so that coaching advances change in robust, sustaining, and equitable ways. Book Features: Provides useful information for educational leaders whose expertise may not extend to coaching, including tools and reflective questions. Offers a strong theoretical and research-based foundation, along with the authors' collective experience as researchers and practitioners and the voices of coaches and other educational leaders. Advocates for a coaching model that supports a district's overall strategy for centering equity and improving student learning. Describes how to build capacity and continuously improve coaching, and how to support coaching through leadership, logistics, and resources.

Every day, learners use and reuse open, digital resources for learning. Reusing Open Resources offers a vision of the potential of these open, online resources to support learning. The book follows on from Reusing Online Resources: A Sustainable Approach to E-learning. At that time focus was on the creation, release and reuse of digital learning resources modeled on educational materials. Since then the open release of resources and data has become mainstream, rather than specialist, changing societal expectations around resource reuse. Social and professional learning networks are now routine places for the exchange of online knowledge resources that are shared, manipulated and reused in new ways, opening opportunities for new models of business, research and learning. The goal of this book is to extend the debate of how open, online resources might support learning across diverse contexts. Twenty-four distinguished experts from nine countries distributed across Europe and North America contribute empirical evidence and ideas. Collectively they provide a vision of the potential of open, online resources to support learning across everyday contexts of education, work and life.

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.

With life expectancy increasing, there is growing emphasis on encouraging older people to continue learning. This comes as part of a strategy to allow them to remain healthy, independent and vitally engaged in society for as long as possible. All the same, policymakers have barely begun to address the issues involved and the perspectives of these learners. This book presents insightful research that will help shift the focus of debate onto the learning experiences of older people themselves. It offers a critical overview of the development of theoretical and philosophical approaches to later life learning that have developed over the last three decades, drawing on published work from the USA, the UK, Australia and other countries. It documents the individual experiences of older people through a variety of methods, including:

• Focus group discussions
• Learning diaries kept by older people
• Questionnaires considering, among other issues, older people s definition on what learning is
• Interviews and commentary

This material gives a sense of the breadth and diversity of older people s experiences, as well as the enormous range of learning activities, both informal and formal, in which they are engaged in retirement. In a climate of debate and change concerning the provision and funding of non-vocational learning opportunities for adults of any age, this study s findings will be of particular importance. It will appeal to researchers and students of education as well as those directly involved in the implementation of courses and classes involving older learners.

Distance education services are an effective way to meet the needs of students with disabilities, but few special educators get the preparation they need to conduct high-quality instruction remotely. All the fundamentals are in this one-of-a-kind guide, the first dedicated book on distance learning for special educators. With contributions from more than 35 experienced educators, this guide covers all types of distance learning from Grades PreK through 12-both real-time and asynchronous, from higher-tech online teaching to instruction with prepared materials. Special educators will get foundational knowledge on the principles and recommended practices of virtual learning, and then discover specific strategies for delivering behavioral, academic, and social supports at a distance. Up-to-date research blends seamlessly with practical action steps, giving educators a reliable and immediately useful guide to the most successful virtual learning practices. Required reading for both pre- and in-service special education teachers, this timely book clarifies what effective and engaging distance education looks like from preschool through high school-and how to maximize its benefits for students with a wide range of disabilities. LEARN HOW TO: adapt your curriculum and instruction for virtual learning select and use technology to support learners and families make skillful adaptations for students with physical, sensory, and communication challenges teach both reading and STEM skills at a distance respond to challenging behavior and mental health needs in a virtual environment collect student data and monitor IEP objectives meet the needs of culturally and linguistically diverse students plan smooth student transitions at a distance SPECIAL FEATURES: Reinforce and enhance your learning with chapter objectives, case studies, reflection questions, and lists of helpful tools, apps, and resources to explore.

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.